Mind the Gap : An Exploration of the Key Elements of Consultation Training for Educational Psychologists in England

Abstract

This research explores the key elements of consultation training for educational psychologists (EPs) in England. It incorporates the views of fieldwork supervisors (FWSs) on preparing trainee educational psychologists (TEPs) to use consultation in their practice and the perspectives of TEPs and newly qualified educational psychologists (NQEPs) on learning to offer consultation.

Method The research comprised of two phases and employed an integrated-methods design incorporating quantitative and qualitative data. Phase one explored the perspectives of FWSs (n=55) on preparing trainee EPs to consult, through the administration of an online, self-report survey. Quantitative data are presented using descriptive statistics and qualitative data were analysed using content analysis. Phase two employed a three round Delphi study comprised of online surveys. The perspectives of TEPs (n=11) and NQEPs (n=9) on the process of learning to use consultation were explored. Open questions in round one generated qualitative data that were analysed using content analysis. The resultant themes were formed into statements, which were rated via a Likert scale in subsequent rounds to seek the consensus of the group. The findings of both phases were then considered holistically, to look at themes across the dataset.

Results FWSs, TEPs and NQEPs agreed that consultation teaching should incorporate models of consultation and pan-theoretical skills for consultation. They also agreed that opportunities to practice, observing others and reflection are important in the development of consultation practice. Five overall themes were identified as key elements of consultation training for TEPs in England: establishing a shared understanding of consultation, operationalising theory into practice, the confidence of trainees as a facilitator to the development of their consultation practice, an explicit focus on competence development in consultation and the role of supervision. Identified challenges in developing consultation practice for TEPs included: understanding the effective elements of supervision, consistency in assessment and evidencing competence in consultation, and achieving a shared understanding of the operationalisation of consultation that can accommodate flexibility for individual and service preferences.

Conclusions Findings of this research indicate that TEPs/NQEPs and FWSs see consultation as an important part of the practice of EPs. They appreciate many aspects of current consultation training and identified some challenges. It is proposed that the teaching and development of consultation practice for TEPs might benefit from a more explicit use of the BPS (2023) competencies for consultation. A model based on the findings is offered that could be used by stakeholders of consultation practice for EPs to inform and reflect on consultation training.