skip navigation


Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.


NCJ Number: 77126 Find in a Library
Title: Improving School Climate Through Teacher Interpersonal Skills Implications for Delinquency Prevention
Corporate Author: Carkhuff Institute of Human Technology
United States of America
Date Published: 1980
Page Count: 7
Sponsoring Agency: Carkhuff Institute of Human Technology
Pelham, MA 01002
National Institute of Justice/
Rockville, MD 20849
Sale Source: National Institute of Justice/
NCJRS paper reproduction
Box 6000, Dept F
Rockville, MD 20849
United States of America
Document: PDF
Language: English
Country: United States of America
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.
Index Term(s): Arizona; Juvenile delinquency factors; Juvenile delinquency prevention; School delinquency programs; Truancy
Note: Research reports, Volume 3, Number 7, 1980.
To cite this abstract, use the following link:

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.