Consultation and interprofessional collaboration: Modeling for the future

Abstract

Consultation and interprofessional collaboration by psychologists occur with individuals, groups, programs, and organizations. The practice of consultation and interprofessional collaboration involves interdisciplinary relationships, preparation, and advanced skill development within specialty areas of psychology (e.g., clinical, counseling, industrial-organizational, and school). The Workgroup on Consultation and Interdisciplinary Relationships engaged in a planning process at the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology to address fundamental issues regarding consultation and interprofessional collaboration in professional psychology. The Workgroup articulated working definitions, consensus points about psychologists as consultants and interprofessional collaborators, a consulting and interprofessional competency blueprint for preparation and assessment strategies, and future directions. This is one of a series of articles published in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference will appear in Professional Psychology: Research and Practice and The Counseling Psychologist.

School Psychologists' Sense of Self-Efficacy for Consultation

“…For example, Arredondo, Shealy, Neale, and Winfrey (2004) included self-awareness, along with emotional intelligence, among a list of skill sets essential to consultation competency. Rosenfield and Gravois (1993) listed self-awareness and self-evaluation as required considerations for the education of novice consultants.…”

Using an interprofessional competency framework to examine collaborative practice

“…regulation of professional practice has been the driver for some of these frameworks, such as the Canadian harmonized entry-to-practice competency framework for nursing graduates . Other frameworks have been developed for clinical psychology 5 , and more recently for specific health-related organizations such as the Canadian Patient Safety Institute 6 and the Public Health agency of Canada 7 . Many of these frameworks acknowledge the importance of interprofessional collaboration and teamwork but have not provided explicit direction for interprofessional practice.…”

Améliorer la collaboration entre les milieux scolaire et de réadaptation : besoins des intervenants

“…Ces divergences de pratiques professionnelles et de règles organisationnelles font dire aux intervenants qu'ils ont des cultures différentes. Or, des études ont montré que la vision et les habitudes de travail propres à chaque milieu influent sur le degré de collaboration (Arrendo et al, 2004;Saaranen et al, 2005;Sicotte et al, 2002;St-Onge et al, 2002).…”

“…Mais les structures organisationnelles propres à chaque milieu influencent cette collaboration. Et tout en travaillant dans un but commun, les individus, les groupes, les organisations ont des intérêts, des croyances et des valeurs diversifiés, voire parfois contradictoires (Arrendo, Shealy, Neale et LaPearl, 2004;Poursanidou, Garner et Watson, 2008;Sicotte, D'Amour et Moreault, 2002). Or la qualité de la collaboration entre intervenants est cruciale, pour la bonne raison qu'elle influe sur le fonctionnement des programmes d'intervention offerts et par le fait même sur le bien-être et le développement de chaque élève.…”