School-based Group Intervention Research Articles

A School-Based Group Intervention to Strengthen Personal and Social Competencies in Latency-Age Children

This study was designed to test the effectiveness of a primary preventive intervention to strengthen the factors associated with personal and social competencies related to resilience in children that prevents future chemical dependency. The theoretical model was structured social group work that combined social and cognitive elements. The sample included 57 third-, fourth-, and fifth-grade students in three elementary schools; 69 percent were black, Latino, or Asian. In general, the intervention groups performed significantly better than the control groups in cognitive and behavioral areas. Significant increases in internal locus of control, frustration tolerance, and assertive social skills were revealed, as well as a significant decrease in acting-out behavior.

Group Membership and Collective Identity: Consequences for Self-Esteem

Group Membership and Collective Identity: Consequences for Self-EsteemSandra S. Wright and Donelson R. ForsythSandra S. WrightSearch for more papers by this author and Donelson R. ForsythVirginia Commonwealth UniversitySearch for more papers by this authorPublished Online:January 2011https://doi.org/10.1521/jscp.1997.16.1.43PDFPDF PLUS ShareShare onFacebookTwitterLinkedInRedditEmail ToolsAdd to favoritesDownload CitationsTrack Citations About Previous article Next article FiguresReferencesRelatedDetails Cited byCited by1. Elaborating the Three: the Functions of Autobiographical Memories Related to Discrimination and Identity Undermining ExperiencesOnline publication date: 6 April 2022. Go to citation Crossref Google Scholar2. Multiple Paths to Belonging That We Should Study TogetherOnline publication date: 5 December 2018. Go to citation Crossref Google Scholar3. Social gaming is inSIDE: Impact of anonymity and group identity on performance in a team game-based learning environmentOnline publication date: Go to citation Crossref Google Scholar4. Mechanisms of change in psychosocial interventions for autism spectrum disordersOnline publication date: 1 October 2012. Go to citation Crossref Google Scholar5. Body talk: A school-based group intervention for working with disordered eating behaviorsOnline publication date: Go to citation Crossref Google Scholar6. Social Comparison and Influence in GroupsOnline publication date: Go to citation Crossref Google Scholar Volume 16Issue 1Mar 1997 Information© 1997 Guilford Publications Inc.PDF download

Teaching Coping Skills to Depressed Adolescents in High School Settings

The prevalence of depressive symptoms in Year 10 students in two metropolitan high schools, and the implication of a short-term, school-based group intervention to assist students in coping with depression are described. A total of 260 students were screened using a multistage, multimethod procedure that resulted in 16% and 20% of students in each school meeting criteria for depression. Nine students identified as depressed from one school formed an initial treatment group and a matched wait-list control group was formed from students in the second school. Dependent measures included self-report measures of depression and self-concept, teacher ratings of classroom participation and demeanour, and school records of academic performance and absenteeism. Clinical improvements that maintained were noted for just over half of those in the initial treatment group, whereas no such changes occurred in the control group. Differences at follow-up were statistically significant, although not immediately posttreatment. Some improvements were also recorded for participation and demeanour in class. A subsequent, less intensive intervention with 12 students with more severe depressive symptoms from the second school was less effective. The results are discussed in relation to variations in delivery of the intervention program, and the severity and nature of problems experienced by the students who participated in each intervention.

Stabilizing Classroom-Based Group Interventions

Group interventions are an important aspect of the roles of professionals in the schools. The literature on school based group interventions primarily provides a description of specific interventions and their component parts, with instructional steps for implementation. However, for a school based group intervention to be successful, the intervention must become institutionalized in the system within which it is being implemented, and planning for institutionalization must begin at the earliest stages of program or intervention design. This article provides guidelines for the professional working in the schools to follow to facilitate the long-term stabilization or institutionalization of an intervention. Structures that consultants and/or implementers can establish to help operadonalize the guidelines are described and illustrated through case examples with em-phasis on a special education setting serving an urban, multiethnic population. Caveats based on experiences with institutionalizing a social and...

Promoting Student Competence Through School-Based Group Interventions

There is a growing need for school-based interventions which address students' social, affective, and life skills. Group interventions provide an efficient complement to more prevalent individual and consultative approaches. Contributors to this volume share specific intervention techniques applied to diverse student populations and problem areas, as well as the conceptual underpinnings of their approaches. Particular consideration is given to multicultural influences on group interventions and ways to stabilize intervention procedures to ensure maximal treatment integrity and responsiveness to changes in students and circumstances. In this article, we provide an overview of how this volume on school-based group interventions designed to promote students' social and academic success is organized to assist service providers in efIectively utilizing this critical and needed modality.