The Efficacy of " I Can Problem Solve" Program in improving Problem Solving and Social Skills amongst Preschoolers and First Grade Students

In the present study، the effectiveness of interpersonal problem solving training to improve social skills and problem solving ability amongst preschool children and first- grade students was evaluated. This study was conducted using a quasi-experimental method using a pretest/post-test without a control group. The population sample comprised 32 preschool students (9 girls and 23 boys) and 20 first-grade students (9 girls and 11 boys) who were enrolled in the study as unavailable sample. The Shure’s cognitive problem-solving program known as “I can problem solve” was taught in each class for four months by the teachers. The intervention was evaluated using the Alternative Solution Skills and Social Skills Rating System-parent and teacher forms. Our results from the repeated measure analysis comparing the pre-test and post-test scores indicated that intervention program was significantly effective in increasing total scores of social skills (parent and teacher forms)، cooperative skills (teacher form)، responsibility (parent form)، assertiveness (teacher and parent forms) and self-control (teacher form). Moreover، the intervention program was shown to significantly increase the scores on “relevant solutions” and “relevant category”. Meanwhile، changes in the means of the sub-factors “cooperation”، “self-control” in the parents form and “relevant solutions” were not statistically significant. In line with earlier body of evidence، our findings confirmed the effectiveness of interventions based on cognitive problem solving in social relationships. This survey discusses the importance of problem solving skill training، as part of school’s curriculum، and effectiveness of problem solving training on child behaviors and academic performance.