School-based consultation.

Abstract

I n reviewing the research literature, it is evident that consultation models rather than consultation competencies have driven the evolution of schoolbased consultation (Newell & Newman, 2014). That is, much of the research has focused on the creation and evaluation of models of consultation instead of identification of the knowledge, skills, and attitudes needed for psychologists to be effective in school settings. With this imbalance, training in school-based consultation has largely focused on teaching-specific models of consultation rather than competencies, especially with respect to process and multicultural

Deliberate practice of consultation communication skills: A randomized controlled trial.

“…Yet scholars view rigorous consultation training to be foundational for (a) engaging in effective consultation practice (American Psychological Association [APA], 2017; Crespi & Alicandro, 2020; Newell et al, 2020), and (b) establishing consulting self-efficacy (i.e., positive beliefs about one’s own ability to consult effectively; Guiney et al, 2014). Research suggests the development of consultation competency is at least in part reliant on other skill areas for which the consultant is providing help, therefore may develop at slower rates than other skills, and perhaps not emerge until later stages of graduate training or practice (Larkin & Morris, 2015).…”

Deliberate practice of consultation microskills: An exploratory study of training.

“…Consultation is described as permeating all aspects of school psychologists’ service delivery (National Association of School Psychologists [NASP], 2020). School psychologists may act as consultants working with teachers, administrators, and caregivers as consultees to support the academic and behavioral needs of students in schools (Crespi & Alicandro, 2020; Newell et al, 2020).…”

“…Yet, approaches to consultation training are inconsistent from one training program to the next, and often lack rigor including few applied experiences, underemphasis of multicultural consultation and process skills training, and limited opportunities for supervision (Hazel et al, 2010; Newman et al, 2015). Researchers have not reached consensus regarding the most effective ways to educate or supervise consultants (Falender & Shafranske, 2020b; Newell et al, 2020). More research is needed regarding approaches for assessing and enhancing consultant competence, building expertise over time, and understanding the impact of consultant competence on consultees and clients (Newell & Newman, 2014).…”