PSY FPX 8730 Assessment 4 Theoretical Foundations in Psychology for Consultation

Student Name

Capella University

PSY FPX 8730 Consultation Psychology

Prof. Name:

Date

Case Study

The finance director and operations manager of a charter school have sought the assistance of a consultant to revamp their payroll and Paid Time Off (PTO) management system, as well as identify the reasons for high turnover at one of their locations. Over the past few years, the school has undergone several changes. Two years ago, a replication school was opened, resulting in a doubling of staff and student populations. Additionally, the long-time chief financial officer (CFO) and business manager (BM) retired. Following their departure, the new finance director and operations manager noticed that several of the CFO’s and BM’s methods were outdated and inefficient for time management. With 30 new staff members, there is an increasing need to redevelop payroll and PTO management systems. It was also noted that the turnover rate at the first location (CS1) has significantly increased over the last two years, and the school wants to understand why.

One of the challenges is that frequent changes in administrative staff roles have left many employees unclear about their specific responsibilities, particularly between office managers and operations managers who had each taken on additional tasks during the transitions between the business manager and the director of operations. Previous efforts by the former director of operations to implement digital punch systems were unsuccessful at both locations, leading to skepticism about the success of future changes. According to the executive director, the organization struggles with adapting to change.

Another challenge involves identifying the cause of high turnover. Across both locations, the school employs a total of 85 people. At the end of the 2017-2018 school year, CS1 saw 15 teachers and two administrative staff members leave, resulting in a 20% turnover rate. By the end of the 2018-2019 school year, 23 teachers and one administrative staff member had left, raising the turnover rate to approximately 28%.

Theoretical Foundations

The Board of Trustees is concerned about the rising turnover rate due to the time and money spent on recruitment and training, which diverts resources away from students. The executive director (ED) makes all final decisions and reports on program effectiveness. Her job is at risk if the situation does not improve. The finance director is one of the individuals who requested the consultant’s help and wants to implement changes as quickly as possible. She can provide insight into the current payroll system and the desired outcomes for payroll. Operations managers understand the daily functioning of the schools and can offer information about attendance and PTO tracking. Principals, who work directly with the teachers, may resist sharing information if they believe it will reflect poorly on them, given the high turnover rate. However, they are crucial in providing insights into day-to-day classroom operations and sharing their perspectives.

Teachers, whether current or former, can also provide valuable subjective input on why they chose to leave or stay. If teachers are feeling frustrated or overwhelmed with their workload, there may be resistance and low motivation. Through qualitative interviews, confidential online surveys, focus groups, or one-on-one meetings with current and former staff members, the school can identify the positive and negative aspects of working there and work toward implementing positive changes. Gestalt psychology and Cognitive Behavioral Therapy (CBT) may be utilized in this process.

Consulting Theories and Their Basis in Evidence

During the height of behaviorist theory research, three scholars introduced a more cognitive approach to learning (Hunt, 2007). In the early 20th century, Max Wertheimer, Kurt Koffka, and Wolfgang Kohler initiated the Gestalt psychology movement based on Wertheimer’s theory that the mind adds structure and meaning to experiences. Gestalt psychologists restored the study of learning by showing that problem-solving extends beyond trial and error or stimulus-response conditioning. Instead, it involves higher-level thinking that generates new insights and solutions (Hunt, 2007). In contrast, behaviorists focused solely on stimulus-response theories, disregarding learning as a holistic process (Hunt, 2007).

For Gestalt psychologists, learning is not just a response to stimuli; relationships between objects are formed, which can be transferred to new situations (Hunt, 2007). Koehler’s experiments with chickens, chimpanzees, and toddlers demonstrated that subjects could form relationships with objects that provided rewards and continue choosing the associated object even after the reward is removed or altered. Regarding perception, Wertheimer’s theory asserts that incoming sensations are perceived as organized wholes with meanings of their own (Hunt, 2007), and our minds process new data in an orderly manner.

PSY FPX 8730 Assessment 4 Theoretical Foundations in Psychology for Consultation

Albert Ellis’ Rational Emotive Behavior Therapy (REBT) is considered the first model of the cognitive-behavioral approach. The acceptance of behavior therapy in the 1960s and the growing acknowledgment of cognition’s role in understanding human behavior paved the way for REBT (Dobson & Block, 1988). Ellis later explained that the change from Rational Emotive Therapy (RET) to REBT reflected the therapy’s cognitive focus, aiming to address irrational beliefs that influence behavior (Ellis, 1999). REBT, like other cognitive-behavioral therapies, is directive, with therapists guiding clients in recognizing irrational beliefs and modifying their behavior accordingly (Wedding & Corsini, 2018).

Both behavior and cognitive therapies share similarities but differ from psychoanalysis and client-centered therapy. Cognitive-behavioral therapies are particularly effective in addressing anxiety disorders, depression, and various behavioral issues (Wedding & Corsini, 2018). Today, cognitive-behavioral therapy (CBT) is a leading, evidence-based approach for treating many psychological issues, as well as for organizational development (Wedding & Corsini, 2018). Dominic DiMattia’s Rational Effectiveness Training, derived from REBT, provides a framework for organizational leadership and development (David, 2016).

Synthesis of Consulting Theories

The charter school has experienced numerous changes over the past year. A consultant utilizing Gestalt theory can assist the school in recognizing its ability to adapt to change and in responding to further developments. If the school continues to cling to outdated methods, its organizational functioning may become stagnant (Chidiac, 2013). The consultant’s role is to help the school transition from a rigid mindset to one that is fluid and adaptable to a changing environment (Chidiac, 2013). Awareness of current experiences is essential for bringing about change (Sills, Lapworth, & Desmond, 2012). A Gestalt consultant could help the executive director realize how her attitudes toward change might be influencing other staff members and the organization as a whole.

Additionally, CBT principles can be applied to coaching practices within organizations. Emotional training through cognitive behavioral coaching can improve decision-making by helping individuals recognize how stress, anxiety, and other emotions affect their choices (David, 2016). CBT can help the executive director make decisions based on facts rather than preconceived beliefs (David, 2016). It can assist in moving beyond outdated methods, promoting productive behaviors, and implementing new strategies (Neenan, 2008). Through cognitive-behavioral coaching, the school can identify and overcome limiting beliefs and create productive behavioral patterns (Huisman & Kangas, 2018).

References

Block, P. (2011). Flawless consulting: A guide to getting your expertise used (3rd ed.). Pfeiffer.

Chidiac, M.-A. (2013). The functional dynamics of the gestalt approach in coaching and consulting. Routledge.

David, D. (2016). The psychology of irrational beliefs: Research, theory, and clinical practice. Oxford University Press.

Dobson, K. S., & Block, L. (1988). Historical and philosophical bases of cognitive-behavioral therapies. Guilford Press.

Ellis, A. (1999). How to stubbornly refuse to make yourself miserable about anything—yes, anything!. Kensington Publishing.

Huisman, A., & Kangas, J. (2018). Cognitive behavioral coaching: A practitioner’s guide. Springer.

Hunt, M. (2007). The story of psychology. Anchor Books.