Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/2174
Title: A COMPARATIVE ANALYSIS OF THE EFFICACY OF TWO COUNSELLING TECHNIQUES ON SELECTIVE MUTISM
Authors: BAWA, ONOZARE JOSEPHINE
Keywords: COMPARATIVE,
ANALYSIS,
EFFICACY,
COUNSELLING,
TECHNIQUES,
SELECTIVE,
MUTISM
Issue Date: 19-Feb-2014
Abstract: The study was carried out to determine the causes of selective mutism in children and the effectiveness of Assertive Training and Token Economy in re-mediating selective mutism. The study was quasi-experimental in nature with 48 subjects allot ed to four treatment groups as follows: T1 - Assertive Training Group T2 - Token Economy Group T3 - Negative Control Group T4 - Positive Control Group Each of the treatments were replicated thrice. A checklist and a sociometric technique were used to identify the children in the classroom and a structured interview was also used to gather more information from the subjects. The t-test and descriptive statistics were employed in the statistical analysis of the data collected to find out the effectiveness of the two counsel-ling techniques that were used. The findings of the study has established the fact that socioeconomic status of the parents of the subjects is a contributing factor to selective mutism. The inability to communicate in English, unfriendly attitude of the teachers, fear of getting into trouble with other members of the class were identified as major causes of selective mutism. The use of Assertive Training and Token Economy were effective in remedying selective mutism. Token Economy, however, had higher mean score than Assertive Training although there was no significant difference (P>05) between the two counsel-ling techniques used. Assertive Training had a mean score of 31.92 while Token Economy had 37.25, the t-computed (1.79) was found to be less than the t-critical (2.07) and so there was no significant different in the use of the two techniques. Based on the findings of this study, the following recommendations were made: 1. The teacher should create avenues for discussion and interaction among the pupils in the classroom. 2. The Counsel-ling Association should liaise with the Ministry of Education that counselors are made available in the primary schools. 3. There is also the need for counsel ling periods in the time table. This will enable the children express their feelings and fears.
Description: DEPARTMENT OF EDUCATION AHMADU BELLO UNIVERSITY ZARIA
URI: http://hdl.handle.net/123456789/2174
Appears in Collections:EDUCATION



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