Problem Solving In Adolescents Research Articles

Problem solving and collaborative involvement among adolescents with spinal cord injury and their caregivers.

To determine the relationship between constructive adolescent problem solving (positive problem-solving orientation and rational problem-solving style) and caregiver problem solving and collaborative involvement with primary caregiver among adolescents with spinal cord injuries (SCIs). Positive constructive adolescent problem solving was hypothesized to be predicted by more effective caregiver problem solving and higher collaborative involvement. Participants in this cross-sectional study were 79 adolescent and primary caregiver dyads recruited from a pediatric rehabilitation care system in North America. All participants completed a standardized problem-solving instrument and adolescent participants completed an adapted measure of collaborative parent involvement. More effective caregiver problem solving and adolescent perceptions of more collaboration with caregivers around SCI care were significantly associated with higher positive problem-solving orientation and higher rational problem-solving style among adolescents. Results underscore the importance of caregiver problem-solving skills and their collaboration with adolescents with SCI when addressing care needs. Clinically, findings highlight opportunities for parent involvement and skill-building as an important factor of rehabilitation for adolescents with SCI.

Prediction of adolescent shame based on self-compassion and emotional regulation according to the mediating role of problem solving

Aim: The present study was conducted with the aim of predicting adolescent embarrassment based on self-compassion and emotional regulation with regard to the mediator role of problem solving in adolescents aged 12 to 15 years in Tehran. Methods: In the form of a cross-sectional correlational design, 320 people (boys and girls) were selected from the teenagers of Tehran city by purposive sampling method, after collecting the data, 312 questionnaires could be analyzed. The participants were asked to answer standard questionnaires of emotion regulation by Granfaski et al. (2001), problem solving by Hepner and Patterson (1982), self-compassion by Neff (2003), and feelings of shame and guilt by Cohen et al. (2011). In order to analyze the data, Spss and Smart-PLS software were used. Results: The results showed that 65.9% of the changes in shame are caused by the changes in self-compassion and emotional regulation variables, and all the mentioned variables have a significant effect on shame (P<0.001). Also, the results related to the mediating role of problem solving showed that only negative emotion regulation through problem solving has an indirect effect on embarrassment with an intensity of 0.45 (P<0.001) and the two variables of positive emotion regulation and self-compassion through problem solving They do not have an indirect effect on shame (P>0.05). Conclusion: Based on the findings of the research, it can be concluded that the variables of self-compassion and emotional regulation have an effect on teenagers' shame and problem solving has a mediating role in the relationship between negative emotion regulation and teenagers' shame. Therefore, paying attention to these mechanisms can be useful in formulating effective preventive and therapeutic interventions for adolescents in dealing with adolescent embarrassment and depression symptoms.

Preventing Emotional Dysregulation: Acceptability and Preliminary Effectiveness of a DBT Skills Training Program for Adolescents in the Spanish School System.

Emotional dysregulation is a key factor in the development and maintenance of multiple disabling mental disorders through a person’s lifespan. Therefore, there is an urgent need to prevent emotional dysregulation as early as possible. The main aim of this study was to evaluate the acceptability and preliminary effectiveness of an adapted Dialectical Behavior Therapy Skills Training program for Emotional Problem Solving in Adolescents (DBT STEPS-A) during secondary school. The sample included 93 adolescents (mean age = 12.78; SD = 0.54; and 53% female) studying in their 2nd year of secondary school in a public center in Catalonia (Spain). Measures of acceptability, difficulties of emotional regulation, mental health problems, and life satisfaction were completed before and after participation in the DBT STEPS-A program during one academic year. The majority of students rated the program as useful (64%) and enjoyed the classes (62%) and 48% of them reported practicing the newly learned skills. Statistically significant improvements were revealed in some emotional regulation-related variables, namely the number of peer problems (p = 0.003; d = 0.52) and prosocial behaviors (p < 0.001; d = −0.82). Although non-significant, the scores in the remaining outcomes indicated a general positive trend in emotional dysregulation, mental health, and life satisfaction. The adapted DBT STEPS-A was very well-accepted and helped overcome some emotional regulation difficulties in Spanish adolescents.

Development of the teacher rating scale of interpersonal problem solving in adolescents

This paper describes the development of the teacher rating scale of interpersonal problem solving ability. It is a teacher report measure of an adolescent’s problem solving ability. The 40-item measure was structured into five subscales: Interpersonal problem behavior; Negative problem solving behavior; Rational problem solving behavior; Impulsive behavior; and Avoidance behavior. The scale was administered to a preliminary high school student sample that consists of 133 students with disruptive behaviorss. The pilot sample of 133 adolescents who were in the age range from15 to 18, with interpersonal difficulties or disruptive behaviors, was used to establish the psychometric properties of the instrument. The reliability of the scale was reported by calculating internal consistency. The construct validity of the scale was investigated by analyzing the inter-subscale correlations. Confirmatory factor analysis was used to evaluate the expected correlated five-factor model of scale. The results suggest that the scale has acceptable internal consistency and construct validity.

Analysis of the Efficacy of an Intervention to Improve Parent-Adolescent Problem Solving.

We conducted a two-group longitudinal partially nested randomized controlled trial to examine whether young adolescent youth-parent dyads participating in Mission Possible: Parents and Kids Who Listen, in contrast to a comparison group, would demonstrate improved problem-solving skill. The intervention is based on the Circumplex Model and Social Problem-Solving Theory. The Circumplex Model posits that families who are balanced, that is characterized by high cohesion and flexibility and open communication, function best. Social Problem-Solving Theory informs the process and skills of problem solving. The Conditional Latent Growth Modeling analysis revealed no statistically significant differences in problem solving among the final sample of 127 dyads in the intervention and comparison groups. Analyses of effect sizes indicated large magnitude group effects for selected scales for youth and dyads portraying a potential for efficacy and identifying for whom the intervention may be efficacious if study limitations and lessons learned were addressed.

Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder.

Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem-solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely-held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i.e., perceptual reasoning, verbal ability, working memory) and clinical (i.e., test anxiety) characteristics best predict achievement on applied math problems in ASD relative to typically developing peers. Twenty-seven high-functioning adolescents with ASD and 27 age- and Full Scale IQ-matched typically developing controls were assessed on standardized measures of math problem solving, perceptual reasoning, verbal ability, and test anxiety. Results indicated that 22% of the ASD sample evidenced a mathematics learning disability, while only 4% exhibited mathematical giftedness. The parsimonious linear regression model revealed that the strongest predictor of math problem solving was perceptual reasoning, followed by verbal ability and test anxiety, then diagnosis of ASD. These results inform our theories of math ability in ASD and highlight possible targets of intervention for students with ASD struggling with mathematics.

Technology Use for Problem Solving in Adolescent Type 1 Diabetes.

Technology Use for Problem Solving in Adolescent Type 1 Diabetes.

Technology Use for Diabetes Problem Solving in Adolescents with Type 1 Diabetes: Relationship to Glycemic Control.

This study examines technology use for problem solving in diabetes and its relationship to hemoglobin A1C (A1C). A sample of 112 adolescents with type 1 diabetes completed measures assessing use of technologies for diabetes problem solving, including mobile applications, social technologies, and glucose software. Hierarchical regression was performed to identify the contribution of a new nine-item Technology Use for Problem Solving in Type 1 Diabetes (TUPS) scale to A1C, considering known clinical contributors to A1C. Mean age for the sample was 14.5 (SD 1.7) years, mean A1C was 8.9% (SD 1.8%), 50% were female, and diabetes duration was 5.5 (SD 3.5) years. Cronbach's α reliability for TUPS was 0.78. In regression analyses, variables significantly associated with A1C were the socioeconomic status (β = -0.26, P < 0.01), Diabetes Adolescent Problem Solving Questionnaire (β = -0.26, P = 0.01), and TUPS (β = 0.26, P = 0.01). Aside from the Diabetes Self-Care Inventory--Revised, each block added significantly to the model R(2). The final model R(2) was 0.22 for modeling A1C (P < 0.001). Results indicate a counterintuitive relationship between higher use of technologies for problem solving and higher A1C. Adolescents with poorer glycemic control may use technology in a reactive, as opposed to preventive, manner. Better understanding of the nature of technology use for self-management over time is needed to guide the development of technology-mediated problem solving tools for youth with type 1 diabetes.

Social problem solving among depressed adolescents is enhanced by structured psychotherapies.

Changes in adolescent interpersonal behavior before and after an acute course of psychotherapy were investigated as outcomes and mediators of remission status in a previously described treatment study of depressed adolescents. Maternal depressive symptoms were examined as moderators of the association between psychotherapy condition and changes in adolescents' interpersonal behavior. Adolescents (n = 63, mean age = 15.6 years, 77.8% female, 84.1% White) engaged in videotaped interactions with their mothers before randomization to cognitive behavior therapy (CBT), systemic behavior family therapy (SBFT), or nondirective supportive therapy (NST) and after 12-16 weeks of treatment. Adolescent involvement, problem solving, and dyadic conflict were examined. Improvements in adolescent problem solving were significantly associated with CBT and SBFT. Maternal depressive symptoms moderated the effect of CBT, but not SBFT, on adolescents' problem solving; adolescents experienced increases in problem solving only when their mothers had low or moderate levels of depressive symptoms. Improvements in adolescents' problem solving were associated with higher rates of remission across treatment conditions, but there were no significant indirect effects of SBFT on remission status through problem solving. Exploratory analyses revealed a significant indirect effect of CBT on remission status through changes in adolescent problem solving, but only when maternal depressive symptoms at study entry were low. Findings provide preliminary support for problem solving as an active treatment component of structured psychotherapies for depressed adolescents and suggest one pathway by which maternal depression may disrupt treatment efficacy for depressed adolescents treated with CBT.

Prefrontal cortex involvement in creative problem solving in middle adolescence and adulthood

Creative cognition, defined as the generation of new yet appropriate ideas and solutions, serves important adaptive purposes. Here, we tested whether and how middle adolescence, characterized by transformations toward life independency and individuality, is a more profitable phase than adulthood for creative cognition. Behavioral and neural differences for creative problem solving in adolescents (15–17 years) and adults (25–30 years) were measured while performing a matchstick problem task (MPT) in the scanner and the creative ability test (CAT), a visuo-spatial divergent thinking task, outside the scanner. Overall performances were comparable, although MPT performance indicated an advantage for adolescents in creative problem solving. In addition, adolescents showed more activation in lateral prefrontal cortex (ventral and dorsal) during creative problem solving compared to adults. These areas correlated with performances on the MPT and the CAT performance. We discuss that extended prefrontal cortex activation in adolescence is important for exploration and aids in creative cognition.

Decision making and problem solving in adolescents who deliberately self-harm

Healthy adolescents, and adults who engage in reward-driven, risky behaviours, demonstrate poor decision-making ability. Decision making in deliberate self-harm (DSH), a reward-driven, high-risk behaviour, has received little attention. This study assessed decision making and problem solving in adolescents with current or past SH. Decision making and problem solving were assessed using the Iowa Gambling Task (IGT) and the Means-Ends Problem-Solving Procedure (MEPS) respectively in 133 adolescents (57 healthy and 22 depressed controls with no SH history and 54 with SH history). A second analysis separated the SH group into current (n=30) and past (n=24) SH. The collective performance of adolescents with SH history did not differ from depressed or healthy adolescents on the IGT. However, current self-harming adolescents had a trend towards more high-risk choices (p=0.06) than those with previous SH history and were the only group not to significantly improve over time, persisting with high-risk strategy throughout. Those who no longer self-harmed learnt to use a low-risk strategy similar to healthy and depressed controls. Recency of last SH episode correlated with IGT performance. Depressed participants performed well on the IGT but poorly on the MEPS. By contrast, both collective and divided SH groups had comparable MEPS scores to healthy controls, all performing better than depressed participants. Poor decision making is present in adolescents who currently self-harm but not in those with previous history; improvement in decision-making skills may therefore be linked to cessation of self-harm. Depressed adolescents who do and do not self-harm may have distinct characteristics.

Deficits in Social Problem Solving in Adolescents with Prenatal Exposure to Alcohol

This study evaluated the social problem solving skills of adolescents with histories of prenatal alcohol exposure. Adolescents (28 alcohol-exposed, 15 controls) completed a standardized questionnaire of social problem solving, and caregivers completed a parent-report measure of executive functioning. Both questionnaires were mailed to families, and caregivers were asked to recruit a non-exposed control. Results suggest that alcohol-exposed adolescents have substantial impairments in their abilities to solve problems in their everyday life, even in the absence of mental retardation. Such impairments are likely to have a significant impact on social and academic functioning and reflect their need for critical services otherwise unavailable to them.

Social Problem Solving in Adolescents with Suicidal Behavior: A Systematic Review

There is an increasing focus on deficiencies in problem solving as a vulnerability factor for suicidal behavior in general and hence a target for treatment in suicide attempters. In view of the uncertainty of evidence for this in adolescents we conducted a systematic review of the international research literature examining the possible relationship between deficiencies in social problem-solving skills and suicidal behavior in this population. This was based on searching two electronic databases: Medline 1966 to September 2003 and PsychInfo 1887 to September 2003. Twenty-two studies of social problem-solving skills in adolescents with suicidal behavior were found. Most of these studies, which compared adolescent patients with suicide attempts versus either nonsuicidal psychiatric or normal controls, found evidence for problem-solving deficits in the attempters; however, few of the differences remain after controlling for depression and/or hopelessness. Because most of the studies are cross-sectional, it is difficult to differentiate between the possibilities that deficiencies in problem-solving skills lead to depression when adolescents are faced by adversity and hence to suicidal behavior, or whether depression is the main factor which undermines problem-solving skills. Future research, preferably with longitudinal research designs, is required to determine the nature of the association between problem-solving skills and suicidal behavior in adolescents. This has important implications for therapeutic interventions.

Adolescent problem solving, parent problem solving, and externalizing behavior in adolescents

This study focused on the relations between the social problem-solving abilities of adolescents and their parents and aggression and delinquency in an adolescent sample. One hundred and seventeen high school students, 83 of their mothers, and 73 of their fathers completed the Social Problem-Solving Inventory-Revised, which measures 5 different problem-solving dimensions and several different measures of adolescent externalizing behaviors. Adolescents' problem-solving ability was found to be significantly lower than that of their parents and significantly correlated with their mothers' but not their fathers' problem-solving ability. Three adolescent problem-solving dimensions were found to be related to aggression and/or delinquency. Other results suggested that the same dimensions might also be linked to substance use and high-risk automobile driving. Parents' problem solving was minimally related to adolescent externalizing problems. Adolescents' problem-solving ability accounted for a significant amount of variance in most externalizing measures even after controlling for mothers' problem-solving ability. Implications for treatment and prevention of adolescent behavioral problems are discussed.

Everyday Statistical Reasoning during Adolescence and Young Adulthood: Motivational, General Ability, and Developmental Influences

Research on adolescent problem solving was extended into the domain of statistical reasoning and potential biases in reasoning. In Experiment 1, adolescents solved everyday reasoning problems dealing with the "law of large numbers" and the "intuitive analysis of covariance." In each problem, evidence was presented that portrayed each participant's dominant career goal favorably or unfavorably. In Experiment 2, adolescents and young adults were presented "law of large numbers" evidence that was goal-threatening, goal-enhancing, or goal-neutral. In both experiments, statistical reasoning could be used to discredit the evidence. Results indicated that (1) adolescents and young adults found goal-enhancing evidence more convincing than goal-neutral evidence which, in turn, was perceived more favorably than goal-threatening evidence; (2) statistical reasoning was more frequent on goal-threatening problems than on goal-neutral and goal-enhancing problems; (3) intellectual ability was unrelated to the biases in adolescents' reasoning; (4) verbal ability was linked to "law of large numbers" reasoning, but no cognitive ability was systematically correlated with "analysis of covariance" reasoning; and (5) law of large numbers reasoning of young adults was superior to that of adolescents, but young adults were no less biased in their reasoning than adolescents. The potential functions and consequences of adolescents' biased reasoning, the relation of everyday reasoning to general intellectual abilities, and the influences of motivation and depth of processing are discussed.

The Effects of Integrated Curricula on Young Adolescent Problem-Solving

AbstractThis study examines the effects of a four-week interdisciplinary unit on students' problem-solving ability. A critical review of both the popular and research literature led to the development and conduct of this experimental study which, in turn, raises new questions regarding integrated approaches to teaching and learning.Interdisciplinary teaching has become an integral component of the middle level philosophy since the mid-1960s and is considered by many to be the single most distinguishing feature separating middle schools from more traditional junior high schools. While a good deal of useful information regarding the design of integrated curricula and the implementation of interdisciplinary units (as well as teacher teaming experiences) pervade the literature, less empirical evidence regarding student achievement or cognitive processes is found.While the majority of studies have concentrated on teachers' and students' affect and on the learning environment, some data have led researchers to ...

ALTERNATIVE CONCEPTIONS OF WISDOM: AN ONION‐PEELING EXERCISE

Contexualistic and integrative approaches to the concept of wisdom are discussed. The evolution of the concept of wisdom from an independent construct of intelligence to a component of intelligence (i.e., practical intelligence) is presented. It is argued that wisdom can be operationalized as the ability to integrate cognition and affect. In other words, both logical, rational and affective, experiential modes of knowing are recognized as equally valid and taken into consideration in social reasoning contexts. A methodological illustration of the integrative approach is presented in the form of an ongoing study investigating real‐world problem solving in adolescents as well as young, middle‐aged, and older adults. Implications for adult education are discussed.

Verbal Problem Solving in Families of Father-Absent and Father-Present Delinquent Boys

An observational method was used to investigate the relationship of juvenile delinquency and father absence to family problem-solving communicatian. Subjects included 18 intact (mother- father-son) and 18 father-absent (mother-son) families. In support of recent programs that have used probIem-solving interventions with families of deviant adolescents, the results indicated that adolescent delinquency was associated with lower rates of maternal problem solving. Members of families with delinquents also showed less emotional warmth, but not more conflict or attitudinal differences, than members of families with nondelinquents. Father-absence was associated with higher rates of maternal and adolescent problem solving. The theoretical and clinical implications of these findings are discussed.