Considerations for Developing Effective School-Based Social Problem-Solving (SPS) Training Programs
Document Type
Article
Publication Date
Winter 1982
Keywords
social problem solving skills training, adjustment, children, implications for elementary school programs
Abstract
Social problem-solving (SPS) skills training is an approach to primary prevention and competence-building designed to promote children's abilities to resolve interpersonal conflicts, and consequently, their adjustment. Although initial SPS interventions with inner-city preschoolers and kindergartners suggested that training facilitated problem-solving skill acquisition which in turn mediated improved adjustment, recent studies with older children have yielded equivocal findings. Suggestions are presented for conducting more effective elementary school-based SPS training programs. The discussion focuses on the key issues of (a) curriculum content and instructional formats, (b) program structure, (c) instruction and supervision of SPS trainers, and (d) teaching cognitive behavioral SPS skills effectively. The Rochester SPS training program (Weissberg, 1981, Gesten, 1982) for 2nd–4th grade children is discussed with respect to these issues.
Was this content written or created while at USF?
No
Citation / Publisher Attribution
School Psychology Review, v. 11, issue 1, p. 56-63
Scholar Commons Citation
Weissberg, Robert P. and Gesten, Ellis L., "Considerations for Developing Effective School-Based Social Problem-Solving (SPS) Training Programs" (1982). Psychology Faculty Publications. 1434.
https://digitalcommons.usf.edu/psy_facpub/1434
