The Effects Of Individual And Peer Group Counseling On A Sample Of Disruptive High School Students

• Main Author: Creange, Norman C.
• Format: Others
• Published: Scholarly Commons 1982
• Subjects: Education
• Online Access: https://scholarlycommons.pacific.edu/uop_etds/3011; https://scholarlycommons.pacific.edu/cgi/viewcontent.cgi?article=4010&context=uop_etds

The purpose of this study was to compare two widely used counseling methods, as they are commonly employed in public high schools, to make a determination of their relative effectiveness with a population of students labelled as disruptive. The comparative effectiveness was to be demonstrated by changes in those qualities which are generally attributed to the more successful students: grade point average (GPA), attendance, self concept and behavior. The Tennessee Self-Concept Scale (TSCS) was used on a pre and post test basis to measure change in self concept. This study was designed to examine disruptive students with peers as group counselors (Group I), disruptive students with high school guidance counselors providing individual counseling (Group II), and disruptive students who did not participate in either program but who did have routine counseling services (Group II).