Thesis (M.S.)--Kutztown University of Pennsylvania, 2000. / Source: Masters Abstracts International, Volume: 45-06, page: 2807. Typescript. Abstract precedes thesis as preliminary leaf 2. Includes bibliographical references (leaves 44-47).

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 61-64).

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The purpose of this study was to investigate under experimental conditions whether the self concepts of children could be improved through the use of videotape feedback as a stimulus for discussion in group counseling sessions.The ninety-nine subjects in this study were all of the fourth and fifth grade students at Burris Laboratory School, Muncie, Indiana. The study was conducted during the spring of 1977.Two classrooms were used as experimental groups and two were control groups. Each classroom contained both fourth and fifth grade students. The experimental groups participated in six group counseling sessions over a two week period. Videotapes were made of regular classroom activities and these tapes were used as a stimulus for group discussions one hour later. Discussions were guided by the principles of Grasser's Reality Therapy.The data collected for each subject was the total score obtained on the Piers-Harris Children's Self Concept Scale which was administered as a pre-test, a post-test and a two-week delayed post-test.The effects of the treatment were analyzed through the use of a 2 X 4 X 2 univariate analysis of covariance with repeated measures on the third factor. The pre-test scores were used as a covariate. All factors were considered to be fixed.A non-significant sex-by-treatment interaction was found (F=1.054, P<.373). Also, a non-significant test-bysex interaction was found (F=1.35, p(.26). Because there were no interactions, the effects of the treatment were interpreted directly by a contrast between the experimental and control groups (E1+ E2 - C1+ C2).The null hypothesis stated that there would be no significant differences between the experimental and control groups in the self concepts of the subjects as measured by the Piers-Harris Children's Self Concept Scale. A F ratio of 15.991 (p<.0002) allowed the null hypothesis to be rejected. Because of the degree of non-homogeniety of the groups, the significance was in the direction of the control groups who obtained higher means than the experimental groups. Examination of group means showed that the experimental groups were significantly lower on the pre-test scores, made larger gains during the treatment than the control groups, but still scored lower on the two post-tests than the control groups.The mean of the normative sample for the Piers-Harris Children's Self Concept Scale is 51.84. In this study the mean on the delayed post-test was 59.56 for the experimentalgroups and 67.02 for the control groups.Under the constraints of the study, the following conclusions were made based on the statistical analyses of the data:1.The treatment did not produce more significant change than that observed in the groups which receive treatment.2. As a group, the self concept scores of the students at Burris Laboratory School are higher than those of the normative group.3. There were no significant differences in self concept scores based on the sex of the subjects.4. Becoming familiar with the components of personality which make up the self concept, as defined by PiersHarris, appeared to have a positive effect on the subjects.5. All groups experienced gains in self concept scores during the five weeks of this study.Recommendations were made for further study to include a longer period of treatment, the use of a behavioral. checklist to determine the effects of the treatment, and the use of videotape feedback and the Piers-Harris Children's Self Concept Scale in classroom activities.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1970. / Typescript; issued also on microfilm. Sponsor: Antoinette M. Gentile. Dissertation Committee: Louis Forsdale, Bernard Gutin. Includes bibliographical references (leaves 89-92).

Thesis (Ph. D.)--University of Florida, 1981. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 137-142).

Thesis (M.S.)--Kutztown University of Pennsylvania, 1994. / Source: Masters Abstracts International, Volume: 45-06, page: 2713. Abstract precedes thesis as [2] preliminary leaves. Typescript. Includes bibliographical references (leaves 41-43).