An Evaluation of the Penn Resiliency Program for Disruptive Preadolescents in an Elementary School Setting
Doctor of Philosophy (PhD)
Cognitive Behavioral Therapy
Counseling | Counseling Psychology | Education | Educational Assessment, Evaluation, and Research | Elementary Education and Teaching | Experimental Analysis of Behavior | School Psychology | Student Counseling and Personnel Services
Howard, Mildred, "An Evaluation of the Penn Resiliency Program for Disruptive Preadolescents in an Elementary School Setting" (2014). Doctoral Dissertations and Projects. 978.
The primary purpose of this study was to evaluate the effectiveness of the Penn Resiliency Program in decreasing disruptive behavior, modifying negative automatic thoughts and improving academic achievement. Forty-eight students from two Title I schools in Georgia participated in this study. The Behavior Assessment Scale for Children, Second Edition, Progress Monitor, The Children's Automatic Thoughts Scale and report card grades were used to evaluate program effectiveness. Research results suggest the program effectively reduced negative automatic thoughts and improved academic performance.
Counseling Commons, Counseling Psychology Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons, Experimental Analysis of Behavior Commons, School Psychology Commons, Student Counseling and Personnel Services Commons