| Summary: | Consultation and coaching are two approaches being used by Educational Psychologists (EPs) as part of an approach to service delivery for clients. Both approaches have been evaluated as helpful in facilitating positive change for clients. Previous literature has explored the processes and approaches used in coaching and consultation separately, with only very limited literature exploring these within the context of educational psychology practice (EPP). This qualitative study explored EPs’ perceptions of the processes and approaches involved in coaching and consultation, as well as what was actually happening in coaching and consultation sessions. Thirteen participants were involved in the research with 9 semi-structured interviews conducted using a sample of 5 consulting EPs and 4 coaching EPs, as well as recordings of 1 coaching and 1 consultation session. Transcripts of the data were analysed through the 6-stage process of thematic analysis. The findings suggest there are clear links between espoused theory and theory in practice in relation to EPs’ perceptions of coaching and consultation and what is actually happening in conversations. There are a number of similarities between coaching and consultation conversations in EPP, where the psychological approaches used are very similar. Findings suggest that some of the processes between the two approaches are different, enough to warrant coaching as an approach which can exist as its own entity within the profession.
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