ABSTRACT
This chapter analyzes the complexities of prevention and intervention. Much of the research on the etiology of distress and disorder emphasizes the importance of moderating factors, especially coping abilities and social supports that account for significant variation in individual responses to stress. The Improving social awareness-social problem solving project is a curriculum intervention aimed at alleviating the stress of two broad classes of problems: initial transition difficulties, and more long-term, socially-mediated difficulties. The chapter focuses on school-based programs, specifically a program in social decision making and problem solving skills designed to help all students adapt to the challenges and demands associated with the transition from elementary to middle school. Interestingly, the data on the program's effectiveness establishes that the intervention—which occurs early in the fifth and sixth grades while students are still at the elementary level—must be supplemented with modifications in the middle school environment to support the in-coming students.
