What Kinds of Support Do Novice Consultants Request and Receive? A Constructivist Grounded Theory Investigation

ABSTRACT

Research indicates the need for better training for consultants working in culturally and linguistically diverse (CLD) schools. Using a constructivist grounded theory approach, this study investigated the use of the Consultation Peer Feedback Process (CPFP) as a tool for developing skills and perspectives among consultants. This study analyzed the types of feedback requested by consultants-in-training (CITs) and their peer-identified strengths and feedback. A coding lexicon and themes were identified to understand the needs of CITs when requesting and receiving feedback. This led to a constructivist grounded theory that describes how CITs learn to consult with cases in CLD schools. Detailed analyses of 42 CPFP Summaries indicated that the strength-based nature of the CPFP supported CITs in areas where they requested support, provided encouragement and specific feedback, and expanded CITs’ exposure to cases and issues beyond their immediate setting and perspectives. Implications for research and training consultants are discussed.

KEYWORDS:

• consultation
• training
• peer feedback
• constructivist grounded theory
• culturally and linguistically diverse schools
• consultants-in-training
• school consultation
• qualitative investigation
• novice consultants

Acknowledgments

Portions of this study are based on preliminary analysis presented in Ingraham et al. (2017). We received partial support for this study from the University Grant Program, San Diego State University. We appreciate the assistance of Anais Medina Flores, Lorena Romero, Stephanie Vuelvas, Richa Chopra, and Priscilla Coomber for participating in the early stages and/or coding for this study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

¹ Some preliminary analyses from this study were reported at the 2017 annual convention of the National Association of School Psychologists (Ingraham et al., 2017)

² Here we use Ingraham’s original terms multicultural consultation and multicultural consultation competence, to be inclusive of social justice and culturally responsive approaches, with the understanding that competence is never fully attained, but rather is more of a direction for learning.

³ Names of nodes are shown in this paper with italics to assist the reader in seeing the names of the nodes or coding categories.

⁴ Some preliminary analyses from this study were reported at the 2017 annual convention of the National Association of School Psychologists (Ingraham et al., 2017)

Additional information

Notes on contributors

Colette L. Ingraham

Colette L. Ingraham, Ph.D., NCSP, is Professor of School Psychology at San Diego State University. She specializes in multicultural and cross-cultural school consultation, systemic school interventions, and multicultural issues. She has held leadership positions in NASP, APA, and TSP, is the founding Chair of the Consultee-Centered Consultation Interest Group, and was awarded with the Outstanding Doctoral Dissertation in the School of Education at UC Berkeley when she graduated. At SDSU, she has been honored with the Outstanding Faculty Award in the College of Education five times.

Emily M. Johnson

Emily M. Johnson, Ed.S., NCSP, works as a bilingual school psychologist in Hawking S.T.E.A.M. Charter Schools, Chula Vista, CA. Upon graduation from the School Psychology Program at San Diego State University, she was honored as one of two Class of 2018 Standouts for the College of Education at SDSU. http://newscenter.sdsu.edu/sdsu_newscenter/news_story.aspx?sid=77221

Kenia Lopez

Kenia Lopez, Ed.S., works as a bilingual school psychologist in Chino Valley Unified School District, Chino, CA. Upon graduation from the School Psychology Program at San Diego State University, she was honored as one of two Class of 2018 Standouts for the College of Education at SDSU. http://newscenter.sdsu.edu/sdsu_newscenter/news_story.aspx?sid=77221http://newscenter.sdsu.edu/sdsu_newscenter/news_story.aspx?sid=77221.