The objective of this study is to examine the effects of the problem solving skills training program on the social and emotional learning needs, which are task articulation, peer relations and self-regulation along with the social and emotional learning skills of communication, problem solving, coping with stress and self-esteem enhancing skills, for sixth grade primary school students. In this research, true experimental design with pretest-posttest control group design was used and follow-up measurement was also applied to the groups. The study group was selected through randomized sampling from two different primary schools located in Buca province of Izmir during the 2009-2010 academic years. The differences between groups following the experimental procedure were examined by using the Social Emotional Learning Skills Scale and the SocialEmotional Learning Scale. The results of the study put forth that problem solving skills training is effective in increasing task articulation and self-regulation, skills of problem solving, coping with stress total score of social and emotional learning needs and abilities with a permanent effect. It was also determined that the difference in peer relations during the post-test stage in favor of the experimental group was not observed in the follow-up tests. It was also determined that problem solving skills training had no effect on communication skills and self-esteem enhancing skills.
Key words: Problem solving, social and emotional learning, preventive guidance, developmental guidance
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