The present study evaluated the effectiveness of a Social Problem Solving (SPS) competence training program for kindergartners, and examined relationships between SPS skill and adjustment gains. Subjects included 63 suburban middle-classSs from three classes, who participated in the 42 lesson program, and 46 comparisonSs from two classes, who did not. Subjects were evaluated on problem solving, peer sociometric and teacher adjustment ratings. Program children gave significantly more, and better, solutions, and fewer irrelevant responses to interpersonal problems. They also improved more than comparisonSs on several teacher-rated dimensions of adjustment. Direct linkages between skill and adjustment gains, however, were not found.
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