In this article, I recount the evolution of a problem-solving model of
consultation during the past quarter of a century. I trace changes in
the ways in which problems defined in consultation are viewed, change
s in the ways in which problems are analyzed, and changes in the evalu
ation of problems. Finally, I address the potential role that consulta
tion can play in the future in assisting educators and families to enh
ance the development of children and youth.