Culture as a Central Component of Consultation: A Call to the Field

Behring, Shari Tarver; Ingraham, Colette L.

doi:10.1207/s1532768xjepc0901_3

Cited by 53 publications

(5 citation statements)

References 25 publications

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“…It is also critical that researchers expand the investigation of parent consultation effectiveness to include diverse populations in terms of ethnicity, socioeconomic status, and a broader age range of children. The lack of parent consultation research with minority populations is perplexing, given the previously stated importance of involving parents of disadvantaged groups in the consultation process (Behring & Ingraham, 1998; Edens, 1997; Goldstein, 1998; Ramirez, Lepage, Kratochwill, & Duffy, 1998; Sheridan 2000; Soo-Hoo, 1998). Replications of parent consultation studies with a variety of cultures and ages are particularly encouraged so that the treatment efficacy of parent consultation with school-related outcomes can be generalized across populations.…”

Section: Discussionmentioning

confidence: 99%

Evidence-based parent consultation with school-related outcomes.

Guli¹

2005

School Psychology Quarterly

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In this article, 18 studies using parent consultation to effect a change in children's schoolrelated behavior were evaluated according to guidelines set forth by the APA's Task Force on Evidence-Based Interventions in School Psychology. Results indicate that parent consultation is an effective method of intervention delivery for a variety of school-related behavioral and emotional concerns with Caucasian students. The majority of studies yielded moderate to large treatment effects. Though a variety of parent consultation models were effective, the Conjoint Behavioral Consultation (CBC) model provided the strongest evidence for producing significant school-related outcomes. Noteworthy limitations of the evidence base for parent consultation are the lack of between-group designs and use of diverse populations. It is therefore recommended that the investigation of parent consultation effectiveness be expanded to include minority populations and betweengroup designs.This review was conducted to investigate the efficacy of parent consultation as an intervention to change children's school-related behavior. In this study, 18 evidence-based studies of parent consultation with school outcomes are summarized and evaluated according to the guidelines set forth by the Task Force on Evidence-Based Interventions in School Psychology (hereafter called the Task Force; Kratochwill et al., 2001). This review is the first published application of the Task Force Procedural and Coding Manual to parent consultation literature.Consultation has a long and established history as an important method of service delivery relevant to the training and practice of school psychology. Parent consultation is often used in the broader psychology literature to refer to any communication between a professional and a parent. Within school psychology, parent consultation may be defined as a structured, indirect, collaborative, problem solving relationship between the psychologist (consultant) and one or more parent consultees (Sheridan, Kratochwill, & Bergen, 1996

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Section: Discussionmentioning

confidence: 99%

Evidence-based parent consultation with school-related outcomes.

Guli¹

2005

School Psychology Quarterly

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“…At the outset of intervention and immediately following the teacher's last baseline session, the PBC coach conducted an individual, in‐person, approximately 1‐h workshop with each teacher focused on culturally responsive practices. The workshop PowerPoint and related activities were created by the first author, utilizing peer‐reviewed articles about key aspects of culturally responsive coaching (e.g., Behring & Ingraham, 1998), how to improve teachers' cultural awareness (e.g., Guyton & Wesche, 2005), and components of culturally responsive teaching (CRT; e.g., Gay, 2010). Effective adult learning strategies were utilized, such as discussion, reflective questioning, multiple modes of learning (e.g., reading, videos, visuals, and hands‐on learning activities), and explicit connections to the educator's classroom context (e.g., Ingraham, 2003; Soo‐Hoo, 1998).…”

Section: Methodsmentioning

confidence: 99%

Practice‐based coaching to improve culturally responsive practices in early childhood classrooms: A single‐case experimental design

Kranski

Steed

2022

Psychology in the Schools

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An experimental analysis of a workshop plus practice-based coaching (PBC) was conducted to enhance four early childhood educators' use of culturally responsive practices.A multiple baselinedesign across participants was used to examine the effects of a workshop and PBC on four early childhood teachers' use of culturally responsive practices, such as learning about children's home cultures and ensuring books reflect cultural diversity. A functional relation was established between the intervention and targeted culturally responsive practices for three of the four teachers. Descriptive findings suggested that particular culturally responsive practices were implemented at higher rates than others. School personnel viewed the goals, process, and outcomes of the workshop and PBC positively. Implications for practice and research are discussed, including the complex nature of providing coaching on the topic of culturally responsive practices in early childhood classrooms.

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Section: Ecological Consultationmentioning

confidence: 99%

“…Along with understanding the impact of cultural narratives, the consultant should be culturally competent in navigating the expectations of culture (Behring & Ingraham, 1998;Ingraham, 2003;Newell, 2010;Newell, Newell, & Looser, 2013;Shriberg & Fenning, 2009). Behring & Ingraham (1998) argue that consultants working in diverse settings should infuse multicultural consultation in their work. Multicultural consultation is defined as "a culturally sensitive, indirect service in which the consultant adjusts the consultation services to address the needs and cultural values of either the consultee (i.e., organization), or the client (i.e., students), or both" (Behring & Ingraham,p.…”

Section: Ecological Consultationmentioning

confidence: 99%

“…58). A hallmark of multicultural consultation is the importance of the consultant's understanding of their own culture (Behring & Ingraham;Sue, 2015;Sue & Constantine, 2007;Sue, Lin, Torino, Capodilupo, & Rivera, 2009;Williams & Conyers, 2016). Behring & Ingraham note that a "lack of awareness of one's own culture or that of others can limit the validity of research among various cultural groups and the efficacy of services offered by human service providers (p.…”

Section: Ecological Consultationmentioning

confidence: 99%

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Practical Applications of Ecological Consultation in Higher Education: Diversity and Inclusion Initiatives

Williams,

Conyers,

Garcia

2018

Public Administration Quarterly

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This article adapts the model of ecological consultation to promote diversity and inclusion in higher education. Practical applications of ecological consultation aligned with systems theory will be shared to assist an organization in systems change. The ecological branch of consultation provides guidelines that can be utilized by change agents to lead the charge for a more inclusive environment. Examples steeped in both theory and practical applications will provide guidance for others thinking of leading this process at their institutions.

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Culture as a Central Component of Consultation: A Call to the Field

Cited by 53 publications

References 25 publications

Evidence-based parent consultation with school-related outcomes.

Evidence-based parent consultation with school-related outcomes.

Practice‐based coaching to improve culturally responsive practices in early childhood classrooms: A single‐case experimental design

Practical Applications of Ecological Consultation in Higher Education: Diversity and Inclusion Initiatives

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