Promoting self-reflection and cultural attunement in culturally responsive consultation: the development of a tool for practice

The United Kingdom continues to change in terms of its ethnic and cultural diversity, and locating our practice in the overall goals of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all has never been more important. As the Educational Psychology profession navigates enhancing professional practice when working with culturally diverse populations, a vital element of such work is moving away from locating difference in the ‘other’ towards acknowledging and appreciating our own cultures and worldviews and how these intersect and interact in relationship. One framework to support culturally responsive practice specifically for Educational Psychologists has recently been published (Sakata, 2024), and includes both intrapersonal and inter-personal dimensions to emphasise the ongoing relational reflexivity required to engage in such work. To extend this framework further, we have begun developing a culturally responsive consultation reflective tool (CRC) that promotes self-reflection and cultural attunement in applied consultation practice. This paper outlines the development of the CRC reflective tool, its theoretical underpinnings and initial thoughts on its use in supervision.