ERIC Number: ED031769
Record Type: RIE
Publication Date: 1969-Jun
Reference Count: 0
The Educationally Disadvantaged Elementary School Child: Anxiety Reduction and Behavioral Change Through Public Commitment and Counseling. Final Report.
Beggs, Donald L.; Mayer, G. Roy
A total of 50 subjects, low in sociometric status and identified as educationally disadvantaged on the basis of high "school anxiety" were drawn from fifth and sixth grade public school children. Control and experimental groups were set up. Elementary counselors worked with the experimental groups using procedures based on the theory of cognitive dissonance. In one group subjects were requested to verbalize their intended behavior change. Primary objectives were to determine if the subjects showed differential improvement by treatment with respect to: (1) school anxiety, (2) severity of student behaviors as rated by subjects, (3) severity of student behaviors as rated by teachers, (4) teacher-pupil relationships as rated by teachers, and (5) teacher-pupil relationships. There were three major conclusions: (1) counseling with or without public commitment was not found to positively influence the above five criteria, (2) certain counseling "conditions" appeared irrelevant to some behavioral problems, and (3) attitudes of teachers who consulted with counselors improved toward guidance while attitudes of teachers who did not consult with counselors deteriorated. (Author/KJ)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Southern Illinois Univ., Carbondale.