ERIC Number: EJ1179197
Record Type: Journal
Publication Date: 2018-Jun
Abstractor: As Provided
A Problem-Oriented Group Approach to Reduce Children's Fears and Concerns about the Secondary School Transition
Vassilopoulos, Stephanos P.; Diakogiorgi, Kleopatra; Brouzos, Andreas; Moberly, Nicholas J.
Journal of Psychologists and Counsellors in Schools, v28 n1 p84-101 Jun 2018
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 posttest 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.
Descriptors: Transitional Programs, Secondary School Students, Student Adjustment, Grade 6, Skill Development, Problem Solving, Interpersonal Competence, Pretests Posttests, Control Groups, Intervention, Outcomes of Education, Student Attitudes, Attitude Change, Educational Attitudes, Positive Attitudes, Fear, Stress Management
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: firstname.lastname@example.org; Web site: http://journals.cambridge.org
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A