An interpersonal problem‐solving approach

Summary This study used an interpersonal problem‐solving approach with groups of Year 6 children to encourage them to generate and evaluate a range of solutions to two videoed role‐played bullying incidents. These groups produced three times as many solutions as did a control group of children who responded to the videos without using the interpersonal problem‐solving structure. Boys and girls offered different kinds of solutions and selected different ‘best’ solutions. Gender differences in solutions favoured by boys and girls were examined. The usefulness of the interpersonal problem‐solving approach in helping children to formulate and decide on solutions within a wider school context is discussed.