1. Perceptions of Respect in Public High Schools
Emily Curtis
Salem College
May 2, 2016

2. What is The purpose of this study?
Abstract
What is The purpose of this study?

3. The Purpose of the Study
The purpose of this study is to better understand how students perceive respect at a particular high school.
The students were asked to rate their perception of respect peers and adults at the school.
Students were also asked to share their perspective on the value of respect and how respect influences future education goals.

4. What does the literature say about respect and education?
Review of Literature
What does the literature say about respect and education?

5. Review of Literature Respect as a value and a behavior
Respect is very contextual and carries different meanings for everyone
Respect is a factor in academic performance
Respect should be modeled first by the educators in order for the students to be able to demonstrate respect to teachers and peers
Respect among peers can be developed through changes in the classroom and instructional environment

6. How was this study conducted?
Methodology
How was this study conducted?

7. Methodology
Students were given a brief description of the study and its purpose
Participation was completely voluntary
Students received a consent form
Upon return of the consent form, students were given a confidential survey and a blank envelope
The survey did not ask for any identifying information
Students returned the survey in the sealed envelope
Consent forms and surveys (in the envelope) were returned to the principal investigator by the cooperating classroom teacher

8. Methodology
An individual 9th grade male student from Public High School Y agreed to participate in the research.
The student was provided a consent form to participate in the study.
The student responded to the survey questions.
The student responded to five questions about his experiences with respect at school.

9. What information is available through the data?
Data Analysis
What information is available through the data?

10. Who participated in this study?
Participants
Who participated in this study?

11. Participants
The participants of this study were 15 students from an advanced level Spanish class.
Students were in grades 11 and 12.
9 students in grade 11
6 students in grade 12
Gender breakdown
3 males
12 females
Diversity
White students – 11
Indian – 1
Hispanic/Latino – 2
Biracial - 1
The students in this class were used as the sample population due to 4 main factors:
The teacher’s willingness to provide me class time to speak with her students.
They were all upperclassmen and therefore had been at the school for some time and would have more knowledge and experiences to use in their survey responses.
The students in this class were a fairly diverse representation of students from the school. The group included different cultures and racial backgrounds. Also, many different social groups are represented among these students.
These students were overall academically successful. Most of them have never had a serious issue with administration and would not have a predisposed bias against any one group of students or adults at the school.
All students were willing participants. There were other students in the class that elected not to participate. There were no consequences for not participating. There were no rewards for participating.

12. What type of research was conducted?
Design of the Research
What type of research was conducted?

13. Design of the Research
The research conducted is nonexperimental descriptive.
The research is nonexperimental descriptive because the data collected is based on responses of participants.
There were no control groups or experimental groups.

14. What data was collected and how was it used?
Data Collection
What data was collected and how was it used?

15. Data Collection
The main source of data is the survey completed by the students.
The survey contained seven questions.
The first five questions asked students to rate on a Likert Scale.
The Likert Scale responses were “never”, “seldom”, “sometimes”, “usually”, and “always”.
The sixth question asked students to identify sources of disrespect at the school.
The seventh question asked students for their input on what could improve the culture and atmosphere of respect at Public High School Y.

16. Data Collection
The other source of data is the survey and interview completed by the individual student.
The individual student was asked the following questions:
Have you ever felt treated differently at school? If so, please describe your experiences.
Did you experience disrespect from teachers at school? If so, without using any names, please describe your experiences.
Did you experience disrespect from other students at school? If so, without using any names, please describe your experiences.
Has disrespect had a negative impact on your view of school and education? If so, please explain.
Do you believe that disrespect had an impact on your plans for higher education? If so, please explain.

17. What results did the data provide?

18. Results
Students most commonly experience disrespect from peers at Public High School Y
The individual student survey and interview corresponded to the overall survey results.
Based on student responses to question seven, a greater awareness of actions, behaviors, and words would improve the culture of respect at Public High School Y.

19. Discussion of Findings
what information and insight can be gleaned from the findings?

20. What are the results of the student survey?
Survey Results
What are the results of the student survey?

21. Question 1
I believe all students, at this school, are treated fairly and equally.

22. Question 2
I believe that all students should be treated equally and with respect.

23. Question 3
I have observed disrespect at this school.

24. Question 4
I have witnessed other students experience disrespect from other students.

25. Question 5
I believe that disrespect in school can lead to negative perceptions of education.

26. Question 6
I have perceived, or experienced, disrespect at this school from:

27. Implications for School Counseling
What do the findings and results mean for school counseling?

28. Respect and the ASCA National Model
How does the asca model apply to respect and school counseling?

29. Respect and the ASCA National Model
Themes of leadership, advocacy, collaboration, and systemic change.
Lead by example – model respect
Advocate for respect for students and teachers
Collaborate with teachers and stake holders to improve the culture of respect
Be an agent of systemic change for greater respect in your school

30. School Counseling and Character Education
How can character education in school counseling improve respect?

31. School Counseling and Character Education
Classroom guidance lessons are part of the Core Curriculum for school counselors and an excellent place to begin teaching respect.
Character education began in North Carolina as part of the Student Citizen Act of 2001.
The tenets of the NC Character Education Curriculum are:
High expectations Vision Curriculum Caring
Perseverance Climate and Community Responsibility
Self-Discipline Kindness Good Judgment Respect

32. Respect and Individual Counseling
How is respect built through individual counseling?

33. Respect and Individual Counseling
Individual counseling is an integral part of a comprehensive school counseling program.
Individual counseling sessions are an optimal time to use the helping relationship to build respect with students.
Techniques for modeling respect:
Attending skills
Active listening

34. Respect and Counseling Theories
Which counseling theories are helpful in building respect?

35. Respect and Counseling Theories
Person-Centered Counseling
Focus on allowing the client to be the expert
Unconditional positive regard
Affirmation without acceptance
Choice Theory and Reality Therapy
Understand the basic needs of clients
AB-CDEFG – Always be – courteous, determined, enthusiastic, firm, and genuine.

36. Respect and Confidentiality
How does confidentiality build respect in counseling?

37. Respect and Confidentiality
Confidentiality is central to building and maintaining the helping relationship.
By maintaining the client’s (student’s) confidentiality, the counselor is demonstrating respect for the client’s privacy.

38. What conclusions can be drawn from this study?
Summary
What conclusions can be drawn from this study?

39. Summary
The student survey provided insight into the respect that is perceived in Public High School Y.
Lack of respect demonstrated by peers is a larger problem than a lack of respect from the adults in this school.
Respect can have a strong influence on student perceptions of education.
Modeling and demonstrating respect must begin with school counselors through classroom guidance, character education, individual counseling, and maintaining confidentiality.