Problem-Solving Thinking and Adjustment Among Disadvantaged Preschool Children

Shure, Myrna B.; Spivack, George; Jaeger, Marianne E.

doi:10.1111/j.1467-8624.1971.tb03770.x

Cited by 52 publications

(48 citation statements)

References 3 publications

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“…Because past research has demonstrated a relationship between problem-solving and aggressive behavior (Rabiner et al 1990;Richard and Dodge 1982), academic achievement (D'Zurilla and Nezu 1990), and social and behavioral adjustment (Shure and Spivack 1972;Shure et al 1971), violent behavior, academic achievement, and psychological adjustment were also included in the model. In addition, engagement in treatment was explored to assess the extent to which it influenced problem-solving skills directly and indirectly (through its impact on cognitive and behavioral disputations).…”

Section: Present Studymentioning

confidence: 99%

Engagement, Residential Treatment Staff Cognitive and Behavioral Disputations, and Youths’ Problem-Solving

Raftery

Steinke

Nickerson

2010

Child Youth Care Forum

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In this study, the researchers examined the relationship between residential treatment staff members' use of cognitive and behavioral disputations and problem-solving skills just prior to discharge for 59 youths with emotional and behavioral disorders. The researchers also assessed the direct and indirect effects of engagement in treatment on problem-solving. Measures completed by youths, childcare staff, and clinicians were used in order to comprehensively understand these relationships. The relationship between cognitive and behavioral disputations, as measured by both youth and staff, and problemsolving skills was not significant. Youth and staff reports of engagement in treatment related directly to youth report, but not staff report, of cognitive and behavioral disputations. Youth report of engagement was the only predictor of problem-solving just prior to discharge. Implications for engaging youth in treatment are discussed.

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Section: Present Studymentioning

confidence: 99%

Engagement, Residential Treatment Staff Cognitive and Behavioral Disputations, and Youths’ Problem-Solving

Raftery

Steinke

Nickerson

2010

Child Youth Care Forum

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“…These researchers moved away from the individual and clinic-based treatments that were popular at the time and instead intervened directly in the classroom, in the home, or both (e.g., Hops & Walker, 1988;Meichenbaum & Goodman, 1971;Patterson, 1974;Schweinhart & Weikart, 1988;Shure, Spivack, & Jaeger, 1971; Walker, Hops, & Greenwood, 1993).…”

Section: Historical Backgroundmentioning

confidence: 99%

An Elementary School-Based Prevention Program Targeting Modifiable Antecedents of Youth Delinquency and Violence

Eddy¹,

Reid

Fetrow

2000

Journal of Emotional and Behavioral Disorders

175

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Linking the Interests of Families and Teachers (LIFT), a prevention program designed for delivery to children and parents within the elementary school setting, is described. The LIFT targets for change those child and parent behaviors thought to be most relevant to the development of adolescent delinquent and violent behaviors, namely child oppositional, defiant, and socially inept behavior and parent discipline and monitoring.The three major components of the LIFT are (a) classroom-based child social and problem skills training, (b) playground-based behavior modification, and (c) group-delivered parent training.The results of a randomized controlled evaluation of the LIFT are reviewed.To date, the program has positively impacted the targeted antecedents. Most importantly, during the 3 years following the program, the LIFT delayed the time that participants first became involved with antisocial peers during middle school, as well as the time to first patterned alcohol use, to first marijuana use, and to first police arrest.

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“…The moderate correlations between some of the problem-solving scores and the achievement measures, particularly language achievement, suggest that observed problem-solving differences may have been due to extreme differences in language achievement. Although Spivack and Shure (1974) dismissed this possibility, there is support for it in their own data (Shure et al, 1971) and in the data reported by Rickel and Burgio (1982), who used the same measures. The short-term implication of these findings is that care should be taken to control for language ability when using problem-solving measures that require open-ended verbal responses.…”

Section: Regressionsmentioning

confidence: 95%

Interpersonal problem solving and children's social competence: Are current measures valid?

Meisel

1989

Psychol. Schs.

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Ninety-four first-and second-grade students participated in a study designed to determine whether a measure of interpersonal problem-solving skill would predict the social competence of children with no clinical history. The social competence measures used in the study included peer ratings (sociometric scores) and teacher ratings. The interpersonal problem-solving measure used yielded three separate scores obtained from ratings of open-ended responses to hypothetical peer problems. To enable control of other variables known to affect social competence, measures of IQ, academic achievement, and SES also were included. Results did not confirm a prior expectation that problem-solving scores would correlate well with competence measures. Correlations between the three problem-solving scores and both peer and teacher ratings all were in the range between .04 and .20. On the other hand, intelligence, achievement, and SES had moderate to high correlations with competence measures (range = .04-.77). In stepwise multiple regressions, only achievement and SES predicted peer and teacher ratings when other variables were controlled.

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Problem-Solving Thinking and Adjustment Among Disadvantaged Preschool Children

Cited by 52 publications

References 3 publications

Engagement, Residential Treatment Staff Cognitive and Behavioral Disputations, and Youths’ Problem-Solving

Engagement, Residential Treatment Staff Cognitive and Behavioral Disputations, and Youths’ Problem-Solving

An Elementary School-Based Prevention Program Targeting Modifiable Antecedents of Youth Delinquency and Violence

Interpersonal problem solving and children's social competence: Are current measures valid?

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