ERIC ED373865: Increasing the Academic Achievement of Middle School Students Exposed to Domestic Violence through Interpersonal-Cognitive Group Counseling and Parenting Education (Project REAL).

74 Pages·1994·1.4 MB·English

by  ERIC

DOCUMENT RESUME
PS 022 437
ED 373 865
Foreman, Deborah
AUTHOR
Increasing the Academic Achievement of Middle School
TITLE
Students Exposed to Domestic Violence through
Interpersonal-Cognitive Group Counseling and
Parenting Education (Project REAL).
PUB DATE
94
74p.; Ed.D. Practicum Report, Nova Southeastern
NOTE
University. Appendixes A and Dmay not reproduce
clearly.
Practicum Papers (043)
Dissertations/Theses
PUB TYPE
MFOI/PC03 Plus Postage.
EDRS PRICE
*Academic Achievement; Art Therapy; Communication
DESCRIPTORS
Skills; *Counseling Services; Elementary School
Students; *Family Violence; Intermediate Grades;
Intervention; Junior High Schools; Junior High School
Students; Middle Schools; Parent Attitudes; Parent
Education; *Parents; Program Descriptions; Program
Effectiveness; Questionnaires; Stress Management;
Student Attitudes; Study Skills
*Middle School Students; Witnesses to Violence
IDENTIFIERS
ABSTRACT
Project REAL (Relationship skills, Education on
violence prevention, Academics, Leadership and decision-making
skills) was a practicum designed to in .ease the academic achievement
of middle school students exposed to v,,,restic violence. Eleven
students and their parents participat*n in a 12-week
interpersonal- cognitive counseling group and its parent education
component. Project REAL provided students with: (1) instruction on
stress management, conflict resolution, communication, study, and
(2) art therapy; and (3) guest speakers from
decision-making skills;
community agencies that provide direct services to victims of
domestic violence. Parents were counseled individually and received a
victims of domestic
resource guide on the services available to
violence. The results of the practicum indicated that middle school
students exposed to domestic violence need more than a 12-week group
counseling program to increase their academic achievement. Although
student academic performance did not increase significantly, parents
did gain a better understanding of the effects of domestic violence
available to overcome domestic
on their children and on the resources
violence. (Four appendixes contain copies of a project evaluation
interview form, and
survey, student pre- and posttests, a parent
permission to use references. Contains 38 references.) (MDM)
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Reproductions supplied by EDRS are the best that can be made
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U S DEPARTMENT Of EDUCATION
Oeice of Educahonat Research and improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
)(this document
has been reproduced as
received from the person or organization
0,,g,flaNnd
Minor changes have been made to improve
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Points of view or Opinions stated in this docu
ment do not necessarily represent otficiai
OE RI positron or policy
Increasing the Academic Achievement of Middle School Students
Exposed to Domestic Violence Through Interpersonal-Cognitive
Group Counseling and Parenting Education (Project REAL)
by
Deborah Foreman
Cluster 51
Child
A Practicum I Report Presented tc the Ed.D Program in
and Youth Studies in Partial Fulfillment of the Requirements
for the Degree of Doctor of Education
NOVA SOUTHEASTERN UNIVERSITY
1994
PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
BEST COPY AVAILABLE
2
PRACTICUM APPROVAL SHEET
This practicum took place as dqscri
d.
Verifier:
C-
Vera
Ed.D.
,
Principal
Title
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Address
This practicum report was submitted by Deborah Foreman
was
under the direction of the adviser listed below.
submitted to the Ed.D. Program in Child and Youth Studies
and approved in partial fulfillment of the requirements for
the degree of Doctor of Education at Nova Southeastern
University.
A--
Mary E len Sapp, Ph.D., Adviser
Date af Final Approval
of Report
3
Acknowledgments
A special thanks to Dr. Barry Birnbaum and Dr. Mary
Ellen Sapp for helping me to successfully complete this
I truly appreciate the constructive work both of
practicum.
them have provided.
My thanks also to Dr. Vera Blake for her mentorship,
support, encouragement, and her proactive stance on women's
Without her support for this practicum, I could not
issues.
have experienced this dream of addressing this world issue,
In addition, I also thank Dr. Walt
domestic violence.
Mallory, Dr. Gail Allison, Maria Prucker and Alvin Lewis for
their much needed support and Jane Trimble for her skillful
typing of the manuscript.
A special thanks goes out to my mother, Mrs. Barbara
Partee, and my sisters, Denise and Dianna, who have inspired
My
me to make a difference in the lives of children.
primary thanks to my husband, Phillip Foreman, who has been
He is an exemplary husband,
supportive to me and my work.
Finally, a special
father, and a role model for patience.
thanks to our girls, Deidra and Phylicia, who make me so
I wish them peaceful
proud I was chosen to parent them.
relationships in their future.
iii
4
TABLE OF CONTENTS
Page
ACKNOWLEDGMENTS
iii
TABLE OF CONTENTS
iv
LIST OF TABLES
vi
ABSTRACT
viii
Chapter
INTRODUCTION
I
1
Description of Community'
Writer's Work Setting and Role
2
STUDY OF THE PROBLEM
II
4
Problem Description
4
Problem Documentation
5
Causative Analysis
7
Relationship of the Problem
to the Literature
11
III
ANTICIPATED OUTCOMES AND EVALUATION
INSTRUMENTS
16
Goals and Expectations
16
Expected Outcomes
16
Measurement of Outcomes
17
SOLUTION STRATEGY
IV
19
Discussion and Evaluation
of Solutions
19
Description of Selected Solution
24
Report of Action Taken
25
iv
5
TABLE OF CONTENTS (continued)
Page
RESULTS, DISCUSSION AND RECOMMENDATIONS
44
.
44
Results
46
Discussion
Recommendations
50
Diss3mination
52
54
REFERENCES
Appendices
DOMESTIC VIOLENCE SEMINAR SURVEY
57
A
59
PRETEST/POSTTEST
B
62
POST INTERVIEW WITH PARENTS FORM
C
64
PERMISSION TO USE. REFERENCES
D
V
C
LIST OF TABLES
Pre- and Post-Group Data Responses to Domestic
Table 1
45
Violence Prevention
Post-Interview with Parent Data
46
Table 2
vi
ABSTRACT
Increasing the Academic Achievement of Middle School
Students Exposed to Domestic Violence (Project REAL).
Foreman, Deborah S., 1994: Practicum I Report, Nova
Southeastern University, Ed.D. Program in Child and Youth
Interpersonal-Cognitive Group Counseling/Middle
Studies.
School Education/Stress Management/Violence Prevention/
Conflict Resolution/Study Skills/Parent Education.
Project REAL (Relationship skills, Education on violence
prevention, Academics, Leadership and decision-making
skills), is a practicum that was designed to increase the
academic achievement of middle school students exposed to
domestic violence through a 12 week interpersonal-cognitive
counseling group which included an education component for
the parents of the middle school group participants.
The writer developed and administered a pre- and posttest to
all middle school group participants and a post interview
survey to each parent; reviewed the group participants' report
cards before and after implementation; coordinated guest
speakers from community agencies to facilitate sessions on
violence prevention; and arranged for the middle school reading
A resource
specialist to present study skills' strategies.
guide was developed and a folder of materials was distributed
to the middle school parents; and, a Peace Fest (a parent
and child fun day) was organized for parents and students.
The outcome from the practicum revealed that middle school
students need more than the 12-week group counseling to
The data from the
increase their academic achievement.
practicum also revealed that parents: (a) gained education
on the negative effect domestic violence has on their
children, (b) received information on community services
that help alleviate stress, and (c) gained strategies on
ways to cope with stress and conflict in a nonviolent way.
********
Permission Statement
Ed.D. Program in Child and Youth
As a student in t
) give permission to Nova
Studies, I do (
) do not (
Southeastern University to distribute copies of this
It
practicum report on request from interested individuals.
is my understanding that Nova Southeastern University will
not charge for this dissemination except to cover the costs
of microfiching, handling, and mailing of the materials.
( date )
vii
8
CHAPTER I
INTRODUCTION
Description of Community
The middle school is a part of a public school system
located in a county that is a suburb of a large metropolitan
The area of the county is approximately 399 square
city.
The county population is estimated to be 842,700.
miles.
families who are
In addition, this county is composed of
employed in the government, military, and private
Current demographics indicate that the ethnic
businesses.
class White
population consists of predominantly middle
families that are rapidly becoming more diverse.
will rise
Demographers project that the minority population
to 43% by the year 2000.
geographical
The school system is divided into four
school
The projected enrollment for the 1992-1993
areas.
There is a total of 213 schools and
year was 135,912.
academic
The school system is well known for
centers.
for children who
excellence and unique education programs
The middle school is in a community
have special needs.
9
2
composed of students from highly diverse racial, ethnic, and
socioeconomic backgrounds.
Writer's Work Setting and Role
The population of the middle School consisted of
approximately 810 ethnically diverse sixth, seventh, and
The student enrollment for the 1992-1993
eight graders.
school year included 413 Whites, 137 Blacks, 93 Hispanics,
1 American Indian, and 156 Asians.
In addition to special
programs for identified underachievers, the middle school
serves learning disabled, physically handicapped, and
Each student is
English-as-a second language students.
assigned to a team of teachers.
The middle school has a student services staff that
consists of one guidance director, three counselors, one
part-time school social worker, and one part-time school
The writer has been employed as a social
psychologist.
This social worker has worked in
worker for 17 years.
schools for 9 years.
In addition to serving the middle school, the writer is
The writer's
also assigned to three elementary schools.
primary responsibility as a school social worker includes
as a link between students' homes and the
serving
Many school systems hired social workers as a
community.
result of the special education law, Public Law 94-142.
School social workers prepare comprehensive assessments of
10