School Psychology Practitioners' Perspectives on Consultation Training and Practice

School psychologists have increased their practice of consultation within the schools due to mandates by the National Association of School Psychologists (NASP) and positive outcomes associated with the service. Previous research has examined how training directors at school psychology graduate programs viewed consultation training. The current study investigated how school psychologists view their training in consultation and how they view the practice of consultation in school systems. A random sample of 510 school psychologists from across the country was sent a survey to obtain their perspectives on consultation. A 46% return rate was achieved. The respondents were divided into two groups based on the practitioner’s years of experience (i.e., more than 10 years experience and less than 10 years experience) in order to make comparisons based on when the school psychologists received their training. Results indicated that recent graduates reported more comprehensive training in consultation, a heavier emphasis on collaborative and problem-solving consultation and significantly higher levels of satisfaction with consultation training and practice. However, recent graduates did not perceive their skills with consultation to be higher than school psychologists with less training, but more experience.

Name thesis:degree_name

Specialist in Education

Discipline thesis:degree_discipline

Department of Psychology

Year

2004

Author dc:creator

• Unseld, Kimberly A

Contributors dc:contributor

• Dr. Carl L. Myers (Director), Dr. Elizabeth L. Jones, Dr. Sally L. Kuhlenschmidt

• School Consultants
• School Psychologists
• Consultation Training
• Child Psychology
• Psychology

Repository record dc:identifier

https://digitalcommons.wku.edu/theses/238

OAI identifier oai:identifier

oai:digitalcommons.wku.edu:theses-1241