School-Based Consultation: Training Challenges, Solutions and Building Cultural Competence

ABSTRACT

This is a consensual qualitative research study of the perceptions of university faculty about methods and tools to teach students the professional competency area of school-based psychological consultation, with special attention to cultural competence. The participants (n = 7) included faculty of school psychology programs located in the Northeast, South, Midwest, and Mountain regions of the United States. Participants were from programs serving urban, suburban, and rural settings and represented a wide range of consultation backgrounds, experiences, and theoretical orientation. The analysis revealed three major themes: general coverage of the consultation skills and content, university tension with school setting needs, and specific hurdles and solutions to diversity training. This study also provided ideas on how trainers might overcome some of the barriers to addressing diversity.

KEYWORDS:

• Consultation
• diversity
• professional training
• consensual qualitative research (CQR)

Additional information

Notes on contributors

Janay B. Sander

Janay B. Sander, PhD, is an Associate Professor and Director of Doctoral Internships in School Psychology at Ball State University and a licensed psychologist in Indiana and in Texas. She was formerly an Assistant Professor at the University of Texas at Austin, where she received her doctorate in School Psychology.

Maria E. Hernández Finch

Maria E. Hernández Finch, PhD, is an Assistant Professor, Director of the MA/EdS Programs in School Psychology, and Doctoral and EdS Practicum Coordinator at Ball State University. She obtained her advanced degrees at the University of South Carolina where her interests in social justice, family collaboration and equitable assessment were first developed.

Eric E. Pierson

Eric E. Pierson, PhD, NCSP, is an Associate Professor in School Psychology at Ball State University. He is director of the Psychoeducational Diagnostic Intervention Clinic. He received his doctorate in School Psychology from Illinois State University.

Jared A. Bishop

Jared A. Bishop is a doctoral student at Ball State University. He has earned a Master of Education degree in counseling and human development from Hardin-Simmons University and a Master of Arts degree from Ball State University in school psychology. He is a Licensed Professional Counselor in Texas.

Rachel L. German

Rachel L. German is a doctoral student at Ball State University. She earned her Master of Arts in Educational Psychology at Ball State University and is interested in family-school collaboration.

Claire E. Wilmoth

Claire E. Wilmoth is a doctoral student in the School Psychology program at Ball State University. Her main areas of interest are identification of high ability students and addressing multicultural needs within schools.

Note: The authors report that to the best of their knowledge neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.