I Can Problem Solve Program - Research Paper Example

Running head: I CAN PROBLEM SOLVE I Can Problem Solve for W.G. Rhea School Kindergarten Ginger McElroy Bethel College EDU 525: Educational Research I Can Problem Solve for W.G. Rhea School Kindergarten Dr. Myrna Shure's I Can Problem Solve program (ICPS) is a program developed in 1983 to help children improve their behaviors by teaching them how to think of other options when running into problems (Shure, 2002). By also creating a program for parents, Shure has focused parents on helping to assist children in solving their own problems (Shure, 2002). Children who have undergone training have demonstrated not only better behavioral skills, but also better academic skills (Shure, 2002).In order to gain a solid understanding of Shure's method, it is important to analyze the concepts presented first by Shure and then analyze the studies by other researchers. 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. The results of this study, evaluated over a two year period, demonstrated that ICPS was able reduce and prevent impulsive and inhibited behaviors in preschool and kindergarten children. Another study was described in the article "Interpersonal problem-solving thinking and adjustment in the mother-child dyad" (1979), focusing on parents and again demonstrating the success of the ICPS method. Results showed that: a) the trained preschool children gained in ICPS skills more than controls, b) there is a direct link between gains in ICPS skills and observed impulsivity and inhibition, and c) parents who best learned the problem solving approach to discipline (allowing the child to use his/her newly acquired ICPS skills to solve a problem) had children who most improved in the trained ICPS skills and behavior. Yet another study Shure performed was presented at a conference and entitled "Interpersonal problem solving and prevention in urban 5th- and 6th-graders." At the end of grade 5, ICPS-trained children were significantly superior in pros-ocial behaviors and by the end of grade 6, showed significantly greater reduction in impulsive and shy behaviors - suggesting the viability for ICPS training for this age group. Shure also completed an unpublished 5 year longitudinal study that demonstrated the success of her research, "Interpersonal problem solving and prevention: A five year longitudinal study" (1993). With some disappearance of behavioral impact one and two years following the training, the youngsters trained by their teachers in both kindergarten and first grade emerged at the end of grade 4 as the least impulsive, the least shy, and the most pro-social as measured by the Achenbach Child Behavior Checklist: Direct Observation Form. Furthermore, I Can Problem Solve (ICPS), originally called Interpersonal Cognitive Problem Solving (also ICPS) is published in three separate manuals: for preschool, kindergarten and the primary grades, and the intermediate elementary grades. There is also a workbook for parents; the Raising a Thinking Child Workbook (2000). Second, in order to understand the success of Dr. Shure's program, it is important to analyze the studies that have helped to back-up the doctor's findings. For instance, the article "Problem-Solving Program Teaches Kids How to Use Their Heads Instead of Their Fists" discusses the background of Shure's studies, and then goes on to discuss a five year longitudinal study that had demonstrated that children that were trained by teachers at the kindergarten and first grade levels using the skills promoted by Dr. Shur demonstrated that the children showed the expected improvements and academics in problem solving as did the children who initially went through Dr. Shur's program. Furthermore, the children whose parents applied the problem solving the best when the children encountered real problems had children that demonstrated the strongest behavioral and cognitive gains. Thus, again, yet another study demonstrated the importance and success of this approach (Problem-Solving, 2009). Further researchers also agree with the strength of Shur's approach. The article "Social Problem Solving Intervention Can Help Children with ADHD" (2007) discusses studies that had been completed using Shur's method. These studies were more specifically focused on children with ADHD. Since Shur had worked with these children, but had not focused on them specifically, these researchers decided to do just that. Shure's team found that the children they worked with were able to demonstrate successful problem-solving skills, which allowed for a good change in their behavior. Once again, these studies have verified the success of Shure's method. Several other studies have also supported the use of Shure's method. Kumpfer, K. L., Alvarado, R., Tait, C., & Turner, C. (2002), for instance found that Self-regulation, measuring impulsivity, hyperactivity, and aggressive/disruptive behaviors are behaviors found to be impacted by ICPS, which has been done in previous research (e.g., Shure & Spivack, l982). Another study also demonstrates the effectiveness of the method. In the study done by dos Santos Elias, L. C., Marturano, E. M., de Almeida Motta, A. M., & Giurlani, A. G., (2003), two groups were studied and either put into the ICPS group, or only offered regular language and academic studies. While both groups improved in behavior problem scores (aggressive and antisocial behaviors), conduct problem scores, and school achievement, the ICPS group had better effects on all measures, as well as in their cognitive ability to solve typical interpersonal problems. Feis, C. L., & Simons, C (1985) discovered ICPS-trained children received significantly fewer referrals to the mental health consultant. DeFranco-Nierenberg, K., & Givner, A. (1998, August). Found that impulsive behaviors among ICPS-trained youngsters also improved, not quite reaching significance, but improving the performance of the seriously disturbed youth. DeFranco-Nierenberg, K., & Givner, A. (1998, August) also came to a similar conclusion when analyzing seriously disturbed youth and the ICPS training method. Boyle, D.J., & Hassett-Walker, C found that the ICPS could reduce aggression in young children. Berkowitz and Bier (2005, Feb) found that the ICPS model could increase character building in young students. References Berkowitz, M.& Bier,M.(2005 Feb). What works in character education: A research-driven guide for educators. Character Education Partnership: University of Missourie- St. Louis. Retrieved June 8, 2009, from ERIC database. Boyle, D.J., & Hassett-Walker, C. (in Press). Reducing overt and relational aggression among young children: The results from a two-year outcome evaluation. Journal of School Violence. DeFranco-Nierenberg, K., & Givner, A. (1998, August). Effects of an interpersonal cognitive problem-solving curriculum with seriously emotionally disturbed children, grades K-2. Paper presented at the American Psychological Association, San Francisco, California. dos Santos Elias, L. C., Marturano, E. M., de Almeida Motta, A. M., & Giurlani, A. G., (2003). Treating boys with low school achievement and behavior problems: Comparison of two kinds of intervention. Psychological Reports, 92, 105- 116. Feis, C. L., & Simons, C. (1985). Training preschool children in interpersonal cognitive problem-solving skills: A replication. Prevention in Human Services, 14, 59-70. Kumpfer, K. L., Alvarado, R., Tait, C., & Turner, C. (2002). Effectiveness of school-based family and children's skills training for substance abuse prevention among 6- 8-year-old rural children. Psychology of Addictive Behavior, 16, 565- 571. "Problem-Solving Program Teaches Kids How To Use Their Heads Instead of Their Fists." (2009). Psychology Matters. Retrieved June 25, 2009, from http://www.psychologymatters.org/shure.html "Social Problem Solving Intervention Can Help Children with ADHD." (2007). Journal of Attention Disorders, 11(4), 4-7. Retrieved June 26, 2009, from: http://jad.sagepub.com/cgi/pdf_extract/11/1/4(There is no author-this happens sometimes; so, you start with the title and use the title in-text). Shure, M. (2002). "Raising a Thinking Child: I Can Problem Solve (ICPS) Program For Families. Retrieved June 25, 2009, from: http://www.strengtheningfamilies.org/html/programs_1999/13_RTC_ICPS.html Shure, M. B. (1992). I Can Problem Solve (ICPS): An Interpersonal Cognitive Problem Solving Program for Children (preschool). Champaign, IL: Research Press. Shure, M. B. (1992). I Can Problem Solve (ICPS): An Interpersonal Cognitive Problem Solving Program for Children (kindergarten/primary grades). Champaign, IL: Research Press. Shure, M. B. (1992). I Can Problem Solve (ICPS): An Interpersonal Cognitive Problem Solving Program for Children (intermediate elementary grades). Champaign, IL: Research Press. Shure, M. B. (l993). Interpersonal problem solving and prevention: A five year longitudinal study. Report #MH- 40801). Washington, DCs: National Institute of Mental Health. Shure, M. B., (2000). Raising a Thinking Child Workbook: Teaching Young Children how to Resolve Everyday Conflicts and Get Along with Others. Champaign, IL: Research Press. Shure, M. B., & Spivack, G. (1982). Interpersonal problem- solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10, 341-356. Shure, M. B., & Spivack, G. (1979). Interpersonal problem- solving thinking and adjustment in the mother-child dyad. In M. W. Kent, & J. E. Rolf (Eds.). Primary Prevention of Psychopathology: Vol. III. Social Competence in Children (pp. 201-219). Hanover, NH: University Press of New England. Shure, M. B., & Healey, K. N. (August, 1993). Interpersonal problem solving and prevention in urban 5th- and 6th-graders. Paper presented at the American Psychological Association, Toronto. Read More