Evaluation of a social-problem-solving training program for suburban and inner-city third-grade children.

Abstract

Assessed the effects of a 52-lesson, class-taught, social-problem-solving (SPS) training program, with 3 questions in mind: (a) Does training improve interpersonal problem-solving abilities? (b) Does it enhance behavioral adjustment? (c) Are problem solving and adjustive gains related? 243 suburban and inner-city program 3rd graders and controls were evaluated on a variety of problem-solving and behavioral-adjustment measures. Program Ss improved more than controls on several cognitive skills, including problem identification, alternative-solution thinking, and consequential thinking as well as on behavioral problem-solving performance. The intervention positively affected the adjustment of suburban but not urban Ss. However, relationships between problem-solving skill improvements and adjustive gains were not found. Variables such as program curriculum and the age and sociodemographic attributes of its targets must be better understood in exploring the potential of SPS training to promote behavioral adjustment.