Date of Award
Doctor of Psychology (PsyD)
Graduate Department of Clinical Psychology
This study employs a longitudinal, cohort-sequential design (Schaie, 1965) to evaluate the effectiveness of Kelso’s Choice (KC), a behavioral intervention program, in 3 cohorts of 3rd and 4th grade students from a rural elementary school over the course of 2 academic years. The study evaluates the impact of KC on development of social self-efficacy, as measured in 2 domains: (a) social self-efficacy, as measured by student reports from the Children’s Self- Efficacy in Peer Interactions (CSPI; Wheeler & Ladd, 1982), the Social Problem Solving Measure (SPSM; Dodge, Bates, & Pettit, 1990) and teacher reports from the Social Competence Scale (SCS; Conduct Problems Prevention Research Group, 1991) and the teacher survey of KC principles used by students in the classroom and on the playground; and, (b) student behavior as measured by the school’s referral system.
This study revealed 4 major findings: (a) Kelso’s Choice contributes to the development of student’s social self-efficacy and demonstrates a “staying power” over time; (b) the greatest gains in student social self-efficacy were evidenced in the first year of exposure; (c) teachers are likely to recognize changes in student behavior and social skills before students’ self-perception changes; and (d) development of students’ social self-efficacy appears to depend on consistent systemic reinforcement.
Davis, Shaun, "Building Self-Efficacy in Peer Relations: Evaluation of a School-Based Intervention" (2015). Doctor of Psychology (PsyD). 198.