ABSTRACT
One of the critical domains of school psychology practice is consultation. This chapter aims to provide school psychologists with the beginning knowledge, attitudes, and skills to enter the profession able to engage in consultation. A good place to begin is to examine what their perception of school consultation is as a part of their role. The chapter considers school psychologists’ own personal image of a consultant in the schools. Being a school consultant is an enormous responsibility. Consultants have the potential to impact individuals directly and indirectly as well as to influence systems. The chapter considers in more detail what school consultation is and how it is implemented in contemporary school settings. Consultation is not supervision, nor is it coaching, counseling/therapy, mentoring, or teaching. Although each of these services share several commonalities and all are interpersonal processes to provide support, they are in several ways unique. There are different levels of competence in the development of consultation skill and practice.
