Consultation offers individuals, groups and even organisations the chance to consider change possibilities for living, learning and developing through a collaborative, active and realistic problem-solving framework.

Ownership of the issues to be discussed and the looked for outcomes rests very much with the person/s seeking professional input, i.e. the consultee/s. In consultation a

Number of possible roles can be taken on by the consultant, i.e. the educational psychologist, for example: advocate, expert, educator, collaborator, fact finder, and process specialist, in order to move toward

Specific actions and follow up. The process of consultation

Utilises the professional expertise of the educational psychologist in combination with the client/s’ actual and potential resources and also

Locates those available in the available context.

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Advice, knowledge and experience. As well as addressing the issue/s presented by the consultee an added benefit is that the process 

Teaches the consultee skills that can then be transferred to other situations and benefit the client and others with whom they work, e.g. local government staff and their service users, teachers and their students, parents and children, managers and employees, health and social services professionals and their clients.

Individualisation is core to the process in order to ensure that the input is useful, relevant and comprehensive.

One or more client/s may be involved and the approach and theory employed will inevitably draw upon a 

Number of theoretical bases, for example, systems theory, synectics, appreciative enquiry, personal construct theory, behaviourism and eco-behaviourism