Colette L. Ingraham, Ph.D.

Colette L Ingraham
  • Professor
  • Counseling and School Psychology

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Dr. Colette L. Ingraham, Ph.D., NCSP, is a Professor of School Psychology in the Department of Counseling and School Psychology and Professor in the Doctoral Faculty at San Diego State University. She earned her Ph.D. and M.A. degrees in School in Psychology at UC Berkeley and B.A. degrees (Psychology and American Studies) at UC Davis. She’s been credentialed in California as a school psychologist and teacher, and nationally board certified in both school psychology and counseling. She directed the SDSU School Psychology Program (5 years) and the School Counseling Program (5 years), directed major grants, and consulted internationally.

Born, raised and educated in California public schools, Dr. Ingraham specializes in multicultural and cross-cultural consultation, school psychology training, and MTSS and systemic interventions in schools. She is interested in ways to promote the learning and development of all students, through consultation, prevention, intervention, and systemic change. She enjoys spending time with her son, family and in nature.  

She has served in leadership positions within APA, NASP, TSP, and SPEC and is the founding Chair and current Co-Chair of the NASP Consultee-Centered Consultation Interest Group. She has co-edited two special issues on consultation and published widely in school psychology. Dr. Ingraham has earned awards for her leadership, scholarship, teaching, service and professional practice.   

  • Ingraham, C. L. (in press). Multicultural consultation: A global lens for examining cultural factors in consultation, invited book chapter in C. Hatzichristou & B. Nastasi (Eds.) Handbook of school psychology in a global context. Springer. 
  • Ingraham, C. L. (2020). Journey toward multicultural consultation and diversity of perspectives. In Lidz, C.S. (Ed.) Women leaders in school psychology—Career retrospectives and guidance (pp. 141-179). Springer. https://doi.org/10.1007/978-3-030-43543-1_8
  • Ingraham, C. L. Johnson*, E., & Lopez*, K. (2020). What kinds of support do novice consultants request and receive? A constructivist grounded theory investigation. Journal of Educational and Psychological Consultation https://doi.org/10.1080/10474412.2020.1816473
  • Newman, D., & Ingraham, C. L. (2020). Cross-university dialogues to support multicultural school consultation training. Journal of School Psychology, 81, 11-27.   https://doi.org/10.1016/j.jsp.2020.06.001
  • Ingraham, C. L., Paz, J. L., Lambros, K. M., Green, T. D. (2019). Multicultural supervision in school psychology: Innovations in training, approaches, and implementation, Trainers’ Forum, 36(1), 60-70. https://tsp.wildapricot.org/
  • Ingraham, C. L. (2017). Educating consultants for multicultural practice of consultee-centered consultation. Journal of Educational and Psychological Consultation, 26(1), 72-95. http://dx.doi.org/10.1080/10474412.2016.1174936
  • Ingraham, C. L. (2017). Multicultural process and communications issues in consultee-centered consultation. Chapter in E. C. Lopez, S. H. Nahari, & S. L. Proctor. Handbook of multicultural school psychology: An interdisciplinary perspective, 2nd Edition (pp. 77-93). New York: Routledge/Taylor & Francis Group. 
  • Ingraham, C. L. (2017). Training and education of consultants: A global perspective. In C. Hatzichristou & S. Rosenfield (Eds.). International handbook of consultation in educational settings (pp. 291-311). New York: Routledge/Taylor & Francis Group. 
  • Newman, D., & Ingraham, C. L. (2017). Consultee-centered consultation: Contemporary perspectives and a framework for the future. Journal of Educational and Psychological Consultation, 26(1), 1-12. http://dx.doi.org/10.1080/10474412.2016.1175307
  • Ingraham, C. L., Hokoda, A., *Moehlenbruck, D., *Karafin, M., *Manzo, C., *Ramirez, D. (2016). Consultation and collaboration to develop and implement restorative practices in a culturally and linguistically diverse elementary school. Journal of Educational and Psychological Consultation, 26(4), 354-384. DOI: 10.1080/10474412.2015.1124782 
  • Ingraham, C. L. (2016). Foreword. In A. H. Miranda (Ed.). Consultation across cultural contexts: Consultee-centered case studies (pp.  ix-xii).  New York: Routledge/Taylor & Francis Group. 
  • Ingraham, C. L. (2015). Competencies for Systems-level Consultants within Diverse Schools. Journal of Educational and Psychological Consultation, 25, 148-159. DOI: 10.1080/10474412.2014.963227
  • Ingraham, C. L. (2014). Studying multicultural aspects of consultation. In W. P. Erchul & S. M. Sheridan (Eds.). Handbook of research in school consultation: Empirical foundations for the field (2nd ed.)(pp. 323-348). New York: Routledge/Taylor & Francis Group.
  • Newman, D. S., Ingraham, C. L., & Shriberg, D. (2014). Consultee-centered consultation in contemporary schools. Communiqué, 42 (6), 14- 17. (National Association of School Psychologists)
  • Ingraham, C. L. (2013). School entry, school failure, and the discovery of learning disability. In J. Sandoval (Ed.),Crisis counseling, prevention and intervention in the schools (3rd ed.) (pp. 46-65). New York: Routledge/Taylor & Francis Group.

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