Title: Effects of human relations training on the personal, social, and classroom adjustment of elementary school children with behavior problems
Full Citation
Permanent Link: http://ufdc.ufl.edu/UF00097718/00001
 Material Information
Title: Effects of human relations training on the personal, social, and classroom adjustment of elementary school children with behavior problems
Physical Description: ix, 120 leaves. ; 28 cm.
Language: English
Creator: Garner, Howard Glenn, 1941- ( Dissertant )
Reid, William R. ( Thesis advisor )
Richard, Wayne C. ( Reviewer )
Shaw, Marvin E. ( Reviewer )
Cunningham, Myron ( Reviewer )
Publisher: University of Florida
Place of Publication: Halifax, Eng.
Publication Date: 1970
Copyright Date: 1970
Subjects / Keywords: Interpersonal relations   ( lcsh )
Special Education thesis Ph. D
Problem children -- Education   ( lcsh )
Dissertations, Academic -- Special Education -- UF
Genre: bibliography   ( marcgt )
non-fiction   ( marcgt )
Abstract: There is an increasing concern in educational and psychological literature for school programs that prevent and treat behavior adjustment problems in elementary school children. The focus of this study was on the idea that successful adjustment in school is enhanced by educational experiences in the affective domain (Ojemann, 1967; Bessell and Palomares, 1967; Jones, 1968). Human relations training, one form of affective education, provides children experiences that center on feelings, here-and-now behavior, and interpersonal relationships (Miles, 1964; Thelen, 1967). These areas have been cited as problematic for behavior disordered children (Bower, 1960). Several hypotheses predicted changes in observed classroom behavior, classroom adjustment as perceived by teachers, self-concept, and peer status as a result of participation in human relations training. Tlie predictions were that the S_s in this experimental group would show more positive changes along each of these dimensions than _Ss in a control group which had special activities or S_s in a second control group which received no special treatment. Another set of hypotheses was derived from Gibb's (1964) theory of group process. These hypotheses predicted that the human relations training group would show more acceptance of the Ss, would allow the Ss to express more verbal and non-verbal affect, would be more effective in making group decisions, would decrease the amount of control directed toward the S^s. Each group contained eight children with three children in each group being S^s. The ^s were selected from two third grade classes and one fourth grade class in the same school with the Bower-Lambert (1961) screening device which locates children with low levels of social and emotional adjustment. The other five children in each group were selected at random from each respective class. During the treatment period the experimental and first control groups met for twenty-four thirty-minute sessions over a period of nine weeks. The second control group remained in their regular class and received no special treatment. Pre- and post-treatment scores on the criterion instruments showed significant differences (p = .05) among the three groups on the measure of maladaptive classroom behavior as perceived by the teachers and on the self-concept scale. These differences were directly in line with the hypotheses. The number of adaptive and maladaptive changes in classroom adjustment as perceived by the teacher was significantly different (p <.02) and was in the predicted direction. No significant differences were found in observed class-room behavior or peer status changes. Group process data gathered by the trained observers only partially supported three of the hypotheses derived from Gibb's theory and a fourth was contradicted. Contrary to the h3rpothesis, the experimental group decreased their rates of affective behavior during the treatment period while the first control group increased its rates. This result suggested that human relations training may have allowed these children who usually display a great deal of affect to decrease their rates of these behaviors. While not providing strong support for Gibb's theory of group process, the study was congruent with other research (Ojemann, 1967; Bruce, 1958; Muss, 1960) which demonstrated the mental health benefits for children in affective education. It supported the positions taken by RHodes (1967), Bower and Hollister (1967), and Dennison (1969) that children with behavior adjustment problems in school need help in understanding and dealing with feelings and interpersonal relationships.
Thesis: Thesis -- University of Florida.
Bibliography: Bibliography: leaves 114-120.
Additional Physical Form: Also available on World Wide Web
General Note: Manuscript copy.
General Note: Vita.
 Record Information
Bibliographic ID: UF00097718
Volume ID: VID00001
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: alephbibnum - 000869002
notis - AEG6022
oclc - 014227119


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