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Program Outcomes for Youth
Social Competencies
Problem Solving and Personal Adjustment:
Bibliography
Barone,
C., Aquirre-Deandries, A. I., & Trickett, E. J. (1991). Means-end
problem-solving skills, life stress, and social support as mediators of
adjustment in the normative transition to high school. American Journal
of Community Psychology, 19(2), 207-225.
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The transition of 82 adolescents
from middle school to 9th grade was examined. The transition was accompanied
by a decline in GPA and attendance, with changes persisting or worsening
over the course of the year. Means-end problem-solving skills did
not predict levels of post-transition support. A differential model
of the role of the individual and environmental resources in transition
is supported by the results. |
Christoff,
K. A., Scott, W. O., Kelley, M. L., Schlundt, D., Baer, G., & Kelly,
J. A. (1985). Social skills and social problem-solving training for shy
young adolescents. Behavior Therapy, 16(5), 468-477.
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This study used group training
to improve the effectiveness of solutions to both peer relations problems
and behavioral skills during interpersonal communication. Subjects
completed a conversation diary, the Rosenberg Self-esteem Scale, and
the Social Interaction Survey. Additional observations of the subjects
by an assistant not involved in the training and one of the trainers
were conducted in the school cafeteria during the student's normal
lunch period. The social validity of the intervention was demonstrated
by improved global ease of conversing with others and in social interactions.
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Frauenknecht,
M., Black, D. R., & Coster, D. C. (1996). Adolescent problem solving,
stress, and the Stepped Approach Model (SAM). American Journal of Health
Behavior, 20(2), 30-41.
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The authors studied 668 high
school students in a 2-phase study investigating social problem solving
motivations and abilities, concurrent levels of distress, and personal
problems. Overall findings suggested that as problem-solving scores
increased (reflecting a positive ability on the part of the adolescent
to handle the situation), distress and personal problems decreased.
The utility of the three variables as a diagnostic measure in determining
intervention needs is discussed. |
Garcia,-Vazquez,
E & Ehly, S. W. (1994). Acculturation and intelligence: Effects of acculturation
on problem-solving. Perceptual and Motor Skills, 78(2), 501-502.
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23 middle school adolescents
of Mexican-American descent were analyzed on the Wechsler Intelligence
Scale for Children-Revised and the Acculturation Quick Screen. Results
indicated that those students who were more acculturated to the school
environment had higher verbal IQ scores compared to students less
acculturated. Discussed is the implication that the enhancement of
problem-solving skills does not have to occur at the expense of language
or culture. |
Hutchinson,
N. L., Freeman, J.G., & Quick, V.E. (1996). Group counseling intervention
for solving problems on the job. Journal of Employment Counseling, 33(1),
2-19.
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This study investigated the
effects of group counseling intervention on social problem solving
and employment preparation of 9th and 10th grade students. Intervention
was designed to assist the students in setting goals for problem solving,
realize personal responsibility for creating solutions to problems,
and determine viable alternatives for attaining goals. In addition,
teacher experiences in implementing successful group interventions
are noted. |
Kennedy,
M. G., Felner, R. D., Cauce, A., & Primavera, J. (1988). Social problem
solving and adjustment in adolescence: The influence of moral reasoning
level, scoring alternatives, and family climate. Journal of Clinical Child
Psychology, 17(1), 73-83.
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Using a sample of inner city,
minority adolescents the authors examined the relationship between
two aspects of social competence (i.e., facets include morality and
prosocial tendencies, problem-solving skills, and competence motivation):
moral reasoning and interpersonal cognitive problem-solving (ICPS).
They found moderate correlations between moral reasoning and ICPS
at the level of relationships among constructs. When combined, but
not when considered separately, they found a set of family-climate
factors and academic-success criteria related on both measures of
social competence. Discussed are the implications for the study of
ICPS and social competence. |
Murphy,
L. O. & Ross, S. M. (1987). Gender differences in the social problem-solving
performance of adolescents. Sex Roles, 16(5-6), 251-264.
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Social problem-solving skills
as a function of gender, personal attribute type (feminine, masculine,
androgynous), and gender of the protagonist were examined by use of
the Means-Ends Problem-solving Procedure and the Personal Attributes
Questionnaire. Overall, fewer adolescents appeared to identify with
traditional feminine roles. Sex-related personality traits have limited
impact on social problem-solving skills. A supplementary analysis
is presented comparing a breakdown of this sample and that of Spence
and Helmreich (1978) on the Personal Attributes Questionnaire. |
Pataslahti,
L. & Keltikangas-Jarvinen, L. (1996). Social acceptance and the relationship
between aggressive problem-solving strategies and aggressive behavior in
14 year old adolescents. European Journal of Personality, 10(4), 249-261.
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The authors examined the role
of social acceptance and the relationship between aggressive problem-solving
strategies and aggressive behavior in that acceptance. Measured were
382 adolescent females and 398 adolescent males. Assessment was by
means of problem solving questionnaire and peer ratings on aggressive
behavior and social acceptance. Those adolescents that received congruent
social feedback were found to have strategies in line with their actual
aggressive behavior. Aggressive problem-solving strategies were found
more among male adolescents. |
Problem-solving and Risk Behaviors:
Beaulieu,
M. A. & Jason, L. A. (1988). A drug abuse prevention program aimed at
teaching seventh grade students problem-solving strategies. Children and
Youth Services Review, 10(2), 131-149.
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The article examines the results
of an 8-week drug abuse prevention program using a combination of
educational strategies, including information giving, decision-making
and problem-solving technique training, social competency skills training,
and older students as role models and helpers on Black inner-city
adolescents. Compared to control subjects (from the same school),
adolescents in the program displayed greater drug knowledge, and better
problem-solving skills over time when faced with drug-related situations. |
Leadbeater,
B. J., Hellner, I., Allen, J. P., & Aber, J. L. (1989). Assessment of
interpersonal negotiation strategies in youth engaged in problem behaviors.
Developmental Psychology, 25(3), 465-472.
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Examined were relations among
developmental levels and styles of interpersonal negotiation strategies
and social problem-solving skill competence. These relation levels
were also assessed in conjunction with the self-reported engagement
in various problem behaviors associated with risk. A moderate correlation
was found between levels of interpersonal negotiation strategies and
social problem-solving skills for both male and female adolescents.
Discussed are the advantages of a developmental model as a basis for
the evaluation of deficits and changes in interpersonal negotiation
strategies. |
McLeavey,
B. C., Daly, R. J., Ludgate, J. W., & Murray, C. M. (1994). Interpersonal
problem-solving skills training in the treatment of self-poisoning patients.
Suicide and life-Threatening Behavior, 24(4), 382-394.
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The authors evaluated the
effectiveness of interpersonal problem-solving skills training (IPSST)
in 39 self-poisoning patients, ages 15-45 , with 6 month and 1 year
follow-ups. Subjects were randomly assigned to treatment or control
condition. While both conditions were equally effective in reducing
the number of presenting problems and in reducing levels of hopelessness,
the IPSST was significantly more effective as determined by other
outcome measures. IPSST showed maintenance gains at 6 months and reduced
repetition of self-poisoning at the one year follow-up. |
Passino,
A. W., Whitman, T. L., Borkowski, J. G. Schellenbach, C. J., Maxwell, S.
E., Keogh, D., & Rellinger, E. (1993). Personal adjustment during pregnancy
and adolescent parenting. Adolescence, 28(109), 97-122.
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The authors examined social
competence, behavior problems, and problem-solving skills of pregnant
and non-pregnant adolescents and adults, as well as those of pregnant
young adult females. Results suggest that pregnant adolescents were
less socially competent and less proficient in their problem solving
and they exhibited more behavioral problems. In addition, the adolescent
females displayed greater amounts of parenting stress and were less
responsive and sensitive in interactions with their infants than were
adult females. |
Problem-solving and Methodology:
Burden,
B. (1996). Pupil's perceptions of themselves as thinkers, learners, and
problem solvers: Some preliminary results from the myself-as-a-learner scale
(MALS). Education & Child Psychology, 13(1), 25-30.
|
The author discussed the issues
in the field of self-concept assessment and argues for making a clear
distinction between semantic use of such terms as self-concept, self-esteem,
self-image, self-efficacy, and self-regard. The latter term is preferred
unless such distinctions are made and all measurement efforts are
based upon these clear conceptual underpinnings. Author argues it
was this need that led to the development of myself-as-a-learner (MALS).
MALS is offered as a valid and psychometrically sound instrument for
the investigation of adolescents' personal perceptions of themselves
as learners, thinkers, and problem solvers. Early results have found
no significant age or gender differences in learning self-regard. |
Dalton,
D. W. & Goodrum, D. A. (1991). The effects of computer programming on
problem-solving skills and attitudes. Journal of Educational Computing Research,
7(4), 483-506.
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The effects of systematic
computer programming and problem-solving instruction on problem-solving
skills and attitudes of 272 6th, 7th, and 8th grade adolescents were
examined over a 20-week period using Logo and BASIC computer programming.
Computer programming alone was shown to be ineffective. However, significant
gains in learning were reported when computer programming was paired
with systematic problem-solving instructions. |
Frauenknecht,
M. & Black, D. R. (1995). Social Problem-Solving Inventory for Adolescents
(SPSI-A): Development and preliminary psychometric evaluation. Journal of
Personality Assessment, 64(3), 522-539.
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This article describes the
multiphase development process and psychometric evaluation of the
SPSI-A, which contains 3 scales: Automatic Process, Problem Orientation,
and Problem-solving Skills. The subjects of the investigation were
1062 adolescents. Support was found for the instrument with regards
to measures of reliability and validity for social problem-solving
ability for adolescents. Internal consistency, construct validity,
and short-term stability were established. |
Ronning,
R. R., McCurdy, D., & Ballinger, R. (1984). Individual differences:
A third component in problem-solving instruction. Journal of Research in
Science Teaching, 21(1), 71-82.
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These authors argue that current
research in problem solving with its primary emphasis on problem-solving
methods and degree of knowledge acquisition is incomplete due to its
failure to consider individual differences among problem solvers.
In order for a theory to be viable, all three dimensions: domain knowledge,
problem-solving methods and the characteristics of the problem solvers
must be taken into account. A research example is discussed. |
Problem-solving and Delinquent Behavior:
Hains,
A. A. (1984). A preliminary attempt to teach the use of social problem-solving
skills to delinquents. Child Study Journal, 14(4), 271-285.
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A multiple baseline design
is used to examine the efficacy of improving the problem-solving skills
of 4 white male delinquents in their mid-teens. Results show that
as a result of training the subjects displayed an increased use of
social problem-solving skills on hypothetical dilemmas. |
Tisdelle,
D. A. & St. Lawrence, J. S. (1988). Adolescent interpersonal problem-solving
skill training: Social validation and generalization. Behavior Therapy,
19(2), 171-182.
|
Eight male conduct-disordered
inpatient adolescents, ages 13-19, participated in an examination
of the effectiveness of social problem-solving skills in a multiple
baseline design. Normal adolescents were used to socially validate
the training criteria. Verbal problem solving improved to criteria,
generalized to unfamiliar problem situations and for 3 of the 8 subjects
was maintained at a one-month follow-up assessment. |
Curriculum and Programs
Beaulieu,
M. A. & Jason, L. A. (1988). A drug abuse prevention program aimed at
teaching seventh grade students problem-solving strategies. Children and
Youth Services Review, 10(2), 131-149.
|
The article examines the results
of an 8-week drug abuse prevention program using a combination of
educational strategies, including information giving, decision-making
and problem-solving technique training, social competency skills training,
and older students as role models and helpers on Black inner-city
adolescents. Participants were 7th grade students from five classrooms.
Random selection was employed resulting in 2 classrooms serving as
the experimental groups and 3 classrooms serving as the controls.
The measures administered in both pretest and posttest: drug knowledge
scale assessing the knowledge of tobacco, alcohol, and marijuana;
a problem-solving and thinking scale assessing the ability to generate
alternatives; and a drug usage scale which assessed the usage of tobacco,
alcohol, and marijuana. Compared to control subjects (from the same
school), adolescents in the program displayed greater drug knowledge,
and better problem-solving skills over time when faced with drug-related
situations. |
Burden,
B. (1996). Pupil's perception of themselves as thinkers, learners, and problem
solvers: Some preliminary results from the myself-as-a-learner scale (MALS).
Educational & Child Psychology, 13(3), 25-30.
|
The author discussed the issues
in the field of self-concept assessment and argues for making a clear
distinction between semantic use of such terms as self-concept, self-esteem,
self-image, self-efficacy, and self-regard. The latter term is preferred
unless such distinctions are made and all measurement efforts are
based upon these clear conceptual underpinnings. This need led to
the development of myself-as-a-learner (MALS) which is offered as
a valid and psychometrically sound instrument for the investigation
of adolescents' personal perceptions of themselves as learners, thinkers,
and problem solvers. The author argues that the instrument is easy
to understand and easy to administer, score, and constitutes a relatively
small time commitment. Early results (n = 389 7th and 8th graders)
have found no significant age or gender differences in learning self-regard. |
Tisdelle,
D. A. & St. Lawrence, J. S. (1988). Adolescent interpersonal problem-solving
skill training: Social validation and generalization. Behavior Therapy,
19(2), 171-182.
|
Eight male conduct-disordered
inpatient adolescents, ages 13-19, participated in an examination
of the effectiveness of social problem-solving skills in a multiple
baseline design. Normal adolescents were used to socially validate
the training criteria. Verbal problem solving improved to criteria,
generalized to unfamiliar problem situations and for 3 of the 8 subjects
was maintained at a one-month follow-up assessment. |
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