Consultee-Centered Consultation Research Articles

The Role of Racial Match Between Students and Teachers in School-Based Consultation

Disparities between the educational outcomes of students of color and their White peers have persisted across decades. Multicultural consultee-centered consultation has the potential to mitigate negative outcomes for students of color by improving the knowledge and skills of teachers. However, more empirical research is needed to understand the role of diversity within the consultative relationship and problem-solving process. The purpose of this study was to examine the effects of racial diversity between students and teachers during school-based consultation on the perceptions school psychologists have of collaboration, teacher expectations of students, and student–teacher relationships, as school psychologists commonly serve as school-based consultants. The study employed an experimental design, in which 83 practicing school psychologists were randomly assigned to watch videos of a teacher describing a student referral problem in a racial match or racial mismatch condition. Results suggested school psychologists’ perceptions of the collaborative relationship were more positive when students and teachers were Black compared to when they were White. Implications and suggestions for future research are discussed. Impact Statement This is the only known experimental study conducted in over 20 years to examine the impact of student and teacher racial differences within school-based consultation. Results suggested that school psychologists perceived the collaborative relationship with a teacher to be more positive when both the student and teacher were Black compared to when the student and teacher were White. Given the predominantly White sample, these findings highlight the importance of culturally responsive strategies even when members of the consultation triad are racially matched.

Ethnography and Consultee-Centered Consultation: Perfectly Aligned

Consultee-Centered Consultation (CCC) is built upon the use of a constructivist, interactive approach to support conceptual change in consultees. Constructivism is foundational in ethnographic traditions as well and it focuses on understanding socially constructed meaning-making in cultural groups. Given the importance of constructivism in both traditions there is a natural alignment in the use of ethnography to study CCC. This paper illustrates unique contributions ethnography can make to explain and describe the application of CCC, from the social process of problem conceptualization to broadening our understanding of how underserved parents can be engaged as successful consultees. Additionally, it examines how ethnography can advance our theoretical knowledge of the CCC process. The text of four published studies that used ethnography to study CCC were scrutinized. Every article articulated how the ethnographic method was used to pose a research question, present a basis for the research strategy, and examine the studies’ findings.

A Solution-Focused Consultee-Centered Consultation Model to Dismantle White Privilege: Applications in a Teacher Education Program

ABSTRACTOur increasingly diverse society has resulted in concomitant pressure on teacher education programs to prepare graduates to work with PK-12 students who may differ from them on important sociocultural dimensions such as race and ethnicity. The purpose of this article is to advance the use of a conceptual model, the solution-focused consultee-centered model of consultation. This model has been used by a school psychologist with teacher education faculty to dismantle white privilege in primarily white students who will teach students of color in urban, low-income settings. This article describes the consultation model, addresses the factors that impinge upon the functioning of consultants and consultees from entry to termination, explicates facilitating factors and barriers to success, and concludes with a case scenario that highlights applications of the model in one teacher education program.

Using Consultee-Centered Consultation with Teachers in a Contemporary School Setting to Inform Culturally Responsive Practice

The National Association of School Psychologists (NASP) describes consultation as a practice that permeates all aspects of school psychological service delivery, and school consultation is increasingly recognized as a central and essential feature of practice in school-based problem-solving paradigms. This research examined teachers’ experiences with and perceptions of consultation with graduate school psychology student consultants and utilized a hybrid model methodology that combined qualitative interviews and single-case research within a single investigation allowing insight into the complexity of schools (Kratochwill and Stoiber, School Psychology Review, 29(4): 591–603, 2000). This research examined the cultural and contextual factors that bear on consultation processes, intervention implementation, and student academic and behavioral outcomes in a contemporary school setting. A second aim was to study the effectiveness of and reported satisfaction with consultee-centered consultation (CCC). Teacher voices suggest a need for an expanded solution-focused consultation model with enhanced focus on teacher perceived need and relationships. AB case data provide preliminary support for CCC approaches as culturally responsive in a contemporary school setting.

Madres para Niños: Engaging Latina Mothers as Consultees to Promote Their Children’s Early Elementary School Achievement

ABSTRACTThe Madres para Niños (MpN) program uses consultee-centered consultation as a vehicle to help immigrant Latino parents focus and reframe their preexisting child advocacy skills toward their children’s successful transition into elementary school in a new geographic and cultural context. This article describes the Latina mother’s experience as consultee during the MpN ten-week group consultation process.

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

ABSTRACTConsultee-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.

Educating Consultants for Multicultural Practice of Consultee-Centered Consultation

ABSTRACTLiterature about educating consultants with knowledge, skills, and dispositions to work effectively within culturally and linguistically diverse schools is scarce. Research suggests that additional attention is needed on the preparation of consultants to practice with multicultural competence. This article reviews theories and research and presents four educational strategies for preparing consultants for multicultural practice of consultee-centered consultation (CCC). Specific attention is given to ways that educators can teach and supervise learners of CCC by integrating issues of worldview, culture, and different perspectives, thereby scaffolding learning toward the development of multicultural competence in consultation.

Intellectual Humility and Morality as Consultee-Centered Consultation Epistemologies

ABSTRACTLittle 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.

A Qualitative Metasynthesis of Consultation Process Research: What We Know and Where to Go

ABSTRACTQualitative metasynthesis (QM) is a research methodology that permits the meaningful integration and interpretation of qualitative research. This study applies a QM approach combined with constructivist grounded theory methods, bolstered by several features of research credibility, to examine the state of consultee-centered consultation (CCC) and related relational, process-oriented school consultation research. A systematic search and retrieval process including two rounds of appraisal resulted in a final sample of 38 relevant studies from 1995 to 2014. Data analyses included two stages of coding/theme development. Integrated themes suggest a number of considerations regarding consultation implementation including: system-level factors; consultation structure; consultee voice, social-emotional support, and learning; ecological orientation and cultural responsiveness; and consultation training. Future research priorities stemming from these themes are identified and elaborated upon, as are future applications for QM in educational research.

Consultation and Collaboration to Develop and Implement Restorative Practices in a Culturally and Linguistically Diverse Elementary School

ABSTRACTThrough an embedded single-case study design and qualitative methods, this article describes the school-wide implementation and preliminary results of a restorative practices (RP) program within a culturally and linguistically diverse (CLD) elementary school. Located in an urban area with high rates of crime, violence, and poverty, the three-year multisystemic project brought school psychology knowledge and skills to (a) use multicultural consultation and participatory methods to introduce, adapt, and support RP in a CLD school, (b) present findings related to teachers, parents, students, and school climate, and (c) increase youth, parent, and community engagement and voice. The authors developed a comprehensive, culturally relevant model through an interdisciplinary school-university-community partnership. They used multicultural consultee-centered consultation, including bilingual/bicultural practices and cultural brokers, and participatory culture-specific intervention methods to collaboratively design, implement, and evaluate outcomes for students, parents, teachers, and others.

Conceptual change through consultee-centered consultation: A theoretical model.

Conceptual change through consultee-centered consultation: A theoretical model.

Teachers’ Perception of Satisfaction, Skill Development, and Skill Application After Instructional Consultation Services

A primary hypothesized outcome of consultee-centered consultation, including instructional consultation (IC), is that consultees will become more skilled. However, these claims have not been well researched. Data from 274 teachers implementing IC were analyzed to investigate perceptions of satisfaction and skill development. Results indicated that teachers were highly satisfied, perceived outcomes to meet or exceed their expectations, and felt confident about handling similar problems in the future. The majority reported learning one or more skills or strategies from participating and indicated generalization of skills learned from IC to other students. Relationships between satisfaction, generalization, and perceived outcomes are also presented. Although based on descriptive methodology, this analysis of teachers’ perceptions of IC provides a window into their experiences.

Sustaining RtI through Consultee-Centered Consultation

Response-to-intervention (RtI) models utilize a proactive, prevention approach that requires the implementation of a sophisticated, multi-tiered problem-solving process in the regular education environment. Effective and sustainable implementation of these models will necessitate a mechanism to support professional development, treatment fidelity, and the transportability of evidence-based interventions to the unique ecologies of individual school sites. This paper discusses problems related to the implementation of RtI models and outlines professional development issues related to implementation. A case is then made for the use of consultee-centered consultation, because of its focus on consultee development, to sustain the implementation and dissemination of RtI models in schools. The article ends with a presentation of how one RtI model, Instructional Consultation, integrates consultee-centered consultation into its implementation and professional development procedures.

SPECIAL ISSUEINTRODUCTION: Current Research in Consultee-Centered Consultation

(2003). SPECIAL ISSUE INTRODUCTION: Current Research in Consultee-Centered Consultation. Journal of Educational and Psychological Consultation: Vol. 14, No. 3-4, pp. 243-250.

Toward a Grounded Theory ofthe Conceptual Change Process in Consultee-Centered Consultation

This article argues that a grounded-theory research methodology is a useful and fruitful tool to explore important questions in consultation and to generate new conceptualizations and theory (Glaser & Strauss, 1967). The grounded-theory approach is described and illustrated with examples from Hylander's research on consultee-centered consultation as practiced in Sweden. The result is a substantive theory about change processes. The theoretical research approach presented in this article makes it possible to further explore processes of consultation that have not been previously examined.

Constructing Conceptual Change in Consultee-Centered Consultation

A central tenant of consultee-centered consultation is that the consultee is always an active agent in the consultation process, not a passive receiver of transmitted information. Both participants will be constructing new understandings during consultation. The consultant can facilitate consultation by asking questions to illuminate the consultee's current theory of what is causing the consultation predicament. Next, the consultant and consultee might explore how the consultee's theory is inadequate to explain this and other cases. When a new theory is generated, it must be an understandable substitute explanation. It must be an intelligible, coherent, and plausible explanation. Finally, the new conceptualization must be parsimonious and efficacious in working with future clients as well as the current client and problem.

Toward a Grounded Theory of the Conceptual Change Process in Consultee-Centered Consultation

Toward a Grounded Theory of the Conceptual Change Process in Consultee-Centered Consultation

Constructing Conceptual Change in Consultee-Centered Consultation

Constructing Conceptual Change in Consultee-Centered Consultation

INTRODUCTION: Current Research in Consultee-Centered Consultation

INTRODUCTION: Current Research in Consultee-Centered Consultation

COMMENTARY: Finally, a Contemporary Treatment of Consultee-Centered Consultation

(2003). COMMENTARY: Finally, a Contemporary Treatment of Consultee-Centered Consultation. Journal of Educational and Psychological Consultation: Vol. 14, No. 3-4, pp. 363-368.