It should be noted that high school students are more influenced by their peers than by adults and appear more interested in trying a peer intervention rather than adults. teachers or other staff members. Laursen 2005 suggested that a positive peer group can provide accepting emotional support and a place to try new social behaviors. Positive peer culture (PPC) indicates that all students have the ability to solve their own problems and suggest solutions to their peers' problems. Laursen 2005 describes “Teaching values ​​rather than imposing rules”. Students decide on their appropriate participations and propose alternative solutions to inappropriate behaviors. These group sessions allow students with social skills deficits to learn, accept suggestions from others, and help their peers in positive ways. PPC uses a consistent problem-solving process that helps students develop problem-solving skills and also prepares school staff to take a step and trust the peer group to address the student's problem . Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay There is evidence to suggest that teachers do not use social skills interventions with their students, even if they know they can be successful. A national survey of 131 teachers found that teachers often did not employ any social skills training interventions in their classrooms and those who tried to employ them were unsuccessful. Teacher confidence and enthusiasm for the social skills intervention appears to be critical to implementation and success, as there is very little research focused on the implementation of social skills interventions. social skills training. One study also compared the effectiveness of a teacher-led social skills training intervention with the same school psychologist-led intervention. The result of the study ensures that the students in the teacher-led group experienced significant improvement. Johns et al., 2005 found that teaching social skills is essential to the successful education of students with social skills deficits, but most teachers fail to do so. of this program. Teacher acceptance and use of the specific intervention is determined by self-efficacy (self-belief and confidence) and philosophical acceptance of the teacher. It has also been suggested that few factors prevent teachers from using effective social skills interventions, for example teachers may not have the training to use specific intervention techniques and many teachers use negative approaches such as punishment in response to disruptive behavior and others may not be easy to use. persuaded to try new techniques or interventions. Therefore, training that includes information on replacement behavior, skill deficits, performance deficit, modeling, reinforcement schedule, assessment of teachers' perceived knowledge and confidence regarding the content covered by the teacher through a pre-test and a post-test survey. Social skills training intervention success is linked to generalizability and retention of skills learned in the classroom.