Behavioral and adjustment correlates of problem solving: validational analyses of interpersonal cognitive...

Area of Science:

• Developmental Psychology
• Family Studies
• Clinical Psychology

Background:

• Interpersonal cognitive problem-solving (ICPS) skills are crucial for child development and adjustment.
• Previous research has explored the components of ICPS, including means-ends thinking, obstacle identification, alternative solutions, and consequential thinking.
• Understanding the relationship between ICPS skills and child adjustment is vital for effective interventions.

Purpose of the Study:

• To examine the interrelationships between written and behavioral measures of ICPS skills in families.
• To investigate the relationship between ICPS skills and child adjustment, considering parent and teacher ratings.
• To explore the influence of IQ on these relationships by partialing it out.

Main Methods:

• Assessed ICPS skills (written tests and behavioral performance) in 150 families (fathers, mothers, and children aged 6-11).
• Utilized written tests for means-ends thinking, obstacle identification, alternative solutions, and consequential thinking.
• Measured child adjustment through parent and teacher ratings, controlling for IQ using the Wechsler scale.

Main Results:

• Written tests showed some ecological validity for specific ICPS components in children and parents.
• Neither parents' nor children's written ICPS scores or behavioral problem-solving were consistently linked to child adjustment.
• Parental facilitation of child problem-solving behavior significantly correlated with all measured problem-solving behaviors and some written ICPS aspects.

Conclusions:

• Parental facilitation plays a significant role in children's problem-solving abilities.
• Current written ICPS measures and observed behaviors may have limitations in predicting child adjustment.
• Further research is needed to understand how children learn ICPS and its direct impact on adjustment.