Designing Effective Social Problem-Solving Programs for the Classroom

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Abstract

Several years ago I had a provocative lunch discussion with an argumentative, methodologically sophisticated colleague of mine. After we disagreed about the effects of Reaganomics on the poor, the value of the nuclear freeze, and whether Wayne Gretsky was an established hockey star,1 he began talking about the many shortcomings of school-based social problem-solving (SPS) program evaluation research (!).