A quasi-experiment was performed to study the effects of a 10 week intervention program on the position thinking and self-esteem of elementary school children in Ottawa, Canada. Seventy students, ranging from grades three through six, at a local elementary school participated in the program. Pre- and post-test measures of positive thinking and self-esteem were collected, through the use of newly developed scales and the self-esteem inventory (SEI) of Battle (1981). Qualitative data on stressful events that the children experienced, positive thoughts they had, and negative thoughts they had were collected in logbooks, as well as the children's subjective ratings of stressful events and their emotional feelings to these events. No experimental effects were found on any of the quantitative variables, for a variety of reasons. The stressful events reported were categorised, fitting into previously identified categories of stressful experiences for children, along with ratings of the nature of the stress of these experiences. Categories were developed for the positive and negative thoughts, as no previous work in the area had been found. The strengths and weaknesses of the intervention and the measurement tools were discussed.
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/6633 |
| Date | January 1994 |
| Creators | Donohue, John. |
| Contributors | Orlick, Terry, |
| Publisher | University of Ottawa (Canada) |
| Source Sets | Université d’Ottawa |
| Detected Language | English |
| Type | Thesis |
| Format | 140 p. |
Page generated in 0.0039 seconds