TPC-Journal-V1-Issue2

The Professional Counselor \ Volume 1, Issue 2 123 a recent study by Bostick and Anderson (2009), 49 third graders with social skill deficits participated in a 10-week social skills program aimed at reducing loneliness and anxiety in an academic setting. Findings revealed significant reductions in loneliness and anxiety as well as significant increases in reading scores. Groups also can be an effective manner in addressing children with problem behavior. For example, Hudley, Graham, and Taylor (2007) studied the level of children’s aggression in relation to personal responsibility. After a series of 12 lessons related to detecting other’s intentions, externalization, and positive responses, students showed improvement in socially acceptable behavior along with a reduction in overall aggression. For additional examples also see Cotugno (2009), McCurdy, Lannie, and Barnabus (2009), and Todd, Campbell, Meyers, and Horner (2008). Olweus (1997) defines bullying as purposeful behavior, repeated over time, including an imbalance of power. Several psychoeducational programs have been developed to address the issue of bullying in schools (Horne, Bartolomucci, & Newman-Carlson, 2003; Jenson & Dieterich, 2007; Olweus, 1991). At-risk students are at particular risk for bully-related behaviors, including both roles of victim and perpetrator (Allen, 2010). Therefore, group intervention in the schools may be a beneficial way of directly addressing bullying. Self-esteem, also known as self-concept, is often defined as the way in which children think about themselves in relation to their attributes and abilities (Kenny & McEachern, 2009). “Part of preventing problem behaviors is increasing the self-esteem of those with problem behaviors” (Newgent, Behrend, Lounsbery, Higgins, & Lo, 2010, p. 82). There are relatively few empirical studies, however, on the effectiveness of groups and self-esteem (e.g., O’Moore & Kirkham, 2001; Whitney & Smith, 1993). Prior Research A paucity of research exists on addressing multiple presenting problems in children. A major implication of the Quinn et al. (1999) meta-analysis suggested that psychoeducational groups may need to address more than one problem. A study conducted by Newgent et al. (2010) examined the effectiveness of a 6-week psychosocial educational group for students that addressed social skills, problem behaviors, bullying, and self-esteem. Results showed that students with multiple presenting issues benefited from a group addressing multiple issues. Further, results showed that students with no clinically relevant presenting issues also benefited from the multi-issue group (Newgent et al., 2010). In addition, some research is suggesting that while traditional, process-oriented groups can be effective at addressing problems, thematic groups have become more prevalent, especially when there is a time constraint (Hartzler & Brownson, 2001). While the benefit of thematic groups is a more specific or more common goal it also can lack the breadth of more traditional groups. This study aimed to compare the effectiveness of two selective intervention programs (traditional vs. thematic) on measures of social skills, problem behaviors, teacher- and self-reports of peer relationships (bullying behaviors and peer victimization), self-esteem (self-worth, ability, self-satisfaction, and self-respect) and perception of self. Further, this study aimed to assess the impact of each of the intervention programs. The following research questions were tested: Is there a differential impact when comparing the PEGS Program to the ARK Program? Do the PEGS and ARK Programs have a positive impact on social skills, problem behaviors, peer relationships, and self-esteem? Method Participants Eleven ( n = 11) students were enrolled in the PEGS Program and four ( n = 4) students were enrolled in the ARK Program. No attrition of program participants occurred. While participation was open to all students, teachers only recommended male students for both programs. Students in the PEGS Program were in the 4th grade and students in the ARK Program were in the 5th grade. In the PEGS Program five students (45%) identified as Caucasian/White, four (36%) identified as African American, one (9%) identified as Hispanic, and one (9%) identified as other. In the ARK Program one student (25%) identified as Caucasian, one student (25%) identified as African American, and two students (50%) identified as Hispanic. No students were identified as having some type of diagnosed learning, behavioral, or emotional disability. Selective Intervention Program One of the underlying tenants of the PEGS and ARK Programs is that students should not be labeled or stigmatized for