Graduate Thesis Or Dissertation
 

Effects of the self-consistency principle of behavior change and the retroflexive reformation process of group counseling on the academic achievement and behavior of selected high school students

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  • This exploratory study was undertaken to determine the combined effects which two rather unique approaches in the fields of counseling and psychotherapy might have on the behavior and academic achievement of ten selected deviant high school students. These approaches have been termed the 1) self-consistency approach to behavior change and 2) the retroflexive reformation method of counseling. They are unique in the area of school counseling both in theoretical orientation and in practical application. Theoretical Orientation The self-consistency principle of behavior change provided the theoretical orientation for the problem, and the retroflexive reformation approach to counseling provided the practical application. The self-consistency principle focuses primarily upon eliciting behavior change in a person by first changing his actions which once changed will lead to a change in his attitudes. This is in contrast to the traditional emphasis of group and individual counseling with the emphasis directed first upon changing the person's attitudes which then leads to a change in actions. In light of the relative facility with which actions can be changed (as compared to attitudes) the theoretical orientation which focuses on a change in actions first, becomes vital. The traditional counseling "talk sessions" were used only to supplement and add meaning to the structured role and status changes of the high school counselee (co-therapist) which were provided to him by the high school counselor. This emphasis away from "introspection sessions" and toward "real life" experiences tended to circumvent many of the ever prevalent traumatic hurdles which are associated with, and so often precede growth through, counseling and psychotherapy. Practical Application The practical application of the study was centered around the adage, "you learn best that which you teach". In an attempt to employ this concept, ten high school students, judged to be deviant in their behavior were used as co-therapists (retroflexive reformation). Each was assigned to work with an elementary school behavior problem student in an effort to improve the child's behavior. At the end of five months an analysis of behavior change and academic achievement was completed on each high school student. Results of Study Seven of the ten selected high school students showed behavior improvement as judged by their parents and teachers. The same seven showed academic achievement improvement ranging from one-tenth of a grade point to one and one-tenth of a grade point which is significant at the ten percent level of probability.
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