This paper reviews consultation between school guidance counsellors and teachers and parents from a self-system psychological perspective. From this perspective factors, such as self-serving bias, self-enhancement, self-verification, sense of control, and stress coping strategies all impact on the consultation process. The paper addresses the challenge of understanding and minimising the negative ramifications of the self-system factors and suggests strategies that can help build a positive professional relationship. The paper explores the interactions between the self-system variables and behaviour so that guidance and school counsellors are in a better position to monitor their interactions and work more effectively with a range of consultees.
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