Classroom management and consultation: Implications for school psychology

The importance of classroom management to the consultation role in school psychology is explored. Approaches to classroom misbehavior by classroom teachers and graduate students completing their training in school psychology were analyzed, using the induction-sensitization model of socialization. Significant differences in overall approach to classroom management were noted, with teachers displaying a more sensitizing (punitive) approach to classroom management. A significant gender-profession interaction was found. Further analysis revealed a significant difference between male and female teachers in their approach to classroom management. These results are discussed and programs of consultation (group and individual) are outlined, utilizing the results of the study.