Competencies for Systems-Level Consultants Within Diverse Schools

Abstract

The authors in this special issue on systems-level consultation provide an excellent range of models for how school psychologists can work as system-level consultants within the various communities they serve. This article (a) provides commentary on the four articles in this special issue focused on systems-level consultation to serve diverse populations in schools, (b) outlines 10 competencies for systems consultants in diverse schools, and (c) suggests directions for future research, theory, and practice in this area. By intersecting the 2010 National Association of School Psychologists (NASP) Practice Model, Blueprint III, and the illustrations in these four articles, 10 competencies for systems-level consultants are articulated. These involve collaborative, recursive, interpersonal processes whereby the systems-level consultant facilitates communication and understanding across different stakeholders, assisting in the joint gathering and interpretation of data. In systems-level consultation, the system is the client and consultants work to build capacity within the system and its stakeholders to address problems and needs.

Additional information

Notes on contributors

Colette Ingraham

Colette Ingraham, NCSP, PhD (University of California, Berkeley), is a Professor in the School Psychology Program and serves on the Doctoral Program in Education at San Diego State University. She specializes in multicultural and cross-cultural school consultation, systemic and MTSS interventions, and multicultural issues. 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 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.