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Problem solving and social position among emotionally disturbed boys
Joseph P Higgins1, Armin P Thies2
1EPFP.
The American Journal of Orthopsychiatry
|April 1, 1981
Summary
Popularity among boys in residential treatment is linked to their social problem-solving skills. This study explored the connection between peer status and cognitive abilities in emotionally disturbed preadolescents.
Area of Science:
- Child Psychology
- Social Cognition
- Developmental Psychology
Background:
- Peer popularity is a significant factor in child development.
- Understanding social problem-solving is crucial for effective interventions in residential settings.
- Emotionally disturbed preadolescents often face challenges in social interactions.
Purpose of the Study:
- To investigate the relationship between social status and social problem-solving skills.
- To determine if this relationship exists in a population of emotionally disturbed preadolescents.
- To explore the cognitive underpinnings of social success in a clinical sample.
Main Methods:
- The Means-End Problem Solving Test was administered to participants.
- Participants included the 19 most and 19 least popular boys.
- The study was conducted in a residential treatment center setting.
Main Results:
- A significant correlation was found between peer popularity and social problem-solving ability.
- This association was evident even within a group of emotionally disturbed preadolescents.
- Social competence appears to be linked to cognitive problem-solving skills in this population.
Conclusions:
- Social status and social problem-solving skills are interrelated in emotionally disturbed preadolescent boys.
- Findings suggest that interventions targeting problem-solving may improve social standing.
- Cognitive factors play a role in peer relationships among vulnerable youth.