TPC-Journal-V1-Issue2

The Professional Counselor \ Volume 1, Issue 2 129 was computed as d = .57, which represents a medium effect. Analysis of self-reported self-esteem also failed to reveal a significant difference between the pre- and post-test assessments , t (3) = -0.80; p < .48. The effect size was computed as d = .40, which represents a small to medium effect. Analysis of self-reported perception of self failed to reveal a significant difference between the groups, t (3) = -0.69; p < .54. The effect size was computed as d = .34, which represents a small effect. Table 3 Pre- and Post-Test Comparisons of the Impact of the ARK Program Assessment Instrument M ( SD ) Statistics Pre-Test Post-Test t p d Teacher-reported ( df = 2) SSRS – Social skill 24.0 (4.36) 15.67 (3.51) 6.25 .02 3.61 SSRS – Problem behaviors 92.0 (1.0) 84.0 (8.19) 1.84 .21 1.06 Bully behaviors 5.33 (1.53) 3.67 (1.15) 5.00 .04 2.88 Peer victimization 2.33 (2.08) 2.33 (0.58) 0.00 1.00 0 Self-reported ( df = 3) SSRS – Social skill 26.5 (22.29) 49.75 (25.2) -4.14 .03 2.07 SSRS – Problem behaviors 74.75 (17.52) 61.75 (19.65) 1.31 .28 .65 Bully behaviors 4.75 (0.5) 1.25 (0.96) 5.42 .01 2.71 Peer victimization 10.0 (4.55) 7.75 (5.25) 1.14 .34 .57 Self-esteem 19.5 (4.51) 21.25 (5.32) -0.80 .48 .40 Perception of self 12.75 (5.5) 15.0 (2.45) -0.69 .54 .34 Note. One teacher failed to return the assessments. Discussion The purpose of this study was to compare and assess the impact of two selective intervention psychosocial education 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 in a small number of elementary school students. The PEGS and ARK Programs were designed to be short-term, non-stigmatizing programs that can easily augment current school counselor or school-based counseling services. Two groups of students were assigned to one of two programs. A discussion of the comparison between the programs and impact of each program follows. Comparison Findings indicated that there were no significant differences between the pre-test assessment measures when comparing the PEGS and ARK Program participants. That is, the participants in each group were comparable prior to their participation in their respective programs. Therefore, should we find significant differences between the two programs at post-test assessment, we may attribute those differences to the impact of the program. Further, there were no significant differences between the post-test assessment measures when comparing the two programs’ participants, with the exception of teacher-reported peer victimization. In other words, participants in each group were comparable after their participation in the respective programs with the exception of participants in the ARK Program having significantly lower levels of