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.
Date of Award
1977
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Education
First Advisor
W. Preston Gleason
First Committee Member
Gary N. Howells
Second Committee Member
M. Lewis Mason
Third Committee Member
Robert D. Morrow
Fourth Committee Member
Robert R. Hopkins
Abstract
The purpose of this study was to investigate the effects of varying degrees of involvement in the therapeutic process. The sample of this field study was comprised of those clients involved in a county mental health linked program administered by a private agency. The target population was kindergarten, first and second grade students in selected county schools. Having been referred by their teachers, each child was then treated by a counselor who provided individual therapy, group therapy, family therapy, and/or consultation. If it seemed appropriate, in-class tutoring or compensatory classes were offered for the child. The two experimental groups were a) the full-time clients and b) those whose situations limited them to part-time involvement with the therapeutic situation. Each experimental group was compared to a control group of referred individuals that was never seen by a counselor due to the limitations of the staff.
The instrument for the recording of any changes between the onset of counseling and the conclusion was the agency established Behavior Rating Form consisting of 13 observable behaviors. Academic performance and school attendance were also monitored. Analyses of variance were performed to test the hypotheses pertaining to the eight testable variables as well as the sum of all behaviors. The Scheffe Test for all pairwise comparisons and a Pearson Correlation were performed also.
The results revealed that there was a significant difference between the full-time clients and the control group with regard to seven of the 16 variables. The full-time group significantly changed in the area of school related behaviors including academic performance. The part time group was shown to be significantly different in 4 of the studied variables, again school related. The Pearson Correlation showed these same school related variables, in general, to be significantly high in correlation with the length of the treatment situation.
It would appear from the statistical findings that duration of involvement with the therapeutic situation was a significant factor with regard to changes in school related behaviors and academic performance.
Pages
125
Recommended Citation
Perry, Rosanne Marie. (1977). The Effects Of Counseling Involvement On Elementary School Student Behavior.. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3466
Rights Statement
No Known Copyright. URI: http://rightsstatements.org/vocab/NKC/1.0/
The organization that has made the Item available reasonably believes that the Item is not restricted by copyright or related rights, but a conclusive determination could not be made. Please refer to the organization that has made the Item available for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use.
