Özet:

The current study was aimed both to examine social problem solving skills of psychosocially disadvantaged 8-12 year old children who attended elementary school and to investigate the role of teaching applications which was established to develop these skills. Participants were 15 primary school age children (Age, M = 11.1, S = 1.2) from two elementary schools of Altındağ district of Ankara. Social problem-solving skills were assessed before and after training program by using Social Problem Solving Test (SPST) (Rubin, 1988) which include the object-acquisition scenarios and friendship dilemmas. Participants were attended in treatment once per week over a six-weeklong period. The treatments, which focus on cognitive and verbal skills, included expression of an opinion about interpersonal conflicts. Additionally, promotion of the awareness of both self and others’ emotions, of cooperation and sharing were also included in the applications that focused on taking a role and movement. Research data that carried out by using one group pre-test/post-test design were analyzed by Wilcoxon signed rank test. The results indicated that children’s pre- and post- test scores of SPST subtests were significantly different. Training program contributed more responses and more alternative solution strategies to hypothetical problems. However, there was no significant role of training program on generating different strategies for object-acquisition scenarios.

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