Problem-solving Skills Training Research Articles

Problem Solving Skill Training to Reduce Disruptive Behavior and Problems with Peers in Adolescent with Oppositional Defiant Disorder

Adolescence is a critical stage in the development of psychological issues. One common psychological condition among children and adolescents is oppositional defiant disorder (ODD). Oppositional defiant disorder (ODD) is characterized by a persistent pattern of anger or easily deviated mood, argumentative or defiant behavior, and a tendency to disrupt others around them, including adults and other authorities. This study aims to determine the effectiveness of problem-solving skills training (PSST) interventions for treating adolescents with Oppositional Defiant Disorder (ODD). The participant in this study is a 16-year-old male adolescent who was at the high school level. This study is a single-case experimental design research where participants in this experiment research provided their control data to compare within-subject designs. Instruments used in this study include observations, interviews, graphic tests, the IST intelligence test, the Child Behavior Checklist (CBCL), and the Strengths and Difficulties Questionnaire (SDQ). The results indicated that PSST intervention successfully reduced symptoms of oppositional defiant disorder (ODD), as indicated by decreases in disruptive behavior and peer-related issues, alongside improvements in problem-solving skills, contributing to enhanced adaptive functioning in interpersonal contexts, positive relationships with the environment, and psychological well-being. Consequently, an individual is better positioned for academic and social success, equipped with heightened adaptability to his surroundings.Masa remaja menjadi tahapan kritis perkembangan gejala permasalahan psikologis. Salah satu kondisi psikologis yang umum terjadi pada anak dan remaja adalah oppositional defiant disorder (ODD). ODD adalah sebuah pola kebiasaan yang berulang atau terus menerus terkait suasana hati yang marah atau mudah tersinggung, perilaku argumentatif atau menantang, atau dendam yang cenderung mengganggu orang di sekitar mereka termasuk orang dewasa maupun otoritas lainnya. Penelitian ini bertujuan untuk mengetahui efektivitas intervensi problem solving skill training (PSST) untuk menangani remaja dengan kondisi ODD. Partisipan dalam penelitian ini adalah seorang remaja laki-laki berusia 16 tahun yang berada pada tingkat sekolah menengah atas. Penelitian ini adalah penelitian single case experimental design, yaitu partisipan dalam penelitian eksperimen ini memberikan data kontrolnya sendiri dengan tujuan membandingkan desain dalam subjek. Instrumen yang digunakan pada penelitian ini adalah observasi, wawancara, tes grafis, tes kecerdasan IST, Child Behavior Checklist (CBCL), serta alat ukur Strenghts and Difficulties Questionnaire (SDQ). Hasil penelitian menunjukkan bahwa intervensi problem solving skill training (PSST) berhasil menurunkan gejala ODD yang ditunjukkan oleh penurunan perilaku mengganggu dan perilaku bermasalah dengan teman sebaya seiring dengan peningkatan keterampilan penyelesaian masalah yang berperan untuk meningkatkan fungsi adaptif dalam konteks interpersonal, hubungan positif dengan lingkungan serta kesejahteraan psikologis. Konsekuensinya, individu mempunyai posisi yang lebih baik dalam mencapai keberhasilan akademis dan sosial, serta kemampuan beradaptasi yang lebih baik terhadap lingkungannya.

Stop and Think: A Case Study Illustrating the Implementation of Bright IDEAS-YA Being Delivered via Telehealth to a Young Adult Cancer Patient.

Bright IDEAS-Young Adults (Bright IDEAS-YA) is a problem-solving skills training intervention that has been adapted for young adults with cancer. Presently, a multisite randomized control trial is being conducted to determine Bright IDEAS-YA's efficacy in supporting a young adult population. This case study demonstrates the young adult adaptation of Bright IDEAS - Bright IDEAS-YA - being delivered to a young adult cancer patient via telehealth. Telehealth is a novel delivery method for Bright IDEAS and Bright IDEAS-YA that was established due to COVID-19 safety precautions. The patient, who reported challenges in several life domains, was taught how to apply the Bright IDEAS-YA framework over six telehealth sessions. After completing the Bright IDEAS-YA framework, the patient reported increased feelings of confidence in managing new stressors, which was corroborated through outcome measures delivered during and following intervention. This case illustrates how early psychosocial intervention following a cancer diagnosis, delivered via telehealth, can help patients develop and implement personal strategies to reduce stress levels.

Problem-Solving Skills Training for Parents of Children With Chronic Health Conditions

Problem-solving skills training (PSST) has a demonstrated potential to improve psychosocial well-being for parents of children with chronic health conditions (CHCs), but such evidence has not been fully systematically synthesized. To evaluate the associations of PSST with parental, pediatric, and family psychosocial outcomes. Six English-language databases (PubMed, Embase, CINAHL, PsycINFO, Web of Science, and Cochrane Library), 3 Chinese-language databases (China National Knowledge Infrastructure, China Science and Technology Journal Database, and Wanfang), gray literature, and references were searched from inception to April 30, 2023. Randomized clinical trials (RCTs) that performed PSST for parents of children with CHCs and reported at least 1 parental, pediatric, or family psychosocial outcome were included. Study selection, data extraction, and quality assessment were conducted independently by 2 reviewers. Data were pooled for meta-analysis using the standardized mean difference (SMD) by the inverse variance method or a random-effects model. Subgroup analyses of children- and intervention-level characteristics were conducted. The psychosocial outcomes of the parents, their children, and their families, such as problem-solving skills, negative affectivity, quality of life (QOL), and family adaptation. The systematic review included 23 RCTs involving 3141 parents, and 21 of these trials were eligible for meta-analysis. There was a significant association between PSST and improvements in parental outcomes, including problem-solving skills (SMD, 0.43; 95% CI, 0.27-0.58), depression (SMD, -0.45; 95% CI, -0.66 to -0.23), distress (SMD, -0.61; 95% CI, -0.81 to -0.40), posttraumatic stress (SMD -0.39; 95% CI, -0.48 to -0.31), parenting stress (SMD, -0.62; 95% CI, -1.05 to -0.19), and QOL (SMD, 0.45; 95% CI, 0.15-0.74). For children, PSST was associated with better QOL (SMD, 0.76; 95% CI, 0.04-1.47) and fewer mental problems (SMD, -0.51; 95% CI, -0.68 to -0.34), as well as with less parent-child conflict (SMD, -0.38; 95% CI, -0.60 to -0.16). Subgroup analysis showed that PSST was more efficient for parents of children aged 10 years or younger or who were newly diagnosed with a CHC. Significant improvements in most outcomes were associated with PSST delivered online. These findings suggest that PSST for parents of children with CHCs may improve the psychosocial well-being of the parents, their children, and their families. Further high-quality RCTs with longer follow-up times and that explore physical and clinical outcomes are encouraged to generate adequate evidence.

Comparing the Effectiveness of Problem-Solving Skills Training Based on Tolman's and Bandura's Theories on Adolescent Girls' Problem-Solving Styles

Objective: The purpose of this study was to compare the effectiveness of problem-solving skills training based on the theories of Tolman and Bandura on the problem-solving styles of middle school students. Methods: The research method was quasi-experimental. The population consisted of all female first-year middle school students in Hamadan, with a sample size of 75 students (three groups of 25), selected through multi-stage cluster sampling. The D'Zurilla, Nezu, and Maydeu-Olivares problem-solving questionnaire (2000) was used for data collection. Problem-solving training sessions based on Tolman's theory followed a protocol provided by Tolman (1932), and those based on Bandura's theory followed a protocol by Bandura (1999), conducted over eight 60-minute weekly sessions for two months. Data were analyzed using Multivariate Analysis of Covariance (MANCOVA) and the Scheffé post hoc test. Findings: There were differences in the impact of training based on these theories on students' problem-solving styles (P < .01). Training based on Tolman's theory was more effective in reducing the use of negative and impulsive problem-solving styles compared to training based on Bandura's theory (P < .01). Conclusion: These trainings increased the use of positive and logical orientation styles and decreased the use of negative, avoidant, and impulsive styles among students.

Development of Physics Teaching Material with Problem-Based Learning to Train Students’ Problem-Solving Skills

In the era of Industry 4.0, problem-solving skills are crucial to address life's increasingly complex and diverse challenges. However, these skills are often not adequately cultivated in schools. This study aims to describe the suitability of physics teaching materials using problem-based learning (PBL) to enhance students' problem-solving skills in the topic of light and optical instruments. This research employs the Dick and Carey development model, involving five validators, ten students in a limited test, and 15 students in an extensive trial. Data is collected using validation instruments, observation of learning, and problem-solving tests. The results of the study indicate that the validation results of physics teaching materials, including lesson plans, teaching materials, student worksheets, and problem-solving tests, are 93, 92, 90, and 92, respectively, with a "very valid" rating. Furthermore, PBL activities in the limited and extensive trials are 84 and 86, respectively, with a "practical" categorization. In conclusion, the physics teaching materials developed using PBL are suitable for training problem-solving skills in physics education. These materials can be applied in secondary school-level education, particularly for light and optical instruments, to enhance students' problem-solving abilities.

Development and Validation of Brief Family Intervention for Young Adults with Substance Use Disorder: A Qualitative Study.

Substance abuse is more prevalent in young adults, putting them at risk for chronic use and early onset of dependence on substances. A well-documented relationship exists between substance use and poor family functioning. Traditional family intervention approaches are time-consuming. To develop a brief family intervention for parents of young adults with substance use disorder. A qualitative research design was used. Extensive literature searches and key informant interviews (face to face) with young adults (n = 5), their parents (n = 5), and mental health professionals (n = 5) were conducted. The interviews were audio recorded. A thematic analysis was conducted using Braun and Clarke's six-step approach, and intervention strategies were identified by examining the themes. In addition, experts were consulted to ensure the content validity of the BFI. The BFI program combines psychoeducation and behavioral techniques for parents. BFI involves seven sessions with parents, 45-60 min each, over one week. The BFI sessions consisted of (1) Engagement and Assessment, (2) Healthy Family Functioning, (3) Psychoeducation, (4) Relapse Prevention, (5) Communication Skill Training, (6) Problem-Solving Skill Training, and (7) Parental Monitoring and Supervision. Considering all stakeholders' perspectives, the BFI manual for young adults with substance use disorder has been developed. However, additional research is required to evaluate its feasibility and effectiveness.

Enhancing Critical Thinking And Problem Solving Skills By Complexity Science-Problem Based Learning Model

Critical thinking and problem-solving are fundamental skills that students need to master. Various learning obstacles that occur during the pandemic of Covid-19 have hindered critical thinking and problem-solving skills training. This study aimed to enhance students' critical thinking and problem-solving skills through Complexity Science-Problem Based Learning (CS-PBL) model. The research applied quasi-experimental with Nonequivalent Pre-test-Post test Control Group Design. The research sample consisted of 27 students in the experimental CS-PBL group, 29 students in the PBL group, and 26 students in the direct learning group. The instrument used in the research was an essay test of critical thinking integrated with problem-solving. Data were analyzed using ANCOVA followed by an LSD test. The results showed that the CS-PBL model enhanced students' critical thinking and problem-solving skills (p<0.05). Therefore, the CS-PBL model is applicable to facilitate the enhancement of critical thinking and problem-solving skills in the post covid-19 pandemic.

The Effect of Problem Solving Skills Training on Moral Distress of Neonatal Intensive Care Unit Nurses

Introduction: Moral distress is one of the ethical challenges in the nursing profession. Nurses in the neonatal ward are at risk of moral distress most commonly results from disproportionate interventions perceived to not be in the child’s best interests. The aim of this study was to determine the effect of problem-solving skills training on the moral distress of neonatal intensive care unit nurses. Methods: This quasi-experimental study performed on70 nurses working in neonatal intensive care units at Pediatric Medical Center affiliated Tehran University of Medical Sciences from December 2019-June 2020. They were assigned randomly in two equal groups. Corley Ethical Distress Scale Corley was completed before and four weeks after the intervention in two groups. Problem-solving skills training was conducted in (6 sessions of 1.5 hours (2 sessions per week) as a group for the intervention group. Data were analyzed using the software SPSS 22 and tests, chi-square, Fisher's exact, t-test, and paired t-test with significance. 0.5% . Results: The results of comparing the moral distress of nurses working in the neonatal intensive care unit showed that before the intervention, the score of moral distress in the intervention group (150.07 ± 6.87) and in the control group (146.05±6.36) Although before the intervention, the moral distress score of the nurses in the test group was significantly higher than the intervention group P=0.013, but 4 months after the intervention, this score decreased significantly (P <0 01). Conclusion: According to the findings of this study, problem-solving skills improve moral distress in nurses. Therefore, due to the destructive effects of moral distress on the quality of nurses' work, it is suggested that nursing managers develop programs to improve problem solving skills in nurses.

Comparison of the Effectiveness of Training Problem-Solving Skills Based on Gestalt and Bandura Theories on Problem-Solving Styles among High School Students

Background and Objective: This study aimed to compare the effectiveness of problem-solving techniques based on Gestalt and Bandura's theories in training high school students. Materials and Methods: All 6,000 female students in the first year of secondary school in Hamedan, Iran, were involved in the current semi-experimental study. The statistical sample size was 75 individuals (3 groups of 25) selected using the purposive sampling method. Moreover, the MANCOVA test and Scheffe's post hoc test were used to analyze the data. Results: The results showed that teaching problem-solving skills based on the two theories of Gestalt and Bandura affected students' five problem-solving strategies. The use of negative, avoidant, and impulsive orientation techniques by students was decreased as a result of this training, which increased logical and positive orientation techniques. Conclusions: The benefits of training problem-solving skills based on these theories often varied on students' problem-solving methods. When compared to training based on Gestalt theory, Bandura's theory-based problem-solving training had a greater influence on logical and avoidance methods.

Effects of problem-solving skills development training on resilience, perceived stress, and self-efficacy in nursing students: A randomised controlled trial

AimThis study aimed to investigate the effects of problem-solving skills development training for nursing students on their levels of resilience, perceived stress, and self-efficacy. BackgroundAlthough there are many studies on the problem-solving skills of nursing students, few have been based on the social problem-solving model. Most are cross-sectional and descriptive studies. Surprisingly, the number of studies that examine the effects of training for problem solving in nursing students is also quite limited. DesignThis was a single-blind, randomised controlled trial. MethodsThe study was conducted at the department of nursing of a state university in Western Turkey. Seventy-two second-year nursing students initially participated in the study. The mean age of the participants was 19.97 ± 1.39 years. Of the participants, 72.2% were women, and 70.8% did not consider themselves academically successful. Participants were randomly assigned to the experimental or control group. The experimental group received problem-solving skills development training based on the Social Problem-Solving Model once a week in a total of seven weeks (eight sessions), in which two sessions were in the last week. Duration of each session took at least 55 min and 150 min at max. Data were collected using a self-administered questionnaire that included a personal information form, Resilience Scale for Nurses, Social Problem Solving-Inventory-Short Form, Perceived Stress Scale, and General Self-Efficacy Scale. Measurements were performed at three different times: at the beginning of the study (T0), immediately after the training provided to the experimental group (T1), and one month follow-up measurement after the intervention (T2). Repeated-measures analysis of variance and covariance were performed to analyse data. ResultsThe mean post-training and 1-month follow-up scores for problem-solving, resilience, and self-efficacy of the students in the experimental group (the mean of T1 and T2 scores) were significantly higher, and the mean post-training and 1-month follow-up perceived stress scores of the students in the experimental group was significantly lower than those of the control group. ConclusionsThis study concluded that problem-solving skills training based on a social problem-solving model provided to nursing students increased their social problem solving, resilience, and self-efficacy levels and reduced their perceived stress. Therefore, further studies that plan intervention and training programs aimed at improving the social problem-solving levels of nursing students and include social problem-solving courses in university curricula are recommended.

Effectiveness of anger Control Measures on Reducing Anger among Adolescent Girls

Effectiveness of anger Control Measures on Reducing Anger among Adolescent Girls

The promise and practice of teaching social communication skills: A commentary on Abbot-Smith et al., 2023

In this commentary, I endorse Abbot-Smith and colleagues’ call for social conversation skills training and raise challenges to designing such efforts. One challenge is to identify a set of conversational skills that are essentially universally important insofar as what is appropriate and effective conversational behavior varies situationally and culturally. A second challenge is to identify meaningful outcomes for training and how they should be assessed. In considering these challenges, I discuss Social Problem-solving Skills Training, cultural variability in children’s conversational behavior, and governmental agencies’ standards for students’ conversational competence.

Effectiveness of Social Problem-Solving Skills Training on the Depression in Systolic Heart Failure Patients in Kermanshah

Background: Heart failure is common worldwide, and it is still expanding. Psychological factors such as depression are more effective on the consequences of this disease, which is necessary to seek a solution for controlling. Objectives: This study aimed to investigate the effect of social problem-solving skills training (SPSST) on depression in patients with heart failure. Methods: This semi-experimental study was conducted on two groups of ten male patients with heart failure in Kermanshah, Iran, randomly assigned to the intervention and control groups. In the intervention group, ten one-hour sessions of SPSST were done. The Beck depression inventory (BDI-13) was completed three times before, after, and three months after the intervention in both groups. The data were analyzed in SPSS v. 23 with t-test and ANCOVA to compare the groups. Results: There was a significant difference in the depression scores of the intervention group in the post-test (P = 0.000) and follow-up (P = 0.003) than before the intervention. However, there was no significant difference in the depression scores of the control group in all stages (P > 0.05). Conclusions: SPSST could improve the depression of patients with heart failure and prevent its complications, which is recommended for controlling the depression of heart failure patients.

Early Family Intervention for Youth at Risk for Bipolar Disorder: Psychosocial and Neural Mediators of Outcome.

The impairing neurodevelopmental course of bipolar disorder (BD) suggests the importance of early intervention for youth in the beginning phases of the illness. We report the results of a 3-site randomized trial of family-focused therapy for youth at high-risk (FFT-HR) for BD, and explore psychosocial and neuroimaging variables as mediators of treatment effects. High-risk youth (<18 years) with major depressive disorder or other specified BD, active mood symptoms, and a family history of BD were randomly assigned to 4 months of FFT-HR (psychoeducation, communication and problem-solving skills training) or 4 months of enhanced care psychoeducation. Adjunctive pharmacotherapy was provided by study psychiatrists. Neuroimaging scans were conducted before and after psychosocial treatments in eligible participants. Independent evaluators interviewed participants every 4-6 months over 1-4 years regarding symptomatic outcomes. Among 127 youth (mean 13.2 ± 2.6 years) over a median of 98 weeks, FFT-HR was associated with longer intervals prior to new mood episodes and lower levels of suicidal ideation than enhanced care. Reductions in perceived family conflict mediated the effects of psychosocial interventions on the course of mood symptoms. Among 34 participants with pre-/post-treatment fMRI scans, youth in FFT-HR had (a) stronger resting state connectivity between ventrolateral PFC and anterior default mode network, and (b) increased activity of dorsolateral and medial PFC in emotion processing and problem-solving tasks, compared to youth in enhanced care. FFT-HR may delay new mood episodes in symptomatic youth with familial liability to BD. Putative treatment mechanisms include neural adaptations suggestive of improved emotion regulation.

Comparing the Effectiveness of Problem-Solving Skills Training Based on Tolman and Gestalt Theories on Problem Solving Styles in High School Students

Comparing the Effectiveness of Problem-Solving Skills Training Based on Tolman and Gestalt Theories on Problem Solving Styles in High School Students

The effect of problem-solving and assertiveness training on self-esteem and mental health of female adolescents: a randomized clinical trial

BackgroundChildren and adolescents are the assets of the society and their mental and physical health ensures the future health of next generations. The aim of the current study was to evaluate the effect of problem-solving and assertiveness skill training on improving self-esteem and mental health in high school female students of Isfahan city in 2019.MethodsThis study was a randomized clinical trial. The target population was 10th grade female high school students in Isfahan city of Iran. 96 students of a female public high school were included in the study, allocated to two groups, 32 for intervention group and 64 for control group. Six 90-min sessions were considered for problem-solving and assertiveness skill training which included lectures, question and answer, movie displaying, brainstorming and role-play. The Coopersmith Self-esteem Inventory Questionnaire (CSEI) and General Health Questionnaire (GHQ) were used in order to evaluate the variables of the study before and one month after the intervention.ResultsMean scores of the self-esteem variable changed significantly in the intervention group compared to control group before (25.2 ± 2.905) and after (29.9 ± 4.155) the intervention (p < 0.05). Mean scores of mental health also changed significantly before (27.67 ± 5.42) and after (19.033 ± 4.9) the intervention in comparison with the control group (p < 0.05).ConclusionThe findings of the present study showed that educational intervention based on problem-solving and assertiveness can enhance self-esteem and mental health in students. Future studies are needed to confirm and determine the structure of these associations.Trial Registration IRCT Code: IRCT20171230038142N9. Registration Date: 07/07/2019. Ethics Code: IR.MUI.MED.REC.1398.130.

Comparing the self-awareness and problem-solving skills training on sexual desire of newly married women: A field trial study.

Sexual desire of women is one of the most important factors affecting marital and sexual satisfaction. Regarding the association of life skills level with sexual dissatisfaction and sexual desire, the present study aims to compare the effect of self-awareness and problem-solving skills training on the sexual desire of newly married women. This was an experimental field trial study conducted since October 2019 to September 2020. The participants included 105 married women with a history of up to 5 years of cohabitation assigned randomly to either of the two intervention or control groups. The data collection tools include a demographic form, Hulbert index of sexual desire (HISD), and ENRICH couple scale that were completed by the participants before (T1), immediately (T2), and one month after the intervention (T3). The first intervention group received self-awareness skills training, whereas the second one received problem-solving skills training (four sessions of 90 min) weekly. On the other hand, the control group received no training. Statistical analyses were performed using SPSS 16 software and descriptive-analytical statistical tests including one-way ANOVA, Kruskal-Wallis, Bonferroni test, tests of within-subjects effects, and analysis test with repeated measures. P value < 0.05 was considered significant. The effect of time (statistic test: 51.24, P-value < 0.001) and the interaction effects of Time and Group on sexual desire (statistic test: 2.87, P-value: 0.03) were statistically significant. The mean score of sexual desire both in interventions and control groups showed statistically significant improvement. The mean score of sexual desire in the self-awareness group was 44.31 ± 9.08 (T1), 51.34 ± 10.92 (T2), and 59.48 ± 13.76 (T3) (P < 0.001); in the problem-solving group was 48.74 ± 10.21 (T1), 52.08 ± 10.59 (T2), and 57.40 ± 12.40 (T3) (P < 0.001); and in the control group was 47.74 ± 11.60 (T1), 50.08 ± 10.04 (T2), and 54.94 ± 12.15 (T3) (P = 0.02). The present study showed the effectiveness of both self-awareness and problem-solving skills training on newly married women's sexual desire. Moreover, this study showed simply participating in a study related to sexual desire as a control group could be effective on women's sexual desire.

Effectiveness of anger management program on anger level, problem solving skills, communication skills, and adjustment among school-going adolescents.

Anger is a natural feeling which is essential for survival, however, which can impair functioning if it is excessive. Adolescents need to be equipped with skills to cope with their anger for the promotion of their health and safety. This study aims to examine the effectiveness of anger management program on anger level, problem solving skills, communication skills, and adjustment among school-going adolescents. An experimental, pre-test-post-test control group design with a multistage random sampling was adopted to select 128 school-going adolescents aged between 13 and 16 years. Experimental group received six sessions of anger management program, while control group received one session on anger management skill after the completion of post-assessment for both the groups. Sessions included education on anger, ABC analysis of behavior and relaxation training, modifying anger inducing thoughts, problem solving, and communication skills training. Assessment done after the 2 months of anger management program. Data were analyzed through descriptive and inferential statistics. Study reveals the improvement in the problem solving skills (81.66 ± 4.81), communication skills (82.40 ± 3.82), adjustment (28.35 ± 3.76), and decreased anger level (56.48 ± 4.97). Within the experimental and between the experimental and control group, post-test mean scores differed significantly (P < 0.05). The results revealed that the anger management program was effective in decreasing anger level and increasing problem solving skills, communication skills, and adjustment among school-going adolescents.

Comparing the Effectiveness of Problem-Solving Skills Training Based on Tolman and Gestalt Theories on Problem Solving Styles in High School Students

Background and Aim: The purpose of this research is to compare the effectiveness of teaching problem solving skills based on Tolman and Gestalt theories on the problem solving styles of high school students. Methods: The current research is applied in terms of purpose and in terms of method, it is a hybrid type of research. The statistical population included all female students of the first year of high school in Hamedan city, the statistical sample size was 75 people (3 groups of 25 people), problem solving skills with the theory of Tolman (1932) and Gestalt (1986), who were selected through the purposeful sampling method. To collect data, the problemsolving questionnaire of Desorilla, Nezo, and Mead-Olivers (2000) was used, and for data analysis, multivariate covariance analysis and Sheffe's post hoc test were used. Results: There is a difference between the effect of teaching problem solving skills based on these theories on students' problem solving styles (i-j=-3.6, P=0.003). The effectiveness of education based on Tolman's theory is higher than Gestalt's theory in all students' problem solving styles (i-j = 1.4, P = 0.0001). Conclusion: These trainings increase the use of positive and rational orientation styles and reduce the use of two negative, avoidant and impulsive orientation styles in students. The effectiveness of education based on Tolman's theory is higher than Gestalt's in all problem solving styles of students.

Core functions and forms of Bright IDEAS: A multi-methods evaluation of the adoption of an evidence-based psychosocial training program through iterative adaptation.

Despite efforts to widely disseminate interventions designed to increase access to quality supportive care to pediatric cancer patients and their families, many of these interventions fail to meet expectations once deployed in real-life clinical settings. This study identifies the functions and forms of Bright IDEAS: Problem-Solving Skills Training, an evidence based psychosocial intervention for caregivers of children recently diagnosed with cancer, to identify pragmatic program adaptations in its real-world clinical implementation. We compare intervention adoption before and after adaptations to the Bright IDEAS training program as part of a national training program designed to disseminate the intervention. 209 pediatric psychosocial oncology practitioners representing 134 unique institutions were trained during 10 in-person 8-hour workshops (2015-2019). Functions and forms of Bright IDEAS were identified, and adaptations made to the training agenda and curriculum based on practitioner feedback following implementation in local institutions. Mixed method evaluation included longitudinal surveys at 6- and 12-months post training; and qualitative interviews among a subgroup of practitioners (N = 47) to understand and compare perspectives on intervention adoption and barriers to implementation before and after adaptations to the Bright IDEAS training program. The RE-AIM framework was used to guide dissemination evaluation. A total of four adaptations were tailored to the identified forms of the intervention: case studies; pre-training reading materials; training videos; and letters of institutional support from primary supervisor. Pre- and post-training adaptations to the Bright IDEAS training program were mapped to RE-AIM constructs. Quantitative findings demonstrate that adaptations appeared to improve adoption and usage overall. This study provides insight into how contextual factors influence psychosocial practitioners' capacity to adopt, implement, and maintain Bright IDEAS in the clinical setting. This study demonstrates the use of real-time stakeholder feedback to guide intervention translation from research to practice settings.