Journal
JOURNAL OF PSYCHOLOGISTS AND COUNSELLORS IN SCHOOLS
Volume 28, Issue 1, Pages 84-101Publisher
CAMBRIDGE UNIV PRESS
DOI: 10.1017/jgc.2018.1
Keywords
cognitive-behavioural; group counselling; transition; children
Categories
Ask authors/readers for more resources
To facilitate students' transition into secondary school, a short, problem-oriented group program was designed that included interpretation retraining, problem solving, and social-skills training. Pre- and post-test data from two groups conducted over the course of 5 weeks were combined for a total of 35 6th-grade students waiting to undergo school transition. There was also a no-intervention control group (n = 19). Results indicate that completion of the program by the intervention group led to a significant decrease on negative interpretations, with greater reductions in feelings of loneliness and increases in children's positive attitudes toward school compared to the control group. In addition, 3 months before moving to secondary school, children in the intervention group reported significantly fewer concerns about school transition compared with the controls. We conclude that the inclusion of problem-based strategies may be beneficial when designing transition groups, which may also lead to a significant reduction in worries and concerns about the transition to secondary school.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available