Pupils with significant behaviour problems typically have lower grades, higher dropout rates, and lower rates of employment when they leave school. To head off these problems, many schools use social problem-solving programmes within the classroom, yet no large research review has been done on social problem-solving programmes since 1993. To update these findings, Kristin Merrill and colleagues at the University of Florida performed a literature review of social problem-solving (SPS) programme studies in grades K-12 (Years 1-13) spanning 1993-2015.
From a group of 380 studies that the authors found, 18 met inclusion criteria, which included that studies must have been from peer-reviewed journals, been quantitative and addressed a specific programme implemented during school hours.
Results found positive outcomes related to SPS skills acquisition and to peer acceptance. The greatest evidence was found for older pupils, at-risk pupils, and programmes specifically targeting aggressive behaviours. In the studies that followed pupils after they were no longer in SPS programmes, some maintained improved behaviours for up to a year. The key features of an effective SPS programme were that pupils be taught step-by-step techniques to think through tough situations, having them rehearse and reflect on their desired behaviours; that emotional regulation skills be taught early; and that in order to maintain these gains, pupils actively think about how they use these new skills in real-life situations.
Source: A review of social problem-solving interventions: Past findings, current status, and future directions (February 2017), Review of Educational Research , Vol. 87, No. 1, pp. 71–102