Review of social–cognitive problem-solving interventions with children.

This article critically reviews training studies of interpersonal problem solving, family problem solving, verbally mediated self-control applied to social behavior, and social perspective taking with children. Treatment procedures are described, and the outcome data are examined. Although some encouraging results have been reported, the need for assessments of behavioral adjustment, for better control group procedures, and for more long-term follow-up reports are particularly noted. The discussion also considers the need to examine specific deficits in social-cognit ive abilities, the similarities across different training programs, and the need for analysis of the active treatment ingredients in multifaceted training programs. Although it seems reasonable to assert that a child's positive mental health is related to the way he or she resolves the social/interpersonal problems that arise in day-to-day living, there has been surprisingly little systematic research into the processes concerning how children think when confronted with personal and interpersonal problems. Until recently, research into human problem-solv