Date of Award
Master of Arts in Psychology
The purpose of this study was to investigate the relationships of students in an urban, multicultural seventh grade classroom. Additionally, a social competence program designed specifically for the sample was implemented and evaluated. Interpersonal relationships among peers and teachers, interpersonal problem solving skills, participant's classroom behavior, and self-concept were measured at pre- and post-intervention. In addition, demographic information (e.g., socioeconomic status, race, ethnicity) was obtained. It was hypothesized that as a result of participating in the social competence program: (1) participant's knowledge of interpersonal problem solving techniques would increase; (2) ability to generate behavioral steps necessary for solving interpersonal problems would increase among participants; (3) participants would report improved peer and teacher interpersonal relations; (4) teachers would report fewer peer conflicts; and (5) participants would report improved perceived self concept. Dependent ttests were conducted to test differences between all pre- and postintervention measures. The results of the study supported hypotheses (1) (i.e., It was predicted that students would increase their knowledge of interpersonal problem solving techniques) and (2) (i.e., It was predicted that ability to generate behavioral steps necessary for solving interpersonal problems would increase among students). However, for the hypotheses (3) (i.e., It was predicted that students would report improved peer and teacher interpersonal relations), (4) (i.e., It was predicted that teachers would report fewer peer conflicts), and (5) (i.e., It was predicted that students would report improved perceived self concept), only the Assessment of Interpersonal Relations Female Peers subscale) and the male teacher ratings of perceived student behavior revealed significant differences after intervention. The results of this study highlight the need for research that uses developmentally appropriate, multimodal and culturally sensitive techniques to enhance social competence in students. School psychologists and teachers should work collaboratively to design and implement social competence programs specific to the needs of individual classrooms.
Gainer, Sandra Lynn, "ENHANCING SOCIAL COMPETENCE IN A MULTICULTURAL CLASSROOM" (1996). Open Access Master's Theses. Paper 1689.