I Can Problem Solve (ICPS)
Problems addressed
Low social–emotional competences
Effectiveness

Promising

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Promising

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Life periods served
Children (4 to 13 years)
Where the program was applied
Education establishment
Country of application
United States
Description

This is a preventive school program that utilizes a cognitive approach to reduce disruptive behavior among children aged 4 to 12, in order to help them solve interpersonal problems that arise with their peers and adults.
The intervention is carried out in two phases:
1) Developing problem-solving skills: learning a problem-solving vocabulary, identifying one’s own feelings and those of others, and considering the other person’s point of view; and
2) Developing problem-solving skills: children learn to think of more than one solution, considering its consequences, and develop age-appropriate planning skills.

Impact evaluations

An impact evaluation showed that the program led to a statistically significant improvement in problem-solving, self-regulation, understanding of consequences, adaptation, improved behavior, and school bonding. There was no significant effect on social competence [1].

Bibliographic reference

[1] Shure, M. B., & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10(3), 341.

[2] Kumpfer, K. L., Alvarado, R., Tait, C., & Turner, C. (2002). Effectiveness of school-based family and children's skills training for substance abuse prevention among 6-8-year-old rural children. Psychology of addictive behaviors, 16(4S), S65. https://doi.org/10.1037/0893-164X.16.4S.S65

[3] Boyle, D., & Hassett-Walker, C. (2008). Reducing overt and relational aggression among young children: The results from a two-year outcome evaluation. Journal of School Violence, 7(1), 27-42.

Information source