Effects of reality therapy methods applied in the classroom

✍ Scribed by Donald F. Shearn; Daniel Lee Randolph

• Publisher: John Wiley and Sons
• Year: 1978
• Tongue: English
• Weight: 384 KB
• Volume: 15
• Category: Article
• ISSN: 0033-3085
• DOI: 10.1002/1520-6807(197801)15:1<79::aid-pits2310150115>3.0.co;2-2

✦ Synopsis

University of Southern Mississippi

Reality therapy methods in the classroom were examined via a four-group experimental design. The groups were as follows: (a) pretested reality therapy (b) unpretested reality therapy, (c) pretested placebo, and (d) unpretested placebo. Piers-Harris Children's Self-concept Scale scores and observations of on-task behavior constituted the outcome criteria. No significant differences were obtained for self-concept and on-task behavior. The findings were interpreted as not supportive of reality therapy methods as applied in the classroom. Glasser (1969) has advocated the application of reality therapy methods as a preventive intervention in school classrooms. Reality therapy, succinctly summarized by Mowrer (1965), consists of the following: "(learning of) . . . reality, respon-