Effects of an elementary school program to enhance prosocial behavior on children's cognitive-social problem-solving skills and strategies

Children in three suburban elementary schools participated for 5 consecutive years (kindergarten through fourth grade) in a comprehensive intervention program designed to enhance prosocial development. Children in three similar schools served as a comparison group. Cognitive-social problem-solving skills and strategies were assessed annually using one of two different hypothetical-reflective interview measures: one focusing on situations involving conflicts with a peer, and the other on object acquisition and peer group entry situations. The conflict resolution interview was administered to the children in kindergarten, second, and fourth grades, while the object acquisition and peer group entry interview was administered in first and third grades. Classroom observations indicated that the program was implemented during each of the 5 years. Analyses of the social problem-solving data indicated that program children scored significantly higher on measures of cognitive problem-solving skills (i.e., interpersonal sensitivity, consideration of others' needs, and means-ends thinking), and used resolution strategies which were significantly more prosocial than comparison children. Moreover, the differences between program and comparison children in their approaches to solving hypothetical problem situations generally increased from kindergarten through fourth grade, and were replicated among a second cohort of children at kindergarten and first grade. These findings suggest that a comprehensive intervention program which is embedded within the normal classroom and school environment can be of considerable benefit in enhancing children's social competencies.