International Journal of Sociology and Social Policy

12

Group Counseling in Schools: Effective or Not?

by B. Grant Hayes, University of Central Florida, Dept. of Child,
Family, and Community Sciences, Orlando, FL 32816-1250
Abstract
Group counseling in schools can be a powerful and valuable experience
for children. This counseling intervention allows children to develop social skills and practice behaviors with peers, as well as receive feedback
from peers. This article examines the literature on the effectiveness of
group counseling in schools and provides guidance for the development
of school policy for the delivery of counseling school-ages students.

Group Counseling in Schools: Effective or Not?

When schools place an emphasis on academic excellence they often
segregate students experiencing academic, behavioral or emotional
difficulties into special classrooms. These alternative settings often
focus on increased instruction, behavior management or both. Many of
these alternative programs, however, fail to address students basic
social skills and coping skill deficits. Group counseling provides an
avenue for children to acquire effective coping mechanisms and
develop appropriate social skills which leads to emphasis on academic
excellence (Shechtman, Gilat, Fos, & Flasher, 1996). Students
experiencing academic, behavioral or social, emotional difficulties are
placed into special classrooms where the focus is on increased
instruction, behavior management or both. Many of these alternative
programs fail to address the basic social skill deficits needs of these
children and their of lack of specific instruction in the development of
effective coping skills. Group counseling provides children with the
opportunity to learn effective coping mechanisms while developing
social skills and practicing new behaviors.
The effective use of group counseling helps students with
presenting issues (Bauer, Sapp, & Johnson, 2000; Corey & Corey,
2002; Deck, Scarborough, Sferrazza, & Estill, 1999; DeLuca, Hazen,
& Cutler, 1993; Del Valle, McEachern, & Sabrina, 1999; Kizner,
1999; Muller & Hartman, 1998; Nelson, Dykeman, Powell, & Petty,

Volume 21 Number 3 2001

13

1996; Omizo & Ornizo, 1987; Page & Chanler, 1994; Ripley &
Goodnough, 2001; Robertson and Mathews, 1989; Shechtman et al.,
1996) and can be a powerful means in delivering mental health
services to children (LaFountain, Garner, & Eliason, 1996). The
purpose of this article is to examine the literature on the effectiveness
of group counseling in schools and to provide guidance for the
development of school policy for the delivery of counseling to
school-ages students.
Groups in Elementary Schools
The educational system is not effective in addressing the needs of
students with behavior disorders (Nelson, Dykeman, Powell & Petty,
1996). School counselors must become involved in the remediation
and prevention of not only behavioral problems but also the social and
emotional issues that elementary school-aged children present.
Shechtman, Filat, Fos and Flasher (1996) found that early intervention
is significant not only to reduce the suffering of children but also to
prevent impairment adulthood. Group counseling is a viable treatment
modality for elementary children who may exhibit a variety of
emotional, social and learning dysfuntions. In group counseling,
children have the opportunity to develop social skills, while
interacting with peers (Fleming, 1999).
Shechtman et al. (1996) studied the effects of group counseling
on academically low-achieving elementary school children. These
children exhibited such behaviors as acting out/aggression, extreme
withdrawal, signs of social difficulties, emotional stress, poor learning
habits, and low motivation for success. Expert teachers assisted these
children with their learning/behavioral difficulties in small groups
lasting four to six hours per week. The focus was on facilitating
self-expression and listening skills through structured activities,
therapeutic games, bibliotherapy, and art therapy. Results indicated
consistent progress in both school performance and the affective
variables (Shechtman et al., 1996).
An effective intervention strategy for students with behavioral
adjustment problems is to teach them, in a group setting, how to

International Journal of Sociology and Social Policy

14

manage or avoid situations that lead to interpersonal problems. For

eight weeks, Nelson, Dykeman, Powell, and Petty (1996), studied
twenty-four males that participated in such an intervention. Each
group session included a statement of goals, a review of the previous
week, and a self-report of each students performance during the
preceding week. During interpersonal conflicts, the participants were
instructed how to adjust the solution or to select an alternative solution
to defuse the situation. This strategy includes practice exercises,
homework, and monitoring procedures to be employed in the coming
week. This group counseling intervention resulted in statistically
significant changes in the behavioral adjustment of the participants.
Omizo and Omizo (1987) implemented 7 1/2 hour
group-counseling sessions with elementary and middle school-aged
children. Sixty children participated ranging in age from 12 to 15.
These sessions emphasized the elimination of self-defeating behaviors
in order to increase both positive self-esteem and internal locus of
control. Using the results of the Coopersmith Self-Inventory and the
Locus of Inventory for Three Achievement Domains, children who
participated in the group counseling sessions had higher self-esteem
scores. These children had a more internal locus of control perception
relative to success in the intellectual domain than did children in the
control group. These results indicated how effective group counseling
can be for increasing self esteem, as well as for helping children to
learn important internal locus of control behaviors.
Group counseling has been shown to be effective in working
with special populations of children. Riddle, Bergin, and Douzenis
(1997) attempted to determine the effect of a group counseling
intervention on the self-concept perceptions of children of alcoholics.
Forty fourth and fifth grade students, chosen randomly of various
ethnic backgrounds, were divided into control and experimental
groups. Fourteen sessions were implemented involving techniques
such as role-playing, group discussion, relaxation training, and
drawing. According to the Piers-Harris Childrens Self-Concept Scale
as a pretest-posttest, the posttest mean score indicated an improvement
in experimental group self-concept whereas the control group scores

Volume 21 Number 3 2001

15

remained the same. Interestingly, increases in scores were seen for all
subscale scores except popularity. Additionally there was a significant
decrease in anxiety levels for the experimental group. This study
helped to show how effective group counseling can be with this
population of children (Riddle et al., 1997).
Group counseling is an effective way of communicating with
elementary school children suffering from various problems. Children
benefit from the group experience and are able to make positive social
and emotional gains. It is important for school counselors to
implement different counseling groups for children in order to assist
them with their existing problems as well as to teach them ways to
avoid future problems.
Groups Middle Schools
Adolescence is one of the most fascinating and complex transitions in
the life span: a time of accelerated growth and change second only to
infancy; a time of expanding horizons, self discovery and emerging
independence; a metamorphosis from childhood to adulthood
(Carnegie Corporation, 1996). The beginning of adolescence is
associated with profound biological, physical, behavioral and social
transformations that roughly correspond with the move to middle (or
junior) high school.
In these tumultuous years, a young person experiences much
growth and joy as well as doubt and confusion. Relationships with
peers and family take on new meaning. Many of the problems of
adolescence begin to surface in the years between ages eleven and
fourteen. Middle school age students must adjust to peer pressure, new
social and gender roles, increased demands for academics, an
emerging self identity, and greater independence (Duffy, Lawson,
Mattock-Hetzel, MacLain, and Urbanovski, 1997). At the same time
they need special nurturing and adult guidance. With fewer resources
on which to depend, todays middle school students face more
stressors than ever before. That is why, before damaging patterns are
firmly established, it is important to intervene early and promote more
successful outcomes (Carnegie Corporation, 1996).

International Journal of Sociology and Social Policy

16

Group counseling programs with this age group can improve

middle school students academic success, self-esteem,
self-awareness, and social skills. Two such programs, the Safe Harbor
program and Project S.T.O.P., have been effectively implemented to
address these and similar issues. The Safe Harbor program, which
included a 20-session curriculum, a counseling component and a
school wide anti-violence campaign, had positive results when used in
an urban middle school. Students in the Safe Harbor program were less
likely to advocate retaliation in response to conflict when compared
with students not in the program. A similar program, Project S.T.O.P
(Schools Teaching Options for Peace) also had positive results through
the use of peer mediation and a traditional conflict resolution program.
Students with a high exposure to this program were more
knowledgeable about rape and sexual assault, felt significantly less
helpless, and used reasoning instead of retaliation, when compared
with students with no exposure to the program (National Institute of
Justice, 1995).
Positive outcomes have also been found in self-esteem and
self-awareness groups. DaGiau (1995) conducted an adolescent
development group that discussed topics such as self-concept,
managing relationships, and improving academic achievement. The
study found that of the students who participated in the group
increased their self-concept and self-awareness. Students in the control
group showed no significant differences.
The School Families program was developed so that middle
school students, teachers, and adults from the community could meet
to discuss issues related to academic performance, decision-making,
self-esteem, and social skills (Duffy et al., 1997). Using interviews,
written narratives and discussion groups as evaluations, the authors
found that the School Families group had a beneficial effect on the
personal and social functioning for middle school students involved in
the program.

Volume 21 Number 3 2001

17

Another intervention that has been shown effective with middle

school students is the drug prevention program. Project ALERT and
the Midwestern Prevention.
Project (MPP) use a social influence model that targets
adolescent drug-use beliefs and resistance skills. These programs have
shown significant changes in students drug use attitude and behavior.
They employ strategies such as role-playing, group feedback, and
mentoring to reshape adolescent attitudes about drug use (Mohai,
1991).
Although all of the previously discussed programs have had
positive results, it is important to note that not all drug awareness
programs are effective. The research stated that the key to
effectiveness is to give information that emphasizes the more
immediate and short-term consequences of drug use. The research
concluded that students need to know the health risks as well as
valuable prevention approaches (Mohai, 1991). Group counseling
programs that emphasize self-esteem, violence prevention, and drug
and alcohol awareness seem to have the greatest effect on students in
this age group.
Groups in High Schools
High school is the central organizing experience in most adolescents
lives. It offers opportunities to master new skills, learn new
information, and enhance previous learned skills. High school is also
an opportunity to engage in sports and other extracurricular activities,
offers time for increased socialization with peers, and encourages
exploration into career choices. The high school experience not only
widens young peoples intellectual and social horizons but also
establishes opportunities to combine personal encounters with peers as
well as adults. The high school years are an important period of
transition for young people as they begin the move from the security of
the simpler world of childhood to a large-scale organizational
environment.
Lapan, Gysbers, and Sun (1997) conducted another study on the
effects of group counseling with high school students. They studied

International Journal of Sociology and Social Policy

18

22,964 students attending 236 Missouri high schools with three goals
in mind. The first goal of the study was to investigate whether student
academic achievement would be enhanced in high schools with more
fully implemented comprehensive guidance programs. The second
goal focused on student perceptions of a positive school environment
and the third looked at how the increased availability of career
information affected students. They found that schools where groups
were made available to address these three goals had students who
were more likely to report that (1) they had earned higher grades, (2)
their education was better preparing them for their future, (3) their
school made more college and career information available to them,
and (4) their school had a more positive climate. Group counseling
appears to be a viable option to meet the needs of this age group as
well.
Conclusion
Counselors have several options as to which groups they can facilitate
in the school setting. There is no limit to the number and types of
problems that young people face today. Elementary, middle, and high
school counselors must tailor their groups to the developmental and
emotional level of children as well as special needs of children. Group
counseling is one intervention to address those needs. Group
counseling is effective with low achieving children, behavioral
adjustment problems, academics, self-esteem issues, and social skills
training.
Group counseling can be quite beneficial to children, assisting
them in all aspects of their lives, from social problems to academic
concerns. The group experience provides children with a safe
environment to express their feelings, concerns, and experiences
where they can receive valuable feedback from their peers and
education that helps them to become successful in whatever endeavor
they pursue.

Volume 21 Number 3 2001

19

References
Bauer, S. R., Sapp, M., & Johnson, D. (2000). Group counseling
strategies for rural at-risk high school students. The High School
Journal. 83, 41-50.
Carnegie Council of Adolescent Development. (1996). Great
transitions: Preparing adolescents for a new century. New York:
Carnegie Corporation [On-line]. Available: http://www.camegie.
org/reports/great-transitions/gr-intro.htmI
Corey, G., & Corey, M. S. (2002). Groups: Process and practice.
Pacific Grove, Calif: Brooks and Cole.
DaGiau, B.J. (1995). Characteristics of seventh grade students who
completed a course in adolescent development compared to students
that have not completed the course. ERIC microfiche, Document No:
ED 386 609.)
Deck, M., Scarborough, J. L., Sferrazza, M. S., & Estill, D. M. (1999).
Serving students with disabilities: Perspectives of three school
counselors. Intervention in School and Clinic, 34, 150-155.
DeLuca, R. V., Hazen, A., & Cutler, J. (1993). Evaluation of a group
counseling program for preadolescent female victims of incest.
Elementary School Guidance and Counseling, 28, 104-113.
Del Valle, P., McEachern, A. G., & Sabina, M. Q. (1999). Using
drawing and writings in a group counseling experience with Cuban
rafter children, los balseritos. Guidance and Counseling, 14, 20-28.
Duffy, M., Lawson, D. M., Mattock-Hetzel, S., MacLain, A. L., &
Urbanovski, R. (1997). School families: Implementation and
evaluation of a middle school prevention program. Journal of
Counseling and Development, 76, 82-89.
Fleming, V. M. (1999). Group counseling in schools: A case for basic
training. Professional School Counseling, 2, 409-413.
Hackney, H. (1990). Changing contexts for counselor preparation in
the 1990s. Alexandria, VA: American Association for Counseling and
Development.

International Journal of Sociology and Social Policy

20

Kizner, L. R. (1999). Small group counseling with adopted children,

Professional School Counseling, 2, 226-230.
LaFountain, R. M., Gamer, N. E, & Eliason, G. T. (1996).
Solution-focused counseling groups: A key for school counselors. The
School Counselor, 43, 256-267.
Lapan, R. T., Gysbers, N. C., and Sun, Y. (1997). The impact of more
fully implemented guidance programs on the school experiences of
high school students. A statewide evaluation study. Journal of
Counseling and Development, 75, 292-302.
Levin, H.M. (1987). Accelerated schools for disadvantaged students.
Educational Leadership, 44, 19-21.
Mohai, C. E. (1991). Are school-based drug prevention programs
working? Ann Arbor, MI: ERIC Clearinghouse on Counseling and
Personnel Services. (ERIC Document Reproduction Service No. ED
341 886).
Muller, L. E., & Hartman, J. (1998). Group Counseling for sexual
minority youth. Professional School Counseling, 1, 38-41.
National Institute of Justice. (1995). Evaluation of violence prevention
Programs in middle schools [On-line] Available: http:www.
uncg.edu/edu/ericcass/violence/doc/midschls.htm
Nelson, J. R., Dykeman, C., Powell, S., & Petty, D. (1996). The effects
of a group counseling intervention on students with behavioral
adjustment problems. Elementary School Guidance and Counseling,
31, 21-32.
Omizo, M. M., & Omizo, S. A. (1987). The effects of eliminating
self-defeating behavior of learning-disabled children through group
counseling. The School Counselor, 34, 282-288.
Page, R. C. & Chandler, J. (1994). Effects of group counseling on
ninth-grade at-risk students. Journal of Mental Health Counseling, 16,
340-352.

Volume 21 Number 3 2001

21

Riddle, J., Bergin, J. J., & Douzenis, C. (1997). Effects of group

counseling on the self-concept of children of alcoholics. Elementary
School Guidance and Counseling, 31, 192-204.
Ripley, V. V., & Goodnough, G. E. (2001). Planning and
implementing group counseling in a high school. Professional School
Counseling, 5, 62-65.
Robertson, D., & Mathews, B. (1989). Preventing adolescent suicide
with group counseling. Journal for Specialists in Group Work, 14,
34-37.
Shechtman, Z., Gilat, I., Fos, L., & Flasher, A. (1996). Brief group
therapy with low-achieving elementary school children. Journal of
Counseling Psychology, 4, 376-382.
Slavin. R. E., Karweit, N. L., & Madden, N.A. (1989). Effective
programs for students at-risk. Boston, MA: Allyn & Bacon.