Improving the Social Relationships, Problem-Solving Skills, Communication, and Emotional Resources of Students from Poverty

Abstract

This study examined students from poverty and their responsiveness to a social skills intervention, identified as a "modern problems" discussion group. The sample population of upper elementary students was randomly assigned and identified based on free or reduced lunch counts, office discipline referrals, and teacher nomination. The experimental - control group design used descriptive and statistical analysis to demonstrate change following the treatment. Pretest and post-test observation scores based on a social skills rubric measured behavior change and performance in social relationships, problem solving, communication, and emotional resources.