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Thesis (M.S.W.)--University of Hong Kong, 1993. / Includes bibliographical references.

The purposes of this study were as follows: (1) to ascertain and compare the effect on self-concept, sociometric status including an index of emotional expansiveness, teacher-rated behavior and grades of three group counseling techniques (a structured aural stimulus approach, a structured visual stimulus approach, and an unstructured approach) upon sixth-grade subjects; (2) to compare the subjects involved in these three types of group counseling sessions with subjects in an control group; (3) to compare the differences in effects of the three techniques separately upon girls and upon boys; and (4) to analyze the implications of these findings for elementary school counselors and teachers.

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There is no abstract available for this dissertation.

The purpose of the study was to determine whether first-grade children's participation in a counselor-led intervention strategy, Mother-Child Communication Training (MCCT), would increase their responsible behavior, as assessed by mothers and teachers. Sixty first-grade children in one elementary school in Corvallis, Oregon, along with their mothers, participated in the training program. Pretest-posttest experimental design was used to investigate mothers' and teachers' perceptions of children's behavior. Mothers completed the Adlerian Parental Assessment of Child Behavior Scale (APACBS) while teachers assessed children's behavior using the Walker-McConnell Scale of Social Competence and School Adjustment. Subjects were randomly assigned to treatment groups, experimental (n=30) and control (n=30). The control group formed a wait-list and received the MCCT following the study. The intervention consisted of two phases. Initially, the counselor met twice with each subject in subgroups of five or six children. The focus of these meetings was recognition and expression of feelings. Subsequently, each mother and child met with the counselor two times for approximately forty-five minutes each. The purpose of the mother-child meetings was to assist children in developing responsibility for self and in communicating more effectively with their mothers. Expressing feelings and exploring ways to change one's own behavior were emphasized. Data were analyzed using univariate analysis of variance with repeated measures. The first of two hypotheses revealed a significant (p<.Ol) increase in children's responsible behavior as evaluated by their mothers. An evaluation by teachers failed to demonstrate any significant changes. Experimental group mothers' extremely positive responses to the MCCT on the follow-up evaluation further substantiated the highly significant changes in the children's behavior. The study implies that this brief intervention was effective in increasing children's responsible behavior at home. Recommendations for practice and further research are presented. / Graduation date: 1992