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Interpersonal problem-solving in young children: a cognitive approach to prevention
American Journal of Community Psychology
|June 1, 1982
Summary
Interpersonal cognitive problem-solving (ICPS) training effectively reduced behavioral issues in young Black children from low socioeconomic backgrounds. The positive effects of this intervention, focused on problem-solving skills, persisted for at least one year.
Area of Science:
- Child Psychology
- Educational Intervention
- Behavioral Science
Background:
- Impulsive and inhibited behaviors are significant concerns in early childhood.
- Low socioeconomic status (SES) and specific demographic groups may face unique challenges.
- Early intervention programs are crucial for addressing behavioral development.
Purpose of the Study:
- To evaluate the effectiveness of an interpersonal cognitive problem-solving (ICPS) intervention.
- To assess the long-term impact of ICPS on behavioral outcomes in young children.
- To determine the optimal timing and duration of ICPS for primary prevention.
Main Methods:
- A 2-year longitudinal study involving Black children aged 4-5 from low-SES backgrounds.
- Implementation of an ICPS intervention by teachers.
- Comparison of groups: Twice-trained, Once-trained (Nursery/Kindergarten), and Never-trained controls.
Main Results:
- ICPS intervention demonstrated sustained positive effects on behavior for at least one year.
- Training effectiveness was consistent whether implemented in nursery or kindergarten.
- One year of ICPS yielded similar immediate behavioral improvements as two years of intervention.
- Early intervention with well-adjusted children reduced the likelihood of developing behavioral difficulties.
Conclusions:
- ICPS is an effective intervention for improving behavior in young, low-SES Black children.
- The intervention shows promise for primary prevention of behavioral problems.
- Flexible implementation (timing and duration) of ICPS can yield significant benefits.