Synopsis
Implementation of a Social Skills Curriculum to Reduce Behavioral Problems of African American Boys in Elementary Classroom Settings. Foster, Evaline L., 2004: Applied Dissertation, Nova Southeastern University, Fischler School ofEducation and Human Services. Peer Support Groups/Anger Management/Conflict Resolution/Social Skills/Bullying/Teacher Student Relationships
This applied dissertation was designed to reduce the disruptive verbal and physical behaviors within the regular behavior enrichment classroom during the 2003-2004 school year. From August 2002-May 2003, 18 home suspensions, 25 in-school suspensions, and 85 office referrals due to extremely disruptive verbal and physical behaviors were recorded for students enrolled in the regular education behavior enrichment classroom.
The purpose of this applied dissertation was to modify the negative behaviors of students into appropriate behaviors that would allow them to productively function academically, socially, and emotionally in the regular education classroom setting.
The writer developed lesson plans and strategies to reduce the verbal and physical behaviors of students within the regular behavior enrichment classroom. Strategies taught included (a) facilitation of peer support groups and instruction, (b) modeling, (c) reinforcement of conflict resolution skills, (d) self-management techniques, (e) anger management techniques, and (f) social skills lessons. This applied dissertation also has the potential to provide other educators with the strategies necessary to maintain positive behaviors in the classroom.
An analysis of data revealed a decreased number of verbal and physical antisocial behaviors in students. Through this implementation, students learned how to better self-manage their behaviors and use conflict resolution skills to solve controversial issues
The presence of these factors helped to motivate students, improve behavior, increase cognitive developments levels, and strengthen parent/teacher relationships.
About the Author
Dr. Evaline L. Foster was born August 7, 1953 to the late but great John and Augustine Lewis in Natchez, Ms. Dr. Foster's family consists of five brothers and four sisters. Dr. Foster was educated in the Concordia Parish School System and graduated from Ferriday High School in 1972. Shortly after graduation Dr. Foster was united in Holy Matrimony to Mr. James L. Foster in 1976. They have four children, Tanya, Cedrick, Laura and Jamie. After having four children, Dr. Foster's ultimate goal was to be educated and serve as a role model in order to help her children and others "Move to the Next Level". Consequently, her career began in the field of education as a substitute teacher in the Concordia Parish School System. This experience caused a burning desire in Dr. Foster's heart to pursue higher learning. As a result, she immediately enrolled in Copiah Lincoln Community College and graduated with an AA of Arts in Elementary Education in 1992. During the fall of the same year, Dr. Foster enrolled at Alcorn State University and received a B.S. in Elementary Education in 1994, and a Masters of Education (Secondary) with an endorsement in Guidance and Counseling in 2000. As a leader, Dr. Foster was constantly in search of solutions to problems that impact students' learning and wrote a proposal that underachievers benefited from at Morgantown Elementary School during the 2000 school year. She served as an Adjunct professor at Alcorn State University. She served as a Guidance Counselor Intern at Morgantown Elementary School, a Disciplinary Review Committee Board Member, an acting Board of Trustees member in the Natchez Adams School District, a Crisis Intervention Team Leader at Central Alternative School, a Guidance Counselor/Social Worker, and Behavior Enrichment Instructor at McLaurin Elementary School. These positions soon evolved into a mentor, an advocate, and liaison for students, parents and the staff members.
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