Getting Comfortable with Being Uncomfortable: Approaches to Training in Culturally Relevant Consultation

ABSTRACT

Consultation represents a core psychological practice and competency area for school psychologists, and it is critical that it accounts for the experiences of all individuals it is designed to support. Grounded in multiculturalism, cultural humility, and social justice, we argue that culturally relevant consultation is necessary to realize equitable and meaningful outcomes for minoritized youth in schools. The purpose of this manuscript is to present a model of teaching culturally relevant consultation. Specifically, we propose a preservice training model that includes (a) awareness of relevant theories and personal identities, experiences, biases, and existing knowledge; (b) conceptual knowledge of culturally relevant consultation practice; (c) acquisition of culturally relevant consultation skills; (d) application of culturally relevant consultation skills; and (e) ongoing self-assessment and reflection on social justice dispositions. This paper contributes to what we know about culturally relevant consultation training and provides future directions for training and research in this area.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

¹ The first author has since moved institutions, so the program description and teaching approaches in consultation courses described in this article refer to her experiences at her prior institution.

Additional information

Notes on contributors

Jennifer McGrory Cooper

Jennifer M. Cooper, PhD, NCSP is an Assistant Professor in the Division of Psychological and Educational Services at Fordham University. She is a licensed psychologist and nationally certified school psychologist. Dr. Cooper’s research interests center on culturally relevant school mental health, social justice training in school psychology, and systems-level consultation in K-12 schools.

Shannon R. Holmes

Shannon R. Holmes, PhD is an Assistant Professor in the Department of Educational, School & Counseling Psychology at the University of Missouri and faculty affiliate with the Missouri Prevention Science Institute. She is a licensed psychologist. Dr. Holmes’ research interests include school-based consultation, implementation science, and family-school partnerships.

Lauren T. Kaiser

Lauren Kaiser, PhD, NCSP is an Associate Professor of the Department of Psychology and School Psychology Graduate Program Coordinator at Millersville University. Her professional interests include school consultation, coaching, academic assessment and intervention, culturally responsive teaching, school psychologists’ professional role and issues.

Antoinette Halsell Miranda

Antoinette Halsell Miranda, PhD is Professor of School Psychology and Chair of the Department of Teaching & Learning at The Ohio State University. Dr. Miranda’s research interests include early childhood intervention, consultation in urban settings, and social justice training in school psychology.