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Shokoohi-Yekta M, Zamani N, PourKarimi J, Sheikh Mohammadi A. (2016). The effects of teaching teacher-based interpersonal relationship program on problem solving skills of preschool children. Journal of Psychological Science. 15(59), 348-363.
URL: http://psychologicalscience.ir/article-1-213-en.html

Social interaction problems and interpersonal conflicts are correlated with behavioral problems and low achievement. Evaluating the effectiveness of interpersonal problem solving training program to improve problem solving skills for preschool children was the main objective of the present study. This study was conducted using a quasi-experimental method with pretest-posttest. The population sample comprised of 18 preschool girl students of a non-profit school who were enrolled in the study as available sample. The Shure’s Interpersonal Cognitive Problem-Solving Program was taught in class by the teachers. To evaluate the training program, we used The Preschool Interpersonal Problem Solving Test (PIPS). Results using repeated measures analysis indicated that intervention program was significantly effective in increasing scores on “relevant solutions” and “relevant category” of the problem solving instrument (P=0.003). Also, results indicated that the training was successful in reducing verbal responses including irrelevant and repetitive solutions (P=0.003). The results indicated that the intervention program has been effective in improving problem solving skills for preschool children. In addition, the results did not show statistically significant differences in the means of “Irrelevant responses” and “Force Ratio” (P=0.37). At the end, we discuss the concurrence of our results with other studies, and the importance of problem-solving training as a prevention strategy at schools.