nication issues. This was done either during 75-minute class periods for 9 days over a 2-week period or during 40-minute class periods for 15 days over a 3-week
             period. There were a total of eight groups ranging in size from five to eight adolescents. They participated in class discussions with the primary investigator and a research assistant. There were a series of communication topics, in which the classes were organized around. The topics were chosen from intervention materials aimed toward adolescent (Larson). The topics included many subjects including; what is conversation, what stops conversation, the speaker's job, keeping a conversation going, providing reliable information during conversational exchanges, the listener's job, solving problems, and expressing feelings. During each class period, the primary researcher began the discussion among the participants. The research assistant took the notes documenting the comments and behaviors of individual youths. All of the participants were encouraged to share with everyone their personal experiences in which communication breakdowns or successes had occurred. After each day of the field notes were examined and analyzed right after the class session. This was done in order to guide the researchers in developing future questions and interactions. (Emerson)
             The discussion topics among the groups were limited. The researchers limited certain discussions of gangs, violence, and sexual activity. This is done because there is the potential for triggering disruptive behavior. All of the comments were treated confidentially. The only way any information would be shared is if there was an indication of danger to an individual. Only general information was shared between three group counselors for general purposes. Individual names were never used in order to protect the identity of the participants.
             The field notes taken of the study participants' com...