TPC-Journal-V1-Issue2

The Professional Counselor \ Volume 1, Issue 2 131 Second, the PEGS Program is an empirically supported program (see Newgent et al., 2010). It is a short-term, inexpensive, and non-intrusive program that can positively impact students with a variety of underlying issues. School and school-based counselors can easily augment their services with the implementation of this program. School administrators may be more supportive of a program that is both cost effective and would not hinder counselors from fulfilling other duties. The ever changing demands on school and school-based counselors will most likely continue. Counselors need effective tools that they can use to help students address problems, increase self-esteem, improve social skills, and decrease peer victimization. References Akos, P., & Milsom, A. (2007). Introduction to special issue: Group work in K-12 schools. The Journal for Specialists in Group Work, 32 , 5–8. doi:10.1080/01933920600977440 Allen, K. P. (2010). A bullying intervention system: Reducing risk and creating support for aggressive students. Preventing School Failure, 54 , 199–209.doi:10.1080/10459880903496289 American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs . Alexandria, VA: Author. Berry, D., & O’Conner, E. (2010). Behavioral risk, teacher-child relationships, and social skill development across middle childhood: A child-by-environment analysis of change. Journal of Applied Developmental Psychology, 31 , 1–14. doi:10.1016/j.appdev.2009.05.001 Bostick, D., & Anderson, R. (2009). Evaluating a small-group counseling program-A model for program planning and improvement in the elementary setting. Professional School Counseling, 12 , 428–433. Brigman, G. A., Webb, L. D., & Campbell, C. (2007). Building skills for school success: Improving the academic and social competence of students. Professional School Counselor, 10 , 279–288. Cohen, J. (1992). A power primer. Psychological Bulletin, 112 (1), 155–159. doi:10.1037/0033-2909.112.1.155 Cotugno, A. J. (2009). Social competence and social skills training and intervention for children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39 , 1268–1277. doi:10.1007/s10803-009-0741-4 Eppler, C., Olsen, J. A., & Hidano, L. (2009). Using stories in elementary school counseling: Brief, narrative techniques. Professional School Counseling, 12 , 387–391. Frankenbert, J., Grandelious, M., Keller, K., & Schaaf, P. (n.d.). STAR problem solving model . Missouri Comprehensive Guidance Programs. Retrieved from http://missouricareereducation.org Gresham, F. M., & Elliott, S. N. (2008). Social Skills Improvement System . Minneapolis, MN: NCS Pearson. Hartzler, B., & Brownson, C. (2001). The utility of change models in the design and delivery of thematic group interventions: Applications to a self-defeating behaviors group. Group Dynamics: Theory, Research, and Practice, 5 (3), 191–199. doi:10.1037/1089-2699.5.3.191 Horne, A. M., Bartolomucci, C. L., & Newman-Carlson, D. (2003). Bully busters: A teacher’s manual for helping bullies, victims, and bystanders . Champaign, IL: McNaughton & Gunn. Hudley, C., Graham, S., & Taylor, A. (2007). Reducing aggressive behavior and increasing motivation in school: The evolution of an intervention to strengthen school adjustment. Educational Psychologist, 42 , 251–260. doi:10.1080/00461520701621095 Jenson, J. M., & Dieterich, W. A. (2007). Effects of a skills-based prevention program on bullying and bully victimization among elementary school children. Prevention Science, 8 , 285–296. doi:10.1007/s11121-007-0076-3 Kayler, H., & Sherman, J. (2009). At-risk ninth-grade students: A psychoeducational group approach to increase study skills and grade point averages. Professional School Counseling, 12 , 434–439. Kenny, M. C., & McEachern, A. (2009). Children’s self concept: A multicultural comparison. Professional School Counseling, 12 (3), 207–212. McCurdy, B. L, Lannie, A. L., & Barnabas, E. (2009). Reducing disruptive behavior in an urban school cafeteria: An extension of the Good Behavior Game. Journal of School Psychology, 47 , 39–54. doi:10.1016/j.jsp.2008.09.003 Newgent, R. A. (2009a). The Peer Relationship Measure – Teacher Report . Unpublished Assessment, University of Arkansas at Fayetteville. Newgent, R. A. (2009b). The Peer Relationship Measure – Self Report . Unpublished Assessment, University of Arkansas at Fayetteville.