Training Consultants: A Call to Action

Abstract

The development of consultation skills lags far behind the development of counseling skills in most counselor education programs. Some of the reasons why consultation training is not emphasized are examined, and some remedies are suggested.

School Counselor Consultation Preparation: A National Study

“…Although the consultation content currently covered by programs corresponds with pedagogical suggestions, our findings related to teaching methods and consultation‐related assignments differ from professional literature/recommendations. In regard to teaching methods, scholars have called for counselor educators to emphasize consultation‐specific skill development via experiential exercises (Brown, 1993; Davis, 2003; Sangganjanavanich & Lenz, 2012; Stoltenberg, 1993), yet the present survey results suggest that programs focus primarily on content knowledge instead. Specifically, programs reported using mostly faculty lecture (93%), readings (92%), and class discussion (92%) when teaching consultation, with less emphasis on experiential learning, such as role plays (58%) and recordings of consultations (28%).…”

“…The survey data collected in our study highlight the current trends related to the consultation theories/approaches covered in school counseling preparation programs. First, teaching consultation theories corresponds with recommendations made in the existing consultation pedagogy literature (Brown, 1993; Davis, 2003; Stoltenberg, 1993) and by CACREP (2015). However, whereas programs/faculty in Brown et al’s (1988) study emphasized mental health and organizational consultation theories across multiple specialty areas, school counseling programs in the current study reportedly focused on collaborative consultation models and theory‐based consultation approaches (e.g., REBT, solution focused).…”

“…It is interesting that although 68% of the submitted syllabi had a consultation‐related objective, less than half of the sample (46%) included a consultation‐related assignment, demonstrating a gap between objectives and assignments. Of those assignments, most consisted of reflection papers or content knowledge–based assessments (e.g., research papers, class presentations) versus recommended application‐based assignments for assessing students’ skills (Brown, 1993; Davis, 2003; Stoltenberg, 1993). Only 38% of the syllabi required students to practice consultation with stakeholders, 35% of the syllabi required practice via mock scenarios, and even fewer syllabi (19%) required recording and review of consultation sessions.…”

“…School counselors require unique and specific knowledge, skills, and competencies to be an effective consultant (Brigman & Webb, 2008; Brown, 1993; Dinkmeyer et al, 2016). In the existing yet largely outdated pedagogy literature, counselor educators recommended enhancing students’ knowledge of consultation theoretical approaches, modalities, processes, and dynamics (Brown, 1993; Davis, 2003; Sangganjanavanich & Lenz, 2012; Stoltenberg, 1993). Although didactic methods are necessary, these scholars emphasized the importance of experiential learning, including role plays, audio‐ and videotape reviews, consultation fieldwork requirements, and supervision of consultation.…”

“…Specifically, we wanted to know what consultation theories/approaches, stakeholders, and topics are being covered and through what teaching methods and assignments. Such findings will allow counselor educators to compare how current trends in school counselor consultation preparation correspond with recommended consultation pedagogy (Brown, 1993; Davis, 2003; Dinkmeyer et al, 2016; Sangganjanavanich & Lenz, 2012). Furthermore, the findings can serve as a guide for future development of preparation standards and curricula to help ensure that SCITs are sufficiently trained in the provision of consultation.…”