title: Effects of guidance intervention on perceived school behavior and personal self-concept: a preliminary study.
abstract: In this preliminary study, 10 of 20 gifted fifth-grade students experiencing stress were randomly assigned to either a control group or structured guidance intervention. Significant differences on measures of self-concept were noted between the treated and the control group. The treated group also significantly improved on self-reported measures of self-concept and perceived school behavior. Teachers reported less acting out and improved compliance.
authors.affiliation: Florida Atlantic University.
authors.forename: E W
authors.initials: EW
authors.lastname: Ziegler
authors.forename: B N
authors.initials: BN
authors.lastname: Scott
authors.forename: R L
authors.initials: RL
authors.lastname: Taylor
mesh_terms: D002648:Child; D002653:Child Behavior Disorders / Q000517:prevention & control* / Q000523:psychology; D002660:Child Guidance; D016241:Child of Impaired Parents / Q000523:psychology*; D002672:Child, Gifted / Q000523:psychology*; D005260:Female; D006801:Humans; D008297:Male; D010556:Personality Tests; D012649:Self Concept