Social Problem-Solving Behaviors and Aggression in Young Children: A Descriptive Observational Study

Abstract

This study compares the social problem-solving goals and strategies of aggressive and nonaggressive preschool children in naturally occurring play situations. Using the Revised Behavior Problem Checklist, 10 aggressive and 9 nonaggressive subjects were selected from among 88 preschool males, aged 3–1/2 to 4–1/2 years. Both aggressive and nonaggressive preschool boys attempted the same repertoire of social goals and used the same social strategies to achieve these goals. There was a difference, however, in the relative frequency with which various goals were sought. Both groups sought initiation and attention goals most often. Nonaggressive children also favored information and alternative goals, while aggressive children sought to stop or prevent action more often. Both groups used a wide range of strategies, but aggressive children were found to use intrusive strategies more often than nonaggressive children. Implications for future research include (a) reexamining the assumption that social skills training should be directed at increasing the number of alternative responses to social situations; (b) re-considering the use of verbal responses and hypothetical-reflective measures to assess the effectiveness of social skills training; and (c) investigating the link between different social situations and effectiveness of various social skills.