ABSTRACT
Groups are integral to human development. We enter the world as part of a family group; we work, learn, and often play in groups. For these reasons, in schools, group counseling is a crucial component of every comprehensive developmental guidance program. Fortunately, the school setting actively lends itself to the constructive use of group counseling as a vehicle for addressing the respective developmental needs of elementary, middle school/junior high, and secondary students. In addition, group counseling has other important advantages, including the following: (a) It is a time- and cost-effective modality for helping students achieve academic, personal/social, and career success, consistent with the National Standards for School Counseling Programs; (b) it allows counselors to serve larger numbers of students with a greater variety of problems; (c) it provides real world experiences, including a sense of belonging, connection with others, and opportunities to learn from others; and (d) it allows students to help each other with problem solving, modeling, and practicing skills (Baker & Gerler, 2004; Campbell & Dahir, 1997; Davis, 2005; Gladding, 2003; Schmidt, 1999; Sciarra, 2004; Studer, 2005). Groups are also recognized as the preferred mode for delivering a range of counseling and psycho-educational services in educational settings by the American School Counselor Association (ASCA; 2003).
