Promoting socio-cognitive skills for interpersonal problem solving in Argentine school children

ISON, MIRTA SUSANA

Lima

Congreso; 7th World Congress of Behavioral & Cognitive Therapies; 2013

Asociación Latinoamericana de Análisis, Modificación y Terapia Cognitivo Comportamental

The development of cognitive skills for interpersonal problems solving in school children depends on the interrelation between the maturation processes and the possibilities of learning that different contexts may provide. Experts in this area as D´Zurilla & Nezu (2006) describe the interpersonal problems solving as a cognitive interpersonal process oriented to identify a aceptable or healthy solution for the problem, considering the people related to the situation. A positive and effective solution brings positive changes such as reducing anxiety, pain, distress and positive consequences tends to maximize and minimize the negative. Thus, the intended solution should consider negotiations and agreements that facilitate the well being of all people involved in the problem situation. That is, the positive effects of conflict resolution should be seen in the short or long term, as well as those which bear the conflict and in all those related to the problem situation (D´Zurrilla, Nezu & Maydeu-Olivares, 2004, Greco & Ison, 2009). The students share much of their time with their peers. These interactions promote social, cognitive and affective development (Greco & Ison, 2009, Green & Rechis, 2006, Shaffer, 2002). At times, peer  relationships may give rise to negative emotions such as sadness, loneliness and mood associated with depression and aggressive type of disruptive behavior (Greco & Ison, 2009). Therefore, the aim of this presentation is to analyze the cognitive skills to solve interpersonal problems in 80 9-11 years of old schoolchidlren from Mendoza . Besides these results, we will also present implement intervention strategies designed to enhance and promote the development of their skills socio-cognitive. This approach takes into account the characteristics of the psychosocial context of the child and family, integrating intervention programs for teachers as key agents in the process of learning (Ison, 2008, 2011). El resumen del simposio figura en páginas 500-501 en el Abstract book