TPC-Journal-V1-Issue2

122 The Professional Counselor Volume 1, Issue 2 | Pages 122–132 © 2011 NBCC, Inc. & Affiliates www.nbcc.org http://tpcjournal.nbcc.org doi:10.15241/ran.1.2.122 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. Issues Addressed in Groups According to Berry and O’Conner (2010), social skills are a set of learned behaviors that allow for positive social interactions, such as sharing, helping, initiating and sustaining relationships. Children who enter the academic setting with problem behaviors are often the children who lack the social skills to create and maintain positive social interactions. In Psychosocial Prevention Education: A Comparison of Traditional vs. Thematic Prevention Programming for Youth Rebecca A. Newgent Kristin K. Higgins Stephanie E. Belk Bonni A. Nickens Behrend Kelly A. Dunbar Group counseling has been highlighted as one effective intervention for at-risk students, yet debate remains as to the comparable efficacy of traditional interventions versus thematic interventions. This study compared two psychosocial educational programs, the PEGS and ARK Programs, designed to help elementary school students with social skills development, problem behaviors, bullying, and self-esteem with 15 elementary-aged students. Results revealed no differences between the programs and improvement on many indicators. Implications for school counselors are presented. Keywords: elementary students, psychosocial education, prevention programs, school counseling, traditional interventions, thematic interventions Rebecca A. Newgent, NCC, is a Licensed Professional Clinical Counselor with Supervision Designation in Ohio, a Licensed Professional Counselor with Supervision Specialization in Arkansas, and Professor and Chairperson of the Department of Counselor Education at Western Illinois University – Quad Cities. Kristin K. Higgins is a Licensed Professional Counselor with Supervision Specialization in Arkansas and an Assistant Professor of School Counseling in the Counselor Education Program at the University of Arkansas. Stephanie E. Belk is a certified school counselor in the state of Arkansas and a doctoral student in the Counselor Education Program at the University of Arkansas. Kelly A. Dunbar, NCC, is a Licensed Professional Counselor in Oklahoma, a doctoral candidate in the Counselor Education Program at the University of Arkansas, and is an Assistant Professor of Counseling and Psychology at Northeastern State University. Bonni A. Nickens Behrend has a Master of Science degree in Education Statistics and Research Methods and is currently a master’s student in the Counselor Education Program and a Senior Graduate Research Assistant at the National Office for Research on Measurement and Evaluation Systems at the University of Arkansas. This research was supported in part by a grant from Mental Health America in Northwest Arkansas. Correspondence can be addressed to Rebecca A. Newgent, Department of Counselor Education, 3561 60th Street, Moline, IL, 61265, ra-newgent@wiu.edu.