Evaluating cognitive–behavioral group counseling to improve elementary school students' self-esteem, self-control, and classroom behavior
✍ Scribed by Rufus Larkin; Bruce A. Thyer
- Publisher
- John Wiley and Sons
- Year
- 1999
- Tongue
- English
- Weight
- 127 KB
- Volume
- 14
- Category
- Article
- ISSN
- 1072-0847
No coin nor oath required. For personal study only.
✦ Synopsis
The objective was to evaluate the eectiveness of cognitive±behavioral group counseling provided to behaviorally disruptive elementary school children. Fifty-two referred children received protocol-based cognitive±behavioral group counseling provided by the ®rst author, a school social worker. Students were randomly assigned to receive either immediate (IT) group counseling or delayed treatment (DT). The two groups were roughly equivalent on most demographic and outcome measures at the ®rst assessment. Following group counseling, the IT groups' self-esteem, perceived self-control, teacher, and teacher aide grades of classroom comportment signi®cantly improved, while similar measures of the DT children did not appreciably change. The DT children then received the same group program the IT group was exposed to three months earlier, and when group counseling was completed (third assessment) the IT groups' gains had been maintained, and the DT group gained improvements similar to those obtained by the IT group. In conclusion, cognitive±behavioral group work can be an eective intervention with behaviorally disruptive elementary school students.