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Bangun, S. R. (2022). The effectiveness of group psychotherapy on reducing anxiety and depression symptoms in adolescents. Jurnal Psikiatri Surabaya, 11(2), 119–127.

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Article 1: Group Psychotherapy for Anxiety and Depression

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Article 1: Group Psychotherapy for Anxiety and Depression

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This study looked at teens who were struggling with anxiety and depression. They took part in group therapy sessions, and afterward, their symptoms improved. I learned that group counseling can really help students feel better and give them a safe place to talk about their emotions

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Mitchell, D., Martin, L., Ebersole, D., & Sperlich, E. (2024). BREAK FREE and Fly: A CBT School Counseling Group Curriculum for Anxiety. Professional School Counseling, 28(1). https://doi.org/10.1177/2156759X241293636 (Original work published 2024)

This article describes a school group program that uses CBT (cognitive-behavioral therapy) to help students manage anxiety. After going through the sessions, students reported feeling less anxious. As someone going into counseling, this helped me see how structured lessons can make a big difference in students' emotional health.

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BREAK FREE and Fly: A CBT School Counseling Group Curriculum for Anxiety - Deedre Mitchell, Laura Martin, Denise Ebersole, Elizabeth Sperlich, 2024

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A junior/senior high school counselor used an innovative psychoeducational group counseling curriculum based on cognitive behavioral therapy to meet the social/…

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Rose, Joy & Steen, Sam. (2014). The Achieving Success Everyday Group Counseling Model: Fostering Resiliency in Middle School Students. Professional School Counseling. 18. 2156759X0001800. 10.1177/2156759X0001800116. 

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Article 3: Achieving Success Everyday Model: Group Counseling Model

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Article 3: Achieving Success Everyday Model: Group Counseling Model

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This article discusses how a group counseling model improved middle school students’ resilience and school attitudes. I learned how group work can support both emotional and academic outcomes.

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Villares, Elizabeth & Brigman, Greg & Carbonneau, Kira & Bowers, Hannah & Lemberger-Truelove, Matthew. (2023). The Effects of the Student Success Skills Program on Academic Achievement and Social-Emotional Skills and Competence: A Meta-Analysis. Journal of Child and Adolescent Counseling. 9. 192-204. 10.1080/23727810.2023.2236144. 

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Article 1: Student Success Skills Meta-Analysis

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Article 1: Student Success Skills Meta-Analysis

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This article reviewed many studies about a school program called Student Success Skills. It found that students who got help through this program had better grades and improved behavior. I saw how school counselors can use research-based programs to support students who are struggling.

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A Systematic Literature Review of School-Counsellor-Led Group Counselling Interventions Targeting Academic Achievement: Implications for Research and Practice 

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Article 2: Academic Gains from Group Counseling

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Article 2: Academic Gains from Group Counseling

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Steen, S., et al. (2021). A systematic literature review of school counselor-led group counseling interventions to improve academic achievement. Professional School Counseling, 24(1), 34–50.

This article looked at different group counseling programs and how they helped students improve in school. Many of the students showed better grades and more interest in learning. As I read this, it became clear to me that counseling can really support academic growth, not just emotional needs.

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DOI

https://doi.org/10.25774/sgvv-ta47

Abstract

This article reviews group counselling interventions conducted by school counsellors that aimed to improve academic achievement. A total of 12 studies met these criteria. The studies that used comprehensive/comparative tests and GPA as academic achievement outcome measures had moderate to large effect sizes. Secondly, this review broadly examined whether a protocol or group manual was used, the number of group sessions, and demographic information of the group leaders and students. Implications and recommendations for future research are provided including exploring more international articles.

Recommended Citation

Steen, S., Shi, Q., & Melfie, J. (2021). A Systematic Literature Review of School-Counsellor-Led Group Counselling Interventions Targeting Academic Achievement: Implications for Research and Practice. Journal of School-Based Counseling Policy and Evaluation, 3(1), 6-18. https://doi.org/https://doi.org/10.25774/sgvv-ta47

DOWNLOADS

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A Systematic Literature Review of School-Counsellor-Led Group Counselling Interventions Targeting Academic Achievement: Implications for Research and Practice

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This article reviews group counselling interventions conducted by school counsellors that aimed to improve academic achievement. A total of 12 studies met these criteria. The studies that used comprehensive/comparative tests and GPA as academic achievement outcome measures had moderate to large effect sizes.

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Mokodenseho, S., et al. (2024). Analysis of the effect of school counseling services, social support, and learning motivation on academic achievement of junior high school students in West Java. International Journal of Education Research, 13(1), 12–24.

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Article 3: Counseling and Academic Success in Indonesia

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Article 3: Counseling and Academic Success in Indonesia

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This study was done in Indonesia with junior high students. It showed that students who had access to counseling and felt supported were more motivated and had better grades. It helped me understand that the connection between emotional support and academic success is true no matter where you are in the world.

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Sides, J. D., & Cuevas, J. A. (2020). Effect of goal setting for motivation, self-efficacy, and performance in elementary mathematics. Journal of Educational Research and Practice, 10(1), 1–12.

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Article 1: Goal Setting and Math Performance

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Article 1: Goal Setting and Math Performance

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This study worked with elementary students and showed that setting goals helped them feel more motivated and confident in math. Even though the students were younger, I can use these same ideas in middle school counseling. It helped me see how simple strategies like setting goals can boost a student’s confidence.

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Bangun, S. R. (2022). The effectiveness of group psychotherapy on reducing anxiety and depression symptoms in adolescents. Jurnal Psikiatri Surabaya, 11(2), 119–127.

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Article 2: Self-Efficacy Gains from Group Therapy

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Article 2: Self-Efficacy Gains from Group Therapy

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This article was mostly about anxiety, but it also found that students felt more confident in themselves after group counseling. I included it here because it reminded me that when students feel better emotionally, they also believe in themselves more, which helps in school and in life.

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Article 3: Goal Setting and Literacy Self-Efficacy

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Article 3: Goal Setting and Literacy Self-Efficacy

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Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly, 19(2), 159–172.

This article explained how students improved in reading and writing by setting goals, watching role models, and checking their progress. I learned that students are more likely to believe in themselves when they learn to plan and track their own growth.

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Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation.

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Perceived self-efficacy, or students’ personal beliefs about their capabilities to learn or perform behaviors at designated levels, plays an important role in their motivation and learning. Self-efficacy is a key mechanism in social cognitive theory, which postulates that achievement depends on interactions between behaviors, personal factors, and environmental conditions. Self-efficacy affects choice of tasks, effort, persistence, and achievement. Sources of self-efficacy information include personal accomplishments, vicarious experiences, social persuasion, and physiological indicators. At the outset of learning activities, students have goals and a sense of self-efficacy for attaining them. Self-evaluations of learning progress sustain self-efficacy and motivation. Research on academic learning is summarized, showing how modeling, goal setting, and self-evaluation affect self-efficacy, motivation, and learning. Suggestions for applying these ideas to teaching are provided. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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Topic 1: Impact of Small Group Counseling on Student Anxiety

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Topic 1: Impact of Small Group Counseling on Student Anxiety

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Research Question: What is the impact of small group counseling on reducing anxiety levels among middle school students?

Participants: Middle school students experiencing moderate to high anxiety

Intervention: Small group counseling focused on anxiety-reduction strategies

Measurement: Pre and post-intervention anxiety inventories (e.g., SCARED or Beck Youth Inventory)

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Topic 2: Academic Achievement and Individual Counseling

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Topic 2: Academic Achievement and Individual Counseling

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Research Question: How does individual academic counseling affect the GPA of at-risk 8th grade students?

Participants: At-risk 8th grade students (e.g., those with failing grades or poor attendance)

Intervention: Bi-weekly individual academic counseling sessions

Measurement: Comparison of GPA and attendance rates before and after intervention

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Topic 3: Goal-Setting Workshops and Self-Efficacy in Middle School Students

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Topic 3: Goal-Setting Workshops and Self-Efficacy in Middle School Students

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Research Question: Does participation in goal-setting workshops increase self-efficacy among 7th grade students?

Participants: 7th grade students across diverse academic levels

Intervention: A 4-week structured goal-setting workshop

Measurement: Self-efficacy surveys (e.g., General Self-Efficacy Scale) and qualitative student reflections