Evaluation of a conflict-resolution and problem-solving programme to enhance adolescents' self-concept

British Journal of Guidance and Counselling

Volumn 28, Issue 1, 2000, Pages 101-113

  Hay, Ian ^a   Byrne, Marie ^a   Butler, Catherine ^b  

^a GRIFFITH UNIVERSITY   (Australia)

^b Catholic Systemic Schools   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0347068999     PISSN: 03069885     EISSN: None     Source Type: Journal    
DOI: 10.1080/030698800109646     Document Type: Review

References (69)

1. ARIEL, A. (1992). Education of Children and Adolescents with Learning Disabilities. New York: Merrill.
2. ASHMAN, A.F. & CONWAY, R.N.F. (1997). An Introduction to Cognitive Education: Theory and Application. London: Routledge.
3. BAUMEISTER, R.F. (1993). Understanding the inter nature of low self-esteem: uncertain, fragile, protective, and conflicted. In R.F. BAUMEISTER (Ed.), Self-Esteem: the Puzzle of Low Self-Regard (pp. 210-218). New York: Plenum.
4. BEANE, J.A. & LIPKA, R.P. (1986). Self-Concept, Self-Esteem, and the Curriculum. New York: Teacher's College Press.
5. BERNARD, M.E. (1987). Staying Rational in an Irrational World: Albert Ellis and the Rational Emotive Therapy. Melbourne, Australia: Macmillan.
6. BERTOLINO, B. (1999). Therapy with Troubled Teenagers: Rewriting Young Lives in Progress. New York: Wiley.
7. BOS, C.S. & VAUGHN, S. (1998). Strategies for Teaching Students with Learning and Behavior Problems (4th edn). Boston: Allyn & Bacon.
8. BOYLE, G.J. (1994). Self-Description Questionnaire II: a review. Test Critiques, 10, 632-643.
9. BRANSFORD, J.D. & STREIN, B.S. (1984). The IDEAL Problem Solver. New York: Freeman.
10. BYRNE, B.M. (1996A). Measuring Self-Concept across the Life Span: Issues and Instrumentation. Washington, DC: American Psychological Association.
11. BYRNE, B.M. (1996B). Academic self-concept: its structure, measurement, and relation to academic achievement. In B.A. BRACKEN (Ed.), Handbook of Self-Concept (pp. 287-316). New York: Wiley.
12. CHAPMAN, J.W. & TUNMER, W.E. (1997). A longitudinal study of beginning reading achievement and reading self-concept. British Journal of Educational Psychology, 67, 279-291.
13. COHEN, L. & MANION, L. (1994). Research Methods in Education (4th edn). London: Routledge.
14. CRAVEN, R.G., MARSH, H.W. & DEBUS, R.L. (1991). Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept. Journal of Educational Psychology, 83, 17-27.
15. FINE, M. (1986). Why urban adolescents drop into and out of public high school. Teacher's College Record, 87, 393-409.
16. GALLAGHER, J.J. (1994). Teaching and learning: new models. Annual Review of Psychology, 45, 171-195.
17. GAVELEK, J.R. & RAPHAEL, T. (1985). Metacognition, instruction and the role of questioning activities. In D.L. FORREST-PRESSLEY, G.E. MCKINNON & T.G. WALLER (Eds), Metacognition, Cognition and Human Performance (Vol. 2) (pp. 101-114). Orlando, FL: Academic Press.
18. GAY, L.R. (1996). Educational Research: Competencies for Analysis and Application (5th edn). Englewood Cliffs, NJ: Merrill.
19. HARGIS, C.H. (1997). Teaching Low Achieving and Disadvantaged Students. Springfield: Thomas.
20. HARRIS, K.R. (1982). Cognitive-behavior modification: application with exceptional students. Focus on Exceptional Students, 15, 1-6.
21. HARTER, S. (1993). Causes and consequences of low self-esteem in children and adolescents. In R.F. BAUMEISTER (Ed.), Self-Esteem the Puzzle of Low Self-Regard (pp. 87-116). New York: Plenum.
22. HARTER, S. (1996). Historical roots of contemporary issues involving self-concept. In B.A. BRACKEN (Ed.), Handbook of Self-Concept: Developmental, Social, and Clinical Considerations (pp. 1-37). New York: Wiley.
23. HATTIE, J.A. (1992). Self-Concept. Hillsdale, NJ: Erlbaum.
24. HATTIE, J. & MARSH, H.W. (1996). Future directions in self-concept research. In B.A. BRACKEN (Ed.), Handbook of Self-Concept: Developmental, Social, and Clinical Considerations (pp. 421-462). New York: Wiley.
25. HAY, I. (1991). Strategies to assist lower secondary school students who have comprehension and recall problems. Australian Journal of Remedial Education, 23, 6-9.
26. HAY, I. (1992). The role of self-complexity, self-verification, and self-handicapping in understanding adolescents with high emotional needs. Australian Educational and Developmental Psychologist, 9(2), 58-64.
27. HAY, I. (1993). Foreword. In E. MASON (Ed.), Attribution, Behaviour, Life Skills Education (ABLE): a Programme for Adolescents (p. 6). Cheltenham, Australia: Hawker Brownlow Education.
28. HAY, I. (1995). Enhancing the learning of students with learning difficulties through an understanding of the interactions between students' effort, self-perception, achievement, and teacher actions. Australian Journal of Remedial Education, 27, 22-25.
29. HAY, I. (in press(a)). Gender self-concept profiles of students suspended from high school. Journal of Child Psychology and Psychiatry and Allied Disciplines.
30. HAY, I. (in press(b)). Cognitive strategies in the secondary school: investigating process based instruction and students' perceptions of effective teaching strategies. Journal of Cognitive Education.
31. HAY, I., GILMORE, S. & LOCKHART, J. (1992). Alienated, disaffected, or disturbed high school adolescents. In J. ELKINS & J. IZARD (Eds), Student Behaviour Problems: Content, Initiatives, Programs (pp. 195-201). Melbourne, Australia: Australian Council for Educational Research.
32. HAY, I., ASHMAN, A. & VAN KRAAYENOORD, C. (1997). Investigating the influence of achievement on self-concept using an intra-class design and a comparison of the PASS and the SDQ-1 self-concept tests. British Journal of Educational Psychology, 67, 311-321.
33. HAY, I., ASHMAN, A. & VAN KRAAYENOORD, C. (1998a). The influence of gender, academic achievement and non-school factors upon pre-adolescent self-concept. Educational Psychology, 18, 461-470.
34. HAY, I., ASHMAN, A. & VAN KRAAYENOORD, C. (1998b). The educational characteristics of students with high or low self-concept. Psychology in the Schools, 35, 391-400.
35. HAY, I., ASHMAN, A. & VAN KRAAYENOORD, C. (1998c). Self-concept test generalisability: Self-Description Questionnaire-I and the Perception of Ability Scale for students. Australian Educational and Developmental Psychologist, 15, 70-80.
36. HAY, I., ASHMAN, A., VAN KRAAYENOORD, C. & STEWART, A. (1999). Identification of self-verification in the formation of children's academic self-concept. Journal of Educational Psychology, 91, 225-229.
37. HINSHAW, S.P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127-155.
38. HUGHES, J. & HALL, R. (1989). Cognitive Behavioural Psychology in Schools. New York: Guilford.
39. JOHNSON, D.W. & JOHNSON, R.T. (1996). Conflict resolution and peer mediation programs in elementary and secondary schools: a review of the research. Review of Educational Research, 66, 459-506.
40. KAGAN, D.M. (1990). How schools alienate students at-risk: a model for examining proximal classroom variables. Educational Psychologist, 25, 105-125.
41. KEITH, L.K. & BRACKEN, B.A. (1996). Self-concept instrumentation: a historical and evaluative review. In B.A. BRACKEN (Ed.), Handbook of Self-Concept (pp. 91-170). New York: Wiley.
42. LOCKHART, J. & HAY, I. (1995). Enhancing the self-concept for at-risk adolescent girls using reflective thinking and a challenge-based program. Journal of Cognitive Education, 5, 55-70.
43. LOEBER, R. & FARRINGTON, D.P. (1998). Executive summary. In R. LOEBER & D.P. FARRINGTON (Eds), Serious and Violent Juvenile Offenders: Risk Factors and Successful Interventions (pp. xix-xxv). Thousand Oaks, CA: Sage.
44. MARKUS, H.J. & SENTIS, K. (1982). The self in social information processing. In J. SULS (Ed.), Psychological Perspectives on the Self (Vol. 1) (pp. 54-79). Hillsdale, NJ: Erlbaum.
45. MARSH, H.W. (1986). Verbal and math self-concepts: an internal/external frame of reference model. American Educational Research Journal, 23, 129-149.
46. MARSH, H.W. (1988). Self-Description Questionnaire-I: Manual and Research Monograph. San Antonio, TX: Psychological Corporation.
47. MARSH, H.W. (1990). Self-Description Questionnaire-II: Manual. San Antonio, TX: Psychological Corporation.
48. MARSH, H.W. & RICHARDS, G. (1988). The Outward Bound bridging course for low-achieving high school males: effect on academic achievement and multidimensional self-concepts. Australian Journal of Psychology, 40, 281-298.
49. MARSH, H.W., RICHARDS, G. & BARNES, J. (1986). Multidimensional self-concepts: a long-term follow-up of the effect of participation in an Outward Bound program. Personality and Social Psychology Bulletin, 12, 475-492.
50. MASON, E. (1993). Attribution, Behaviour, Life skills Education (ABLE): a Programme for Adolescents. Cheltenham, Australia: Hawker Brownlow Education.
51. MASON, E., HAY, I. & MCMENIMAN, M. (1993). Attribution, behaviour, life skills education (ABLE): a program for underachieving gifted adolescent girls. In D. EVANS, M. MYHILL & J. IZARD (Eds), Student Behaviour: Positive Initiatives and New Frontiers (pp. 148-154). Melbourne, Australia: Australian Council for Educational Research.
52. MAYER, R.E. (1996). Learners as information processors: legacies and limitations of educational psychology's second metaphor. Educational Psychologist, 31, 151-161.
53. MCCOMBS, B.L. & MARZANO, R.J. (1990). Putting the self in self-regulated learning: the self as agent in the integrating will and skill. Educational Psychologist, 25, 51-69.
54. MCTAGGART, R. (1997). Participatory Action Research: International Contexts and Consequences. Albany, NY: State University of New York.
55. MICHELSON, L. (1987). Cognitive-behavioral strategies in the prevention and treatment of antisocial disorders in children and adolescents. In J.D. BURCHARD & S.N. BURCHARD (Eds), Prevention of Delinquent Behavior (pp. 275-311). Newbury Park, CA: Sage.
56. OSBORNE, R.E. (1996). Self: an Eclectic Approach. Boston: Allyn & Bacon.
57. PIANTA, R.C. & WALSH, D.J. (1996). High-Risk Children in Schools: Constructing Sustaining Relationships. New York: Routledge.
58. ROSENBERG, M. (1965). Society and the Adolescent Child. Princeton, NJ: Princeton University Press.
59. SCHMITZ, C. & HIPP, E. (1991). Fighting Invisible Tigers: a Stress Management Guide for Teens. Melbourne, Australia: Hawker Brownlow Education.
60. SEDLAK, M., WHEELER, C., PULBIN, D. & CUSICK, P. (1986). Selling Students Short. New York: Teacher's College Press.
61. SKLARE, G.B. (1997). Brief Counseling that Works: a Solution-Focused Approach for School Counselors. Thousand Oaks, CA: Sage.
62. SOLLEY, B.A. (1992). Affective variables as related to writing education. Educational Research Quarterly, 15, 21-31.
63. SPRICK, R.S. & NOLET, V. (1996). Prevention and management of secondary-level behaviour problems. In G. STONER, M.R. SHINN & H.M. WALKER (Eds), Interventions for Achievement and Behavior Problems (pp. 519-538). Bethesda, MD: National Association of School Psychologists.
64. SWANN, W.B. Jr (1996). Self-Traps: the Elusive Quest for Higher Self-Esteem. New York: Freeman.
65. TABACHNICK, B.G. & FIDELL, L.S. (1989). Using Multivariate Statistics (2nd edn). New York: Harper Collins.
66. WATKINS, C.E. & SCHNEIDER, L.J. (1991). Research in Counseling. Hillsdale, NJ: Erlbaum.
67. WOOD, D. (1998). How Children Think and Learn (2nd edn). Oxford: Blackwell.
68. WRAGG, J. (1989). Talk Sense to Yourself: a Program for Children and Adolescents. Melbourne, Australia: Australian Council for Educational Research.
69. VYGOTSKY, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.