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

Patterns of social problem solving and emotion expression were examined in 4-year-old children with behavior problems. The purpose was to determine the manner in which disruptive behaviors might be associated with early differences in ideas, beliefs, and feelings about how interpersonal problems evolve and are resolved. Two paradigms, varying in degree of structure, were used to examine reactions to hypothetical situations of conflict and distress. Gender differences were prevalent. Girls expressed more themes of social connection, cohesion, and accommodation but also more anger than boys. Constructive, prosocial resolutions were relatively infrequent in children at risk under structured conditions. Under less structured conditions, however, disruptive girls showed high levels of prosocial behavior in conflict situations. These girls also expressed more themes of fearfulness. Antisocial and oppositional symptoms in children with behavior problems sometimes were linked to more anger, dysregulation, and aggressive strategies.