ABSTRACT
Since the COVID-19 pandemic forced many psychological services, including consultation, to be delivered online, it is likely that engagement in teleconsultation has increased across settings, including schools. This chapter reflects the assumption that establishing and maintaining strong interpersonal connections during consultation is important irrespective of consultation modality. It reviews research on teleconsultation in schools and identifying key constructs and definitions. Challenges and opportunities presented by using virtual modalities are reviewed, and considerations regarding teleconsultation specific to each of the problem-solving stages are provided, beginning with system entry. The American Psychological Association defines telepsychology as the synchronous or asynchronous delivery of psychological services through telecommunication technologies such as telephone, mobile devices, video conferences, emails, text messaging, and the Internet. Teleconsultation, specifically, is “the provision of consultative services through videoconferencing and other technologies”. The definition suggests that videoconferencing is a primary modality for teleconsultation but that teleconsultation also includes connecting by phone, text, or email with a consultee.
