TPC-Journal-V5-Issue3

The Professional Counselor /Volume 5, Issue 3 350 or bystanders, might be hesitant to report or indicate negative behaviors. This reluctance could have resulted in respondent bias and decreased reliability in the results. Finally, the current study used only one component of the SSS curriculum (classroom program). Future studies might involve additional modalities, including individual and small group counseling as well as parent involvement. This study did not examine the impact of the SSS program over time. Follow-up studies are needed to support the long-term effectiveness of school counselor-led interventions that increase prosocial behaviors, reduce bullying behaviors and promote a positive school climate. Conclusion Results of the study provide support that students who receive the SSS classroom intervention led by school counselors (Brigman & Webb, 2010) evidence statistically significant differences in prosocial behaviors, bullying behaviors, engagement in school success skills and perceptions related to satisfaction with their classroom climate, as compared to students who do not receive the program. The findings provide empirical support for the notion that when students are taught skills in key areas (personal and social, self-management, and cognitive and academic) they benefit across social, emotional and behavioral outcomes. The study also suggests that aggressive behaviors such as bullying can be influenced by programs that do not specifically target these behaviors. Finally, this research points to the positive impact school counselors can have on student success, particularly when they deliver interventions that promote social competence among students. Providing school counselors with an evidence-based program that impacts students across several domains is of great value for school counseling practice. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American School Counselor Association. (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author. Beale, A. V., & Scott, P. C. (2001). “Bullybusters”: Using drama to empower students to take a stand against bullying behavior. Professional School Counseling , 4 , 300–305. Bernstein, J. Y., & Watson, M. W. (1997). Children who are targets of bullying: A victim pattern. Journal of Interpersonal Violence , 12 , 483–498. doi:10.1177/088626097012004001 Biggs, B. K., Vernberg, E. M., Twemlow, S. W., Fonagy, P., & Dill, E. J. (2008). Teacher adherence and its relation to teacher attitudes and student outcomes in an elementary school-based violence prevention program. School Psychology Review , 37 , 533–549. Boulton, M. J., Trueman, M., & Murray, L. (2008). Associations between peer victimization, fear of future victimization and disrupted concentration on class work among junior school pupils. British Journal of Educational Psychology , 78 , 473–489. doi:10.1348/000709908X320471