ABSTRACT
Consultation and collaboration are two important areas of competence for the role of a school psychologist (Ysseldyke, Burns & Rosenfield, 2009). Social justice and consultation are distinct, but related, terms relevant to the practice of school psychology (Brown, Pryzwansky & Schulte, 2011; Moe, Perera-Diltz & Sepulveda, 2010; Shriberg & Fenning, 2009; Vera & Speight, 2003). The use of consultation skills to facilitate social justice is not only compatible with the role of a school psychologist, it is also consistent with the ethical principles of this profession. Social justice is related to the principle of respecting people's rights and dignity in the National Association of School Psychologists (NASP, 2010) standards for ethical practice and the American Psychological Association's Ethical Principles and Code of Conduct (2010). The principle of justice within the APA (2010) code is also applicable to consultation. Psychological and school consultation encompasses a broad set of skills that make it possible to facilitate success for all students in terms of academic, social, behavioral, and emotional domains within the context of a school. Social justice could be infused into the roles of a school psychologist as a consultant throughout the system.
