Interpersonal cognitive problem-solving and childhood social competence

Abstract

The relationship between interpersonal cognitive problem-solving skills and social competence in middle childhood was examined taking into account mental age, socioeconomic status, and impulsivity. Sixteen clinically referred preadolescents were compared with 32 normal youngsters of the same age. Social adjustment was measured by the Achenbach Child Behavior Cheklist (1978a) and Teacher Report Form (Edelbrook & Achenback, 1984), and problem-solving was measured by the Children's Means-Ends Problem-Solving Procedure (Platt & Spivak, 1975). Problem-solving was evaluated on six qualitative dimensions, the total mean of the six dimensions for six stories, and consistency across the stories. The socially well adjusted subjects were better problem solvers overall and, in particular, were more effective and appropriate and less aggressive. The data support the efficacy of qualitative assessment of problem solving.