Training adolescents of low intelligence in social and emotional problem-solving skills

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dc.contributor.advisorFry, Prem S.
dc.contributor.authorChristoph, Doris
dc.coverage.spatial2000001921en
dc.date.accessioned2005-07-19T20:06:00Z
dc.date.available2005-07-19T20:06:00Z
dc.date.issued1978
dc.descriptionBibliography: p. 112-117.en
dc.description.abstractThe purpose of this study was to investigate the interrelationships between measures of social and emotional problem-solving ability, intelligence, and social and emotional adjustment in a sample of low IQ adolescents. An additional purpose was to examine the effects of a training program designed to teach social and emotional problem-solving skills on the ability of adolescents to solve hypothetical conflict situations. The effects of this training program in problem-solving on the adolescents' social and emotional adjustment were also investigated. Subjects were 56 adolescent volunteers drawn from a group of 67 students attending a local Alternative School. The IQ of this test sample ranged from 44 to 124, with an average of 84.77 IQ points. Of the 30 students who were randomly assigned to the treatment program, 27 completed post-testing. Of the 26 students who were randomly assigned to the no-treatment control group, 16 completed post-testing. The treatment and control subjects were administered the (1) Means-Ends-Problem-Solving Procedures (MEPS); the (2) British Social Adjustment Guides (BSAG); and the (3) Walker Problem Behavior Identification Checklist (WPBIC). Post-test changes on these measures were assessed following the seven-week administration period of the treatment and control programs. Examinations of the data indicated significant correlations between measures of social and emotional problem-solving skills (ranging from .30 to .95; .E.. ranging from <.025 to <.001). These results confirm the hypothesis that adolescents deficient in social problem-solving ability will show a corresponding degree of deficiency in emotional problem-solving. Overall measures of problem-solving ability were not significantly related to measures of personal adjustment. Thus, the prediction that deficits in problem-solving ability are accompanied by deficits in overall adjustment was not confirmed. Correlations between overall measures of problem-solving ability and WISC IQ scores were not significant indicating, as predicted, that IQ is unrelated to social and emotional problem-solving ability. On pre- to post-test measures, treatment subjects showed significant overall improvement (I (6, 21) = 6.99; E. <.001), and specific improvements on all measures of problem-solving ability but not on measures of personal adjustment. Similarly, treatment and control subjects differed significantly on overall post-test measures (F(6, 36) = 5.81; .E_ <.001), and specific group differences were significant on all measures of problem-solving but not on measures of personal adjustment. Thus it appears that treatment subjects benefitted considerably from the training program with respect to overall problem-solving ability but not with respect to personal adjustment. These results suggest that adolescents of low intelligence can be taught appropriate problem-solving skills for dealing with everyday conflict situations. However, in view of the subjective assessment patterns shown by the teachers in this study, the results may not warrant the interpretation that the acquisition of such skills does not lead to improvement in personal adjustment.
dc.description.notesThis title is not available online. Access options are: - consulting the copy from Archives in our reading room in person - https://asc.ucalgary.ca/visiting/ - borrowing a circulating copy from the Library catalogue – https://ucalgary.primo.exlibrisgroup.com/discovery/search?vid=01UCALG_INST:UCALGARY&lang=en
dc.format.extentxi, 159 leaves : ill. ; 30 cm.en
dc.identifier82481039en
dc.identifier.citationChristoph, D. (1978). Training adolescents of low intelligence in social and emotional problem-solving skills (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/15900en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/15900
dc.identifier.lccLC 4602 C57 1978 Microficheen
dc.identifier.other82481039en
dc.identifier.urihttp://hdl.handle.net/1880/13353
dc.language.isoeng
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject.lccLC 4602 C57 1978 Microficheen
dc.subject.lcshMentally handicapped children - Education
dc.subject.lcshEmotional problems of children
dc.subject.lcshProblem solving in children
dc.titleTraining adolescents of low intelligence in social and emotional problem-solving skills
dc.typemaster thesis
thesis.degree.disciplineEducational Psychology
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Science (MSc)
ucalgary.thesis.accessionTheses Collection 58.002:Box 319 82481039
ucalgary.thesis.notesPLen
ucalgary.thesis.uarcreleasenoen
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