@article{ref1,
title="Interpersonal Problem-Solving in Young Children: A Cognitive Approach to Prevention",
journal="American journal of community psychology",
year="1982",
author="Shure, Myrna B. and Spivack, George",
volume="10",
number="3",
pages="341-355",
abstract="An interpersonal cognitive problem-solving (ICPS) intervention, designed to reduce and prevent impulsive and inhibited behaviors in black low socioeconomic status (SES) 4- and 5-year-olds, was implemented by teachers and evaluated over a 2-year period. In the first year, 113 children were trained and 106 were not. The 131 still-available in kindergarten were divided into four groups: Twice-trained (n = 39); Once-trained, Nursery (n = 30); Once-trained, Kindergarten (n = 35), and Never-trained controls (n = 27). Findings showed that (a) ICPS impact on behavior lasted at least 1 full year, (b) training was as effective in kindergarten as in nursery, and (c) for this age and SES group, 1 year of intervention had the same immediate behavior impact as 2. Further, well-adjusted children trained in nursery were less likely to begin showing behavioral difficulties over the 2-year period than were comparable controls, highlighting implications of the ICPS approach for primary prevention. (Abstract Adapted from Source: American Journal of Community Psychology, 1982. Copyright © 1982 by pringer New York)For more information on I Can Problem Solve (ICPS), a Blueprints for Violence Prevention Promising Program, see VioPro record number 3398.Preschool StudentElementary School StudentGrade KMiddle ChildhoodEarly ChildhoodChild DevelopmentYouth DevelopmentProblem Solving SkillsImpulse ControlImpulsive BehaviorIntervention ProgramSocial Skills DevelopmentSocial Skills TrainingProsocial SkillsCognitive Behavioral InterventionBehavior InterventionBlueprints Promising ReferenceAfrican American ChildAfrican American Behavior07-04<p />",
language="",
issn="0091-0562",
doi="",
url="http://dx.doi.org/"
}