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

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Abstract

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.

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Authors and Affiliations

  1. Department of Educational Psychology, University of Texas at San Antonio, 501 W. Cesar E. Chavez Blvd, San Antonio, TX, 78207-4415, USA

    Felicia Castro-Villarreal

  2. Springfield Public Schools, Springfield, OR, USA

    Billie Jo Rodriguez

Authors
  1. Felicia Castro-Villarreal
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  2. Billie Jo Rodriguez
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Correspondence to Felicia Castro-Villarreal.

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The authors declare that they have no conflict of interest.

Funding

The study was funded by an internal UTSA College of Education and Human Development Faculty Grant.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. This article does not contain any studies with animals performed by any of the authors.

Informed Consent

Informed consent was obtained from all individuals in the study.

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Castro-Villarreal, F., Rodriguez, B.J. Using Consultee-Centered Consultation with Teachers in a Contemporary School Setting to Inform Culturally Responsive Practice. Contemp School Psychol 21, 240–254 (2017). https://doi.org/10.1007/s40688-017-0135-0

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  • DOI: https://doi.org/10.1007/s40688-017-0135-0

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