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Related Experiment Videos

Interpersonal problem solving in preschool and first grade: developmental change and ecological validity.

E Youngstrom1, J M Wolpaw, J L Kogos

  • 1Department of Psychology, Case Western Reserve University, 11220 Bellflower Road, Cleveland, OH 44106-7123, USA. eay@po.cwru.edu

Journal of Clinical Child Psychology
|December 29, 2000
PubMed
Summary

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Children

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Social-Emotional Learning

Background:

  • Interpersonal problem-solving skills are crucial for child adjustment.
  • Previous research suggests solution quality, not quantity, links to better outcomes.
  • Shure's model focuses on generating alternative solutions for social problems.

Purpose of the Study:

  • To examine children's problem-solving strategies over two years.
  • To correlate problem-solving skills with behavior and social competence ratings.
  • To investigate developmental changes in interpersonal problem-solving.

Main Methods:

  • Longitudinal study with 208 children (mean age 60 months) in Head Start.
  • Preschool Interpersonal Problem Solving (PIPS) task administered at baseline and 2-year follow-up.

Related Experiment Videos

  • Correlations analyzed between PIPS performance and multi-informant behavioral/social ratings.

    • Main Results:

    • Children demonstrated significant gains in problem-solving skills over two years.
    • The quality (prosocial/forceful) of solutions correlated with behavior problems and social competence.
    • Solution quality was a stronger predictor of real-world behaviors than solution quantity.

    Conclusions:

    • Interventions should prioritize teaching the content and quality of problem-solving responses.
    • Focusing on response quality, not just quantity, enhances social and behavioral adjustment.
    • Developmental gains in problem-solving skills are achievable and linked to improved social functioning.