The topic of my research is learning social skills to reduce peer violence, which I investigated in a school with an adapted program with a lower educational standard and a special education program. In the theoretical introduction, I present the following topics: children with special needs, peer bullying, and social skills. The empirical part consists of problem formulation, research questions, and methodology, where I present measurement instruments (guidelines for a semi-standardized interview, self-assessment questionnaire, and workshops), data collection method, and two units of research (childrens and the class teacher). The key findings of the research are as follows: workshops on social skills contribute to a reduction in peer bullying; the fourth-grade class teacher defines her relationships as intense and dynamic; social skills vary among students; the most developed social skill before the workshops is helping others, while the least developed social skill after the workshops is interrupting others while they speak; some social skills have changed in students after the workshops; students report that they still argue with each other after the workshops. Based on the findings, I propose several preventive activities to improve the situation, including more preventive activities on social skills during class hours, workshops on recognizing peer bullying, organizing cultural/science days on healthy relationships and friendship, lectures for parents and caregivers on social skills, and collaboration between class teachers and school counselors. Additionally, I suggest collaborating with various organizations and institutions that can support the school in conducting workshops on interpersonal relationships.
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