SOCIAL-PROBLEM SOLVING IN DISRUPTIVE PRESCHOOL-CHILDREN - REACTIONS TO HYPOTHETICAL SITUATIONS OF CONFLICT AND DISTRESS

Patterns of social problem solving and emotion expression were examine d in 4-year-old children with behavior problems. The purpose was to de termine the manner in which disruptive behaviors might be associated w ith early differences in ideas, beliefs, and feelings about how interp ersonal problems evolve and are resolved. Two paradigms, varying in de gree of structure, were used to examine reactions to hypothetical situ ations of conflict and distress. Gender differences were prevalent. Gi rls expressed more themes of social connection, cohesion, and accommod ation but also more anger than boys. Constructive, prosocial resolutio ns were relatively infrequent in children at risk under structured con ditions. Under less structured conditions, however, disruptive girls s howed high levels of prosocial behavior in conflict situations. These girls also expressed more themes of fearfulness. Antisocial and opposi tional symptoms in children with behavior problems sometimes were link ed to more anger, dysregulation, and aggressive strategies.