Assessing the State of Evidence in Consultation Training

A Review and Call to the Field

Authored by: Markeda Newell , Daniel Newman

Handbook of Research in School Consultation

Print publication date:  April  2014
Online publication date:  April  2014

Print ISBN: 9780415501200
eBook ISBN: 9780203133170
Adobe ISBN: 9781136478444

10.4324/9780203133170.ch17

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Abstract

Why do we need an empirical basis for consultation training? A scientist-practitioner approach to educational and psychological service delivery requires that training and practice be built upon and guided by scientific research. To date, the evidence-based movement has focused on the effectiveness of practice, and intervention practices, in particular (Hoagwood, Burns, Kiser, Ringeisen, & Schoenwald, 2001; Stoiber & Kratochwill, 2000). However, the same standard of evidence has not been applied to training. In particular, the research base on how to train consultants is very limited (Rosenfield, Levinsohn-Klyap, & Cramer, 2010). Believing, without scientific evidence, that practitioners will effectively engage in consultation, without demonstrating that their training was effective in developing competence, goes against the core principles of the scientist-practitioner model. For this reason, there is a significant need for an empirical basis on the development of competent consultants.

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