Conducting Participatory Culture-Specific Consultation: A Global Perspective on Multicultural Consultation

Abstract

School psychologists, as consultants in the U.S., are continually challenged by the culturally diverse needs of students, teachers, and schools. In this article, we describe a participatory approach to consultation that builds upon contemporary models of research and practice and is designed to address the culture-specific needs of individuals and systems. The Participatory Culture-Specific Consultation (PCSC) model embodies a participatory interpersonal process and relies on ethnographic and action research methods to guide the development of culture-specific interventions. To illustrate PCSC, we describe the research and consultation techniques used to develop mental health promotion programs in the developing country of Sri Lanka. PCSC is applicable to culture-specific consultation within the U.S., but requires that school psychologists extend their expertise as researchers and practitioners. Despite successful use of PCSC in Sri Lanka, additional research is needed regarding the effective use of PCSC by school psychologists working in U.S. schools.

Additional information

Notes on contributors

Bonnie K. Nastasi

Bonnie K. Nastasi, PhD, is Associate Director for Interventions at The Institute for Community Research, Hartford, CT, and formerly Director and Associate Professor of School Psychology at University at Albany, State University of New York. She has conducted applied research in the U.S. and Sri Lanka. Her interests include mental health promotion, risk-behavior prevention, use of qualitative research methods in school psychology, and promoting school psychology internationally.

Kristen Varjas

Kristen Varjas, MSW, CAS, is a doctoral candidate in School Psychology at University at Albany, State University of New York, and is completing an internship at The Institute for Community Research, Hartford, CT. She has conducted research in the U.S. and Sri Lanka. Her interests include international school psychology, developing culture-specific interventions, and mental health promotion.

Rachel Bernstein

Rachel Bernstein, MS, CAS, is a doctoral candidate in School Psychology at University at Albany, State University of New York, and is currently completing an internship at Division of Behavioral Health, Community Care Physicians, Latham, NY. She has conducted research in the U.S. and Sri Lanka. Her interests include promoting intervention acceptability and the role of school psychologists in mental health programming.

Asoka Jayasena

Asoka Jayasena, PhD, is Chair of the Department of Education at the University of Peradeniya, Sri Lanka. She is an educational sociologist and teacher educator. She has conducted school-based research in Sri Lanka and the U.S. Her research interests include school adjustment and women's issues.