A cognitive behavioral problem-solving training program for children of severely disturbed parents was conducted in order to answer the following questions: (1) Does cognitive behavioral problem-solving training improve the problem-solving ability of "at risk" children? (2) Does problem-solving training enhance the psychological or behavioral adjustment of these children? (3) Does problem-solving training affect the verbal-perceptual intelligence of at risk children? (4) Are gains in problem-solving ability related to improvements in adjustment? / Subjects consisted of forty-one children between the ages of five and twelve whose mothers demonstrated a high degree of mental distress. The children were randomly assigned to a treatment or no-treatment comparison group. The problem-solving training program consisted of twelve, sixty-minute sessions conducted each week during a three-month period. The following problem-solving abilities were emphasized: (1) impersonal problem solving via self-instructional training, (2) prerequisite skills for social problem solving, (3) interpersonal problem solving, and (4) intrapersonal problem solving. / The results of the study indicate that experimental groups significantly improved problem-solving ability as compared to no-treatment comparison groups. The psychological adjustment of the experimental groups also showed significant improvement as compared to no-treatment comparison groups. / The behavioral adjustment of the experimental group aged eight to twelve showed significant improvement in external reliance as measured by teacher ratings. The no-treatment comparison group demonstrated no significant improvement in behavioral adjustment and were rated significantly worse in disrespect-defiance on teacher ratings. The behavioral adjustment of young children showed no significant improvement. The verbal-perceptual intelligence of both experimental and comparison groups improved on posttests but not at a level which would exceed chance. / The findings of the study indicate that problem-solving gains and gains in psychological adjustment were not correlated at a significant level. Problem-solving gains and behavioral adjustment gains were correlated significantly with a reduction of anxiety and irrelevant responsiveness among experimental children aged eight to twelve. Problem-solving gains of younger experimental children were correlated with behavioral adjustment gains in the area, need closeness to teacher, as measured by teacher ratings. / Source: Dissertation Abstracts International, Volume: 44-09, Section: B, page: 2908. / Thesis (Ph.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75179 |
| Contributors | SUMNER, GAYLA S., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 143 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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