Children come to school with a variety of factors impinging on their academic success (Rose, 1998). The impact of these factors varies in degree. Furthermore, children from high-risk urban areas may experience barriers that not only hinder academic success, but also support their disengagement from educational institutions. Therefore, working with this particular population requires a sensitivity to and an understanding of both the subtle and obvious issues with which these young people are trying to cope. Authors Bemak, Chung, and Siroskey-Sabdo, in their article "Empowerment Groups for Academic Success: An Innovative Approach to Prevent High School Failure for At-Risk, Urban African American Girls," have introduced us to a model they portend may be an effective intervention in working with at-risk populations. Based upon the self-reports supplied by the African American girls who participated in the study, some acknowledged an improvement in their behavior and their academic achievement. Indeed, the article conveys a powerful portrayal of group process.