Research on Interpersonal Problem-Solving Training: A Review

This review assessed the efficacy of interpersonal problem-solving training in educational settings with children and youth with learning and behavior problems. Only studies with a clear metacognitive component were included. For each of the nine studies meeting selection criteria, descriptive summa...

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Bibliographic Details
Published in:Remedial and special education 1993-03, Vol.14 (2), p.25-37
Main Authors: Coleman, Margaret, Wheeler, Larry, Webber, Jo
Format: Article
Language:English
Subjects:
Behavior Change
Behavior Problems
Behaviour disordered children
Children
Educational Programs
Elementary Secondary Education
Generalization
Instructional Effectiveness
Interpersonal Competence
Interpersonal problem solving
Interpersonal Relations
Learning Disabilities
Learning Problems
Metacognition
Problem Solving
Program Evaluation
Social Behavior
Training Methods
Youth
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Summary:This review assessed the efficacy of interpersonal problem-solving training in educational settings with children and youth with learning and behavior problems. Only studies with a clear metacognitive component were included. For each of the nine studies meeting selection criteria, descriptive summaries of the training were given. Findings indicate that although researchers were successful in demonstrating cognitive gains as a result of interpersonal problem-solving training, they were much less successful in demonstrating that cognitive gains were (a) subsequently applied to actual behavior or (b) generalized to other social behavior. Such findings call into question the basic premise of this literature—that interpersonal problem-solving training mediates social behavior and generalizes to other behaviors and settings. Based on the literature to date, recommendations for researchers and practitioners are offered.
ISSN:0741-9325
1538-4756
DOI:10.1177/074193259301400205