Core characteristics of problem-solving consultation research, theory, and practice in psychology and education are reevaluated within the context of consultation training agendas. Features of problem-solving consultation must be reconceptualized for advances to occur in future consultation training. Specifically, the consultant-consultee relationship, coordinate power status, consultee's right to reject the consultant's suggestions, involvement of the consultee in the consultation process, the voluntary nature of consultation, and ethical issues are discussed within a broadened framework for consultation training that emphasizes a process in which consultation services can occur on a variety of consultee-client dimensions. These dimensions include case-centered consultation (e.g., teacher-based consultation, parent-based consultation, conjoint parent-teacher consultation, child-based consultation, and peer-mediated consultation), technology training with teachers and parents, and organizational consultat...

Expanding Problem-Solving Consultation Training: Prospects and Frameworks

This article reports the findings from consultation syllabi from 25 American Psychological Associationapproved school psychology programs (40% response rate). Most responding programs offered 1 consultation course and many programs’ syllabi stated expecting students to conduct 1 consultation case. The analysis showed most syllabi listed training in multiple models of consultation, with almost all mentioning the problem-solving model. Almost all syllabi listed training in treatment, but fewer than half suggested that students would learn about the use of consultation to promote prevention. Most programs’ syllabi mentioned considering others’ culture in consultation, whereas fewer than half mentioned considering the impact of the consultant’s culture in consultation relationships and even fewer mentioned social justice. The discussion addresses the need for a better understanding of school-based consultation preservice training, consultation training in a diverse and inequitable world, and how practitioners’ cognitive appraisals of consultation services could inform school-based consultation training. Considerations for consultation syllabi design are given.

Training professional psychologists in school-based consultation: What the syllabi suggest.

The purpose of this article is to further graduate-level training in school consultation. Three questions that the first author has encountered throughout the last 26 years while teaching consultation are illuminated in this article: (1) What criteria should be used in selecting a consultation placement? (2) What criteria should be used in selecting a field supervisor? (3) What criteria should be used in evaluating the work of the consultants in the consultation course? Placing these questions into currency in the school psychology training literature may ensue more thinking around these critical issues. A case example provided by the second author is used in synergy with the questions and serves to expound on them.

Consultation Training: 26 Years and Three Questions

Formalized postdoctoral fellowships: A national survey for postdoctoral fellows.

http://link.springer.com/content/pdf/10.1007/s10465-009-9063-5.pdf

Richard D. Temple

Papers

Mental health consultation and psychology internship training.