Research Article
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The interpersonal cognitive problem solving approach for preschoolers

Year 2015, Volume: 4 Issue: 1, 19 - 28, 11.03.2015
https://doi.org/10.19128/turje.31501

Abstract

Children’s ability to produce effective solutions to the problems related with their interpersonal relationships in their daily lives and to develop these problem-solving skills is closely concerned with their level of social adaptation and emotional satisfaction. It is observed that children who display behavior problems in preschool education settings usually lack interpersonal problem-solving skills. These skills are teachable to teachers and parents to help children learn I Can Problem Solve (ICPS) skills and how to use those when real problems came up. Children could learn ICPS skills and generalize them their newly acquired skills. ICPS is an extremely promising approach for promoting pro-social competence. Prevention of behavior problems in children and because of the for development of social competence is an important issue many of these models is needed to identify. This article describes the results of studies in different cultures, the interpersonal problem solving models based.

References

  • Barkley, R. A., Shelton, T.L., Crosswait, C., Moorehouse, M., Fletcher, K., Barett, S., Jenkins, L., & Metevia, L.(2000). Multi-method psycho-educational intervention for preschool children with disruptive behavior: Preliminary results at post-treatment. Journal of Child Psychology and Psychiatry, 41, 319-332.
  • Dinçer, Ç. (1995). Anaokuluna devam eden 5 yaş grubu çocuklarına kişiler arası problem çözme becerilerinin kazandırılmasında eğitimin etkisinin incelenmesi. Yayımlanmamış doktora tezi, Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü.
  • Duman, S.,Margolin, G. (2007) Parents’ aggressive influences and children's aggressive problem solutions with peers, Journal of Clinical Child & Adolescent Psychology, 36, (1), 42-55.
  • Durlak, J.A. (1983). Social problem solving as a primary prevention strategy. Theory, research and practice. New York: Pergamon.
  • Erwin, G.P.(1993). Friendship and peer relations in children. Chichester:Wiley.
  • Erwin, G.P., Purves, G.D., & Johannes, C.K. (2005). Involvement and outcomes in short-term interpersonal cognitive problem solving groups. Counselling Psychology Quarterly, 18(1), 41–46.
  • Fan, X & Chen ,M. (2001). Parental involvement and students academic achievement. Educational Psychology Review, 13 (1), 20-21.
  • Gardner, H.(2006). Eğitimli akıl. İstanbul: Morpa Yayınları.
  • Heppner, P.P. (1987). An information processing approach to personal problem solving. Counselling Psychologist, 15, 371–447.
  • Hune, B.J. & Nelson, M. C. (2002). Effects of teaching a problem-solving strategy on preschool children with problem behavior. Behavioral Disorders, 27(3), 185–207.
  • Izard, C.E , Trentacosta, C.J. , King, K.A. & Mostow, A.J. (2004) An Emotion-Based Prevention Program for Head Start Children. Early Education and Development, 15(4), 407-422.
  • Jayanthi, M., Friend, M. (2010). Interpersonal problem solving: A selective literature review to guide practice: Journal of Educational and Psychological Consultation, 3, (1), 39-53.
  • Kargi, E. (2009). Bilişsel yaklaşıma dayalı kişilerarası sorun çözme becerileri kazandırma (BSÇ) programının etkililiği: Okul öncesi dönem çocukları üzerinde bir araştırma, Yayımlanmamış doktora tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Karpov, Y.V. (2003). Development through the life span: A neo-Vygotskian approach. Vygotsky’s educational theory in cultural context. In A.Kozulin,B.Gindis, V.S.Ageyev, S.M.Miller Eds. New York: Cambridge Press.
  • Lochman ,J. E., Coie, J. D., Underwood, M. K. & Terry, R. (1993). Effectiveness of a social relations intervention program for agressive and nonagressive, rejected children. Journal of Consulting and Clinical Psychology, 61, 1053-1058.
  • Loeber (1990). Development and risk factors of juvenile antisocial behaviour and delinquency. Clinical Psychology Review, 10, (1), 1-41.
  • Mc Mahon, S.D., Washburn, J., Felix, E.D., Yakın, J. & Childrey, G. (2000). Violence prevention: Program effects on urban preschool and kindergarten children. Applied and Preventive Psychology, 9, 271–281.
  • Miller, P.H. (1993). Theories of developmental psychology. New York: W.H. Freeman Company.
  • Miller-Musun, L. (1993). Social acceptance and social problem solving in preschool children. Journal of Applied Developmental Psychology, 14, 59–70.
  • Oden, S. & Asher, S. R. (1977). Coaching children in social skills for friendship making. Child Development, 48, 495-506.
  • Odom, S.L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20, 20-27.
  • Öğülmüş, S. (2001). Kişiler arası sorun çözme becerileri ve eğitimi. Ankara: Nobel Yayıncılık.
  • Özcan, C. (2007). Kişilerarası Sorun Çözme Eğitiminin Dikkat Eksikliği Hiperaktivite Bozukluğu Olan Çocuklardaki Karşı Gelme Belirtileri Üzerine Etkileri, Hemşirelikte Doktora tezi, GATA Sağlık Bilimleri Enstitüsü, Ankara.
  • Özcan, C. & Öğülmüş, S. (2010). “Dikkat Eksikliği Hiperaktivite Bozukluğu Olan Çocuklara Bilişsel Yaklaşıma Dayalı Kişilerarası Sorun Çözme Eğitiminin Katkıları”, TAF Preventive Medicine Bulletin, 9(4): 391-398.
  • Parker, J.G. & Asher, S.R. (1987). Peer relations and later personel adjustment. Psychological Bulletin, 102, 357–389.
  • Urbain;E.S. & Kendall, P.C. (1980). Review of social cognitive problem solving interventions with children. Psychological Bulletin, 88, 109-143.
  • Shure, M. (2001). I Can Problem Solve (ICPS): An ınterpersonal cognitive problem solving program for children. Residential Treatment for Children & Youth, 18(3), 3-14.
  • Shure, M. (1996). Raising a thinking child. New York: Henry Holt and Company, Inc.
  • Shure, M.(1992). I can problem solve: An interpersonal cognitive problem solving program (ICPS) preschool. Illinois, Champain: Research Press.
  • Shure, M.B. & Spivack, G. (1982). Interpersonal problem solving in young children. A cognitive approach to prevention. American Journal of Community Psychology, 10, 341-356.
  • Trawick-Smith,J., Russell,H.,& Swaminathan,S. (2011). Measuring the effects of toys on the problem-solving, creative and social behaviours of preschool children, Early Child Development and Care, 181 (7), 909-927.
  • Walker,H.M.,Colvin, G & Ramsey, E. (1995). Antisocial behaviour in school.California:Pacific Grove.
  • Webster-Stratton, Reid. H. (2001). Social skills and problem solving training for children with early onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry, 42(7) 943–952.
  • Weisz, J. R., Suwanlert, S., Chaiyasit, W., Weiss, B., Achenbach, T. M. & Trevathan, D. (1989). Epidemiology of behavioral and emotional problems among Thai and American Children: Teacher reports for ages 6-11. Journal of Child Psychology and Psychiatry, 30, 471-484.
  • Wittmer, D., Doll, B. & Strain, P. (1996). Social and emotional development in early childhood: The identification of competence and disabilities. Journal of Early Interventions, 20(4), 299–317.
  • Zigler, E., Bella, D., Watson, N. (1972). Developmental and experiental determinations of self image disparity institutionalized and non institutionalized retarded and normal children. Journal of Personality and Social Psychology, 23,(1), 81-87.

Okul öncesi dönemdeki çocuklar için kişilerarası sorun çözme yaklaşımı

Year 2015, Volume: 4 Issue: 1, 19 - 28, 11.03.2015
https://doi.org/10.19128/turje.31501

Abstract

Çocukların, gündelik yaşamlarında kişilerarası ilişkilerinde yaşadıkları sorunlara etkin çözümler üretebilmeleri, onların toplumsal uyum düzeyleri ve duygusal doyumları ile yakından ilişkilidir. Okul öncesi eğitim ortamlarında davranış sorunları gösteren çocuklarda genellikle kişilerarası sorun çözme becerilerinin eksikliği gözlenmektedir. Bu becerilerin eksikliği, çocukların akranları ile ve yetişkinlerle olan olumlu etkileşimlerinin gelişimini engellemektedir. Kişilerarası ilişkilerde sorun çözme becerileri öğrenilebilir ve öğretilebilir. Bu beceriler yaşamda bu tür sorunlar ortaya çıktığında çocukların sorun çözme becerilerini kullanabilmeleri için, öğretmenler ve anne babalar tarafından çocuklara öğretilebilir. Çocuklar edindikleri sorun çözme becerilerini, yeni kazandıkları becerilere genelleyebilirler. Kişilerarası sorun çözme becerileri, çocuklarda pro-sosyal davranışların ve bu yolla da toplumsal yeterliğin gelişimi için son derece destekleyici bir yaklaşımdır. Çocuklarda davranış sorunlarının önlenmesi ve toplumsal yeterliğin gelişiminin güçlenmesi için, başta Ben Sorun Çözebilirim (BSÇ) kişilerarası ilişkilerde sorun çözme yaklaşımı olmak üzere, çeşitli modeller ve yaklaşımlar vardır. Bu makalede, araştırmaların sonuçları, kişilerarası sorun çözme modelleri ekseninde açıklanmaktadır

References

  • Barkley, R. A., Shelton, T.L., Crosswait, C., Moorehouse, M., Fletcher, K., Barett, S., Jenkins, L., & Metevia, L.(2000). Multi-method psycho-educational intervention for preschool children with disruptive behavior: Preliminary results at post-treatment. Journal of Child Psychology and Psychiatry, 41, 319-332.
  • Dinçer, Ç. (1995). Anaokuluna devam eden 5 yaş grubu çocuklarına kişiler arası problem çözme becerilerinin kazandırılmasında eğitimin etkisinin incelenmesi. Yayımlanmamış doktora tezi, Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü.
  • Duman, S.,Margolin, G. (2007) Parents’ aggressive influences and children's aggressive problem solutions with peers, Journal of Clinical Child & Adolescent Psychology, 36, (1), 42-55.
  • Durlak, J.A. (1983). Social problem solving as a primary prevention strategy. Theory, research and practice. New York: Pergamon.
  • Erwin, G.P.(1993). Friendship and peer relations in children. Chichester:Wiley.
  • Erwin, G.P., Purves, G.D., & Johannes, C.K. (2005). Involvement and outcomes in short-term interpersonal cognitive problem solving groups. Counselling Psychology Quarterly, 18(1), 41–46.
  • Fan, X & Chen ,M. (2001). Parental involvement and students academic achievement. Educational Psychology Review, 13 (1), 20-21.
  • Gardner, H.(2006). Eğitimli akıl. İstanbul: Morpa Yayınları.
  • Heppner, P.P. (1987). An information processing approach to personal problem solving. Counselling Psychologist, 15, 371–447.
  • Hune, B.J. & Nelson, M. C. (2002). Effects of teaching a problem-solving strategy on preschool children with problem behavior. Behavioral Disorders, 27(3), 185–207.
  • Izard, C.E , Trentacosta, C.J. , King, K.A. & Mostow, A.J. (2004) An Emotion-Based Prevention Program for Head Start Children. Early Education and Development, 15(4), 407-422.
  • Jayanthi, M., Friend, M. (2010). Interpersonal problem solving: A selective literature review to guide practice: Journal of Educational and Psychological Consultation, 3, (1), 39-53.
  • Kargi, E. (2009). Bilişsel yaklaşıma dayalı kişilerarası sorun çözme becerileri kazandırma (BSÇ) programının etkililiği: Okul öncesi dönem çocukları üzerinde bir araştırma, Yayımlanmamış doktora tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Karpov, Y.V. (2003). Development through the life span: A neo-Vygotskian approach. Vygotsky’s educational theory in cultural context. In A.Kozulin,B.Gindis, V.S.Ageyev, S.M.Miller Eds. New York: Cambridge Press.
  • Lochman ,J. E., Coie, J. D., Underwood, M. K. & Terry, R. (1993). Effectiveness of a social relations intervention program for agressive and nonagressive, rejected children. Journal of Consulting and Clinical Psychology, 61, 1053-1058.
  • Loeber (1990). Development and risk factors of juvenile antisocial behaviour and delinquency. Clinical Psychology Review, 10, (1), 1-41.
  • Mc Mahon, S.D., Washburn, J., Felix, E.D., Yakın, J. & Childrey, G. (2000). Violence prevention: Program effects on urban preschool and kindergarten children. Applied and Preventive Psychology, 9, 271–281.
  • Miller, P.H. (1993). Theories of developmental psychology. New York: W.H. Freeman Company.
  • Miller-Musun, L. (1993). Social acceptance and social problem solving in preschool children. Journal of Applied Developmental Psychology, 14, 59–70.
  • Oden, S. & Asher, S. R. (1977). Coaching children in social skills for friendship making. Child Development, 48, 495-506.
  • Odom, S.L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20, 20-27.
  • Öğülmüş, S. (2001). Kişiler arası sorun çözme becerileri ve eğitimi. Ankara: Nobel Yayıncılık.
  • Özcan, C. (2007). Kişilerarası Sorun Çözme Eğitiminin Dikkat Eksikliği Hiperaktivite Bozukluğu Olan Çocuklardaki Karşı Gelme Belirtileri Üzerine Etkileri, Hemşirelikte Doktora tezi, GATA Sağlık Bilimleri Enstitüsü, Ankara.
  • Özcan, C. & Öğülmüş, S. (2010). “Dikkat Eksikliği Hiperaktivite Bozukluğu Olan Çocuklara Bilişsel Yaklaşıma Dayalı Kişilerarası Sorun Çözme Eğitiminin Katkıları”, TAF Preventive Medicine Bulletin, 9(4): 391-398.
  • Parker, J.G. & Asher, S.R. (1987). Peer relations and later personel adjustment. Psychological Bulletin, 102, 357–389.
  • Urbain;E.S. & Kendall, P.C. (1980). Review of social cognitive problem solving interventions with children. Psychological Bulletin, 88, 109-143.
  • Shure, M. (2001). I Can Problem Solve (ICPS): An ınterpersonal cognitive problem solving program for children. Residential Treatment for Children & Youth, 18(3), 3-14.
  • Shure, M. (1996). Raising a thinking child. New York: Henry Holt and Company, Inc.
  • Shure, M.(1992). I can problem solve: An interpersonal cognitive problem solving program (ICPS) preschool. Illinois, Champain: Research Press.
  • Shure, M.B. & Spivack, G. (1982). Interpersonal problem solving in young children. A cognitive approach to prevention. American Journal of Community Psychology, 10, 341-356.
  • Trawick-Smith,J., Russell,H.,& Swaminathan,S. (2011). Measuring the effects of toys on the problem-solving, creative and social behaviours of preschool children, Early Child Development and Care, 181 (7), 909-927.
  • Walker,H.M.,Colvin, G & Ramsey, E. (1995). Antisocial behaviour in school.California:Pacific Grove.
  • Webster-Stratton, Reid. H. (2001). Social skills and problem solving training for children with early onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry, 42(7) 943–952.
  • Weisz, J. R., Suwanlert, S., Chaiyasit, W., Weiss, B., Achenbach, T. M. & Trevathan, D. (1989). Epidemiology of behavioral and emotional problems among Thai and American Children: Teacher reports for ages 6-11. Journal of Child Psychology and Psychiatry, 30, 471-484.
  • Wittmer, D., Doll, B. & Strain, P. (1996). Social and emotional development in early childhood: The identification of competence and disabilities. Journal of Early Interventions, 20(4), 299–317.
  • Zigler, E., Bella, D., Watson, N. (1972). Developmental and experiental determinations of self image disparity institutionalized and non institutionalized retarded and normal children. Journal of Personality and Social Psychology, 23,(1), 81-87.
There are 36 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Articles
Authors

Selahiddin Öğülmüş

Eda Kargı

Publication Date March 11, 2015
Acceptance Date January 20, 2015
Published in Issue Year 2015 Volume: 4 Issue: 1

Cite

APA Öğülmüş, S., & Kargı, E. (2015). The interpersonal cognitive problem solving approach for preschoolers. Turkish Journal of Education, 4(1), 19-28. https://doi.org/10.19128/turje.31501

Turkish Journal of Education is licensed under CC BY-NC 4.0