Group counseling in the schools

Pérusse, Rachelle; Goodnough, Gary E.; Lee, Vivian V.

doi:10.1002/pits.20369

Cited by 30 publications

(12 citation statements)

References 12 publications

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“…Group interventions can be delivered to multiple adolescents within a limited timeframe, thus maximizing efficiency while not compromising effectiveness (Pe´russe, Goodhough, & Lee, 2009). While this is convenient in terms of time, space, staffing, and financial considerations, groups also allow professionals to begin work with young people sooner to prevent the escalation of disruptive behaviours, which could lead to eventual exclusion during a long wait period (Mennuti, Freeman, & Christner, 2006).…”

Section: Group Work Using Cognitive Behavioural Approachesmentioning

confidence: 99%

A cognitive behavioural group approach for adolescents with disruptive behaviour in schools

Ruttledge

Petrides

2011

School Psychology International

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Cognitive behavioural approaches emphasize the links between thoughts, feelings and behaviour (Greig, 2007). Previous research has indicated that these approaches are efficacious in reducing disruptive behaviour in adolescents. The aim of the current study was to provide further evaluation of cognitive behavioural group work to reduce disruptive behaviour with this population and to determine if improvements made were maintained in the longer term. The sample comprised 22 adolescents aged 13-to 14-years-old identified by school staff as displaying disruptive behaviour (Cameron, 1998). A curriculum based on Squires (2001), using key cognitive behavioural approaches, was delivered over a seven-week period to the participants. Participant, parent, and teacher ratings on the Strengths and Difficulties Questionnaire (SDQ) immediately after the intervention all indicated significant reductions in disruptive behaviour. Other positive effects included enhanced ratings of self-concept on the Beck Youth Inventories, 2nd Edition and trait emotional intelligence on the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF). Improvements in behaviour and self-concept were maintained at six-month follow-up according to participant and teacher ratings. However, parent ratings of behaviour had returned to pre-intervention levels. Further research, with different age groups and demographic populations along with concurrent parent programmes is recommended.

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Section: Group Work Using Cognitive Behavioural Approachesmentioning

confidence: 99%

A cognitive behavioural group approach for adolescents with disruptive behaviour in schools

Ruttledge

Petrides

2011

School Psychology International

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“…In Indonesia, group counseling is considered and viewed as important, more effective and efficient than individual counseling since the ration between the counselor and counselee at school is 1: 150 (Kementerian Pendidikan Nasional, 2014). Previous studies show that group counseling is proven to be effective than individual counseling to be applied in a school setting (Pérusse, Goodnough, & Lee, 2009). Similar studies report that group counseling/psychotherapy is more effective than individual counseling in addressing attention disorder and hyperactive (Philipsen et al, 2015).…”

Section: Introductionmentioning

confidence: 88%

New Group Counseling Competencies Scale-Short Form to Supervise Group Counselor Candidates

Taufiq¹,

Herdi²

2020

JKBK

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Assessment of Group Counseling Competencies Scale (AGCCS) is one of the questionnaires important to assess group counseling competencies. The objective of this study is to adopt and test the psychometric properties of New Group Counseling Competencies Scale-Short Form (NGCCS-SF). This study used a new instrument adaptation procedure. A total of 73 candidates of group counselors from two Study Program of Guidance and Counseling in Indonesia were the participants of this study. The data of group counseling competencies were measured using NGCCS-SF. Operationally, data analysis used Rasch Model 3.75. The results of the study show that NGCCS-SF has satisfying psychometric properties. NGCCS-SF can be used as an effective and valid assessment tool for group counselor candidates in counselor education and supervision in Indonesia.

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“…In addition, Schaefer (1999), observing individual short‐term group counseling, found that the treatment can be most effective in helping children develop adaptive processes for coping with a range of problems. Many studies suggested that group counseling was an effective intervention when working in a school setting (Crespi, 2009; Perusse, Goodnough, & Lee, 2009), and that it was helpful to students (Whiston & Quinby, 2009). Group counseling provided an excellent forum to promote student‐to‐student learning and was often experienced by students as an enjoyable and meaningful aspect of school.…”

Section: Functional Group Counseling Interventionmentioning

confidence: 99%

The effects of functional group counseling on inspiring low‐achieving students’ self‐worth and self‐efficacy in Taiwan

et al. 2011

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In this study, we investigated the effects of functional group counseling on inspiring low achievers' self-worth and self-efficacy in Taiwan. Forty-three 10th grade low-achieving students volunteered as the Experimental Group to join a 24-week intervention, which integrated and utilized functional group counseling; another 51 10th grade low-achieving students volunteered to be Comparison Group I. In addition, 43 10th grade moderate or high academic achieving students volunteered to be Comparison Group II. All participants completed the Vocational School Student Questionnaire at the beginning and end of this study to measure their self-worth and self-efficacy. In addition, six target students (two boys and four girls) with the lowest total scores on self-worth or self-efficacy in the pretest were selected from the Experimental Group to be interviewed at the end of the intervention and observed weekly. Analyses of variance, analyses of covariance, and paired t-tests assessed the similarity and differences among groups. The initial findings were as follows: Experimental group students had significantly higher scores on self-efficacy and self-worth than both Comparison Group I and Group II students and functional group counseling was shown to significantly affect the low-achieving students. Qualitative results from interviews and observations were used for triangulation and consolidation of quantitative results. Implications of the study included the recommended use of functional group counseling with low-achieving students.

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Group counseling in the schools

Cited by 30 publications

References 12 publications

A cognitive behavioural group approach for adolescents with disruptive behaviour in schools

A cognitive behavioural group approach for adolescents with disruptive behaviour in schools

New Group Counseling Competencies Scale-Short Form to Supervise Group Counselor Candidates

The effects of functional group counseling on inspiring low‐achieving students’ self‐worth and self‐efficacy in Taiwan

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