Effectiveness of child-centered and psychoeducational groups on disruptive behavior.

Abstract

This quantitative experimental study compared a modified group form of child-centered play therapy (CCPT) called Child-Centered Group Play Counseling (CCGPC), a psychoeducational group, and a nontherapeutic control group in an elementary school setting. Participants included second, third, and fourth graders from 7 elementary schools, who exhibited behavioral and social skills deficits. School counselors conducted the groups weekly for 8 weeks. The CCGPC groups were all conducted by a school counselor who was also a registered play therapist. The research questions examined externalizing problem behaviors and social skills with children who received three types of group counseling in an elementary school. The CCGPC group showed statistical significance in reducing externalizing behavior as well as increasing social skills. Both the psychoeducational group and the control group also showed statistical significance in reducing externalizing behavior and increasing social skills. When examining the participants' self-perceptions, CCGPC did not show statistical significance in increasing social skills. There was no statistically significant difference in the variables when examining the results between the 3 groups.

Group therapy for youth behavioral concerns: A meta-analysis.

“…Meanwhile, findings were largely significant among the seven studies using an active control. Two studies were an exception to this, with one comparing group interventions (including group play counseling and psychoeducation) to participation in nontherapeutic group activities (Fry et al, 2020; n = 79, g = −0.05, p = .89) and the other comparing the friend-to-friend group therapy to an educationally based group intervention aimed at improving homework, study skills, and organization (Leff et al, 2015; n = 144, g = 0.30, p = .09). The remaining five studies reported significant results in favor of group, with effect sizes ranging from 0.58 to 1.49. compared anger management group training to a diluted anger management training using videotapes (n = 59, g = 0.58, p = .04).…”

Designing of Bullying Prevention Psychoeducational Intervention for Victims

“…Another systematic review and meta-analysis revealed that school-based antibullying programs are effective in reducing bullying perpetration and victimization [18]. Other study also presented the effectiveness of child-centered and psychoeducational groups in increasing social skills [19].…”