2005

School counselors understand that group counseling and group guidance serve as cornerstones for a comprehensive developmental guidance curriculum (Gysbers & Henderson, 2000; Myrick, 2002). Groups were identified as a tool to increase productive learning (Myrick, 2002) and as more effective interventions for students with emotional/ behavioral issues, such as ADHD (Webb & Myrick, 2003). Group counseling sessions emulate peer relationships outside the group setting and assist in the acquisition of social skills important for social and academic success (Webb & Myrick, 2003). Despite the importance of utilizing groups in schools, most counselors have taken only one introductory group class (Conyne, Wilson, & Ward, 1997) and are left to discover for themselves how to prioritize goals for implementing groups. The purpose of this article is to identify advanced issues in employing groups and increasing competence in group utilization for school counselors.