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.
|Publication status||Published - Apr 2004|
|Event||British Psychological Society (BPS) Annual Conference - London, United Kingdom|
Duration: 1 Apr 2004 → …
|Conference||British Psychological Society (BPS) Annual Conference|
|Period||1/04/04 → …|