Problem-Solving Thinking and Adjustment among Disadvantaged Preschool Children

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

doi:10.2307/1127585

Cited by 86 publications

(34 citation statements)

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“…By contrast, although family pressures to succeed can adversely affect some aspects of children's school behavior (Lorion et al, 1977;Gesten et al, 1978}, such pressures do not severely impair their social problem solving skills. The significant differences in problem solving skills between Ss with, and without, family background problems, accords well with earlier demonstrations of similar differences in comparisons of normal with maladjusted, or clinical, samples (Spivack & Levine, Note 5;Shure & Spivack, Note 1;Shure, Spivack & Jaeger, 1971;Platt & Spivack, 1973}. The present data are also cofisistent with prior findings showing relationships between family background problems and extent, and type, of school maladjustment.…”

Section: Discussionsupporting

confidence: 91%

Relationships between family background problems and social problem solving skills of young normal children

Perez¹,

Gesten²,

Cowen³

et al. 1981

J Primary Prevent

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Relationships between family background problems and social problem solving (SPS) skills were studied in normal third grade children. Twelve urban and suburban classroom teachers provided information about the presence of six family background problems for 243 children. Three problem solving skills were assessed: 1) alternative solution thinking, means-end thinking, and 3) social role taking. Overall, children with, one or more family problems, compared to those with no problems, generated fewer effective solutions and were less able to carry out a stepwise plan or to take the point of view of another. Differential reltionships were found between specific family background problems and specific problem solving skill deficiencies. Implications of the findings for school-based preventive programming were considered.

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Section: Discussionsupporting

confidence: 91%

Relationships between family background problems and social problem solving skills of young normal children

Perez¹,

Gesten²,

Cowen³

et al. 1981

J Primary Prevent

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“…The purpose of the present study was to further delineate variables which contribute to social competence and adjustment in young children through replication of the pioneering work by Shure et al (1971). This is the first exact replication of the Shure et al work using the original measures and a highly similar sample.…”

mentioning

confidence: 78%

“…The ability to generate alternative solutions to interpersonal problems was found to be the best indicator of adjustment in 62 black, low SES, preschool age children, with consequential thinking the next best indicator. Causal thinking and cognitive sensitivity to interpersonal problems do not strongly relate to behavioral adjustment (Shure, Spivack, & Jaeger, 1971).…”

mentioning

confidence: 95%

“…Following the work of Shure et al (1971) other investigators using different populations and measures have evaluated the relationship between interpersonal cognitive problem-solving skills and social adjustment in children, with conflicting results (Gesten & Weissberg,Note 1). Krasnor and Rubin (Note 2) demonstrated in a social problem-solving study with suburban preschoolers that improved alternative solution thinking did not relate to improved social behavior or adjustment.…”

mentioning

confidence: 99%

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Assessing social competencies in lower income preschool children

Rickel

Burgio

1982

American J of Comm Psychol

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This study examined social competencies in 4-year-old, lower income, nonwhite preschool children in a replication of work by Shure, Spivack, and Jaeger. Age differential interpersonal cognitive problem-solving skills were investigated, i.e., ability to generate alternative solutions to interpersonal problems, consequential thinking, and school achievement as they relate to behavioral adjustment ratings by teachers and independent observers. A teacher's rating of a child as aberrant or adjusted predicted an independent observer's rating of that child in a naturalistic setting. Children who were rated as adjusted by their teachers had significantly higher scores on an achievement inventory than those children who were rated aberrant, but the study did not find the predicted relationship between problem-solving thinking and adjustment.

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“…For ICPS, an ample knowledge base developed over many years demonstrated that maladjusted and clinical groups, across age and sociodemographic levels, were consistently deficient in an interrelated family of problem-solving skills. Examples of these skills are the abilities to identify feelings, generate alternative solutions to problems, generate alternative consequences of behaviors, take the role of another person, and perceive meansends (step-by-step) sequences (Platt & Spivack, 1972;Platt, Scura, & Hannon, 1973;Platt, Spivack, Altman, Altman, & Peizer, 1974;Shure, Spivack, & Jaeger, 1971;Spivack & Levine, 1963). The breadth and consistency of those findings suggested that it might be adjustment-enhancing and problem-reducing to train people in ICPS skills before the fact of maladjustment.…”

Section: Developing a Program Conceptmentioning

confidence: 99%