TY  - JOUR
PY  - 1982//
TI  - Interpersonal Problem-Solving in Young Children: A Cognitive Approach to Prevention
JO  - American journal of community psychology
A1  - Shure, Myrna B.
A1  - Spivack, George
SP  - 341
EP  - 355
VL  - 10
IS  - 3
N2  - 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 Student Elementary School Student Grade K Middle Childhood Early Childhood Child Development Youth Development Problem Solving Skills Impulse Control Impulsive Behavior Intervention Program Social Skills Development Social Skills Training Prosocial Skills Cognitive Behavioral Intervention Behavior Intervention Blueprints Promising Reference African American Child African American Behavior 07-04<p />
LA  - 
SN  - 0091-0562
UR  - http://dx.doi.org/
ID  - ref1
ER  -