A Problem-Oriented Group Approach to Reduce Children's Fears and Concerns about the Secondary School Transition

Autor/inn/en	Vassilopoulos, Stephanos P.; Diakogiorgi, Kleopatra; Brouzos, Andreas; Moberly, Nicholas J.
Titel	A Problem-Oriented Group Approach to Reduce Children's Fears and Concerns about the Secondary School Transition
Quelle	In: Journal of Psychologists and Counsellors in Schools, 28 (2018) 1, S.84-101 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1037-2911
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Sekundarschüler; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; School year 06; 6. Schuljahr; Schuljahr 06; Kompetenzentwicklung; Qualifikationsentwicklung; Problemlösen; Interpersonale Kompetenz; Lernleistung; Schulerfolg; Schülerverhalten; Attitudinal change; Einstellungsänderung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Furcht; Stressmanagement; Stressbewältigung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01