School psychologists understand varied models and strategies of consultation and collaboration applicable to individuals, families, groups, and systems, as well as methods to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate effectively with others.
National Association of School Psychologists, 2021
Demonstrations of professional practices related to consultation and collaboration by aspiring school psychologists encompass the following:
- Adopt a collaborative, problem-solving approach as a strategy for formulating, deploying, and assessing both academic services and mental and behavioral health support.
- Exhibit strong communication skills in both written and verbal forms for a diverse audience, including parents, teachers, school staff, policy makers, community leaders, and others.
- Actively seek to consult and work together with educational professionals at various levels, such as individual, family, group, and system, always taking into account the perspectives of all parties involved in decision-making processes.
- Foster a climate of open communication and teamwork among all stakeholders, utilizing effective and suitable interpersonal communication methods.
- Engage in an array of school and district leadership teams to advocate for the well-being and success of individual students, school staff, and the wider school systems.
- Actively collaborate and consult with professionals across various disciplines to exchange resources and enhance professional practices.
- Serve as catalysts for change, leveraging their expertise in communication, collaboration, and consultation to champion necessary transformations at all levels: student, classroom, building, district, state, and national.
- Utilize psychological and educational theories and practices to bolster collaboration and ensure effective service delivery.
(Adapted from the National Association of School Psychologists, 2020, p. 4)
Relevant Courses:
EDPS 681: Theories & Skills of Counselling
In this course we delved into the core theories of counselling, and the vital role they play in professional practice. Simultaneously, we honed practical counselling micro-skills, enhancing our abilities in engagement, reflection, and attending.
Relevance: The course underscored the importance of collaborative decision-making and problem-solving processes, a key aspect of the NASP’s first domain. By routinely practicing counselling and interview skills within groups, I gained crucial experience in consulting and collaborating, both in receiving and providing constructive feedback. Moreover, the course emphasized the crucial nature of developing therapeutic alliances, a skill particularly relevant for school psychologists who must build trustful relationships with teachers, parents, and students to effectively fulfill their multifaceted roles.
EDPS 690: School Based Interventions & Consultation
In this course we examined various consultation models and evidence-based interventions that pertain to different school environments. The course highlighted essential skills for effectively collaborating with school personnel and families, as well as establishing, evaluating, and fine-tuning school-based interventions.
Relevance: The course facilitated my understanding of consultative problem-solving, empowering me to augment teachers’ capabilities in delivering school-based interventions. Furthermore, it underscored the importance of partnering with caregivers and families, and honed my competencies in data-based decision making, outcome evaluation, and accountability – aligning with the professional practices outlined by NASP for consultation and collaboration.
EDPS 696: Social, Emotional, & Behavioural Assessment & Interventions
This course delved into assessing and intervening in significant social, emotional, and behavioral needs of children and youth within school and community settings. We acquired knowledge on identifying symptoms of mental health disorders relevant to young populations, utilizing observational, interview, and self-report techniques to assess their current state, and devising evidence-based interventions tied to these assessment outcomes.
Relevance: The course enhanced my ability to consult and collaborate by teaching me to integrate various considerations such as developmental, socio-cultural, and environmental factors into the process of psychological assessment, a critical part of data-based decision-making. It also allowed me to understand the importance of accurately reporting findings and actively involving all relevant parties. This enabled a broader and more effective approach towards planning and implementing interventions in schools, thus promoting effective decision making, problem-solving, and service delivery.
EDPS 697: Cognitive Assessment Practicum
The Cognitive Assessment Practicum provided the hands-on experience in the practice of school psychology, with a key focus on academic and cognitive functioning and the related assessments. This practicum provided supervised opportunities to hone my skills in consultation, assessment, and intervention within a real-world educational environment at at the ISE clinic.
Relevance: The practicum equipped me with practical abilities to apply professional standards of conduct in my services, emphasizing the impact of personal strengths and biases on professional functioning. My skills in psychological assessment and consultation were refined, with a particular focus on academic and cognitive test administration, case conceptualization, and communication. The experience underscored the importance of diverse and inclusive practice and data-driven decision making, enhancing my capacity to serve effectively within the school system.
EDPS 676: Practicum in Social and Emotional Assessment
The Practicum in Social and Emotional Assessment, I was immersed in a real-world practice environment, conducting comprehensive social, emotional, and behavioural assessments for children and youth with various developmental disorders. This intensive, supervised practicum allowed me to refine my skills in psychological assessment, intervention, and consultation, with a special focus on social, emotional, and behavioural assessments.
Relevance: The course provided me with practical experience in applying psychological principles, specifically related to social, emotional, and behavioural assessment. It significantly developed my capacity for data-based decision making, particularly in the contexts of consulting and collaborating with educational professionals and stakeholders. It emphasized effective communication, report writing, and the development of suitable recommendations. Furthermore, the emphasis on ethical, legal, and professional conduct and on acknowledging personal characteristics, strengths, and biases deepened my understanding of the complexities inherent in consultation and collaboration.
Work Samples:
I included this work sample within the Consultation and Collaboration domain because it showcases a meticulous approach to data collection, vital for comprehensive and effective consultation and collaboration. This detailed data acquisition is pivotal to creating a rich Background Information document, a brief summary of all the collected data, and serving as an indispensable guide in the assessment process. The depth of information I gathered, as demonstrated in the Appendix (towards the bottom of the document), underpins this Background Information document, thereby emphasizing its importance in preparing for effective consultation, collaboration, and decision-making in the realm of school psychology.
I included this work sample within the Consultation and Collaboration domain because it serves as a compelling testament to my experience in actively engaging and navigating a diverse educational ecosystem. This assignment allowed me to delve into the intricate workings of school-based teams within the Chilliwack School District. The firsthand knowledge I gained about the dynamics of these teams and their collective impact on shaping the educational landscape is indicative of my capabilities in this domain. This work sample further demonstrates my broad awareness of all the aspects involved in the capacity to consult and collaborate effectively within these multi-faceted systems, reinforcing the importance of open communication and teamwork amongst all stakeholders involved in decision-making processes.
Annotated Bibliography:
Castonguay, L. G., Constantino, M. J., & Holtforth, M. G. (2006). The working alliance: Where are we and where should we go?. Psychotherapy: Theory, Research, Practice, Training, 43(3), 271.
I included this article within the Consultation and Collaboration domain because it serves as a poignant demonstration of the principles that drive this domain in practice. The paper by Castonguay, Constantino, and Holtforth (2006) focuses on the therapeutic alliance in psychotherapy—an area that shares key aspects with the consultation and collaboration strategies employed by school psychologists in their engagements with individuals, families, and systems. It particularly mirrors the requirement for school psychologists to consider the perspectives of all parties involved in decision-making processes. The paper’s emphasis on therapist characteristics like adaptability and accurate interpretation reflects the critical need for effective communication skills in the school psychologist’s role. By accentuating the predictive power of the alliance and the necessity for interventions to strengthen it, the paper highlights the significance of a collaborative, problem-solving approach in promoting efficient service delivery—a fundamental value in the practice of school psychology.
Bahr, M. W., Leduc, J. D., Hild, M. A., Davis, S. E., Summers, J. K., & Mcneal, B. (2017). Evidence for the expanding role of consultation in the practice of school psychologists. Psychology in the Schools, 54(6), 581-595.
I included this article within the Consultation and Collaboration domain because it illustrates a key understanding and application of problem-solving consultation as a pivotal area within school psychology practice. Bahr and colleagues’ 2017 study, published in “Psychology in the Schools”, not only delves into the growing emphasis on consultation in our field, but also singles out problem-solving consultation as the most knowledgeable and time-intensive domain of practice. Crucially, this research highlights the far-reaching effects of state laws and policy initiatives on the practice of school psychology, steering the discipline towards a broader scope that encompasses more consultation and intervention. This perspective underscored for me the integral role of problem-solving consultation and adaptation to policy-driven changes in the field, thereby shaping my approach to professional development.
Sheridan, S. M., & Garbacz, S. A. (2022). Centering families: Advancing a new vision for school psychology. School Psychology Review, 51(6), 726-741.
I included this article within the Consultation and Collaboration domain because it illuminates the need for, and the ever-increasing importance of, problem-solving consultation as a significant aspect of school psychologists’ practice. This study serves as an example of the adaptive roles of school psychology practitioners, aligning with the NASP Practice Model’s emphasis on varied models and strategies for consultation and collaboration. Additionally, it underscores the influence of different state laws and policy initiatives, highlighting the need for school psychologists to consult, collaborate, and effectively communicate in diverse legal and policy contexts. As an aspiring school psychologist, this research reaffirms my commitment to problem-solving consultation, intervention development, and adaptability, all central tenets of the Consultation and Collaboration domain. Furthermore, it demonstrates the importance of active engagement with educational professionals at various levels and the necessity of maintaining open communication and collaboration amongst stakeholders in diverse contexts.
Self-Evaluation
I perceive my competence in the domain of Consultation and Collaboration to be At Standard. This assessment stems from rigorous coursework and practicum experiences that emphasized the significance of collaboration and communication in school psychology. I gained foundational skills in collaborative decision-making, problem-solving, and consultation through courses like EDPS 681 and EDPS 690, which emphasized forming therapeutic alliances and consultative problem-solving. Additionally, my practicums in Cognitive Assessment and Social and Emotional Assessment emphasized diverse and inclusive practice and data-driven decision making, underscoring the complexities in consultation and collaboration. Overall, my training has prepared me to engage effectively with stakeholders, and I look forward to continually refining my skills throughout my professional journey.
(c) Besart Hysniu 2025 