I Can
Problem Solve for Schools
Program
Overview
The I Can Problem Solve (ICPS) is a school-based
intervention that trains children in generating a variety of
solutions to interpersonal problems, considering the consequences
of these solutions, and recognizing thoughts, feelings, and
motives that generate problem situations. By teaching children to
think, rather than what to think, the program changes
thinking styles and, as a result, enhances childrens social
adjustment, promotes pro-social behavior, and decreases
impulsivity and inhibition.
Program
Targets
Although the program is appropriate for all children, it is
especially effective for young (age 4-5), poor, and urban students
who may be at highest risk for behavioral dysfunctions and
interpersonal maladjustment.
Program
Content
The program was originally designed for use in nursery school
and kindergarten, but it has also been successfully implemented
with children in grades 5 and 6. Throughout the intervention,
instructors utilize pictures, role-playing, puppets, and group
interaction to help develop students thinking skills, and
childrens own lives and problems are used as examples when
teachers demonstrate problem-solving techniques.
Small groups of 6-10
children receive training for approximately 3 months. The
intervention begins with 10-12 lessons teaching students basic
skills and problem-solving language. For example, children learn
word concepts such as "not" (e.g., acting or not
acting); "some/all" ( solutions may succeed with one
person but not all); "or" (discovering alternative
solutions); "if...then" (learning consequences of
actions); and "same/different" (thinking of multiple
solutions).
The next
20 lessons focus on identifying ones own feelings and becoming
sensitive to others emotions. Students learn to recognize
peoples feelings in problem situations and realize that they
can influence others responses.
The last
15 lessons utilize role-playing games and dialogue to promote
problem-solving skills. Students generate solutions to
hypothetical problem situations and consider the possible
consequences to their decisions.
Program Outcomes
An evaluation of
ICPS that included nursery and kindergarten students revealed
significant benefits for intervention students. Immediately
following and one year after the program ended, ICPS children,
compared to control students, demonstrated:
A
five-year study including inner-city, low income children in
nursery school and kindergarten demonstrated that intervention
children, compared to control students, had:
A
replication with fifth and sixth grade students found that ICPS
children, compared to a control group, demonstrated:
-
More
positive, prosocial behaviors;
-
Healthier
relationships with peers; and
-
Better
problem-solving skills.
--Excerpt
from Center for the Study and
Prevention of Violence Website
For information on Dr.
Shure's books on I Can Problem Solve for Schools, visit
Research Press.com.
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