School consultant's implicit theories of action.

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Abstract
School psychologists function frequently as consultants to classroom teachers. In this capacity, they engage often in collaborative problem solving with a teacher to resolve a problematic situation with a student. Adopting the assumptions and methodology of personal construct psychology, we explored the implicit theories of school consultation held by two school psychologists. Using a role repertory grid methodology, we found that consultants' interpretations of problem scenarios are influenced by their perceptions of the child's behavior, the teacher's sense of involvement with the child, and the teacher's beliefs about the causes of the child's behavior. Individual differences in the interpretation of the consulting role result from personal variations in the perceptual salience of these dimensions.

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