There is a growing need for school psychologists to build multicultural knowledge, skills, values, and dispositions to serve increasingly diverse student, teacher, and caregiver populations in schools. The purpose of this study was to investigate the process and outcomes of a cross-university dialogue (CUD) activity for 88 school psychologist trainees enrolled in consultation courses, across three school psychology training programs, over three years. The CUD involved partnering with a peer or peers from another training program, individually and then collaboratively completing a case study activity, and writing a guided reflection exercise. It was intended to support trainees' development of multicultural school consultation (MSC) competency and their application of a MSC framework. Constructivist grounded theory methodology and methods, including several features to enhance trustworthiness, guided the investigation. Four themes emerged from the data: (a) trainees established increased self-awareness and professional identity, (b) trainees made sense of multiple perspectives during CUD interactions, (c) trainees learned from their partners and considered future relevance of MSC, and (d) trainees' learning reflected cross-cutting ecological perspectives, influencing the CUD interaction and learning process at multiple levels. A grounded theory based on the data is described, and implications are drawn for the training and development of MSC competence.

学校心理学家越来越需要建立多元文化知识、技能、价值观和性格，以服务于学校中日益多样化的学生、教师和照顾者群体。本研究的目的是调查跨大学对话 (CUD) 活动的过程和结果，该活动为 88 名参加咨询课程的学校心理学家学员，跨越三个学校心理学培训项目，为期三年。CUD 涉及与来自另一个培训计划的一个或多个同行合作，单独然后协作完成案例研究活动，并编写指导性反思练习。它旨在支持学员发展多元文化学校咨询 (MSC) 能力及其对 MSC 框架的应用。建构主义扎根理论方法论和方法，包括几个功能，以增强可信度，引导调查。数据中出现了四个主题：(a) 受训者建立了更高的自我意识和专业身份，(b) 受训者在 CUD 互动中理解了多种观点，(c) 受训者从他们的合作伙伴那里学习并考虑了 MSC 的未来相关性，以及( d) 学员的学习反映了跨领域的生态观点，在多个层面影响了 CUD 的互动和学习过程。描述了基于数据的扎根理论，并得出了对 MSC 能力的培训和发展的影响。(b) 学员在 CUD 互动过程中理解了多种观点，(c) 学员从他们的合作伙伴那里学习并考虑了 MSC 的未来相关性，以及 (d) 学员的学习反映了跨领域的生态观点，影响了 CUD 互动和学习过程多层次。描述了基于数据的扎根理论，并得出了对 MSC 能力的培训和发展的影响。(b) 学员在 CUD 互动过程中理解了多种观点，(c) 学员从他们的合作伙伴那里学习并考虑了 MSC 的未来相关性，以及 (d) 学员的学习反映了跨领域的生态观点，影响了 CUD 互动和学习过程多层次。描述了基于数据的扎根理论，并得出了对 MSC 能力的培训和发展的影响。