Collaborative Problem-solving Approach Research Articles

Mathematics teachers and learners as collective agents of change

In this article, we report on findings from the Primary Maths and Social Justice research project, a recent collaboration between the three authors and six teacher researchers from two culturally diverse primary schools in London, UK. The project aimed to develop strategies for addressing issues of social justice in the mathematics classroom, and operationalising the recently developed theoretical concept of socio-mathematical agency, defined as learners’ capacity to apply mathematics in arguing collectively for social change. The teacher researchers’ experiences, as captured through audio recordings of research team meetings and interviews, form the basis of our data analysis. Our findings highlight the processes that enabled teachers to reflect critically on existing practice, prompting them to adopt more collaborative, discursive and inclusive problem-solving approaches that resulted in significantly higher levels of student engagement in mathematical activities. The teacher researchers found that cross-curricular projects provided more opportunities to apply mathematical knowledge in tackling social justice issues than the prescriptive and content-focused mastery-style mathematics schemes of work in place. They reported how students embraced opportunities to use mathematics in more meaningful contexts and in presenting arguments for change. We argue that a focus on developing socio-mathematical agency has the potential to enhance the role of teachers and learners as agents of change, an important element that is often underdeveloped in culturally responsive teaching.

LIVED EXPERIENCES OF RECEIVING TEACHERS IN HANDLING BEHAVIORAL ISSUES OF STUDENTS WITH SPECIAL NEEDS

This qualitative phenomenological study provides a comprehensive exploration of the challenges, strategies; coping mechanisms, and insights experienced by receiving teachers in addressing behavioral issues among students with special needs in inclusive education settings. Through in-depth focus group discussions with five receiving teachers from Island Garden City of Samal, Davao Del Norte, the study exposes the real struggle and complexities of managing diverse behavioral concerns. The thematic analysis uncovers the intricate web of both academic obstacles and behavioral manifestations, prompting the development and implementation of tailored strategies, including individualized behavior plans and collaborative problem-solving approaches. Moreover, the study highlights the vital role of coping mechanisms, such as seeking support from colleagues and prioritizing self-care practices amidst the demanding educational landscape. The insights gleaned from teachers lived experiences underscore the transformative potential of empathy, adaptability, and inclusive teaching methodologies. Ultimately, the research advocates for targeted professional development initiatives and collaborative support networks to empower receiving teachers to effectively navigate the unique challenges presented by students with special needs, especially students with behavioral issues. By promoting inclusive and supportive learning environments, this study contributes significantly to the enhancement of special education practices and resources. KEYWORDS: Special Education, Behavioral Issues, Receiving teachers, research, teaching, Inclusive Education, and special education practices.

Enhancing 21st century collaboration skills in physical education through the problem-based learning model

Collaboration skills are pivotal for students, offering avenues to enhance knowledge, social interaction, self-confidence, and motivation. This study aims to enhance collaboration skills among students in physical education, particularly in the design of systematic rhythmic movement activities using the problem-based learning model. Conducted as classroom action research, the participants were 35 Class XI students from Public Senior High School 3 Banjarbaru. The research utilised a collaborative observation sheet and employed both descriptive and quantitative analysis methods. The results revealed a discernible improvement in collaboration skills between the initial and subsequent cycles. ANOVA tests demonstrated a significant increase after two cycles of learning. This research directly influences the development of collaborative abilities in learners, recognising collaboration skills as crucial in 21st-century education. The collaborative problem-solving approach not only enhances cooperation but also contributes to improved learning outcomes, preparing students for success in both community and work environments. The study sheds light on the efficacy of problem-based learning models, underscoring their vital role in learner development and education. Future research should explore the impact of problem-based learning models using mixed-methods research.

Understanding the impact of the socioeconomic crisis on the mental health and conflict management styles of the youth of the Western Province of Sri Lanka and it’s incite on migration: A comparison between current and past trends

This research investigates the socio-economic and psychosocial factors influencing youth decision-making and migration intentions in Sri Lanka, with a focus on the Western Province. The study contextualizes the challenges faced by the youth, exacerbated by the aftermath of the 2019 Easter attacks and the subsequent economic downturn intensified by the COVID-19 pandemic. Youth employment, educational opportunities, and the economic crisis are explored as contributors to distress levels and a potential motivation for migration. A Conflict Management Styles Assessment is incorporated to identify prevalent conflict resolution strategies among the youth. The findings reveal a significant relationship between socio-economic crises, mental health distress, and conflict resolution styles. The study emphasizes the need for effective conversation strategies, timely conflict resolution, and expert consultations. The observed distress levels and migration inclinations underscore the importance of addressing psychological well-being during crises, advocating for platforms enabling youth to voice concerns. The study recommends collaborative problem-solving approaches and highlights the essential role of mental health practitioners. Further research with larger sample sizes is proposed to validate and reinforce these findings, ensuring their applicability to broader youth demographics in Sri Lanka.

A mentored hands-on training model for scaling up implementation and intervention research in India: “connecting the dots”

Despite the high burden of mental disorders in low- and middle-income countries (LMICs), less than 25% of those in need have access to appropriate services, in part due to a scarcity of locally relevant, evidence-based interventions and models of care. To address this gap, researchers from India and the United States and the Indian Council of Medical Research (ICMR) collaboratively developed a “Grantathon” model to provide mentored research training to 24 new principal investigators (PIs). This included a week-long didactic training, a customized web-based data entry/analysis system and a National Coordination Unit (NCU) to support PIs and track process objectives. Outcome objectives were assessed via scholarly output including publications, awards received and subsequent grants that were leveraged. Multiple mentorship strategies including collaborative problem-solving approaches were used to foster single-centre and multicentre research. Flexible, approachable and engaged support from mentors helped PIs overcome research barriers, and the NCU addressed local policy and day-to-day challenges through informal monthly review meetings. Bi-annual formal review presentations by all PIs continued through the COVID-19 pandemic, enabling interim results reporting and scientific review, also serving to reinforce accountability. To date, more than 33 publications, 47 scientific presentations, 12 awards, two measurement tools, five intervention manuals and eight research grants have been generated in an open-access environment. The Grantathon is a successful model for building research capacity and improving mental health research in India that could be adopted for use in other LMICs.

Pragmatic fidelity measurement in youth service settings.

Fidelity measurement is critical for developing, evaluating, and implementing evidence-based treatments (EBTs). However, traditional fidelity measurement tools are often not feasible for community-based settings. We developed a short fidelity rating form for the Collaborative Problem Solving (CPS) approach from an existing manualized coding system that requires extensive training. We examined the reliability and accuracy of this short form when completed by trained observers, untrained observers, and self-reporting providers to evaluate multiple options for reducing barriers to fidelity measurement in community-based settings. Community-based treatment providers submitted recordings of youth service sessions in which they did, or did not, use CPS. For 60 recordings, we compared short-form fidelity ratings assigned by trained observers and untrained observers to those provided by trained observers on the manualized coding system. For 141 recordings, we compared providers' self-reported fidelity on the short form to ratings provided by trained observers on the manualized coding system and examined providers' accuracy as a function of their global fidelity. The short form was reliable and accurate for trained observers. An assigned global integrity score and a calculated average of component scores on the short form, but not component scores themselves, were reliable and accurate for observers who had CPS expertise but no specific training on rating CPS fidelity. When providers self-reported fidelity on the short form, their global integrity score was a reliable estimate of their CPS integrity; however, providers with better CPS fidelity were most accurate in their self-reports. We discuss the costs and benefits of these more pragmatic fidelity measurement options in community-based settings.

Enhancing Innovation and Creativity Amongst Trainees in Psychiatry: Linking the Clinical Practice, Academic, and Social Experiences

AimsIn the face of constant and rapid changes in the landscape of medical practices especially psychiatry, innovation and creativity are essential competencies for all trainees to remain future-proof and competent in facing the future healthcare-related challenges. Recognising this, the General Medical Council (GMC) has highlighted the need for trainees to undertake any form of quality improvement initiatives to improve patients’ care, which trainees can struggle with. This article is aimed to share the authors reflective experience on how to improve their creativity during their training in psychiatry.MethodsThis is a self-study based on the authors’ personal reflections on experiences on promoting innovation and creativity in academic and non-academic work.ResultsOne of the beginning points of learning how to be creative is to learn from others on how to formulate a question that can be answered using research. It can be achieved by reading journals, attending conferences, and watching up-to-date webinars. By modelling others, their ideas can be translated to local practice through adaptation which essentially involves the process of innovative work. Once a person has become more adept in asking questions, deliberate observation in clinical practice helps to consolidate creativity and ideas. With an appropriate level of curiosity, everyone's experience can potentially be transformed into research questions. Effort needs be invested to review available literatures. This will help to construct a clear picture of what is available and what is the gap that has yet to be filled in, i.e., the opportunity of improvement through innovation and creativity. Working in groups allows collaborative problem-solving approaches, which is a good platform to spark new ideas. It is common to encounter obstacles and pitfalls where perseverance is crucial as a trainee can explore alternative ways of problem-solving, which again is a source of innovation.ConclusionFrom the experience of the authors, a broad-based creative exploration is helpful at the initial stage and further narrowing of focus once a creative idea has taken off is important to ensure the vision of a project is achieved. Erich Fromm once said creativities requires the letting go of certainties. The core nature of psychiatry, i.e., the uncertainties is not a limitation but an opportunity to be capitalised. Rather than telling ourselves what is not possible, ask the question of “how can I do this differently”.

International Research Collaboration During the Pandemic: Team Formation, Challenges, Strategies and Achievements of the African Translational Research Group

This paper discusses multidisciplinary international research collaboration team formation during the COVID-19 pandemic, challenges faced, strategies adopted, achievements and dynamics in the implementation of research on Coronavirus disease-2019 (COVID-19), by the African Translational Research Group (ATReG). The paper also discusses the lessons learnt and future opportunities for global collaborative research. In-depth virtual interviews were conducted with consenting members of ATReG. Questions were designed to provide rich, deep, and insightful opinions, lived experiences and perspectives of ATReG group members on group formation, challenges, strategies and achievements. Interview data was transcribed and analysed thematically, and the results were presented with important quotations presented. The ATReG consisted of English ( n = 13) and French ( n = 1) speaking sub-Saharan African (SSA) researchers who specialise in public health, epidemiology, optometry, information technology, supply chain management, psychiatry, community health, general medical practice, nutrition and biostatistics. Most members of the group reported an informal but well-coordinated structure of the group. Formed during the pandemic, all group meetings were held online, and many members are yet to meet each other in person. The group collected data from Africans and published 10 peer reviewed journal articles on COVID-19 within two years. It presented in international conferences, engaged with the media and the public and was awarded a national competitive funding in Nigeria all of which which contributed to career progression and academic promotion of some members. There have been challenges in sustaining the research collaboration and maintaining productivity. Challenges include difficulties meeting deadlines and obtaining funding for research activities. However, these challenges have been addressed through a collaborative problem-solving approach. The study found the need for operational and methodological flexibility, centralised coordination, and established funding sources as being essential for long term sustainability and performance of the group. The ATReG’s objective of providing useful data on COVID-19 and generating useful knowledge about COVID-19 in SSA has been achieved. In such a multi-disciplinary international collaborative team relaiant on the online medium to operate, the experiences and challenges can be a model for learning for researchers intending to form international multidisciplinary collaborative groups. Nonetheless, there are still many important areas of research which ATReG will continue to pursue.

Collaborative creativity among undergraduate students as game creators during gamification in a university-wide elective course

Collaborative creativity is an essential skill for unleashing university students’ skills in team building during complex problem-solving. The aim of this descriptive quantitative research was to examine undergraduate students’ perspectives regarding their collaborative creativity experience as game creators for a gamification group assignment within a university-wide elective course on learning disabilities. The Assessment Scale of Creative Collaboration (ASCC) questionnaire was completed by 14 students. The results provide insightful perspectives by undergraduate students regarding their experience in collaborative creativity during game creation. The findings from the closed-ended questions of the ASCC demonstrate that most of the students valued the diversity of knowledge and skills of their team members, shared different ideas, adapted their ideas and practices according to the project difficulties, trusted their team members, co-constructed the game together, overcame conflicts in positive ways, developed multiple versions of their game, and coordinated well for their team project. Data from the open-ended questions of the ASCC, which provided detailed but nuanced perspectives of the students, were analysed thematically. Three main themes were identified: the positive aspects of gamification, the constraints related to the gamification project, and teamwork and collaborative problem-solving approaches. This study provides evidence on the feasibility of game creation that is embedded within gamification group projects for fostering collaborative creativity among undergraduate students. Gamification has the potential in supporting the acquisition of 21st century learning and innovation skills in higher education. Implications of the application of gamification in higher education are discussed.

The Effect of Blended Learning with a Collaborative Problem Solving Approach on Students' Cognitive Learning Outcomes and Collaboration Skills in Science Learning

This research aims to determine the effect of blended learning with a collaborative problem-solving approach on students' cognitive learning outcomes and collaboration skills in science learning. This research is a quasi-experimental method using posttest-only control group design with a cluster random sampling technique. Data were obtained from the posttest scores and observation sheets. Using t-test calculation analysis, the results showed that there was a significant effect on the cognitive learning outcomes of experimental class students in the form of a significant increase after learning using blended learning with a collaborative problem-solving approach (t count = 3.908 with a significance level of 5% dk = 62). The results of the experimental class collaboration skill observations show one indicator is in the “very good category”, and four indicators are in the “good category”, while in the control class there is only one indicator that is in the “good category” and four indicators are in the “bad category”. The results show that there is a significant effect of blended learning with a collaborative problem-solving approach on students' collaboration skills.

THE INFLUENCE OF DESIGN THINKING ON OPEN INNOVATION

Design thinking has gained popularity in the corporate context. It has already proven to be a valuable approach to problem-solving within an organisation, but research has neglected its impact on external partnerships. Since most researchers use qualitative research designs, there is little quantitative empirical evidence on design thinking. This study applies a multi-informant survey design that considers the project and the organisational level. Based on 212 projects in 78 companies, we examine the relationship between design thinking and the external collaboration quality and overall project success. Further, we evaluate structural, cultural, and task-related contingencies. Our results suggest that design thinking as a collaborative and empathic problem-solving approach strengthens external collaboration quality enhancing overall project success. Team continuity positively moderates this relationship. This study contributes to the existing literature in design thinking and open innovation by proposing the design thinking methodology as a valuable approach in inter-organisational relationships.

A collaborative experiential problem-solving approach to develop shams for complex physical interventions: a case study of dry needling

ObjectiveComplex physical interventions are widely used in physiotherapy, despite doubts over the validity of clinical trial results due to lack of credible shams. Credible shams are critically needed, so too, therefore, is a process by which they can be developed. The authors used a novel methodology to develop and test blinding protocols for dry needling, a complex physical intervention for which blinding is particularly difficult. DesignThe research design was a practical three-day workshop influenced by Participatory Action Research, which uses iteration and reflection to solve a problem. ParticipantsFive multidisciplinary experts (researchers, clinicians, technician, magician) were invited. Healthy volunteers (‘recipients’, n=17) and accredited physiotherapists (n=6) were recruited to enable testing of blinding strategies. Main outcome measuresPrimary outcomes were expert opinion on the potential to blind recipients/therapists for (1) individual blinding strategies, and (2) entire blinding protocols. Secondary outcomes included recipient/therapist blinding effectiveness and acceptability. ResultsExperts iteratively developed 11 blinding protocols involving 22 blinding strategies. Experts rated 18 of the blinding strategies to ‘definitely have potential’ and identified four categories: knowledge of the sham, clinical interaction, disinformation, and sensation. Recipient and therapist blinding became more successful as the protocols evolved. ConclusionsCredible shams capable of simultaneous recipient and therapist blinding have been regarded to be impossible in dry needling. The preliminary success of the devised protocols suggest that our novel approach may be a crucial step in sham development. Improvements in expert rankings and blinding effectiveness as the protocols progressed support the value of this workshop approach.

Three positive approaches to school discipline: Are they compatible with social justice principles?

Aims:Maintaining order is a fundamental task for teachers in the classroom. Historically, some form of punishment has been the common response to undesirable behaviour. However, over the past two and a half decades, a different approach to classroom management, sometimes labelled ‘positive discipline’, is being increasingly adopted by schools. This approach focuses on positive reinforcement rather than punishment, proaction rather than reaction, and collaboration rather than top-down decision-making. As such, there is resonance with social justice principles.Method:Three prominent positive approaches to classroom behavioural management are identified: Restorative Practices (RP); Positive Behavioural Intervention and Support (PBIS); and Collaborative and Proactive Solutions (CPS). The three approaches are described, compared, and evaluated. The extent to which they reflect an orientation toward social justice is then considered.Findings:Inherent in all three models is a more theoretically-informed approach to behaviour management in schools. The models share a number of similarities, such as a collaborative problem-solving approach and reducing or eliminating traditional punishments. Several differences between the three approaches are also identified.Limitations:There are differing amounts of evidence for each approach and this is also gathered from different contexts. For example, PBIS is more widely used in the United States than in the United Kingdom. This makes it difficult to conduct a direct comparison between the three models.Conclusions:Although there are differences between the models, all three have evidence about their effectiveness and adopt an orientation to behaviour management that is considerably more socially just than the traditional, punishment-oriented approach.

A whole city approach to mass casualty planning

Traditionally, the response to mass casualty incidents has focused on the front line. However, effective management of these incidents relies on the seamless coordination of emergency, municipal and community services activities. The coordinated, complex planning required for response and recovery requires a holistic planning perspective, extensive engagement and collaborative problem-solving approach. This case study looks at the challenges, opportunities and solutions encountered by the Calgary Emergency Management and Calgary Police Service in its collective planning process for mass casualty incidents. The intent of Calgary’s mass casualty incident plan is to provide an overarching framework to outline how all of the individual organisational plans come into effect to provide comprehensive response and recovery efforts. It does not provide an in-depth look at the frontline emergency services response, but rather looks at how these critical efforts can work in conjunction with a range of additional municipal, private and non-governmental agencies to provide for the full spectrum of needs victims, families and the community will have during and following a mass casualty incident.

A Collaborative Problem-Solving Approach to Improving District Attendance Policy

Collaborative problem-solving research approaches have the potential to support improvement in educational policy and practice beyond instruction, by facilitating the development of a shared understanding of complex problems and creating social structures where district, community, and research partners can work together to solve them. This study investigates how findings from a developmental evaluation of a district attendance initiative were incorporated into the initiation process of a networked improvement community to create a shared narrative about how members conceptualized the problem of absenteeism and how they should adapt their levers to better align to that problem. The developmental learning process created an infrastructure within which district leaders and community partners could develop a partnership culture that facilitated change in policy. This study suggests the need to revisit the assumptions that have driven non-instructional improvement efforts and highlights the potential of collaborative problem-solving to strengthen the implementation of district reforms.

Family dispute resolution and access to justice in Australia

AbstractThe context of this paper is the several innovative reforms since the Australian government changed the family-law system more than forty years ago with the enactment of the Family Law Act 1975 (Cth). Whilst no-fault divorce was introduced over four decades ago, the watershed effect of replacing a blaming culture with a collaborative problem-solving approach to family disputing has provided a stepping stone for a progressive pathway to less adversarialism in family conflict. This narrative resonates throughout the family-law system today. It also continues to guide the justice discourse in family matters. This paper focuses on developments in the family-law system canvassing several legislative amendments that demonstrate the use of alternative dispute resolution (ADR) as a means of improving access to justice in relation to family disputes in Australia. It is argued that, in the family-law system, justice and ADR are inextricably linked. In support of this contention, the growth, development and evaluation of family dispute resolution is considered; access to justice issues that arise are highlighted. Finally, it reviews ramifications for the future considering recommendations from the recent inquiry into the family-law system.

Reducing seclusion and restraint in a child and adolescent inpatient area: implementation of a collaborative problem-solving approach.

The aim of this study was to determine whether implementation of a collaborative problem-solving approach would be associated with a decrease in seclusion and restraint in a child and adolescent inpatient unit. A collaborative problem-solving (CPS) approach was implemented. Seclusion and restraint, length of treatment, clinician- and patient/parent-rated outcomes and staff utility and acceptability were surveyed pre and post implementation. The number of restrictive events significantly decreased, including full restraint, partial restraint and seclusion. Length of treatment and routine clinician-rated outcome measures remained consistent. Patient or parent-rated outcomes showed greater reduction post implementation. Despite some initial scepticism, the staff found this approach useful. A CPS approach was successfully implemented, and in this naturalistic study was associated with a significant decrease in seclusions and restraints.

Collaborative Problem Solving reduces children's emotional and behavioral difficulties and parenting stress: Two key mechanisms.

This study aimed to evaluate the effectiveness of the Collaborative Problem Solving (CPS) approach in home-based family therapy and to explore two hypothesized mechanisms of change. Sixty-seven families with children aged 3-12 years old completed a 12-week home-based CPS treatment program. Parent-report measures were completed pre- and post-intervention, including measures on parents' fidelity of using CPS, parents' empathy, children's executive functioning, children's behavioral difficulties, and parenting stress. There were significant reductions in children's behavioral difficulties and parenting stress, and significant improvements in children's executive functioning and parents' empathy. These improvements were greatest for parents who had the greatest fidelity to CPS. Improvements in children's executive functioning and parents' empathy mediated the relationship between parents' CPS fidelity and outcomes. These results provide evidence that home-based family treatment with CPS may achieve positive child and family outcomes by building children's executive function skills and improving parents' empathy.

Supporting Twenty-First Century Competencies Using Robots and Digital Storytelling

Design thinking is a collaborative problem-solving approach that fosters innovation and communication by enhancing learners’ creative thinking abilities. This article discusses the use of domains identified by the Framework for 21st Century Learning (P21 Framework) to conduct a qualitative, exploratory case study to identify design thinking attributes perceived to be instrumental in building students’ capacity for communication, collaboration, critical thinking, and creativity using robots and digital storytelling. The purpose of this study was to understand how students perceive the use of robots to help them build these 21st century competencies and to help identify practical implementation strategies for teachers interested in using robots to support 21st century skills. Sixteen students in a three-week summer camp were grouped and used Sphero Bot robots to design and build an interactive story using the robots as characters. Data collected included classroom observations, student reflections, and student-created artifacts. The P21 Framework recognizes three domains related to design thinking, identified as major contributors to authentic learning, adaptive critical thinking, and new media literacies. This case study addresses two domains relevant to using robotics and digital storytelling within this bounded case, (a) learning and innovation skills and (b) information, media, and technology literacy skills. Five student competencies within these two domains provided the conceptual framework used as a foundation to facilitate reliability of this research. The results of the current study indicate that using robots in this manner to build an interactive story sparked engagement in coding and digital storytelling, offered an authentic context applying design thinking to build 21st century competencies, and encouraged participants to further explore their newly developed skills.

생명과학 수업에서 협력적 문제해결 학습이 중학생의 의사소통 능력에 미치는 영향

The purpose of this study is to devise and apply a teaching and learning program in the form of life science Collaborative Problem Solving (CPS) to middle school students to find out how collaborative problem solving learning affects their communication ability. For this purpose, we devised a life science teaching and learning program for middle school student in the form of collaborative problem solving and analyzed the effect on middle school student’s communication ability by applying a devised teaching and learning program. A teaching and learning program has been developed in the section of life sciences ‘Biodiversity’ of middle school based in Nelson’s Collaborative Problem Solving (CPS) approach. Experimental group conducted a collaborative problem solving teaching and learning program, and control group conducted direct teaching method based on textbooks and cooperative learning by group. A total on ten-time teaching and learning programs consist of three problems or projects scenarios. (1) Let’s become Charles Darwin and find out the secret of the Finchy’s beak!, (2) Let’s decorate the special exhibition room with the theme of ‘The Life on Earth!’, (3) Avengers to protect world wide biodiversity - Earth Guard!. Results of life science academic achievement assessment, there was no significant difference between the experimental group and the control group. Also, the comparison of the communication ability of the two groups showed that the average score of the experimental group was significantly higher in terms of their perceiving competency and adapting competency than control group.