An Updated Look at Consultation Training, Skills and Engagement in the Schools

Location

CSU Ballroom

Start Date

11-4-2017 2:00 PM

End Date

11-4-2017 3:30 PM

Student's Major

Psychology

Student's College

Social and Behavioral Sciences

Mentor's Name

Carlos Panahon

Mentor's Department

Psychology

Mentor's College

Social and Behavioral Sciences

Second Mentor's Name

Shawna Petersen-Brown

Second Mentor's Department

Psychology

Second Mentor's College

Social and Behavioral Sciences

Third Mentor's Name

Megan Johnson

Third Mentor's Deparment

Psychology

Third Mentor's College

Social and Behavioral Sciences

Description

The goal of this project was to expand upon the findings from Constenbader, Swartz, and Petrix (1992) that analyzed training and current practices in consultation for practicing school psychologists. Constenbader and colleagues found that 61% of practitioners had less than one semester of training, half agreed that their training was less than adequate, and practitioners currently spend less than 1/3 of their time in consulting roles, however, they want to spend more time consulting. Consultation is a key component in practice and training for school psychologists.

Because of this, it is important to update this research to see if practitioners are better equipped to support staff and help students achieve academically and behaviorally in the schools. A survey consisting of 38 multiple choice and Likert scale (1-5 point scale from great ability to little ability) questions was sent to practicing school psychologists within the Midwest and Eastern regions of the US. Questions that were included in the survey asked for basic demographics, experience level, formal training in consultation, consultation model used, time spent engaged in consultation and desired time spent doing consultation work. The current data were analyzed and compared to the Constenbader and collegues (1992) findings.

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Apr 11th, 2:00 PM Apr 11th, 3:30 PM

An Updated Look at Consultation Training, Skills and Engagement in the Schools

CSU Ballroom

The goal of this project was to expand upon the findings from Constenbader, Swartz, and Petrix (1992) that analyzed training and current practices in consultation for practicing school psychologists. Constenbader and colleagues found that 61% of practitioners had less than one semester of training, half agreed that their training was less than adequate, and practitioners currently spend less than 1/3 of their time in consulting roles, however, they want to spend more time consulting. Consultation is a key component in practice and training for school psychologists.

Because of this, it is important to update this research to see if practitioners are better equipped to support staff and help students achieve academically and behaviorally in the schools. A survey consisting of 38 multiple choice and Likert scale (1-5 point scale from great ability to little ability) questions was sent to practicing school psychologists within the Midwest and Eastern regions of the US. Questions that were included in the survey asked for basic demographics, experience level, formal training in consultation, consultation model used, time spent engaged in consultation and desired time spent doing consultation work. The current data were analyzed and compared to the Constenbader and collegues (1992) findings.

Recommended Citation

Kahnke, Erin. "An Updated Look at Consultation Training, Skills and Engagement in the Schools." Undergraduate Research Symposium, Mankato, MN, April 11, 2017.
https://cornerstone.lib.mnsu.edu/urs/2017/poster-session-B/27