School consultation from a social psychological perspective: A Review

Abstract

This paper reviews various social psychological constructs that have been discussed previously in isolated articles in order to offer a theoretical framework within which to view resistance and related phenomena in school consultation. The discussion focuses on resistance, cognitive dissonance, reactance, attribution, influence/power, and modeling. The review summarizes contributions and applications made by other authors and provides additional applications from social psychological theory. Applications to school consultation are stressed. The need for empirical research in these areas is emphasized and directions for future research are offered.