Identifying and removing blockages to successful collaborations between counsellors, teachers and parents

Abstract

Collaboration is becoming an increasingly familiar term in the counselling and special education literatures. Notwithstanding this, collaboration still appears to be an infrequently used process despite the numerous articles that extol the virtues of consultation, team building and a team approach to educational problems. This paper identifies a number of blockages which inhibit the development of collaborative endeavours between counsellors, teachers and parents. These include the establishment of hierarchies and professional attitudes to other stakeholders in the education community which may not promote equality and reciprocity in collaborative problem-solving activities. The training of counsellors and teachers at both preservice and inservice levels are needed to ensure that participants have the communication and problem-solving skills that are essential for effective collaboration. In addition, parents must be encouraged to participate in school activities and be provided with the opportunity to learn how to work with school personnel.