Effective Consultation in Educational and Child Psychology Practice

Abstract

How should applied psychology practitioners be prepared to meet an increasingly challenging and unpredictable working context? This article explores some of the key current issues for educational and child psychology practitioners and their professional trainers in the UK with regard to the topic of effective consultation. The article argues that Educational and Child Psychologists can make a distinctive and essential contribution to improving outcomes for children, young people and their families (a contribution that is firmly grounded in psychological theory, research and applied practice) and that effective professional consultation is an appropriate medium for applying psychology with a range of consultees and clients in diverse contexts. How ECPs are trained in consultation approaches is therefore a significant issue for all members of the profession. The objectives of this article are to examine specific practice and training problems and possibilities relating to consultation in educational and child psychology, to recommend improvements for the professional training for applied psychologists in this area and to make a plea for a renewed emphasis on practitioner research that is aimed at making a difference to applied problem solving.

Stepping over the boundary: an exploration of educational psychologists’ work with families

“…EPs have a varied range of roles and responsibilities, one of which is to challenge 'common-sense' explanations by encouraging consideration of alternatives (Cameron, 2006). This may involve the EP using collaborative consultation and positive re-framing techniques to help parents and teachers move from a childcentred explanation for behaviour at the micro level, to a contextually-based explanation at the macro level (Kennedy, Cameron and Monsen, 2009). EPs are responsible for the co-ordination of proposed interventions and can advise on potential implications for the child in question (Fernandez, 2011).…”

Meeting Current Challenges in School Psychology Training: The Role of Problem-Based Learning

“…Despite the many benefits of PBL identified in published reviews and metaanalyses, its widespread use in medical and other health professions' training, and its identification as one of the most promising approaches for preparing SP trainees to meet PBL IN SCHOOL PSYCHOLOGY TRAINING [Type here] the demands of an increasingly challenging and uncertain work context (Kennedy et al, 2009), there have been few published accounts of the use of PBL in the professional training of applied psychologists. Two accounts of the adoption of PBL by clinical psychology training programs in the UK describe initial implementation of hybrid PBL programs (Nel et al, 2008;Stedmon, Wood, Curle, & Haslam, 2005).…”

“…The context of the present study offered a unique opportunity to conduct a broadly based evaluation of the strengths and weaknesses of PBL implementation as perceived by experienced SP trainers. As Kennedy et al (2009) is also useful for preparing for a professional role that is developing and a work context that is changing -all issues in SP training internationally. In the UK, the government commissioned report on the functions of school psychologists (Farrell et al, 2006) advocated an expanded role that would enable more effective contributions in applying psychology to maximise outcomes for children.…”

“…The importance of ensuring that culturally appropriate SP services are offered to children and adolescents, their families and schools is recognized in relation to serving diverse indigenous groups (Akin- , supporting newly arrived immigrants (German, 2004;Haboush, 2007) and adapting models of practice imported from other countries (D'Amato, van Schalkwyk, Yang Zhao, & Hu, 2013). Finally, Kratochwill (2007) of these training challenges are complex, they are also the kinds of challenges that some have argued Problem Based Learning (PBL) can address (Kennedy, Cameron & Monsen, 2009).…”

A contemporary story of school psychology

“…Systems level analysis of children’s learning and development was strongly supported (Cameron, 2006; Curtis, Castillo, & Cohen, 2008; Elias, Patrikakou, & Weissberg, 2007; Hart, 2007; Kennedy, Cameron, & Monsen, 2009; Power, 2003; Sheridan, & Kratochwill, 2008; Stollar et al, 2008; Ysseldyke, Burns, & Rosenfield, 2009; Zins & Elias, 2006). Through systemic consultation, school psychologists could consider relationships between aspects at different levels of the educational ecology including government funding policies and strategic plans, school curriculum and organizational structure, and the immediate and culturally specific systems that are appreciable to individuals on an everyday basis.…”