Investigating and Conceptualising the Notion of Consultation to Facilitate Multi‐agency Work

Abstract

This article explores the use of consultation within educational psychology practice and suggests there is confusion and lack of clarity within the profession surrounding the term, how we use it and how inclusive or exclusive it is as a practice. Three ways of conceptualising consultation are suggested and examples of research and theoretical analysis are described in order to understand these areas of practice. The latter part of the article considers the role of consultation within new practices associated with multi‐agency working and integrated services. It is suggested that as a profession we need to pay more specific attention to the knowledge and skills involved in successful consultation within multi‐agency practice, through drawing upon research and practice from beyond our own somewhat narrow field.

Acknowledgements

The author would like to thank the members of Birmingham Educational Psychology Service, especially Halit Hulusi and the other members of the Consultation Development Group for the work cited here. Additionally, recent educational psychologists in training, Monique Bacarese‐Hamilton, Chris Devonshire, Jenny Foster and Dean Woliter, whose dissertations have informed the contents of this article.