Identifier

etd-04132010-215312

Degree

Master of Arts (MA)

Department

Psychology

Document Type

Thesis

Abstract

Socially withdrawn children who do not receive intervention are at risk for struggling in their coursework and having trouble with future psychological adjustment. In spite of these facts, children who act out in the classroom have traditionally received much more attention from teachers and from researchers in the literature. In recent years, there have been many replications of Positive Peer Reporting (PPR) as a quick, effective, and accepted method to help these children overcome their withdrawn status. The extant literature supports the efficacy of PPR. However, there remain several important unanswered questions with regard to PPR. For example, do children differentially benefit from being the recipient or teller of positive peer reports? Thus, the purpose of this study was to conduct a treatment components analysis to identify the active treatment components in PPR as an intervention for withdrawn children. These results indicate that the greatest gains in positive social interactions occur when the child is the recipient of positive comments from classmates.

Date

2010

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Gresham, Frank

DOI

10.31390/gradschool_theses.2451

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Psychology Commons

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