Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-29T19:10:09.243Z Has data issue: false hasContentIssue false
  • English
  • Français

Enhancing Guidance and School Counselling Consultation Services from a Self-system Psychological Perspective

Published online by Cambridge University Press:  25 September 2015

Ian Hay
Ian Hay*
Affiliation:
Griffith University, Australia
*
Dr Ian Hay, Faculty of Education, Griffith University, Nathan QLD4111, Australia. Email: I.Hay@mailbox.gu.edu.au
Get access

Abstract

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.

Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 12 , November 2002 , pp. 11 - 20
Copyright
Copyright © Cambridge University Press 2002

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Banaji, M.R., & Prentice, D.A. (1994). The self in social contexts. Annual Review of Psychology, 45, 297–332.CrossRefGoogle Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.Google Scholar
Baumeister, R.F. (1993). Understanding the inter-nature of low self-esteem: Uncertain, fragile, protective, and conflicted. In Baumeister, R.F. (Ed.), Self-esteem: The puzzle of low self-regard (pp. 210–218). New York: Plenum.CrossRefGoogle Scholar
Brady, J.L., Healy, F.C., Norcross, J.C., & Guy, J.D. (1995). Stress in counsellors: An integrative research review. London: Sage.Google Scholar
Brown, J.D. (1991). Accuracy and bias in self-knowledge. In Snyder, C.R. & Forsyth, D.F. (Eds.), Handbook of social and clinical psychology: The health perspective (pp. 158–178). New York: Pergamon Press.Google Scholar
Brown, J.D., & Dutton, K.A. (1995). Truth and consequences: The costs and benefits of accurate self-knowledge. Personality and Social Psychology Bulletin, 21, 1288–1296.CrossRefGoogle Scholar
Brown, J.D., & Smart, S.A. (1991). The self and social conduct: Linking self-representations to prosocial behavior. Journal of Personality and Social Psychology, 60, 368–375.CrossRefGoogle Scholar
Buunk, B.B., de Jonge, J., Ybema, J.F., & de Wolff, C. (1998). Psychosocial aspects of occupational stress. In Drenth, P.J., Thierry, H., & de Wolff, C. (Eds.), Handbook of work and organizational psychology (2nd ed., pp. 145–182). Hove: Psychology Press.Google Scholar
Byrne, B. (1996a). Measuring self-concept across the life span: Issues and instrumentation. Washington: American Psychological Association.CrossRefGoogle Scholar
Byrne, B. (1996b). Academic self-concept: Its structure, measurement, and relation to academic achievement. In Bracken, B.A. (Ed.), Handbook of self-concept: Developmental, social and clinical considerations (pp. 287–316). New York: Wiley.Google Scholar
Campbell, J.D., & Fehr, B. (1990). Self-esteem and perceptions of conveyed impressions: Is negative affectivity associated with greater realism? Journal of Personality and Social Psychology, 58, 122–133.CrossRefGoogle ScholarPubMed
Cooper, C.L. (1998). Identifying sources of workplace stress and a strategy to deal with them. In Roney, A. & Cooper, C. (Eds.), Professionals on workplace stress (pp. 25–40). Chichester: John Wiley.Google Scholar
Dunning, D., Leuenberger, A., & Sherman, D.A. (1995). A new look at motivated inference: Are self-serving theories of success a product of motivational forces? Journal of Personality and Social Psychology, 69, 58–68.CrossRefGoogle Scholar
Etzion, D., & Westman, M. (1994). Social support and sense of control as moderators of the stress-burnout relationship in military careers. Journal of Social Behavior and Personality, 9, 639–656.Google Scholar
Farmer-Dougan, V., Viechtbauer, W., & French, T. (1999). Peer-promoted social skills: The role of teacher consultation in student success. Educational Psychology, 19, 207–219.CrossRefGoogle Scholar
Friend, M., & Cook, L. (1992). Interactions: Collaboration skills for school professions. New York: Longman.Google Scholar
Galloway, D. (1982). A study of pupils suspended from schools. British Journal of Educational Psychology, 52, 205–212.CrossRefGoogle Scholar
Greenberg, J., & Pyszczynski, T. (1985). Compensatory self-inflation: A response to the threat to self-regard of public failure. Journal of Personality and Social Psychology, 49, 273–280.CrossRefGoogle Scholar
Greenberg, S.F., & Valletutti, P.J. (1980). Stress and the helping professions. Balimore: Brooks.Google Scholar
Harter, S. (1996). Historical roots of contemporary issues involving self-concept. In Bracken, B.A. (Ed.), Handbook of self-concept: Developmental, social and clinical considerations (pp. 1–38). New York: Wiley.Google Scholar
Hattie, J.A. (1992). Self-concept. Hillsdale, NJ: Erlbaum.Google Scholar
Hattie, J.A., & Marsh, H. (1996). The relationship between research and teaching: A meta-analysis. Review of Educational Research, 66, 507–542.CrossRefGoogle Scholar
Hay, I. (1992). The role of self-complexity, self-verification, and self-handicapping in understanding adolescents with high emotional needs. The Australian Educational and Developmental Psychologist, 9, 58–64.CrossRefGoogle Scholar
Hay, I. (2000) Gender self-concept profiles of students suspended from high school. Journal of Child Psychology and Psychiatry, 41, 345–352.CrossRefGoogle ScholarPubMed
Hay, I., Ashman, A.F., & van Kraayenoord, C.E. (1998a). The influence of gender, academic achievement and non-school factors upon preadolescent self-concept. Educational Psychology, 18, 461–470.CrossRefGoogle Scholar
Hay, I., Ashman, A.F., & van Kraayenoord, C.E. (1998b). The educational characteristics of students with high or low self-concept. Psychology in the Schools, 35, 391–400.3.0.CO;2-#>CrossRefGoogle Scholar
Hay, I., Ashman, A.F., van Kraayenoord, C., & Stewart, A. (1999). The identification of selfverification in the formation of academic self-concept. Journal of Educational Psychology. 91, 2, 1–5.CrossRefGoogle Scholar
Hay, I., Byrne, M., & Butler, C. (2000) Evaluation of a reflective thinking, problem solving program to enhance adolescents' self-concept. British Journal of Guidance and Counselling, 28, 101–113.CrossRefGoogle Scholar
Hay, I., & Gilmore, S. (1998). Behaviour adjustment and suspensions: Exploring the maze. In Gillies, R., McMahon, M., Barletta, J., & Burnett, P. (Eds.), Guidance and counselling: Challenge the futures (pp. 57–64). Brisbane: Queensland Guidance & Counselling Association.Google Scholar
Heine, S.J., & Lehman, D.R. (1997). Culture, dissonance, and self-affirmation. Personality and Social Psychology Bulletin. 23, 389–400.CrossRefGoogle Scholar
Johnston, C., & Mash, E.J. (1989). A measure of parenting satisfaction. Journal of Clinical Child Psychology, 18, 167–175.CrossRefGoogle Scholar
Kahn, B.B (2000). A model of solution-focused consultation for school counselors. Professional School Counseling, 3 248–256.Google Scholar
Kaplan, H.B. (1983). Psychological distress in sociological context: Toward a general theory of psychological stress. In Kaplan, H.B. (Ed.), Psychosocial stress: Trends in theory and research (pp. 195–264). New York: Academic Press.CrossRefGoogle Scholar
Kaplan, H.B. (1996). Psychosocial stress from the perspective of self-theory. In Kaplan, H.B. (Ed.), Psychosocial stress: Perspectives on structure, theory, life-course, and methods (pp. 175–244). San Diego, CA: Academic Press.Google Scholar
Keith, L.K., & Bracken, B.A. (1996). Self-concept instrumentation: A history and evaluative review. In Bracken, B.A. (Ed.), Handbook of self-concept: Developmental, social and clinical considerations (pp. 91–170). New York: Wiley.Google Scholar
Kerr, M.M., & Nelson, C. M. (1998). Strategies for managing behavior problems in the classroom (3rd ed.). Colunbus OH: Merrill.Google Scholar
Koeske, G.F., & Kirk, S.A. (1995). Direct and buffering effects of internal locus of control among mental health professionals. Journal of Social Service Research, 20, 1–28.CrossRefGoogle Scholar
LaFountain, R.M., & Gerner, N.E. (1998). A school with solutions. Alexandria, VA: American School Counselor Association.Google Scholar
Lazarus, R.S. (1993). From psychological stress to the emotions: A history of changing out-looks. Annual Review of Psychology, 44, 1–21.CrossRefGoogle Scholar
Lazarus, R.S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.Google Scholar
Lockhart, J., & Hay, I. (1995). Enhancing the self-concept for at-risk adolescent girls using reflective thinking and a challenge-based program. Journal of Cognitive Education, 5, 55–70.Google Scholar
Lusky, M.B., & Hayes, R.L. (2001). Collaborative consultation and program evaluation. Journal of Counselling and Development. 79, 26–38.CrossRefGoogle Scholar
Markus, H.J., & Sentis, K. (1982). The self in social information processing. In Suls, J. (Ed.), Psychological perspectives on the self (Vol. 1, pp. 54–79). Hillsdale, NJ: Erlbaum.Google Scholar
Marsh, H.W. (1988). Self-Description Questionnaire-I, SDQ-1: Manual and research monograph. San Antonio, TX: The Psychological Corporation.Google Scholar
Marsh, H.W., & Overall, J.W. (1979, April). Validity of students' evaluations of teaching: A comparison with instructor self evaluations by teacher assistance, undergraduate faculty, and graduate faculty. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. Ed 177 205).Google Scholar
McCombs, B.L., & Marzano, R.J. (1990). Putting the self in self-regulated learning: The self as agent in the integrating will and skill. Educational Psychologist, 25, 51–69.CrossRefGoogle Scholar
Meichenbaum, D. (1995). Disasters, stress and cognition. In Hobfoll, S. E., & de Vries, M.W. (Eds.), Extreme stress and communities: Impact and intervention (pp. 33–61). Dordrecht: Kluwer Academic.CrossRefGoogle Scholar
Murphy, J.J. (1997). Solution focused counseling in middle and high schools. Alexandria, VA: American Counselling Association.Google Scholar
Noell, G.H., & Witt, J.C. (1999). When does consultation lead to intervention implementation? Critical issues for research and practice. The Journal of Special Education, 33, 29–35.CrossRefGoogle Scholar
O'Hagan, F.J., & Edmunds, G. (1982). Pupils' attitudes towards teachers' strategies for controlling disruptive behaviour. British Journal of Educational Psychology, 52, 331–340.CrossRefGoogle ScholarPubMed
Osborne, R.E. (1996). Self: An eclectic approach. Boston: Allyn & Bacon.Google Scholar
Parkes, K.R. (1991). Locus of control as moderator: An explanation for additive versus interactive findings in the demand-discretion model of work stress? British Journal of Psychology, 82, 291–312.CrossRefGoogle ScholarPubMed
Pianta, R.C., & Walsh, D.J. (1996). High-risk children in schools: Constructing sustaining relationships. New York: Routledge.Google Scholar
Pugach, M.C., & Johnson, L.J. (1995). Collaborative practitioners — Collaborative schools. Denver: Love.Google Scholar
Rees, D.W, & Cooper, C.L. (1992). The occupational stress indicator locus of control scale: Should this be regarded as a state rather than a trait measure? Work and Stress, 6, 45–48.CrossRefGoogle Scholar
Roney, C.J.R., & Sorrentino, R.M. (1995). Self-evaluation motives and uncertainty orientation: Asking the “who” question. Personality and Social Psychology Bulletin, 12, 1319–1329.CrossRefGoogle Scholar
Sauter, S.L., Murphy, L.R., & Hurrell, J.J. (1990). Prevention of work-related psychological disorders. American Psychologist, 45, 1146–1158.CrossRefGoogle ScholarPubMed
Sedikides, C., & Strube, M.J. (1997). Self-evaluation: To thine own self be good, to thine own self be sure, to thine own self be true, and to thine own self be better. In Berkowitz, L. (Ed.), Advances in experimental social psychology (Vol. 29, pp. 209–269). New York: Academic Press.Google Scholar
Shores, R.E., Gunter, P.L., & Jack, S.L. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18, 92–102.CrossRefGoogle Scholar
Sklare, G.B. (1997). A solution focused approach for school counselors. Newbury Park, CA: Sage.Google Scholar
Steele, C.M., Spencer, S.J., & Lynch, M. (1993). Self-image resilience and dissonance: The role of affirmational resources. Journal of Personality and Social Psychology, 64, 885–896.CrossRefGoogle ScholarPubMed
Swann, W.B. Jr., (1983). Self-verification: Bringing social reality into harmony with the self. In Suls, J. & Greenwald, A. G. (Eds.), Social psychological perspectives on the self (Vol. 2, pp. 33–66). Hillsdale, NJ: Erlbaum.Google Scholar
Swann, W.B. Jr., (1987). Identity negotiation: Where two roads meet. Journal of Personality and Social Psychology, 53, 1038–1051.CrossRefGoogle ScholarPubMed
Swann, W.B. Jr., (1990). To be adored or to be known: The interplay of self-enhancement and self-verification. In Sorrentino, R.M., & Higgins, E.T. (Eds.), Handbook of motivation and cognition: Foundations of Social Behavior (Vol. 2, pp. 408–450). New York: Guilford.Google Scholar
Swann, W.B. Jr., (1996). Self-traps: The elusive quest for higher self-esteem. New York: Freeman.Google Scholar
Swann, W.B. Jr., Hixon, G.J., & De La Ronde, C. (1992). Embracing the bitter “truth”: Negative self-concepts and martial commitment. Psychological Science, 3, 118–121.CrossRefGoogle Scholar
Swann, W.B. Jr., & Schroeder, D.G. (1995). The search for beauty and truth: A framework for understanding reactions to evaluations. Personality and Social Psychology Bulletin, 21, 1307–1318.CrossRefGoogle Scholar
Swann, W.B. Jr., Stein-Seroussi, A., & Giesler, R.B. (1992). Why people self-verify. Journal of Personality and Social Psychology, 62, 392–401.CrossRefGoogle ScholarPubMed
Sugai, G.M., & Tindal, G.A. (1993). Effective school consultation: An interactive approach. Pacific Grove, CA: Brooks/Cole.Google Scholar
Tesser, A. (1991). Emotion in social comparison and reflection processes. In Suls, J. & Wills, T.A. (Eds.), Social Comparison (pp. 115–145). Hillsdale, NJ: Erlbaum.Google Scholar
Triantafillou, N. (1997). A solution-focused approach to mental health supervision. Journal of Systemic Therapies, 16, 305–328.CrossRefGoogle Scholar
Walker, H.M. (1995). The acting-out child: Coping with classroom disruption (2nd ed.). Boston: Allyn & Bacon.Google Scholar
Wallace, W.A., & Hall, D.L. (1996). Psychological consultation: Perspectives and applications. Pacific Grove, CA: Brooks/Cole.Google Scholar