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Consultation represents a core psychological practice and competency area for school psychologists, and it is critical that it accounts for the experiences of all individuals it is designed to support. Grounded in multiculturalism, cultural humility, and social justice, we argue that culturally relevant consultation is necessary to realize equitable and meaningful outcomes for minoritized youth in schools. The purpose of this manuscript is to present a model of teaching culturally relevant consultation. Specifically, we propose a preservice training model that includes (a) awareness of relevant theories and personal identities, experiences, biases, and existing knowledge; (b) conceptual knowledge of culturally relevant consultation practice; (c) acquisition of culturally relevant consultation skills; (d) application of culturally relevant consultation skills; and (e) ongoing self-assessment and reflection on social justice dispositions. This paper contributes to what we know about culturally relevant consultation training and provides future directions for training and research in this area. [ABSTRACT FROM AUTHOR]

Just as physical boot camps offered at gyms taught physical conditioning, Krucker designed a series of classes to instill rigor and regularity in her students. With a comprehensive understanding of anatomy and physiology, Krucker is masterfully adept at communicating the experiential aspects of voicework in a way that allows the discursive written exercises and the descriptions of vocal performance to be somatically accessible, turning the semantic into somatic with great skill. Considered a pioneer in contemporary vocal practices, Canadian singer, interdisciplinary artist, and educator Fides Krucker has been performing, teaching, and challenging the status quo of vocal performance and pedagogy for over 35 years. [Extracted from the article]

Placing voice as a subject of critical inquiry, Magnat uses cross-cultural and interdisciplinary approaches to vocality and, in doing so, offers alternatives to the leading mainstream pedagogies. Part of the Routledge Voice Studies series, Virginie Magnat's monograph I The Performative Power of Vocality i aims to investigate vocality, defined as the "sonorous substance of the lived voice" (xiii). The book opens with "Performance Embodiment and Vocality", which introduces us to Magnat's research partners for the project: five graduate students from the University of BC and a seven-member Indigenous Advisory Committee. [Extracted from the article]

Given that consultation has consistently yielded benefits for clients and consultees, it is likely an effective method of promoting family-school engagement. Thus, this meta-analysis examined the effects of consultation-based family-school engagement on child and parent outcomes, and complementary intervention methods used in conjunction with consultation. This study also sought to advance consultation research via a contemporary meta-analytic technique, robust variance estimation (RVE). Analyses yielded significant effects of consultation-based family-school engagement on children's social-behavioral competence (δ = 0.34), mental health (δ = 0.37), and academic achievement (δ = 0.27). Significant effects for parent practices (δ = 0.53), parent attitudes (δ = 0.49), and relational outcomes (δ = 0.37) were also found. Complementary intervention methods revealed significant effects across various child, parent, and relational outcomes. Results indicate benefits of consultation-based family-school engagement for key outcomes and have implications for utilizing complementary methods to augment the net effects of consultation for valuable stakeholders. [ABSTRACT FROM AUTHOR]

Conjoint behavioral consultation (CBC) is a model of consultation wherein parents and teachers partner to address children's social-behavioral concerns. The teacher-parent relationship has proven critical to the success of CBC, yet little is known about the dynamics in CBC that may promote these relationships. This study explored interactions among teachers and parents during CBC. Using latent profile analysis, four interactional sense-making behaviors (i.e., engagement, perspective-taking, turn-taking, and coherence) were examined among 193 parents and teachers participating in CBC. Three classes of interactions emerged – one class characterized by high interactional sense-making (18%), another characterized by moderate interactional sense-making (69%), and one class characterized by low interactional sense-making (13%). Follow-up analyses suggested differences in the quality of this relationship based on the interactions displayed by parents and teachers, with dyads that displayed high and moderate patterns of interactional sense-making reporting better quality relationships than those demonstrating low patterns of interactional sense-making. [ABSTRACT FROM AUTHOR]

This article introduces the special issue, Recent Methodological Advancements in Indirect Service Delivery. The authors first highlight salient aspects of each of the five articles included in the special issue to emphasize their unique contributions to the consultation literature. Next, we organize the articles into two main themes to discuss findings, implications and future directions for consultation research and practice. Specifically, we highlight innovative statistical approaches and novel assessment methods within the special issue. Collectively, these articles showcase current innovations, practices and issues within school-based consultation research and provide multiple directions for researchers, consultants, and school-based partners to consider. [ABSTRACT FROM AUTHOR]

Interventions for youth are often studied in school settings, yet there are barriers that hinder schools from actively participating in the research studies. To ensure interventions are studied in the context they are intended for, adopted in a timely manner, and regularly used in practice as designed, researchers can conduct studies in a manner that reflects the dynamic needs of schools. Participatory action research, which engages participants in the research process, and coproduction of interventions, which involves end users in the development of interventions, are complementary frameworks that may increase the utility and flexibility of school-based interventions while also improving engagement and fidelity of intervention implementation. This study explored the implementation of a self-monitoring intervention, Self-Management And Regulation Training Strategy (SMARTS), developed using these approaches. Using multiple methods, findings indicate that school counselors (i.e., natural treatment agents) valued helping in the development of SMARTS and were able to implement it in school settings with fidelity. In fact, the quality with which they implemented components of the intervention was significantly related to students' engagement in intervention procedures. Implications and limitations are discussed. [ABSTRACT FROM AUTHOR]

Many youth experience mental health problems. Schools are an ideal setting to identify, prevent, and intervene in these problems. The purpose of this study was to investigate patterns of student social, emotional, and behavioral risk over time among a community sample of 3rd through 12th grade students and the association of these risk patterns with fidelity to a school-based mental health model. Overall growth of social, emotional, and behavioral problems declined over a 3-year period. Four classes of students were identified using growth mixture modeling: (1) students with high levels of problems, (2) students with decreasing problems, (3) students with increasing problems, and (4) students with stable, low levels of problems. These growth trajectories were associated with fidelity to the model, in that trajectories where students with higher or increasing problems were more likely to be from schools with lower fidelity. Implications for practice and policy are provided. Impact StatementMental health issues interfere with the ability of children and youth to learn in the school setting. Schools can implement comprehensive mental health models that include universal screening, prevention, and evidence-based intervention. Doing so with high fidelity can lead to prevention of newly developing risk and in decreasing risk for students over time. [ABSTRACT FROM AUTHOR]

The present study examined parent-teacher congruent communication within conjoint behavioral consultation (CBC). Specifically, the study purpose was to determine the extent to which congruence in parent-teacher communication (i.e., the degree to which parents and teachers view their communication in a similar fashion) moderated CBC's effects on children's social skills. Drawn from a large randomized trial investigating the efficacy of CBC, the participants were 166 children and their parents and 74 teachers. The findings suggested that CBC's effects on teacher-reported children's social skills depend on congruent parent-teacher communication. Specifically, for students whose parents and teachers have these communication conditions, social skills are expected to increase only in the context of the CBC intervention. Implications for CBC research and school-based consultation are discussed. [ABSTRACT FROM AUTHOR]