Consultee-Centered Consultation: Contemporary Perspectives and a Framework for the Future

ABSTRACT

Consultee-centered consultation (CCC) is a familiar, but historically understudied, model of consultation. This Special Issue of the Journal of Educational and Psychological Consultation summarizes, supplements, and updates the CCC research base; considers the role of CCC in contemporary school and community settings; and calls for and helps guide future CCC research and practice. This introduction to the Special Issue begins with a definition of CCC, individuates the model from its historical roots in mental health consultation, and provides a timeline of significant events in the evolution of the CCC model. Next, each article in the Special Issue is previewed in order to highlight unique contributions made to the CCC literature. Collectively, these articles provide a summary of the current state of CCC, multicultural frameworks for CCC training and practice, and multiple directions for future research.

Notes

¹ Notably, consultants implementing CCC and other models are often internal to organizations (e.g., schools) and therefore may also have direct roles in intervention implementation (Knotek & Sandoval, 2003).

² Some scholars use the term treatment synonymously with intervention. We prefer the term intervention to treatment because the term treatment implies a medical model that views the professional as the one providing the treatment. In CCC, there is a nonhierarchical relationship between consultant and consultee, and they co-construct the intervention together.

Additional information

Notes on contributors

Daniel S. Newman

Daniel S. Newman, PhD, 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 and training, supervision, and professional issues in school psychology. He received his PhD in School Psychology from the University of Maryland. 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.

Colette L. Ingraham

Colette L. Ingraham, NCSP (PhD in school and educational psychology, University of California, Berkeley) is professor of Counseling and School Psychology at San Diego State University. She specializes in multicultural and cross-cultural school consultation and systemic, MTSS school interventions, with focus on school climate, restorative practices, and trauma-informed services in underserved diverse and multilingual communities. 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.