Social Problem-solving Skills Research Articles

Critical Issues in Measuring and Teaching Social Problem-solving in Early Childhood Research

Young children’s social-emotional competence is predictive of their later success in school. Social problem-solving is a key component of social-emotional competence. While there is research to suggest we can effectively support young children in developing social problem-solving skills, further work is needed to advance our understanding of how to operationalize, measure, and provide interventions on social problem-solving skills. It is particularly important to understand how to support social problem-solving skills in children with disabilities and diverse functional repertoires. We outline critical issues related to operationalizing, measuring, and teaching social problem-solving and propose 19 recommendations for addressing these critical issues. We suggest future directions for research in social problem-solving centering around four key questions.

Parents’ Rearing Styles and Their effect on Social Problem-Solving Skills among Secondary School Students

Parents’ Rearing Styles and Their effect on Social Problem-Solving Skills among Secondary School Students

Investigating social media addiction and impact of social media addiction, loneliness, depression, life satisfaction and problem-solving skills on academic self-efficacy and academic success among university students.

The negative effects of post-COVID-19 restrictions have been detected in students' mental well-being due to internet addiction, changing habits, despair and uncertainty. Students' academic success is expected to be affected by social media addiction, loneliness, depression, life satisfaction, problem solving skills and academic self-efficacy factors. This study aimed to determine the level of social media addiction and the effects of these factors on the academic success of university students and define their interactions with each other. Four hundred nineteen questionnaires were collected between October-December 2022 at Bingöl University, Türkiye. Descriptive statistics, independent t-test, One-Way ANOVA, correlation and multiple linear regression methods were used to analyze data with the help of the SPSS 22 software. Middle level grade (GPA) average (71,17 ± 9,69 out of 100), low level social support from friends and family members (34,6%), spending more than 4 h on social media (42,5%), middle level social media addiction, moderate depression level (51,31%-PHQ > 10), mild loneliness and slight dissatisfaction with life were found among students. Furthermore, high academic self-efficacy, moderate agreement with academic performance and good problem-solving skills were indicated in the survey results. Significant differences, such as higher life satisfaction among males and higher depression among females, were measured. Academic self-efficacy scale, problem solving skills and satisfaction with life had a negative correlation with social media addiction and depression, while a positive correlation with academic performance measures. Problem solving skills, satisfaction with life, fourth class vs. others and living alone vs. others were positive predictors of the academic self-efficacy. Meanwhile, loneliness was a negative predictor of the academic self-efficacy, while higher problem-solving skills and being female were positive factors leading to a higher GPA. The fact that the participants were only students from Bingöl University limits the ability to generalize the results. Policymakers could implement social and problem-solving skills training to develop better academic programs and cognitive-behavioral therapy for students' academic success.

Involving Parents in Cognitive Behavioral Therapy for Children and Adolescents with Conduct Problems: Goals, Outcome Expectations, and Normative Beliefs About Aggression are Targeted in Sessions with Parents and Their Child

Children and adolescents with conduct problems participate in Cognitive Behavioral Therapy (CBT), either in individual or group format, in view of learning social problem-solving skills that enable them to behave in more independent and situation-appropriate ways. Parents must support their child’s learning processes in everyday life and therefore these processes need attention in CBT sessions in which parents and their child participate. The social problem-solving model of CBT previously described (Matthys & Schutter, Clin Child Fam Psychol Rev 25:552–572, 2022; Matthys & Schutter, Clin Child Fam Psychol Rev 26:401–415, 2023) consists of nine psychological skills. In this narrative review we propose that instead of addressing each skill separately in sessions with both parents and their child, therapists work on three schemas (latent mental structures): (1) goals, (2) outcome expectations, and (3) normative beliefs about aggression. Based on social-cognitive and cognitive neuroscience studies we argue that these three schemas affect five core social problem-solving skills: (1) interpretation, (2) clarification of goals, (3) generations of solutions, (4) evaluation of solutions, and (5) decision-making. In view of tailoring CBT to the individual child’s characteristic schemas and associated social problem-solving skills, we suggest that children and adolescents participate in individual sessions with their parents. The therapist uses Socratic questioning in order to find out characteristic schemas of the child, encourage reflection on these schemas, and explore alternative schemas that had previously been outside the child’s attention. The therapist functions as a model for parents to ask their child questions about the relevant schemas with a view of achieving changes in the schemas.

Effects of online coping skills training on stress, anxiety and social problem solving in young people: A randomised controlled study.

Although most young people successfully manage the transition from childhood to adulthood, the speed and magnitude of these changes can cause stress that can exceed the coping abilities of many young people. Previous studies have suggested that adolescence is a vulnerable period for the development of psychiatric disorders; therefore, an adequate coping repertoire must be developed. Our aims were to develop and implement a coping skills training for young people and to evaluate the results of the training. Therefore, the components of the coping skills training programs in the existing literature were used. Young people from Turkey participated in this cluster randomised controlled trial (n = 89; mean age, 20.06 ± 1.44 years). Ten sessions of the coping skills training were applied in the study group (SG; n = 33), and one session was applied in the control group (CG; n = 56). To assess the effects of the coping skills training, all participants completed several psychological questionnaires (for stress, anxiety, coping and social problem-solving evaluations) at the beginning and end of the training. We performed an analysis of covariance (ANCOVA). In cases where ANCOVA assumptions could not be met, the efficacy of the intervention was determined using the mixed design/split-plot analysis of variance. Compared with the CG, the SG had significantly reduced stress and anxiety levels and increased adaptive coping skills. Social problem-solving skills remained relatively similar between the groups. Complete and correct implementation of coping skills training among the youth may contribute positively to the development of adaptive coping skills by reducing their stress and anxiety levels. This online coping skills training program allowed young people to directly experience their response to stress and offered opportunities to try and develop different coping strategies. Coping skills should be considered for successful stress and anxiety management in everyday life.

A qualitative study of mentors’ perceptions and experiences of a near-peer mentoring program for medical students

IntroductionDuring their academic studies, medical students may encounter a variety of challenging situations. It is no wonder that they have a higher prevalence of poor mental health than the general population. Mentoring programs have proven useful in promoting mental health in medical education. The study aimed to explore the perceptions and experiences of medical students as mentors in a near-peer mentoring program.MethodsA qualitative study was carried out between March and April 2022 at Semmelweis University in Budapest, Hungary. Five focus group discussions (FGDs) included 26 medical students who were enrolled as mentors in the mentoring program. The recordings were transcribed verbatim and anonymized. An deductive and semantic approach was adopted, and the data were analyzed with thematic analysis.ResultsThree major themes were identified: professional and personal growth and reflections on the mentoring experience. Mentors reported growth in social and practical problem-solving skills, self-confidence, psychosocial benefits, and both personal and professional development. The program had a great impact on students’ sense of self-efficacy, self-awareness, perception of their competencies, and adherence to their boundaries.DiscussionIn conclusion, the mentors strongly emphasized the professional and psychosocial benefits they perceived while participating in the mentoring program. Therefore, the experiences obtained during the mentoring are important milestones. Mentoring programs could greatly improve students both personally and professionally so that later, they will be the best possible professionals in the field of health care.

STEAM 기반 요리 활동이 유아의 사회적 능력과 과학적 문제해결력에 미치는 효과

Objectives This study aimed to reveal the effects of STEAM-based cooking activities on young children's social skills and scientific problem-solving skills.
 Methods This study conducted STEAM-based cooking activities developed for this study through single-group experimental treatment and pre- and post-tests on 20 5-year-old children attending M early childhood education institution located in G Metropolitan City on April 10, 2023. It was conducted a total of 21 times, approximately 40 minutes each time, 3 times a week for a total of 9 weeks from January 1st to June 9, 2023. In order to examine the effectiveness of the developed STEAM-based cooking activity, data were collected on the social abilities and scientific problem-solving skills of participating children through pre- and post-tests before and after participating in the STEAM-based cooking activity. The collected data were compared to the paired sample t- Verification was conducted and the effect was analyzed.
 Results First, STEAM-based cooking activities showed statistically significant differences in the pre- and post-scores of children's overall social skills and sub-elements. Second, STEAM-based cooking activities showed statistically significant differences in pre- and post-scores of children's scientific problem-solving skills.
 Conclusions The significance of the study is that it predicts the development direction, application, and effectiveness of STEAM educational activities for young children and can be used as basic data for the development of various educational activities.

Play Tool Kit to Strengthen Prosocial Behaviour and Empathy among Attention-Deficit/Hyperactive Children

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects individuals’ ability to regulate their attention, impulses, and activity levels. It is commonly diagnosed in childhood but can persist into adolescence and adulthood. Children with such type of disorder are having copious problems related to social skills. Understanding these core symptoms is crucial in recognising and addressing the challenges faced by children with ADHD. Hence, some interventions has to be introduced in the form of a play toolkit, which has a significant effect on ADHD children’s prosocial behaviour and empathy. This play toolkit includes two components: play therapy and doodle therapy. Using play-based activities to enhance social skills, emotional regulation, problem-solving, and cooperation skills in a supportive and engaging environment is essential. Utilising creative activities like drawing, colouring, and art-based projects to facilitate self-expression, communication, and emotional understanding can indirectly improve social interactions. By incorporating these interventions into a comprehensive treatment plan, nurses and healthcare professionals can help children with ADHD develop essential social skills, improve their relationships with peers and adults, and enhance their overall well-being.

Impact of Teaching Social Problem-Solving Skills on Quality of Life of Patients with Congestive Heart Failure

Background: Congestive heart failure is common in the world, and most patients with this disease have low quality of life. One of the factors affecting the quality of life is mental disorders. Therefore, teaching social problem-solving skills can play an effective role in improving the quality of life (QOL). Objectives: This study aimed to investigate the effectiveness of social problem-solving skills on QOL among congestive heart failure patients. Methods: This study was conducted on 20 patients randomly assigned to control (n = 10) and experimental groups (n = 10). The groups consisted of patients with congestive heart failure (left ventricle ejection fraction (LVEF) < 45%). The experimental group received 10 one-hour sessions on social problem-solving skills. The QOL questionnaire (SF-36) was completed before, immediately, and 3 months after the intervention. Data were analyzed using SPSS (version 23) and independent and paired t-tests, as well as an analysis of covariance. Results: There was a significant difference between the QOL scores in the experimental group compared to the pre-test (P = 0.006) and follow-up (P = 0.035) (pre-test = 51.4 ± 10.5, post-test = 59.8 ± 6.6, follow-up = 55.8 ± 7.1). However, there was no significant change in the QOL scores through different stages in the control group (P > 0.05) (pre-test = 51.2 ± 10.7, post-test = 52.3 ± 10.1, follow-up = 51.3 ± 8.9). Conclusions: Teaching social problem-solving can be effective in improving the QOL in patients with congestive heart failure.

An Exploration into the Impact of Flipped Classroom Model on Cadets’ Problem-Solving Skills: A Mix Method Study

<p style="text-align:justify">Many education and learning experts currently recommend the flipped classroom model as an alternative to learning after the COVID-19 pandemic. This study aims to explore the impact of the flipped classroom model on social skills and problem-solving skills for cadets. This research used a sequential mix method involving 50 maritime students in semester 7 of the Engineering Study Program at the Maritime Sciences Polytechnic Makassar, South Sulawesi, Indonesia. Researchers used two main instruments, namely problem-solving skill tests and interviews. Furthermore, in the quantitative analysis, the researcher ran paired sample t-tests and one-way Multivariate Analysis of Covariance (MANCOVA) using the SPSS 25.00 program. In addition, researchers also analysed qualitative data from interviews using thematic analysis techniques. The results showed that the flipped classroom model proved to have a positive effect on the problem-solving skills of maritime students. Other findings state that the cadets also respond positively to the flipped classroom model. Researchers recommend that teachers use the flipped classroom model, especially in dealing with learning in the post-pandemic era, like today.</p>

Social Problem-Solving Skills and Self-Efficacy among Youth in Selangor, Malaysia

In today's society, a comprehensive exploration of the dynamic interaction between self-efficacy and social problem-solving skills within this group is lacking. This study investigates the correlation between social problem-solving skills and self-efficacy among young individuals using structured questionnaires in 89 participants. The results show that young individuals who “evaluate the good and bad implications of the decision” and “analyse problems” tend to exhibit higher self-efficacy while having a “sense of inability to solve problems” display lower self-efficacy. These findings may help educators and policymakers create interventions to empower young individuals to tackle challenges to strengthen self-efficacy and overall well-being.

Young People-Social Problem-Solving Skills: Development and Psychometric Properties

There is a lack of culturally suitable tools to measure social problem-solving skills among young people in Malaysia. Hence, this study was conducted to determine the reliability and validity of our newly invented 14-item Young People-Social Problem-Solving Skills (YP-SPSS) questionnaire. Cronbach’s alpha analysis shows that YP-SPSS has good reliability (α=0.7640), and the factor loadings for the fourteen items are above 0.5. Exploratory Factor Analysis suggests four factors: emotional awareness, insight into having problems, steps in solving problems, and analyzing the problems. The study shows that this questionnaire is statistically suitable to measure the social problem-solving of young people.

Problem Çözme Eğitimi Grup Yaşantısının Kadın Hükümlülerin Sosyal Problem Çözme Becerilerine Etkisinin İncelenmesi

This study aims to examine the effectiveness of the psycho-education group-based program aimed at improving the social problem-solving skills of female prisoners. The applied program is adopted by Çekici & Güçray (2012) based on the five-stage approach model in social problem-solving (D'zurilla & Nezu, 2007; Nezu et al., 2007). The research is in the semi-experimental design, and one of the types of the experimental design, "real experimental model with pretest-posttest control group" was used. The implementation was carried out with 36 convicts in Karataş Prison in Adana province in the Women's Open Penal Institution. Since the sample did not show a normal distribution, it was evaluated by the Wilcoxon Signed Rows Test, one of the non-parametric analysis methods used to compare the difference between the scores of the two sets of measurements. As a result of the analysis, it was found that the use of a positive orientation-rational problem-solving style to the problem, which is a positive coping style, increased social problem-solving skills in female convicts who participated in social problem-solving group practices, and their use of inattentive and avoidant styles, which are negative orientation to the problem and negative coping styles, decreased. This did not change in the results of the monitoring measurement in which the persistence of the effect was evaluated. The findings were interpreted in light of the literature data.

The Mediating Roles of Emotional Expression and Self-Esteem in the Relationship Between Social Problem Solving and Psychological Well-Being of Nursing Students

Abstract
 Objectives: The main purpose of nursing education is to make students self-confident, healthy professionals who can solve their problems.This study aimed to the examination of the mediating roles of emotional expression and self-esteem in the relationship between social problem solving and psychological well-being of nursing students. 
 Materials and Methods: The study was conducted in an analytical cross-sectional design. The sample consists of 476 nursing students. Data were collected using the Social Problem Solving Scale (SPSI), the Rosenberg Self-Esteem Scale (RSE), the Expression of Emotions Scale (EEQ), and the Psychological Well-Being Scale (RPWBS). The data were evaluated by process analysis and Pearson correlation analysis. 
 Results: The analyzes revealed that a strong positive relationship exists between psychological well-being and social problem-solving skills. We found that social problem-solving skills have a positive impact on psychological well-being and emotional expression has a mediating role on this relationship. However, we determined that self-esteem does not have a mediating role in this relationship.
 Conclusion: Findings revealed the importance of self-reinforcing and different personal development-oriented trainings to improve students' psychological well-being. We recommended to gain communication and problem-solving skills that will strengthen the psychological well-being of the student in the development of professional self.

A Pilot Randomised Controlled Trial to Improve Social Problem-Solving Skills of Kunjing Children without Sufficient Parental Care

Abstract Social problem-solving skills (SPS) are essential to child development, especially for kunjing children without sufficient parental care (KCw/oSPC). This study aimed to design and implement a group-based pilot intervention programme to improve KCw/oSPC’s SPS and assessed its effectiveness. This pilot intervention was a randomised controlled trial, fifty-seven KCw/oSPC at seventh grade (aged twelve to thirteen years) were recruited and randomly assigned into experimental (n = 24) and waiting (n = 33) groups. All participants in the experimental group received SPS training, whilst the waiting group did not receive any services at the research stage. Both pre- and post-test data about participants’ SPS from both groups were analysed with Mann–Whitney–Wilcoxon and Wilcoxon signed-rank tests, respectively. Results indicated that KCw/oSPC’s SPS in the experimental group improved significantly, with large effect size (Cohen’s d = 1.15). This pilot study, although with limitations, contributed to informing future social work intervention studies and practice to promote KCw/oSPC’s SPS in Mainland China and worldwide.

A randomized clinical trial to support adherence regimens in children with epilepsy: Examining potential mechanisms of change

ObjectiveA family-tailored education and problem-solving intervention, Supporting Treatment Adherence Regimens (STAR), was developed to address the adherence challenges common in youth with epilepsy and their families. Randomized clinical trial (RCT) results indicated a 21% adherence improvement in the STAR group compared with an education-only (EO) group 12-months post-intervention. The current study examined group differences (STAR vs. EO) in epilepsy-specific knowledge, barriers to medication adherence, problem-solving skills, caregiver emotional distress, and family functioning over time and whether these factors mediated group differences in adherence at 12-months post-intervention. MethodsTwo-hundred children (ages 2–12) with epilepsy and their caregivers were included as RCT participants. Children with new-onset epilepsy and adherence <95% were randomized to receive either the STAR (n = 27) or EO (n = 29) intervention. Caregivers completed questionnaires assessing outcomes of interest at baseline, midpoint of the intervention, post-intervention, and 3-, 6-, and 12-month follow-ups. Regression-based analyses of covariance and longitudinal mixed effect linear models were conducted. ResultsResults generally revealed no significant group differences across outcomes of interest at post-intervention or over time. However, one significant model did emerge for social problem-solving skills (b = −1.74, p = 0.04), such that these scores were initially higher in the STAR group compared to the EO group, then decreased slightly in the STAR group over time while remaining stable in the EO group. None of these factors mediated group differences in adherence at 12-months post-intervention. ConclusionFuture research should examine other potential mechanisms of treatment change after adherence interventions, such as STAR. Nonsignificant findings can inform the development of future study designs and intervention efforts.

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.

Parental Attachment, Self-Esteem, Social Problem-Solving, Intimate Partner Violence Victimization in Emerging Adulthood

Emerging adults can experience conflicts with their dating partner, leading to intimate partner violence (IPV). In order to understand the vulnerability factors involved in IPV victimization, the current study explored a serial multiple mediation model to determine the links between parental attachment (to the father and mother), self-esteem, and social problem solving (SPS) on the three forms of IPV (psychological, physical and sexual). Based on an online survey, 756 emerging adults (84.8% women, mean age = 23.52) completed self-report questionnaires related to parental attachment, self-esteem, SPS (avoidance and impulsive/carelessness style), and IPV during the past year. The study design was cross-sectional and data were analyzed through partial least structural equation modeling (PLS-SEM) technique. The findings did not support serial multiple mediation model, as the indirect effects of the two specific mediation models were not significant. However, the total indirect effects were significant, indicating a cascade effect chain of events between the variables; insecure parental attachment was related to lower self-esteem, which was associated with poor SPS skills (especially impulsive/carelessness style), which in turn was associated with both psychological and physical violence victimization. The implications of the findings for promoting the life skills of emerging adults, such as problem solving or self-esteem, to enable them to handle their relationship conflicts are discussed.

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 &gt; 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.

Understanding suicide: Do social support and problem-solving skills really matter?

Purpose: Suicide is a significant public health problem on a global scale. The role of social support and problem-solving skills in suicide needs to be addressed together and comprehensively. In this study, how the perception of social support and all dimensions of problem-solving skills affect suicidal behavior in individuals with suicidal ideation or intention was evaluted.&#x0D; Methods and Materials: A total of 150 individuals including 75 individuals who had attempted suicide and 75 individuals who had not attempted suicide were evaluated. Sociodemographic Data Form, Structured Clinical Interview for DSM-IV Axis I Disorders (SCID-I), Beck Anxiety Inventory, Beck Depression Inventory, Problem Solving Inventory (PSI), Multidimensional Perceived Social Support Scale (MPSSS) and Suicide Intent Scale (SIS) were administered to participants.&#x0D; Results: The anxiety and depression scores of the suicide attempt group (SAG) were found to be higher compared to the no suicide attempt group. The total and subscale scores of the MPSSS were lower in the SAG group compared to the no suicide attempt group. Also, the SAG group felt significantly more inadequate in problem-solving compared to the non-attempters. The PSI-Approach-Avoidance scores were statistically significantly higher in individuals under 30 years of age. &#x0D; Conclusion: When suicide remains an important public health issue worldwide, identifying and modifying suicide ideation, intention, attempt, or completed suicide risk factors is crucial in suicide prevention efforts. In suicide prevention, the individual's relationships with their family, friends, and individuals with whom they share emotional connections should be taken into account. Increasing perceived social support and improving problem-solving skills should be included in suicide intervention programs.