Abstract
Objectives: The objective of this study was to
examine the extent to which patterns of
involvement within Interpersonal Cognitive
Problem Solving (Spivack & Shure, 1976) groups
could predict improvement in the social problem
solving abilities of participants.
Design & Method: This was a pre-/post-test
intervention study, incorporating experimental and
no-training control conditions. Thirty-one children,
all aged seven to eight years of age and
attending the same primary school, were initially
assessed for their Interpersonal Cognitive
Problem Solving (ICPS) abilities. They were then
randomly assigned either to the experimental
group or the no-training control group. Ps in the
experimental group participated in eight sessions
(over four weeks) of small-group ICPS training
which were video recorded. Following the training
period, all children were again tested for their
ICPS abilities.
Analyses: Analyses showed, as predicted, a
significantly greater improvement in ICPS ability
for children in the treatment group relative to
those in the control group. Additionally, ICPS
outcomes did vary significantly according to the
amount of time Ps were ‘uninvolved’ and the
number of ‘negative affective responses’ they
showed in the training groups.Conclusion: The finding that patterns of
improvement in ICPS performance are related to
patterns of involvement in the training groups
extends the existing literature on ICPS
interventions. It suggests that a positive, involving
group climate is an important factors for individual
ICPS outcomes.
Original language | English |
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Publication status | Published - Apr 2004 |
Event | British Psychological Society (BPS) Annual Conference - London, United Kingdom Duration: 1 Apr 2004 → … |
Conference
Conference | British Psychological Society (BPS) Annual Conference |
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Country/Territory | United Kingdom |
City | London |
Period | 1/04/04 → … |