A Practical Study On The Cultivation Of Skills In Interpersonal Problem - Solving

Learning and developing a good social skills is the basis for the individual socialization, not only determines the individual’s social relationships with others in a large extent.But also determines individual’s psychological health, career and social life satisfaction in a certain extent.Interpersonal problem solving skill is one of the basic social skills, the ability of children to solve the conflict and problem in the situation of interpersonal relationship.The children who get Multiple strategies to solve interpersonal problems and solve interpersonal difficulties successfully and effectively, their social interaction is good and encouraging, In contrast, the children who lack of such skills, may face a crisis of survival and development. A number of studies have shown that there is a close relationship between the interpersonal problem solving skills,social adaptation, maintaining a healthy psychological, solving problems in daily life and social interaction(Mc Clure,Chinsky &Larcen,1978;).Among the lots of foreign practical researches on children’s interpersonal problem solving skills, the most influential and mature program is ICPS(I Can Solve Problem).In contrast, the practical researches on children’s interpersonal problem solving skills in domestic are few, and focus on the study of special children, study courses on normal children are very little. In this paper, based on summarizing practical experience in domestic and foreign counties,study on the rule of children’s physical and mental development, build a set of courses conform its characteristics of the age with situational teaching model.In the process of intervention, using the interview method, experimental method, and combining with the observation on children’s behavior in daily life, Through quantitative analysis and qualitative analysis on children’s interpersonal problem solving skills, draws the conclusion, and puts forward suggestions according to the conclusion.We found: 1. After the intervention, children’s abilities to define the problem, Perspective thinking and consequential thinking have been great improved, but the ability to make decisions was not significant changed before and after. 2.After the intervention,children get more strategies to solve interpersonal problems, and their strategies become more effective and appropriate.3. After the intervention,The children prefer to choose positive strategies to solve interpersonal problems.4.Whether intervention activities before or afterintervention activities, there is no significant difference between children’s reaction of the children’s behavior who was in situation and their own behavior.We suggest:1.The kindergarten should pay attention to teaching children the skills to solving the interpersonal problem, and develop classes; create the environment, including the creation of environment and psychological environment seriously, strengthen the cooperation and building a platform between parents and teachers. 2. Teachers should improve their own quality, set an example themselves,To enhance the professional skills of children’s interpersonal problem-solving intervention. 3. Parents should train their children to gain the ability for solving the interpersonal problem and also make themselves an example.