Behavioral and Adjustment Correlates of Problem Solving: Validational Analyses of Interpersonal Cognitive Problem-Solving Measures

Abstract

The interpersonal cognitive problem-solving (ICPS) skills (i.e., means-ends thinking, identified obstacles, alternative solutions, consequential thinking) of 150 families (father, mother, and child 6-11 years old) were assessed via written tests and problem-solving behavioral performance. The interrelationships of ICPS written and behavioral problem-solving skills were examined, as were the relationships of each of these measures of problem solving to both parent and teacher indices of child adjustment. IQ, as measured by the age-appropriate Wechsler scale, was partialed out. Results indicated some ecological validity of written alternatives and consequential tests for children and means-ends tests for parents. Neither parents' nor children's written ICPS scores nor problem-solving behavior were systematically related to either teacher or parent ratings of child adjustment. However, a behavioral index of parental facilitation of child problem solving was significantly related to all problem-solving behaviors and some written ICPS measures. Results are discussed in terms of the role of ICPS skills in child adjustment, the potential limits of ICPS measures in therapy outcome, and the manner in which children learn interpersonal cognitive problem solving.

Situational social problem-solving skills and self-esteem of aggressive and nonaggressive boys

“…While some studies have found that children's abilities to generate numerous alternate solutions to social problems were related to the frequency of problematic behaviors and to behavioral changes over time (Larcen, Spivack, & Shure, 1972;Lochman, Lampron, Burch, & Curry, 1985;McKim, Weissberg, Cowen, Gesten, & Rapkin, 1982;Richard & Dodge, 1982), other researchers have not found these associations (Deluty, 1981b;Kendall & Fischler, 1984;Kettlewell & Kausch, 1983;Lampron, 1984). These mixed findings about the relationship between aggression and problem-solving skills suggest that this relationship is complex and that the molar approach to assessment of interpersonal cognitive problem-solving skills among aggressive children is inadequate.…”

Maladjustment and socio‐cognitive problem solving: The validity of quantitative and qualitative assessment

“…Pelligrini (1 985) demonstrated significant relationships among 9-1 2-year-old elementary school pupils but only with some indices of adjustment. Kendall & Fischler (1984), on the other hand, found no relationship between means-ends thinking and either social problem-solving behaviour or rated adjustment in 6-1 1 -year-olds.…”

“…Equally, however, a number of studies found little or no relationship (Butler, 1978;Enright & Sutterfield, 1980;Krasnor & Rubin, 1981). Indeed, Kendall & Fischler (1984) failed to find a relationship with either behaviour o r teacher-rated adjustment. One explanation suggested, and discussed more fully later, is concerned with the role of intelligence.…”

“…Kazdin (1 987) points to the interactional nature of the relationship. Kendall & Fischler (1984) interpret the failure of problem-solving measures to predict actual adjustment in their study, in terms of a threshold model for the effect of intelligence; interpersonal problem-solving skills are necessary to attain a certain level of adjustment above which IQ becomes more important. There is, then, still a need to look at the performance of groups at different levels of ability.…”

Investigation Of Preschool Children's Interpersonal Problem Solving Skills

“…Çocuklara kendi problemlerini çözmeleri için olanaklar verildiğinde, çocukların gözlemleme, karşılaştırma, bilgileri düzenleme, değerlendirme gibi bilişsel yetenekleri geliştiği gibi demokratik tutum ve tavırları da gelişmektedir (Goffin ve Tull, 1993). Kendall ve Fischler (1984) yapmış oldukları araştırmalarında kişilerarası problem çözme becerisine sahip olan bireylerin kişilerarası sorunlara daha duyarlı oldukları, problemlere alternatif çözümler getirebildikleri, çözümü gerçekleştirmede gerekli olan yöntemleri açık bir şekilde ifade edebildikleri, bireyin toplumsal davranışlarının olası sonuçlarını düşünebildikleri ve diğer kişilerin davranış, duygu ve düşüncelerini değerlendirebildiklerini ortaya koymuştur.Eğitim ve Bilim 2015, Cilt 40, Sayı 177, 327-342 O. S. Kesicioğlu 329 denir (Pellegrini ve UrbainÇocuklar ilk kişilerarası problemlerini toplumsallaşma süreci içine girdikleri okul öncesi kurumlarda yaşamaktadırlar (Cüceloğlu, 2003). Çocuklar bu dönemde, çok iyi arkadaşlık ilişkileri kursalar da bazen birbirleri ile çatışma yaşayabilirler.…”