Interpersonal problem-solving in young children: a cognitive approach to prevention.
An interpersonal cognitive problem-solving (ICPS) intervention, designed to reduce and prevent impulsive and inhibited behaviors in black low socioeconomic status (SES) 4- and 5-year-olds, was implemented by teachers and evaluated over a 2-year period. In the first year, 113 children were trained and 106 were not. The 131 still-available in kindergarten were divided into four groups: Twice-trained (n = 39); Once-trained, Nursery (n = 30); Once-trained, Kindergarten (n = 35), and Never-trained controls (n = 27). Findings showed that (a) ICPS impact on behavior lasted at least 1 full year, (b) training was as effective in kindergarten as in nursery, and (c) for this age and SES group, 1 year of intervention had the same immediate behavior impact as 2. Further, well-adjusted children trained in nursery were less likely to begin showing behavioral difficulties over the 2-year period than were comparable controls, highlighting implications of the ICPS approach for primary prevention.
D002653:Child Behavior Disorders / Q000517:prevention & control* / Q000523:psychology; D002675:Child, Preschool; D003071:Cognition; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D011340:Problem Solving; D012917:Social Adjustment; D014505:Urban Population