Early-Career School Psychologists’ Perceptions of Consultative Service Delivery: The More Things Change, the More They Stay the Same

ABSTRACT

School consultation is practiced in rapidly changing educational settings, including increasing student diversity and the implementation of a multitiered system of supports. This changing context may shift the boundaries of what it means to consult and how best to achieve change through consultation. The purpose of this study was to explore how early-career school psychologists (ECSPs) defined and implemented consultation and what barriers and facilitators influenced their perceived ability to achieve change through consultation. Triangulated quantitative and qualitative data from a national survey of 262 ECSPs indicated gaps between historical, aspirational views of consultation in school psychology and what these practitioners reported is happening in the field. Tensions in the data are explored with consideration given to implications for consultation practice in current school contexts and in the early career.

Funding

This research project was supported by the Consulting Psychology Journal: Practice and Research/Society of Consulting Psychology Small Grants competition.

Additional information

Funding

This research project was supported by the Consulting Psychology Journal: Practice and Research/Society of Consulting Psychology Small Grants competition.

Notes on contributors

Daniel S. Newman

Daniel S. Newman 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 practice and training, supervision, and professional issues in school psychology.

Cynthia E. Hazel

Cynthia E. Hazel is a professor in the Child, Family, and School Psychology Program and the Chair of the Teaching and Learning Sciences Department in the Morgridge College of Education, University of Denver. Her research interests include consultation, positive youth development, multi-tiered systems of support, student school engagement, and listening.

Courtenay A. Barrett

Courtenay A. Barrett is the Research and Instructional Data Consultant for Ingham Intermediate School District in Michigan. Her research and practice interests include consultation and coaching, data-based decision making, and professional issues in contemporary educational settings.

Sayani Das Chaudhuri

Sayani Das Chaudhuri is a doctoral student in the Child, Family, School Psychology Program at the University of Denver. Her research interests include new teacher resilience, and school consultation in urban educational contexts.

Hallie Fetterman

Hallie Fetterman is a doctoral student in the School Psychology Program in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati. Her research interests include culturally responsive practices in schools, consultation, and school-family partnerships.

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.