The effects of a preventive social skills training program on the social skills, self-concept, peer acceptance and academic achievement of early adolescents.
Item
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Title
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The effects of a preventive social skills training program on the social skills, self-concept, peer acceptance and academic achievement of early adolescents.
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Identifier
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AAI9521253
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identifier
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9521253
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Creator
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Brickman, Jean Berzon.
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Contributor
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Adviser: Marian C. Fish
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Date
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1995
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Guidance and Counseling
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Abstract
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This study explored the impact of a cognitive-behavioral social skills training program (Gresham & Elliott, 1991) on the self-esteem, sociometric status, perceived social competence, and academic achievement of middle school students when the program was implemented in a primary preventive manner. Subjects were 89 students in the 7th grade of a small, rural/suburban middle school. They were all pre- and post tested on self-report measures of self-concept and social skills, peer acceptance, and academic achievement. The students were ranked according to their pretest scores on the Social Skills Rating Scale, Student form, Secondary level (Gresham & Elliot, 1990) and evenly divided into 9 small advisory groups; 5 groups received the social skills training program, and 4 groups were given topics to discuss from the mental health portion of the New York State 7th grade health curriculum. The groups were randomly assigned to leaders and conditions. It was expected that the students who received the social skills training in the Social Skills Intervention Program would show significantly greater improvement in their self esteem, peer acceptance, perceived social skills, and academic achievement in comparison to students in the control group.;Four multiple regression analyses were performed comparing the experimental and control groups on posttest measures of each of the personality tests as well as on the achievement test, while controlling for pretest scores on all of the variables. In each analysis, the effect of program in context with each of the premeasures was not significant. Suggestions of how both primary and secondary preventive social skills training programs might be implemented were offered.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
