J Clin Child Psychol. 2000 Dec;29(4):589-602. doi: 10.1207/S15374424JCCP2904_11.

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

Journal of clinical child psychology

E Youngstrom, J M Wolpaw, J L Kogos, K Schoff, B Ackerman, C Izard

PMID: 11126636 DOI: 10.1207/S15374424JCCP2904_11

Abstract

Examined problem-solving strategies, their correlation with multiple-informant ratings of behavior problems and social competence, and developmental change over a 2-year period. Shure's (1999) model targets children's production of alternative solutions to interpersonal problems. Others have found that solution quality correlates more highly with adjustment. Children (N = 208, M age = 60 months) completed the Preschool Interpersonal Problem Solving (PIPS) task in Head Start and again 2 years later. Many children achieved substantial gains in problem-solving skill as measured by PIPS. The prosocial or forceful quality of children's responses correlated with observational, caregiver, and teacher ratings of behavior problems and social competence. Quality of response appeared more important than solution quantity in predicting ecologically valid behaviors, implying that interventions should concentrate on response content more than quantity.

MeSH terms

• Adaptation, Psychological
• Caregivers
• Child
• Child Development
• Child, Preschool
• Female
• Humans
• Interpersonal Relations*
• Male
• Problem Solving*
• Social Behavior*

Publication Types

• Evaluation Study
• Journal Article