Consultation Class 04

1
CPY 560 Consultation / Dr. Burt Bertram

MENTAL HEALTH
CONSULTATION
Caplan Model
Clinical Supervision
Behavioral Consultation
Coaching
Class #4
Community Counseling & Consultation
Consultation:
What Is It?
Community
Service Delivery
Organizations
Personal / Professional
Mission Statement
Process
Consultation &
Organization
Change
Community
Change
Consultation & Advocacy
Conflict Resolution
Mediation
Mental Health
Consultation
Organizations
Social
Justice
Change
Agent
Consultation Generic Model
Target of the Consulting
(Individual, Group, Family, Organization, Community)
Consultant Consultee/Client
Consultantaperson in aposition to havesomeinfluenceover an
individual, agroup, or an organization, but who has no direct power to
makechanges or implement programs.
Peter Block, Flawless Consulting(2nd Ed.), 2000
2
Consultation Assumptions
1. ConsultationisaProblemSolving&Educationalprocess
2. ConsultationisTriadic (Consultant,Consultee,Client)
3. ConsultationisVoluntary theConsulteeasksforhelp
4. ConsultationisCollaborative Consultant/Consultee=Peers
5. ConsultationisTemporary
6. ConsultationisfocusedonWorkRelatedProblems(broadlydefined)
7. ConsultationseekstohelpbothConsultee andClient
8. TheConsultanthasnopowerover theConsulteesactions
9. TheConsultantmay ormaynot have directcontact withtheClient
10. TheConsultantworkswiththeentireperson oftheConsultee
primarilyintermsofincreasingeffectivenesswiththetargetClient.
GenericModelofConsultation
StageOne
Entry
InitialMeeting
DefineDesiredOutcome
Contracting
Physical/PsychologicalEntryinto
theSystem
StageTwo
Diagnosis
GatheringInformation
DefiningtheProblem
SettingGoals
GeneratingPossibleInterventions
StageThree:Intervention
ChoosingtheRightIntervention
FormulateaPlan
ImplementthePlan
EvaluatethePlan
StageFour
Disengagement
EvaluatingtheConsultationProcess
PlanningforPostConsultation
ReducingInvolvement/FollowingUp
Termination
Caplan
Consultation Model
Client-Centered Case Consultation
Expert / 2
nd
Opinion Model
Program-Centered
Administrative
Consultation
Classic
Expert Model
Consultee-Centered Case Consultation
Supervision/Coaching Model
(Mental Health Consultation)
Consultee-Centered
Administrative
Consultation
Process/OD
Consultant Model
3
(Expert / Specialist Consultation)
Consultant functionsasaspecialist who assessestheclient,
arrivesat adiagnosis, andmakesrecommendationsconcerning
how theconsulteemight modify hisor her dealingwiththe
client.
Consultee: Mental HealthProfessional, Teacher, Medical,
Clergy, Parent, Adult Child
Target: Effortsaredirectedto the Case (client,
student, child, parent, employee, etc.)
CaplanModel - CONSULTATION
2
nd
Opinion Model
(Supervision/Coaching Mental Health Consultation)
Consultationisconcernedwithdifficultiesaconsultee
encounterswithaparticular client for whomheor shehas
responsibility thedifficultiesspringfromshortcomingsin
theconsulteesprofessional functioning.
Consultee: Mental HealthProfessional, Teacher, Medical,
Clergy, Parent, Adult Child
Target: Effortsaredirectedto theconsultee
to address
o Lack of Knowledge
o Lack of Skill
o Lack of Confidence
o Lack of Objectivity
ThemeInterference
Supervision or Coaching Model
Program-Centered Administrative
Consultation
(Expert/Specialists)
Consultant iscalledinto study aproblemandprovideaset
of recommendationsfor dealingwiththeproblem.
Consultee: CEO, Administrator, Manager, Supervisor,
TeamLeader, Etc.
Target: Effortsaredirectedto theadministrative
functioningof theorganizationor to alarger
systemic context (community consultation)
Classic Expert Model
4
Consultee-Centered Administrative
Consultation
(Process/OD Consultant)
Goal isto improvetheprofessional functioningof oneor
moremembersof anadministrative, executive, or managerial
staff/team. Consultant movesfreely throughout the
organization takesactiveroleinidentifyingorganizational
problemsandrecommendingand/or initiatingactivitiesto
addresstheproblems.
Consultee: Senior Leadershipand/or Organization
Target: Effortsaredirectedat improved
organizational functioningthrough
leadershipcompetenceimprovements
Process/OD Consultant Model
Caplan
Consultation Model
(Expert 2
nd
Opinion)
Consultant functions as a specialist who assesses
the client, arrives at a diagnosis, and makes
recommendations concerninghowthe consultee
might modifyhis or her dealing withthe client.
Consultee: Mental Health Professional,
Teacher, Medical, Clergy, Parent, Adult Child
Target: Efforts are directedto the Case
(client, student, child, parent, employee, etc.)
Program-Centered
Administrative
Consultation
(Expert/Specialists)
Consultant is calledinto
studya problemandprovide
a set of recommendations for
dealingwiththe problem.
Consultee: CEO,
Administrator, Manager,
Supervisor, TeamLeader,
Etc.
Target: Efforts are directed
to the Adminfunctioningor
to a larger systemcontext
(communityconsultation)
(Mental Health / Human Service Consultation)
Consultationis concernedwith difficulties a
consultee encounters witha particular client for
whomhe or she has responsibility the difficulties
springfromshortcomings inthe consultees
professional functioning.
Target: Efforts are directedto the consultee
to address
o Lack of Knowledge
o Lack of Skill
o Lack of Confidence
o Lack of Objectivity
Theme Interference
Consultee-Centered
Administrative
Consultation
(Process/OD Consultant)
Goal is to improve the
professional functioningof one
or more members of an
administrative or leadership
staff/team. Consultant moves
freelythroughout the
organization takes active role
inidentifyingorganiz-ational
problems andrecommending
and/or initiatingactivities to
address the problems.
Consultee: Senior
Leadership/ Organization
Target: Efforts are directed
at improvedorganizational
functioningthrough
leadershipcompetence
improvements
Mental Health / Psychological Consultation
Caplan
(Supervision & Coaching Model)
5
What is Mental Health Consultation?
MentalHealthConsultation Aprocessofinteractionbetweentwoprofessionalpersons
theconsultant,whoisaspecialist,andtheconsultee,whoinvokestheconsultantshelpin
regardtoacurrentworkproblemwithwhichhe[orshe]ishavingdifficultyandwhichhe[or
she]hasdecidediswithintheothersareaofspecializedcompetence.
GeraldCaplan (1970).TheTheoryandPracticeofMentalHealthConsultation,p.19.
Client
(Individual, Groups/Families, Organizations, Communities)
Consultant Consultee
Mental HealthProfessional
Teacher
ChildCareWorker
HumanServiceProfessional
Mental HealthConsultant
HumanServicesConsultant
MentalHealth/PsychologicalConsultation
Psychological consultation involves a broad helping approach
in which qualified psychological consultants help consultees (1)
resolvework-related issues pertaining to individuals, clients, or
programs that they areresponsiblefor, (2) becomeactiveagents
in achieving solutions to problems, or (3) strengthen consultees
work-related competencies to address similar issues in thethe
future.
Wallace, W.A., & Hall, D.L. (1996). Psychological consultation:
Perspectives and applications. Pacific Grove, CA: Brooks/Cole.
MentalHealthConsultation
Brown, Pryzwansky and Schulte (2001, p.4)
Updated Caplans definition of mental health consultation. Their
definition is a reasonable attempt to be inclusive of the diversity of
opinions within the field. Definition includes:
Consultation is initiated by either the consultee or the consultant.
Relationship characterized by authentic communication.
Consultees may be professionals or non-professionals.
Provides direct services to consultees; it assists themto develop
coping skills that ultimately make themindependent of the consultant.
Is triadic in that it provides indirect services to third parties (clients).
Types of problems considered are work related when the concept of
work is broadly conceived.
Consultants role varies with consultees needs.
Locus of consultant may be internal or external.
All communication between consultant and consultee is confidential.
6
Bernard, J. M., & Goodyear, (1998). Fundamentals of
clinical supervision. Boston: Allyn & Bacon.
An intervention provided by a more senior member of a
profession to a more junior member or members of that
same profession. This relationship is evaluative, extends
over time, and has the simultaneous purposes of
enhancing the professional function of the more junior
person(s), monitoring the quality of professional services
offered to the clients) she, he, or they see(s), and serving
as a gatekeeper of those who are to enter the particular
profession. (p. 6)
Loganbill, C., Hardy, E., & Delworth, U. (1982).
Supervision: A conceptual model. The Counseling
Psychologist, 10, 3-42.
An intensive, interpersonally focused, one-to-one
relationship in which one person is designated to
facilitate the development of therapeutic competence in
the other person. Also referred to as the master-
apprentice approach and one in which the relationship
is central. (p. 4)
7
Florida Statute Chapter 491
Rules 64B4-2.002 Definition of Supervision
Supervision is the relationship between the qualified supervisor
and intern that promotes the development of responsibility,
skills, knowledge, attitudes and adherence to ethical, legal
and regulatory standards in the practice of clinical social
work, marriage and family therapy and mental healthy
counseling. Supervision is face-to-face contact between an
intern and a supervisor during which the intern apprises the
supervisor of the diagnosis and treatment of each client,
client cases are discussed, the supervisor provides the intern
with oversight and guidance in diagnosing, treating and
dealing with clients, and the supervisor evaluates the interns
performance.
AdaptedfromHaworthPressArticle
Prest,L.,Schindeler Zimmerman,T.,&Sporakowski,M.(1992).
Theinitialsupervisionchecklist(ISSC):AguideforMFTsupervisionprocess.
TheClinicalSupervisor,10,117133.
(TobeusedbybothSupervisorandSuperviseeduringinitialsupervisionsession)
1. Education,TrainingandClinicalExperience
Inquireaboutthefollowingcharacteristicsofthesupervisee/supervisor
Educationalbackground
Trainingexperiences
Setting(s)numberofyears
Theoreticalorientation(s)
Clinicalcompetencewithvariousissues(e.g.,ethnicity,gender,substance
abuse,alternativelifestyles,abortion,populations,problems,andfamilyforms)
Senseofmission/purposeinthefieldofcounseling
Educationalplansandprofessionalgoalsofthesupervisee
Clinical Supervision Initial Session Checklist
PhilosophyofSupervision
Exploresupervisees/supervisorsphilosophyofthesupervisionprocess,
including
Philosophyoftherapy&change
Purposeofsupervision
PreviousSupervisionExperiences
Inordertoassesstherangeofthesuperviseescompetence,discussthe
followingpoints:
Previoussupervisionexperiences(e.g.format,setting)
Strengthsandweaknessesastherapist/supervisee(asindicatorsof
developmentallevel)
Superviseescompetencewithstagesoftherapyprocess:initialcall,intake,
joining,middlephase,termination,referral)
Levelofdevelopmentintermsofcaseplanning,notes,collateralsupportand
networking
Supervisorycompetencewithvariousissues(e.g.ethnicity,gender,substance
abuse,alternativelifestyles,abortion,populations,problems,andfamilyforms)
Methodsformanagingsupervisorsuperviseedifferences
Clinical Supervision Initial Session Checklist
8
2. SupervisionGoals
Inordertoestablishandevaluategoalsofsupervision,address thefollowing
Goals(personalandprofessional
Processofgoalevaluationandtimeframe(e.g.weekly)
Requirementsforwhichsuperviseeisseekingsupervision(e.g.,licensureor
certification)
Requirementsmetbysupervisorssupervision
3. SupervisionStyle&Techniques
Anoptimumfitintermsofsupervisorystylemaybefacilitatedby
addressing
Specificexpectationregardingroles,hierarchy,etc
Typesofsupervisionwhichwouldfacilitateclinicalgrowthofthesupervisee
Preferredsyle (e.g.,didactic,therapeutic,experiential,collegial)
Similarities/Differencesbetweentherapyandsupervisionmodels
Focus(e.g.,therapistsdevelopment,cases,orboth)
Ifcasefocused,inwhatmanner(e.g.,fewcasesexploredindepth,crisismgt)
Modality,(e.g.,audio,video,verbal,cotherapywithsupervisor,livesupervision)
4. TheoreticalOrientation
Recognizingthatagoodtheoreticalfitsisimportanttothesupervisory
process,address:
Modelsorspecificschoolstrainedinfortherapyand/orsupervision
Extenttowhichthesemodelshavebeenusedclinically
Populations,problems,orfamilyformswithwhichmodelshavebeenmost
effective
Interestinlearningnewapproaches
Integrationoftheoreticalmodels
5. Legal/EthicalConsiderations
Definethelegalandethicalparametersofsupervision:
Responsibilityforclientsdiscussedinsupervisionindifferent contexts(e.g.,
licensedvs.unlicensedtherapist,privatepracticevs.academic setting)
Numberofcasesforwhichthesupervisorwillberesponsible
Emergencyandbackupproceduresavailable(e.g.,supervisoraccessibility)
Awarenessofandadherencetoprofessionalethicalcodes
Confidentialityregardingsupervisiondiscussions
Confidentialityissueswhenmorethanonesuperviseeisinvolved
Specificissuesrelatedtodualroles(e.g.,professorstudentorcolleaguecolleague
supervisoryrelationships
Processfordealingwithissuessuchasburnoutandtransference/counter
transference
6. UseofSelf/PersonalIssues
Supervisionmayincludeafocusonuseofself orotherpersonalissues
Utilityofuseofself insupervision
Superviseescurrentfamilyandotherrelationships
Issuesrelatedtosupervisorsandsuperviseesrace,gender,andethnicity
Discussionoftechniques(e.g.,genograms,superviseesdifferentiationprocess)
Conflictsbetweenpersonalvaluesandbeliefsandgoalsforsupervision
Significantlifeeventsorcontextsshapingsuperviseesclinicalwork
7. SuperviseesWorkplace
Theseorganizationalconsiderationsareimportant
Superviseesplaceofemployment/practice
Agency dynamics(administrativecontrol,theoreticalconflicts)
Agency structure(othersupervisorsinvolvedincases,responsibility/liability
Referralsystem(e.g.,courtordered,selfreferred,etc.)
Superviseessupportsystem
9
8. PracticalIssues
Thesupervisionprocessisacontractualoneinwhichthesupervisor
providesaservicetothesupervisee/consumer.Thefollowingpractical
considerationshouldbeaddressed:
Feeandarrangementsforpayment
Location,schedule,anddurationofmeetings
Durationofsupervision(e.g.,semester,months,years,etc.)
Howwilltimeandfeesbesplitamongsupervisees
Format(video,audio,orcasepresentation:Individualvs.Group Supervision)
Modality(e.g.,experimentaltechniques,liveobservation,etc.)
Theroleofothersupervisee(e.g.,spectator,cosupervisor,cosupervisee)
Supervisionsessionguidelines(e.g.,smoking,punctuality,cueingoftapesahead)
Processforhandingconflictsbetweenmembersofthesupervision group
Processandresponsibilityfordocumentingsupervision(e.g.,forms,verification)
Exchangeofregularandemergencyphonenumbers
BEHAVIORAL CONSULTATION
Mental Health Professionals
Teachers
Parents
Medical Professionals
Clergy
Adult Children
Other Care Givers
Client-Centered
Case Consultation
Consultee-Centered
Case Consultation
Target Client
Client, Student, Patient, Child, Aging Parent, Other
Consultant
Consultee
Mental Health Professional
Teacher
Medical Professional
Parent
Adult Child
Clergy
Other Care-Givers
CONSULTATION - A process of interaction between
two professional persons the consultant, who is a
specialist, and the consultee, who invokes the
consultants help in regard to a current work problem with
which he [or she] is having difficulty and which he [or she]
has decided is within the others area of specialized
competence. Caplan, G. (1970) p.19
10
Consultee-Centered
Case Consultation
2
nd
Opinion Model
Consultant functions as a specialist who
assesses the client,arrives at a diagnosis,
and makes recommendations concerning how
the consultee might modifyhis or her dealing
with the client.
Teacher, Parent, Medical, Clergy, Adult Child,
Other Care-Giver
Target: Efforts are directed to the Target
Client(Client, Student, Child, Patient, Parent,
Other)
Consultation is concerned with difficulties a
consultee encounters with a particular
clientfor whomhe or she has responsibility
the difficulties spring fromshortcomings in
the consultees professional functioning.
Target: Efforts are directed to the consultee
to address
Lack of Knowledge
Lack of Skill
Lack of Confidence
Lack of Objectivity
(Theme Interference)
Client-Centered
Case Consultation
2
nd
Opinion Model
Consultant functions as a specialist who
assesses the client,arrives at a diagnosis,
and makes recommendations concerning how
the consultee might modifyhis or her dealing
with the client.
Teacher, Parent, Medical, Clergy, Adult Child,
Other Care-Giver
Target: Efforts are directed to the Target
Client(Client, Student, Child, Patient, Parent,
Other)
Client-Centered
Case Consultation
2
nd
Opinion Expert
Assessment of Target Client
Review of clinical data
Clinical Observation
Opinion given to primary care
professional and/or
Care given to Target Client
Consultee-Centered
Case Consultation
Consultation is concerned with difficulties a
consultee encounters with a particular
clientfor whomhe or she has responsibility
the difficulties spring fromshortcomings in
the consultees professional functioning.
Target: Efforts are directed to the consultee
to address
Lack of Knowledge
Lack of Skill
Lack of Confidence
Lack of Objectivity
(Theme Interference)
Supervi sion, Consultation or
Coaching
Focus on the efforts of the
primary care giver
Sometimes access to clinical
information (data, records, or
observation)
Opinion given to primary care
professional rarely is care
provided to the Target Client by
the consultant
Behavi oral Consultation is
approach often utilized
11
BehavioralConsultation
1. Accept the Consultee
Determine consultees state of mind deal with emotion
2. Define Collaborati ve Relationship
Describe collaborative approach that is basis of consultation
3. Invite Consultee to Describe the Issue / Problem
Solicit description of target client (physically, temperamentally, socially, intellectually, etc.)
Solicit specific description of troubling behavior
4. Invite Consultee to Describe Background / History of the Problem
When did the problembegin?
Howwere things before the problem?
What was occurring in the system(family, classroom, workgroup, community) when the
problembegan?
5. Past Attempts to Sol ve Problem
Exactly, what did the Consultee do/say?
Specifically, howdid the Client react/respond?
Exactly, what did the Consultee do/sayin response?
6. Desired Solution/Outcome
What will things look like if this problemis fixed?
(This will help identifyTarget Outcome Behaviors)
7. Feedback Loop Check Communication
All along the way, summarize/feedback to ensure accuracy
8. Collaborative Definition of Problem & Target Behavi ors
Together with the Consultee, agree on the definition of the problemand the target behaviors
9. Identify Possible Intervention
Identifyadditional data needed
Brainstormpossible strategies
Evaluate strategies
Decide on Intervention
10. Set Responsibilities, Time Tables, Resources, Check Points
11. Support / Coach Consultee During Implementation of Intervention
Identifyexternal resources: books, tapes, videos, etc.
12. Eval uate Effecti veness of Interventi on
Adjust as necessary
13. Terminate or Identify Additional Interventions
ClientCenteredCase BehavioralConsultation
MentalHealthProfessionals,Teachers,MedicalProfessionals,
Parents,AdultChildren,Clergy,OtherCareGivers
Identify the Problem
Collaboratively: Specify objectives to
be achieved
Describe: Problems in observable
terms
Identify: Environmental factors that
may influence student behavior
Establish: Procedure for data-
collection
Treatment Evaluation
Determine: Were treatment goals were
met
Evaluate: Treatment plan effectiveness
Assess: Consultant effectiveness and
consultee satisfaction
Discuss: Continuation, modification or
termination
Discuss: Strategies for maintaining
and/or generalizing progress
Schedule: Additional meetings or
terminate
Problem Analysis
Obtain: Baseline data
Collaboratively: Define behavior
change goals
Identify: Sequential reinforcing pattern
of behaviors
Design: Treatment strategies to
change sequential behaviors
Treatment Plan
Implement: Treatment plan/strategies
Continue: Data collection / observation
Monitor: Treatment integrity
12
COACHING
Life Coach
Business Coach
Leadership Coach
Management Coach
Parent Coach
XXXXX Coach
Coaching isaprocessovertimeinwhichtheCoach,
utilizingasetofhelpingvalues,knowledge and skills assists
theCoachee toidentifyand achievedesiredgoals.
Coachingisbasedonthebeliefthatgiventheright
circumstances,everypersoncan learn,grow,changeand
expandhis/her personaland/or performancecapabilities.
Broadlyconsidered,Coachingfocuseson:
Knowledge/SkillTransfer
PerformanceImprovementorPerformanceCorrection
CareerAdvancement
Personaland/orProfessionalGrowthandDevelopment
Personaland/orProfessionalTransformation
Professional Coachi ng is an ongoing professional relationship that
helps people produce extraordinary results in their lives, careers,
businesses or organizations. Through the process of coaching,
clients deepen their learning, improve their performance, and
enhance their quality of life. In each meeting, the client chooses the
focus of conversation, while the coach listens and contributes
observations and questions. This interaction creates clarity and
moves the client into action. Coaching accelerates the client's
progress by providing greater focus and awareness of choice.
Coaching concentrates on where clients are now and what they are
willing to do to get where they want to be in the future. ICF member
coaches recognize that results are a matter of the client's intentions,
choices and actions, supported by the coach's efforts and
application of the coaching process.
http://www.coachfederation.org/
13
TheInternationalCoachFederationistheprofessionalassociationofpersonalandbusinesscoaches
thatseekstopreservetheintegrityofcoachingaroundtheglobe.
ICFhelpspeoplefindthecoachmostsuitablefortheirneeds.Itsupportsandfostersdevelopmentofthe
coachingprofession;hasprogramstomaintainandupgradethestandardsoftheprofession;conductsa
certificationprogramthatisthegoldstandardforcoachesworldwide;andconductstheworldspremier
conferenceandothereducationaleventsforcoaches.
ICFisthelargestnonprofitprofessionalassociationworldwideofpersonalandbusinesscoacheswith
morethan6000membersandover145chaptersin30countries.Weexistto...
Build,Support,andPreservetheIntegrityoftheCoachingProfession.
WehelptoBuild byeducatingandpromotingthecoachingprofession.OurCoachReferralServiceand
thePRplanareintegralpartsofthisprocess.
WeSupport byfosteringthecommunityaspectamongmembers.Ourannualconferenceplusregular
communicationsaswellasthelocalchaptersareourprimarytoolsinthisregard.
ToPreservetheintegrityofthecoachingprofession,weareactivelyinvolvedinresearchingand
developingprogramsinthelegal,regulatory,andcredentialingareasthatwillservecoachesandtheir
clients.
ItistheimmediategoaloftheICFtotakeourorganizationtothenextlevelandbecomeastrong(and
unified)voiceforthecoachingprofessionandprovideeverincreasingvalueforitsmembers.
http://www.coachfederation.org/
Coaching Process & Competencies
SET A THE FOUNDATION
Meeting Ethical Guidelines and Professional Standards
Establishing the Coaching Agreement
CO-CREATE THE RELATIONSHIP
Establishing Trust and Intimacy with the Client
Coaching Presence
COMMUNICATE EFFECTIVELY
Active Listening
Ask Powerful Questions
Direct Communication
FACILITATE LEARNING & BEHAVIORAL RESULTS
Creating Awareness
Designing Actions
Planning and Goal Setting
Managing Progress and Accountability
ThePowerofCoaching
Coaching vs. Training vs. Education
All forms of transmitting learning are important Coaching brings it
all together.
EDUCATION focuses on acquiring information and concepts it is the
most theoretical.
TRAINING builds on Education by providing simulated application of the
information and concepts.
COACHING puts it all togetherinformation, concepts, and simulation
are applied and supported in the real world, one-on-one with the
learner.
Results of Research: Thirty-one managers froma public sector municipal agency
underwent a conventional managerial training program. The training was then
followed by 8 weeks of one-on-one executive coaching.
Training Alone Productivity 22.4%
Training + Follow-up Coaching Productivity 88.0%
Public PersonnelManagement, Winter,1997
14
COACHINGPSYCHOTHERAPY
Attain specific goals Relieve pain or symptoms
Create higher functioning Restore functioning and/or adjustment
Vision: How can I History: Why did I
Clients wants to move toward goals Patient wants to move away frompain
FOCUS
CONTEXT
Learning Model Medical Model
ORIENTATION
RESPONSIBILITY
RELATIONSHIP
Outcome & Action Process and Feelings
Inner and Outer worlds Inner World
Coach responsible for Process Therapist responsible for Process
Client responsible for Outcome Therapist responsible for Outcome
Coach & Client Co-creators/Partners Therapist is Expert / Client is Patient

Consultation Class 04

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Consultation Class 04

Uploaded by

Copyright:

Available Formats

1

CPY 560 Consultation / Dr. Burt Bertram

You might also like