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ABSTRACT
Using samples of novice and advanced consultants in training (CITs), this study explored the development of consultation self-efficacy (CSE) for both process-oriented and problem-oriented aspects of consultation. Regardless of experience level, self-efficacy in both domains increased with training. However, significantly greater gains were made by novice CITs as compared to their advanced counterparts. In addition, feedback collected from consultees was generally favorable, and consultants received high ratings on items that reflected both process- and problem-focused skills. Implications for consultation training are discussed.
Acknowledgements
The authors acknowledge Dr. Abigail Harris of Fordham University for her collaboration on this project, as well as Concetta Panuccio and Elizabeth Williams for their assistance with data collection and manuscript preparation.
Notes
1 During Spring 2013, two cohorts of students were enrolled in a single cotaught section of Advanced Consultation.
Additional information
Notes on contributors
Meaghan C. Guiney
Meaghan C. Guiney, PhD, is a clinical assistant professor in the School of Psychology at Fairleigh Dickinson University. Her research focuses on the development of consultation self-efficacy, language use in school-based consultation, and supervision in school psychology. She received her PhD in school psychology from Fordham University.
Jamie Zibulsky
Jamie Zibulsky, PhD, is an associate professor in the School of Psychology at Fairleigh Dickinson University. Her research interests include the interaction between early reading skills and behavioral development, the best strategies for parents to use when supporting young readers, and teacher professional development efforts in the area of literacy. She received her PhD in school psychology from the University of California at Berkeley.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.