Social Problem Solving and Strategy Use in Young Children.

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Bibliographic Details
Title:	Social Problem Solving and Strategy Use in Young Children.
Authors:	Green, Vanessa A., Cillessen, Antonius H.N., Rechis, Ruth, Patterson, Meagan M., Hughes, Julie Milligan
Source:	Journal of Genetic Psychology. Mar2008, Vol. 169 Issue 1, p92-112. 21p. 5 Charts, 1 Graph.
Subjects:	Problem solving, Social problems, Children, Teachers, Delinquent behavior, Social skills, Girls, Boys
Abstract:	In the present study, the authors investigated what prosocial-assertive, passive, and coercive strategies 6-year-olds (N = 257) would propose in response to stories about 2 socially challenging situations: displacing another child in a game and obtaining a toy from another child. The scenarios also varied the gender composition of the characters. Participants' verbalizations while acting out their responses using toy props fell into 13 categories of strategies. Teachers reported antisocial behavior and social competence of the participants. Girls and boys responded similarly in their general suggestions of prosocial or assertive strategies, but girls were more likely to offer prosocial strategies with other girls than with boys. Teacher-rated competence and antisocial behavior interacted in predicting coercive responses by girls but not by boys. The results demonstrate that prosocial and antisocial behaviors need to be considered in interaction to fully understand the nature of social competence. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	In the present study, the authors investigated what prosocial-assertive, passive, and coercive strategies 6-year-olds (N = 257) would propose in response to stories about 2 socially challenging situations: displacing another child in a game and obtaining a toy from another child. The scenarios also varied the gender composition of the characters. Participants' verbalizations while acting out their responses using toy props fell into 13 categories of strategies. Teachers reported antisocial behavior and social competence of the participants. Girls and boys responded similarly in their general suggestions of prosocial or assertive strategies, but girls were more likely to offer prosocial strategies with other girls than with boys. Teacher-rated competence and antisocial behavior interacted in predicting coercive responses by girls but not by boys. The results demonstrate that prosocial and antisocial behaviors need to be considered in interaction to fully understand the nature of social competence. [ABSTRACT FROM AUTHOR]
ISSN:	00221325
DOI:	10.3200/GNTP.169.1.92-112