Abstract
This study examines the impact of the individual perceptions of graduate student consultants and volunteer teacher consultees in the context of consultation as an educational intervention. Qualitative analysis of the results indicate that school psychology graduate students face a number of challenges when learning and practicing the skills necessary for effective consultation. While teacher consultees overwhelmingly rate the consultation experience as positive, graduate student consultants raise concerns, including implementation of intervention balancing roles of providing a real service while in a student role, and confidence in the role of consultant. Examples of specific statements are provided and analyzed to support the emerging themes.
