A Qualitative Metasynthesis of Consultation Process Research: What We Know and Where to Go

ABSTRACT

Qualitative metasynthesis (QM) is a research methodology that permits the meaningful integration and interpretation of qualitative research. This study applies a QM approach combined with constructivist grounded theory methods, bolstered by several features of research credibility, to examine the state of consultee-centered consultation (CCC) and related relational, process-oriented school consultation research. A systematic search and retrieval process including two rounds of appraisal resulted in a final sample of 38 relevant studies from 1995 to 2014. Data analyses included two stages of coding/theme development. Integrated themes suggest a number of considerations regarding consultation implementation including: system-level factors; consultation structure; consultee voice, social-emotional support, and learning; ecological orientation and cultural responsiveness; and consultation training. Future research priorities stemming from these themes are identified and elaborated upon, as are future applications for QM in educational research.

Additional information

Notes on contributors

Daniel S. Newman

Daniel S. Newman, PhD, is an assistant professor in the School Psychology Program in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati. His research interests include school consultation and training, supervision, and professional issues in school psychology. He received his PhD in School Psychology from the University of Maryland.

Elizabeth L. W. McKenney

Elizabeth L. W. McKenney, PhD, is an assistant professor in the Clinical Child and School Psychology Program at Southern Illinois University Edwardsville. Her research focuses on enhancing implementation science via school-based consultation, particularly for students with Autism Spectrum Disorder. She received her PhD in School Psychology from the University of Florida.

Arlene E. Silva

Arlene E. Silva, PhD, is the Chair of the School Psychology Department at William James College. Her research interests include school consultation, culturally responsive practice, supervision, and mentoring. She received her PhD in School Psychology from the University of Maryland.

Mary Clare

Mary M. Clare, PhD, is the founding principal with Clare Consultation, LLC in Red Lodge, MT. She is Professor Emerita with the Graduate School of Education and Counseling at Lewis & Clark College in Portland, Oregon. Her research interests include social justice, consultation, mixed-method measurement and most recently, health informatics. A fellow in the American Psychological Association, she has authored of over 100 journal articles and two books.

Diane Salmon

Diane Salmon, PhD, is a professor of Educational Psychology and director of the Office of Teaching and Learning at National Louis University. Her research focuses on professional learning, particularly teacher education, and the design of learning environments that foster metacognitive learning.

Safiyah Jackson

Safiyah Jackson, PhD, is Director of Training at the McCormick Center for Early Childhood Leadership at National Louis University. In this role she works to expand the leadership capacity of school leaders. She is currently pursuing a doctorate in NLU’s School Psychology program. Her research interests include school-wide practices to promote learning and preschool - kindergarten alignment.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.