An observational study for evaluating the effects of interpersonal problem‐solving skills training on behavioural dimensions

Abstract

The present observational study was designed to evaluate the effectiveness of the I Can Problem Solve (ICPS) programme on behavioural change from aggression to pro‐social behaviours by using the DECB rating scale. Non‐participant observation method was used to collect data in pretest‐training‐posttest design. It was hypothesised that the ICPS programme would be useful to decrease in aggressive behaviours, increase in pro‐social behaviours and also to improve in introverted behaviours. In total, 83 five‐ and six‐year‐old children attending public preschools participated in the study. Pro‐social and introvert behaviours of children in the experimental group were significantly improved compared to the control group. Although there was no significant difference statistically between pretest–posttest scores of experimental and control group, the mean scores of both groups differentiated considerably.

Keywords:

• social problem‐solving skills
• intervention
• preschool education