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Social Problem Solving Measure
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About Social Problem Solving Measure
Scale Name
Social Problem Solving Measure
Author Details
Kenneth A. Dodge, Joseph E. Bates & Gregory S. Pettit (1990); adapted by Aber, Brown, Jones & Samples (1995)
Translation Availability
English
Background/Description
The Social Problem Solving Measure is a self-report instrument tailored to assess how children, primarily in elementary school (grades 1–6), cognitively respond in realistic, socially provocative situations. Developed by Dodge, Bates, and Pettit (1990), its purpose is to differentiate between aggressive (e.g., retaliation) and competent (e.g., negotiation, cooperation) interpersonal negotiation strategies. Aber and colleagues later adapted the measure in 1995 to suit urban elementary school populations, preserving the original’s evaluative structure.
The measure presents hypothetical scenarios (e.g. peer exclusion) and asks children to generate possible responses. These responses are categorized as aggressive or competent. With internal consistency coefficients of .67 (aggressive) and .60 (competent), the measure is recognized as reliable enough for research on children’s social processing and behavioral patterns in real-life contexts .
Administration, Scoring and Interpretation
- Obtain a Copy: Access the original measure in Dodge et al. (1990) or request the Aber et al. (1995) adaptation from corresponding academic publishers or repositories.
- Explain the Purpose: Clarify that the measure assesses how they think and respond in social situations, including conflict and peer interaction.
- Provide Instructions: Present one scenario at a time, typically via written vignette or interviewer script. Ask the child: “What would you do in this situation?”
- Approximate Time: Completing 6–8 vignettes usually requires about 15–20 minutes.
- Administer the Scale: Ensure an individual, distraction-free setting. Provide assistance with reading or comprehension if necessary. Encourage honest and thoughtful responses.
Reliability and Validity
The adapted measure exhibits moderate internal consistency: aggressive strategy α = .67; competent strategy α = .60. While these scores are acceptable, further improvement may enhance reliability. Validity is supported by studies connecting measured response styles to observed behavior and peer relations—aggressive responses correlate with aggressive behavior and peer rejection, while competent strategies align with better social functioning .
Available Versions
08-Items
Reference
Dahlberg, L. L., Toal, S. B., Swahn, M. H., & Behrens, C. B. (2005). Measuring violence-related attitudes, behaviors, and influences among youths: A compendium of assessment tools. Centers for disease control and prevention.
Dodge, K. A., Bates, J. E., & Pettit, G. S. (1990). Mechanisms in the cycle of violence. Science, 250(4988), 1678-1683.
Aber, J. L., Brown, J. L., Jones, S., & Samples, F. (1995). Adapting measures of children’s beliefs, attributions and skills for use in the evaluation of violence prevention projects, New York, NY: National Center for Children in Poverty, Columbia University, 1995.
Important Link
Scale File:
Frequently Asked Questions
What does the measure assess?
It evaluates children’s chosen response strategies (aggressive vs. competent) in peer conflict scenarios.
Who is it intended for?
Elementary-aged children (grades 1–6) in urban or general school settings.
How reliable are the subscales?
Moderate reliability: α = .67 (aggressive), α = .60 (competent), considered sufficient for research purposes.
How long does it take to complete?
Typically 15–20 minutes to respond to 6–8 scenarios.
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