Effectiveness of group_counseling program to improve the academic self-concept for student with learning disabilities among property school students

Document Type : Original Article

Authors

1 to get PHD degree in Education (specializing in Education psychology)

2 Prof of education psychology faculty of Elbanat Ain Shams University

Abstract

 The purpose of this study was to develop a group-counseling program to extend the academic self-esteem of students with learning disability in cycle two in Sharqiya North Region in the Alex. Participants were 20 female students from grade five and six from Seih AlAfia Basic Education School. All participants had learning disability, they were divided randomly into two equal groups:  control and experimental. The experimental group was subjected to a group-counseling program for developing the academic self-esteem based on Person-centered counseling theory. The control group did not go through any treatment. The counseling program contained 16 counseling sessions, two sessions per week. Results of Mann-Whitney Test (U) showed that there are significant distinctions of academic self-concept among participants. Students in the experimental group had higher academic self-esteem - in the posterior measure and in the follow up - than the control group. This demonstrated the efficacy of the group-counseling program implemented in this study.

Keywords

References

American Psychiatric Association. (2004). DSM-IV-TR, Diagnostic and statistical manual of mental disorders. Fourth Edition, Text Revision.
-Amy .M Gans. (2003). Comparing  the Self-Concept of Students with
and  without  Learning Disabilities. Journal of Learning Disabilities,
36(3), pp287-295                                  
-Bassi, M; Marta,B; Patrizia,S; Antonella,F & Vittorio,C. (2007).Academic Self-Efficacy Beliefs and Quality of   Experience in Learning. Journal of
Youth and Adolescence,  36(3):pp301-312
-Bateman, D.(1995). Identifying Students Who Have Learning
Disabilities. Unpublished study, University of Oregon.             
-Burnett, S. (1999). Enhancing student’s self-concepts and related constructs. Unpublished study, University of Western Sydney. 
-Calson, M & Hopper, J.(2004). Increasing the Self-Concept of Elementary School Students with Learning Disabilities. Rrtrived, January 4, 2011  www.wa-schoolcounselor.org .
-Center for Mental Health in Schools at UCLA. (2002). An introductory packet on learning problems and disabilities. Los Angeles, CA: Author. 
-Corbiere, M & et al. (2006). Academic Self-Concept and Academic Interes Measurement. European Journal of Psychology of  
-Education, 21(1):pp3-15
-Duffy, S. (2009). Self-Concept of Students With Learning Disabilities   in
Self-Contained Environments: The Relationships Between Global and
Academic Self-Concept, Perceived Social Support and Academic “Discounting”, http://proquest.umi.com/pqdwe(visted in 22/11/2009, at 10:30pm).
-Elbaum, B. (2002).The Self-Concept of Students with Learning Disabilities.  Unpublished study, University of Miami.  
-Freeman, G. (2008). Academic Achievement, Academic Self-Concept   and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools. Journal of Advance Academic, 19 (4), pp 700-743.
-Hanze, M & Berger, R.(2007). Cooperative Learning, Motivational   
Effects, and Student Characteristics. Learning and Instruction, 17(1):pp29-41. 
-Heward, W.& Oralansky, M (1992) Exceptional children, New York, Merrill and Impaired Macmillan publishing company. 
-Huitt,W.(2009). Self-Concept and Self-Esteem, 
-http://eprints.qut.edu.au (visted in 13/12/2009, at 9:15 pm). 
-Ireson, J & Hallam, S.(2009).Academic Self-  Concept in Adolescence.
-Learning and Instruction, 19(3):pp201-213.    
-Juvonen, J. & Bear, G. (1992). Social adjustment of children with and without learning disabilities in integrated classrooms. Journal of Educational Psychology, 84(3) 322-330
-Karagiannakis, A. (  2006). Academic and Behavioural functioning of Classwide Peer Tutoring: Improving the with behaviour problems in   inclusive classrooms children. Unpublished Study,  University McGill OF Canada.
-Leung, K.C., Marsh, H. W., Craven, R. G., & Yeung, A. S. (2005).
Relation of Domain Specificity Between Peer Support and SelfConcept: Validation By The Effects of Peer Support Program in
Educational Settings.Paper presented at Symposium in 2005
International Conference of the Australian Association for Research in Education, Sydney, Australia. Retrieved  on January 4,2011, from http://www.ied.edu.hk/ps/view.php?secid=706.
-Lozano, A.(1997).Accompan Ying Gulliver Personal counselin in Secondary School Education. Unpublished Study, University of
Sevilla.                                                                                                                                  
-Marsh,H; Trautwein,U; Lüdtke,O; Köller,O; Baumert,J.(2005). Academic Self-Concept, Interest, Grades, and  Standardized Test Scores. Child Develepoment,76(2):pp397-416.
-Montgomery, M.S. (1994). Self- concept and children with learning disabilities: Observer-child Concordance across six context-dependent domains. Journal of Learning Disabilities, 27(4), 254-262.
-Nagy, G & el at .(2006). Gender and Course Selection in Upper    Secondary Education: Effects of Academic Self-Concept and  Intrinsic Value. Educational Research and Evaluation, 12(4):pp323-343.
-Ottawa, O. (2008). The Learning Disabilities Association of Canada (LDAC).
http://www.ldac-taac.ca/defined/defined (visted in  22/11/2009, at 10:00 pm).                               
-National Joint Committee on Learning Disabilities (NJCLD). (1994).
Collective Perspectives on issues affecting learning disabilities P,65. Austin, Tx: Pro-Ed.
- Nye, S.( 2009).social acceptance in spite of the fact that disadvantage in the prevalence of LD is considerably www.campbellcollaboration.org/lib/download  ( vested in 20/3/2010, at 11:30). 
-Rogers, C.R. (1951). Client Centered therapy: Its current Practice, limitations and theory. Boston: Houghton Miffline.
-Rogers, C.R. (1961). On becoming a person: A therapist's View of psychotherapy. Boston: Houghton Miffline.
-Snowling, M & Stackhouse, J. (2006). Dyslexid Speech and Language. Warr for limited  publishing, Teksas.  
-Sze, S & Valentin, S. (2007). Self-Concept and Children with Disabilities.  Education Journal, 127(4):p552.
-Van, E & et al. (2009).  School Effects on the Development of         
Motivation toward Learning Tasks and the Development of Academic Self-  Concept in Secondary Education. School Effectivenss and School Improvement, 20(2):pp235-253.
-Vaughn, S; Haager, D.; Hogan, A. & Kouzekanani, K. (1992). Self- concept and Peer acceptance in students with learning disabilities: A four-to five year prospective study.
 Journal of Educational Psychology,     84(1) 43-50.
(http://www.Psycinfo.com/Psycarticels/index-cfm?fuseaction=Process Search&Stai).
-Wachelka, D & Katz. (1999). Reducing test anxiety and improving academic self-esteem in high school and college students with learning disabilities. Journal           of Behavior Therapy and Experimental             Psychiatry ,30(31):pp(191-198).
Zeleke, S. (2004). Differences in Self-Concept among Children with                   mathematics Disabilities and their Average and high Achieving Peers.
International Journal of disability,Development and Education, 51(3), University of Oslo.  

Files

Share

How to cite

Statistics