ABSTRACT
Core characteristics of problem-solving consultation research, theory, and practice in psychology and education are reevaluated within the context of consultation training agendas. Features of problem-solving consultation must be reconceptualized for advances to occur in future consultation training. Specifically, the consultant-consultee relationship, coordinate power status, consultee’s right to reject the consultant’s suggestions, involvement of the consultee in the consultation process, the voluntary nature of consultation, and ethical issues are discussed within a broadened framework for consultation training that emphasizes a process in which consultation services can occur on a variety of consultee–client dimensions. These dimensions include case-centered consultation (e.g., teacher-based consultation, parent-based consultation, conjoint parent-teacher consultation, child-based consultation, and peer-mediated consultation), technology training with teachers and parents, and organizational consultation. The expanded conceptual framework for consultation involves not only a reconceptualization of traditional problem-solving consultation core characteristics for practice, but also agendas for new areas within consultation training curricula at both the preservice and inservice levels. Moreover, such a broadened framework 70demonstrates the necessity for incorporating empirical research from other areas of psychology, education, and organizational management within the area of school consultation.
