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Cited by 376

The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

Interpersonal problem‐solving in young children: A cognitive approach to prevention

Shure, Myrna B., Spivack, George·1982·American Journal of Community Psychology
DOI 10.1007/bf00896500
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Abstract

An interpersonal cognitive problem-solving (ICPS) intervention, designed to reduce and prevent impulsive and inhibited behaviors in black low socioeconomic status (SES) 4- and 5-year-olds, was implemented by teachers and evaluated over a 2-year period. In the first year, 113 children were trained and 106 were not. The 131 still-available in kindergarten were divided into four groups: Twice-trained (n = 39); Once-trained, Nursery (n = 30); Once-trained, Kindergarten (n = 35), and Never-trained controls (n = 27). Findings showed that (a) ICPS impact on behavior lasted at least 1 full year, (b) training was as effective in kindergarten as in nursery, and (c) for this age and SES group, 1 year of intervention had the same immediate behavior impact as 2. Further, well-adjusted children trained in nursery were less likely to begin showing behavioral difficulties over the 2-year period than were comparable controls, highlighting implications of the ICPS approach for primary prevention.

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Metadata

Authors
Shure, M. B., & Spivack, G.
Venue
American Journal of Community Psychology
Publisher
Wiley
Published
1982-06
Volume
10
Issue
3
Pages
341-356
ISSN
  • 0091-0562 (ISSN-L)
  • 1573-2770
DOI
10.1007/bf00896500
OpenAlex
W2044515025
Cited by
376
References
1
FWCI
39.19
Type
journal article
Language
en
Open access
closed

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