Group Title: Effectiveness of creative problem-solving in reducing the aggression of emotionally handicapped middle school children
Title: The Effectiveness of creative problem-solving in reducing the aggression of emotionally handicapped middle school children
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 Material Information
Title: The Effectiveness of creative problem-solving in reducing the aggression of emotionally handicapped middle school children
Physical Description: xi, 123 leaves : ill. ; 28 cm.
Language: English
Creator: Mathew, Saramma Thomas, 1938- ( Dissertant )
Guinagh, Barry J. ( Thesis advisor )
Holly, Marilyn M. ( Reviewer )
Olejnik, Steve F. ( Reviewer )
Sherman, Robert R. ( Reviewer )
Publisher: University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 1981
Copyright Date: 1981
Subjects / Keywords: Problem solving   ( lcsh )
Behavior modification   ( lcsh )
Foundations of Education thesis Ph. D
Problem children -- Education   ( lcsh )
Children with mental disabilities -- Education   ( lcsh )
Dissertations, Academic -- Foundations of Education -- UF
Genre: bibliography   ( marcgt )
non-fiction   ( marcgt )
Abstract: The purpose of this research was to determine if training in Creative Problem-Solving could reduce the aggression of emotionally handicapped middle school children by increasing their creativity. The sample consisted of 16 emotionally handicapped, aggressive, middle school children identified by the special education teacher as physically and verbally aggressive. Randomized pretest-posttest control group design was used in the study. The posttest scores on creativity and aggression were dependent variables, the pretest scores were the covariates, and Creative Problem-Solving was the independent variable. The Torrance Test of Creative Thinking, Verbal Form A, and the Buss-Durkee Inventory, "motor component" were administered to the subjects by the researcher prior to and after the treatment period. Following the administration of pretests, the subjects were randomly assigned into control and experimental groups using a random number table. The researcher worked with the experimental subjects on Creative Problem-Solving in small groups of two or three subjects for 30 minutes daily for 15 sessions. Meanwhile the control subjects were engaged in routine special education class activities called "precision learning." To the experimental group, the researcher explained the concepts related to Creative Problem-Solving and gave the subjects practice in brainstorming on the unusual uses of familiar objects. Further brainstorming practice was given on familiar problem situations faced in school. A summary of the five step Creative Problem-Solving process followed by a Creative Problem-Solving simulation in a story form was given. Finally, the subjects listed all the problems they faced in school that made them angry, of which they selected three to four very important problems and found solutions following the steps of Creative Problem-Solving. The scores of control and experimental groups on creativity and aggression were analyzed using the Analysis of Covariance with pretest as covariate. Results showed that total creativity, fluency, and originality increased significantly and aggression decreased significantly. Flexibility increased but was nonsignificant. The results strengthened the relationship between creativity and aggression and supported the view that training in CPS is an effective tool to treat emotionally handicapped middle school subjects to reduce their aggression.
Thesis: Thesis (Ph. D.)--University of Florida, 1981.
Bibliography: Bibliography: leaves 114-121.
General Note: Typescript.
General Note: Vita.
Statement of Responsibility: by Saramma Thomas Mathew.
 Record Information
Bibliographic ID: UF00099095
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 - 000297435
oclc - 08396949
notis - ABS3809


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