Effects of Guidance Intervention on Perceived School Behavior and Personal Self-Concept: A Preliminary Study

In this preliminary study, 10 of 20 gifted fifth-grade students experiencing stress were randomly assigned to either a control group or structured guidance intervention. Significant differences on measures of self-concept were noted between the treated and the control group. The treated group also significantly improved on self-reported measures of self-concept and perceived school behavior. Teachers reported less acting out and improved compliance.