“some / all ”: a solution is efficient for a person but not always applicable to
any persons and in any situation;
“or”: the message – we learn to identify as many as possible alternatives to a
problem;
“if ... then ”: any action has consequences on one’s self and on others;
“similar / different”: any problem has multiple solutions, the same problem
in different contexts or moments may have other solution alternatives.The next 20 sessions focus on identifying one’s own emotions and those of the others.
Children learn to recognize and identify their emotions in various problematic situations,
and exercise ways to generate alternative solutions. In the next 15 sessions role-play is
used in order to practice problem solving. Children generate solutions to hypothetical
situations and analyse the consequences of their own decisions.
The results of efficiency studies (Shure, 1997) have evinced an improvement in problem-
solving abilities, an increase in the frequency of pro-social, behaviour, positive
interpersonal relations with colleagues, and a decrease in the frequency of impulsive or
aggressive behaviour in pupils during classes or breaks. This progress was maintained 4
years after the implementation of the programme.
“Improving Social Awareness-Social Problem Solving”
The programme “Improving Social Awareness-Social Problem Solving ” – Elias (1986,
1997, apud Rixon, 1999) is based on a psychological theory about the role of pupils’
coping abilities in decision situations, and the consequences on behaviour. The
programme was developed especially for subjects in stressful situations, such as passing
from primary to secondary school, or from secondary school to high school, or exam
situations (e.g. assessment tests, admission to high school, college or university). They
learn and practice problem solving and decision-making skills.
The content of the intervention presupposes elaborating a strategy that includes three
phases: awareness, learning, and application. The first phase consists of promoting self-
control, participating ingroup activities, and becoming aware of what causes stress. Pupils
are taught to identify stress, recognize its sources, personal reactions to stress, and ways
to adapt. The learning phase involves practicing the steps necessary for problem solving
and decision making in social situations, focusing on problem analysis, anticipating
obstacles, and formulating aims and objectives. The first two phases include 20 sessions
(40 minutes each), twice a week. During sessions, the following work methods are
employed: group discussion, role-play for decision making, case studies with problematic
situations, etc. It is recommended to encourage pupils identifying problematic situations
they or their colleagues have been faced with, or anticipate problematic situations. An
example would be finding one’s place in the 5th grade (transition moment in Romanian
education system, from primary to lower secondary school) with new classmates and
teachers, as well as a new curriculum. Children identify within the group possible