Abstract
Predictions of deficits in children's social problem-solving competencies due to early and continuing father absence were investigated. To test these predictions, equal numbers of father-present and father-absent third graders matched on a number of variables were assessed on measures of social problem-solving performance. In Phase 2 of the study, half of the children from the father-absent category received a 15 week intervention programme which was conducted by adult male trainers to provide structured practice in social problem solving. Results demonstrated that father-absent treatment subjects, compared to father-absent control subjects, improved their social problem-solving skills significantly. Despite improvement due to intervention, social problem-solving scores for father-absent treatment subjects were still below those for father-present control subjects. Educational and developmental implications of the findings were discussed.
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