NCJ Number
77126
Date Published
1980
Length
7 pages
Annotation
This report presents the results of the Truancy Prevention Project at Sunnyside Junior High School in Tucson, Ariz. The project sought to improve the school climate and reduce delinquency through teacher interpersonal skills.
Abstract
The project also sought to determine if an improved school climate would increase student satisfaction and overall attendance and if delinquent behavior would decrease as satisfaction with school increased. The systematic interpersonal skills model for teachers (Carkhuff) was the focal point in a comprehensive staff training program. The skills taught included physical positioning to observe and listen to student behavior, responding, identifying the causes of students' successes and failures, and goal setting. Teachers practiced the skills in the classroom while attempting to use the least amount of control necessary to manage problem behavior, and self- and project-staff evaluations helped guide skill development. Carkhuff's Interpersonal Skills Process Scales (1976) were used to test for skill gains. On pre-post skill tests, teachers' scores improved significantly. Furthermore, observations in the classroom both before and after training showed that the frequency of teachers making understanding responses to the students increased from 5 to 40 percent. Furthermore, comparisons with a control school 6 months after training showed that at the project school, both teachers and students reported improvements in the teachers' skills and that absenteeism decreased by 11 percent (by 1 percent at the control school). Also, a comparison of arrest rates during the project year showed a 19.5 percent decrease at Sunnyside and a 19.5 percent increase at the control school. A reference list is not included.