Motivational group counseling for low-performing students

Campbell, Chari A.; rick, Robert D. My

doi:10.1080/01933929008411911

Cited by 11 publications

(5 citation statements)

References 5 publications

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“…This idea of universality leads to decreased shame, isolation, and self-perceptions of being different from others (Yalom, 1995). Finally, Campbell and Myrick (1990) found increases in children's positive attitudes toward school for those who participated in a group work scenario. Finally, Campbell and Myrick (1990) found increases in children's positive attitudes toward school for those who participated in a group work scenario.…”

Section: Group Purpose and Goalsmentioning

confidence: 91%

A Psychoeducational Group for Limited-English Proficient Latino/Latina Children

Villalba

2003

The J. for Specialists in Group Work

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Latino/Latina children who are considered to be limited-English proficient may be unwilling participants in unique and difficult personal and school-related experiences. The inherent differences in their native culture and language may lead to special academic placements in English-as-a-second-language programs. Participation in a psychoeducational group may prove beneficial in helping Latino/Latina children deal with their experiences, while offering possible coping strategies for managing potential negative self-concepts and attitudes toward school. A 6-week group counseling intervention is presented for working with limited-English proficient Latino schoolchildren. The intervention may also be useful in nonschool settings.

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Section: Group Purpose and Goalsmentioning

confidence: 91%

A Psychoeducational Group for Limited-English Proficient Latino/Latina Children

Villalba

2003

The J. for Specialists in Group Work

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“…Young and Rosen (1985) describe the educational growth group as '(falling between guidance groups and counseling groups on the group work continuum" (p. 158). Although Campbell and Myrick (1990) refer to their groups as counseling groups, their discussion of the process describes an educational, skills-oriented approach generally associated with guidance groups. The Black manhood training groups described by Lee (19871, which are identified as counseling groups, are designed to "transform Black expressiveness" (p. 191, which sounds quite therapeutic.…”

Section: Asgw Classification Systemmentioning

confidence: 99%

Regrouping the categorization of group work a goals and process (GAP) matrix for groups

Waldo

Bauman

1998

The Journal for Specialists in Group Work

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The four group work categories &veloped by thehsociation for Specialists in GroupWork have been usefil in organizing intenrentions and establishing training standards. The categories are problematic, howeuel; in that the goal and process dimensions of group work are combined within each category. Rigid fusion of goal and process makes it difficult to categorize the many groups that pursue goals from one category through aprocess associated with another: A new model fbr the classification of group work is proposed, which separates goals and process dimensions, forming a matrix that allows for more accurate categorization of group types.

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“…In addition, group work can be used to assist children in express-ing feelings and in coping with various problems (Akos, 2000;Samide & Stockton, 2002). Finally, Campbell and Myrick (1990) found increases in children's positive attitudes toward school for those who participated in a group work scenario. Through group work, school counselors can identify and assist young children with their social development.…”

Section: Group Purpose and Goalsmentioning

confidence: 99%

A Psychoeducational Group for Limited-English Proficient Latino/Latina Children

Villalba¹

2003

Journal for Specialists in Group Work

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According to Cummins (1994), the presence of linguistically and culturally diverse children is becoming the norm in classrooms across the country. Nationwide, ESL/ESOL enrollment has increased by 104% between 1989 and 1999, compared to an overall increase in school enrollment of 14% for the same time period (National Clearinghouse for Bilingual Education, 2000). The growing numbers of the Latino/Latina population in the United States has led to recent publications showing some common needs and trends for this unique group. According to Garcia and Marotta (1997), 29% of Latinos/Latinas live below the poverty line as compared to 14% of the general U.S. population. Their report also indicated that Latinos/Latinas have high-school dropout rates above the national average, and only 9% hold college diplomas compared to a nationwide average of 21%. Unemployment also is more prevalent among Latinos/Latinas than among the general population (August & Hakuta, 1997).

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Motivational group counseling for low-performing students

Cited by 11 publications

References 5 publications

A Psychoeducational Group for Limited-English Proficient Latino/Latina Children

A Psychoeducational Group for Limited-English Proficient Latino/Latina Children

Regrouping the categorization of group work a goals and process (GAP) matrix for groups

A Psychoeducational Group for Limited-English Proficient Latino/Latina Children

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