Abstract:
Two Grade 3 classes were used to study the effects of a formal social skills
training program. Specifically, comparisons were made on self-esteem, classroom
environment, and moral development to see whether changes occurred as a direct
result of social skills training. One group participated in the social skills program,
while the other group did not.
It was hypothesized that formal social skills training would improve students' selfesteem,
moral development, and the classroom environment. At the end of the
program, however, data from class observations, teacher interviews, journal of the
social skills training group teacher, and measures of self-esteem, classroom
environment and moral development did not support this hypothesis. Although the
social skills training group scored significantly higher in class cohesiveness, they did
not show marked improvement in the other measures. In fact, in some measures
(e.g., friction and competitiveness), they demonstrated greater scores at both pretest
and posttests. The social skills training group was, however, able to vocalize and
utilize the strategies of several skills which had been a focus of the program,
suggesting that formal social skills training is a useful tool for presenting and
reinforcing some specific behaviours.
