The Effect of Skillstreaming Intervention on Students' Non-Independently Resolved Conflicts
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2014-07
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Masters of Education
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Abstract
The purpose of this study was to determine if a modified version of the Skillstreaming curriculum, incorporated into a whole class morning circle routine, would be effective in reducing students‟ non-independently solved conflicts, or conflicts that necessitated teacher intervention. The measurement tool was a researcher created tally mark system for tracking the number of non-independently solved student conflicts. The study involved a pre-experimental one group pre-test, post-test design to measure the data collected from the tally mark system. The results of the data showed no significant difference in the pre and post data. However, due to researcher observations of other results in the sample group that were not captured in the data, further research on this intervention is merited. Problems stemming from students‟ lack of social skills and impacting students‟ academic, behavioral and social development are widely acknowledged in the research. While the data in this study does not show a statistically significant difference, there is potential for further investigation and intervention to improve students‟ abilities to deal with peer conflict.