Consultation in Institutions for Child Development

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Abstract
The study upon which this paper is based explores how child-care institutions implement new programs and practices. Specifically, in what ways do institutions that develop and implement exemplary programs differ from those that do not? And how can consultation help the less effective institutions improve their practices? Subsequent questions deal with what conditions should hold before an organization can be expected to profit from consultation and the probable influence of each consultant's theory base, orientation, and personal style on the process and outcomes of a consultation. Four child-care institutions were selected to receive consultation. To each institution was assigned a professional consultant. Although each differed from the others in theoretical approach and operational style, all agreed on a common goal: to help the institution become more effective in terms of its stated mission vis-a-vis providing services to children. Each institution had approximately 40 days of direct consultation. Subsequent to the series of consultations, an independent evaluation assessed the outcomes. The course of each of the consultations, the evaluator's findings, and the insights derived from the entire study are discussed.

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