First, it is important to take a careful look at Shure's own approach and experiences with this method. In the article "Raising a Thinking Child: I Can Problem Solve Program For Families," Dr. Shure explains the ICPS approach (2002). Myrna Shure's program, "Raising a Thinking Child: I Can Problem Solve (ICPS) Program for Families, helps to develop interpersonal cognitive problem solving skills (ICPS) relating to behavior, and can be implemented as early as preschool. By focusing on the child's interpersonal cognitive problem solving skills, the program is attempting to help cut back on the child's ability to develop problematic behavior in later life. Parents are also taught in this program, as they are educated to develop an appropriate problem solving method in their own communication, which should give young children the ability to think for themselves (Shure, 2002).
When Dr. Shure first made the program, the program had been developed for parents (especially mothers) and guardians of low-income four-year-old African American children. The program has now since grown, and works with parents of children that are as old as seven, as well as middle and upper-middle income children, and children that demonstrate at-risk behaviors (for instance, children with ADHD or any other special need (Shure, 2002). In order to finish the program, ten to twelve weekly sessions are required. In order to get a grasp of the approach, six weeks of training is necessary. The first lesson teaches problem solving vocabulary by using games. This is followed by the second section, which trains the children listening skills, as well as how to read people's feelings and understand their own feelings. This should help them understand that people can feel differently about the same concept. The last part of the program provides hypothetical problems to the children, asking them to take people's feelings into consideration as well as consequences of their actions and various ways to problem solve. Parents are, throughout the training, learning how to discover their child's comprehension of problems, while learning how to engage their child in problem solving techniques (Shure, 2002).
According to Dr. Shure, among low-income African-American mothers, two hypothesis-testing studies and one pilot were done with four year olds. After this, there was a three year follow up, examining the children at the ages of six or seven. When studying the middle and upper-middle Caucasian children and parents involved in the program, as well as those with learning problems, the researcher was able to discover that the children had gained in alternative solution thinking skills, and this had helped to cut back on bad behaviors in both school and home settings. Children that started the program during their kindergarten years also did better overall academically (Shure, 2002).
Dr. Shure has completed several studies that help to support the success of the method. This includes her article "Interpersonal problem-solving in young children: A cognitive approach to prevention," when a 1982 study demonstrated that ICPS was yet again successful.