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Developmental-Play Group Counseling with Early Primary Grade Students Exhibiting Behavioral Problems

This research study was developed to investigate whether a structured discussion group on feelings)in combination with play group counseling can be effective as an intervention approach in working with disadvantaged primary grade children who are exhibiting disruptive classroom behavior. The general nature of the research hypotheses was that developmental play group counseling would not only reduce disruptive behavior of disadvantaged second grade students, but would also help to enhance these students' self concepts and attitudes toward school. None of the six hypotheses were confirmed. Developmental play group counseling did not significantly reduce "classroom disturbance" behavior, improve perceived self image, or improve attitude toward school over periods of time. The data indicated that play group counseling did significantly reduce "classroom disturbance" behavior after seven weeks of treatment, and maintained that general level of improvement eight weeks after the end of the study. The above finding suggested that play group counseling be utilized with disadvantaged early primary grade children who present behavior problems in school.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc500479
Date05 1900
CreatorsGaulden, Gary Lloyd
ContributorsLandreth, Garry L., Holloway, Harold D., Halstead, Francis E., 1930-, Sandefur, Walter
PublisherNorth Texas State University
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatviii, 109 leaves : ill., Text
RightsPublic, Gaulden, Gary Lloyd, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved.

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