Philosophy for children and social problem-solving skills

This study investigated the effect of “Philosophy for Children” (P4C) program on social problem-solving skills at high school boy students in Tehran. This study was conducted, using the quasi-experimental method. From all male students in the 6th district of Tehran, with using of a multistage cluster random sampling, 60 students randomly were selected and assigned in the experimental and control groups. Initially, both groups completed the revised Social Problem Solving questionnaire (SPSI-R) in the pretest phase. After, the “Philosophy for Children” program was performed in 12 ninety-minute training sessions for the experimental group. The control group did not receive any training. In the end of this intervention, posttest was performed on participants of bouth groups. To analyze the data, covariance analysis (ANCOVA) was used. Results indicated that the "Philosophy for Children" program increased significantly RPS, AS, ICS, PPO and NPO components in social problem solving skills.