Consultant skill and efficiency and the implementation and outcomes of consultation

This article describes an investigation of consultant services rendered by school psychologists to teachers. Success in achieving stated problem-solving goals was analyzed using predictor variables measuring consultant efficiency, interviewing skills, and flexibility in applying psychological principles. Results indicated that the predictor variables exerted maximum impact on the initial problem-identification phase of the problem-solving process. Consultants lacking in skills failed to identify consultee problems and, as a results never reached the stage of plan development and implementation. Consultants successful in identifying problems were almost invariably able to solve those problems. Implications for training school psychologists were drawn and suggestions made for research in an area improverished by lack of empirical data.