Training children in social problem‐solving competencies: A first and second look

Gesten, Ellis L.; Rains, Mark; Rapkin, Bruce D.; Weissberg, Roger P.; Apocada, Roberto Flores de; Cowen, Emory L.; Bowen, Robert

doi:10.1007/bf00903307

Cited by 56 publications

(21 citation statements)

References 8 publications

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“…Trained children did consistently report more actual use of problem-solving skills than did controls (Gesten et al, 1982;Weissberg, 1980;Weissberg et al, 1981). However, few of the skills or their use were maintained in a one-year follow-up (Gesten et al, 1982).…”

Section: Program and Outcome Typesmentioning

confidence: 95%

“…Weissberg (1980) reported overall superiority for the experimental group, but three other studies (Allen, Chinsky, Larcen, Lochman, & Selinger, 1976;Gesten et al, 1982;Weissberg et al, 1981) found only limited generalization effects. Trained children did consistently report more actual use of problem-solving skills than did controls (Gesten et al, 1982;Weissberg, 1980;Weissberg et al, 1981). However, few of the skills or their use were maintained in a one-year follow-up (Gesten et al, 1982).…”

Section: Program and Outcome Typesmentioning

confidence: 99%

“…The identification of alternate solutions (all studies) and alternate consequences in social problem situations, one of the major goals of these programs, was consistently shown to be affected positively by program participation (Gesten et al, 1982;Shure & Spivack, 1980). However, evidence for increased quality of solutions was weak (Gesten et al, 1982;Weissberg, 1980;Weissberg et al, 1981). Causal thinking was not affected by.training (Shure & Spivack, 1980;Weissberg, 1980).…”

Section: Program and Outcome Typesmentioning

confidence: 99%

“…Collectively, the results suggest that teachers tend to see a reduction of serious problem behavior in program participants, but may tend to see either no change or an increase in minor problems such as breaking rules or being inattentive. The observed increased in minor behavior problems may be due to students "trying on for size" new behavior patterns (Gesten et al, 1982) or may be due to flaws in methodology. However, all of the findings based on teacher ratings must be interpreted very cautiously because the probability of halo effect is very great (Baskin & Hess, 1980).…”

Section: Program and Outcome Typesmentioning

confidence: 99%

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Classroom-based elementary school affective education programs: A critical review

Strein

1988

Psychol. Schs.

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Twenty-three studies on the effectiveness of classroom-based, elementary school affective education programs were selected by predetermined criteria from published and unpublished research dating from 1970. The resulting research evidence was evaluated by methodological rigor, program type, grade level, program length, and leader's profession. The lack of positive significant findings in the more carefully designed studies provides little support for the effectiveness of affective education programs in promoting positive changes on either behavioral or affective measures, especially for programs with an internal focus. Studies of social-cognitive problem-solving programs produced promising results, but require further evidence of effectiveness. The results provide important implications for future research and professional practice.

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Section: Program and Outcome Typesmentioning

confidence: 95%

Section: Program and Outcome Typesmentioning

confidence: 99%

Section: Program and Outcome Typesmentioning

confidence: 99%

Section: Program and Outcome Typesmentioning

confidence: 99%

See 2 more Smart Citations

Classroom-based elementary school affective education programs: A critical review

Strein

1988

Psychol. Schs.

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“…Problem Solving Measure for Conflict (Lochman & Lampron, 1986) Simulated Problem Situations (Gesten et al, 1982) …”

Section: Problem Solvingmentioning

confidence: 99%

Depression in Children and Adolescents: Identification, Assessment, and Treatment

Maag¹,

Forness²

1991

focusXchild

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An experimental evaluation of a school-based program for children at risk: Wisconsin early intervention

King

Kirschenbaum²

1990

J. Community Psychol.

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This article describes the nature and effectiveness of Wisconsin Early Intervention (WEI), a social development program for rural elementary school children. Incorporating a social learning formulation of child and family dysfunction, program services included social skill groups and parent/teacher consultation for referred kindergarten through 4th‐grade students at two schools. Services were evaluated experimentally with random assignment of 78 children from School A to Full Service (parent/teacher consultation, social skills groups) or Partial Service (parent/teacher consultation) and 49 children from School B to Partial Service or No Service conditions. Full services resulted in decreased depression relative to partial services, based on standardized interview data. However, multidimensional ratings obtained from parents, teachers, and WEI staff consistently indicated that children's competencies and behavior, regardless of service group, improved during the course of the program. Explanations for these results and the importance of experimentally evaluating community‐level interventions are discussed.

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Training children in social problem‐solving competencies: A first and second look

Cited by 56 publications

References 8 publications

Classroom-based elementary school affective education programs: A critical review

Classroom-based elementary school affective education programs: A critical review

Depression in Children and Adolescents: Identification, Assessment, and Treatment

An experimental evaluation of a school-based program for children at risk: Wisconsin early intervention

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