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

Abstract

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.