DOCUMENT RESUME ED 355 690 EC 301 920 AUTHOR Coats, Kevin I. TITLE The Impact of Reality Therapy in a School for Emotionally Disturbed Youth: A Preliminary Report. PUB DATE [91] NOTE 28p.; Portions contain uneven density print. PUB TYPE Reports Research/Technical (143) Information Analyses (070) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Behavior Change; Behavior Modification; *Behavior Problems; Educational Therapy; Elementary School Students; Elementary Secondary Education; *Emotional Disturbances; Intervention; *Outcomes of Treatment; *Reality Therapy; Student Behavior; Teacher Attitudes IDENTIFIERS *Glasser (William); Middle School Students ABSTRACT This preliminary report examined the impact of W. Glasser's Reality Therapy techniques on teacher attitudes and the behavior of emotionally disturbed elementary and middle school students. A summary of Glasser's Control Theory and his recent revisions pertaining to Reality Therapy techniques is included as well as a review of the outcome literature. Subjects were 33 students with severe emotional and behavioral disabilities attending a special school. Techniques used in the intervention included specifying a clear set of expectations and consequences for behavior, and sending students who exhibit unacceptable behavior to the in-school support room to develop a plan "to do better." Data were collected via staff interviews and an examination of student behavior logs. Results suggest that Reality Therapy strategies contributed to the overall program effect in reducing frequency of severe student behavior problems. In addition, most teachers indicated that they perceived Reality Therapy as having a positive impact on student behavior and overall climate. (Contains approximately 30 references.) (Author/PB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** UM. DEPARTMENT Of EDUCATION (Mice cA Educabortal Research andImprovement EDUCATIONAL RESOURCESINFORMATION CENTEERIC) CIW.h.s document has been reproduced as rece.ved Iron, the person or organization onqmsting d 0 Minor changes have been madeto improve reproduction Quality PointSot view Or oprnions stated in docu- ment do not necessarilyrepresent otticiai OE RI position or poliCY THE IMPACT OF REALITY THERAPY IN A SCHOOL FOR EMOTIONALLY DISTURBED YOUTH: A PRELIMINARY REPORT by KEVIN I. COATS, Ph.D. WASHINGTON - WARREN - HAMILTON -ESSEX COUNTIES BOCES HUDSON FALLS. NEW YORK "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY a:SI COPY f:VAILit TO THE EDUCATIONAL RESOURCES 2 INFORMATION CENTER (ERIC)." TABLE OF CONTENTS CHAPTER PAGE LIST OF FIGURES II ABSTRACT- IN1RODUCTION 1 Control Theory 3 Reality Therapy Approach to Discipline 4 The Counseling Environment--------- -------------- Procedures That Lead to Change----------- 5 it Review of the Literature - -- 7 III The Broad Street Teaching and Learning Center--------- 11 Population 11 Program Description 11 Program Outcome Measures 12 IV Results- 13 V Conclusion 18 REFERENCE NOTES----- ----- 20 REFERENCES 21 LIST OF FIGURES FIGURE PAGE t Number at Seclustonary Timeouts Per Month 1--or 1991-92 15 2 In -School Support Referrals Per Month For 1991-92 16 3 Percent of Student Returns to in-School .Suppert Room For 1991-92. 17 THE IMPACT OF REALITY THERAPY IN A SCHOOL FOR EMOTIONALLY DISTURBED YOUTH: A PRELIMINARY REPORT Kevin I. Coats. Ph.D. ABSTRACT This preliminary report examined the impact of Glasser's (1986. 1987) Reality Therapy techniques on teacher attitudes and thebehavior of emotionally disturbed elementary and middle school students. A summary of Glasser's (1984. 1987) Control Theory and his recent revisions pertaining to Reality Therapy techniques is included as well as a review of the outcome literature. The population consisted of 33 students with severe emotional and behavioral disabilities who were attending The Broad Street Teaching and Learning Center. a special school located in Glens Falls. New York. Data were collected via staff interviews and an examination of student behavior logs for the 1991-92school year. The results suggest that Reality Therapy strategies contributed to the overall programeffect in reducing the frequency of severe student behavior problems.Also, the majority of teachers interviewed perceived the Reality Therapy model as having a positive impact on student behavior and overall climate. cJ iii INTRODUCTION Managing disruptive students continues to be a majorchallenge for most school systems and been reported that more there are no easy answers to thediscipline cpIestion (Shanker. 1985). It has from school each year as than one and one-half million Americanstudents are suspended or expelled 1: Goodlad. 1983) within a result of poor student discipline(Ford. 1984). Also, studies (Butzin. Note interruptions and the past decade have reported increasesin the amount of non-engaged time due to quality schools students' disruptive behaviors. Certainly.this trend is at odds with the move toward the critical importance of time on task (Basset 1982) and with research evidence which supports (Walberg, 1982). problems and In response to the need for more effectivestrategies to reduce student discipline philosophies and promote social development. there havebeen a number of "human relations" methods that have gained widespread attention(Canter. 1976: Glasser. 1965. 1969. 1986: Gordon. positive 1974). These methods Bairn to improveeducation and student behavior by increasing affective behaviors in teachers. One of the mostpopular approaches used for inservice'teacher Model education and. more recently at the preservicelevel. has been Glasser's Reality Therapy (Glasser. 1965). Since the late 1970's. Glasserhas been incorporating Control Theory Psychology (Glasser. 1984. 1987) into the practice ofReality Therapy. The approach is aproblem-solving discipline process that helps students learn toevaluate their lives and develojt more effective for behaviors to meet basic psychological needs.The central concept involves "responsibility' personal decision-making. The practice of RealityTherapy is seen as an ongoing process made up of two major components: (1) a supportivetheraputic environment and. (2) a specificproblem-solving 1990). process that encourages students to movein positive directions (Cockrum. 1989: Glasser. Although there exists a good deal of testimonyand endorsement from educators. therehas been limited published programmatic research onReality Therapy and outcomes are mixed 1987: Welch (Drummond. 1982: Emmer. 1986: Engelhardt.Note 2: Masters and Laverty, 1977: Moede. impact of & Dolly. 1980). In.view of this, the current reportexplores the background, application and "seriously Glasser's Reality Therapy approachwithin a special school serving students classified as Coats emotionally disturbed." Variables relating to student problem behavior as well as teacher attitudes toward Reality Therapy are examined. Coats 3 CHAPTER I Control Theory basic; Reality Therapy Since its inception in the tate 1950'sGlasser has believed that the be chosen by us as a best concept. which he called "responsibility."meant that our behavior had to 1989). As opposed to stimulus- attempt at the time to meet aninternal or pressing need (Cockrum. to some external response theory. Glasser arguesthat our behavior is not a simple response (Glasser. "stimulus" which. though it may be related to ourbehavior, is certainly not the "cause" of it example. 1989). According to Control Theory. behavior ismotivated by forces inside the person. For and unless they students will not sit down. pay attention orbegin work unless they choose to do so resistant to believe it will satisfy a need at that particulartime. Therefore, complying with or being teacher directions is a function of satisfyingpersonal needs. Glasser (1984) identified five basic needsincluding one that is physiological and four that are psychological. The physiological need, survival.is viewed as being the source of automatically Teachers and controlled functions including breathing. digestionand blood pressure regulation. include . other practitioners. however. are primarilyconcerned with the psychological needs which Theory. fulfilling the (1) love and belonging. (2) power. (3)freedom and (4) fun. According to Control school, class. need for belonging is crucial in thatstudents feel that they are an integral part of the team or group and are valued as persons.The need for power is satisfied when students are when one competing. achieving and gaining importance.It is likely to be expressed most strongly reflected perceives that he or she has little power. The needfor freedom (i.e.. moving or choosing) is with in school when students complain of not beingtrusted or of having too many rules and little input for fun is simply learning respect to class activities.Finally, Glasser (1987) maintains that the need of fun. both in and playing which makes the struggles oflife easier to endure. Without the element positive way and out of the school setting. learning andthe ability to adapt to life's challenges in a would be limited (Heuchert. 1989). Coats 4 behave in a Glasser (19841 argues that we are allactiveiy engaged in making choices to when applying astilon Mat will satisfy our basic needs.i Jnderstanainq trim is or key importance Reality Iherapy in the classmorn. Reality's-heraoy to Discipline their Clearly. children with severe behavioral