Interpersonal Problem-solving Ability Research Articles

Identification of Nurses’ Stress Levels and Interpersonal Problem-Solving Skills

This study aims to identify the stress levels experienced by nurses in providing healthcare services and their interpersonal problem-solving abilities. A cross-sectional design was employed, and data were collected between March and May 2023 via face-to-face interviews with participants who had provided written informed consent. One hundred twenty nurses participated voluntarily in this study by completing the Nurse Information Form, Interpersonal Problem-Solving Inventory, and Nurse Stress Scale. Information gathered indicated that the nurses had an average age of 28.58± 4.92 years, with 82.5% of respondents being female and 64.2% were single. Additionally, 66.7% had a bachelor’s degree, 50.8% had 1-5 years of professional experience, and 79.2% worked on a rotating shift schedule. Furthermore, 73.3 % of nurses chose their profession voluntarily, and 27.5% worked between 46-50 hours per week. The study discovered that nursing professionals have moderate stress levels and interpersonal problem-solving skills.

The interpersonal problem-solving inventory: Development and evaluation in a fourth-grade student sample

Developing interpersonal problem-solving competence hold an increasingly important role in the socialization process during childhood and early adolescence. To assess the interpersonal problem-solving ability, a five-dimensional 44 items scale called "Interpersonal Problem-Solving Inventory for Elementary School Students" (IPSI) was developed. The scale was administered to a 637 fourth grade student sample in Vietnam. Internal consistency of the IPSI scale was tested (CR: 0.86–0.88; ω: 0.81–0.84; α: 0.81–0.84). EFA results suggested two-factor and five-factor solutions. However, CFA results indicated that the theory-driven five-factor model seems to be the better fitting model of the two. The initial testing of the five-factor model showed a moderately good fitting model with acceptable global fit indices (CFI: 0.925; TLI: 0.920; RMR: 0.048; and RMSEA: 0.034). The findings supported the discriminant validity between the five constructs of the IPSI scale without detecting the collinearity problems between the latent multicollinearity constructs. The scores of IPSI has acceptable internal consistency and construct validity. The caution is warned referring to the validation and the applicability of this instrument.

The Effectiveness of Zhu Scalp Acupuncture and Body Acupuncture Therapy Methods on Increasing Intellectual Quotients and Emotional Quotients in Pre-School Children

BACKGROUND: Intellectual Quotients (IQ) is the ability to act purposefully, think rationally, and deal effectively with the environment. Emotional Quotients (EQ) includes empathy, expressing and understanding, feeling, controlling anger, independence, adaptability, liking, interpersonal problem-solving ability, perseverance, solidarity, friendliness, and respect; important for a person's success. Acupuncture therapy with Zhu Scalp and body acupuncture methods can be used to increase IQ and EQ in children.
 AIM: This study was to determine the effectiveness of acupuncture therapy with Zhu Scalp acupuncture and body acupuncture methods on the IQ and EQ of pre-school children.
 METHODS: The research method is a quantitative pre and post-test design with cross-sectional control with a paired T-test. The research sample was pre-school children in Sukoharjo district with a total of 54 respondents. The data collection instrument is a questionnaire for respondent characteristics, IQ test, and EQ measurement using VSMS (Vineland Social Maturity Scale).
 RESULTS: The research results showed chitosan 5%; a combination of chitosan 9% and snail seromucous 50% (ratio 1: 1) is a microbicide against MTB TB patient isolates. Snail seromucous was ineffective as a microbicide against MTB tuberculosis patients.
 The results showed that there was a significant difference in the IQ and EQ levels of children before and after acupuncture therapy using the Zhu Scalp method and body acupuncture with a p-value of 0.000. The results of the N Gain test showed that there are differences in the effectiveness of the Zhu Scalp acupuncture and the body acupuncture method on increasing IQ and EQ in pre-school children.
 CONCLUSION: The Zhu Scalp acupuncture method is more effective than the body acupuncture method to increase IQ and EQ of pre-school age children, which can be applied in the management of acupuncture therapy to improve child development.

ĐÁNH GIÁ THỰC TRẠNG NĂNG LỰC GIẢI QUYẾT VẤN ĐỀ TRONG TƯƠNG TÁC LIÊN CÁ NHÂN CỦA HỌC SINH LỚP BA

Problem-solving ability is one of the core common competencies which is necessary to be formed at an early age for primary school students. The survey results on 437 third grade students at some primary schools in 4 provinces including Hanoi, Hai Phong, Hue, and Ho Chi Minh City showed that the majority of surveyed children have the level of expression of interpersonal problem-solving ability at medium and low. There is a difference in the level of expression of interpersonal problem-solving ability by gender, but this difference is insignificant and not statistically insignificant. The paper also points out some factors (including subjective and objective) that could affect the interpersonal problem-solving ability of 3rd school students in particular and elementary students in general. The article also points out a number of factors (both subjective and objective) that have a certain influence on the interpersonal problem solving ability of students in grade 3 as well as some limitations and directions for further research.

Interpersonal Problem-solving Skills Analysis: 5–8 Years Old Children’s Different Variables

This study evaluates the interpersonal problem-solving abilities of 5-8 years old children in terms of different variables. The differentiation of interpersonal problem solving skills of 5-8 years old children attending preschool and 1st grade of primary school according to the demographic characteristics (child's gender, parents’ age, parents' education, parents’ occupation) was investigated. From among the quantitative research methods the survey model was employed. The research study group is composed of 5-8 years old children during the 2020-2021 school year in independent kindergarten, preschool and the first two grades of primary school, which are affiliated with the Directorate of National Education in Ercis District of Van-Turkey. The data of the research was collected by the “Personal Information Form” developed by the researcher and the “Child Interpersonal Relations and Attitudes Assessment (CIRAA)” developed by Holliman (2010) which was adapted to Turkish after being tested for validity and reliability. 452 children were subjected to the “Child Interpersonal Relations and Attitudes Assessment (CIRAA)” and “Personal Information Form” during the data collection process. Materials in the scale were directed to only one of the parents of 452 children and the answers given were marked. According to the research results, children’s interpersonal problem-solving abilities differ significantly in terms of gender as a variable. It has been observed that the interpersonal problem-solving abilities of children differs significantly in terms of the occupation of the father, as well as the the age and education level of the mother. In subsequent studies, comparative studies are recommended, together with the measurement tools applied by children.

Context-Specific Interpersonal Problem-Solving and Suicidal Thoughts and Behaviors.

Background: Interpersonal problem-solving difficulties constitute a suicide risk factor that may be particularly relevant among college students. Most studies have examined general interpersonal problem-solving; however, context-specific abilities may have greater clinical implications. Aim: This study examined whether individuals with and without a history of suicidal thoughts and behaviors differed in context-specific interpersonal problem-solving. Method: Undergraduate students (n = 112) completed a brief interview and interpersonal problem-solving tasks with positive (e.g., initiating romantic relationship) and negative (i.e., physical revenge) resolutions. Results: Individuals with a history of suicide ideation generated more effective solutions and more alternatives in the negative-resolution scenario; no significant differences were identified for the positive-resolution scenarios. No group differences were found based on suicide attempt status. Limitations: Our results do not account for the mechanisms that influence problem-solving abilities in negative-resolution scenarios. Conclusion: Clinical efforts may benefit from targeting the translation of interpersonal problem-solving abilities to situations with positive resolutions.

Development and preliminary evaluation of the interpersonal problem-solving inventory for elementary school students.

Several inventories have been developed to assess social problem-solving. However, these instruments originally developed for adult or adolescence and do not capture the full range of main interpersonal relationships over which elementary students resolve daily life interpersonal problems and apply elementary-age typical responses. Therefore, the development of a valid scale to measure interpersonal problem-solving ability in elementary school students is warranted. This study aimed to develop and perform a preliminary psychometric evaluation of an interpersonal problem-solving inventory for elementary school students (IPSIE). The IPSIE was administered to elementary student samples that consist of 516 Vietnamese elementary school students in grades 3-5. This study examined the reliabilities of International problem behaviour (IPB) and interpersonal problem-solving inventory (IPSI) as well as the construct validity of IPSI. The construct validity of IPSI was investigated by using exploratory factor analysis (EFA) to explore the emerging factor structure of the data. The confirmatory factor analysis (CFA) was utilized to fit the data. The reliabilities of IPB and IPSI were assessed by calculating internal consistencies (Cronbach's α=0.79 vs. 0.90, McDonald's ω=0.79 vs. 0.82). The EFA results suggested that the IPSI has two-factor structure. The CFA was reexamined to define theory-driven five-factor structure of the IPSI's data. The CFA findings indicated that the scores of IPSI have the five-factor structure as expected with acceptable global fit indices (CFI: 0.943, TLI: 0.939, RMSEA: 0.030, and RMR: 0.046). The concurrent validity of IPSI was tested by calculating correlations between the IPSI and SPSI-R scores (r=.667) and the IPSI and SPSTE-A scores (r=.482). These finding figures suggest that overall the scales of IPSIE are well-functioning measures with good psychometric properties. Caution and limitations of IPSIE are discussed. Future study and possible applicability are suggested.

The Interpersonal Problem-Solving Measure for Elementary School Students: Development and Preliminary Evaluation in a Third Grade Student Sample

Interpersonal problem-solving ability takes an increasingly important role in the socialization process during childhood. This paper describes the development and preliminary evaluation of the interpersonal problem-solving inventory for elementary school students (IPSI). The IPSI is a process measure structured into five subscales: Positive problem-solving behavior; Negative problem-solving behavior; Rational problem-solving behavior; Impulsive behavior; and Avoidance behavior. The scale was administered to a Vietnamese elementary student sample that consists of 437 third grade students (M = 8.67, SD = 0.47). The reliability of the tool was reported by calculating internal consistencies (Cronbach’s α = .88; McDonald’s ω = .85). The construct validity of IPSI was investigated by using exploratory factor analysis (EFA) to explore the emerging factor structure of IPSI on the first data set. The confirmatory factor analysis (CFA) was performed on the second data set to define theory-driven five-factor structure of IPSI in comparison with any structure emerged from EFA. The CFA findings indicated that the data verified the theory-driven five-factor model of IPSI. The initial testing of the five-factor model showed a moderately good fitting model with four of the five global fit indices (χ2/df = 1.274 < 2, p < .001; CFI: .930; TLI: .926; GFI: .842; and RMSEA: .032 < .05). The results suggest that the scores of IPSI justified adequate internal consistencies and construct/concurrent validities. The IPSI can assess interpersonal problem-solving skills in elementary students. Caution is recommended pertaining to the preliminary evaluation in a Vietnamese third grade student sample.

Mediating effect of ego-resilience in relation with self-differentiation and interpersonal problem-solving ability of child

Mediating effect of ego-resilience in relation with self-differentiation and interpersonal problem-solving ability of child

The Effect of Cooperative Activities based on Global Citizenship Education (GCED) upon Children’s Social Competence and Interpersonal Problem Solving Abilities

The Effect of Cooperative Activities based on Global Citizenship Education (GCED) upon Children’s Social Competence and Interpersonal Problem Solving Abilities

교사-유아 상호작용과 유아의 조망수용능력 및 대인문제해결 능력 간의 관계

The purpose of this study was to analyze associations between teacher-child interactions and children"s perspective taking and interpersonal problem-solving abilities. Participants were forty four-year-old children and twenty teachers. To look into the interactional quality, one-to-one play interaction between teacher and child was observed and vignettes with pictures were used to examine children"s perspective taking and interpersonal problem-solving abilities. The results were as follows: First, the interaction assumed that teachers and children interacted mutually and had relationships with each other, but this was not in perfect balance, and the participation was not equal. While interacting, teacher and child shared mostly positive and neutral emotion. Second, the reciprocity and sharing of emotion in interactions correlated with the children"s perspective-taking and interpersonal problem-solving abilities. Reciprocity correlated with emotional perspective-taking ability, and unshared emotions correlated with cognitive perspective-taking ability. Shared neutral emotion correlated with responses of positive and negative problem-solving strategies, and unshared emotion correlated with no strategy for problem solving.

The Effects of Emotional Intelligence Education Program on Interpersonal Problem-Solving Ability of Students in Elementary Class

The Effects of Emotional Intelligence Education Program on Interpersonal Problem-Solving Ability of Students in Elementary Class

Interpersonal Problem Solving Abilities of Students of Professional Education Faculty Dressing Programme of Selcuk University

In this study, interpersonal problem solving abilities of the teachers educated in Professional Education Faculty Dressing Programme of Selcuk University according to various parameters were investigated. 328 students formed the samples for the investigation. Used to collect data first form is personal information form for determining the socio demographic properties of students, and the second form is “Interpersonal Problem Solving Inventory” developed by Cam, Tumkaya and Yerlikaya (2009). SPSS programme was used for evaluating data obtained from measurement tool. In the statically analysis, arithmetical mean, standard deviation and t-test are applied according to the sub-problems of research and position of variations. According to the findings taken from the research, the result is that the nominees of dressing teacher of Professional Education Faculty do not have sufficient ability of interpersonal problem solving and interpersonal problem solving ability does not differ in terms of some variants.

Cognitive style and pleasant activities among female adolescent suicide attempters.

Cognitive style and pleasant activities of 77 suicide-attempting female minority adolescents were compared with those of 2 groups of non-suicide-attempting female minority adolescents, 39 who were psychiatrically disturbed and 23 who were nondisturbed. Suicide attempters differed from other groups, even when depression and IQ were statistically controlled. They reported significantly fewer alternatives for solving interpersonal problems, were significantly more focused on problems, and were more likely to report a wishful thinking style of coping in stressful situations than were members of the nondisturbed comparison group. Across groups, depression was associated with significantly more dysfunctional attributions. Interpersonal problem-solving ability and attributional style best distinguished the suicide attempters. Results suggest using different cognitive-behavioral interventions with depressed and nondepressed minority female adolescent suicide attempters.

Cognitive style and pleasant activities among female adolescent suicide attempters.

Cognitive style and pleasant activities of 77 suicide-attempting female minority adolescents were compared with those of 2 groups of non-suicide-attempting female minority adolescents, 39 who were psychiatrically disturbed and 23 who were nondisturbed. Suicide attempters differed from other groups, even when depression and IQ were statistically controlled. They reported significantly fewer alternatives for solving interpersonal problems, were significantly more focused on problems, and were more likely to report a wishful thinking style of coping in stressful situations than were members of the nondisturbed comparison group. Across groups, depression was associated with significantly more dysfunctional attributions. Interpersonal problem-solving ability and attributional style best distinguished the suicide attempters. Results suggest using different cognitive-behavioral interventions with depressed and nondepressed minority female adolescent suicide attempters.

Assessing the impact of a culture-general assimilator

A modified version of a culture-general assimilator designed to prepare sojourners for experiences in a wide-range of cross-cultural settings, is analyzed for impact on knowledge gain, as well as behavioral and affective change. Twenty-eight adolescent international exchange students representing 14 countries and hosted by AFS New Zealand for a period of one year received culture-general assimilator training soon after their arrival in the host country. Twenty-two students comprising the control group received traditional AFS New Zealand orientation. Results indicated that trained individuals were better able to identify dynamics which mediate cross-cultural interaction and adjustment; were better able to apply those concepts to their intercultural interactions; were better adjusted as determined by responses on the Culture Shock Adjustment Inventory; and were more efficient in their interpersonal problem-solving ability as determined by responses on the Means-Ends Problem-Solving test.

Social interaction in the peer group: Relationship to perceptions of parenting and to children's interpersonal awareness and problem-solving ability

The rates at which 56 preschoolers dispensed positive and negative behaviors toward peers were recorded during classroom free play. The Borke Empathy Scale and the Preschool Interpersonal Problem-Solving Test were administered to the children. The children's mothers and fathers were asked to complete the Iowa Parenting Inventory. Analyses focused on the association between parental modes of functioning and children's peer-group behaviors, and on the association between peer-group behavior and interpersonal awareness and interpersonal problem-solving ability. The analyses indicated that maternal involvement and reasoning guidance and paternal reasoning guidance were significant predictors of children's positive behaviors directed at peers. Maternal reasoning guidance showed an inverse relationship with negative behaviors directed at peers. Interpersonal awareness, but not problem-solving ability, was an effective predictor of behavior with peers. The data reflect the need to examine peer-group social competence from a multifaceted perspective. Implications of the findings for the development of intervention strategies and parent-teacher relations are suggested.

Children’s Social and Academic Competence

Interpersonal problem-solving ability (IPS), assertiveness, and self-esteem were assessed for 128 boys and 113 girls in fourth to sixth grades and related to competence with peers, teachers, and academic subjects. A sub-packet factor analysis and a correlational analysis of children’s scores on IPS, assertiveness, and self-esteem revealed assertiveness as a distinct factor with considerable overlap between IPS and self-esteem. Significant positive correlations were found between each factor and grade point average, teacher ratings of comportment, and observations of classroom behavior, but not peer status. These results suggest further research in two areas: (a) the domain specificity of social competence, and (b) analysis of individual children’s profiles of skill deficits and strengths.

Intellectual impairment in alcoholics: persistent issues.

Intellectual impairment in sober intermediate stage alcoholics has been well established. However, a number of persistent issues remain to be explored. Three of the most important concern 1) variability in cognitive-perceptual functioning in samples of alcoholics, 2) differential vulnerability of cognitive-perceptual functions to alcohol abuse and 3) the relationship of cognitive-perceptual impairment to treatment behaviour and benefit. Consideration of these issues resulted in the following conclusions. There is a substantial minority of alcoholics who do not manifest impairment on any given cognitive test. Variability of findings with different samples of alcoholics may be, in part, a function of family history of alcoholism and/or severity of alcoholism. Verbal and rote learning functions are less sensitive to alcohol abuse than non-verbal, or complex verbal, abstracting/problem-solving skills. Alcoholics' impersonal and interpersonal problem-solving abilities are both impaired but appear to be uncorrelated. Impairment in cognitive-perceptual functioning in alcoholics does predict therapists' ratings of treatment behaviour and benefit.

Interpersonal problem-solving ability and sociometric status in elementary school children

The relationships among a measure of problem-solving ability, school grade level, and interpersonal functioning as assessed by sociometric measures were investigated. Previous research has shown these relationships to be significant but the reliability and validity of the problem-solving measures used have been seriously questioned. This study attempted to replicate previous findings while using a reliable and valid measure of interpersonal problem solving. Two sociometric measures were administered to 463 second-, fourth-, and sixth-graders from which 179 pupils were sociometrically identified as populars, rejecteds, neglecteds, and controversials. These subjects were subsequently administered the Purdue Elementary Problem Solving Inventory. Dunn's multiple comparison procedure was used to analyze the existing relationships among grade levels and among sociometric categories. Statistical analysis revealed significant differences in interpersonal problem-solving ability among grade levels but no significant differences were found among sociometric categories. The implications of the findings for social skills training are discussed.