A Systematic Literature Review Exploring Achievement Outcomes and Therapeutic Factors for Group Counseling Interventions in Schools

Abstract

This article presents a systematic review of group counseling interventions facilitated by school counselors that included academic achievement as outcome targets. We examined the articles that met the criteria to identify any therapeutic factors within the group interventions. A total of 18 articles met the criteria and all of the studies with the largest effect size (i.e., above .8) were found to have imparting information as one of the therapeutic factors coded as part of the intervention. Five articles were either qualitative in nature or did not present enough descriptive data to calculate effect size. These articles included at least three therapeutic factors and raised an important implication for mixed-method research studies to ensure more inclusive approaches in the future. We provide recommendations for practice and research and conclude this article with a call for more group counseling research in schools.

Reclaiming the System: Group Counseling Landscape in Schools

“…In both our study and that of Steen et al (2007), the majority of the participants were White but other racial categories were represented. In other research, Steen et al (2021) discovered that both White and non-White school counselors conducted group interventions; however, some school counselors also served student populations that included a majority of non-White participants. Weinstein and colleagues (2021) found that school counselors could use group interventions to produce positive achievement outcomes that were quantitative in nature for Black and brown students in school settings and the school counselor’s racial identity was not a factor.…”

“…Steen and colleagues (2022) culled the school counselor literature to find interventions that were created specifically for Black male youth. These researchers discovered that school counselors working with Black male youth infused aspects of Black history, contemporary Black leaders, and current societal events involving the Black community within their interventions as a form of resistance to the racism the students experienced within schools and society.…”

“…Group counseling environments have the potential to provide spaces for discussions centered on oppression, power, privilege, multiple identities, and intersectionality (Stevenson, 2017) that aid in the development of critical consciousness. Further, extensive evidence supports the utility and effectiveness of small-group counseling in P–12 schools that help youth develop a positive identity and self-esteem, increase academic achievement/motivation, increase postsecondary readiness, address racial trauma, and emotional well-being, and build trusting relationships with peers and family (Levy & Travis, 2020; Marino et al, 2015; Steen et al, 2022). In foundational group counseling landscape research, Steen and colleagues (2007) discovered that school counselors were indeed facilitating group counseling interventions but several barriers disrupted these efforts including scheduling, administrator support, and colleagues’ understanding of the efficacy of groups.…”

Using Poetry to Foster Positive Racial Identity in Middle School Black Girls: Implications for School Counselor Practice, Preparation, and Research

“…The opportunity for students, especially Black youth, to openly express themselves in a nonthreatening, supportive environment is essential and helps them benefit from effective groups (Harris et al, 2020). More important, a supportive environment helps students of color to feel empowered by their intersections of identity, not limited to their cultural identities such as their race and gender, and this can lead to healthy identity development (Steen, Melfie, et al, 2022;Steen, Vannatta, et al, 2022).…”

Strategies to Enhance Implementation Fidelity in School-Counselor-Led, Culturally Affirming Tier 2 Groups

“…School counselors work diligently, day in and day out, conducting classroom lessons and counseling students individually (American School Counselor Association [ASCA], 2023). However, small-group counseling remains one of the most effective ways to engage multiple students with similar needs (Steen et al, 2022). Small-group counseling in schools can be complex and challenging.…”