Over the past two decades, there has been a shift in the practice of school psychologists from a unidimensional, direct service delivery model to a multidimensional role that includes indirect methods of service delivery such as consultation. This article considers the scope and adequacy of current ethical guidelines as they relate to the provision of school psychological consultation. Of particular concern is the issue of informal consent when the school psychologist is an active member of the school problem solving team. Following a delineation of the issues, severnl school practice dilemmas are examined and suggestions are offered for dealing with consultation on individual practitioner, school-based, and professional association levels.
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