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• W213882304 abstract "The underachieving student has always was highlighted by Larrabee and Terres been a concern of counselors. Wilson (1984). Additionally, one must differen (1986) reported a variety of efforts targeted tiate carefully group guidance (instruc at these students, ranging from group to tional in nature), group counseling individual to parent counseling programs. (developmental and facilitative), and The results did not always demonstrate group therapy (related to psychopathol success, but those that did seem to be ogy) in establishing appropriate interven marked by an emphasis on group counseltions with students in the school setting ing lasting at least 9 weeks. In addition, (Gazda, 1978). This article focuses on a recent studies by Decker and Hall (1987) program that articulates both group point to the fact that a multicomponent guidance and group counseling in a struc group program is most effective. This would tured format with low-achieving ninth be one that teaches students study skills and grade students. also provides some focus on the anxiety that is commonly part of the underachieving student's profile. As a counterexample, PROGRAM FORMAT Myrick and Dixon (1985) reported that short term group counseling (six sessions) yielded Over the course of 3 years, the counselors only mixed results with their students. at Summit Junior High School have Although it would seem successful in worked with administrators and teaching concept, the utilization of group counselstaff to create a program for students who ing by school counselors has been the subhave achieved poorly for a variety of ject of much discussion and considerable reasons. The recognition that under resistance. Carroll (1979) and Bowman achievement for many of these students is (1987) pointed to the reality that many due to lack of motivation, poor study counselors are not involved in group work skills, and low self-esteem led to the in in the schools, even though the importance elusion of a guidance com of this strategy in successful interventions ponent in an English program that with students has been demonstrated. provided 10 periods of instruction per Cooper-Haber and Bowman (1985) have week of school. presented a comprehensive program, In order to provide the students with but it is one that does not deal with the direct instruction on a variety of issues we issue of student achievement. The posconsidered important, we developed a sibility of providing for growth and change for students within the reality of John A. Schnedeker is the director of guidance for time constraints on the school counselors Summit Public Schools, Summit, New Jersey." @default.
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• W213882304 date "1991-01-01" @default.
• W213882304 modified "2023-09-26" @default.
• W213882304 title "Multistage Group Guidance and Counseling for Low-Achieving Students." @default.
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