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This document summarizes a research study that aims to teach middle school students kindness through social skills interventions. The study will involve students enrolled in a 6th grade class who will participate in lessons focusing on kindness. Students will complete the School Kindness Scale and Kindness Measure questionnaires before and after the interventions to assess their perceptions of kindness. The study seeks to determine if social skills lessons can improve peer kindness and increase students' social competence, which research has shown to provide academic and emotional benefits.
This document summarizes a research study that aims to teach middle school students kindness through social skills interventions. The study will involve students enrolled in a 6th grade class who will participate in lessons focusing on kindness. Students will complete the School Kindness Scale and Kindness Measure questionnaires before and after the interventions to assess their perceptions of kindness. The study seeks to determine if social skills lessons can improve peer kindness and increase students' social competence, which research has shown to provide academic and emotional benefits.
This document summarizes a research study that aims to teach middle school students kindness through social skills interventions. The study will involve students enrolled in a 6th grade class who will participate in lessons focusing on kindness. Students will complete the School Kindness Scale and Kindness Measure questionnaires before and after the interventions to assess their perceptions of kindness. The study seeks to determine if social skills lessons can improve peer kindness and increase students' social competence, which research has shown to provide academic and emotional benefits.
-Eisenberg (1986) defines kindness as “intentional behaviors that • Students enrolled in a 6th grade class at Cedar Bluffs • The School Kindness Scale (SKS) is a 12-item benefit others, but not due to reward or punishment.” Public Schools will be asked to participate questionnaire that will measure students perceptions of kindness within their school. -Research shows a correlation between low social competence skills • Both general education and special education students and childhood depression levels (Ross, Shochet, & Bellair, 2010). will participate in the intervention group • “My classmates help each other learn. “ • “Kindness happens regularly in my classroom.” -School connectedness is also a key factor associated with adolescent • Ethnic background and sample size is unknown at this depression (Ross, et. Al., 2010). time • The instrument questions have been modified due to focusing on peer kindness rather than the overall school -School connectedness is termed as the extend that students are • Research will be conduced from August till December climate. accepted, respected, included, and supported by the school 2018 • The Kindness Measure is a 40-item questionnaire of kind environment (Goodenow, 1993). • Social Skills lessons will be taught, focusing on the aspect and unkind behaviors. -Cartledge (2005) believes that social skills interventions should be of kindness (15-20 min.) • This measure will indicate students perceptions of taught within the original classroom, rather than a small group, so • Kindness Topics: kindness within their selves. newly acquired skills can be reinforced within the everyday location of • “I am kind to others” • Random Acts of Kindness the students. • “I do small favors for friends” • Strengthening Peer Relationships and Acceptance -Students perceptions of a positive school climate are linked directly to • Both measures are on a scale from 1 (never) to 5 their psychological well-being (Binfet, Gadermann, & Schonert, 2016). • Fostering Empathy (always). -Kindness is identified as a construct of school climate. Perceptions of • Developing Positive Mindsets kindness reflect how students view their school and how they engage in prosocial acts (Binfet, et. Al., 2016). REFERENCES Binfet, J., Gadermann, A., & Schonert, K. (2016). Measuring kindness at school: Problem of Practice Psychometric properties of a school kindness scale for children and adolescents. • Students lack the social skills to display daily kindness towards peers Psychology in School, 53(2), 111-126. Canter, D., Youngs, D., & Yaneva, M. (2017). Personality and individual differences • Lack of peer kindness results in disruptions during classroom towards a measure of kindness: An exploration of a neglected interpersonal trait. instruction Elsevier, 15-20. Eisenberg, N. (1986). Altruistic emotion, cognition, and behavior. Hillsdale, NJ: • Middle school students are feeling unaccepted, excluded, and Erlbaum. disrespected by peers Cartledge, G. (2005). Learning disabilities and social skills: Reflections. Learning Research Question Disability Quarterly, 28, 179-181. Goodenow, C. (1993). The psychological sense of school membership among • How can social skills interventions improve peer kindness in adolescents: Scale development and educational correlates. Psychology in the middle school students? schools, 30, 79-90. Ross, A., Shochet, I., & Bellair., R. (2010). The role of social skills and school connectedness in preadolescent depressive symptoms. Journal of Clinical Child & IMPORTANCE OF RESEARCH Adolescent Psychology, 39(2), 269-275.
• Research focusing on middle school peer kindness is lacking
• Increase in student kindness • Increase in student social competence ACKNOWLEDGEMENTS • Social competence has social, emotional, and academic • I gratefully acknowledge Dr. Mark Gudgel and Dr. Teresa Wanser-Ernst for their encouragement and guidance of this research project. benefits • I also would like to acknowledge my fellow classmates who have been a • Decrease in negative peer related behavior in the classroom continuous support system throughout this tough journey.