Linked Life Data

3369384

Source:http://linkedlifedata.com/resource/pubmed/id/3369384

Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:issue
1
pubmed:dateCreated
1988-6-16
pubmed:abstractText
The effects of a social problem-solving (SPS) training program for entire classrooms of third- and fourth-grade children were examined in two studies. In the first study, experimental children showed significantly greater improvement in knowledge and performance of SPS skills than control children. However, both positive and negative effects of the intervention (varying by classroom) were found on measures of behavioral adjustment, self-efficacy, and peer acceptance at a 6-month follow-up. The second study compared two different intervention strategies: (a) SPS training with teacher-student dialoguing, peer pairing, and self-monitoring, and (b) SPS training with dialoguing only. It was found that children in both the experimental and control groups improved significantly in performance of SPS skills but no differences between the groups were found for changes in behavioral adjustment, self-efficacy, and peer acceptance. The limitations of cognitively mediated interventions for young children were discussed.
pubmed:language
eng
pubmed:journal
pubmed:citationSubset
IM
pubmed:status
MEDLINE
pubmed:month
Feb
pubmed:issn
0091-0562
pubmed:author
pubmed:issnType
Print
pubmed:volume
16
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
79-99
pubmed:dateRevised
2006-11-15
pubmed:meshHeading
pubmed:year
1988
pubmed:articleTitle
Evaluation of a social problem-solving skills program for third- and fourth-grade students.
pubmed:affiliation
Department of Psychology, Wilfred Laurier University, Waterloo, Ontario, Canada.
pubmed:publicationType
Journal Article, Research Support, Non-U.S. Gov't