Promoting Change in Schools

  • William P. Erchul
  • Brian K. Martens
Part of the Issues in Clinical Child Psychology book series (ICCP)


The central purpose of this chapter is to demonstrate that a primary role of the consultant is to serve as a change agent in the school. By “change,” we are referring to the purposeful alteration of beliefs, attitudes, and behaviors of children, adolescents, and adults who are part of the school setting. Given our definition of consultation presented in Chapter 1, the psychologist acts in a direct, face-to-face manner to change the beliefs, attitudes, or behaviors of the adults who are consultees. In turn, consultees work with students, intervening directly in classroom-based problems. To serve as an effective change agent, the consultant needs to understand issues of social power and interpersonal influence and how both relate to the consultant/consultee relationship.


Social Power Coercive Power Interpersonal Influence Influence Agent Legitimate Power 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media New York 1997

Authors and Affiliations

  • William P. Erchul
    • 1
  • Brian K. Martens
    • 2
  1. 1.North Carolina State UniversityRaleighUSA
  2. 2.Syracuse UniversitySyracuseUSA

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