Effect Of Cognitive Restructuring And Shaping Techniques In Handling Lateness To School Among Secondary School Students

According to Adeyomo (1975) uninteresting methodology of a teacher can make students to be late to school, especially if the subject comes first on the timetable. Therefore, teachers, from time to time, should vary their teaching methods to make their lessons interesting. By so doing the students could be encouraged to eschew lateness.
Nwamuo (1985) advocated the use of other sources than the use of punishment to solve numerous disciplinary problems. Guidance and counselling was advocated. Izundu (1987) stated that punishment per-se, is not the sole determinant of adequate behaviour change. She therefore advocated handing over behaviour control in the hands of guidance counsellors who will explain rather than physically punishing the child. Since lateness is a disciplinary problem, latecomers should be referred to the principal school guidance counsellor who will use one or other psychological techniques for behaviour change.
Osisioma (1997) suggested the adoption of a slogan by the school. This should be used in the morning assembly by the teachers and students. This has the capacity of influencing the behaviour of students to a large extent.
According to Okoye (2001) lateness to school can be treated by using techniques that will make them realize what they are losing by coming late to school. In 2006, he asserted that cognitive restructuring technique could be used to make late coming workers change their behaviour. Therefore, the effective use of this technique can as well change the late coming behaviour of students.
Empirical Framework
Empirical Studies on the Effect of Cognitive Restructuring in Changing Undesirable Behaviour
Some scholars have carried out research work on cognitive restructuring. Most of them made interesting observations in the course of their studies.
Staver and Jacks (2006) carried out studies on the influence of cognitive restructuring ability, cognitive reasoning level among others using 83 high school chemistry students. They gave tests on cognitive reasoning level, cognitive restructuring ability on inspection. At the end of a 4-day instructional segment, using direct teaching method, the 83 students used in the study were given a posttest on balancing equation. Prior knowledge, cognitive restructuring and working memory were considered, the result showed that cognitive ability significantly influence the general performance.
Uwaoma (2007) took a study on personality, gender and age in depressive patients’ response to rational emotive therapy and assertiveness. He conducted the study on 31 males and 19 females between the ages of
15 and 55. Applying both Pearson Products Moment Correlation and one-way ANOVA statistics, he found out that Rational Emotive Therapy which is a form of cognitive restructuring was effective in relieving depression in the participants.
Nwosu (2007) in a study used placebo and cognitive treatment to change maladaptive thought process in diabetics. He used 18 volunteered diabetic patients of 9 females and 9 males between ages 48 and 68. He had three groups. Group one received cognitive treatment, group two was given placebo while group three was not given treatment. The mean score was 57 and the standard deviation was 9.3. Using the one-way ANOVA and Newmankeul’s post analysis statistics for equal members, result showed that cognitive restructuring reduce both somatic and depressive symptoms in the patients.
Carrillo, Gil and Mecca (2008) carried out studies on the effect of cognitive restructuring technique, exposure technique, social skills training and the combination of exposure and cognitive restructuring in the treatment of social phobia. They had two groups – the treatment group and the control group. They compared groups in relation to the effectiveness of psychological treatments for social phobia. They also compared a group receiving psychological treatments and control group. Cognitive behavioural treatment effect size (weighted by the inverse of the variance)was 0.77 for the post 0.95 for the follow up. Result showed clearly that cognitive behavioural treatment (cognitive restructuring) was clearly effective.