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Interpersonal problem‐solving in young children: A cognitive approach to prevention
Author(s) -
Shure Myrna B.,
Spivack George
Publication year - 1982
Publication title -
american journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.113
H-Index - 112
eISSN - 1573-2770
pISSN - 0091-0562
DOI - 10.1007/bf00896500
Subject(s) - gratitude , mental health , psychology , interpersonal communication , psychoanalysis , psychiatry , psychotherapist , social psychology
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.