Personality Differences among School Professionals: Implications for Consultation Effectiveness

W. Harper Rowlett, Randal H. Wilson, Samir H. Patel, Mardis Dunham

Abstract


Response to intervention has fundamentally changed the special education referral and eligibility process from a refer-test-place model to a tiered problem solving model in public schools. These changes have necessitated increased reliance on consultation and collaboration among public school professionals. Using the NEO PI-R, this study examined the relationship between personality traits of school psychologists, school counselors, and school teachers and the respective consultation process within school systems.  Differences among the three groups and implications for consultation are discussed.

Keywords


Consultation; Personality Traits; School Psychologists; School Counselors; School Teachers

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