Campus Access Only
All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.
Title
The Effects Of Individual And Peer Group Counseling On A Sample Of Disruptive High School Students
Date of Award
1982
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Education
First Advisor
William C. Theimer
First Committee Member
Kenneth L. Beauchamp
Second Committee Member
Armand R. Maffia
Third Committee Member
Roger L. Reimer
Fourth Committee Member
Douglas B. Smith
Abstract
The purpose of this study was to compare two widely used counseling methods, as they are commonly employed in public high schools, to make a determination of their relative effectiveness with a population of students labelled as disruptive. The comparative effectiveness was to be demonstrated by changes in those qualities which are generally attributed to the more successful students: grade point average (GPA), attendance, self concept and behavior. The Tennessee Self-Concept Scale (TSCS) was used on a pre and post test basis to measure change in self concept. This study was designed to examine disruptive students with peers as group counselors (Group I), disruptive students with high school guidance counselors providing individual counseling (Group II), and disruptive students who did not participate in either program but who did have routine counseling services (Group II).
Pages
136
Recommended Citation
Creange, Norman C.. (1982). The Effects Of Individual And Peer Group Counseling On A Sample Of Disruptive High School Students. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3011
