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Use of milieu as a problem-solving strategy in addiction treatment.

Addicted clients begin their recovery through detoxification and treatment in a structured inpatient unit. The focus of treatment is most appropriately on learning new, more constructive ways for solving problems. Everyday living skills can best be learned in a therapeutic milieu where interactions in the here-and-now are examined and opportunities are present for practicing problem-solving skills. A therapeutic milieu can be designed and initiated through efforts of the nursing staff and members of other disciplines. It is a group treatment approach emphasizing active participation in structured activities, decision-making by consensus involving all members of the community, and a reward and restriction system based on the appropriateness of client behaviors. Certain problem behaviors of addicted clients can be addressed through confrontation and group pressure; to be expected are problems with manipulation, avoidance, aggression, impulsiveness, and grandiose denial. Staff members who work in a therapeutic milieu approach to treatment of addicted clients share certain concerns. Strategies need to be developed for dealing with manipulative attempts at splitting the staff into opposing forces, clarifying roles, enforcing unit policies, and lessening feelings of hopelessness when clients fail to achieve sobriety. A cohesive staff who work at trusting each other in an atmosphere of open communication and equitable conflict resolution are best able to support each other while addressing common concerns. While treatment in a therapeutic milieu is an effective beginning in the process of recovery, it must be remembered that it is only a beginning in the long, slow process of rehabilitation. And during that process, there are likely to be relapses, which can be used as learning tools in the development of improved problem-solving skills.

Adult↗

Behavioral and adjustment correlates of problem solving: validational analyses of interpersonal cognitive problem-solving measures.

The interpersonal cognitive problem-solving (ICPS) skills (i.e., means-ends thinking, identified obstacles, alternative solutions, consequential thinking) of 150 families (father, mother, and child 6-11 years old) were assessed via written tests and problem-solving behavioral performance. The interrelationships of ICPS written and behavioral problem-solving skills were examined, as were the relationships of each of these measures of problem solving to both parent and teacher indices of child adjustment. IQ, as measured by the age-appropriate Wechsler scale, was partialed out. Results indicated some ecological validity of written alternatives and consequential tests for children and means-ends tests for parents. Neither parents' nor children's written ICPS scores nor problem-solving behavior were systematically related to either teacher or parent ratings of child adjustment. However, a behavioral index of parental facilitation of child problem solving was significantly related to all problem-solving behaviors and some written ICPS measures. Results are discussed in terms of the role of ICPS skills in child adjustment, the potential limits of ICPS measures in therapy outcome, and the manner in which children learn interpersonal cognitive problem solving.

Adult↗

Dimensionality and correlates of problem solving: the use of the Problem Solving Inventory in the Chinese context.

The dimensional structure of the Problem Solving Inventory (PSI) was investigated using data collected from a sample of 499 Chinese university students in teacher training. While the original three-factor model provided poor fit to the data, the revised two-factor model provided more adequate fit but failed to consider a PSI construct tapped in the original PSI formulation. The newly constructed PSI scales based on the present data provided viable alternative scales reflecting constructs of self-efficacy, rational coping and dysfunctional coping. These newly developed problem-solving scales were predictive of indices of psychological adjustment in terms of depression, burnout, and perceived self-efficacy toward helping others. The use of the PSI in the Chinese context is discussed.

Adaptation, Psychological↗

Assessing a team's problem solving ability: evaluation of the Team Problem Solving Assessment Tool (TPSAT).

By employing group consensus development methods, this research identified the variables that experts in team problem solving believe are the most important to a team's problem solving ability. These variables were used to develop a quantitative decision aid to allow health care managers and practitioners to estimate how effective a given problem solving group or team will be at solving a problem. This decision aid can be used to assess a team's problem solving potential before the time and effort is expended to convene the team. This report presents the design and initial evaluations of this decision aid.

Decision Making, Organizational↗

The problem with problem solving.

Although managers will always be responsible for solving problems on a daily basis, expert problem solving will not ensure survival for an organization. It will be more effective in the long run to find out what structural issues support the problems and work toward restructuring. This will be the way to move a unit or an organization in a direction that can and will be successful in creating a future that is resilient to constant change.

Hospital Restructuring↗

Intuition and problem solving.

General practitioners use the hypothetico-deductive method of scientific reasoning to solve problems. In the first few minutes of their consultations physicians form initial hypotheses about their patients' problems. This process has childlike, imaginative qualities based on intuition. It is often outside consciousness and probably based on pattern recognition. It has been neglected from study and analysis because of these ;mystical' qualities. Yet it is the key to fast and efficient problem solving. If the process could be understood, its efficiency would be improved. This paper is an attempt to explore the nature of general practitioners' intuition.

Diagnostic Techniques and Procedures↗

Instruction in mastery goal orientation: developing problem solving and persistence for clinical settings.

Individuals with a mastery orientation are more motivated to persist and increase their competence. Although studies have demonstrated the usefulness of explicitly teaching mastery goal orientation, no interventions have been used in nursing education. The purpose of this study was to determine whether mastery goal orientation could be rapidly acquired by nursing students via a short-term educational intervention. Nursing students from five programs participated in a 3-week intervention. Participants were matched by demographic profile and pretest goal orientation scores before being randomly assigned to experimental and control groups. Goal orientation was measured before and after the intervention. Students in the experimental group increased their mastery orientation significantly, while reducing their performance orientation somewhat. They persisted to solve problems, while students in the control group gave up more easily when faced with a difficult task. Early development of mastery goal orientation that promotes problem solving and persistence for clinical settings can be a powerful adjunct to undergraduate nursing education.

Adaptation, Psychological↗

Clinical problem solving--the role of expert laboratory systems.

The objective was to determine whether or not a laboratory based computer diagnostic program could aid the clinician in solving problems, outside his or her field of expertise, by expertly interpreting ¿Emergency Room' haematological and biochemical data and providing a list of possible diagnoses. The program, which uses Fuzzy Sets and pattern recognition as its Inference Mechanism coupled with a data base comprised of haematological and biochemical responses to disease collected over a period of 10 years in a teaching hospital, analysed data published in two leading journals--the 'Clinical Problem-Solving' section of the New England Journal of Medicine and the 'Lesson of the Week' feature of the British Medical Journal. It was found that the computer program often presented diagnoses not thought of by the clinician. With such a system, sometimes as few as three routine investigations suggested the diagnosis. The diagnostic accuracy could be improved with a more structured approach to ¿Emergency Room' laboratory investigations. It is concluded that the computer, programmed to recognize a disease by the pattern of its response to routine haematological and biochemical investigations, could contribute significantly to diagnosis.

Clinical Laboratory Information Systems↗

Analogical transfer: from schematic pictures to problem solving.

A series of experiments was conducted to explore whether individuals can solve problems by transferring conceptual information gained from schematic pictures and to examine the mechanisms involved in this transfer process. Subjects viewed a schematic picture and then attempted to solve an insight problem to which the conceptual information from the picture could be applied. The results indicate that the degree of similarity--specifically, superficial and procedural similarity--between a source schematic picture and the target problem determined transfer performance. Discussion focuses on the relationship between these two types of similarity and the two key cognitive components involved in transferring pictorial analogies to solve problems: accessing the pictorial analogues and executing the solutions.

Adult↗

Development of innovative teaching materials: clinical pharmacology problem-solving (CPPS) units: comparison with patient-oriented problem-solving units and problem-based learning--a 10-year review.

The First Teaching Clinic in Clinical Pharmacology, sponsored by the American College of Clinical Pharmacology in September 1992, was designed for the preparation and development of new clinical pharmacology problem-solving (CPPS) units. CPPS units are case histories that illustrate pertinent principles in clinical pharmacology. Each unit consists of the following sections: introduction, learning objectives, pretest, four clinical pharmacology scenarios, posttest, answers to pre- and posttest questions, and selected references. The clinical pharmacology content of the CPPS units place greater emphasis on clinical information, drug selection, and risk/benefit analyses, and thus they complement the basic pharmacology presented in the patient-oriented problem-solving (POPS) units. In general, the CPPS units are intended for use by students more advanced in clinical pharmacology than first- and second-year medical students. The CPPS unit "Clinical Pharmacology of Antiepileptic Drug Use: Clinical Pearls about the Perils of Patty" was developed for use by third- and fourth-year medical students doing rotations in neurology or clinical pharmacology; advanced pharmacy students; residents in neurology, pediatrics, internal medicine, and family practice; fellows in clinical pharmacology, and those taking the board examination in clinical pharmacology. The CPPS unit titled "Geriatric Clinical Psychopharmacology" was written for third- and fourth-year medical students; residents in psychiatry, family practice, and internal medicine;fellows in clinical pharmacology; and those studying for boards in clinical pharmacology. The CPPS unit "Anisocoria and Glaucoma" was written for more advanced students of clinical pharmacology. The CPPS unit titled "Antiepileptic Drugs" was intended for second-year medical students. The second teaching clinic was held in November 1993 and focused on the development and editing of the CPPS units and their evaluations by faculty and students from academic centers. Evaluations by faculty and students have been overwhelmingly positive. Requests to use the CPPS units in various clinical pharmacology teaching programs were received from numerous schools within the United States and from abroad. The third teaching clinic in September 1995 included a follow-up focused on the uses of drug information databases in case problem exercises. These examples are presented to demonstrate the variety of educational activities the American College of Clinical Pharmacology is sponsoring to fulfill its strategic initiative dedicated to offer innovative teaching programs and to develop new teaching materials in clinical pharmacology. Collectively, all of the teaching clinics, symposia, and workshop efforts, sponsored by the various academic professional societies alone or together over the past decade, are necessary if new and innovative teaching materials in the field of basic science and in the fields of pharmacology and clinical pharmacology are to be continuously developed to keep pace with the new, rapidly changing developments in medicine to provide the best treatment for patients in the 21st century.

Anisocoria↗

Personality development, problem solving, and behavior problems among preschool children with early histories of nonorganic failure-to-thrive: a controlled study.

Using a prospective study design, 48 preschool children with early histories of nonorganic failure-to-thrive (NOFT) and 47 physically healthy children of comparable age, sex, birth order, and family demographics were compared on measures of problem solving and personality development (ego control and ego resiliency). In responding to structured measures, NOFT children demonstrated deficits in behavioral organization, ego control, and ego resiliency compared with controls. Parents also identified higher levels of behavioral symptoms in children with early histories of NOFT compared with controls. However, home observational measures of ego control and ego resiliency did not differentiate the two groups. Deficiencies in problem solving and personality development and increased levels of behavioral symptoms in preschool children with early histories of NOFT may affect their future socioemotional development and learning.

Child Behavior Disorders↗

Social problem solving training for African Americans: effects on dietary problem solving skill and DASH diet-related behavior change.

OBJECTIVE: Hypertension continues to take its toll on millions of African Americans. Adhering to an eating plan called Dietary Approaches to Stop Hypertension (DASH) can significantly lower blood pressure. This study examined whether problem solving training in addition to education on DASH is more effective than education alone to help African Americans in an urban community college setting solve their own dietary problems and change eating behaviors that could affect blood pressure. METHODS: A randomized, two groups, multiple post-test design was used. All participants (N=78, 59% female) completed a Problem Solving Instrument immediately post-intervention and a follow-up Telephone Interview 2 weeks later. RESULTS: Fewer than half had normal blood pressure on screening. The Experimental Group identified and implemented significantly higher quality solutions to the second of their two problems than the Control Group. The intervention effect was the greatest for participants with blood pressure screenings above normal. CONCLUSION: Problem solving training combined with nutrition information may help African Americans to deal more effectively with dietary problems especially when the problems are complex or less well-defined. PRACTICE IMPLICATIONS: Dietary interventions that include a focus on everyday problem solving as well as knowledge acquisition can be developed in clinical, community health, school, and worksite settings.

Adolescent↗

Problem solving strategies integrated into nursing process to promote clinical problem solving abilities of RN-BSN students.

A set of problem solving strategies integrated into nursing process in nursing core courses (PSNP) was developed for students enrolled in a post-RN baccalaureate nursing program (RN-BSN) in a university in Taiwan. The purpose of this study, therefore, was to evaluate the effectiveness of PSNP on students' clinical problem solving abilities. The one-group post-test design with repeated measures was used. In total 114 nursing students with 47 full-time students and 67 part-time students participated in this study. The nursing core courses were undertaken separately in three semesters. After each semester's learning, students would start their clinical practice, and were asked to submit three written nursing process recordings during each clinic. Assignments from the three practices were named post-test I, II, and III sequentially, and provided the data for this study. The overall score of problem solving indicated that score on the post-test III was significantly better than that on post-test I and II, meaning both full-time and part-time students' clinical problem solving abilities improved at the last semester. In conclusion, problem-solving strategies integrated into nursing process designed for future RN-BSN students are recommendable.

Adult↗

The efficacy of problem solving strategies utilized in professional nursing concepts course to improve problem solving abilities in students enrolled in a two-year baccalaureate nursing program.

Using problem solving strategies in professional nursing concepts course (PS-PNC) was a newly developed core course in a two-year baccalaureate nursing program in an institute of technology. The purpose of this study was to evaluate the efficacy of problem solving strategies used in this new course to improve students clinical problem solving abilities. Prior to the PS-PNC, 12 faculty who participated in the teaching received complete training, and then continued to receive supervision and to conduct group discussions during the whole period of the PS-PNC implementation. A one- group posttest design with repeated measures was used. In total 49 nursing students from one class agreed to be recruited as the study subjects. The PS-PNC was performed separately in three semesters. After each class learning, students would start their clinical practice, were advised by the same faculty group who participated in the PS-PNC, and were asked to submit three written nursing process recordings during each clinic. Assignments from the three practices were named post-test I, II, and III sequentially, and provided the data for this study. A coding strategy was developed by the investigators. Then, data were collected and analyzed by four selected faculty who had been involved in the PS- PNC. The overall score of problem solving indicated that the three post-tests significantly increased, meaning those students clinical problem solving ability improved. However, data on the sub-concepts of problem solving on nursing assessment, nursing diagnosis, nursing intervention, and nursing evaluation showed no constant improvement. It is inferred that teaching of professional nursing concepts utilizing problem-solving strategies may be useful for future nursing students but dignified control should be strengthened.

Adult↗

Health professionals' patterns of communication: cross-purpose or problem solving?

Problem-solving communication is characterized by a high quality and mutually acceptable solutions where facts and feelings are reported and feedback given without judgment and accusation. Problem solving is an ideal model in a helping relationship. The purpose of this study was to determine whether the interactions between parents of handicapped children and health professionals are conducive to problem solving. Clinical data were obtained during regularly scheduled appointments in the form of audiotaped interviews using 37 parent-allied health professional dyads and 37 parent-physician dyads. A 6-minute sample was selected from each interview tape, coded at 3-second intervals, transcribed into the class of communication behavior, and analyzed by professionally trained coders, using the Sequential Analysis of Verbal Interaction (SAVI). The major finding was that parents of handicapped children displayed different messages and verbal behaviors from physicians and allied health professionals. The communication for all three groups was not of a problem-solving pattern that could be described as interpersonal and goal oriented talk, but was of a cross-purpose pattern that may be described as noninterpersonal and non-goal oriented conversation. The conclusion was that efforts must be directed toward early practical training in interpersonal skills for allied health professionals and physicians.

Adult↗

An Inquiry into the Spontaneous Transfer of Problem-Solving Skill

Problem solving, by definition, involves achieving new understanding in unfamiliar contexts, and is critical to all aspects of life, especially in the educational and scientific arenas. Students learn from many experiences to develop a repertoire of abilities, including the use of logic, which enable them to spontaneously transfer their problem-solving skill to unfamiliar situations. The purpose of this study is to explore the minimum conditions necessary to facilitate the spontaneous transfer of problem solving skill in an unfamiliar context. One hundred and seventy-five subjects were presented with logically identical problems based on the Wason selection task, which differed only in the degree to which a familiar schema could be invoked to help solve the problem. In the pretest stage, only 10.5% of subjects could solve the selection problem in an unfamiliar context, whereas 57.3% could solve it in one that was familiar. The effect of three interventions, prior exposure to a familiar scenario, repeat opportunities on like problems, and process-oriented feedback, on selection task performance in an unfamiliar context was assessed in a posttest stage. Overall, none of the interventions were effective, indicating that the minimum threshold for spontaneous transfer may be above the level of intervention included in this study. Schema theory, implications for instruction, and directions for future research are discussed. Copyright 1997Academic Press

Journal Article↗

Collaborative everyday problem solving: interpersonal relationships and problem dimensions.

Older adults' preferred partners for collaborative everyday problem solving and the types of everyday problems solved alone and with others were examined in a sample of community dwelling older adults (N = 112, M age = 71.86 yrs., SD = 5.92 yrs.). Family members (i.e., spouses, adult children) were the most frequently nominated partners for collaborative everyday problem solving, but friends, neighbors, and church members also were nominated. Older adults reported that they solved numerous types of problems, including finance, house repair, and health, in collaboration with others. These problems were also prominent when older adults reported the problems that they consulted others for advice on how to solve and the problems they solved alone. Together the results suggest new directions for research on collaborative everyday problem solving in terms of the types of interpersonal relationships and problems to be investigated. Implications of the findings for researchers and practitioners are discussed in terms of how to best understand and promote successful aging.

Activities of Daily Living↗