Analyzing the Effect of Consultation Training on the Development of Consultation Competence

Newell, Markeda L.; Newell, Terrance S.

doi:10.1007/s40688-017-0151-0

Cited by 4 publications

(8 citation statements)

References 24 publications

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“…These phases were held during briefing and debriefing sessions and usually implied that insights from these reflections can be used for further simulation trials or at least to improve one’s performance in a final assessment. In nonmedical contexts, reflection phases were focused on asking learners (1) to write a report, documenting the process and problems occurring and evaluating own actions (e.g., Newell & Newell, 2018), or (2) to fill in worksheets, reflecting on their actions in the simulated environment and the consequences of these actions (e.g., Girod & Girod, 2006) or to reflect on the case scenario and discuss the action plan with peers and supervisors (e.g., Broadbent & Neehan, 1971).…”

Section: Resultsmentioning

confidence: 99%

Simulation-Based Learning in Higher Education: A Meta-Analysis

Chernikova¹,

Heitzmann²,

Stadler

et al. 2020

Review of Educational Research

463

354

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Simulation-based learning offers a wide range of opportunities to practice complex skills in higher education and to implement different types of scaffolding to facilitate effective learning. This meta-analysis includes 145 empirical studies and investigates the effectiveness of different scaffolding types and technology in simulation-based learning environments to facilitate complex skills. The simulations had a large positive overall effect: g = 0.85, SE = 0.08; CIs [0.69, 1.02]. Technology use and scaffolding had positive effects on learning. Learners with high prior knowledge benefited more from reflection phases; learners with low prior knowledge learned better when supported by examples. Findings were robust across different higher education domains (e.g., medical and teacher education, management). We conclude that (1) simulations are among the most effective means to facilitate learning of complex skills across domains and (2) different scaffolding types can facilitate simulation-based learning during different phases of the development of knowledge and skills.

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Section: Resultsmentioning

confidence: 99%

Simulation-Based Learning in Higher Education: A Meta-Analysis

Chernikova¹,

Heitzmann²,

Stadler

et al. 2020

Review of Educational Research

463

354

View full text Add to dashboard Cite

show abstract

“…Roleplaying before consulting in actual applied settings such as schools is recognized as an important consultation training competency development method (Newell, 2012; Newell & Newell, 2018). The virtual experience was considered by some trainees to be “low stakes” because actual teachers and students in schools were not affected while trainees were learning.…”

Section: Discussionmentioning

confidence: 99%

“…The value of training to build competency in consultation is asserted in the literature (e.g., Falender & Shafranske, 2020b; Newell & Newell, 2018; Newman & Rosenfield, 2019), and trainees generally report satisfaction with consultation training (Newell & Newman, 2014). Yet, approaches to consultation training are inconsistent from one training program to the next, and often lack rigor including few applied experiences, underemphasis of multicultural consultation and process skills training, and limited opportunities for supervision (Hazel et al, 2010; Newman et al, 2015).…”

Section: Competent Consultationmentioning

confidence: 99%

Deliberate practice of consultation microskills: An exploratory study of training.

Newman¹,

Gerrard²,

Villarreal³

et al. 2022

Training and Education in Professional Psychology

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Consultation is a pivotal competency area for psychologists, yet little is known about how graduate training supports psychologists in consultation competency development. This study reports on the application of a deliberate practice approach to consultation training for 13 school psychology trainees, with a focus on communication skill development and application. Over 4 weeks, trainees viewed a series of four brief videos of a teacher consultee describing actual school-based problems and applied explicitly defined communication skill responses (i.e., paraphrasing, clarifying, and reflecting feelings). Responses were recorded and uploaded by trainees weekly on the Flipgrid online platform, shared with the instructor, and supervisory feedback provided regarding the accuracy and quality of final responses. Pre and posttraining data indicated trainees’ increased communication self-efficacy and overall satisfaction with the training. Areas for training improvement were also noted, including the supervision feedback process. The promise of a deliberate practice approach in supporting psychological consultation competency development is discussed, as are the future directions for training and research.

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“…In contrast, an advice-giving orientation may result in prematurely offering potential solutions before problems are sufficiently understood. Rushing to intervene may result from a consultant's limited content knowledge and/or process skills, such as not knowing how to maneuver most effectively within in the consultation conversation (Benn et al, 2008;Henning-Stout, 1999;M. L. Newell & Newell, 2018).…”

Section: School Consultation Trainingmentioning

confidence: 99%

“…L. Newell, 2012). Research also suggests that even when consultation skills do grow during training they may still be underdeveloped and appear to develop less robustly as compared with knowledge and confidence (M. L. Newell & Newell, 2018).…”

Section: Responses Following Typical Consultation Coursementioning

confidence: 99%

A qualitative content analysis of novice consultants' responses to a consultee's request for assistance

Newman

McIntire

Barrett

et al. 2023

Psychology in the Schools

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Applying qualitative content analysis methods, this study focuses on how school psychology graduate student consultants responded to a simulated request for assistance by a teacher. Seventy‐three total students participated in the study before they had engaged in their first course on school consultation. Additionally, transcripts were analyzed for subsets of students following a course on consultation (n = 23), or a course on consultation plus a supplemental communication skills focused training (n = 22). Before their consultation course, student consultants exhibited variable responses including some basic listening skills, but also offering premature problem hypotheses and solutions. They also restated child deficit focused language, often without asking for clarification, and asked questions not directly related to information provided by the consultee, which sometimes included more than one question at a time (double‐barreled). Following a typical consultation course, student consultants responded in nearly identical ways. Student consultants that completed a consultation course plus a supplemental training including deliberate practice of communication skills increased their application of basic listening skills, reduced leading questions, eliminated double‐barreled questions, and applied a pattern of paraphrasing followed by clarifying to understand concerns in more observable and measurable ways. Data are presented with qualitative examples, and implications are drawn regarding school consultation training.

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Analyzing the Effect of Consultation Training on the Development of Consultation Competence

Cited by 4 publications

References 24 publications

Simulation-Based Learning in Higher Education: A Meta-Analysis

Simulation-Based Learning in Higher Education: A Meta-Analysis

Deliberate practice of consultation microskills: An exploratory study of training.

A qualitative content analysis of novice consultants' responses to a consultee's request for assistance

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