It has been noted that high school students are more influenced by peers than adults and are more interested in experiencing an intervention from their peers rather than from teachers or other staff members. Laursen 2005 suggested that a positive peer group can provide emotional support of acceptance and a place to try new social behaviors. Positive peer culture (PPC) states that all students have the ability to solve their own problems and suggest solutions to their peers' problems. Laursen 2005 described “Teaching values ​​rather than imposing rules.” Students decide on their appropriate participations and find alternative solutions to maladaptive behaviors. These group sessions allow students with social skills deficits to learn and accept suggestions from each other and help their peers in positive ways. PPC uses a consistent problem-solving process that helps students learn problem-solving skills and also prepares school staff to step up and trust the peer group to solve the students' problem. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay There is evidence to suggest that teachers do not use social skills interventions with their students despite knowing that they can be quite successful. A national survey of 131 teachers found that teachers often did not use any social skills training intervention in their classroom, and those who tried to implement it were unsuccessful. Teacher confidence and enthusiasm for the social skills intervention appears to be critical to implementation and success, as there is much less research work focused on the implementation of social skills training intervention. One study also compared the effectiveness of a social skills training intervention conducted by a teacher with the same intervention conducted by a school psychologist. The result of the study ensures that the students in the teacher-led group had significant improvements. Johns et al., 2005 found that teaching social skills is essential to the successful education of students with social skills deficits, yet most teachers fail to be a part of this program. The teacher's acceptance and use of the specific intervention is determined by the teacher's self-efficacy (belief and self-confidence) and philosophical acceptance. It has also been suggested that few factors inhibit teachers from using effective social skills interventions, for example teachers may not have the training to use specific intervention techniques and many teachers resort to negative approaches such as punishment in response to disruptive behavior and others may not be easily persuaded to try new techniques or interventions. Therefore, training that includes information on replacement behaviors, skill deficits, performance deficits, modeling, reinforcement schedule, evaluates teachers' perceived knowledge and confidence regarding the content covered by the teacher through a pre-test and post-test survey -test. The success of the social skills training intervention is related to the generalizability and maintenance of skills acquired in the classroom or in any normal environment. However, teachers need more information and training on social skills interventions to ensure effective use of these interventions..