Title

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

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