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Unpacking the Term "Self-Management": Understanding Intervention Applications within the School-Based Literature
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Briesch, Amy M.; Daniels, Brian; Beneville, Margaret – Journal of Behavioral Education, 2019
Although extensive research has supported the effectiveness of self-management interventions to improve student behavior, variability in the specific components used in self-management interventions remains. The purpose of the current paper was to analyze the extant literature in order to (a) define the various ways in which self-management…
Descriptors: Self Management, Reinforcement, Intervention, Student Behavior
Students' Perceptions of School Climate in the U.S. and China
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Yang, Chunyan; Bear, George G.; Chen, Fang Fang; Zhang, Wei; Blank, Jessica C.; Huang, Xishan – School Psychology Quarterly, 2013
Although the construct of student climate has been studied extensively in the United States, we know little about how school climate is perceived in other countries. With large class sizes yet higher academic achievement and less disruptive and aggressive student behaviors, schools in China present a contrast to many schools in the United States.…
Descriptors: Student Attitudes, Cultural Differences, Foreign Countries, Student Behavior
Cognitive-Behavioural Therapy for Children with Behavioural Difficulties in the Singapore Mainstream School Setting
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Yeo, Lay See; Choi, Pui Meng – School Psychology International, 2011
The present study investigated the effectiveness of a cognitive-behavioural therapy (CBT) programme delivered by a school psychologist for children with behavioural difficulties in Singapore elementary school classrooms. It examined the impact of a 12-session, psychoeducational group intervention in helping misbehaving pupils to control their…
Descriptors: School Psychologists, Effect Size, Foreign Countries, Counseling Techniques
A Rational Emotive Behavioral Approach to Improve Anger Management and Reduce Office Referrals in Middle School Children: A Formative Investigation and Evaluation
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Sharp, Shannon R. – Journal of Applied School Psychology, 2005
Sixteen seventh and eighth graders previously identified as having behavioral problems earned significantly higher post-test scores on a test of REBT concepts immediately after participation in a Rational Emotive Behavioral Therapy (REBT) training program, and this knowledge was retained after an 8-week follow-up period (p less than 0.01).…
Descriptors: Aggression, School Psychologists, Effect Size, Scores