Jeffery Gibbins Case Study

Jeffery Gibbins is a fifteen-year-old freshman at Midtown High School. He is an African-American male. the second semester of his first year at the high school. Throughout elementary and middle school, Jeffery was a B-average student who was involved in the school football and basketball teams. This fall, Jeffery played football for the varsity team and became well-known for his high talent as a freshman. His football off-season training interferes with the varsity basketball team, so he does not play basketball for the school. His grades were average for the first semester, but so far in the second semester, they have been considerably lower. His occasional visits to the principal’s office have become much more frequent weeks. He has been sent to the office for fighting, skipping class, and talking back to his teachers. If Jeffery’s grades are not brought up by the end of the grading period, he will be suspended from the football team. His coach recommends that he seeks help from the guidance counselor. When Jeffery enters the counseling office, he is willing to talk about anything except for his grades and his behavior. He focuses on discussing football and mentions his friends frequently. When asked

The Conner’s CBRS has high levels of reliability, having been tested for internal, test-retest, and interrater reliability. Most of the coefficient alphas for the internal consistency of various scales were greater than 0.70, and of them were even greater than 0.90. not evidenced in the manual that these coefficients are broken down across ethnicity, all the coefficients for test-retest and interrater reliability were also well above 0.50, of them, reaching into the 0.90’s. The instrument has also demonstrated high levels of validity from angles, including factorial, convergent, divergent, and discriminative validity (Sullivan,