Social Justice and Multiculturalism in Consultation Training: An Analysis of Syllabi from School Psychology Programs

ABSTRACT

Training in school-based consultation may encompass instruction on various consultation models, aims, and work with various partners. However, it is unclear how trainers currently structure coursework and the extent to which social justice is embedded in class. Therefore, we conducted a systematic replication of Hazel et al. (2010) analyses of consultation training syllabi. We analyzed 63 syllabi from 55 school psychology programs. We found many course instructors grounded training in problem-solving models. Trainers assigned at least one reading or assignment related to multicultural considerations or social justice, but social justice was rarely centered as a training goal. As compared to the Hazel et al. previous findings, we noted more syllabi incorporating topics on teleconsultation and self-reflection, which may be critical to advancing social justice in consultation. Limitations and implications of findings are discussed, including the need to more comprehensively incorporate social justice themes in all aspects of school consultation training.

KEYWORDS:

• Consultation
• multicultural considerations
• social justice
• training
• syllabi analysis

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Hao-Jan Luh

Hao-Jan Luh, PhD, is an Assistant Professor of School Psychology at Rowan University. His research interests include implementation science, cultural adaptation, and consultation.

Zachary C. LaBrot

Zachary C LaBrot, PhD, is an Assistant Professor in the School Psychology Program at the University of Southern Mississippi. His research interests include multitiered consultation for teachers, implementation supports for early childhood educators, and supporting families with their children’s academic and behavioral needs.

Cagla Cobek

Cagla Cobek, M.A., is a third-year school psychology PhD student at the University of Southern Mississippi. Her research interests include teacher mentorship interventions for junior teachers and supporting teachers’ classroom management.

Ryan Sunda

Ryan Sunda is a second-year school psychology PhD student at the University of Massachusetts Boston. His research interests include the mentorship of beginning and lateral entry teachers and the implementation of school-wide antiracism programming for educators.

Lindsay M. Fallon

Lindsay M Fallon, PhD, is an Associate Professor in the School Psychology Program at University of Massachusetts Boston. Her research interests include multi-tiered systems of support for behavior to advance racial equity, implementation science, systems change, and social justice. She is an Associate Editor of the Journal of Educational and Psychological Consultation.