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Keywords:

  • school counseling;
  • metacognition;
  • executive functioning;
  • connectedness to school

The authors evaluated a small-group counseling intervention, Student Success Skills, provided to 53 inner-city, 4th- and 5th-grade African American students. Compared with the control group, students who received the treatment reported significant changes in metacognitive skill and feelings of connectedness to school. Furthermore, treatment-group students received higher posttest change scores on certain executive functioning subscale items, as reported by their classroom teachers. Implications for counseling practice are presented.