Effectiveness of a social problem-solving program in preschool children with developmental deficits;Wirksamkeit eines sozialen problemlösetrainings bei entwicklungsverzögerten vorschulkindern

Zeitschrift fur Padagogische Psychologie

Volumn 17, Issue 1, 2003, Pages 27-41

  Beelmann, Andreas ^a  

^a UNIVERSITY OF ERLANGEN NUREMBERG   (Germany)

Author keywords

Developmental delays; Evaluation; Preschool children; Prevention; Social skills training

Indexed keywords

EID: 17144455082     PISSN: 10100652     EISSN: None     Source Type: Journal    
DOI: 10.1024//1010-0652.17.1.27     Document Type: Article

References (67)

1. Albrecht, S. & Strauß, S. (1997). IKPL - Ich kann Probleme lösen. Evaluation eines Trainingsprogramms zur Förderung interpersonaler kognitiver Problemlösefertigkeiten zur Erhöhung der sozialen Kompetenz bei Kindern im Vorschulalter. Unveröffentlichte Diplomarbeit, Universität Erlangen-Nürnberg.
2. Ang, R. P. & Hughes, J. N. (in Druck). Differential benefits of skills training with antisocial youth based on group composition: A meta-analytic investigation. School Psychology Review.
3. Akhtar, N. & Bradley, E. J. (1991). Social information processing deficits of aggressive children: Present findings and implications for social skills training. Clinical Psychology Review, 11, 621-644.
4. Arnold, M. E. & Hughes, J. N. (1999). First do no harm: Adverse effects of grouping deviant youth for skills training. Journal of School Psychology, 37, 99-115.
5. Beelmann, A. (2000). Prävention dissozialer Entwicklungen: Psychologische Grundlagen und Evaluation früher kind- und familienbezogener Interventionismßnahmen. Habilitationsschrift, Universität Erlangen-Nürnberg.
6. Beelmann, A., Pfingsten, U. & Lösel, F. (1994). The effects of training social competence in children: A meta-analysis of recent evaluation studies. Journal of Clinical Child Psychology, 23, 260-271.
7. Behar, L. & Stringfield, S. (1974). A behavior rating scale for the preschool. Developmental Psychology, 10, 601-610.
8. Bierman, K. L., Greenberg, M. T. & Conduct Problems Research Group (1996). Social skills training in the Fast Track Program. In R. DeV. Peters & R. J. McMahon (Eds.), Preventing childhood disorders, substance abuse, and delinquency (pp. 65-89). Thousand Oaks: Sage.
9. Bird, R. H. (1996). Epidemiology of childhood disorders in cross-cultural context. Journal of Child Psychology and Psychiatry, 37, 35-49.
10. Bullis, M., Walker, H. M. & Sprague, J. R. (2001). A promise unfulfilled: Social skills training with at-risk and antisocial children and youth. Exceptionality, 9, 67-90.
11. Camp, B. W., Blom, G. E., Hebert, F. & van Doornick, W. J. (1977). «Think aloud»: A program for developing self-control in young aggressive boys. Journal of Abnormal Child Psychology, 5, 157-169.
12. Campbell, S. B. (1995). Behavior problems in preschool children: A review of recent research. Journal of Child Psychology and Psychiatry, 36, 113-149.
13. Cangelosi, J. S. (1996). Classroom management strategies. Gaining and maintaining students cooperation. New York: Longman.
14. Chandler, M. J. (1973). Egocentrism and antisocial behavior: The assessment and training of social perspective-taking skills. Developmental Psychology, 9, 326-337.
15. Combs, M. L. & Slaby, D. A. (1977). Social-skills training with children. In B. B. Lahey & A. E. Kazdin (Eds.), Advances in child clinical psychology (Vol. 1, pp. 161-201). New York: Plenum.
16. Cook, T. D. & Campbell, D. T. (1979). Quasi-experimentation. Design & analysis issues for field settings. Boston: Houghton Mifflin Company.
17. Crick, N. R. & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 74-101.
18. Denham, S. A. & Almeida, M. C. (1987). Children's social problem solving skills, behavioral adjustment, and interventions: A meta-analysis evaluating theory and practice. Journal of Applied Developmental Psychology, 8, 391-409.
19. Döpfner, M. (1989). Soziale Informationsverarbeitung - ein Beitrag zur Differenzierung sozialer Inkompetenzen. Zeitschrift für Pädagogische Psychologie, 3, 1-8.
20. Döpfner, M., Lorch, R. & Reihl, D. (1989). Soziale Informationsverarbeitung in Konfliktsituationen - eine empirische Studie an Vorschulkindern. Zeitschrift für Pädagogische Psychologie, 3, 239-248.
21. Döpfner, M., Schürmann, S. & Frölich, J. (1997). Therapieprogramm für Kinder mit hyperkinetischem und oppositionellem Problemverhalten (THOP). Weinheim: Beltz, Psychologie Verlags Union.
22. Dodge, K. A. (1993). Social-cognitive mechanisms in the development of conduct disorder and depression. Annual Review of Psychology, 44, 559-584.
23. Durlak, J. A. & Wells, A. M. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology, 25, 115-152.
24. Ihle, W. & Esser, G. (2002). Epidemiologie psychischer Störungen im Kindes- und Jugendalter: Prävalenz, Verlauf, Komorbidität und Geschlechtsunterschiede. Psychologische Rundschau, 53, 159-169.
25. Hager, W., Hübner, S. & Hasselhorn, M. (2000). Zur Bedeutung der sozialen Interaktion bei der Evaluation kognitiver Förderprogramme. Zeitschrift für Pädagogische Psychologie, 14, 106-115.
26. Heinrichs, N., Saßmann, H., Hahlweg, K. & Perrez, M. (2002). Prävention kindlicher Verhaltensstörungen. Psychologische Rundschau, 53, 170-183.
27. Hollin, C. R. & Trower, P. (1988). Developments and applications of social skills training: A review and critique. Progress in Behavior Modification, 22, 165-214.
28. Kazdin, A. E. (1996). Problem solving and parent management in treating aggressive and antisocial behavior. In E. D. Hibbs & P. S. Jensen (Eds.), Psychosocial treatments for child and adolescent disorders. Empirically based strategies for clinical practice (pp. 377-408). Washington: American Psychological Association.
29. Keltikangas-Järvinen, L. & Pakaslahti, L. (1999). Development of social problem-solving strategies and changes in aggressive behavior: A 7-year follow-up from childhood to late adolescence. Aggressive Behavior, 25, 269-279.
30. Ladd, G. W. (1984). Social skills training with children: Issues in research and practice. Clinical Psychology Review, 4, 317-337.
31. Little, S. A. & Garber, J. (1995). Aggression, depression, and stressful life events predicting peer rejection in children. Development and Psychopathology, 7, 845-856.
32. Lösel, F. & Beelmann, A. (in Druck). Effects of child skills training in preventing antisocial behavior: A systematic review of randomized evaluations. Annals of the American Academy of Political and Social Science.
33. Lösel, F., Beelmann, A. & Stemmler, M. (1998). Förderung von Erziehungskompetenzen und sozialen Fertigkeiten in Familien: Eine kombinierte Präventions- und Entwicklungsstudie zu Störungen des Sozialverhaltens. Forschungsantrag an das Bundesministerium für Familie, Senioren, Frauen und Jugend, Universität Erlangen-Nürnberg, Institut für Psychologie.
34. Lösel, F., Beelmann, A. & Stemmler, M. (2002). Skalen zur Messung sozialen Problemverhaltens bei Vorschul-und Grundschulkindern. Die deutschen Versionen des Eyberg Child Behavior Inventory (ECBI) und des Social Behavior Questionnaire (SBQ). Universität Erlangen, Institut für Psychologie.
35. Lösel, F., Beelmann, A., Stemmler, M., Jaursch, S. & Koglin, U. (2000). 1. Zwischenbericht an das Bundesministerium für Familien, Frauen, Senioren und Jugend zum Forschungsprojekt «Förderung der Erziehungskompetenzen und sozialen Fertigkeiten in Familien: Eine kombinierte Präventions- und Entwicklungsstudie zu Störungen des Sozialverhaltens». Erlangen: Universität Erlangen, Institut für Psychologie.
36. Lösel, F., Bliesener, T. & Averbeck, M. (1997). Erlebens- und Verhaltensprobleme von Tätern und Opfern. In H. G. Holtappelts, W. Heitmeyer, W. Melzer & K.-J. Tillmann (Hrsg.), Forschung über Gewalt an Schulen. Erscheinungsformen und Ursachen, Konzepte und Prävention (S. 137-153). Weinheim: Juventa.
37. Moffitt, T. E. (1993). Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100, 674-701.
38. Melchers, P. & Preuß, U. (1994). K-ABC: Kaufman-Assessment Battery for Children. Deutschsprachige Fassung. Frankfurt a. M.: S wets & Zeitlinger.
39. Mott, P. & Krane, A. (1994). Interpersonal cognitive problem-solving and childhood social competence. Cognitive Therapy and Research, 18, 127-141.
40. Muñoz, R. F., Mrazek, P. J. & Haggerty, R. J. (1996). Institute of Medicine Report on prevention of mental disorders: Summary and Commentary. American Psychologist, 51, 1116-1122.
41. Newcomb, A. F., Bukowski, W. M. & Pattee, L. (1993). Children's peer relations: A meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113, 99-128.
42. Parker, J. G. & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102, 357-389.
43. Petermann, F. & Petermann, U. (1998). Training mit aggressiven Kindern (8. Aufl.). Weinheim: Beltz-PVU.
44. Petermann, U. & Petermann, F. (2000) Training mit sozial unsicheren Kindern (7. Aufl.) Weinheim: Beltz-PVU.
45. Quinn, M. M., Kavale, K. A., Mathur, S. P., Rutherford, R. B. & Forness, S. R. (1999). A meta-analysis of social skills interventions for students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 7, 54-64.
46. Reid, J. B. & Eddy, J. M. (1997). The prevention of antisocial behavior: Some considerations in the search for effective interventions. In D. M. Stoff, J. Breiling & J. D. Maser (Eds.), Handbook of antisocial behavior (pp. 343-356). New York: Wiley.
47. Ridley, C. A. & Vaughn, S. R. (1982). Interpersonal problem solving: An intervention program for preschool children. Journal of Applied Developmental Psychology, 3, 177-190.
48. Remschmidt, H. & Walter, R. (1990). Psychische Auffälligkeiten bei Schulkindern. Eine epidemiologische Untersuchung. Göttingen: Hogrefe.
49. Schmidt-Denier, U. (1994). Soziale Entwicklung. Weinheim: Beltz-PVU.
50. Schneider, B. H. (1992). Didactic methods for enhancing children's peer relations: A quantitative review. Clinical Psychology Review, 12, 363-382.
51. Shure, M. B. (1990). The PIPS test manual. A cognitive measure of interpersonal problem-solving ability for four to six year old children (2nd ed.). Philadelphia: Hahneman University, Department of Mental Health Sciences.
52. Shure, M. B. (1992). I can problem solve. An interpersonal cognitive problem-solving program (Preschool). Champaign: Research Press.
53. Shure, M. B. (1993). I can problem solve (ICPS): Interpersonal cognitive problem solving for young children. Early Child Development and Care, 96, 49-64.
54. Shure, M. B. (1997). Interpersonal cognitive problem solving: Primary prevention of early high-risk behaviors in the preschool and primary years. In G. W. & T. P. Gullotta (Eds.), Primary prevention works (pp. 167-188). Thousand Oaks: Sage.
55. Spivack, G. & Shure, M. B. (1974). Social adjustment of young children: A cognitive approach to solving real-life problems. San Francisco: Jossey-Bass.
56. Spivack, G. & Shure, M. B. (1982). Interpersonal cognitive problem solving and clinical theory. In B. Lahey & A. E. Kazdin (Eds.), Advances in child clinical psychology (Vol. 5, pp. 323-372). New York: Plenum.
57. Spivack, G. & Shure, M. B. (1989). Interpersonal cognitive problem solving (ICPS): A competence-building primary prevention program. Prevention in Human Services, 6, 151-178.
58. Tremblay, R. E. & Craig, W. M. (1995). Developmental crime prevention. In M. Tonry & D. P. Farrington (Eds.), Building a safer society: Strategic approaches to crime prevention (Vol. 19, pp. 151-236). Chicago: The University of Chicago Press.
59. Tremblay, R. E., Loeber, R., Gagnon, C., Charlebois, P., Larivée, S. & LeBlanc, M. (1991). Disruptive boys with stable and unstable high fighting behavior patterns during junior elementary school. Journal of Abnormal Child Psychology, 19, 285-300.
60. Tremblay, R. E., Vitaro, F., Gagnon, C., Piché, C. & Royer, N. (1992). A prosocial scale for the preschool behavior questionnaire: Concurrent and predictive correlates. International Journal of Behavioral Development, 15, 227-245.
61. Urbain, E. S. & Kendall, P. C. (1980). Review of social-cognitive problem-solving interventions with children. Psychological Bulletin, 88, 109-143.
62. Vaughn, S. R. & Ridley, C. A. (1983). A preschool interpersonal problem solving program: Does it affect behavior in the classroom? Child Study Journal, 13, 1-11.
63. Webster-Stratton, C. & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65, 93-109.
64. Webster-Stratton, C. & Lindsay, D. W. (1999). Social competence and conduct problems in young children: Issues in assessment. Journal of Clinical Child Psychology, 28, 25-43.
65. Weir, K., Stevenson, J. & Graham, P. (1980). Behavioral deviance and teacher ratings of prosocial behavior. Journal of the American Academy of Child Psychiatry, 19, 68-77.
66. Weiss, B. & Weisz, J. R. (1990). The impact of methodological factors on child psychotherapy outcome research: A meta-analysis for researchers. Journal of Abnormal Child Psychology, 6, 639-670.
67. Weissberg, R. P., Gesten, E. L., Rapkin, B. D., Cowen, E. L., Davidson, E., Flores de Apodaca, R. & McKim, B. J. (1981). Evaluation of a social-problem-solving skills training program for suburban and inner-city third-grade children. Journal of Consulting and Clinical Psychology, 49, 251-261.