Evidence
of
Effectiveness
|
Since 1979, the Social Decision
Making and Problem Solving Program (SDM/PS) developers
have thoroughly evaluated the program and have published
these findings in scientific journals. In 1995, the
SDM/PS staff submitted the results of our most recent
evaluation studies to the U.S. Department of Education
for review. This study replicated and exceeded the positive
results of earlier studies conducted in the 1980's.
We are proud that the SDM/PS Program was validated for
a second time as an Exemplary Program.
Results of recent effectiveness research are briefly
summarized here. For a copy of the complete research
report, please contact spsweb@umdnj.edu
|
| Finding
1:
Following training, teachers improved in their ability
to facilitate children's social decision making and
problem solving. |
Research has shown that adult questioning
plays an important role in facilitating children's cognitive
development, such as their ability to assess a problematic
situation and to consider a variety of options. Teachers
who were trained in the SDM/PS Program significantly
increased their use of the questioning strategies that
have been found to be highly facilitative of children's
problem-solving thinking and behavior. |
Finding
2:
Children receiving the program improved their social
decision making and problem solving skills relative
to control groups. |
Specifically, children receiving
the program:
- were more sensitive to others' feelings
- had a better understanding of consequences
- showed an increased ability to "size up"
interpersonal situations and plan appropriate actions
- were more realistic and socially appropriate in
the way they coped with problems and obstacles
- used what they learned in social problem solving
lessons in situations occurring both inside and
outside the classroom.
|
Finding
3:
Students receiving the program in elementary school
showed more prosocial behavior in school and greater
ability to cope with stress upon their transition to
middle school, compared with controls. |
Finding
4:
Students who were followed up in high school showed
greater positive, responsible, and prosocial behavior
and decreased anti-social, self-destructive, and socially
disordered behavior compared to controls who did not
receive the program. |
Children receiving the program:
- showed more self-control
- were more helpful to others
- were more self-reliant (needed less teacher time
to cope with problems)
- had good social interaction skills
- better handled the difficult transition to middle
school
A number of research papers on the SDM Program have
been published in professional journals. Please call
our offices to request a bibliography if you would
like a listing of evaluation-related articles. In
addition, the SDM Program was profiled in Daniel Goleman'
s recent book, Emotional Intelligence (1995, NY: Bantam
Books). This book provides a thorough explanation
of emotional literacy and the importance of teaching
these skills to children at a young age. |
