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

紀錄類型:	書目-語言資料,手稿 : 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.
面頁冊數:	1 online resource (153 pages)
附註:	Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3289.
標題:	School counseling. -
電子資源:	click for full text (PQDT)
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. - 1 online resource (153 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780496081387Subjects--Topical Terms:

1181607
School counseling.
Index Terms--Genre/Form:

554714
Electronic books.

The effects of a solution -focused classroom guidance intervention with elementary students.
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100 1 $a Leggett, Maria Elsa Soto. $3 1184493
245 1 4 $a The effects of a solution -focused classroom guidance intervention with elementary students.
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300 $a 1 online resource (153 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3289.
500 $a Adviser: Kaye Nelson.
502 $a Thesis (Ph.D.)--Texas A&M University - Corpus Christi, 2004.
504 $a Includes bibliographical references
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).
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a School counseling. $3 1181607
650 4 $a Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Texas A&M University - Corpus Christi. $3 1184492
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3148794 $z click for full text (PQDT)