Brigman, G., & Webb, L. (2007). Student success skills: Impacting achievement through large and small group work. Group Dynamics: Theory, Research, and Practice.Special Issue: Groups in Educational Settings, 11(4), 283-292. doi:10.1037/1089-26184.108.40.2063
Abstract (from PsycINFO):
structured group intervention, Student Success Skills (SSS), targeting
academic and social outcomes, involving over 1,100 students in grades
5, 6, 8, and 9 is described. The goal of the project was to evaluate a
combination guidance/psychoeducational and counseling/interpersonal
problem-solving group model using rigorous research methods. Results
from a series of four studies that consistently demonstrate the
effectiveness of the SSS intervention are presented along with a sample
large group lesson and sample small group session. A discussion of
effective group work practices supporting effective implementation of
the SSS intervention and other structured group interventions follows.
The article concludes with tips for helping professionals in schools
who want to show they make a difference in academic and social outcomes
A brief summary of the research results
of five studies is provided below. For the interested reader, the SSS
program original studies offer a thorough explanation of the
theoretical and empirical basis for the SSS Program, as well as
detailed descriptions of the interventions (see Brigman & Campbell, 2003
; Campbell & Brigman, 2005
; Webb et al., 2005
; Brigman, Webb, & Campbell, 2007
separate studies involving 50 school counselors in 36 schools in two
school districts, with 1,123 students in grades 5, 6, 8, and 9 were
conducted to evaluate the impact of the SSS program on student
performance on state mandated achievement tests. All four studies
targeted students who scored below the 50th percentile on the previous
year's Florida Comprehensive Assessment Test (FCAT) in reading or math.
All four studies used a pretest–posttest control group design with
randomization. The dependent variables were reading and math scale
scores on the FCAT. The FCAT is the mandated state test administered
each spring for grades 3 through 10. The independent variable was the
SSS program. Posttest means for the treatment and comparison students
were compared by using analysis of covariance. The .05 level of
significance was chosen for all four studies. All four studies showed a
consistent pattern of treatment students significantly outperforming
Abona, C. (2000). The development of academic
achievement in school aged children: Precursors to career development.
In Lent & Brown (Eds.), Hand-book of counseling psychology (3rd
ed). New York: John Wiley & Sons.
Brigman, G. (2006). Research methods in school counseling: A summary for the practioner. Professional School Counseling, 7, 421-425.
Brigman, G. & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling, 7, 91-98.
Brigman, G., & Webb, L. (2004). Student Success Skills: Classroom manual. Boca Raton, FL: Atlantic Education Consultants.
Brigman, G., Campbell, C., & Webb, L.
(2004). Student Success Skills: Group counseling manual. Boca Raton,
FL: Atlantic Education Consultants.
Brigman, G., Webb, L. & Campbell, C.
(2007). Building skills for school success: Improving academic and
social competence. Professional School of Counseling, 10, 279-288.
Campbell, C. A., & Dahir, C. (1997).
Sharing the vision: The national standards for school counseling
programs. Alexandria, VA: American School Counseling Association.
Campbell, C. & Brigman, G. (2005). Closing the achievement gap: A structured approach to group counseling. Journal for Specialists in Group Work, 30, 67-82 10.1080 /01933920590908705.
Carey, J. C. (2004, April 15). Does
implementing a research-based school counseling curriculum enhance
student achievement? Center for School Counseling Outcome Research.
School Counseling Research Brief 2.3.
Carey, J., Dimmitt, C. C., Hatch, T., Lapan,
R., Lee, C., & Whiston, S. (2005, June). Report of the National
Panel for Evidence Based School Counseling: Outcome research coding
protocol and evaluation of Student Success Skills and Second Step.
Paper presented at the annual conference of American School Counselor
Association, Orlando, FL.
Dagley, J., Gazda, G., Eppinger, S., &
Stuwart, E. (1994). Group psychotherapy research with children,
preadolescents, and adolescents. In Fuhriman & G. M. Burlingame
(Eds.), Handbook of group psychotherapy (pp. 340-370). New York: Wiley.
Daly, E. J., III, Duhon, G. J., & Witt,
J. C. (2002). Proactive approaches for identifying and treating
children at risk for academic failure. In K. L. Lane, F. M. Gresham,
& T. E. O'Shaughnessy (Eds.), Interventions of children with or at
risk for emotional and behavioral disorders (pp. 18-32). Boston: Allyn
Elias, M., Fredricks, L., Greenberg, M.,
O'Brian, M., Resnick, H. & Weissberg, R. (2003). Enhancing
school-based prevention and youth development through coordinated
social, emotional, and academic learning. American Psychologist, 58, 466-474 10.1037/0003-066X .58.6-7.466.
Hattie, J., Biggs, J. & Purdie, N.
(1996). Effects of learning skills interventions on student learning: A
meta-analysis. Review of Educational Research, 66, 99-130 10.2307/1170605.
Hoag, M. & Burlingame, G. (1997).
Evaluating the effectiveness of child and adolescent group treatment: A
meta-analysis review. Journal of Clinical Child Psychology, 26, 234-246.
Holmes, G. & Sprenkle, L. (1996). Group interventions in school. Journal of Child and Adolescent Group Therapy, 6, 203-223 10.1007/BF02548417.
Kulic, R., Dagley, J. & Horne, A. (2001). Prevention groups with children and adolescents. Journal for Specialist in Group Work, 26, 211-218.
Marzano, R., Pickering, D., & Pollack, J.
(2001). Classroom instruction that works: Research based strategies for
increasing student achievement. Alexandria, VA: Association for
Supervision and Curriculum Development.