Abstract
This article describes the effects of interpersonal problem-solving training with maladjusted boys aged from 11 to 13 years. The training consisted of a two-phase programme. The first phase consisted of a six-unit package designed to teach problem-solving skills using modelling videotapes, cartoons and role-playing. This was taught for 1 hour per week to classes of maladjusted children. The second phase involved three individual sessions of about 15-20 minutes per week using a booklet entitled Steps to Success, with a series of accompanying cartoons and questions designed to help each child to discover the most appropriate strategy for dealing with his own problems.
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