School Counselors Connecting the Dots between Disruptive Classroom Behavior and Youth Self-Concept

Students exhibiting emotional and behavioral problems in the classroom can significantly impact the learning environment and often are referred to school counselors. The purpose of this study was to evaluate the relationship between high school students' self-concept and disruptive classroom be...

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Bibliographic Details
Published inJournal of school counseling Vol. 8; no. 9
Main Authors Bidell, Markus P, Deacon, Robert E
Format Journal Article
LanguageEnglish
Published Journal of School Counseling 2010
Subjects
Behavior Problems
Comparative Analysis
Emotional Disturbances
High School Students
Intervention
Questionnaires
Referral
School Counseling
School Counselors
Self Concept
Student Behavior
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Summary:Students exhibiting emotional and behavioral problems in the classroom can significantly impact the learning environment and often are referred to school counselors. The purpose of this study was to evaluate the relationship between high school students' self-concept and disruptive classroom behaviors (DCB). High school students (N = 92) exhibiting DCB were compared with non-disruptive students using the Self-Description Questionnaire II to assess self-concept. High school students exhibiting DCB reported significantly lower levels of self-concept compared to their non-disruptive peers. Only non-academic aspects of self-concept were significantly lower in students displaying DCB. Findings are discussed within a broader paradigm shift advocating school counseling interventions based on the ASCA National Model[R] to support student self-concept and reduce DCB before such behaviors escalate to clinical levels and delinquency. (Contains 2 tables.)
ISSN:1554-2998
1554-2998