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Introduction

Peer relationships play a crucial role in the social and emotional development of students. Positive peer relationships have been linked to higher levels of academic achievement, social adjustment, and overall well-being. On the other hand, difficulties in peer relationships can lead to feelings of loneliness, rejection, and poor mental health outcomes.

School-based social skills training programs have been identified as an effective intervention to improve students’ interpersonal skills, enhance peer relationships, and reduce social isolation. These programs aim to teach students the necessary skills to interact positively with their peers, resolve conflicts, and build strong social support networks.

This thesis will explore the impact of school-based social skills training programs on student peer relationships. By examining the effectiveness of these programs, this study aims to provide valuable insights into how schools can support the social and emotional development of their students.

Chapter 1: Introduction

1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review

2.1 Overview of peer relationships in schools
2.2 Importance of social skills in peer relationships
2.3 Impact of poor peer relationships on student outcomes
2.4 Overview of school-based social skills training programs
2.5 Effectiveness of social skills training programs
2.6 Factors influencing the effectiveness of social skills training programs
2.7 Comparison of different social skills training approaches
2.8 Role of teachers and parents in supporting peer relationships
2.9 Cultural considerations in social skills training programs
2.10 Current trends and future directions in social skills training programs

Chapter 3: Research Methodology

3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Measures
3.5 Data analysis
3.6 Ethical considerations
3.7 Validity and reliability
3.8 Limitations of the study

Chapter 4: Discussion of Findings

4.1 Overview of findings
4.2 Effectiveness of school-based social skills training programs
4.3 Factors influencing the effectiveness of social skills training programs
4.4 Implications for practice
4.5 Recommendations for future research

Chapter 5: Conclusion and Summary

5.1 Summary of key findings
5.2 Implications for schools and educators
5.3 Strengths and limitations of the study
5.4 Suggestions for future research

This thesis aims to contribute to the existing literature on school-based social skills training programs and their impact on student peer relationships. By examining the effectiveness of these programs and identifying factors that influence their success, this study seeks to inform educators, policymakers, and other stakeholders on best practices for promoting positive peer relationships in schools.

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