A diverse sample of kindergarten and 1st grade students participated in a social-emotional literacy and problem solving program. Students and their teachers participated in seven one-hour training sessions which included concrete activities designed to increase affective vocabulary and social problem-solving. Effective communication strategies…

Discusses the 15-session Structure/Themes/Open Communication/Reflection/ Individuality/Experiential Learning/ Social-Problem-Solving (STORIES) program, which uses the peer group and story form as vehicles to improve social problem solving for aggressors, victims, and bystanders. Postintervention reports show decreases in externalizing and…

Presents results of two case studies in which parents served as cotherapists in a social cognitive problem-solving program: a 9-year-old boy referred for distractibility, immaturity, and impulsivity, and an 8-year-old boy referred for aggressive behaviors. (Author/NRB)

The relationship between interpersonal cognitive problem-solving (ICPS) skills and the behavioral adjustment of 30 hyperactive boys (from 5.5 to 12.5 years of age) was examined. Each S was individually administered two problem solving measures to assess alternative thinking and means-end thinking. The childrens' self-concept was also assessed and…

The effects of behavioral consultation (defined by J. Bergan as the application of behavioral theory and research in consultation services) techniques were applied to the teacher of an aggressive, noncompliant, autistic male child (aged 6 years). The consultant utilized Bergan's four stages of problem solving: problem identification, problem…

Examined longitudinal associations between the rough-and-tumble play of popular and rejected children and measures of their social affiliation and social cognition. Results suggest that rough-and-tumble play for popular, but not rejected, children predicts aspects of social affiliation and social cognitive status. (Author/GLR)

An increase in verbal and physical encounters among elementary students led to the implementation of a conflict resolution program to assist teachers and students in solving interpersonal problems. The project was implemented over 8 months in grades three through five in a private elementary school. The goal of the project was to teach students…

Discusses factors associated with violent behavior in young children and strategies for addressing those factors, including using the "Turtle Technique" for practicing withdrawal and problem-solving, using social-learning curricula, using success-oriented instructional strategies for teaching academics, listing and practicing alternative…

Forty second and third grade children identified by their teachers as aggressive were randomly assigned to a child problem solving skills training (PSST) or teacher consultation. PSST consisted of 20 45-minute sessions of three to five children, held twice weekly at school. Teacher consultation involved four 30-minute individual sessions.…

Recognizing that violent behavior is a complex phenomenon that is manifested in many different ways, the focus of this paper is to inform the development and implementation of school-based violence prevention strategies. The Second Step Program of the Jefferson County Public Schools is highlighted as an example of a successful violence prevention…

To reduce aggressive children's behavior problems and to reduce their high risk status for later major difficulties, an Anger Coping intervention based on cognitive behavioral techniques was developed (Lochman, Nelson, and Sims, 1981). Despite promising outcomes, testing showed not all children improved with this program. This study compared the…

Elementary teachers' responses to vignettes depicting twelve types of student problem behavior (instructional concerns: failure syndrome, perfectionist, underachiever, and low achiever; aggression problems: hostile aggressive, passive aggressive, and defiant; activity issues: short attention span, hyperactive, and immature; and peer relation…

Several teacher motivation variables were examined for relationships to stategies teachers use for responding to problem students. During interviews, 98 elementary school teachers described general strategies to twelve types of problem students: (1) failure syndrome; (2) perfectionist; (3) underachiever; (4) low achiever; (5) hostile aggressive;…

The report describes the initial development of the Individualized Intervention for Social Competence (IISC) program, an individualized social skills training program for elementary aged emotionally disturbed children. Twenty-nine behavioral objectives cluster along the dimensions of aggression and withdrawal, and are divided into two major…

The project attempted to improve the social problem solving skills of second to fifth grade children with learning disabilities and/or attention deficit disorders, and to offer support to their parents and improve parenting self-confidence. Both the parent group (N=9) and the children's group (N=5) used the Rochester Social Problem Solving Skills…