Intellectual Humility and Morality as Consultee-Centered Consultation Epistemologies

ABSTRACT

Little research examines how epistemological constructs affect the consultation process in schools. We consider how the epistemological constructs of (a) intellectual humility and (b) moral foundations may moderate the effectiveness of consultee-centered consultation. We define the constructs and provide examples of their potential influences on consultee-centered consultation. Then we provide four areas of investigation for future research on the epistemologies of school-based consultation.

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Notes on contributors

Stephen D. Truscott

Stephen D. Truscott, PsyD, is an associate professor and the coordinator of the Georgia State University School Psychology PhD Program. He was the editor of the Journal of Educational and Psychological Consultation from 2008-2013. His research interests include school-based consultation, professional development for teachers, and interprofessional education.

Moriah A. Kearney

Moriah A. Kearney, MEd, is a doctoral student in the Georgia State University School Psychology PhD Program. Her research interests include consultants’ epistemologies, the effects of trauma on children, and therapeutic interventions for children and young adults.

Don E. Davis

Don E. Davis, PhD, is an assistant professor in the Georgia State University Counseling Psychology Program and director of the Humility and the Advancement of Positive Psychology Interventions (HAPPI) Laboratory. His research interests include positive psychology and studies of spirituality and the virtues humility, forgiveness, and gratitude.

Andrew T. Roach

Andrew Roach, PhD, is an associate professor in the Department of Counseling and Psychological Services and Associate Director of the Center for Leadership in Disability (CLD), a University Center for Excellence in Disability (UCEDD) at Georgia State University. His research interests include inclusive educational policies and practices, prevention of and interventions for academic and social-emotional difficulties, and mindful practices across the lifespan.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.