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Group work can be an effective means of counseling at-risk students. As such, the American School Counselors Association (ASCA) has endorsed group work as an important component of school counseling (ASCA, 2005). Groups can help students learn to solve problems in an efficient and effective manner and is an ideal method for meeting the needs of at-risk populations (Akos & Milsom, 2007). Group counseling allows students to develop connections while at the same time exploring factors that may affect their achievement (Kayler & Sherman, 2009). Groups are used to address such issues as social skills (Bostick & Anderson, 2009), bolstering students’ self-perceptions (Eppler, Olsen, & Hidano 2009), preventing problem behavior (Todd, Campbell, Meyer, & Horner, 2008), increasing academic success (Brigman, Webb, & Campbell, 2007), and reducing school-wide bullying (Allen, 2010). Further, Quinn, Kavale, Mathur, Rutherford, and Forness (1999) conducted a meta-analysis (35 studies) of social skills interventions used with children exhibiting problem or emotional behaviors. Results revealed several important issues. First, it appears that there is a wide range of presenting deficits in children’s social skills. Second, social skills training is widely used as a mechanism to address problem behavior in children; however, it may not be as effective at addressing problem behaviors when used in isolation. The purpose of this study is to compare the effectiveness of two psychosocial intervention programs, Psychosocial Educational Groups for Students (PEGS) and the At-Risk Kids Groups (ARK) and to assess the impact of each program. The PEGS and ARK Programs are designed to help elementary school students in the following areas: social skills development, problem behaviors, bullying, and self-esteem. |
