SOCIAL SKILLS TRAINING FOR PRIMARY-SCHOOL CHILDREN - A 1-YEAR FOLLOW-UP-STUDY

Objective: To evaluate the effectiveness of the Rochester Social Probl em Solving Program to reduce emotional and behavioural problems amongs t primary school children. Methodology: Children in years 3 and 4 at p rimary school were assessed prior to receiving the program, immediatel y after the program and 1 year after the program. At each assessment, the functioning of the children who received the program was compared to the functioning of children enrolled in years 3 and 4 at a comparab le school who did not receive the program. Results: The program improv ed the ability of children to cope with potentially difficult social s ituations. However, the program did not reduce the prevalence of teach er-reported or mother-reported childhood emotional and behavioural pro blems. Conclusions: School-based social skills programs may be more ef fective in reducing childhood emotional and behavioural problems if th ey include components which focus specifically on childhood behaviour problems as well as components focusing on social skills and peer rela tionships.