Group Counseling in Elementary Schools Essay Example | Topics and Well Written Essays - 2500 words

Group Counseling in Elementary Schools - Essay ExampleDue to this legislation school counselors are beingness expected to contribute more towards the academic achievements of their student body (Brigman & Campbell, 2003).The following paper aims to inform the reader about two interventions that are currently utilize as part of school-based convention counselling. First, a brief outline of the purpose behind group counseling for dewy-eyed students shall be provided. Second two group counseling intervention activities shall be presented. Next, an outline of ethical and best practice principles shall be identified that align with a learner-centered approach to group counseling. Finally, a shoemakers last shall summarize the key themes of this paper.Group counseling within the elementary environment has more recently taken on a learner-centered approach to school counseling (Stroh & Sink, 2002). Recent changes to education legislation emphasize a focus on student academic achieveme nts (Brigman & Campbell, 2003). ... School-based group counseling is proving to be an effective intervention for validating change in student behavior (Schechtman, 2002). Group counseling intervention activities may be centered around a diverse range of topics, such as friendship and social skills study, anti-bullying, organizational skills development, building self-esteem, changes to family dynamics and grief, just to name a few (Schechtman, 2002) .Group counseling has been found to significantly reduce judge of acting-out behavior in elementary students considered to be at risk (Stroh & Strike, 2002). Interventions that have included group counseling have also been found to be in force(p) at improving overall behavioral adjustment of elementary students (Stroh & Strike, 2002). The use of small group counseling interventions have been found to positively affect the racial attitudes of elementary students (Stroh & Strike, 2002), as well as increase scores on measures of self-co ncept amongst school aged children (McGannon, Casey, & Dimmitt, 2005). In 2002 Chemtob, Nakashima and Hamada conducted a community wide school-based study of elementary students with ongoing disaster-related trauma two years after Hurricane Iniki. The sample was comprised of 2 358 children in grades 2-6 on the island of Kauai. There were 248 children who rated highest on scores of psychological trauma. Children awaiting treatment comprised the waiting-list tame group. The other children were randomly assigned to either the individual or group counseling treatment. Following four treatment sessions there was a significant reducing in self-reports of trauma-related symptoms as compared to the waiting list group. Although,