{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/54435"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/54435","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"An analysis of the effectiveness of school-based strategic family counseling on academic success and self-concept of underachieving high school students","abstract":"The purpose of this study was to analyze the effectiveness of school-based strategic family counseling to improve upon adolescent academic success rates and self- concept. The basic design of the study involved two treatment groups, individual and strategic family counseling. Six participating counselors met with five students (or students and their families) for a minimum of ten sessions each throughout the second semester of the 1987-1986 school year. Specific computational procedures used in data analyses included factor, reliability, T­-tests, multivariate analysis of variance (MANOVA) procedures and response variable correlations. Results of the study indicated that neither counseling method resulted in overall improvement on students' academic achievement or self-concept. An analysis of counselor within treatment provided significant results with differences shown in the [remainder of author-provided abstract is not available.]","abstract_html":"The purpose of this study was to analyze the effectiveness of school-based strategic family counseling to improve upon adolescent academic success rates and self- concept. The basic design of the study involved two treatment groups, individual and strategic family counseling. Six participating counselors met with five students (or students and their families) for a minimum of ten sessions each throughout the second semester of the 1987-1986 school year. Specific computational procedures used in data analyses included factor, reliability, T­-tests, multivariate analysis of variance (MANOVA) procedures and response variable correlations. Results of the study indicated that neither counseling method resulted in overall improvement on students' academic achievement or self-concept. An analysis of counselor within treatment provided significant results with differences shown in the [remainder of author-provided abstract is not available.]","abstract_has_math":false,"creators":["Stone, Judy"],"institution":"Virginia Polytechnic Institute and State University","degree_name":"Ed. 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