The Impact of Reality Therapy in a School for Emotionally Disturbed Youth: A Preliminary Report.

This preliminary report examined the impact of W. Glasser's Reality Therapy techniques on teacher attitudes and the behavior of emotionally disturbed elementary and middle school students. A summary of Glasser's Control Theory and his recent revisions pertaining to Reality Therapy techniques is included as well as a review of the outcome literature. Subjects were 33 students with severe emotional and behavioral disabilities attending a special school. Techniques used in the intervention included specifying a clear set of expectations and consequences for behavior, and sending students who exhibit unacceptable behavior to the in-school support room to develop a plan "to do better." Data were collected via staff interviews and an examination of student behavior logs. Results suggest that Reality Therapy strategies contributed to the overall program effect in reducing frequency of severe student behavior problems. In addition, most teachers indicated that they perceived Reality Therapy as having a positive impact on student behavior and overall climate. (Contains approximately 30 references.) (Author/PB)