TPC-Journal-V1-Issue2

124 The Professional Counselor \ Volume 1, Issue 2 having problems. Therefore, both programs utilized referrals that were based on underlying characteristics that lead to specific problems, not labels. Thus, students who are impulsive, depressed, dominant, lonely, easily frustrated, anxious, lack empathy, have low self-esteem, have difficulty following rules, are socially withdrawn, view violence in a positive way, have few friends, make negative attributions, have mood swings, instigate conflict, have difficulty handling conflict, or are aggressive or stressed were identified by their teachers and recommended for one of the two programs. While both the PEGS and the ARK Program cover the same underlying psychosocial educational content, the primary difference is that the PEGS Program consists of traditional psychosocial education units while the ARK Program units are targeted toward peer victimization (i.e., bullying). Both PEGS and ARK provide a series of 6 one-half hour group sessions over the course of 6 weeks for elementary school students in grades 3–5. The six psychosocial education components of each of the intervention programs include: (a) improving social skills, (b) building and increasing self- esteem, (c) developing problem-solving skills, (d) assertiveness training, (e) enhancing stress/coping skills, and (f) prevention of mental health problems/problem behaviors. Lessons for the PEGS Program were adapted from Lively Lessons for Classroom Sessions (Sartori, 2000), More Lively Lessons for Classroom Sessions (Sartori, 2004), and the Missouri Comprehensive Guidance Programs (Frankenbert, Grandelious, Keller, & Schaaf, n.d.). These lessons focused on cooperation, encouraging students to be proud of who they are, breaking the chain of violence, handling anxiety and stress, and tolerance regarding differences. Lessons for the ARK Program were adapted from Bully Busters: A Teacher’s Manual for Helping Bullies, Victims, and Bystanders (Horne, Bartolomucci, & Newman-Carlson, 2003). These lessons focused on increasing awareness of bullying, building personal power, recognizing the bully and the victim, recommendations and interventions for helping victims, and relaxation and coping skills. Puppets were utilized in both programs to help model the lessons being taught. Worksheets related to the lessons also were utilized to help crystallize the concepts. All recommended students participated in the one of the programs. Given class schedules, the school counselor recommended that students be assigned to one of the programs by grades. Therefore, all recommended 4th grade students were assigned to the PEGS Program and all recommended 5th grade students were assigned to the ARK Program. These assignments were done on a random basis. No control groups were utilized in this study at the school’s request. The same facilitators were used for both programs. Instruments Social Skills Improvement System – Teacher Form (SSiS–T) . The Social Skills Improvement System – Teacher Form was developed by Gresham and Elliott (SSiS; 2008) and published by NCS Pearson, Inc. The SSiS–T is an 83- item rating scale designed specifically for teachers to use to assess children’s school-related problem behaviors and competencies. Scores reported for each of the three measurement areas are percentiles. Clinical levels for each of the three areas are as follows: social skills (≤ 16), problem behaviors (≥ 84), and academic competence (≤ 16). That is, lower scores on social skills and academic competence and higher scores on problem behaviors are considered clinically problematic. For the purposes of this study, only social skills and problem behaviors were evaluated. Cronbach alphas for social skills were .95 and .92 at pre- and post-test assessment, respectively. Cronbach alphas for problem behaviors were .86 and .89 at pre- and post-test follow-up assessment, respectively. Social Skills Improvement System – Student Form (SSiS–S) . The Social Skills Improvement System – Student Form was developed by Gresham and Elliott (SSiS; 2008) and published by NCS Pearson, Inc. The SSiS-S is a 75-item rating scale designed specifically for students aged 8–12 to use to assess their own school-related problem behaviors and competencies. Scores reported for each of the two measurement areas are percentiles. Clinical levels for each of the two areas are as follows: social skills (≤ 16) and problem behaviors (≥ 84). That is, lower scores on social skills and academic competence and higher scores on problem behaviors are considered clinically problematic. Cronbach alphas for social skills were .80 and .87 at pre- and post-test assessment, respectively. Cronbach alphas for problem behaviors were .74 and .70 at pre- and post-test assessment, respectively. Peer Relationship Measure – Teacher Report . The Peer Relationship Measure – Teacher Report (Newgent, 2009a) was developed specifically for the PEGS and ARK Programs. It measures teachers’ perceptions about peer victimization. Nine items measure bullying behaviors and 9 items measure victimization. Items are scored as 0 = never, 1 = sometimes, and 2 = a lot, with scores ranging from 0 to 18 for each area. Scores reported for both of the measurement areas are totals. A high score indicates a high level of bullying behaviors and/or victimization; a low score indicates a low level of bully behaviors and/or victimization. Cronbach alphas for bullying behaviors were .89 and .90 at pre- and post-test assessment,