Social Problem-solving Training Research Articles

Head and neck cancer patient journey’s health literacy: a multidisciplinary team perspective. VOICE study

PurposeHealth literacy is a current Public Health priority in Portugal. The participation of well-informed patients in their care and shared decision making are essential, especially in chronic aggressive and debilitating pathologies such as recurrent or metastatic (R/M) Head and Neck Squamous Cell Carcinoma (HNSCC).AimsThis study aimed to characterize R/M HNSCC patients’ and caregivers’ information needs identified by healthcare professionals (HCPs).MethodsTwo online Focus Groups, one with only medical doctors and the other with other HCPs involved in the treatment of R/M HNSCC patients, were conducted, using a modified Metaplan, Lean or adapted PDCA methodology. The discussions were audio recorded in full and content analysis was performed using ATLAS.ti qualitative data analysis software.ResultsTopics addressed were diagnosis, treatment, quality of life, and global evaluation. In general, all experts agreed that only essential information should be cautiously given, according to patients’ and caregivers’ wishes. It was consensual that patients are given the necessary information to adhere to treatment. Two main barriers were identified: one barrier was associated with verbal communication due to the lack of health literacy of these patients, and the other barrier regarded healthcare access. It was also considered important to remind patients of the daily and social activities that they could and should maintain, as well as providing sufficient social resources and problem-solving training to caregivers.ConclusionsThis qualitative study highlights the complexity of R/M HNSCC patients’ care. Immediate availability of psychologists and psychiatrists should be implemented in all centers that treat HNSCC patients. The differences found between the physicians' Focus Group and other HCPs’ Focus Group in some of the addressed topics emphasize the importance of a multidisciplinary and holistic approach, in a biomedical model integrated with a biopsychosocial model.

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.

Factors influencing family function in spousal caregivers of head and neck cancer patients within 6months posttreatment.

Spousal caregiving of head and neck cancer (HNC) patients challenges relationship quality and may negatively impact family function. Our purpose was to identify factors associated with family dysfunction in spousal caregivers (SCs) of HNC patients within the first 6months after treatment. We explored whether patient or SC characteristics differ by level of family dysfunction. We conducted a cross-sectional study of HNC patient-SC dyads in Taiwan from July 2020 to January 2022 using patient-reported outcomes. Patients were assessed using a set of structured questionnaires to measure performance status, demographic and clinical characteristics, physical function, and social-emotional function. SCs were measured on their hardiness, coping styles, spousal relationship, quality of life, and family function. Of the 132 dyads surveyed, 62.1% of SCs reported a functional family, 34.8% reported a moderately dysfunctional family, and 3.0% reported a highly dysfunctional family. Patient factors associated with family dysfunction (highly dysfunctional or moderately dysfunctional) included lower family annual income and worse social-emotional function. Associated SC factors were lower hardiness, less use of active coping, and worse spousal relationships. Lower family annual income, less patient social-emotional function, less SC hardiness, less SC active coping, and worse SC perceived spousal relationship were associated with perceived family dysfunction. Providing patient-SC dyads with sufficient social resources and problem-solving training may help them positively cope with cancer and enhance family function.

Impact of social problem-solving training on critical thinking and decision making of nursing students

BackgroundThe complex health system and challenging patient care environment require experienced nurses, especially those with high cognitive skills such as problem-solving, decision- making and critical thinking. Therefore, this study investigated the impact of social problem-solving training on nursing students’ critical thinking and decision-making.MethodsThis study was quasi-experimental research and pre-test and post-test design and performed on 40 undergraduate/four-year students of nursing in Borujen Nursing School/Iran that was randomly divided into 2 groups; experimental (n = 20) and control (n = 20). Then, a social problem-solving course was held for the experimental group. A demographic questionnaire, social problem-solving inventory-revised, California critical thinking test, and decision-making questionnaire was used to collect the information. The reliability and validity of all of them were confirmed. Data analysis was performed using SPSS software and independent sampled T-test, paired T-test, square chi, and Pearson correlation coefficient.ResultsThe finding indicated that the social problem-solving course positively affected the student’ social problem-solving and decision-making and critical thinking skills after the instructional course in the experimental group (P < 0.05), but this result was not observed in the control group (P > 0.05).ConclusionsThe results showed that structured social problem-solving training could improve cognitive problem-solving, critical thinking, and decision-making skills. Considering this result, nursing education should be presented using new strategies and creative and different ways from traditional education methods. Cognitive skills training should be integrated in the nursing curriculum. Therefore, training cognitive skills such as problem- solving to nursing students is recommended.

Effectiveness of a social problem solving training in youth in detention or on probation: An RCT and pre-post community implementation

The effectiveness of a 10-session social problem-solving training (SPST) was evaluated in two independent studies in a juvenile justice (JJ) setting. In both studies, we aimed to examine main intervention effects on social problem-solving skills and recidivism, as well as differential effects as modulated by anger, anger regulation, and single nucleotide polymorphisms in the COMT gene. In Study 1, a randomized controlled trial (RCT), 289 male detainees (Mage= 14.95 years) were randomly assigned to SPST or treatment-as-usual (TAU). In Study 2, a pre-post community implementation, 187 youth (Mage = 16.03 years) on probation were assessed before and after SPST. No significant main effects of SPST on social problem solving or recidivism were shown in either study. With regard to differential effects, among youth in detention,COMT haplotypes predicted intervention effects on state anger. Moreover, independent of SPST, inward anger expression was associated with an increase in state anger from pre- to post and an increase in state anger with a decrease in social problem solving. Among youth on probation, COMT haplotypes predicted social problem-solving skills, and, in turn, an increase in social problem-solving skills decreased the odds of recidivism after SPST. The lack of main effects of SPST may be due to low program integrity in JJ settings. Juveniles' emotional and genetic characteristics might modulate the effectiveness of interventions in JJ settings. We recommend studying large samples to substantiate this observation.

Predictors of Depressive Symptoms in Heart Failure Caregivers.

Heart failure is a serious and complex chronic illness and family caregivers often assist these individuals in performing self-care. Unsurprisingly, caregivers often are overwhelmed by daily activities associated with heart failure management and frequently have depressive symptoms. This study examined predictors (i.e., sociodemographic and clinical characteristics, social support, social problem-solving, family functioning, and objective and subjective burden) of depressive symptoms in 530 informal caregivers of individuals with heart failure in a large cross-sectional, descriptive study in the community. Younger caregivers who provided care for longer periods of time, lived in rural areas, and had less social support and lower problem-solving skills were more likely to have depressive symptoms. These findings emphasize the need for further studies to develop dynamic and innovative approaches that incorporate multiple components to lessen caregiving challenges. Social support and problem-solving skills training may be useful components to lessen depressive symptoms in these younger, rural caregivers.

Children's Outdoor Activities and Parenting Style in Children's Social Skill

Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. In the sub-dimensions of anger management and adaptation to changing skills is a significant difference between authoritative parenting styles and not permissive parenting with children's social skills.

Steps to Effective Problem-Solving in group homes

Aggressive/challenging behaviors (A/CB) are a major public health problem for individuals with intellectual disabilities (ID). A leading reason for psychiatric hospitalizations and incarcerations, such behaviors are costly to the health care system, agencies, and families. Social problem-solving (SPS) training programs for individuals with ID have had positive behavioral results, but most were conducted in clinical or forensic settings. None was a community-based preventive intervention, none examined whether the behaviors decreased in residential and work settings, and none addressed cost-effectiveness. In preliminary work, we modified an effective SPS training program (ADAPT: Attitude, Define, Alternatives, Predict, and Try out), using input from individuals with ID and residential staff, as a community-based preventive intervention that we delivered in group homes (STEPS: Steps to Effective Problem-solving). Individuals with ID have high rates of obesity, and our attention-control condition is a nutrition intervention: Food for Life. We describe the protocol for a randomized clinical trial to: (1) test the efficacy of the STEPS intervention for improving SPS skills and reducing A/CB compared to an attention-control nutrition intervention in group homes; (2) assess the mediating effect of residential staff SPS skills, group-home level SPS skills, and group cohesiveness on the improvement of SPS skills and reductions in A/CB; and (3) evaluate the cost-effectiveness of STEPS. We expect to show that STEPS is a preventive strategy to reduce A/CBs among individuals with ID and improve the cost-effectiveness of their care.

Comparing the Effect of Schema-Based Education and Social Problem Solving Training on Social Competence and Expressions of Identity in Adolescents

This study aimed to compare the effectiveness of schema-based education and social problem solving training on social competence of adolescents. The study population included all high school female students in the first course are studying in the academic year 2015-2016 in the city of Arak. The multi-stage cluster sampling method was used. At least 50 people: 25 people Schema-based training group and 25 were in the group of social problem solving training. Data were analyzed using multivariate analysis of variance. The results showed that comparing schema-based education and treatment of problem-solving therapy improve the three components of social competence; cognitive skills, emotional skills, behavioral skills of female students are effective. However, the impact and effectiveness of both treatment components motivational skills are relatively equal and the difference between the two treatment groups was observed in terms of the effectiveness of social competence motivational skills. Schema-based education and treatment of problem-solving therapy compared with the styles on upgrading the components of identity; early, late and chaotic school students with low social competence are more effective. However, in the field of advanced identity style impact and effectiveness of both treatment groups was relatively equal and different both in terms of their effectiveness. Schema-based training has a significant and positive effect on social competence of adolescents DOI: 10.5901/mjss.2016.v7n51p64

Evaluating a social problem solving intervention for juvenile detainees: Depressive outcomes and moderators of effectiveness.

This study reports findings from the administration of a social problem-solving training (SPST) intervention to juvenile detainees in the Connecticut Youth Detainee Program. SPST is a cognitive behavioral intervention that teaches children and youth how to more effectively cope with interpersonal stress and conflict. In the current study, we tested whether SPST could decrease depressive symptoms in a sample of detained adolescent offenders. The study used a randomized-control design with detention staff administering the intervention. The results showed that SPST, as a main effect, was not more effective in reducing depressive symptoms than treatment as usual. However, the effectiveness of SPST was moderated by fluid intelligence. Juvenile detainees with high intelligence scores were most likely to benefit from SPST compared to treatment as usual. It was surprising that, for those with lower intelligence scores, SPST increased depressive symptoms relative to treatment as usual. These results help fill a critical need for intervention effectiveness data on juvenile detainees and indicate that SPST may not be useful for reducing outcomes such as depression.

Effects of Social Problem-Solving Training on Elementary School Children&apos;s Stress Responses : A Long-Term Follow-Up

Effects of Social Problem-Solving Training on Elementary School Children&apos;s Stress Responses : A Long-Term Follow-Up

Randomized clinical trial of cognitive behavioral social skills training for schizophrenia: improvement in functioning and experiential negative symptoms.

Identifying treatments to improve functioning and reduce negative symptoms in consumers with schizophrenia is of high public health significance. In this randomized clinical trial, participants with schizophrenia or schizoaffective disorder (N = 149) were randomly assigned to cognitive behavioral social skills training (CBSST) or an active goal-focused supportive contact (GFSC) control condition. CBSST combined cognitive behavior therapy with social skills training and problem-solving training to improve functioning and negative symptoms. GFSC was weekly supportive group therapy focused on setting and achieving functioning goals. Blind raters assessed functioning (primary outcome: Independent Living Skills Survey [ILSS]), CBSST skill knowledge, positive and negative symptoms, depression, and defeatist performance attitudes. In mixed-effects regression models in intent-to-treat analyses, CBSST skill knowledge, functioning, amotivation/asociality negative symptoms, and defeatist performance attitudes improved significantly more in CBSST relative to GFSC. In both treatment groups, comparable improvements were also found for positive symptoms and a performance-based measure of social competence. The results suggest CBSST is an effective treatment to improve functioning and experiential negative symptoms in consumers with schizophrenia, and both CBSST and supportive group therapy actively focused on setting and achieving functioning goals can improve social competence and reduce positive symptoms.

Randomized Controlled Trial of Cognitive Behavioral Social Skills Training for Older Consumers With Schizophrenia: Defeatist Performance Attitudes and Functional Outcome

To determine whether Cognitive Behavioral Social Skills Training (CBSST) is an effective psychosocial intervention to improve functioning in older consumers with schizophrenia, and whether defeatist performance attitudes are associated with change in functioning in CBSST. An 18-month, single-blind, randomized controlled trial. Outpatient clinic at a university-affiliated Veterans Affairs hospital. Veteran and non-veteran consumers with schizophrenia or schizoaffective disorder (N= 79) age 45-78. CBSST was a 36-session, weekly group therapy that combined cognitive behavior therapy with social skills training and problem-solving training to improve functioning. The comparison intervention, goal-focused supportive contact (GFSC), was supportive group therapy focused on achieving functioning goals. Blind raters assessed functioning (primary outcome: Independent Living Skills Survey), CBSST skill mastery, positive and negative symptoms, depression, anxiety, defeatist attitudes, self-esteem, and life satisfaction. Functioning trajectories over time were significantly more positive in CBSST than in GFSC, especially for participants with more severe defeatist performance attitudes. Greater improvement in defeatist attitudes was also associated with better functioning in CBSST, but not GFSC. Both treatments showed comparable significant improvements in amotivation, depression, anxiety, positive self-esteem, and life satisfaction. CBSST is an effective treatment to improve functioning in older consumers with schizophrenia, and both CBSST and other supportive goal-focused interventions can reduce symptom distress, increase motivation and self-esteem, and improve life satisfaction. Participants with more severe defeatist performance attitudes may benefit most from cognitive behavioral interventions that target functioning. ClinicalTrials.Gov #NCT00237796 (http://clinicaltrials. gov/show/NCT00237796).

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.

The use of cognitive behavioral therapy in the treatment of resistant depression in adolescents

Major depressive disorder often begins in adolescence, is chronic and recurrent, and heightens an individual’s risk for major depressive disorder in adulthood. Treatment-resistant depression is a problem for a significant minority of adolescents. Few studies have examined treatments for treatment-resistant depression among adolescents, and even fewer have examined the use of cognitive-behavioral therapy as a monotherapy or in combination with pharmacological treatments. Mental health professionals have a strong interest in understanding what treatments are appropriate for adolescents who are treatment resistant. Preliminary evidence from current published trials indicates that the use of cognitive-behavioral therapy in combination with antidepressant medication yields the best outcome for treatment-resistant depression in adolescents. Secondary analyses also suggest that the utility of cognitive behavioral therapy can be increased by ensuring adolescents receive a therapeutic dose of treatment sessions (more than nine sessions) and the inclusion of two treatment components: social skills and problem solving training. Guidelines for clinicians as well as areas for future research are discussed.

P-153 - Effectiveness of muscle relaxation and social problem-solving skills training on decreasing anxiety

The research purpose is to assess the effectiveness of muscle relaxation and social problem-solving skills training on decreasing anxiety. The method was semi-experimental including pretest and post-test on the control group. The statistical population involved all the educational staff referred to the counseling centers in 2010, out of which a sample of 60 individuals who demonstrated a higher level of anxiety were randomly selected and assigned to the experimental and control groups and were then tested with the “Sixteen Personality Factor Questionnaire of Catell” . Results using covariance analysis indicated that the three mentioned methods were effective in decreasing the anxiety. There was no significant difference between social problem solving and incorporative one. Social problem solving skills was more effective than muscle relaxation in decreasing the anxiety however the incorporative method was the most effective of all. (F (2, 41) = 19/7P < 0/001). Overall, the three mentioned methods were significantly effective in decreasing the anxiety.

Analysis of the Effect of a Social Problem-Solving Program on the Aggression of Children

AbstractThe aim of this research was to establish the effect of a social problem-solving training program for 8th grade students. In the experimental group, 14 students were 14 years old and 1 student was 15 years old. In the control group, 13 students were 14 years old and 2 students were 15 years old. The Aggression Questionnaire (AQ) was administered to the students. The students in the experimental group were trained in the Social Problem-Solving program at school. The students in the Social Problem-Solving Training Program had statistically significant lower scores on physical aggression, anger, hostility, indirect aggression and total aggression than the students who did not undertake the program.

Component Analysis of a School-Based Substance Use Prevention Program in Spain: Contributions of Problem Solving and Social Skills Training Content

The objective of the present research was to examine the contribution of two intervention components, social skills training and problem solving training, to alcohol- and drug-related outcomes in a school-based substance use prevention program. Participants included 341 Spanish students from age 12 to 15 who received the prevention program Saluda in one of four experimental conditions: full program, social skills condition, problem solving condition, and a wait-list control group. Students completed self-report surveys at the pretest, posttest and 12-month follow-up assessments. Compared to the wait-list control group, the three intervention conditions produced reductions in alcohol use and intentions to use other substances. The intervention effect size for alcohol use was greatest in magnitude for the full program with all components. Problem-solving skills measured at the follow-up were strongest in the condition that received the full program with all components. We discuss the implications of these findings, including the advantages and disadvantages of implementing tailored interventions to students by selecting intervention components after a skills-based needs assessment.

Alexithymia, empathic concern, goal management, and social problem solving in adult male prisoners

Social problem-solving skills training forms a major part of many offender treatment programmes. In this study, we explored the influences of alexithymia, empathic concern and goal management on social problem-solving skills in 79 adult male prisoners in an attempt to identify affective and cognitive factors relevant to offenders’ social problem-solving skills. Results showed that alexithymia was associated with less effective social problem solving, whereas empathic concern and perspective taking were associated with more effective social problem solving, but unexpectedly also with a Negative Problem Orientation. Persistence in goal attainment was associated with effective social problem-solving abilities, and inflexibility in adopting new strategies in the face of obstacles was associated with maladaptive problem-solving styles. Implications for developing social problem-solving interventions for offenders are presented.