Interpersonal Problem-solving Training Research Articles

Psychosocial interventions for self-harm in adults.

Background: Self-harm (SH; intentional self-poisoning or self-injury) is common, often repeated, and associated with suicide. This is an update of a broader Cochrane review first published in 1998, previously updated in 1999, and now split into three separate reviews. This review focuses on psychosocial interventions in adults who engage in self-harm. Objectives: To assess the effects of specific psychosocial treatments versus treatment as usual, enhanced usual care or other forms of psychological therapy, in adults following SH. Search methods: The Cochrane Depression, Anxiety and Neurosis Group (CCDAN) trials coordinator searched the CCDAN Clinical Trials Register (to 29 April 2015). This register includes relevant randomised controlled trials (RCTs) from: the Cochrane Library (all years), MEDLINE (1950 to date), EMBASE (1974 to date), and PsycINFO (1967 to date). Selection criteria: We included RCTs comparing psychosocial treatments with treatment as usual (TAU), enhanced usual care (EUC) or alternative treatments in adults with a recent (within six months) episode of SH resulting in presentation to clinical services. Data collection and analysis: We used Cochrane's standard methodological procedures.

Interpersonal problem-solving skills training with patients suffering from schizophrenia in different treatment settings

Interpersonal problem-solving skills training with patients suffering from schizophrenia in different treatment settings

Research on Interpersonal Problem-Solving Training

This review assessed the efficacy of interpersonal problem-solving training in educational settings with children and youth with learning and behavior problems. Only studies with a clear metacognitive component were included. For each of the nine studies meeting selection criteria, descriptive summaries of the training were given. Findings indicate that although researchers were successful in demonstrating cognitive gains as a result of interpersonal problem-solving training, they were much less successful in demonstrating that cognitive gains were (a) subsequently applied to actual behavior or (b) generalized to other social behavior. Such findings call into question the basic premise of this literature—that interpersonal problem-solving training mediates social behavior and generalizes to other behaviors and settings. Based on the literature to date, recommendations for researchers and practitioners are offered.

Task-Related and Interpersonal Problem-Solving Training for Increasing School Success in High-Risk Young Adolescents

The efficacy of task-related and interpersonal problem-solving training for enhancing junior high school performance in difficult-to-teach, low income minority pupils was examined. Forty-eight students from sixth-grade classrooms were targeted as high risk for secondary school failure. These students were randomly assigned to an intervention (n = 24) or a no intervention comparison (n = 24) group. Training was found to significantly improve report card grades and to reduce misbehavior that normally resulted in classroom removal. Attendance in school favored the intervention group but differences were not statistically significant. Implications for special education referral and for instructional needs of high-risk students are discussed.

The Effects of Interpersonal Problem-solving Training with Maladjusted Boys

This article describes the effects of interpersonal problem-solving training with maladjusted boys aged from 11 to 13 years. The training consisted of a two-phase programme. The first phase consisted of a six-unit package designed to teach problem-solving skills using modelling videotapes, cartoons and role-playing. This was taught for 1 hour per week to classes of maladjusted children. The second phase involved three individual sessions of about 15-20 minutes per week using a booklet entitled Steps to Success, with a series of accompanying cartoons and questions designed to help each child to discover the most appropriate strategy for dealing with his own problems.

Adolescent interpersonal problem-solving skill training: Social validation and generalization

Effectiveness of social problem-solving skills training with conduct-disordered inpatient adolescents was examined in a multiple baseline design. Training criteria were socially validated with normal adolescents. Generalization from the trained situations to untrained problem situations and from training to identical trained and untrained in vivo situations was assessed. Indirect effects of training on staff ratings of overall adjustment were examined. Verbal problem-solving improved to criteria, generalized to unfamiliar problem situations, and was maintained at a one-month follow-up assessment (for three of eight subjects). Behavior during contrived in vivo problem situations was unimproved immediately following treatment, but some improvement was displayed by follow-up assessment for the three subjects who remained. Staff ratings of overall adjustment failed to reflect improvement in the youths' overall behavior. The implications of these results and suggestions for further research are discussed.

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.

Training Preschool Children in Interpersonal Cognitive Problem-Solving Skills

Abstract Interpersonal Cognitive Problem-Solving training, developed to teach children how (rather than what) to think and therefore how to solve their own interpersonal problems, was used in a study over three years conducted in Newaygo County, Michigan to evaluate its impact on low-income preschool children. Overall, trained children improved in both their ability to solve interpersonal problems, and in their classroom behavior. Control children showed no such systematic improvement. The relationships between problem-solving ability and classroom behavior were observed directly and found to be positively related. The findings of these three studies indicate that interpersonal problem-solving training is useful with low-income, rural children.

Effects of interpersonal problem-solving training with chronic aftercare patients on problem-solving component skills and effectiveness of solutions.

Effects of interpersonal problem-solving training with chronic aftercare patients on problem-solving component skills and effectiveness of solutions.

Effects of interpersonal problem-solving training with chronic aftercare patients on problem-solving component skills and effectiveness of solutions.

Effects of interpersonal problem-solving training with chronic aftercare patients on problem-solving component skills and effectiveness of solutions.

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.

THE PROBLEM-SOLVING APPROACH TO ADJUSTMENT:

Social maladjustment is, to a significant extent, a function of an individual's inability to effectively identify and solve problems of an interpersonal life situation. The Interpersonal Cognitive Problem Solving (ICPS) training approach was developed to enhance social adjustment and interpersonal competence by increasing one's interpersonal problem solving abilities. Emphasis is placed on enhancing the trainee's ability to: (a) generate problem solutions (b) determine suitable means of achieving end goals, while c) recognizing the consequences of alternate strategies. Research results and program evaluation indicate the validity and viability of this approach for children as young as 4 and 5 years of age.

Impact of interpersonal problem-solving training on preschoolers' social competency

In order to test Shure and Spivack's theoretical position that a child's ability to verbally generate solutions to interpersonal problems and think about their consequences is directly related to the child's behavioral adjustment, preschoolers were tested on verbal problem-solving skills and their classroom behavior was rated by their teachers. Further, their behavior was observed by independent observers. No significant relationship between problem-solving skills and behavior was found. Following assessment, 54 of these children completed an 11-week training program, designed by Shure and Spivack, to improve their ability to think through and verbally generate solutions to interpersonal problems and to examine the possibility of mediation of such training to behavioral improvement. Preschoolers' ability to verbally generate alternative solutions to problems significantly increased due to training, however, this increase did not have an ameliorative effect on behavioral adjustment.