American Journal of Community Psychology, Vol. 14, No. 3, 1986 Impact of a Preventive Social Problem Solving Intervention on Children's Coping With Middle-School Stressors 1 Maurice J. Elias 2 Rutgers University Michael Gara UMDNJ-CMHC at Piscataway Michael Ubriaco and Peggy A. Rothbaum Rutgers University John F. Clabby UMDNJ-CMHC of Rutgers Medical School Thomas Schuyler Middlesex Borough Public Schools Children receiving 1 year or ½ year of a preventive social problem solving program in elementary school were compared with each other and with a no-treatment group upon entry into middle school. One year of training was significantly related to reductions in the severity of a variety of middle-school stressors. Most importantly, a clear mediating role for social problem solv- ing (SPS) skills was found. Children lacking in SPS skills were more likely ~This research was supported in part by grants from NIMH and the William T. Grant Founda- tion. The authors acknowledge the many and special contributions of our collaborating systems, Rutgers University, the University of Medicine & Dentistry of New Jersey-CMHC at Piscataway, the Middlesex Borough public schools, and a conscientious and competent action research team. Particular thanks go to Gary Lamson, Linda Bruene, Ron Campbell, Jon Rolf, Robert Rapoport, Linda Pickett, Robert Haggerty, and our anonymous reviewers. 2All correspondence should be sent to Maurice J. Elias, Department of Psychology, Livingston Campus, Rutgers University, New Brunswick, New Jersey 08903. 259 0091-0562/86/0600-0259505.00/0© 1986PlenumPublishing Corporation