Designing Effective Social Problem-Solving Programs for the Classroom

  • Roger P. Weissberg

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 (!).

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Allen, G. J., Chinsky, J. M., Larcen, S. W., Lochman, J. E., & Selinger, H. V. (1976). Community psychology and the schools: A behaviorally oriented multilevel preventive approach. Hillsdale, NJ: Erlbaum.Google Scholar
  2. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84, 191–215.PubMedCrossRefGoogle Scholar
  3. Bash, M. S., & Camp, B. W. (1980). Teacher training in the Think Aloud classroom program. In G. Cartledge & J. F. Milburn (Eds.), Teaching social skills to children: Innovative approaches (pp. 143–178 ). Elmsford, NY: Pergamon.Google Scholar
  4. Cowen, E. L., Gesten, E. L., & Weissberg, R. P. (1980). An interrelated network of preventively oriented school-based mental health approaches. In R. H. Price & P. Politizer (Eds.), Evaluation and action in the community context (pp. 173–210 ). New York: Academic Press.Google Scholar
  5. Cowen, E. L., Orgel, A. R., Gesten, E. L., & Wilson, A. B. (1979). The evaluation of an intervention program for young school children with acting-out problems. Journal of Abnormal Child Psychology, 7, 381–396.PubMedCrossRefGoogle Scholar
  6. Cowen, E. L., Pedersen, A., Babigian, H., Izzo, L. D., & Trost, M. A. (1973). Long-term follow-up of early detected vulnerable children. Journal of Consulting and Clinical Psychology, 41, 438–446.PubMedCrossRefGoogle Scholar
  7. Cowen, E. L., Spinell, A., Wright, S., & Weissberg, R. P. (1983). Continuing dissemination of a school-based mental health program. Professional Psychology, 13, 118–127.Google Scholar
  8. Cowen, E. L., Trost, M. A., Lorion, R. P., Dorry, D., Izzo, L. D., & Isaacson, R. V. (1975). New ways in school mental health: Early detection and prevention of school maladaption. New York: Human Sciences Press.Google Scholar
  9. Durlak, J. A. (1983). Social problem-solving as a primary prevention strategy. In R. D. Felner, L. A. Jason, J. N. Moritsugu, & S. S. Farber (Eds.), Preventive psychology (pp. 31–48 ). New York: Pergamon Press.Google Scholar
  10. D’Zurilla, T. J., & Goldfried, M. R. (1971). Problem-solving and behavior modification. Journal of Abnormal Psychology, 78, 107–126.PubMedCrossRefGoogle Scholar
  11. Elardo, P. T., & Cooper, M. (1977). Aware: Activities for social development. Menlo Park, CA: Addison-Wesley.Google Scholar
  12. Elias, M. J. (1980). Developing instructional strategies for television-based preventive mental health curricula in elementary school settings. Unpublished doctoral dissertation, University of Connecticut, Storrs, CT.Google Scholar
  13. Felner, R. D., Norton, P. L., Cowen, E. L., & Farber, S. S. (1981). A prevention program for children experiencing life crisis. Professional Psychology, 12, 446–452.CrossRefGoogle Scholar
  14. Furman, W. (1980). Promoting social develoment: Developmental implications for treatment. In B. B. Lahey & A. E. Kazdin (Eds.), Advances in clinical child psychology (Vol. 3, pp. 1–40 ). New York: Plenum Press.Google Scholar
  15. Gesten, E. L., Flores de Apodaca, R., Rains, M., Weissberg, R. P., & Cowen, E. L. (1979). Promoting peer related social competence in schools. In M. W. Kent & J. E. Rolf (Eds.), Primary prevention of psychopathology: Vol. 3. Social competence in children (pp. 220–247). Hanover, NH: University Press of New England.Google Scholar
  16. Gesten, E. L., Rains, M., Rapkin, B. D., Weissberg, R. P., Flores de Apodaca, R., Cowen, E. L., & Bowen, R. (1982). Training children in social problem-solving skills: A competence building approach, first and second look. American Journal of Community Psychology, 10, 95–115.CrossRefGoogle Scholar
  17. Hawkins, J. D., & Weis, J. G. (in press). The social development model: An integrated approach to delinquency prevention. Journal of Primary Prevention.Google Scholar
  18. Hopper, R., & Kirschenbaum, D. S. (in press). Social problem-solving and social competence in preadolescents: Is inconsistent problem solving problematic? Developmen-tal Psychology.Google Scholar
  19. Kendall, P. C., & Hollon, S. D. (1983). Calibrating the quality of therapy: Collaboratiave archiving of tape samples from therapy outcome trials. Cognitive Therapy and Research, 7, 199–204.CrossRefGoogle Scholar
  20. Kirschenbaum, D. S., & Ordman, A. M. (1984). Preventive interventions for children: Cognitive behavioral perspectives. In A. W. Meyers & W. E. Craighead (Eds), Cognitive behavior therapy for children (pp. 377–409 ). New York: Plenum Press.Google Scholar
  21. Krasnor, L. R., & Rubin, K. (1981). Assessment of social problem solving in young children. In T. Merluzzi, C. Glass, & M. Genest (Eds.), Cognitive assessment (pp. 452–478 ). New York: Guilford Press.Google Scholar
  22. Ladd, G. W., & Mize, J. (1983). A cognitive-social model of social-skill training. Psychological Review, 90, 127–157.PubMedCrossRefGoogle Scholar
  23. McKim, B. J., Weissberg, R. P., Cowen, E. L., Gesten, E. L., & Rapkin, B. D. (1982). A comparison of the problem-solving ability and adjustment of suburban and urban third-grade children. American Journal of Community Psychology, 10, 155–169.CrossRefGoogle Scholar
  24. Meichenbaum, D. (1977). Cognitive-behavior modificaiton: An integrative approach. New York: Plenum.Google Scholar
  25. Michelson, L., Mannarino, A. P., Marchione, K., & Martin, P. (1982). Relative and combined efficacy of behavioral and cognitive problem-solving programs with elementary-school children. Unpublished manuscript, University of Pittsburgh, Pittsburgh, PA.Google Scholar
  26. Pellegrini, D., & Urbain, E. S. (in press). An evaluation of interpersonal cognitive problem-solving training efforts with children. Journal of Child Psychology and Psychiatry.Google Scholar
  27. Prevention Task Panel Report (1978). Task panel reports submitted to the President’s Com-mission on Mental Health (Vol. 4 ). Washington, DC: U.S. Government Printing Office. Rose, S. R. (1982).Google Scholar
  28. Promoting social competence in children: A classroom approach to social and cognitive skill training. Child & Youth Services, 5, 43–59.Google Scholar
  29. Rubin, K., & Krasnor, L. R. (in press). Social cognitive and social behavioral perspectives in problem solving. In N. Perlmutter (Ed.), The Minnesota Symposium on Child Psychology. Hillsdale, NJ: Erlbaum.Google Scholar
  30. Sarason, S. B. (1982). The culture of the school and the problem of change (Vol. 18, 2nd ed. ). Boston: Allyn and Bacon.Google Scholar
  31. Spivack, G., Platt, J. J., & Shure, M. B. (1976). The problem-solving approach to adjustment. San Francisco: Jossey-Bass.Google Scholar
  32. Spivack, G., & Shure, M. B. (1974). Social adjustment of young children. San Francisco: Jossey-Bass.Google Scholar
  33. Spivack, G., & Shure, M. B. (1982). The cognition of social adjustment: Interpersonal cognitive problem-solving thinking. In B. B. Lahey & A. E. Kazdin (Eds.), Advances in child clinical psychology (Vol. 5, pp. 323–372 ). New York: Plenum Press.Google Scholar
  34. Urbain, E. S., & Kendall, P. C. (1980). Review of social-cognitive problem-solving interventions with children. Psychological Bulletin, 8, 109–143.CrossRefGoogle Scholar
  35. Weissberg, R. P., & Gesten, E. L. (1982). Considerations for developing effective school-based social problem-solving training programs. School Psychology Review, 11, 56–63.Google Scholar
  36. Weissberg, R. P., Gesten, E. L., Carnrike, C. L., Toro, P. A., Rapkin, B. D., Davidson, E., & Cowen, E. L. (1981). Social problem-solving skills training: A competence building intervention with second to fourth-grade children. American Journal of Community Psychology, 9, 411–423.CrossRefGoogle Scholar
  37. Weissberg, R. P., Gesten, E. L., Liebenstein, N. L., Doherty-Schmid, K., & Hutton, H. (1980). The Rochester social problem-solving (SPS) program: A training manual for teachers of 2nd-4th grade children. Rochester, NY: University of Rochester.Google Scholar
  38. Weissberg, R. P., Gestern, E. L., Rapkin, B. D., Cowen, E. L., Davidson, E., Flores de Apodaca, R., & McKim, B. J. (1981). The evaluation of a social problem-solving training program for suburban and inner-city third-grade children. Journal of Consulting and Clinical Psychology, 49, 251–261.CrossRefGoogle Scholar
  39. Weissberg, R. P., Hawkins, J. A., & Krauss, D. H. (1985). The evaluation of a social problem-solving intervention with middle-school children. Unpublished manuscript, Yale University, New Haven, CT.Google Scholar
  40. Winer, J. I., Hilpert, P. L., Gesten, E. L., Cowen, E. L., & Schubin, W. E. (1982). The evaluation of a kindergarten social problem-solving program. Journal of Primary Prevention, 2, 205–216.CrossRefGoogle Scholar
  41. Winter, J. T. (1982). An evalution of a planned short-term intervention approach for children with school adjustment problems. Unpublished doctoral dissertation, University of Rochester, Rochester, NY.Google Scholar

Copyright information

© Springer-Verlag New York, Inc. 1985

Authors and Affiliations

  • Roger P. Weissberg

There are no affiliations available

Personalised recommendations