Abstract
Abstract Counsellors resolve their working dilemmas in terms of an orientation which they bring to the system in which they work. This ranges from extremes of acceptance and close co-operation, to extremes of challenge and independence. Evidence is given to indicate that the position which an individual adopts on such a continuum is related to factors in his personality, to his experience of inter-role conflict between teaching and counselling, to his experience of intra-role conflict with colleagues, to the designation of his role, to the amount of time available for its fulfilment, and to the length of the counselling training he has received. The findings tend to indicate that counselling is beset by internal philosophical tensions, and that the introduction of counselling is not necessarily part of a historically inevitable movement towards more openness in schools.
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