Evans S W, Short E J
Western Psychiatric Institute and Clinic, ADD Clinic, Pittsburgh, Pennsylvania 15213.
J Abnorm Child Psychol. 1991 Jun;19(3):331-40. doi: 10.1007/BF00911235.
Social problem solving skills in 84 elementary school aged boys were assessed to identify those responses most salient in the prediction of ratings of aggressive and socially withdrawn behavior. Aggressive and socially withdrawn boys did not differ from the control group in the number of effective first solutions generated to the hypothetical stories. The control group generated significantly more effective solutions as second alternatives to the stories than did the aggressive or socially withdrawn boys. In addition, the number of effective second responses generated significantly predicted both aggression and social withdrawal after controlling for verbal problem solving. Results are discussed in terms of differences in cognitive processes as well as implications for treatment.
对84名小学年龄段男孩的社会问题解决能力进行了评估，以确定那些在预测攻击性行为和社交退缩行为评分方面最为显著的反应。在针对假设故事所产生的有效初始解决方案数量上，具有攻击性和社交退缩的男孩与对照组并无差异。对照组针对这些故事所产生的作为第二备选方案的有效解决方案数量，显著多于具有攻击性或社交退缩的男孩。此外，在控制了言语问题解决能力后，所产生的有效第二反应数量显著预测了攻击行为和社交退缩。从认知过程的差异以及对治疗的影响方面对结果进行了讨论。
