Brief group therapy with low-achieving elementary school children.

Abstract

The study encompassed 142 low achievers in 2 elementary schools (Grades 2-6) in Israel, all of whom received 4-6 weekly hours' assistance with their academic difficulties in school. After a random division of this sample into experimental and control groups, the former received an additional weekly session of group therapy of an interpersonal nature. The effect of this treatment was examined on 4 dependent variables: academic achievements, self-concept, social acceptance, and locus of control. Results indicated significant gains for the experimental group on all these variables-gains that increased over time. Group therapy appears to contribute both to academic progress and to the psychological and social well-being of low-achieving pupils.