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Social cognitive problem solving and childhood adjustment: Qualitative and topological analyses

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Abstract

Social-cognitive problem solving (SCPS) has been proposed and often accepted as relating positively to social and emotional adjustment, yet empirical support has been inconsistent. This study assessed the SCPS skills of 150 middle-class 6- to 11-year-old children through the use of qualitative, quantitative, and topological measures. Six quality dimensions were employed: Effectiveness, Inappropriateness, Aggressiveness, Passivity, Affective Understanding, and Interpersonal Content. Within each dimension, several topological variables were constructed: Mean Quality, Maximum Quality, Quantity, and Consistency Across Situation. It was found that children whose solutions were more socially appropriate and more consistent across situations were better adjusted as rated by teachers and parents. Findings suggested that solutions that were interpersonally oriented and active across situations were associated with lower levels of social withdrawal. Quantity was not associated with adjustment. These results support the superiority of qualitative over quantitative assessments and the relevance of the situation in SCPS assessment, and they note the importance of intellective and demographic variables in predicting adjustment.

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Authors and Affiliations

  1. Hennepin County Mental Health Center, 825 West 53rd St., 55419, Minneapolis, Minnesota, USA

    Gary L. Fischler

  2. Department of Psychology, Temple University, Weiss Hall, 19122, Philadelphia, Pennsylvania, USA

    Philip C. Kendall

Authors
  1. Gary L. Fischler
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  2. Philip C. Kendall
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Additional information

This research was submitted by the first author to the University of Minnesota in partial fulfillment of the Ph.D. requirements. It was supported by grants awarded to both authors, from the National Institute of Mental Health (1 RO 1 MH34623-01) and the University of Minnesota Computer Center.

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Fischler, G.L., Kendall, P.C. Social cognitive problem solving and childhood adjustment: Qualitative and topological analyses. Cogn Ther Res 12, 133–153 (1988). https://doi.org/10.1007/BF01204927

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