TPC Journal V7, Issue 1-FULL ISSUE

The Professional Counselor | Volume 7, Issue 1 43 the practical significance of SSS on academic performance when it is implemented in less controlled, more naturalistic settings, and to determine how deviations from implementation fidelity and other contextual factors (e.g., expertise of the SSS leaders) correspond to expected social-emotional and academic achievement-related outcomes. Implications for Practice The results of the present study indicated that SSS, even when implemented in a naturalistic school setting (as opposed to a highly controlled setting), can have a positive impact on students’ abilities to regulate their emotional arousal. The magnitude of the overall impact of SSS on students’ ability to regulate arousal appears to be relatively small. However, readers should note that this effect size was computed based on students in the general population, not students experiencing difficulties with emotional self-regulation. It is likely that SSS would have had a larger estimated effect size if the target group of participants was those who had emotional self-regulation difficulties. However, the SSS curriculum positively impacted student outcomes even when the program was not implemented as designed. Though practitioners are encouraged to follow the manual and schedule as recommended, the results are encouraging in that impacts can still be found even if practitioners modify the design. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest for the development of this manuscript. This project was supported by an Elementary and Secondary School Counseling Demonstration Grant project from the Department of Education no. S215E13422. References Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Brigman, G., & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling , 7 (2), 91–98. Brigman, G., Campbell, C., & Webb, L. (2004). Student Success Skills: Group counseling manual. Boca Raton, FL: Atlantic Education Consultants. Brigman, G., & Webb, L. (2012). Student success skills: Classroom manual (3rd ed.). Boca Raton, FL: Atlantic Education Consultants. Brigman, G., Webb, L., & Campbell, C. (2007). Building skills for school success: Improving the academic and social competence of students. Professional School Counseling , 10 , 279–288. Brigman, G., Wells, C., Webb, L., Villares, E., Carey, J. C., & Harrington, K. (2014). Psychometric properties and confirmatory factor analysis of the student engagement in school success skills. Measurement and Evaluation in Counseling and Development. Advance online publication. doi:10.1177/0748175614544545 Campbell, C., & Brigman, G. (2005). Closing the achievement gap: A structured approach to group counseling. Journal for Specialists in Group Work , 30 , 67–82. Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Skokie, IL: Rand McNally. Carey, J., Brigman, G., Webb, L., Villares, E., & Harrington, K. (2013). Development of an instrument to measure student use of academic success skills: An exploratory factor analysis. Measurement and Evaluation in Counseling and Development , 47 , 171–180. doi:10.1177/0748175613505622 Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.