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Article Critique #2

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I. Summary

The nature of the article Group Work with Disaffected Students: A Reality Therapy Approach evaluates a reality therapy group for students enrolled in the Form 1 classes of a low-band secondary school in Hong Kong who have exhibited signs of disaffection such as apathy toward study and school activities, repeated academic failure and disruptive classroom behavior. According to the article young people who attend school but are disaffected because of either inability or unwillingness to participate in the process of learning are characterized by underachievement and disruptive behavior, and have poor relations with their peers and teachers. To rectify this disaffection with study and school activities a reality therapy group was implemented for students with disaffection in Hong Kong during the period from January to April 1999. It was conducted in a low band Catholic secondary school that admitted male students whose academic performance in primary education ranked among the bottom 20% of the student population. The group consisted of nine Form 1 secondary school students, who were identified by their teachers and school social worker as showing signs of disaffection such as apathy toward study and school activities, repeated academic failure and disruptive classroom behavior.

The group worker performed a variety of functions, including creating a trusting relationship; promoting discussion of members’ current behavior; discouraging excuses for irresponsible or ineffective behavior; inviting members to make self-evaluations; facilitating members to think about what they want; helping members develop plans to satisfy their needs in a realistic way; and getting members’ commitment to their action plans.

To assess the group’s success a self-report evaluation questionnaire was administered to the members at the final group session to assess their perceptions of the effectiveness of the group. Paired sample t-tests were performed to compare the pre-treatment and post-treatment outcomes using the scores on the measures of self-esteem, life satisfaction and school performance. As a result there was growth in each area of the student’s targeted areas of disaffection.

II. Response

Reality therapy stresses that people are most able to gain effective control of their lives when they recognize and accept responsibility for their own chosen behavior and make better choices. By being open to the group and taking steps towards their goals and taking responsibility for their own behavior these students were able to improve their self-esteem, their academic achievement and their overall life satisfaction. This study alone shows that we are in charge of the way we feel and the way we go through life. It gives the person dealing with disaffection towards anything the power to change their own situation.

III. Application

I can apply the study from this lesson in male, female or even mixed groups in the low socioeconomic areas of Bibb County school district. There is a need for students just like those in this study who are dealing with disaffection towards school work and school activities either because of the way they have been pushed through grade levels without the necessary tools needed to be successful in the classroom which means they do not qualify to participate in other school activities that they may be interested in. Using reality therapy would allow them to see that there are ways to improve in the areas in which they struggle often by making better decisions. Once they realize the power they have in them to make a change they will begin to make better decisions.

Reference

NGAI, S. S. (2004). Group work with disaffected students: A reality therapy approach. Hong Kong Journal of Social Work, 38(1/2), 15-34.

Reference

Elliott, G.R. (2011). When values and ethics conflict: The counselor’s role and responsibility. Alabama Counseling Association Journal, 37(1). 39-45