In this article, I recount the evolution of a problem-solving model of consultation during the past quarter of a century. I trace changes in the ways in which problems defined in consultation are viewed, changes in the ways in which problems are analyzed, and changes in the evaluation of problems. Finally, I address the potential role that consultation can play in the future in assisting educators and families to enhance the development of children and youth.
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John R. Bergan (1995) studied this question.
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