Children's interpersonal cognitive problem-solving skills may be related to their social adjustment; if so, specific interventions could increase both such skills and adjustment. tilt.5-analyses were performed to examine reported relationships between interpersonal cognitive problemsolving skills and adjustment, and reported effects of training. Boundary conditions were also examined. ICPS Meta-Analysis 3 Interpersonal Cognitive Problem Solving: A Meta-Analysis Fostering social competence and behavioral adjustment has been a focus of many recent research efforts; psychologists have, through a variety of interventions, attempted to ameliorate, or even prevent, maladjustment. In one such line of research, investigators have demonstrated that there are distinct differences in the way adjusted and non-adjusted individuals conceptualize and solve interpersonal problems, from preschool age through adulthood (e.g., Spivack, Platt, & Shure, 1976). The differences between adjusted and non-adjusted persons which appear in this research are evident for the following cognitive processes: (a) generation of numerous alternative solutions to interpersonal conflict situations; (b) adequate specification of particular means that may be necessary to achieve the chosen solution; and (c) consideration of the consequences of one's social acts, for oneself and others. It is the previously mentioned investigators' theoretical position that these interpersonal cognitive problem-solving (ICPS) skills are antecedent to, and thus mediate, social competence and behavioral adjustment. For example, it is thought that a child, who can formulate many alternative ways of dealing with othars can be flexible, that one who plans his or her actions through
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