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Social Problem Solving and Strategy Use in Young Children.

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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]
Copyright of Journal of Genetic Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Social Problem Solving and Strategy Use in Young Children.
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  Data: <searchLink fieldCode="AR" term="%22Green%2C+Vanessa+A%2E%22">Green, Vanessa A.</searchLink><br /><searchLink fieldCode="AR" term="%22Cillessen%2C+Antonius+H%2EN%2E%22">Cillessen, Antonius H.N.</searchLink><br /><searchLink fieldCode="AR" term="%22Rechis%2C+Ruth%22">Rechis, Ruth</searchLink><br /><searchLink fieldCode="AR" term="%22Patterson%2C+Meagan+M%2E%22">Patterson, Meagan M.</searchLink><br /><searchLink fieldCode="AR" term="%22Hughes%2C+Julie+Milligan%22">Hughes, Julie Milligan</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Genetic+Psychology%22">Journal of Genetic Psychology</searchLink>. Mar2008, Vol. 169 Issue 1, p92-112. 21p. 5 Charts, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Social+problems%22">Social problems</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Delinquent+behavior%22">Delinquent behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Girls%22">Girls</searchLink><br /><searchLink fieldCode="DE" term="%22Boys%22">Boys</searchLink>
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  Data: 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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  Data: <i>Copyright of Journal of Genetic Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.3200/GNTP.169.1.92-112
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      – Code: eng
        Text: English
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        PageCount: 21
        StartPage: 92
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      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Social problems
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      – SubjectFull: Children
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      – SubjectFull: Teachers
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      – SubjectFull: Delinquent behavior
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      – SubjectFull: Social skills
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      – SubjectFull: Girls
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      – SubjectFull: Boys
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            NameFull: Rechis, Ruth
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            NameFull: Patterson, Meagan M.
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              Text: Mar2008
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