Reducing Disruptive Classroom Behaviors: The Effect of Group Counseling With Self-Management

Abstract

The Disruptive classroom behaviors are considered the most commonly reported behavioral problems during early adolescence. The purpose of this study is to determine the effectiveness of group counseling with self-management to reduce disruptive classroom behaviors. The research method is an experiment using the design of one group pre-test and post-test. The data collection used was statistical disruptive classroom behaviors. Paired sample t-test results showed that the self-management was effective to reduce disruptive classroom behaviors of junior high school students (t=10.390, p<0.01). The research found that group counseling with self-management decreased disruptive classroom behaviors of students. The contribution in this study lies in a unique framework that is in the process of providing assistance in trying and being responsible for changing and developing their own behavior using group counseling with self-management.