INTERPERSONAL ATTITUDES OF ADOLESCENTS. INTERIM REPORT.

Autor/inn/en	MATHIEU, PHILLIPPA L.; MOURSUND, JANET P.
Titel	INTERPERSONAL ATTITUDES OF ADOLESCENTS. INTERIM REPORT.
Quelle	, (149 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescent Attitudes; Attitude Measures; Counseling Effectiveness; Group Counseling; Group Dynamics; Group Structure; High School Students; Interpersonal Relationship; Nondirective Counseling; Personality Assessment; Research; Self Concept; Social Attitudes; Statistical Data; Teacher Evaluation; Minnesota Multiphasic Personality Inventory; Barrett Lennard Relationship Inventory + Suchen Sie Ihr Suchwort? Gruppenberatung; Gruppendynamik; Gruppenstruktur; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Nichtdirektive Gesprächsführung; Persönlichkeitsanalyse; Forschung; Selbstkonzept; Social attidude; Soziale Einstellung; Teacher appraisal; Lehrerbeurteilung
Abstract	THIS INTERIM REPORT PRESENTS DATA COLLECTED IN A STUDY OF THE INTERPERSONAL ATTITUDES OF ADOLESCENTS. TWELVE GROUPS OF HIGH SCHOOL JUNIORS FROM THREE DIFFERENT SCHOOLS MET IN COUNSELING SESSIONS. THE PRINCIPAL INDEPENDENT VARIABLES IN THE GROUPS WERE CONGENIALITY (STUDENTS CHOSE TO MEET WITH EACH OTHER) AND THE STRUCTURE LEVEL IMPOSED BY THE COUNSELOR. VARIOUS INSTRUMENTS WERE USED TO MEASURE BOTH THE PERSONAL AND THE INTERPERSONAL EFFECTS OF THE COUNSELING THROUGH PRE- AND POST-TREATMENT TESTING. RESULTS OF THE DATA ANALYSIS SHOWED CONFLICTS AND BORDERLINE SIGNIFICANCES WHICH SUGGESTED A NEED FOR FURTHER RESEARCH AND ANALYSIS. SOME CHANGES IN THE GROUPS DUE TO COUNSELING WERE APPARENT, BUT NONE COULD BE INTERPRETED AS DEMONSTRATING A CLEAR RELATIONSHIP BETWEEN VARIABLES OR STRONG SUPPORT FOR THE ORIGINAL HYPOTHESES. AT THIS TIME, DATA ANALYSIS IS INCOMPLETE AND A NUMBER OF PERIPHERAL INVESTIGATIONS BASED ON THE ORIGINAL DESIGN ARE CONTINUING. (NS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC