Abstract

The purpose of the present study was to examine whether interpersonal problem solving skill training(IPSS) would enhance interpersonal problem solving skills and behavioral adjustment of preschool children. Children between the ages of 5 to 6 received 7 weeks of IPSS training with a total of 35 sessions in all. The IPSS program used in the study was adapted from of Shure and Spivak's(1976) ICPS(Interpersonal Cognitive Problem Solving) program. On the basis of assumption that children who are able to generate more alternative solution and who were more better able to predicted consequences of their actions would be better adjusted in real life situations, the training program attempted to train children to think up more alternative solutions and to better predict the consequences. One calls consisting of 15 boys and 10 girls were given IPSS training over 7 weeks. Another class consisting of 15 boys and 10 girls from the same preschool was included in the study as a control group and were given free play for the same amount of time as the training group. Both groups of children were assessed before and after the training on the number of alternative solutions solutions and the number of consequences predicted, their behaviors were also assessed by parents(Child behavior checklist) and their teachers(Hahneman Preschool Behavior Rating Scale). Results showed a significant improvement alternative thinking and consequence thinking in the experimental group compared with the control group. However, behavioral rating by the parent and the teacher yielded no significant differences between the groups indicating that the significant improvement of IPSS did not lead to a noticeable improvement in behavioral adjustment. The results were discussed in terms of their implications for the development of a more effective primary prevention program for young children.