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Designing Effective Social Problem-Solving Programs for the Classroom

  • Chapter
Children’s Peer Relations: Issues in Assessment and Intervention

Abstract

Several years ago I had a provocative lunch discussion with an argumentative, methodologically sophisticated colleague of mine. After we disagreed about the effects of Reaganomics on the poor, the value of the nuclear freeze, and whether Wayne Gretsky was an established hockey star,1 he began talking about the many shortcomings of school-based social problem-solving (SPS) program evaluation research (!).

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Authors
  1. Roger P. Weissberg
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Editors and Affiliations

  1. Child Study Center, School of Psychology, University of Ottawa, K1N 6N5, Ottawa, Ontario, Canada

    Barry H. Schneider  & Jane E. Ledingham  & 

  2. Department of Psychology, University of Waterloo, N2L 3G1, Waterloo, Ontario, Canada

    Kenneth H. Rubin

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Weissberg, R.P. (1985). Designing Effective Social Problem-Solving Programs for the Classroom. In: Schneider, B.H., Rubin, K.H., Ledingham, J.E. (eds) Children’s Peer Relations: Issues in Assessment and Intervention. Springer, New York, NY. https://doi.org/10.1007/978-1-4684-6325-5_14

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  • DOI: https://doi.org/10.1007/978-1-4684-6325-5_14

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4684-6327-9

  • Online ISBN: 978-1-4684-6325-5

  • eBook Packages: Springer Book Archive

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