Author(s)

Jenna Norton

Date Approved

9-2-2011

Document Type

Thesis

Degree Name

M.A. School Psychology-Professional School Psychology

Department

Educational Services, Administration, and Higher Education

College

College of Education

First Advisor

Dihoff, Roberta

Second Advisor

Klanderman, John

Subject(s)

Self-esteem in children

Disciplines

Child Psychology | Student Counseling and Personnel Services

Abstract

The purpose of this study was to examine the ways in which positive psychology can impact the educational system. Twenty-three second grade students enrolled in Berlin Community School, located in Berlin New Jersey participated in this study. All students were enrolled in a regular education classroom and assumed to be learning at the appropriate age group level. The Piers-Harris 2 Self-Concept Scale was used to measure student's self-esteem as a pre-test and a post-test assessment. The experimental group received the implementation of the Bucket Filler Lesson plans in hopes that their self-esteem would improve upon completion of the lessons. The lessons took place over the course of three consecutive Fridays. The control group only received the pre-test and post-test assessment. A Two-Way Mixed ANOVA was used to assess whether students self-esteem improved upon completion of the lesson plans. Results indicated that there was no significant difference between pre-test and post-test assessments for both the experimental and control group.

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