Interpersonal Problem Solving Research Articles

Atypical Interpersonal Problem-Solving and Resting-state Functional Connectivity in Adolescents with Maltreatment Experience.

Childhood maltreatment is associated with altered neurocognitive functioning, which is thought to reflect, in part, adaptation to early adverse environmental experiences. However, we continue to lack a precise mechanistic understanding linking atypical neurocognitive processing with social functioning and psychiatric outcomes following early adversity. The present work investigated interpersonal problem-solving, resting-state functional connectivity (rsFC), and mental health symptoms in adolescents with documented maltreatment experience and explored whether altered neural function contributes in part to poorer social functioning. Forty adolescents (aged 12-17) with documented experiences of abuse or neglect and a carefully matched group of 42 non-maltreated peers participated in this study that measured task-based interpersonal problem-solving skills and rsFC. Adolescents with maltreatment experience showed poorer interpersonal problem-solving performance, which partly accounted for their elevated mental health symptoms. Resting-state seed-based analyses revealed that adolescents with maltreatment experience showed a significant increase in rsFC between medial Default Mode Network (DMN) hubs, the medial prefrontal cortex (mPFC), with a posterior cluster, including the posterior cingulate cortex (PCC), precuneus (PCu), retrosplenial cortex (RSC), and lingual gyrus (LG). Moderation analyses revealed that maltreatment-related increased DMN rsFC partly accounted for poorer performance in interpersonal problem-solving. Poorer interpersonal problem-solving, partly accounted for by atypical coupling between DMN medial hubs, was associated with maltreatment exposure. Interventions tailored to enhance interpersonal problem-solving represents a promising avenue to promote resilience and reduce the likelihood of mental health disorder following maltreatment experience.

Anger Expression Modes and its Association with Interpersonal Problem-Solving and Self Esteem Among Bachelor Nursing Students

Anger Expression Modes and its Association with Interpersonal Problem-Solving and Self Esteem Among Bachelor Nursing Students

Okul öncesi çocukların evlilik çatışması algısı ile kişilerarasi problem çözme becerileri arasındaki ilişkinin incelenmesi

One of the most important perspectives explaining the effect of marital conflict on children is the Cognitive-Contextual Theory. Within the framework of this theory, the aims of the study were to examine preschool children's perceptions of marital conflict; to investigate the effect of children's perceptions of marital conflict on their problem-solving skills; and to find an answer to the question of whether the interaction effect of children's perceived conflict frequency and parental conflict resolution type will make a difference in interpersonal problem-solving skills. Participants were 106 kindergarten children aged 5-6 years and their mothers. “Perception of Marital Conflict Cards” and “Preschool Interpersonal Problem-Solving Test” were administered to children and “O’Leary Porter Marital Conflict Scale” was applied to mothers.
 To examine children's perception of marital conflict, the answers to the Perception of Marital Conflict Cards were analyzed by content analysis. The findings supported the Cognitive-Contextual Theory for the 5-6 aged. Regression analysis results showed that children's perceived frequency of conflict, feelings of sadness, and perceived type of parental conflict resolution significantly predicted interpersonal problem-solving skills. Two-way ANOVA was used to examine whether the interaction effect of children's perceived frequency and parental conflict resolution type differentiated interpersonal problem-solving skills. No significant difference was found in the interaction effect. However, the main effect of children’s understanding of parental conflict resolution type is found to make a significant difference in children’s problem-solving skills. The findings revealed that marital conflict is more than a problem within the family and its importance in children's peer relationships.

Awe and wise reasoning in adolescents: The mediating role of small-self and need for relatedness

BackgroundInterpersonal conflict is inevitable in the adolescent socialization process; wise reasoning is applicable to and effective for interpersonal conflict problem solving. However, the role of emotions in wise reasoning remains unclear and less explored in empirical research. According, this study explored the relationship between awe and wise reasoning, and proposed the influence pathways from the self-transcendence of awe to examine the facilitative effect of decentralized emotions on wise reasoning. Method: A total of 812 tenth and eleventh graders (age range 15–19 years, M = 16.07, SD = 0.76, 54.6% male) from a high school in Zhejiang, China completed self-report questionnaires that measured awe, small-self, need for relatedness, and wise reasoning via an online survey. ResultsStructural equation models demonstrated that adolescents’ trait awe positively predicted their wisdom in conflict situations—wise reasoning directly and indirectly through the parallel mediating role of small-self and need for relatedness. ConclusionsThis finding validates the facilitative effect of decentralized emotions on wise reasoning and the internal and external influence pathways. The study laid the foundation for future exploration of the role of emotion types on wise reasoning and provided practical guidance for the solution of interpersonal conflict in social interactions among adolescents.

THE ROLE OF LONELINESS, COGNITIVE FLEXIBILITY, AND INTERPERSONAL PROBLEM-SOLVING IN PREDICTING DARK TRIAD PERSONALITY OF UNIVERSITY STUDENTS

This study focuses on the variables that predict dark triad personality traits in university students. These variables are loneliness, cognitive flexibility, and interpersonal problem-solving. One hundred and sixty-six university students aged between 18-27 were recruited for this study. Data were collected using the dark triad scale, UCLA loneliness scale, cognitive flexibility scale, and interpersonal problem-solving inventory. Findings show that loneliness, cognitive flexibility and interpersonal problem solving together predict dark triad personality traits.The author observed that these variables explained 16% of the total variance in the machiavellian personality trait, 14% of the total variance in the narcissism personality trait, and 8% of the total variance in the psychopathy personality trait. More specifically; cognitive flexibility and lack of self-confidence predicted positively machiavellianism. On the other hand, constructive problem-solving predicts machiavellianism negatively and significantly.. Taking no responsibility and approaching the problem negatively predict narcissism positively and significantly. Finally, the psychopathy personality trait is only positively predicted by the self-confident approach variable. The findings were discussed in the light of the current study, and recommendations were made for future research.

The Relationship Between Nomophobia, Emotional Intelligence, Interpersonal Problem-Solving, Perceived Stress, and Self-esteem Among Undergraduate Students

The Relationship Between Nomophobia, Emotional Intelligence, Interpersonal Problem-Solving, Perceived Stress, and Self-esteem Among Undergraduate Students

Investigation of Theses Published in Turkey on Bibliotherapy in Terms of Various Variables and Therapeutic Use

Bireylerin iyilik halini sürdürmelerini, karşılaştıkları problemler veya zorlayıcı yaşam olayları ile baş etmelerini kitaplarla ya da uygun metinlerle destekleme yöntemi bibliyoterapi olarak adlandırılmaktadır. Hem ruh sağlığı uzmanlarının hem de eğitimcilerin farklı amaçlara ulaşmada faydalandıkları bu yöntem ulaşılabilirlik ve pratiklik açısıdan da oldukça önemlidir. Bu araştırmada Türkiye’de bibliyoterapi konusunda yayınlanan lisansüstü tezlerin farklı değişkenler açısından incelenmesi ve etkililiği incelenen deneysel çalışmaların ayrıntılı sunulması amaçlanmaktadır. Bu bağlamda veri toplama sürecinde 2022 yılı Mart ayında Yök Tez Merkezinden ulaşılan18 lisansüstü tez farklı değişkenler açısından incelenmiştir. Bibliyoterapinin terapötik amaçla deneysel desende planlandığı 11 tez ise ayrıntılı şekilde sunulmuştur. Araştırma sonucunda bibliyoterapinin çocukluktan ileri yetişkinliğe çok geniş bir örneklemle, genellikle psikoloji ile eğitim-öğretim alanında çalışıldığı görülmüştür. Ayrıca etkililik açısından incelenen tezlerde kullanılan bibliyoterapi yönteminin ana baba çatışması, mükemmeliyetçilik, kişiler arası sorun çözme, empati, depresyon ve mutluluk, özgüven, sosyal duygusal öğrenme becerileri, benlik algısı, problem çözme, algılanan stres, dini başa çıkma ve Allah tasavvuru bağımsız değişkenleri üzerinde anlamlı bir etkiye sahip olduğu sonucuna ulaşılmıştır. Araştırma sonucunda bibliyoterapinin faydaları doğrultusunda yaygınlaştırma çalışmalarının gerçekleştirilmesi önerilebilir.

Interpersonal Psychotherapy and Mentalizing-Synergies in Clinical Practice.

Interpersonal psychotherapy (IPT) is an evidence-supported, relationally focused treatment for people living with depression and other psychiatric disorders in the context of stressful life events. Mentalizing, also relationally focused, promotes the ability to perceive, understand, and interpret human behavior in terms of intentional mental states of others or oneself, in order to support social leaning. IPT and mentalization-based treatments (MBT) both seek to improve interpersonal effectiveness, albeit with different emphases in the therapeutic process, with IPT promoting interpersonal problem solving and MBT promoting understanding of the obstacles to this outcome. In this article, the authors propose that the central intentions of IPT and mentalizing are essentially linked and complementary; understanding others and oneself in relationships facilitates interpersonal problem resolution and symptomatic recovery and enhances resilience. The clinical synergies of IPT and mentalizing are elaborated and illustrated through a case example of treatment for a socially isolated woman with depression and interpersonal sensitivities.

Gestalt approach group counseling implementation in junior high school: systematic literature review

Group Counseling is an excellent support service to help with personal skills development, prevention, and dealing with interpersonal conflicts or problem solving. Gestalt counseling believes that through awareness, there must be change. The focus is on helping individuals through their transition from a state that is always assisted by the environment to a state that is independent. The main concept of the gestalt approach is the here and now and unfinished business. This study aims to collect and analyze relevant articles to find out the progress of the articles, the methods or techniques used, and to find out whether the Gestalt approach to counseling can be implemented in junior high schools.The method in this study uses a Systematic Literature Review, namely research to identify, evaluate, and interpret all relevant research results related to certain research questions, certain topics, or phenomena of concern, searching for journal article data sources is done through the Publish or Perish application, documentation of scientific journal articles that have been published from the Google scholar, Croosref and GARUDA databases in the last 5 years and in working on these journals/papers using the Mendeley application and VOSviewer, one of the software that can be used to build and visualize bibliometric networks using the keywords "Group Counseling Gestalt approach” which obtained 536 papers and classified based on the research protocol, namely the RQ (Request Question) and AQ (Answers Question) set by the researcher. In order to obtain 15 relevant articles. Based on the results of a systematic literature review of 15 relevant articles about the gestalt approach group counseling in junior high schools. The article analyzed provides a statement that group counseling services have an influence in helping special junior high school students to be more mature, responsible and integrated with their world using a gestalt approach.

Emotional intelligence and its impacts on the clinical performance of nurses in general public hospitals

Abstract Objectives The nursing profession is considered to be at a high risk of workplace stress, workload, and burnout due to the high job demands. The nurses require the appropriate and prompt coping mechanisms to relieve the effects of stress. The nurses have to be emotionally intelligent to overcome the work-related stress to meet the clinical-based duties. But there is a paucity of the effect of emotional intelligence (EI) on the clinical performance of nurses in the literature. Therefore, the role of dimensions of EI in the improvement of clinical performance of nurses was explored in this study. Methods A total of 194 nurses with different education levels and experiences were included from various clinical departments and shifts of public hospitals in Iraqi Kurdistan. Results The mean age of the nurses was 29.44 years, with ages ranging from 23 years to 36 years. The nurses were men (56.70%), married (53.10%), non-smokers (86.10%), physically active (55.70%), and irregular physically active (63.90%). Nurses were able to appraise their own emotions but not the emotions of other nurses. They regulated their own emotions but were weak in regulating the emotions of other nurses. They did not utilize emotions in coming up with new ideas and facing obstacles in clinical settings. Generally, the nurses reported that a little clinical performance is required in medical settings. The levels of interpersonal communication and problem solving were improved with an increasing appraisal and regulating own emotions. The level of problem solving was improved with appraising own emotions and utilizing emotions in facing obstacles. Conclusions Nurses need to know how to regulate others’ emotions and utilize these emotions in coming up with new ideas and facing the obstacles positively in medical settings.

Interpersonal dysfunction in individuals high in chronic worry: relations with interpersonal problem-solving.

Interpersonal dysfunction has been proposed as an important maintenance factor in chronic worry and generalized anxiety disorder (GAD). Perceptions of problems and the problem-solving process as threatening, and unhelpful (e.g. avoidant, impulsive) problem-solving styles are implicated in worry and have also been suggested to be associated with dysfunctional interpersonal styles. The present study assessed the relationships between interpersonal dysfunction and problem-solving orientation, approach, and effectiveness in a sample of individuals high in chronic worry and investigated the indirect effect of interpersonal dysfunction on GAD symptom severity through negative problem-solving beliefs and approaches. Fifty-nine community participants completed questionnaires and an interpersonal problem-solving task. Greater interpersonal dysfunction was significantly associated with greater negative problem-solving orientation and greater habitual avoidant and impulsive/careless problem-solving styles. Greater interpersonal dysfunction was associated with poorer effectiveness of solutions when the task problem involved conflict with a romantic partner. Negative problem-solving orientation fully mediated the relationship between interpersonal dysfunction and GAD symptoms. These findings support that problem-solving processes are implicated in interpersonal dysfunction and that negative beliefs about problem-solving account for the relationship between interpersonal dysfunction and GAD symptoms. Theoretical implications are discussed.

An experimental examination of interpersonal problem-solving in nonsuicidal self-injury: A pilot study

Nonsuicidal self-injury (NSSI) typically occurs in the presence of negative emotions. Prior research has emphasized interpersonal stress as a specific context that may elevate negative emotions in this population and even increase the likelihood of NSSI behavior. However, the factors that contribute to the relationship between interpersonal stress and NSSI have received relatively limited attention. The current pilot study aimed to experimentally examine interpersonal problem-solving as a potential moderator of the interpersonal stress – NSSI risk relationship among those with a NSSI history. Eighty-six participants (52.3% with NSSI history) were randomly assigned to one of three mood induction conditions (interpersonal negative, general negative, interpersonal neutral), after which they completed an interpersonal problem-solving task and a laboratory analogue of self-injurious behavior. Results indicated that NSSI history was associated with poorer interpersonal effectiveness. Further, individuals with a history of NSSI who experienced an interpersonally-focused negative mood and produced less effective interpersonal solutions were more self-harming on a laboratory analogue of self-injurious behavior. While the present findings are preliminary in nature, they offer guidance for research moving forward and, if replicated, suggest interpersonal problem-solving as a potential treatment target among individuals engaging in NSSI.

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.

The Application of Reality Therapy Group Counseling to Overcome Behavior Self- Esteem Low on Commercial Sex Workers (PSK)

One of the problems of the Indonesian nation that is difficult to overcome is the rise of commercial sex workers (CSWs). The increasing number of prostitutes is due to economic pressures so that they cannot bear the costs of living, which are currently all too expensive. The difficulty of getting a job made them finally forced to do this job which society considered despicable. The negative label and rejection given by the community to CSWs, cause CSWs to be unable to carry out their social functions properly. The method used is interactive support and feedback in an here and now (here and now) frame of mind. Group counseling, sometimes known as interpersonal problem-solving groups, attempts to help group participants solve common, but often difficult, lives through interpersonal support and problem solving. Another objective is to help participants develop existing skills in solving interpersonal problems so that they will be better able to deal with problems that arise in the future. The data obtained by interview, observation and psychological tests. The data analysis method uses the results of the intervention and determines suitable interventions based on the results of the assessment and evaluation procedures in the assessment process.

Effects of Nursing Education Using Films on Perception of Nursing, Satisfaction With Major, and Professional Nursing Values.

ABSTRACTBackgroundCinenurducation, a film-based approach to nursing education that incorporates student-centered, problem-solving, experiential, and reflective learning strategies, allows students to experience a variety of indirect experiences and improves critical thinking and self-reflection through discussion.PurposeThe aims of this study were, first, to employ a cinenurducation approach to help instill a proper professional nursing identity in second-year nursing students and, second, to examine the effects of this approach on the perception of nursing, satisfaction with major, and professional nursing values of the participants.MethodsAn experimental, pretest-and-posttest design was used to test the primary variables, including perception of nursing, satisfaction with major, and professional nursing values. The nursing educational program was developed based on the learning concepts of cinenurducation and the core concepts of nursing. The program, which included six films, addressed the following concepts: Me Before You (problem solving and professionalism), Testament of Youth (nursing management and professionalism), Girl, Interrupted (interpersonal skills and nursing knowledge), Hungry Heart (interpersonal skills and problem solving), Iris (nursing knowledge and problem solving), and Chronic (nursing knowledge and cooperation). The experimental group (n = 14) participated in the 8-week educational program, and the control group (n = 15) did not.ResultsPerception of nursing, satisfaction with major, and professional nursing values all improved significantly more in the experimental group than in the control group, with large effects observed.ConclusionsCinenurducation is an effective approach to promoting professional nursing identity in nursing students. Educators should incorporate films into nursing education. In addition, nursing education should incorporate a variety of educational materials to provide students with opportunities for reflective learning.

Understanding haemophilia caregiver burden: does appraisal buffer the impact of haemophilia on caregivers over time?

Objective: The present work investigated haemophilia caregiver and patient characteristics associated with change in negative and positive aspects of caregiving. Design: Web-based survey data were collected from haemophilia A or B caregivers at baseline and two years later. Main Outcome Measures: Outcomes included Burden Summary and Positive Emotions change scores from the Haemophilia Caregiver Impact measure. Results: The sample included 323 caregivers (71% response rate; mean age 40, 90% female). Brief Appraisal Inventory Principal Components Analysis with varimax rotation yielded five scores: Awareness of Challenges, Fulfillment and Growth, Stay Positive, Social Comparison, and Interpersonal Problem-Solving. Regression analyses revealed that caregivers with more health conditions, who care for patients with increased bleeds and worse pain, and who focused more on Awareness of Challenges, Social Comparisons, and Interpersonal Problem-Solving reported worsened burden over follow-up (Adj. R2 = 0.37). Prioritisation of Stay[ing] Positive and reduced emphasis on Interpersonal Problem-Solving were associated with increased Positive Emotions (Adj. R2 = 0.32). Conclusion: Caregivers who focused less on a life unfettered by caregiving, comparing themselves to others, and interpersonal problem-solving and more on staying positive reported reductions in burden and improvements in positive emotions. These findings could translate to multicomponent psychoeducational interventions to help caregivers buffer haemophilia’s impact.

Engaging Children as Simulated Patients in Healthcare Education.

The value of "simulation" as a learning strategy is well established among healthcare professionals (Educ Prim Care 2015; 26(4):242-7). The use of "simulated patients (SPs)" to present real-world scenarios provides opportunities for students to develop "soft skills," including interpersonal communication, critical thinking, and problem solving. These skills are particularly relevant in pediatric care, where healthcare providers must consider the patient's cognitive development, emotional state, and familial context. This article focuses on middle childhood (6-12 years) a distinctive developmental stage between 2 major developmental transition stages: infancy and adolescence. Middle childhood is associated with compulsory school attendance, developing skills in self-discipline, conflict resolution, and decision-making. Child SPs can play an important role in healthcare education providing direct insight into this unique period of development. They can contribute to the design and delivery of simulations to increase fidelity and provide meaningful real-time feedback to learners on children's experience of the healthcare system. Despite children's expertise and particular care delivery needs, documented simulations using child SPs are limited. This article considers the role of child SPs to support a case for further research into the value of engaging middle years children in the development and delivery of "simulation-based learning experiences". It addresses the gap in child-focused education, the challenges inherent in working with children and outlines strategies and guidelines for effective practice.

Ben Sorun Çözebilirim (BSÇ) Programının Etkililiği: Okul Öncesi Dönemi Çocukları Üzerinde Deneysel Bir Araştırma

The aim of this study is to examine the effectiveness of I Can Problem Solve / ICPS Program developed by Shure (1992) of those children attending preschool education programs in the age of 4-5. This program is designed to develop children's thinking skills. The most important feature of the program is that it teaches children how to think, not what to do or think in the decision-making process for problem-solving. ICPS is a comprehensive and internationally supported program that was developed as a result of more than 25 years of studies. This research is based on real experimental models from experimental methods, pretest-posttest control group design. Experimental and control groups were composed of 34 children who attend a state preschool in Balıkesir. The researcher administered 59 sessions Interpersonal Problem-Solving Skills Education Program, adopted into Turkish form for preschool children to the experimental group for five months. Preschool Interpersonal Problem-Solving Test was used for data collection tool in the study. Independent samples t-test was used to compare the pretest of the groups. Split Plot ANOVA was used for comparing of the groups pretest and posttest scores. The findings showed that ICPS given to children was effective in developing their interpersonal problem solving skills.

Sosyal Problem Çözme Programı’nın Kurum Bakımındaki Ergenlere Etkileri

This study included a quasi-experimental design with pre and post-test control groups to examine the effectiveness of the Social Problem-Solving Program (SPSP) on adolescents in institutional care. Data from 12 adolescents in the institutional care of the Turkish Provincial Directorate of Family and Social Policies in Amasya, six of them were in the experimental, and the rest of them were in the control group are presented. The Interpersonal Problem-Solving Inventory (IPSI) was used as a measuring tool. The SPSP was applied in 10 sessions, 90 minutes a day per week. In the analysis to identify the effects of the SPSP, it was found that the experimental group’s approach to the problem negatively has decreased significantly, and constructive problem-solving and insistent-persevering approach scores have increased significantly after the program. Nevertheless, there are no effects on a lack of self-confidence and unwillingness to take responsibility. Based on this information, although it is seen that SPSP’s social problem-solving of the adolescent in institutional care have significant contributions; it is thought that repeating the research in larger samples may yield more effective results, organizing training to understand and express emotions in the schools where they receive education, and increasing the number of sessions can contribute positively to their social problem-solving skills.

An Investigation of Interpersonal Problem Solving in University Students in Terms of Personality Traits, Resilience and Hop

An Investigation of Interpersonal Problem Solving in University Students in Terms of Personality Traits, Resilience and Hop