This article is a follow-up to previously published reports of research evaluating the effectiveness of the Student Success Skills group and classroom intervention. An overview of the key skill areas is provided, supported by ongoing research in the area of social-emotional learning, along with research-based strategies and activities that have been found to improve academic and social outcomes for all students. Key tools for classroom guidance lessons are included and are accompanied by specific guidelines for how school counselors can implement them. The article concludes with a brief discussion of the need to implement research-supported programs.
Get full access to this article
View all access options for this article.
References
1.
ArbonaC. (2000). The development of academic achievement in school aged children: Precursors to career development. In Lent & Brown (Eds.), Handbook of counseling psychology (3rd ed). New York: John Wiley & Sons.
2.
American School Counselor Association. (2004). Ethical standards for school counselors.Alexandria, VA:Author.
3.
American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA: Author.
4.
BrigmanG., & CampbellC. (2003). Helping students improve academic achievement and school success behavior.Professional School Counseling, 7, 91–98.
5.
BrigmanG., WebbL., & CampbellC. (in press). Building skills for school success: Improving the academic and social competence of students.Professional School Counseling.
6.
CampbellC., & BrigmanG. (2005). Closing the achievement gap: A structured approach to group counseling.Journal for Specialists in Group Work, 30, 67–82.
7.
DalyE. J.III, DuhonG. J., & WittJ. C. (2002). Proactive approaches for identifying and treating children at risk for academic failure. In LaneK. L., GreshamF. M., & O'ShaughnessyT. E. (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 18–32). Boston:Allyn & Bacon.
8.
EliasM., FredricksL., GreenbergM., O'BrianM., ResnickH., WeissbergR., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning.American Psychologist, 58, 466–474.
9.
FadK. S. (1990). The fast track to success: Social-behavioral skills.Intervention in School and Clinic, 26, 39–43.
10.
HattieJ., BiggsJ., & PurdieN. (1996). Effects of learning skills interventions on student learning: A meta-analysis.Review of Educational Research, 66, 99–130.
11.
KampsD., & KayP. (2001). Preventing problems through social skills instruction. In AlgozzineR. & KayP. (Eds.), What works: How schools can prevent behavior problems.Thousand Oaks, CA:Corwin Press.
12.
MarzanoR., PickeringD., & PollackJ. (2001). Classroom instruction that works: Research-based strategies for increasing studentachievement.Alexandria, VA:Association for Supervision and Curriculum Development.
13.
MastenA. S., & CoatsworthJ. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children.American Psychologist, 53, 205–220.
14.
MerrellK. (1993). School Social Behavior Scales: Test manual.Brandon, VT:Clinical Psychology Publishing.
15.
U.S. Department of Education. (2001). No Child Left Behind Act of 2001.Washington, DC:Author.
16.
WangM. C., HaertelG. D., & WalbergH. J. (1994). What helps students learn?Educational Leadership, 51, 74–79.
17.
WebbL., & BrigmanG. (in press). Student Success Skills: A structured group intervention for school counselors.Journal for Specialists in Group Work.
18.
WebbL., BrigmanG., & CampbellC. (2005). Linking school counselors and student success: A replication of the Student Success Skills approach targeting the academic and social competence of students.Professional School Counseling, 8, 407–413.
19.
ZinsJ. E., WeissbergR. P., WangM. C., & WalbergH. J. (2004). Building academic success on school social and emotional learning.New York:Teachers College Press.
