Citation

Winer JI, Hilpert PL, Gesten EL. J. Prim. Prev. 1982; 2(4): 205-216.

Copyright

(Copyright © 1982, Holtzbrinck Springer Nature Publishing Group)

DOI

unavailable

PMID

unavailable

Abstract

The present study evaluated the effectiveness of a Social Problem Solving (SPS) competence training program for kindergartners, and examined relationships between SPS skill and adjustment gains. Subjects included 63 suburban middle-class Ss from three classes, who participated in the 42 lesson program, and 46 comparison Ss from two classes, who did not. Subjects were evaluated on problem solving, peer sociometric and teacher adjustment ratings. Program children gave significantly more, and better, solutions, and fewer irrelevant responses to interpersonal problems. They also improved more than comparison Ss on several teacher-rated dimensions of adjustment. Direct linkages between skill and adjustment gains, however, were not found.