In order to measure counselling effectiveness on three male primary school-aged children with behavior problems, an interrupted time-series analysis was done on each child's daily classroom behavior scores for a time period of three months. Three experimental subjects received 20 bi-weekly individual counselling sessions, while three primary-aged control male subjects (ages 7 and 8) from the same social learning classroom received no counselling intervention. The experimental subjects showed significant gradual increases in daily behavior point scores. This result indicated they made significant gains in displaying more appropriate school behaviors while the control subjects did not. Pre and post scores on the Piers-Harris Children's Self-Concept Scale (1969) and the Joseph Pre-School and Primary Self-Concept Screening Test (1979) indicated that the experimental subjects' self-concept scores decreased after three months of counselling; while the control subjects' self-concept scores slightly increased. Explanations for these results are discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/31219 |
| Date | January 1990 |
| Creators | Westwood, Caroline Ann |
| Publisher | University of British Columbia |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
Page generated in 0.0018 seconds