Conceptual bases While the consultative approach to collaborative staff development exemplified in the previous chapter is largely based on psychodynamic thinking, the examples also demonstrate the benefits of a flexible combination of complementary insights derived from interactional systems perspectives (Osborne 1994, Cooper et al. 1994) as well as behavioural ones (Berger 1979). This is in contrast with those who pigeon-hole single practices as whole answers to the complexities of a teacher's professional task, rejecting those which they perceive as belonging to - usually stereotyped - 'rival' schools.