Consultation in the Schools: The Relationship Between Preservice Training, Perception of Consultative Skills, and Actual Time Spent in Consultation

Abstract

Consultation in the schools was investigated through a mail survey of 1,020 members of the National Association of School Psychologists. The return rate was 33%. Four factors were investigated: preservice training, current practices, psychologists' perceptions of their own consultative skills, and real and ideal levels of involvement in consultation. A significant discrepancy between the “actual” amount of time and the “preferred” amount of time respondents spend in consultation was found. Results indicate the actual amount of time school psychology practitioners spend in consultation is not related to demographic variables, training variables, or perception of consultative skill.

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Notes on contributors

Virginia Costenbader

V. K. Costenbader received her doctorate from Syracuse University in 1986. She is currently Assistant Professor of Psychology at Rochester Institute of Technology, Rochester, New York, and Director of the School Psychology Program. Her research interests include school consultation and psychoeducational assessment.

Janine Swartz

Janine Swartz received a Master of Science degree in School Psychology from Rochester Institute of Technology in 1990. She is currently a practicing school psychologist in Mexico Academy and Central Schools, Mexico, New York.

Leonard Petrix

Leonard Petrix received a Master of Science degree in School Psychology from Rochester Institute of Technology in 1989. He is a practicing school psychologist in Medina Schools, Medina, New York.