Effectiveness of Groups in the Schools

Gerrity, Deborah A.; DeLucia-Waack, Janice L.

doi:10.1080/01933920600978604

Cited by 57 publications

(24 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results presented in Table 3 provide counselors some guidance in selecting more empirically supported interventions. Consistent with other research results (e.g., Gerrity & DeLucia-Waack, 2007), our findings indicated that smallgroup interventions were comparatively effective within the domains of both guidance curriculum and responsive services. Hence, school counselors might maximize their limited time and resources by using group counseling techniques to address guidance topics and also to assist students with emotional or personal problems.…”

Section: Resultssupporting

confidence: 92%

School Counseling Outcome: A Meta‐Analytic Examination of Interventions

Whiston

Tai

Rahardja

et al. 2011

Jour of Counseling & Develop

141

127

View full text Add to dashboard Cite

The effectiveness of school counseling interventions is important in this era of evidence‐based practices. In this study, Meta‐Analysis 1 involved treatment‐control comparisons and Meta‐Analysis 2 involved pretest‐posttest differences. The overall average weighted effect size for school counseling interventions was .30. The study examined whether pertinent moderator variables influenced effect sizes. The pretest‐posttest effect size was not significant, so moderator analyses were conducted on treatment‐control comparisons. Analyses of moderator variables indicated school counseling program activities or interventions varied in effectiveness.

show abstract

Section: Resultssupporting

confidence: 92%

School Counseling Outcome: A Meta‐Analytic Examination of Interventions

Whiston

Tai

Rahardja

et al. 2011

Jour of Counseling & Develop

141

127

View full text Add to dashboard Cite

show abstract

“…Οη πξψηεο ρξεζηκνπνηνχληαη, θπξίσο, γηα ζθνπνχο απνθαηάζηαζεο (θαηάζιηςε, δηαηξνθηθέο δηαηαξαρέο), ελψ νη ςπρνεθπαηδεπηηθέο νκάδεο είλαη νη πην ζπλήζεηο ζηα ζρνιεία (Champe & Rubel, 2012), ηφζν γηα ηελ πξφιεςε φζν θαη σο κηα πξψηε παξέκβαζε γηα καζεηέο ζε θίλδπλν. Ζ ςπρνεθπαηδεπηηθή θαζνδήγεζε εζηηάδεη ζηελ πγηή αλάπηπμε θαη ζηελ αλάπηπμε δεμηνηήησλ γηα ηελ πξφιεςε ησλ πξνβιεκάησλ, αμηνπνηψληαο εθπαηδεπηηθέο θαη αλαπηπμηαθέο ζηξαηεγηθέο, φπσο ξφισλ, επίιπζεο πξνβιεκάησλ, ιήςεο απνθάζεσλ, δεμηνηήησλ επηθνηλσλίαο (Gerrity & DeLucia-Waack, 2006). Με απηφλ ηνλ ηξφπν, κπνξεί λα δηδαρζνχλ ζπγθεθξηκέλεο δεμηφηεηεο θαη ζηξαηεγηθέο αληηκεηψπηζεο, γηα ηελ πξφιεςε αξθεηψλ πξνβιεκάησλ (π.ρ.…”

Section: Abstract: Mathematics Underachievement Psychoeducational Gunclassified

Ψυχοεκπαιδευτικές Παρεμβάσεις Για Την Αντιμετώπιση Της Υποεπίδοσης Στα Μαθηματικά Του Δημοτικού Σχολείου

Μαστρογιάννης¹

2017

edusc

View full text Add to dashboard Cite

Ζ ζεξαπεπηηθή αμία ησλ νκάδσλ έρεη ππνζηεξηρηεί, ήδε απφ θαηξφ, απφ πνιιέο θαη δηαθνξεηηθέο επηζηήκεο. Μάιηζηα, ππάξρεη κηα πνηθηιία νκάδσλ, πνπ ζπγθξνηνχληαη θάζε κέξα, γηα πνιιά θαη δηαθνξεηηθά αθξναηήξηα. Κάπνηεο είλαη ζπκβνπιεπηηθέο, άιιεο είλαη ζεξαπεπηηθέο νκάδεο, σζηφζν νη πεξηζζφηεξεο εκπίπηνπλ ζηελ θαηεγνξία ησλ ςπρνεθπαηδεπηηθψλ νκάδσλ. Φπρνεθπαηδεπηηθέο νκάδεο, ζπλήζσο, νξίδνληαη νη νκάδεο, φπνπ ε εζηίαζε είλαη εθπαηδεπηηθή, ζρεηηθή κε κηα ςπρνινγηθή έλλνηα ή έλα ζέκα. Οη νκάδεο απηέο ζπρλά θέξλνπλ θνληά άηνκα κε παξφκνηεο «αλεζπρίεο» θαη κειήκαηα θαη πξνζθέξνπλ ελαιιαθηηθά εξγαιεία γηα ηελ απφθηεζε ειέγρνπ, πέξα απφ ζπλαηζζεκαηηθέο θαηαζηάζεηο Γηα πνιινχο εηδηθνχο, ζεσξείηαη αδηακθηζβήηεην φηη ε απνηειεζκαηηθή κάζεζε κπνξεί λα πξνθχςεη κέζα απφ άηνκα πνπ κνηξάδνληαη εκπεηξίεο θαη ζηξαηεγηθέο, κε ζθνπφ ηελ ππεξαθφληηζε ησλ «πξνβιεκάησλ» ηνπο. Ζ νκαδηθή εξγαζία είλαη επεξγεηηθή θαη ζεξαπεπηηθή ζε πνιιά πεξηβάιινληα, εηδηθά ζηα ζρνιεία. Πνιιά παηδηά πνπ ρξεηάδνληαη ζεξαπεπηηθή παξέκβαζε είλαη πνιχ πηζαλφ λα ηε ιάβνπλ ζηνλ ζρνιηθφ ρψξν. Ζ παξνχζα εξγαζία ιακβάλνληαο ππφςε θάπνηνποπηζαλνχο ιφγνπο, νη νπνίνη θαζηζηνχλ ην κάζεκα ησλ Μαζεκαηηθψλ, δχζθνιν θαη αληηπαζέο, θάηη πνπ ζπλαξηάηαη κε ην ειιηπέο, ιεηςφ ελδηαθέξνλ θαη ηελ απνηπρία-ππνεπίδνζε, πξνηείλεη έλα ςπρνεθπαηδεπηηθφ πξφγξακκα γηα καζεηέο η΄ Γεκνηηθνχ, πνπ παξνπζηάδνπλ ρακειή επίδνζε ζηα Μαζεκαηηθά. Ζ ζπκβνπιεπηηθή νκάδα κεηέξρεηαη ηνπ ζπλεζηζκέλνπ κνληέινπ ησλ 8 ζπλεδξηψλ, ησλ 60 ιεπηψλ ε θαζεκηά. πληνληζηήο είλαη ν ρνιηθφο χκβνπινο ηεο νηθείαο πεξηθέξεηαο. Λέμεηο-θιεηδηά: Μαζεκαηηθά, ππνεπίδνζε, ςπρνεθπαηδεπηηθέο νκάδεο AbstractThe therapeutic benefits of group dynamics are nowadays confirmed by many fields of science. In fact, there is a wide range of groups which are created on a daily basis, for many different audiences. Some of them are advisory groups, others are therapeutic groups, but most of them fall into the category of Psychoeducational groups. Psychoeducational groups focus on educational matters, related to a psychological concept or theme. These groups often bring together people with similar concerns and offer alternatives on maintaining self-control over emotional situations. Many experts believe that effective learning can occur when people share experiences and strategies in order to deal with their personal problems. Teamwork is Μαστρογιάννης Αλέξιος Σχολικός Σφμβουλος Π.Ε.

show abstract

“…Behavioural skills training (e.g., Gerrity & DeLucia-Waack, 2007;Lundahl, Nimer, & Parsons, 2006) in anti-WSB skills may be crucial in order to achieve meaningful preventative gains, although this hypothesis remains to be tested in the field of relationship abuse prevention. It is doubtful, however, that such programs would impact substantially on young people's susceptibility to the relationship abuse slippery slope unless appropriate scripts are also made available for how to respond to the early warning signs of relationship abuse.…”

Section: New Directions For Yrap Researchmentioning

confidence: 99%

“…It is doubtful, however, that such programs would impact substantially on young people's susceptibility to the relationship abuse slippery slope unless appropriate scripts are also made available for how to respond to the early warning signs of relationship abuse. Behavioural skills training (e.g., Gerrity & DeLucia-Waack, 2007;Lundahl, Nimer, & Parsons, 2006) in anti-WSB skills may be crucial in order to achieve meaningful preventative gains, although this hypothesis remains to be tested in the field of relationship abuse prevention. Such training could, of course, be incorporated into existing school-based programs or be delivered as a stand-alone special-focus program.…”

Section: New Directions For Yrap Researchmentioning

confidence: 99%

Before they're victims: Rethinking youth-targeted relationship abuse prevention in Australia

Murphy

Smith

2009

Australian Psychologist

View full text Add to dashboard Cite

Intimate partner abuse (or relationship abuse) against women is recognised as a major public health issue. A number of relationship abuse prevention programs targeted at youth have been developed in Australia. These programs are generally aimed at changing attitudes, and take the stance that girls should not be viewed as being responsible for protecting themselves against violence. In this paper it is argued that the current, dominant focus on physical violence, over other forms of relationship abuse, limits the potential effectiveness of programs that might otherwise help young people to resist the development of abusive dynamics. It is also argued that programs that presume a victim status for girls and a perpetrator status for boys are both inconsistent with contemporary evidence and unlikely to empower young people at risk of chronic perpetration and/or victimisation to avoid such outcomes. A dyadic slippery slope model of chronic relationship abuse is proposed and new directions for prevention research in this area are suggested.

show abstract

Effectiveness of Groups in the Schools

Cited by 57 publications

References 14 publications

School Counseling Outcome: A Meta‐Analytic Examination of Interventions

School Counseling Outcome: A Meta‐Analytic Examination of Interventions

Ψυχοεκπαιδευτικές Παρεμβάσεις Για Την Αντιμετώπιση Της Υποεπίδοσης Στα Μαθηματικά Του Δημοτικού Σχολείου

Before they're victims: Rethinking youth-targeted relationship abuse prevention in Australia

Contact Info

Product

Resources

About