ABSTRACT
This article describes an interpersonal problem solving approach to the reduction and prevention of early high-risk behaviors such as aggression, inability to wait and cope with frustration, social withdrawal, and poor peer relations that predict later, more serious problems such as violence, substance abuse, depression, and school dropout. Our research is described that shows that as children as young as age four become more sensitive to their own and others’ feelings, more aware of the consequences of their acts, and better able to think of alternative solutions to problems, the early high-risk behaviors can be reduced and prevented. As children move into the elementary grades, decreased emotional distraction also helps them concentrate more efficiently on academic lessons in school. This article describes how a specific intervention for teachers and other school personnel can teach children interpersonal problem solving skills, how the program can fit into the school day, flexibility in delivery of treatment, and other issues of implementation into the school day. Reference is also made to a companion program for parents, an important supplement in light of the national initiative for further parent involvement in the schools.
