Facilitating the development of interpersonal communication skills in children : the development, implementation and evaluation of a curriculum with implications for peace education

FACILITATING THE DEVELOPMENT OF INTERPERSONAL COMMUNICATION SKILLS IN CHILDREN: THE DEVELOPMENT, IMPLEMENTATION AND EVALUATION OF A CURRICULUM WITH IMPLICATIONS FOR PEACE EDUCATION Educators interested in helping students develop their personal resources for living harmoniously have increasingly recognized the need for programs that enhance the development of interpersonal skills in children. To meet this need, a systematic program, based on Carl Rogers' theory of interpersonal communication, was designed to facilitate the development of communication skills in children thus encouraging interpersonal understanding. The curriculum uses issues arising in children's relationships with others as a medium for teaching listening, empathy and clarification skills. The purpose of this study was to assess the effectiveness of the curriculum in teaching these skills. The curriculum was field tested in a grade five class. Students met with the investigator for 40 minutes, two to three times a week over the course of ten weeks to train in the interpersonal communication skills. Grade five students enrolled in two other classes participated as a control group. As a participant observer, the investigator kept anecdotal records to assess the effectiveness of the curriculum and to explore its effects on the students and their interpersonal relationships. In addition, prior to, and two weeks following the completion of the program, students in both groups completed indexes of empathy and clarification skills. Evaluations of the experience were also completed by the training group. The interpersonal skills curriculum appeared to be effective in facilitating the students' development of interpersonal communication skills: Analyses of scores on the communication indexes revealed a significant improvement in empathy and clarifying skills, when considered separately or together, for students participating in the program both over the course of training and in comparison with a control group. Exploratory findings indicate that the program had positive effects on many of the students and their interpersonal relationships. Qualitative data provided insight into the effectiveness of the content and process of the curriculum. Recommendations are made for the development, implementation and evaluation of interpersonal communication skills curricula for upper elementary school age children. Implications of the study are discussed within the broader context of educating for peace. Suggestions for further research include: investigation of the durability of skills and their transfer out of the learning setting; investigation of the effects of the program on intra and interpersonal variables and learning outcomes; and investigation of how children of different ages relate, both cognitively and psychologically, to issues affecting peace. For Kyla and Kim, may peace, only a vision now, become a reality in your lifetimes. Acknowledgements Many people gave their time, assistance and support to make this thesis possible. I would like to express my gratitude: To Selma Wassermann, for her crucial work at Simon Fraser University, helping teachers to develop their interpersonal communication skills, on which this thesis is modelled, To Mike Manley-Casirnir, for his guidance, generous support and commitment to peace education; To Greg and my family for their patience, understanding, faith and support during this venture; To Karin Walkley, for her editorial help; To Pat Holborn and Serena Patterson, for their empathy and clarification when I needed it most; To Kathy Price for her interest in and commitment to researching the effectiveness of the second revision of the curriculum; To the Burnaby School District, for their commitment to peace education; and To the principals, classroom teachers, and children who participated in this study.