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ERIC Number: EJ885062
Record Type: Journal
Publication Date: 2010
Pages: 30
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-1554-2998
School Counselors Connecting the Dots between Disruptive Classroom Behavior and Youth Self-Concept
Bidell, Markus P.; Deacon, Robert E.
Journal of School Counseling, v8 n9 2010
Students exhibiting emotional and behavioral problems in the classroom can significantly impact the learning environment and often are referred to school counselors. The purpose of this study was to evaluate the relationship between high school students' self-concept and disruptive classroom behaviors (DCB). High school students (N = 92) exhibiting DCB were compared with non-disruptive students using the Self-Description Questionnaire II to assess self-concept. High school students exhibiting DCB reported significantly lower levels of self-concept compared to their non-disruptive peers. Only non-academic aspects of self-concept were significantly lower in students displaying DCB. Findings are discussed within a broader paradigm shift advocating school counseling interventions based on the ASCA National Model[R] to support student self-concept and reduce DCB before such behaviors escalate to clinical levels and delinquency. (Contains 2 tables.)
Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean@montana.edu; Web site: http://jsc.montana.edu
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: Counselors
Language: English
Sponsor: N/A
Authoring Institution: N/A