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The effectiveness of applying reality therapy techniques on "at risk" pupils
Author
Yeo, Alice Ai Lee
Supervisor
Khoo, Angeline
Abstract
This study discusses the perceptions of behaviour management approaches. It is based on a study of 135 students in a government-aided secondary school in Singapore. A comparison is then carried out to examine three behaviour management approaches, namely, Traditional Behavioural and Reality Therapy. In this study, we will demonstrate that Reality Therapy, an approach, which motivates internally, is more effective than the Traditional approach and the Behavioural approach. The latter two approaches tend to motivate externally.
The author started questioning the validity of the Traditional approach of behaviour management. The author argued that although the Traditional approach may be effective in the short term, it may be more damaging in the long run. It is because the approach relies on an external agent. It is the authoritative figures, such as teachers, discipline masters and police-school liaison who would enforce rules using punishment. If the agents are removed, the system may be rendered ineffective. Therefore, in the author's opinion, the Traditional approach is out-dated and useless. The very fact that its focus is on inflicting pain and humiliation would produce little effect in motivating students to develop self-discipline. Self-discipline should be the true objective of all behaviour management methodologies.
The Traditional Approach is controversial because it sees teacher-student relationship as transactional by nature. The author believes that true changes could only come from a deeper relationship, which is transformational.
Transactional relationship puts students and teachers in adversary camps; students rebel, teachers discipline. This reactive pattern lead to resentment and guilty feelings. It always ends in deadlocks, then the two groups would blame each other. This is a sign of refusal of taking responsibility. It is therefore expected, that no real improvement or real changes can occur.
A transformational relationship is far more effective. It is because it is complementary and co-operative. It focuses on building trust through open communication, e.g. counselling. True changes will take effect because trust allows making decision on choices (a form of freedom) and decision-making leads to responsibilities (living with the decision one has made). An individual will develop desirable behaviour when he is making correct choices willingly, thus he is "transformed".
A survey was conducted to study the effect. The author found the following results.
● The pastoral approaches (Reality Therapy and Behavioural approaches) are perceived to be more effective than the Traditional Approach. This is true for not only misbehaving students but also normal students as well
● Boys also tend to perceive more behavioural changes than girls.
Other factors may play a role. The author has examined four factors, namely, family, peers, religion and culture. The author has considered culture because, being Asian, Singaporeans are more likely to condone an authoritarian system, in which authority figures (parents and teachers) are not to be challenged. The author argues that this attitude should be changed by making school a more conducive place. The author has suggested that the government should rethink the current practices of discipline in schools, replace it or modify it to better meet the needs of students.
The author started questioning the validity of the Traditional approach of behaviour management. The author argued that although the Traditional approach may be effective in the short term, it may be more damaging in the long run. It is because the approach relies on an external agent. It is the authoritative figures, such as teachers, discipline masters and police-school liaison who would enforce rules using punishment. If the agents are removed, the system may be rendered ineffective. Therefore, in the author's opinion, the Traditional approach is out-dated and useless. The very fact that its focus is on inflicting pain and humiliation would produce little effect in motivating students to develop self-discipline. Self-discipline should be the true objective of all behaviour management methodologies.
The Traditional Approach is controversial because it sees teacher-student relationship as transactional by nature. The author believes that true changes could only come from a deeper relationship, which is transformational.
Transactional relationship puts students and teachers in adversary camps; students rebel, teachers discipline. This reactive pattern lead to resentment and guilty feelings. It always ends in deadlocks, then the two groups would blame each other. This is a sign of refusal of taking responsibility. It is therefore expected, that no real improvement or real changes can occur.
A transformational relationship is far more effective. It is because it is complementary and co-operative. It focuses on building trust through open communication, e.g. counselling. True changes will take effect because trust allows making decision on choices (a form of freedom) and decision-making leads to responsibilities (living with the decision one has made). An individual will develop desirable behaviour when he is making correct choices willingly, thus he is "transformed".
A survey was conducted to study the effect. The author found the following results.
● The pastoral approaches (Reality Therapy and Behavioural approaches) are perceived to be more effective than the Traditional Approach. This is true for not only misbehaving students but also normal students as well
● Boys also tend to perceive more behavioural changes than girls.
Other factors may play a role. The author has examined four factors, namely, family, peers, religion and culture. The author has considered culture because, being Asian, Singaporeans are more likely to condone an authoritarian system, in which authority figures (parents and teachers) are not to be challenged. The author argues that this attitude should be changed by making school a more conducive place. The author has suggested that the government should rethink the current practices of discipline in schools, replace it or modify it to better meet the needs of students.
Date Issued
2000
Call Number
LC4801 Yeo
Date Submitted
2000