Educating Consultants for Multicultural Practice of Consultee-Centered Consultation

ABSTRACT

Literature about educating consultants with knowledge, skills, and dispositions to work effectively within culturally and linguistically diverse schools is scarce. Research suggests that additional attention is needed on the preparation of consultants to practice with multicultural competence. This article reviews theories and research and presents four educational strategies for preparing consultants for multicultural practice of consultee-centered consultation (CCC). Specific attention is given to ways that educators can teach and supervise learners of CCC by integrating issues of worldview, culture, and different perspectives, thereby scaffolding learning toward the development of multicultural competence in consultation.

Notes

¹ This author prefers use of the term deterministic worldview, rather than the original term in Ibrahim et al. (2001) of pessimistic worldview because the term pessimistic may have a negative connotation.

Additional information

Notes on contributors

Colette L. Ingraham

Colette L. Ingraham, NCSP (PhD in school and educational psychology, University of California, Berkeley) is Professor of Counseling and School Psychology at San Diego State University. She specializes in multicultural and cross-cultural school consultation and systemic, MTSS school interventions, with focus on school climate, restorative practices, and trauma-informed services in underserved diverse and multilingual communities. She has served in leadership positions within APA, NASP, and TSP and currently is the co-chair of the NASP Consultee-Centered Consultation Interest Group.

Note: The author reports that, to the best of her knowledge, neither she nor her affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.