This action research study was designed to (a) create an Interpersonal Communication program for middle school students to obtain knowledge and skills about personality and communication, and (b) to assess the program effectiveness. Sixteen Hispanic middle school students transitioning from the 7th grade into the 8th grade participated in the program. The program was taught within a summer language arts class. Students were exposed to 18 lessons that blended True Colors Personality concepts and social skills lessons. Instruments used in the study were the True Colors Character Cards, student focus groups, student journals, parent surveys, field notes, and a behavior questionnaire. These tools were used to identify the personality types, communication skills, interpersonal conflicts, and communication behavior of student participants. These tools were also used to identify knowledge and skills obtained from participation.
The findings supported several conclusions about the IC program benefits. First, students acquired knowledge and skills in self-awareness and personality awareness. All students understood (a) how the concepts of the True Colors Character Cards represented themselves, (b) how people are different and alike, and (c) how to identify personality traits using True Colors concepts. Second, students acquired knowledge and skills in communication. They were able to focus, share, and interact with others during the IC program. As a result, students reported decreased (a) interpersonal conflicts, (b) communication of disrespect, and (c) showing emotional dissatisfaction with others. Parents also reported the program had increased their children's positive communication abilities. Third, teachers would benefit from using this program because they can teach interpersonal skills in the natural environment of the classroom. Fourth, the site and district administrators became aware of (a) the mismatch between the traditional learning environment of school and certain personality types and (b) a program to help extroverted youth who have difficulty achieving academic success in the standard classroom's individual task-oriented environment. Fifth, using True Colors helped increase parents', teachers', and school administrators' awareness of how multi-tasked lessons and activities can help middle school students. Sixth, utilization of action research provided keen insights to the study and enabled exploration of the problems within the school environment.
|Advisor:||Hiatt-Michael, Diana B.|
|School Location:||United States -- California|
|Source:||DAI-A 69/06, Dissertation Abstracts International|
|Subjects:||School counseling, Educational psychology, Secondary education|
|Keywords:||Communication, Interpersonal, Interpersonal communication, Middle school, Personality, Social skills, True Colors|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be