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PubMed1999

Evaluation of a brief intervention based on social cognitive theory to develop problem-solving skills among sixth-grade children.

This study evaluated an intervention based on social cognitive theory (SCT) intended to develop problem-solving skills (PSS) in sixth graders. Psychometrically tested measures were developed for (1) constructs of SCT (situational perception of stressors, expectations of PSS, self-efficacy for PSS, self-efficacy in overcoming barriers, and self control when applying PSS), (2) PSS, and (3) application of PSS to real-life problems. Five classrooms (n = 133) were randomly assigned to the SCT-based intervention and five classrooms (n = 127) to an equivalent knowledge-based intervention. Using a partial nested design, statistically significant improvements for expectations of PSS, self-efficacy for PSS, and PSS were found in the SCT-based intervention. At posttest, 36% of the students in the SCT-based intervention reported applying PSS to real-life problems as compared with 1% in the knowledge-based group. This pilot study suggested that an SCT-based intervention was more efficacious in developing PSS than a knowledge-based intervention.

Adolescent↗
PubMed2005

Problem-solving skills and affective expressions as predictors of change in marital satisfaction.

Specific skills and affective expressions coded from the problem-solving interactions of 172 newlywed couples were examined in relation to 8-wave, 4-year trajectories of marital satisfaction. Effects varied as a function of whether husbands' versus wives' topics were under discussion and whether husbands' versus wives' satisfaction was predicted, but results indicate that skills, affect, and their statistical interaction account for unique variance in rates of change in marital satisfaction. The interaction between positive affect and negative skills was particularly robust, indicating that (a) low levels of positive affect and high levels of negative skills foreshadowed particularly rapid rates of deterioration and that (b) high levels of positive affect buffered the effects of high levels of negative skills. Findings suggest specific targets for intervention in programs for developing marriages.

Adult↗
PubMed2006

Psychoeducation for hypochondriasis: a comparison of a cognitive-behavioural approach and a problem-solving approach.

In this study, two 6-week psychoeducational courses for hypochondriasis are compared, one based on the cognitive-behavioural approach, and the other on the problem-solving approach. Effects of both courses on hypochondriacal complaints, depression, trait anxiety, and number of problems encountered in daily life, are measured pre-treatment, post-treatment, and at 1- and 6-month follow-up. Participants (N=48, of whom 4 dropped out), suffering from DSM-IV hypochondriasis, were randomized into one of the two course conditions. Results showed beneficial effects of both courses. Few differential treatment effects were found: in both conditions all effect measures decreased significantly over time (p<0.01). However, between- and inter-individual variability in decrease-patterns was of considerable size, leading to large deviations from the mean pattern. Acceptability and feasibility of both courses were rated highly by their respective participants. It is concluded that both courses can be considered equally beneficial and effective over time, with the effects evident immediately after treatment and maintained over the follow-up period.

Adult↗
PubMed2006

A Social Problem-Solving Model of Adherence to HIV Medications.

HIV medication adherence remains a challenge and limits the degree to which treatment benefit can be maximized. This study tested an explanatory model of HIV medication adherence using a social problem-solving (SPS) framework. Associations of SPS with adherence are hypothesized to be direct and/or indirect via psychological health. HIV+ adults were interviewed using validated measures of SPS, psychological health, and antiretroviral therapy (ART) medication adherence. Structural equation modeling (SEM) techniques were used to test hypothesized relationships and to evaluate overall fit of the model to the data. SEM supported an indirect association (but not direct) of SPS on adherence via psychological health among the 545 HIV+ adults included in the analyses. Overall, the findings resulted in a model of adherence that offered very good fit to the data and correctly classified 97% of the cases as adherent versus nonadherent. Results support the use of SPS as a conceptual framework for understanding adherence to ART. Findings offer rationale and direction for SPS interventions to enhance adherence by improving psychological health. Such approaches, if effective, have the potential to positively impact psychological well being and adherence, thereby maximizing clinical benefit from treatment, which is linked to lower mortality from AIDS.

Adult↗
PubMed1992

Cognitive problem-solving skills training and parent management training in the treatment of antisocial behavior in children.

This study evaluated the effects of problem-solving skills training (PSST) and parent management training (PMT) on children (N = 97, ages 7-13 years) referred for severe antisocial behavior. Children and families were assigned randomly to 1 of 3 conditions: PSST, PMT, or PSST and PMT combined. It was predicted that (a) each treatment would improve child functioning (reduce overall deviance and aggressive, antisocial, and delinquent behavior, and increase prosocial competence); and (b) PSST and PMT combined would lead to more marked, pervasive, and durable changes in child functioning and greater changes in parent functioning (parental stress, depression, and overall symptoms). Expectations were supported by results at posttreatment and 1-year follow-up. PSST and PMT combined led to more marked changes in child and parent functioning and placed a greater proportion of youth within the range of nonclinic (normative) levels of functioning.

Adolescent↗
PubMed1987

Isomorphic patient management problems: a method of creating equivalent problem-solving tests.

Multiple choice format pre- and post-tests have a high likelihood of being equivalent (i.e. parallel) if well-known guidelines are followed. In the absence of such guidelines for pre- and post-tests of problem-solving, the authors devised a simple method of creating problems that are likely to be equivalent. The method was employed with patient management problems (PMPs) and focuses on maintaining the same form or structure of the problems while making the problems appear different to the examinee. Such problems are 'isomorphic'. The equivalence or parallelism of 10 PMPs with their isomorphic counterparts was demonstrated. The method for creating isomorphic PMPs appears to be applicable for creating equivalent pre- and post-tests composed of problems other than PMPs.

Education, Medical↗
PubMed1985

An evaluation of interpersonal cognitive problem solving training with children.

A number of social skill training approaches have been devised for remediating peer relationship difficulties in children and adolescents. One recently developed approach, focusing on interpersonal cognitive problem solving (ICPS) skills, is described. ICPS training studies are also reviewed. Despite the pervasive methodological problems that characterize this literature, ICPS training appears to be effective as a remediation strategy with maladjusted youngsters, and as a secondary prevention strategy with children 'at risk'. While initial findings with nonclinical groups have been less encouraging, available follow-up data suggest that ICPS training may be efficacious as a primary prevention strategy, as well. Several suggestions are offered for improving the methodology of future training studies, while important issues and problems are highlighted for future investigation.

Adolescent↗
PubMed1995

Clinical problem-solving using video simulation: an investigation.

This paper examines the use of videotape simulation as a research method for the exploration of clinical problem-solving. The challenges posed and the strategies employed to overcome the difficulties encountered are discussed. The simulation forms part of a larger comparative study of outcomes of pre-registration nurse education programmes, commissioned by the English National Board for Nursing, Midwifery and Health Visiting.

Clinical Competence↗
PubMed1995

Judging a book by its cover: interpretative effects of content on problem-solving transfer.

We examine how cover stories of isomorphic problems affect transfer. Existing models posit that people retain content in problem representations and that similarities and differences between the "undeleted" cover stories might interfere with recognition of structural similarities. We propose that cover stories can affect transfer in another way--by inducing semantic knowledge that modifies problem structures. Two experiments examined how people represent and solve permutation problems dealing with random assignment of elements from one set to elements from another set. Although the problems were structurally isomorphic, cover stories involving different pairs of element sets led subjects to abstract different "interpreted structures." Problems involving objects and people (e.g., prizes and students) led subjects to abstract an asymmetric structure ("get") and problems involving similar sets of people (e.g., doctors and doctors) led subjects to abstract a symmetric structure ("pair"). Transfer was mediated by similarities and differences between the interpreted structures of the learned and the novel problems.

Adult↗
PubMed2006

Marital problem-solving behavior in depression and marital distress.

The present study examined the effects of depression and marital distress on behavior during a marital problem-solving interaction. A complete factorial design combined the presence or absence of a depressed wife with the presence or absence of marital distress, to produce four groups of participant couples. An increase in depressive behavior was the sole unique contribution of a depressed wife, occurring regardless of the level of marital distress. Increased aggressive behavior and decreased facilitative behavior were found to characterize the interactions of maritally distressed couples and were not influenced by depression. Resolution-oriented behavior remained unchanged as a result of either depression or marital distress. The results indicate that marital distress, in addition to depression, should be considered as a source of dysfunctional behavior in marital interactions involving depressed individuals.

Adult↗
PubMed2000

A threatening intellectual environment: why females are susceptible to experiencing problem-solving deficits in the presence of males.

Does placing females in environments in which they have contact with males cause deficits in their problem-solving performance? Is a situational cue, such as gender composition, sufficient for creating a threatening intellectual environment for females--an environment that elicits performance-impinging stereotypes? Two studies explored these questions. Participants completed a difficult math or verbal test in 3-person groups, each of which included 2 additional people of the same sex as the participant (same-sex condition) or of the opposite sex (minority condition). Female participants in the minority condition experienced performance deficits in the math test only, whereas males performed equally well on the math test in the two conditions. Further investigation showed that females' deficits were proportional to the number of males in their group. Even females who were placed in a mixed-sex majority condition (2 females and 1 male) experienced moderate but significant deficits. Findings are discussed in relation to theories of distinctiveness, stereotype threat, and tokenism.

Adolescent↗
PubMed1982

Memorizing: a test of untrained mildly mentally retarded children's problem-solving.

Forty untrained mildly mentally retarded and 32 untrained nonretarded junior high school students were given eight trails of practice on a self-paced memory problem with lists of letters or words. For each trail a new list was presented, requiring ordered recall of terminal list items followed by ordered recall of initial items. Subgroups of solvers and nonsolvers were identified at each IQ level by a criterion of strict recall accuracy. Direct measures of mnemonic activity showed that over trails, solvers at both IQ levels increasingly fit a theoretically ideal memorization method. At neither IQ level did nonsolvers show similar inventions. On early trials, for both IQ levels, fit to the ideal method was uncorrelated with recall accuracy. On late trials fit and recall were highly correlated at each IQ level and across levels. The results support a problem-solving theory of individual differences in retarded and nonretarded children's memory performances.

Adolescent↗
PubMed1987

Cognitive sex differences: speed and problem-solving strategies on computerized neuropsychological tasks.

Skill, strategy, and laterality measures obtained through computerized neuropsychological tasks, a reaction time (RT) test, and a visuospatial problem-solving test, the Perceptual Maze Test, were analyzed in relation to sex and handedness of 56 high-school students. Boys were significantly faster than girls on most RT subtasks (including a response-inhibition task) and made more two-choice RT response errors for right-sided stimuli, which may be interpreted as resulting from a less cautious strategy. In maze performance, boys were superior to girls. An analysis of separate phases of the maze-solution process suggested that boys preferentially used an impulsive-global strategy. Girls, using a more reflective-sequential task-solving strategy, were significantly slower, without hitting more targets. Compared to all other groups, left-handed girls (strongly left-handed) had lower performance on maze tasks with no target information, particularly in left-sided solution pathways. Results were interpreted as reflecting differences in hemispheric competence and activation patterns between the sexes. Signs of a less differentiated lateralization and slight dysfunction of visuospatial skills in the left-handed girls were discussed.

Adolescent↗
PubMed2006

Examining the validity of scores from an instrument designed to measure metacognition of problem solving.

The authors' purpose in this study was to gather evidence on the validity of scores on an instrument designed to evaluate levels of metacognition in problem solving--Swanson's 15-item metacognition questionnaire (1990, 1993). Forty-three participants took part in this study: 21 professors and 22 graduate students from several Western and Midwestern campuses in the fields of psychology and educational psychology. A Kendall Coefficient of concordance (W) was performed to determine the consistency of ranked responses for professors, students, and both groups combined, and to determine whether their responses matched those of the scoring key for the instrument we studied. This analysis indicated problems for some of the responses to this instrument, as demonstrated through the ranking task developed in this study. Many of the professors disagreed with the ranking of the responses suggested by Swanson. There is certainly a need for more instruments to validly measure metacognition. This instrument is one that, with some modification, might be used more in research on metacognition.

Adult↗
PubMed1977

Problem-solving strategies in consultation.

Techniques for overcoming common stumbling blocks in consultation are outlined, and the advantages to consultants of viewing consultation as a mutual problem-solving process are discussed. It is suggested that the consultant-in-training can achieve confidence in this approach only through experiencing the relationship from the other side by gaining first-hand understanding of the situation of the consultee. Strategies towards this end are offered.

Attitude↗
PubMed1997

Problem-solving therapy in palliative care.

Emotional syndromes of depression and anxiety are common among palliative care patients. This pilot study evaluated the feasibility and acceptability of using a brief psychological treatment (problem-solving therapy) to treat these syndromes in patients receiving palliative care. Results were encouraging, particularly as regards acceptability to patients. Problems encountered during the study are discussed in the context of planning future research into the efficacy of treatments for emotional disorders in palliative care.

Adult↗
PubMed1996

The association among negative life events, perceived problem solving alternatives, depression, and suicidal ideation in adolescent psychiatric patients.

Previous research demonstrated that the combination of a negative life event (NLE) and less constructive perceived problem solving alternatives (PPSAs) was associated with more depression in unselected adolescents. This study investigated these variables and their association with suicidal ideation in 80 adolescent psychiatric patients. Depressed patients reported more negative effects from NLEs, particularly family conflict and academic failure, and were more likely to consider self-destructive PPSAs than their less depressed counterparts. The impacts of NLEs and negative PPSAs were independently associated with both depression and suicidal ideation for this population, in contrast to non-patients.

Adolescent↗