A competency-based assessment of school-based consultants’ implementation of consultation.

Abstract

The competency-based movement in psychology has significant implications for how psychologists are trained and evaluated. For this reason, there is a growing need to examine how to develop and evaluate competence to ensure that psychologists are prepared for practice. One area in need of more attention is consultation. Consultation is a functional competence for all psychologists, and it is also a foundational competence for school psychologists. Therefore, the purpose of this study was to assess how competently school-based consultants implement consultation in a computer-simulated school setting. A qualitative case study design was used to evaluate the competence of four graduate students in school psychology. The results of the study indicate that although consultants had high consultation knowledge and confidence, there were weaknesses in their demonstrated skills. Implications for competency-based training as well as using computer simulation for competency-based assessment are discussed.

Does context matter? An analysis of training in multicultural assessment, consultation, and intervention between school psychologists in urban and rural contexts

“…The results indicated urban and rural school psychologists had little to no training on multicultural assessment, intervention, or consultation. These data are consistent with research indicating a need for more training in assessment, intervention, and consultation for minority students (Graves & Blake, ; Newell, Newell, & Looser, ). However, the only skill where there was a significant difference in level of training was multicultural intervention.…”

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

“…For the purposes of researcher reflexivity (Creswell, 2013), we acknowledge an embedded assumption informing this study and shared by all members of the research team: Processes of consultation are not CCC-specific, but are integrative across all consultation models/approaches (Henning-Stout, 1993). For example, research by Newell and colleagues that is included in this analysis (Newell, 2010a;Newell, 2010b;Newell, 2012;Newell & Newell, 2011;Newell, Newell, & Looser, 2013a;Newell, Newell, & Looser, 2013b; referenced in Appendix) is focused on behavioral/problem-solving consultation, but results appear to have implications for CCC. In sum, we believe that this study has the potential to contribute to our knowledge of CCC, but also to consultation research and practice more broadly.…”

“…to be an important way this learning occurs (Al Otaiba et al, 2008;Athanasiou et al, 2002;Frankel, 2006;Newell, Newell, & Looser, 2013a;Summers, Funk, Twombly, Waddell, & Squires, 2007). For example, a consultant's self-disclosure about vulnerability when learning about new cultures may create safe conditions for consultee learning to occur .…”

Assessing competence in sport psychology: An action research account

“…We discussed the needs, challenges, and available methods for assessment with stakeholders (such as students, assessors, and supervisors). In addition, we conducted a study of literature on competency assessment in sport psychology (e.g., Fletcher & Maher, 2013Tashman, 2010), professional psychology (e.g., Fouad et al, 2009;Gonsalvez et al, 2013;Kaslow et al, 2009;Muse & McManus, 2013;Newell, Newell, & Looser, 2013;Petti, 2008;Schulte & Daly, 2009;Yap, Bearman, Thomas, & Hay, 2012), and medicine (e.g., Andrews, Violato, Ansari, Donnon, & Pugliese, 2013;Dijkstra, van der Vleuten, & Schuwirth, 2009;Epstein, 2007;McMullan et al, 2003;Schuwirth & van der Vleuten, 2011).…”