Twenty-Five Years of the Multicultural Consultation Framework: A Systematic Review of Methods to Support Consultee and Client Success

Over 25 years have passed since Ingraham (2000) developed the Multicultural School Consultation (MSC) Framework to inform how to provide indirect, or consultative, services to students of differing cultural backgrounds. This systematic review evaluates the field’s progress in investigating and developing multicultural consultation skills among practitioners and trainees in school psychology. We focused on Component 5, Hypothesized Methods for Supporting Consultee and Client Success, as Ingraham called researchers to investigate these hypothesized methods for both school psychology practitioners and trainees. Our review identified only 17 empirical articles meeting inclusion criteria over 25 years, representing an average of less than one published article about meaningfully using the MSC Framework each year. We disaggregated these results according to articles that sampled practitioners or trainees to better understand the distinct ways in which the hypothesized methods are studied among consultants across developmental levels. Across both groups, “Valuing Multiple Perspectives” was the most common method addressed in these articles, while post-consultative methods in general were mentioned least. We offer insights into how multicultural consultative practices can be improved for practitioners, graduate student trainees, trainers, and researchers in school psychology.