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 post-test 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.

中文翻译：

---

以问题为导向的小组方法，以减少儿童对中学过渡的恐惧和担忧

为了促进学生过渡到中学，设计了一个以问题为导向的简短小组计划，其中包括口译再培训、问题解决和社交技能培训。将两组在 5 周内进行的测试前和测试后数据相结合，共有 35 名 6 年级学生等待接受学校过渡。还有一个不干预对照组（n= 19)。结果表明，与对照组相比，干预组完成该计划导致负面解释显着减少，孤独感减少更多，儿童对学校的积极态度增加。此外，在升入中学前 3 个月，与对照组相比，干预组的儿童对学校过渡的担忧明显减少。我们的结论是，在设计过渡组时纳入基于问题的策略可能是有益的，这也可能会显着减少对过渡到中学的担忧和担忧。