You are here

The effect of participation in the “girl talk” program on easing the transition to middle school

Download pdf | Full Screen View

Date Issued:
2014
Summary:
This study measured the impact of a gender-specific school counseling curriculum, “Girl Talk” on: relational aggressive behaviors, pro-social behaviors, student connectedness, cohesiveness, and social self-efficacy. The “Girl Talk” program consists of five sessions and was delivered as part of a comprehensive school counseling program. Fifth grade girls in four elementary schools (N=151) from one large, Southeastern school district participated in the study. Girls at two elementary schools received the “Girl Talk” program (treatment group; n=85) and their peer counterparts (comparison group; n=66) at the two remaining schools received their regular school counseling program. A series analysis of variance and an analysis of covariance test, using an alpha level of .05, was conducted to determine if statistically significant differences existed between participants' posttest scores by group condition on the Peer Relations Questionnaire (Rigby & Slee, 1993b), My Class Inventory–Short Form Revised (Sink & Spencer, 2005), the Peers and Friends subscales of the Hemingway Measure of Pre-Adolescent Connectedness (Karcher, 2005), and the Social self-efficacy subscale of the Self-Efficacy Questionnaire for Children (Muris, 2001). Statistically significant differences were found in the areas of relational aggressive behaviors, pro-social behaviors, student connectedness, cohesiveness, and social self-efficacy. Partial eta square effect sizes were reported for each measure. The results support the positive impact that school counselors can have when using a systemic, gender-specific classroom guidance curriculum for reducing relational aggression among pre-adolescent girls.
Title: The effect of participation in the “girl talk” program on easing the transition to middle school.
0 views
0 downloads
Name(s): Schietz, Randi J, author
Villares, Elizabeth, Thesis advisor
Florida Atlantic University, Degree grantor
College of Education
Department of Counselor Education
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Created: 2014
Date Issued: 2014
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 154 p.
Language(s): English
Summary: This study measured the impact of a gender-specific school counseling curriculum, “Girl Talk” on: relational aggressive behaviors, pro-social behaviors, student connectedness, cohesiveness, and social self-efficacy. The “Girl Talk” program consists of five sessions and was delivered as part of a comprehensive school counseling program. Fifth grade girls in four elementary schools (N=151) from one large, Southeastern school district participated in the study. Girls at two elementary schools received the “Girl Talk” program (treatment group; n=85) and their peer counterparts (comparison group; n=66) at the two remaining schools received their regular school counseling program. A series analysis of variance and an analysis of covariance test, using an alpha level of .05, was conducted to determine if statistically significant differences existed between participants' posttest scores by group condition on the Peer Relations Questionnaire (Rigby & Slee, 1993b), My Class Inventory–Short Form Revised (Sink & Spencer, 2005), the Peers and Friends subscales of the Hemingway Measure of Pre-Adolescent Connectedness (Karcher, 2005), and the Social self-efficacy subscale of the Self-Efficacy Questionnaire for Children (Muris, 2001). Statistically significant differences were found in the areas of relational aggressive behaviors, pro-social behaviors, student connectedness, cohesiveness, and social self-efficacy. Partial eta square effect sizes were reported for each measure. The results support the positive impact that school counselors can have when using a systemic, gender-specific classroom guidance curriculum for reducing relational aggression among pre-adolescent girls.
Identifier: FA00004328 (IID)
Degree granted: Dissertation (Ph.D.)--Florida Atlantic University, 2014.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Includes bibliography.
Subject(s): Adolescent psychology
Counseling in elementary education
Educational counseling
Educational sociology
Sex differences (Psychology)
Social psychology -- Methodology
Student adjustment
Held by: Florida Atlantic University Libraries
Sublocation: Digital Library
Links: http://purl.flvc.org/fau/fd/FA00004328
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00004328
Use and Reproduction: Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.