Reflection On Social Problem Solving

SESSION V
Social problem solving:
It was emphasized that rather than rushing in to solve problems, we need to Stop and Think. The ‘What Can I Do’ game was played where the child was presented with a problem and she had to think of different solutions to each problem. The children were explained the STOP, THINK, DO method. The trainer made it easy for them to understand by connecting it with a traffic signal. Red means STOP and think about what the problem is. Yellow means THINK - about the different solutions and their consequences. Green means DO i.e. carry out the chosen response keeping in mind social skills. Examples of social problems were taken and solved through this method.
SESSION VI
Saying NO- without being aggressive:

Fighting and screaming were highlighted as ineffective ways of dealing with teasing. STOP, THINK, DO model was used to look at better alternatives of dealing with teasing. Asking an adult to intervene if the situation goes out of hand was also emphasized.

SESSION VII
Dealing with conflicts with peers and adults:
The importance of being able to communicate feelings to other people in a friendly and calm way was stressed. Examples of conflict problems with peers and adults were taken and role-played through STOP, THINK, DO method.
SESSION VIII
A recapitulation of the sessions was also done in a fun quiz format.
Self-esteem:
Two techniques were used to help the children internalize strengths that they desired: Super Me technique by Nickerson and Shazam technique by Cangelosi. In the Super Me technique, the children were told to write down ten good qualities that they would give to their super-hero and they then created this super-hero artistically. The children then made a story of the super-hero and them solving a problem together. The children were told that this super-hero remains with them at all times to help

They were assured that if they face any problem they can always discuss with parents or can contact trainer. The parents were also suggested to keep revising the social skills with the child and to use social reinforcements.
Statistical Analysis:
Paired Sample t-test analysis was used to calculate the significance of difference between mean scores in the pre and post training conditions. The rating of the items, on SSQ-P and SCPQ-P at pre and post training periods, were also computed. Narratives of the parents too were taken into consideration to have a better understanding of the process of change experienced by them in their