Interpersonal Problem-solving Skills Research Articles

Interpersonal problem-solving competency: Review and critique of the literature

Interpersonal problem-solving skill has been identified as one subset of socially competent behavior which is highly correlated with, and predictive of, successful life adjustment. The present paper reviews the theoretical and research-based evidence underlying cognitive/behavioral interpersonal problem-solving training. Current assessment strategies, treatment techniques, and the methodological shortcomings in the existing literature are critically evaluated. The assessment and treatment implications which extend from the review are discussed and suggestions for future research directions are offered.

Interpersonal problem-solving skills of retarded and nonretarded children

Interpersonal problem-solving skills of 17 mildly mentally retarded and two groups of nonretarded subjects (Ns = 30) matched on mental age (MA) and chronological age (CA) were assessed, utilizing a series of hypothetical problem-solving situations. Results indicated similarities between mentally retarded subjects and MA-matched nonretarded subjects both in types and number of strategies produced. Nonretarded CA-matched subjects, on the other hand, exhibited a wider range of problem-solving strategies and increased use of strategies thought to reflect higher levels of social understanding.

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.

Problem-solving deficits in depressed children, adolescents, and adults

Recent research has emphasized the importance of interpersonal problems with depression. It has been hypothesized that deficits in interpersonal problem-solving skills may account for many of these problems. Three studies that examined the relationship between problem-solving skills and depression are reported. Problem-solving skills among children, adolescents, and adults were assessed by the Means-Ends Problem Solving Test. Contrary to prediction, there were no differences in problem-solving skills between depressed and nondepressed groups; these findings were consistent across each age group. The external validity of such paper-and-pencil measures of problem solving is questioned; it is suggested that future research focus on how depressed individuals solve real-life problems.

Interpersonal problem-solving skills training with aggressive young children

The purpose of this study was to evaluate the efficacy of an interpersonal problem-solving training program with aggressive young children. There were 13 children in the experimental group and 11 children in the contact control group. Both experimental and contact control group children were evaluated at pretest, posttest, and follow-up on the Behavioral Interpersonal Problem Solving Test (BIPS). Experimental group subjects were exposed to the interpersonal problem-solving skills training program for 50 training sessions. The contact control group participated in reading-story sessions during the same time period. Results and discussion reflect the efficacy of the training procedure and the nature of the change in interpersonal problem-solving behavior in aggressive young children.

Interpersonal Problem-Solving Skills and Depression-Proneness

This study assessed the relationship between interpersonal problem-solving skills, as measured by the Means-Ends Problem-Solving Procedure (MEPS), and depression-proneness, as measured by self-ratings of the frequency, duration, and severity of past depressive episodes. Results were consistent with predictions generated by interpersonal theories of depression. University students with poor interpersonal problem-solving skills were more depression-prone than students with good interpersonal skills. Partial correlations controlling for subjects' current level of depression did not diminish this relationship.

Preventing Adolescent Pregnancy:

The relationship between 3 generic interpersonal problemsolving skills and contraceptive use was explored through interviews with 283 teenage girls living in Philadelphia. Contraceptive users had the highest scores and pregnant girls the lowest on measures of the ability to plan the steps to reach a goal and the ability to generate alternative solutions to interpersonal problems. Some problemsolving skills were also positively related to the ability to articulate problems with the pill and to the ability to give specific as opposed to general reasons for selecting a method of birth control. These findings provide a rationale for expanding prevention programs to include training in interpersonal problemsolving. (authors)

Emotional and Social Problem-Solving Thinking in Gifted and Average Elementary School Children

Summary Matched populations of intellectually gifted and average elementary aged children were administered measures of social and emotional problem-solving thinking to examine the theoretical notion that, after age 11, cognitive development, and cognitive problem-solving skills development are interrelated, with development in one area facilitating the others. An analysis of the Means-Ends Problem-Solving scores of both groups supports the notion that a high level of cognitive development does play a role in advanced interpersonal and intrapersonal cognitive problem-solving skill development. The intellectually gifted child appears to have advanced cognitive ability, especially at an age when formal operational abstract thinking is possible.

Assessing social competencies in lower income preschool children

This study examined social competencies in 4-year-old, lower income, nonwhite preschool children in a replication of work by Shure, Spivack, and Jaeger. Age differential interpersonal cognitive problem-solving skills were investigated, i.e., ability to generate alternative solutions to interpersonal problems, consequential thinking, and school achievement as they relate to behavioral adjustment ratings by teachers and independent observers. A teacher's rating of a child as aberrant or adjusted predicted an independent observer's rating of that child in a naturalistic setting. Children who were rated as adjusted by their teachers had significantly higher scores on an achievement inventory than those children who were rated aberrant, but the study did not find the predicted relationship between problem-solving thinking and adjustment.

Interpersonal problem solving: An intervention program for preschool children

The purpose of the present study was to evaluate the effectiveness of an intervention program designed to train preschool children in interpersonal problem solving skills. Forty preschool age children were randomly assigned to an experimental or control group. Experimental subjects were trained in interpersonal problem solving skills for ten weeks, four days per week, for a total of 10–13 hours. Problem-solving skills were assessed at pretest, posttest, and three months after training was completed. Seventy-eight percent of the children who participated in pretest and posttest were tested at follow-up. Results indicated that the experimental group, compared to the control group, showed a significant increase in both cognitive—verbal and behavioral interpersonal problem-solving skills from pretest to posttest and that these changes were maintained at follow-up testing. Discussion focuses on suggestions for future research and implications for applied settings.

Multimodal evaluation of therapy versus consultation components in a large inner-city early intervention program.

Cincinnati's Social Skills Development Program (SSDP) used a social competence model to direct its interventions for children. Systematic screening identified 15-25% of the primary grade children who showed behavioral problems and deficits in social skills at seven elementary schools. Multimodal evaluations comparing therapy and consultation interventions included three types of assessments over a 1 year period. Tests of social skills revealed that children who received both therapy and consultation services, compared to those who received only consultation, improved in a basic empathy skill and increased their externality in locus of control. School record data showed that therapy and consultation children improved in grades; but, consultation children improved most. Finally, trained observers found that therapy children, compared to children in consultation only, increased cooperative interactions with teachers and maintained appropriate solitary behaviors. The data are discussed as providing some support for the hypothesis that therapy produced increased benefits for children compared to the less costly consultation intervention. However, since therapy and consultation conditions were not differentiated on many assessments (e.g., tests of interpersonal problem-solving and advanced empathy skills; lateness; achievement), more intense behaviorally oriented interventions may be warranted.

"Independence of interpersonal and impersonal problem-solving skills: Reply to Rohsenow": Correction to Gotlib and Asarnow.

"Independence of interpersonal and impersonal problem-solving skills: Reply to Rohsenow": Correction to Gotlib and Asarnow.

Independence of interpersonal and impersonal problem-solving skills: Reply to Rohsenow.

Independence of interpersonal and impersonal problem-solving skills: Reply to Rohsenow.

Independence of interpersonal and impersonal problem-solving skills: Reply to Rohsenow.

Independence of interpersonal and impersonal problem-solving skills: Reply to Rohsenow.

Interpersonal cognitive problem solving and primary prevention: Programming for preschool and kindergarten children1

Abstract A competence‐building model of primary prevention was evaluated on 131 inner‐city black nursery and kindergarten children over a two year period. The major question is whether enhancing interpersonal cognitive problem solving (ICPS) skills of four‐and five‐year‐olds could improve inhibited and impulsive behaviors when they already exist, and prevent them from emerging when they do not. Findings suggest that ICPS training does reduce and prevent such behaviors, that the ICPS and behavioral impact of such programming lasts at least one full year following intervention, and that for youngsters not trained in nursery, kindergarten is not too late. However, more children do begin kindergarten at a better behavioral van‐tagepoint if lCPS‐programming is implemented a year earlier, in nursery.

The art and science of clinical teaching

A review of the literature on clinical teaching indicates that medical schools emphasize didactic teaching of facts. Interpersonal skills, problem solving skills and cultivation of attitudes are neglected. However, the literature also described the skills of 'good' clinical teachers, and enumerates them. Programmes attempting to develop students' interpersonal skills and problem solving skills are reported. Finally, areas for further practice and study in clinical teaching are recommended.

Interpersonal and impersonal problem-solving skills in mildly and clinically depressed university students.

Interpersonal and impersonal problem-solving skills in mildly and clinically depressed university students.

Increasing the interpersonal problem-solving skills of an alcoholic population.

Increasing the interpersonal problem-solving skills of an alcoholic population.

Increasing the interpersonal problem-solving skills of an alcoholic population.

Increasing the interpersonal problem-solving skills of an alcoholic population.