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The effects of a solution -focused c...

Leggett, Maria Elsa Soto.

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The effects of a solution -focused classroom guidance intervention with elementary students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of a solution -focused classroom guidance intervention with elementary students./
作者:	Leggett, Maria Elsa Soto.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2004,
面頁冊數:	153 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3289.
Contained By:	Dissertation Abstracts International65-09A.
標題:	School counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3148794
ISBN:	9780496081387

The effects of a solution -focused classroom guidance intervention with elementary students.
Leggett, Maria Elsa Soto.

The effects of a solution -focused classroom guidance intervention with elementary students. - Ann Arbor : ProQuest Dissertations & Theses, 2004 - 153 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3289.

Thesis (Ph.D.)--Texas A&M University - Corpus Christi, 2004.

School settings have been introduced to the benefits of Solution-Focused Counseling (SFC) as a form of brief counseling and as an alternative to problem-focused strategies. There has been evidence that Solution-Focused (SF) strategies and interventions in school settings are successful in individual counseling, small group counseling, supervision, school leadership, and classroom management. However, little research has been done to explore the use of SF as a proactive intervention. This study examined the use of SF as a classroom guidance tool. As a classroom guidance curriculum, SF strategies were introduced to help students acquire, develop, and demonstrate coping skills that will help them to succeed in academic and social/personal areas.

ISBN: 9780496081387Subjects--Topical Terms:

2144793
School counseling.

The effects of a solution -focused classroom guidance intervention with elementary students.
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520 $a School settings have been introduced to the benefits of Solution-Focused Counseling (SFC) as a form of brief counseling and as an alternative to problem-focused strategies. There has been evidence that Solution-Focused (SF) strategies and interventions in school settings are successful in individual counseling, small group counseling, supervision, school leadership, and classroom management. However, little research has been done to explore the use of SF as a proactive intervention. This study examined the use of SF as a classroom guidance tool. As a classroom guidance curriculum, SF strategies were introduced to help students acquire, develop, and demonstrate coping skills that will help them to succeed in academic and social/personal areas.
520 $a This quasi-experimental design included a sample of 67 fourth-grade students and four teachers. The experimental group received one hour of instruction weekly for an eleven week period. These lessons were based on the elements of SFC. The control group did not receive any classroom guidance during this time. Both student groups were assessed through pre- and post-tests to determine any significant change in the student's self-esteem, hope, and classroom environment. The Coopersmith Self-Esteem Inventories (Coopersmith, 2002) and The Children's Hope Scale (Snyder, 1997) were administered to measure self-esteem and hope on the student. Additionally, students' and teachers' perceptions of classroom environment were measured using the Classroom Environment Scale (Trickett & Moos, 2002).
520 $a Results of this study support the prediction that it would be reasonable to hypothesize that SFC as a classroom guidance intervention could have a positive effect in a classroom setting. This study provides empirical support for the theorized notion that the systematic delivery of age-appropriated preventative SF guidance concepts facilitates discussion, processing, and learning which through a ripple effect can cultivate a positive solution-focused classroom. The study also provides empirical support for the theorized notion that those outside the SF treatment can observe measurable change, as demonstrated by the classroom teachers of this study (Metcalf, 1995, 1998; Murphy, 1997; Davis & Osborn, 1999, 2000).
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