Social Problem-Solving Inventory-Revised Research Articles

Social problem solving moderates emotion reactivity in predicting suicide ideation among college students

Objective: To evaluate the hypothesis that social problem solving (SPS) moderates strong emotion reactivity (ER) to stressful events in predicting suicide ideation (SI). Participants: 200 college students: mean age = 20.33; 75% women; 58% white. Methods: Participants completed the following self-report inventories: Beck Scale for Suicide Ideation, Emotion Reactivity Scale, and Social Problem-Solving Inventory-Revised. Results: Regression and slope analyses found SPS to moderate the association between ER and SI. Specifically, (a) as ER increased, SI increased significantly less for average problem solvers as compared to ineffective problem solvers, and (b) SI increased only slightly for effective problem solvers as ER increased. A secondary exploratory analysis found 20 college students who previously attempted suicide reported more negative ER, less effective SPS, and higher SI, as compared to a group of 20 sex-and age-matched peers. Conclusions: Effective social problem solving serves to decrease the likelihood that college students will experience higher levels of suicide ideation even when their negative emotion reactivity is high. Clinical implications for treatment and prevention are discussed.

Psychometric properties of the 52-, 25-, and 10-item English and Spanish versions of the Social Problem-Solving Inventory-Revised.

The Social Problem-Solving Inventory-Revised (SPSI-R) is a widely used instrument to assess problem-solving ability. This study examined the factor structure of the 52-, 25-, and 10-item versions of the SPSI-R and assessed factorial invariance across English- and Spanish-speaking participants. In addition, the internal consistency, test-retest reliability and sensitivity to detect change in problem-solving skills over time were assessed across the three different versions of the SPSI-R. Data from three randomized controlled trials, in which caregivers of children with cancer (N = 1,069) were assigned to either a problem-solving skills intervention (N = 728) or a control condition (N = 341), were combined. The SPSI-R was administered at baseline (T1) and immediately post intervention (T2). Reliability and multigroup analyses were performed with confirmatory factor analysis (CFA). Sensitivity to change analyses were performed using repeated measures ANOVA. Confirmatory factor analysis at T1 showed good fit statistics and internal consistency for the 52- and the 25-item versions, but not for the 10-item version. Factorial invariance was demonstrated across time (T1-T2) and language (Spanish-English) for both the 52- and 25-item versions. Adequate sensitivity to change over time was shown. The 52- and 25-item versions of the SPSI-R appear reliable and valid for assessment of problem-solving skills in English- and Spanish-speaking caregivers of children with newly diagnosed cancer. The 25-item SPSI-R can be used as a short version measuring problem-solving ability; the 10-item version cannot be considered a reliable measure for this population.

The characteristics of social problem-solving among Palestinian adolescents

AbstractSocial problem-solving skills are the individual's way for better social adaptation. Therefore, the study aimed to investigate the characteristics of Palestinian adolescents' social problem-solving (Positive orientation, negative orientation, rational style, impulsive style, and avoidance style) in connection to some demographic variables (i.e. gender, age, family composition, father's education, and mother's education). As an instrument, Social Problem-Solving Inventory-Revised (SPSI-R) was applied to 410 Palestinian adolescents whose ages (12, 15, and 18 years old). The results showed that the Palestinian adolescents had the highest level of positive orientation and the least level of negative problem orientation towards solving social-problems. In addition, the finding showed that there were no differences between girls and boys in positive orientation, rational style and impulsive style, while females had a tendency towards negative orientation and avoidance style. There were no differences attributed to age in negative orientation, rational style, impulsive style, and avoidance style. However, it was found that positive orientation was prominent in 18 years old. There was no difference in adolescents' family composition in their dealing with social problems. Also, there was no difference in solving social problems attributed to the father's education. However, there was no difference in negative orientation, positive orientation, rational style, and impulsive style attributed to mother's education. However, there was a relationship between the mother who has elementary school and avoidance style.

The Mediating Effect of Social Problem-Solving Between Perfectionism and Subjective Well-Being.

This study examined the relationship between perfectionism and subjective well-being (SWB) and dimensions of social problem-solving ability. The Almost Perfect Scale-Revised (APS-R), Social problem-solving Inventory-Revised (SPSI-R) and Satisfaction with Life Scale (SWLS) were used to conduct a questionnaire survey of 202 Chinese adults. The results found that: (1) Subjective well-being was significantly negatively correlated with the discrepancy dimension of perfectionism and was also significantly negatively correlated with the negative problem orientation of social problem-solving. (2) The discrepancy dimension reflected in maladaptive perfectionism was significantly positively correlated with the negative aspects of social problem solving (Negative Problem Orientation, NPO; Impulsivity-Carelessness Style, ICS; and Avoidance Style, AS). (3) The negative problem orientation (NPO) dimension in SPSI-R, as a partial mediator, mediated the negative correlation between maladaptive perfectionism and subjective well-being. In conclusion, perfectionism and social problem-solving ability had different degrees of influence on the SWB of Chinese adults, and attention could be paid to dealing with discrepancy and how to reduce negative problem-solving tendency in education and clinical practice.

Do anxiety, depression, and intolerance of uncertainty contribute to social problem solving in adult women with anorexia nervosa?

IntroductionInefficient problem solving in the social domain may be one of the difficulties underlying the interpersonal challenges thought to maintain anorexia nervosa (AN). However, past studies have neglected to control for depression, anxiety, and intolerance of uncertainty (IU), which are known to contribute to social problem solving.MethodsThis study aimed to investigate whether adults with AN would show differences in social problem solving on an experimental task (Means‐End Problem Solving; MEPS) and report differences in their attitudes (positive, negative) toward social problem solving and their use of social problem‐solving styles (rational, impulsive–careless, avoidant) on the Social Problem‐Solving Inventory Revised (SPSRI) compared to a non‐AN control group.ResultsSeventy‐four adult women took part (30 with AN and 44 non‐AN controls), and data show that those with AN generated significantly less effective solutions on the MEPS (d = 1.96) reported overall poorer social problem solving on the SPSRI (d = 0.58), reporting more negative and less positive attitudes toward social problem solving, and less impulsive and more avoidant social problem‐solving styles. However, those with AN did not differ from controls in being able to rationalize social problems. Once depression (Beck Depression Inventory: BDI), state anxiety (State‐Trait Anxiety Inventory: STAI), and IU (Intolerance of Uncertainty Scale‐12; IUS‐12) were included as covariates, these differences were no longer significant, suggesting that comorbid depression, anxiety, and IU symptoms may contribute to social problem solving in AN.ConclusionsThere was no specific effect of depression. Treating anxiety and IU might help to improve social problem solving and enable people with AN to be able to better access social support to aid their recovery.

Social Problem-Solving Inventory-Revised(SPSI-R)日本語版の作成と信頼性・妥当性の検討(原著)

Social Problem-Solving Inventory-Revised(SPSI-R)日本語版の作成と信頼性・妥当性の検討(原著)

Anticipatory grief and impaired problem solving among surrogate decision makers of critically ill patients: A cross-sectional study

ObjectivesAnticipatory grief, the experience of grief before the death of a mourned individual, is common among people with seriously ill loved ones and associated with impaired social problem solving. We sought to evaluate anticipatory grief in the Intensive Care Unit setting. Research methodology/designCross-sectional study of surrogate decision-makers of patients admitted to an intensive care unit, incorporating survey methodology. SettingIntensive care units at a tertiary care centre. Main outcome measuresSurrogates completed a 78-question, self-administered questionnaire consisting of demographic and clinical data, as well as three validated instruments: Anticipatory Grief Scale (AGS), Hospital Anxiety and Depression Scale (HADS), and Social Problem Solving Inventory Revised Short Form (SPSI-R:S). Main resultsSurveys were completed by 50 surrogate decision-makers, among whom anticipatory grief was elevated and associated with anxiety and depression. Anticipatory grief was also significantly associated with worsened overall problem solving (Spearman’s Rho −0.32, p value 0.02). Surrogates with loved ones who were older or admitted to a trauma unit experienced anticipatory grief at lower levels. Prior admission and Charlson Comorbidity Index scores were not associated with anticipatory grief. ConclusionLevels of anticipatory grief in the intensive care unit are high and associated with concurrent anxiety and depression. Association of anticipatory grief with worsened social problem solving may worsen decision making ability in surrogates.

Use of the Social Problem Solving Inventory-Revised With Forensic Populations: A Psychometric Critique.

The Social Problem Solving Inventory-Revised (SPSI-R) is a popular psychometric tool used with multiple populations to assess individual problem solving ability. Problem solving deficits have been implicated within forensic literature, and therefore, assessment of these skills is essential to aid decision making and appraisal of treatment change in forensic populations. This review discusses the extent of the validity and reliability of the SPSI-R within forensic populations, and concludes that while the tool has some valid psychometric properties, further studies using larger forensic samples and being inclusive of more subgroups in forensic contexts are needed to provide reliable group comparison norms. Overall, users of the SPSI-R should be aware of the strengths and limitations of using this tool with a forensic population. Impression management is also a consideration when using the SPSI-R within forensic settings.

Full and Short Versions of the Coping Inventory for Stressful Situations and Social Problem-Solving Inventory-Revised: Examining Their Factor Structure in a Dutch Outpatient Sex Offender Sample.

Inadequate problem solving is associated with recidivism in sex offenders. However, the psychometric properties of two of the most widely used coping self-report questionnaires, the Social Problem-Solving Inventory-Revised and Coping Inventory for Stressful Situations, have not been established for outpatient sex offenders. Using structural equation modeling, the present study aims to contribute to an empirically based decision as to which version of the Coping Inventory for Stressful Situations or Social Problem-Solving Inventory-Revised is best suited to use with forensic outpatient sex offenders. The sample consisted of 530 Dutch sex offenders treated in an outpatient forensic facility. Results support the use of the Coping Inventory for Stressful Situations-Short Form 20 for identifying problem-solving deficits among outpatient sex offenders, consequently facilitating the assessment of treatment needs.

Attitude and practice of physical activity and social problem-solving ability among university students

BackgroundEffective social problem-solving abilities can contribute to decreased risk of poor mental health. In addition, physical activity has a favorable effect on mental health. These previous studies suggest that physical activity and social problem-solving ability can interact by helping to sustain mental health. The present study aimed to determine the association between attitude and practice of physical activity and social problem-solving ability among university students.MethodsInformation on physical activity and social problem-solving was collected using a self-administered questionnaire. We analyzed data from 185 students who participated in the questionnaire surveys and psychological tests. Social problem-solving as measured by the Social Problem-Solving Inventory-Revised (SPSI-R) (median score 10.85) was the dependent variable. Multiple logistic regression analysis was employed to calculate the odds ratios (ORs) and 95% confidence intervals (CIs) for higher SPSI-R according to physical activity categories.ResultsThe multiple logistic regression analysis indicated that the ORs (95% CI) in reference to participants who said they never considered exercising were 2.08 (0.69–6.93), 1.62 (0.55–5.26), 2.78 (0.86–9.77), and 6.23 (1.81–23.97) for participants who did not exercise but intended to start, tried to exercise but did not, exercised but not regularly, and exercised regularly, respectively. This finding suggested that positive linear association between physical activity and social problem-solving ability (p value for linear trend < 0.01).ConclusionsThe present findings suggest that regular physical activity or intention to start physical activity may be an effective strategy to improve social problem-solving ability.

Evaluation of Teaching Effectiveness of Problem-Based Learning Model on Nursing College Health Physical Fitness Program

The purpose of this study was to investigate the effects of problem-based learning (PBL) on self-direct learning, social problems solving ability and health fitness cognitions on nursing college physical education program. Nursing students from two different classes were voluntarily participated in this study, which consisted of an experimental group (EG, n=47) and a control group (CG, n=45). Qusasi experimental design was adopted to investigate the effects PBL on students' learning. Both EG and CG completed a 12 weeks fitness program (100 minutes/week), while EG intervened with PBL learning and CG with ordinary PE classes. Both groups administered with Self-Directed Learning Readiness Scale-PE (SDLRS-PE), Social Problem-Solving Inventory-Revised (SPSI-R) and Health-Related Fitness Knowledge Test (HRFKT) before and after experiment. The results were as follows: (1) EG scored higher in ＂favor of learning,＂ ＂learning motivation＂ and ＂creativity of learning＂ of SDLRS-PE, and scored lower in negative perspective, including ＂compulsiveness/negative,＂ ＂avoidance＂ and total scores of SPSI-R compared to CG. Furthermore, EG scored higher in ＂health fitness,＂ ＂aerobic fitness,＂ ＂strength/muscular endurance,＂ ＂body composition,＂ ＂basic nutrition knowledge＂ and total scores of HRFKT. (2) Some variables in SDLRS-PE were positively and slightly correlated with HRFKT. We suggest that PBL is not only beneficial to students' self-direction, but also showed social problem-solving ability and physical fitness cognitions. We suggest that future studies should focus on the positive effects of PBL teaching on students' physical fitness, cognitions and physical activities, and implement it on PE settings.

Development of social problem solving—A longitudinal study (2009–2011) in a Hungarian context

The aims of the longitudinal study were to investigate the development of social problem solving (SPS) among adolescents (N = 180) in Hungary, to describe the nature of correlations between the raters' judgements (child, mother, teacher) and to examine what the correlations are between SPS factors and family background. At the beginning of the study students were 12-year-olds and they were 14 at the last time of measurement. The questionnaire of SPS was adapted [SPSI-R:S, D'Zurilla, T. J., Nezu, A., & Maydeu-Olivares, A. (2002). Social Problem-Solving Inventory-Revised (SPSI-R): Technical manual. North Tonawanda, NY: Multi-Health Systems]. The factors were the following: negative and positive problem orientation (NPO, PPO, respectively), rational problem solving (RPS), impulsivity/carelessness style (ICS) and avoidance style (AS). Based on self-assessment, NPO, RPS, ICS and ACS show increasing tendency with age; however, in the case of PPO, significant age differences have not been found. The mothers' ratings are the same in the case of NPO, PPO and RPS, but they think that their 12-year-olds show lower impulsivity and avoidance than their children of 13 and 14 years. According to the teachers' rating, NPO, RPS and AS show increasing tendency; however, the values of ICS and PPO decrease with age. Correlations between children's and mothers' ratings are strongest, and the most divergent evaluations were given by teachers and mothers. Parents' educational levels influence the SPS factors differently: mothers' educational level has an effect on NPO and ICS; fathers' educational level has an impact on RPS in all years. The effects of free-time activities in family are stronger than those of the time spent learning with children in all years.

Virtual reality for treatment compliance for people with serious mental illness.

Virtual reality (VR) is computerised real-time technology, which can be used an alternative assessment and treatment tool in the mental health field. Virtual reality may take different forms to simulate real-life activities and support treatment. To investigate the effects of virtual reality to support treatment compliance in people with serious mental illness. We searched the Cochrane Schizophrenia Group Trials Register (most recent, 17th September 2013) and relevant reference lists. All relevant randomised studies comparing virtual reality with standard care for those with serious mental illnesses. We defined virtual reality as a computerised real-time technology using graphics, sound and other sensory input, which creates the interactive computer-mediated world as a therapeutic tool. All review authors independently selected studies and extracted data. For homogeneous dichotomous data the risk difference (RD) and the 95% confidence intervals (CI) were calculated on an intention-to-treat basis. For continuous data, we calculated mean differences (MD). We assessed risk of bias and created a 'Summary of findings' table using the GRADE approach. We identified three short-term trials (total of 156 participants, duration five to 12 weeks). Outcomes were prone to at least a moderate risk of overestimating positive effects. We found that virtual reality had little effects regarding compliance (3 RCTs, n = 156, RD loss to follow-up 0.02 CI -0.08 to 0.12, low quality evidence), cognitive functioning (1 RCT, n = 27, MD average score on Cognistat 4.67 CI -1.76 to 11.10, low quality evidence), social skills (1 RCT, n = 64, MD average score on social problem solving SPSI-R (Social Problem Solving Inventory - Revised) -2.30 CI -8.13 to 3.53, low quality evidence), or acceptability of intervention (2 RCTs, n = 92, RD 0.05 CI -0.09 to 0.19, low quality evidence). There were no data reported on mental state, insight, behaviour, quality of life, costs, service utilisation, or adverse effects. Satisfaction with treatment - measured using an un-referenced scale - and reported as "interest in training" was better for the virtual reality group (1 RCT, n = 64, MD 6.00 CI 1.39 to 10.61,low quality evidence). There is no clear good quality evidence for or against using virtual reality for treatment compliance among people with serious mental illness. If virtual reality is used, the experimental nature of the intervention should be clearly explained. High-quality studies should be undertaken in this area to explore any effects of this novel intervention and variations of approach.

Exploration of the structural and convergent validity of the Social Problem-Solving Inventory-Revised with Native American youth.

The structural invariance and concurrent validity of the Social Problem-Solving Inventory-Revised (SPSI-R) (D'Zurilla, Nezu, & Maydeu-Olivares, 2002) were explored with a sample of 699 rural Native American youth (mean age 15.9 years; 51.7% female) from the south central United States. Using confirmatory factor analysis, it was concluded that the structural integrity of the SPSI-R was largely upheld; however, differences with prior research emerged in response to one item, which may reflect cultural influences. Construct validity of the SPSI-R scales was supported through correlations with the Hope Scale (Snyder, Harris, Anderson, Holleran, Irving, Sigmon,... Harney, 1991) in directions consistent with problem-solving theory and prior empirical research. Relationships between SPSI-R scales and acculturation also were examined. Implications are discussed regarding further research on social problem solving with diverse cultural groups.

Psychometric Evaluation of the Social Problem-Solving Inventory- Revised among Overweight or Obese Adults.

Problem solving is a key component of weight loss programs. The Social Problem Solving Inventory-Revised (SPSI-R) has not been evaluated in weight loss studies. The purpose of this study was to evaluate the psychometrics of the SPSI-R. Cronbach's alpha (.95 for total score; .67 - .92 for subscales) confirmed internal consistency reliability. The SPSI-R score was significantly associated (ps<.05) with decreased eating barriers and binge eating, increased self-efficacy in following a cholesterol-lowering diet, consumption of fewer calories and fat grams, more frequent exercise, lower psychological distress, and higher mental quality of life; all suggesting concurrent validity with other instruments used in weight loss studies. However, confirmatory factor analysis of the hypothesized 5-factor structure did not fit the data well (χ2=350, p<.001).

Relationship of drug-addicted patients’ personality disorders to social problem-solving changes during the rehabilitation process

Background: Drug-addicted patients exhibit various personality disorders that interfere with their adaptation to society, as well as their ability to participate in the rehabilitation process. The Latvian Rehabilitation Programme for drug addicts includes social problem-solving training to help patients reintegrate into society. However, the role of personality disorders has not been investigated in relation to this process. Aims: The aim of the study is to assess whether personality disorders predict changes in dimensions of social problem-solving after 6 months of rehabilitation for drug-addicted patients. Methods: The sample of this study consists of 31 drug-addicted patients from the Latvian rehabilitation centres aged 21–35 (females 21%, males 79%). Two inventories are used: the Social Problem-Solving Inventory—Revised (SPSI-R) and MillonTM Clinical Multiaxial Inventory—III (MCMI-III) adapted into Russian. Results: Results of the study indicated that some MCMI-III personality disorders (Schizoid and Histrionic) negatively predicted SPSI-R Positive problem orientation, and narcissistic disorder positively predicted SPSI-R Avoidance style after 6 months in the Latvian Rehabilitation Programme. The other personality disorders did not predict social problem-solving dimensions. Conclusions: The results of the study suggest that some personality disorders are related to changes in social problem-solving dimensions for drug-addicted patients. Hence, it is important to consider the implications of particular personality disorders to facilitate the implementation of social problem-solving rehabilitation programmes.

Too upset to think: The interplay of borderline personality features, negative emotions, and social problem solving in the laboratory.

Borderline personality disorder (BPD) is associated with poor social problem solving and problems with emotion regulation. In this study, the social problem-solving performance of undergraduates with high (n = 26), mid (n = 32), or low (n = 29) levels of BPD features was assessed with the Social Problem-Solving Inventory-Revised and using the means-ends problem-solving procedure before and after a social rejection stressor. The high-BP group, but not the low-BP group, showed a significant reduction in relevant solutions to social problems and more inappropriate solutions following the negative emotion induction. Increases in self-reported negative emotions during the emotion induction mediated the relationship between BP features and reductions in social problem-solving performance. In addition, the high-BP group demonstrated trait deficits in social problem solving on the Social Problem-Solving Inventory-Revised. These findings suggest that future research must examine social problem solving under differing emotional conditions, and that clinical interventions to improve social problem solving among persons with BP features should focus on responses to emotional contexts.

Effects of cancer rehabilitation on problem-solving, anxiety and depression: A RCT comparing physical and cognitive-behavioural training versus physical training

We tested the effects on problem-solving, anxiety and depression of 12-week group-based self-management cancer rehabilitation, combining comprehensive physical training (PT) and cognitive-behavioural problem-solving training (CBT), compared with PT. We expected that PT + CBT would outperform PT in improvements in problem-solving (Social Problem-Solving Inventory-Revised (SPSI-R)), anxiety and depression (Hospital Anxiety and Depression Scale (HADS)), and that more anxious and/or depressed participants would benefit most from adding CBT to PT. Cancer survivors (aged 48.8 ± 10.9 years, all cancer types, medical treatment completed) were randomly assigned to PT + CBT (n = 76) or PT (n = 71). Measurement occasions were: before and post-rehabilitation (12 weeks), 3- and 9-month follow-up. A non-randomised usual care comparison group (UCC) (n = 62) was measured at baseline and after 12 weeks. Longitudinal intention-to-treat analyses showed no differential pattern in change between PT + CBT and PT. Post-rehabilitation, participants in PT and PT + CBT reported within-group improvements in problem-solving (negative problem orientation; p < 0.01), anxiety (p < 0.001) and depression (p < 0.001), which were maintained at 3- and 9-month follow-up (p < 0.05). Compared with UCC post-rehabilitation, PT and PT + CBT only improved in anxiety (p < 0.05). CBT did not add to the effects of PT and had no extra benefits for higher distressed participants. PT was feasible and sufficient for durably reducing cancer survivors’ anxiety.

Assessment and treatment of social problem solving in offenders with intellectual disability

In mainstream offender work there has been a significant amount of theory and applied research linking moral development, perspective taking and poor social problem solving to offending. Given that such deficits are likely to feature in offenders with intellectual disability (ID), it is surprising that this research has not spread to the field of ID. Study 1 employed 132 participants in an evaluation of the 25-item short form of the Social Problem Solving Inventory – Revised (SPSI-R). Study 2 describes the development of a social problem solving programme (SPORT) based on established theoretical principles, for use with offenders with ID. The SPSI-R is used to evaluate the progress through the programme of 10 participants. In Study 1 a four-factor solution emerged which corresponded to the five dimensions contained in the SPSI-R. Negative problem orientation, impulsive/careless style and rational style emerged as unitary factors while positive problem orientation and avoidant style loaded on a single factor at opposite poles. In Study 2 participants became less impulsive and more positive in their style and orientation towards social problem solving. The assessment and treatment of social problem solving may be a fruitful addition to general work with offenders with ID. Such programmes should be considered in conjunction with interventions for problems such as sexual and violent offending.

Social problem-solving among adolescents treated for depression

Studies suggest that deficits in social problem-solving may be associated with increased risk of depression and suicidality in children and adolescents. It is unclear, however, which specific dimensions of social problem-solving are related to depression and suicidality among youth. Moreover, rational problem-solving strategies and problem-solving motivation may moderate or predict change in depression and suicidality among children and adolescents receiving treatment. The effect of social problem-solving on acute treatment outcomes were explored in a randomized controlled trial of 439 clinically depressed adolescents enrolled in the Treatment for Adolescents with Depression Study (TADS). Measures included the Children's Depression Rating Scale-Revised (CDRS-R), the Suicidal Ideation Questionnaire – Grades 7–9 (SIQ-Jr), and the Social Problem-Solving Inventory–Revised (SPSI-R). A random coefficients regression model was conducted to examine main and interaction effects of treatment and SPSI-R subscale scores on outcomes during the 12-week acute treatment stage. Negative problem orientation, positive problem orientation, and avoidant problem-solving style were non-specific predictors of depression severity. In terms of suicidality, avoidant problem-solving style and impulsiveness/carelessness style were predictors, whereas negative problem orientation and positive problem orientation were moderators of treatment outcome. Implications of these findings, limitations, and directions for future research are discussed.