The Role of Group Counseling in the Socio-Emotional Development of Low-Income High School Students

• In Event: Expanding Educational Opportunity for All Students

Abstract

Objectives/Purposes
Counseling in secondary education focuses less on the socio-emotional development of the student compared to academics, college, and career exploration. In high school settings, the practice of group counseling is often underutilized as an intervention despite its benefits for students. Some of these positive outcomes for adolescents include developing positive identity and self-esteem (Dowden, 2009), increasing academic achievement/motivation (Bruce, et al., 2009), dealing with trauma and anxiety (Schectman & Moore, 2010), and navigating personal relationships. Using career group counseling as an intervention for high school students, the paper demonstrates the role of group process on the socio-emotional development of adolescents in a group setting.

Perspective(s) or Theoretical Framework
Understanding social-emotional identity development of students requires an examination of the academic and social contexts in which students interact. According to Kaufman (2014), identity formation happens “within a social group and, more importantly, internalizing the dispositions of that group” (p.37). A useful framework for understanding how high school students develop their identity in career groups is the symbolic interactionist theory. This theory proposes that individuals act and create meaning through interaction in their social world (Snow, 2001). Based on the data collected as part of this study, it is evident that student’s evolved and grew through interactions with their career groups as a result of its many social and academic contexts. Symbolic interactionist theory provides a lens to explore students’ simultaneous development of social-emotional skills and college-going identities.

Methods, techniques, or modes of inquiry
The paper is based on analysis of data collected from 60 students who participated in career groups as a part of participation in STEAM, a pre-college summer program for high school students, during the summer of 2016. Students completed assessments before and after completing the program to determine the impact of career groups on the social-emotional development of the student. Data analysis utilized a mixed methods approach.

Initial Findings - Data sources, evidence, objects, or materials
Data sources include results from the following assessments, which were give to students before and after participating in career groups: Rosenberg Self-Esteem Scale (Rosenberg, 1965), Resilience scale (Neil & Dias, 2001), Perceptions of Educational Barriers Scale-Revised (PEB-R, McWhirter, 2000), and Adolescent Self Regulatory Index (ASRI, Moilanen, 2007). These assessments measured a variety of qualities such as self-esteem, self-worth, self-respect, ability to cope, respond successfully to various life stressors, educational barriers, etc. Though the content of group was career-focused, there was an influence through group process on the socio-emotional development of each student.
Scientific/Scholarly significance

It is important to change the perspective on traditional counseling to incorporate and utilize small group counseling as an intervention. This intervention impacts students’ socio-emotional development despite the content of the group due to the influence on the group process. Group counseling is important in counseling because of its many benefits, its ability to serve a larger student population. By utilizing it more, school counselors are forging the profession forward by improving our practices at all levels.
 

Authors

• Kara Ieva, Rowan University

• Monica Reid Kerrigan, Rowan University

• Nina Nagib, Rowan University

• Felicia Crokett, Rowan University