Closing the Achievement Gap: A Structured Approach to Group Counseling

Effects of the Student Success Skills Program on Executive Functioning Skills, Feelings of Connectedness, and Academic Achievement in a Predominantly Hispanic, Low‐Income Middle School District

“…Our findings lend further support to the SSS program as an effective educational supplement for student performance on standardized academic tests. Although the current findings are similar to past SSS studies (e.g., Brigman & Campbell, ; Brigman et al, ; Campbell & Brigman, ; León et al, ; Webb et al, ), the effect sizes for academic achievement in the current study exceed each of the former studies. Furthermore, we tested two student self‐report constructs related to the theory implicit to the SSS program.…”

“…The inclusion of the consultation component might have further implications for SSS, because it might be inferred that the intervention design used in the current study was as effective, or perhaps more effective, than the small group component alone (Campbell & Brigman, ) or the classroom guidance and small group combined (e.g., Brigman & Campbell, ; Brigman et al, ). Although this interpretation should be held cautiously, it should be noted that the SSS program was originally designed to fit into the total school curriculum (G. Brigman, personal communication, August 1, ), similar to the current study.…”

“…Corresponding to service delivery, SSS researchers have performed five efficacy studies, involving 1,279 students in Grades 4 through 9, 50 school counselors, and 39 schools (Villares et al, ). These researchers have consistently found significant increases in mathematics and reading scores on standardized achievement tests (Brigman & Campbell, ; Brigman, Webb, & Campbell, ; Campbell & Brigman, ; León, Villares, Brigman, Webb, & Peluso, ; Webb et al, ). Across these studies, Villares, Frain, Brigman, Webb, and Peluso () calculated an overall effect size to demonstrate the practical value of SSS that resulted in .41 for math and .17 for reading, which are generally considered large effects in the context of K–12 academic achievement (Hill, Bloom, Black, & Lipsey, ).…”

Members’ perceptions of person-centered facilitative conditions and their role in outcome in a psychoeducational group for childhood social anxiety

“…anxiety management, aggressive behavior) as well as in developing their social, emotional, and academic skills (Campbell & Brigman, 2005). According to Riva, Wachtel, and Lasky (2004) "An essential component related to the effectiveness of therapeutic groups is the leadership.…”

Examining the Efficacy of the Spanish Cultural Translation of the Student Success Skills Program to Improve Academic Achievement

“…For example, the Student Success Skills (SSS) curriculum, a school counselor–led SEL curriculum, teaches students key cognitive, social, and self‐management skills within the context of a safe, caring, and supportive classroom to encourage them to become active change agents in their own lives (Lemberger, ; Villares, Lemberger, Brigman, & Webb, ). Results from previous SSS studies have indicated that when school counselors foster learning environments that are individualized, responsive, supportive, and encouraging, they can have a direct impact on students' academic and behavioral outcomes (Bowers et al, ; Brigman & Campbell, ; Brigman, Webb, & Campbell, ; Campbell & Brigman, ; Lemberger & Clemens, ; Lemberger et al, ; Mariani, Webb, Villares, & Brigman, ; Villares, Frain, Brigman, Webb, & Peluso, ; Webb, Brigman, & Campbell, ). Although the previous studies involved ethnic minority students, more research is needed to determine the impact of culturally translated SEL programs on English language learner (ELL) students' academic achievement (Castro‐Olivo, ; Rosenblatt & Elias, ).…”