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 s...

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Veröffentlicht in:	Journal of applied developmental psychology 1989-04, Vol.10 (2), p.147-169
Hauptverfasser:	Battistich, Victor, Solomon, Daniel, Watson, Marilyn, Solomon, Judith, Schaps, Eric
Format:	Artikel
Sprache:	eng
Online-Zugang:	Volltext
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