Date Approved

5-9-2000

Embargo Period

6-23-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Dihoff, Roberta

Subject(s)

Group psychotherapy for children; School children--Diaries; Self-perception in children

Disciplines

Educational Psychology

Abstract

The purpose of this study was to examine the effects of journal writing on children's self-concept in group therapy. It was hypothesized that students using journal writing would receive higher scores on a self-concept measurement than students who did not participate in journal writing.

The sample included 29 students from a school-based mental health program in kindergarten through eighth grade. Subjects completed a pre and post test using the Piers-Harris Children's Self-Concept Scale. Subjects in the experimental group participated in four weeks of journal writing between the pre and post tests while subjects in the control group did not. Test scores were analyzed and compared using a two-way mixed analysis of variance.

Results indicated that there was no significance between pretest and post test scores after implementing journal writing. Post test scores rose for both the experimental group and the control group.

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