Interpersonal Cognitive Problem Solving Research Articles

인지적 대인관계 문제해결훈련(ICPS) 프로그램이 초등학교 통합학급 학생의 갈등해결전략, 교우관계, 학급분위기에 미치는 영향

인지적 대인관계 문제해결훈련(ICPS) 프로그램이 초등학교 통합학급 학생의 갈등해결전략, 교우관계, 학급분위기에 미치는 영향

The Effects of Interpersonal Cognitive Problem-Solving Programme on Turkish Pre-school Children

The high-risk behaviours of pre-schoolers, which may cause more serious problems in adolescences’ period, can be prevented or reduced by well-structured educational programmes. In the light of this approach, this study describes the effectiveness of the Interpersonal Cognitive Problem-Solving Programme (ICPS), on developing cognitive problem-solving skills of Turkish pre-school children. One-group pre-test–post-test design was used to examine the problem-solving skills of 45 children. The findings show that ICPS has a significant effect on developing problem-solving skills of pre-school children. Moreover, the ICPS-trained children were significantly effective to resolve problems with peers and adults. There was no significant difference between boys and girls regarding to their interpersonal problem-solving skills. Keywords: Interpersonal cognitive problem-solving, preschool education, social skills, high-risk behaviours.

소집단 협동놀이가 유아의 대인문제 해결능력과 사회적 기술에 미치는 영향

소집단 협동놀이가 유아의 대인문제 해결능력과 사회적 기술에 미치는 영향

The interpersonal cognitive problem solving approach for preschoolers

The interpersonal cognitive problem solving approach for preschoolers

The interpersonal cognitive problem solving approach for preschoolers

Children’s ability to produce effective solutions to the problems related with their interpersonal relationships in their daily lives and to develop these problem-solving skills is closely concerned with their level of social adaptation and emotional satisfaction. It is observed that children who display behavior problems in preschool education settings usually lack interpersonal problem-solving skills. These skills are teachable to teachers and parents to help children learn I Can Problem Solve (ICPS) skills and how to use those when real problems came up. Children could learn ICPS skills and generalize them their newly acquired skills. ICPS is an extremely promising approach for promoting pro-social competence. Prevention of behavior problems in children and because of the for development of social competence is an important issue many of these models is needed to identify. This article describes the results of studies in different cultures, the interpersonal problem solving models based.

Pre-schoolers, pre-school teachers, and interpersonal problem-solving skills: a comparative study in Turkey and Belgium

Interpersonal cognitive problem solving, one of the most crucial social skills, is a life-long competency that must be supported from the early years of life. In this study, the opinions of 55 Turkish pre-school teachers and 53 Flemish pre-school teachers who work with 3–6-year-old children in private and public pre-schools in metropolitan cities of both countries were obtained using the Teacher's Interpersonal Problem Solving Questionnaire. When the results were considered, it was noticed that Turkish pre-school teachers tend to solve problems as soon as they emerge. They usually prefer to suggest a solution to the problem or give advice. On the contrary, pre-school teachers in Belgium express that they analysed problems together with the children and guided children to produce various solutions. It was revealed that few Turkish and Flemish teachers have specific training in improving interpersonal problem-solving skills in children.

Psikostimulan İlaç Tedavisi Alan Dikkat Eksikliği Hiperaktivite Bozukluğu Olan Çocuklarda Kişilerarası Sorun Çözme Eğitiminin Katkıları

Objective: This study was performed to evaluate the effects of the ?I Can Solve the Problem? training program based on ?Interpersonal Cognitive Problem-Solving Strategy (ICPS)? in children with attention deficit hyperactivity disorder (ADHD) treated with a psychostimulan drug. Method: The sample consisted of 8 children with ADHD who ranged from 7 to 10 years. The study was semi-experimentally designed as pre and post test with one group. The Child Behavior Checklist for Ages 6-18 (Teacher Report Form: TRF/6-18) and the DSM-IV Based Disruptive Behavior Disorders Screening and Rating Scale (parent and teacher forms) were used in order to evaluate the efficacy of the program. The ICPS program was performed to 8 children with ADHD during 14 weeks. After that, the scales were given to all the subjects. Results: The problems of ?oppositional defiant?, ?attention?, ?hyperactivity? problems, ?anxious/depressed?, ?withdrawn/ depressed?, ?rule breaking behavior?, and ?aggressive behaviors? were significantly decreased after the ICPS Program. The sum score subscale significantly increased and improving of ?adaptive functioning profile? in TRF/6-18 were observed after the ICPS. The competence level of the children increased and the emotional and behavioral problems in children with ADHD decreased. Conclusion: We suggest that ICPS Program make an additional contribution into children with ADHD treated with a psychostimulan drug to deal with their assumed problems.

An Integrated Drug Counseling and Employment Intervention for Methadone Clients

After drug use stabilization, employment has long been considered an important goal for clients enrolled in Methadone Maintenance Treatment Programs (MMTPs). The integrated counseling and employment intervention described here is a manualized treatment based on interpersonal cognitive problem solving (ICPS) theory. The six-month intervention utilized a problem-solving framework to help methadone clients obtain a job and manage employment within the context of drug treatment. In this pilot study, 23 subjects were randomly assigned to either integrated ICPS drug and employment counseling (n = 12) or to an ICPS drug counseling control condition (n = 11). While there were no differences between the integrated and control conditions, both groups showed a significant improvement in employment outcomes and reduction in HIV risk behaviors at the six-month follow-up. Although there may be concerns regarding the generalizability of the findings, overall, the problem solving framework may be an improvement over standard methadone counseling. The intervention may be beneficial when implemented with a larger group of motivated ex-offenders who are mandated to drug treatment as a condition of their parole.

Contemporary Youth Violence Prevention: Interpersonal-Cognitive Problem-Solving

ABSTRACT Considerable progress has been made in the past decade in identifying which factors contribute to youth violence. The purpose of this article is to illuminate the issues and group factors that underlie youth violence, assessment and profiling, and prevention programs. Guidelines for predicting youth violence are presented and critiqued. School violence prevention programs, the role of SAMHSA, and interpersonal-cognitive problem-solving are presented.

Involvement and outcomes in short-term interpersonal cognitive problem solving groups

This study examined the extent to which patterns of involvement in interpersonal cognitive problem solving (ICPS) groups were predictive of improvements in ICPS skills. Thirty-one 7–8-year-old children were assigned to experimental or control groups. Participants in the experimental group participated in six sessions of ICPS group work. All participants were tested for the ICPS skills of alternative solutions thinking (AST) and consequential thinking (CT) immediately before and after the group work period. As predicted, the experimental group showed significantly greater improvements in AST and CT skills than the control group. Means-end thinking was significantly correlated with improvements in AST and CT, level of involvement and positive behaviour within the groups were predictive of improvements in AST but not CT. Findings indicated the importance of group dynamics for ICPS outcomes and are discussed in relation to their theoretical and practical implications.

Training Disadvantaged Rural Children for Interpersonal Cognitive Problem-Solving Skills

KEYWORDS Interpersonal cognitive problem solving; intervention; disadvantaged; preschool children ABSTRACT The present study was conducted with low income group disadvantaged rural preschool children in Hisar. Sixty children from two villages participated in the research. Children from Village 1 constituted the sample for Control Group; children from Village 2 constituted the sample for Experimental Group. These children were matched on the basis of their pre-testing scores. Pre-post, control-experimental research design was used. Intervention training was provided to Experimental Group children for a period of three months to promote their Interpersonal Cognitive Problem-Solving skills. Results of the present study indicate that, at post-testing, after intervention training, performance of experimental group children improved significantly, whereas, there was no improvement in control group children who did not receive any intervention.

Measures of effectiveness in a short-term Interpersonal Cognitive Problem Solving programme

The effects of a classroom-based, short-term Interpersonal Cognitive Problem-Solving programme for 24 7- and 8-year-old children were assessed immediately after a 4-week intervention programme and again after a 4-week follow-up period. A previous study (Erwin & Ruane, Counselling Psychology Quarterly, 7, 305–310, 1993) implementing such a short-term programme relied on sociometric testing to measure the social effectiveness of the training and failed to find any changes in social status. The present study incorporated playground observations and found behavioural improvements immediately after training and after the follow-up period for the experimental group. However, confirming the previous study, no significant differences in sociometric status were found. The results highlight the limitations of sociometry as a measure of the effectiveness of a programme of training in Interpersonal Cognitive Problem-solving.

Anxiety and cognitive performance in adolescent women with disruptive behavior disorders.

Comparing 36 disruptive behavior-disordered and 40 normal female adolescents, we found higher levels of anxiety and poorer performance on a measure of verbal fluency in the clinical sample. No group differences were found on a nonverbal measure of reflectivity nor on a measure of interpersonal cognitive problem solving. Nor was evidence found for an hypothesized anxiety-related performance decrement among disruptive behavior-disordered youth. However, anxiety induction facilitated performance across groups on interpersonal cognitive problem solving.

Problem-solving types among high-risk IDUs. Potential treatment implications.

This research investigated whether high-risk injection drug users (IDUs) manifest distinct types, or profiles, of interpersonal cognitive problem-solving (ICPS) abilities. Four measures of ICPS, the Means-Ends Problem-Solving procedure (MEPS), Optional Thinking Test (OTT), Awareness of Consequences Test (ACT), and Causal Thinking Test (CTT), were administered to 140 IDUs who volunteered for NIDA Demonstration Projects in Newark and Jersey City, NJ, to study high-risk behaviors in drug users and their sexual partners. At time of initial contact, none of the subjects was currently enrolled in a treatment program. Hierarchical and nonhierachical cluster analyses were used with the MEPS, OTT, ACT, and CTT scores, and five IDU problem-solving types were identified. These types represented below-average, causal, generational, consequential, and above-average problem-solving skills. A rational conceptualization of potential treatment implications for each of these types of IDU problem solvers is discussed.

Effectiveness of social skills training with children: A meta-analytic study

Abstract This meta-analytic study examined the relative effectiveness of three methods of social skills training with socially isolated children: coaching, interpersonal cognitive problem solving, and modelling. An exhaustive search of the published literature in the area produced a total of 43 studies that met stringent criteria for inclusion in the subsequent analysis. Social skills training produced significant improvements in children's levels of social interaction, sociometric status and cognitive problem solving abilities. No training technique produced a significantly greater improvement than either of the others. Isolated children showed larger increases in their levels of social interaction and sociometric status than non-isolate children. Multi-modal training programmes were recommended to capitalize on the independent therapeutic effects which derive from a number of different social skills training techniques.

Interpersonal cognitive problem solving (ICPS): A competence-building primary prevention program

Summary This paper provides a description of Interpersonal Cognitive Problem Solving, a competence‐building primary prevention program. The theory underlying the program is described and an outline, including excerpts from actual scripts, is provided.

Interpersonal problem-solving skills and classroom behavioral adjustment in learning-disabled adolescents and comparison peers

Teaching interpersonal problem-solving skills to learning-disabled (LD) students is thought to improve the classroom adjustment of these students. However, very few studies have determined the relationship between such skills and adjustment. Thirty mainstreamed LD adolescents and thirty non-LD classmates in two suburban middle-class New Jersey school districts were administered the Platt and Spivack (1977) test of five interpersonal cognitive problem-solving (ICPS) skills (J. Platt & G. Spivack, Measures of Interpersonal Cognitive Problem-Solving. A Manual, Philadelphia: Hahnemann MH/MR Center), and their teachers rated each of the students on the School Behavior Checklist. LD adolescents scored significantly lower than non-LD peers on four of the five ICPS skills. No significant differences were found between the groups on the five School Behavior Checklist subscales that measure classroom social behavior. Few significant correlations were found between the ICPS skills and classroom adjustment for either the LD or non-LD students.

Children's social problem-solving skills, behavioral adjustment, and interventions: A meta-analysis evaluating theory and practice

Meta-analyses were performed to examine reported relations between children's interpersonal cognitive problem-solving (ICPS) skills and adjustment, and to specify the effects of ICPS training. In general, the relation between ICPS and adjustment appears robust, and interventions yield clear increases in ICPS skills. Intervention effects on behavioral adjustment are somewhat more equivocal; meta-analytic results differ depending on whether behavioral ratings or observations are the dependent variables. Age of subject, source of publication, and expertise of investigator are boundary conditions for the meta-analysis regarding ICPS and adjustment; teacher/child dialogues on ICPS principles in real-life situations, expertise of investigator, source and quality of publication, and length of interventions mediate magnitude of certain intervention effects. Further research is needed where data were sparse, as in follow-up data and effects of intervention for various special populations.

THE PRICE OF SOCIAL INEPTITUDE IN LEARNING‐DISABLED CHILDREN: THE CHALLENGE AHEAD

Researchers and practitioners have been examining the relationship between the cognitive skills needed to effectively handle interpersonal situations and the actual behaviors used in real life situations. Numerous intervention programs have shown that training in Interpersonal Cognitive Problem-Solving (ICPS) skills can positively impact behavioral adjustment in a variety of both age and normal and special needs groups. The unique difficulties of learning-disabled children (LDC) may require modifications in the ICPS program. The social ineptitude and the emotional and practical upsets of many LDC require that we accept the critical challenge of improving their social skills.

Coping with stress during childhood and adolescence.

In this article, research on how children and adolescents cope with stress and coping's role in reducing the adverse psychological states associated with stress is reviewed. Child and adolescent coping is reflected in seven different lines of research—infa nts' responses to maternal separation, social support, interpersonal cognitive problem-solving, coping in achievement contexts, Type A behavior pattern in children, repression-sensitization, and resilience to stress. A variety of different coping resources, styles, and specific strategies are important in successfully adapting to stress, including efforts that focus directly on the problem, as well as attempts to deal with adverse emotions associated with stress. Directions for future research are identified, emphasizing the need for more systematic comparisons of coping across different types of stress and over time in response to a single stressful episode. A central feature of human development involves coping with psychosocial stress. Beginning in infancy, individuals are confronted with a stream of potentially threatening and challenging situations that require action and adaptation. The modest to moderate correlations typically found between stressful life events and disorder during childhood and adolescence suggest that individual difference factors related to coping may moderate the stress-disorder relation (see Compas, in press, for a review). The resources available to cope with stress and the manner in which individuals actually cope may be important factors influencing patterns of positive growth and development as opposed to the onset of a host of psychological and somatic problems. Although the study of coping with stress during adulthood has been characterized by increasing convergence in conceptualization and measurement (e.g., Lazarus & Folkman, 1984; Menaghan, 1983; Moos & Billings, 1982), this is not true for coping during childhood and adolescence. Instead, coping in younger age groups has been represented by different definitions and methods of measurement, as well as several divergent lines of research. The purpose of this review is to integrate these somewhat disparate areas of research and to identify future directions for study. First, various definitions and conceptualizations of coping are discussed. Second, empirical studies of coping during childhood and adolescence are reviewed. Finally, conclusions drawn from this research, the major issues facing the field, and directions for future research are outlined.