The effect of an icebreaker game on communication in a third grade group counseling session

Abstract

The purpose of this study was to determine the effects an icebreaker game would have on communication and self-disclosure, in a third grade group, versus using conversation alone. The researcher formulated two groups of students to participate in this study. The first group of participants included seven third grade students who were currently enrolled in the Hayward Elementary School and were given an icebreaker game to play in a group setting during four sessions. The second group of participants also included seven third grade students who were currently enrolled at Hayward Elementary School but used conversation alone in a group setting. The researcher attended each of the four sessions per group and observed and documented communication. The data gathered was measured by using a performance rubric scale (see Appendix A). This short range study began in early October and concluded in late November of the 1999-2000 school year. The results indicate that using the icebreaker game, opposed to using conversation alone was much more effective in opening up communication and self-disclosure. The results indicate without a doubt that the icebreaker game outperformed conversation alone by getting students to self-disclose and communicate ninety percent more frequently. In conclusion, using an icebreaker game in a third grade group setting is an effective tool in opening communication and self-disclosure.