Social Problem Solving Research Articles

834-P: Understanding Risks for Depressive Symptoms among Caregivers of Young Children Newly Diagnosed with T1D: The Role of Social Support and Social Problem-Solving

Introduction: Elevated depressive symptoms are common in caregivers following their children’s T1D diagnoses. In the general population, strong social support and social problem-solving abilities buffer depressive symptoms during stressful life events. To evaluate whether these constructs apply to diagnosis-related distress, we examined the associations among caregiver social support, social problem solving, and depressive symptoms after their children’s T1D diagnoses. We hypothesized that higher social support and higher social problem solving would be related to lower caregiver depressive symptoms. Methods: Participants included 157 young children (M age=4.46±1.64 years) newly diagnosed with T1D (M days diagnosed = 28.78±15.10) and their primary caregivers (70% Caucasian, 74% married, 90% female) assessed at baseline of an ongoing behavioral RCT. Caregivers self-reported their social support (Protective Factors Survey (PFS)-Social Support), social problem solving abilities (Social Problem Solving Inventory- R:SF; SPSI), and depressive symptoms (Center for Epidemiological Studies-Depression Scale; CES-D). Results: Overall, 46.5% of caregivers exceeded the clinical cut-off on the CES-D (M=16.60 (11.58)). Further, higher social support (B=-.235,-p=.004) and higher social problem solving abilities (B=-.317,-p<.001) were related to lower caregiver depressive symptoms, controlling for child age/sex, and presence of other caregivers (all p>.05). Higher negative (not positive) problem orientation was related to higher depressive symptoms (B=.373,-p<.001); problem solving styles were unrelated to depressive symptoms (p>.05). Conclusions: Behavioral interventions focused on promoting positive social support and social problem solving abilities may decrease caregivers depressive symptoms after their children’s initial T1D diagnosis. Replication using longitudinal data is needed. Disclosure C.H. Wang: None. M. Sinisterra: None. N. Herrera: None. C. Tully: None. L. Clary: None. M. Monaghan: Research Support; Self; American Diabetes Association. M.E. Hilliard: None. R. Streisand: None. Funding National Institute of Diabetes and Digestive and Kidney Diseases (R01DK102561)

Training Social Information Processing in Elementary School Children With Intellectual Disabilities: A Key to Support Their Emotion Regulation and Social Behaviors

Children with intellectual disabilities (IDs) show deficits in social information processing (SIP) that increased the risk of social maladjustment. As social inclusion is a major preoccupation for professionals and parents, it is important to know how foster SIP among these children, in order to support their understanding of social situations, their emotion regulation and social adjustment. The present study tested the efficacy of a new “SIP program for children”, considering specific strengths and weaknesses of these children. It also explored the potential causal contribution of SIP in elementary school children with ID to their emotion regulation, social adjustment and internalizing and externalizing behaviors. 30 children between 5 and 12 years with mild or moderate IDs, took part in a pre-test session involving measures on cognition and social problem solving. Teachers and/or parents completed questionnaires assessing children’s emotion regulation and social adjustment. Secondly, children were allocated to control or experimental groups. Experimental group participated in the “SIP program for children”. It was implemented by two trainers which used the specific material and technics described by the program during eight sessions to sub-groups of three children. After, all children took part in post-test sessions. Results showed significant improvement of social problem-solving abilities in children of experimental groups. After SIP training, they easily judged social behaviors and produced more complex justifications related to social consciousness and social rules, in comparison to the control group. Parents perceived children who had participated in the training as more socially adjusted and teachers described them as more integrated, autonomous and cooperative. These children were also perceived as displaying fewer internalizing problems.

Üniversite Öğrencilerinin Sosyal Sorun Çözme Becerileri Sürecinde Öğrenci Topluluklarının Rolü: Süleyman Demirel Üniversitesi Örneği

İnsanların sosyal bir varlık olması gerçeğinden hareketle sosyal sorun çözme kavramı ve modeli 30 yılı aşkın bir süredir literatürde yer almakta ve tartışılmaktadır. Sosyal sorun çözme, kişinin günlük yaşamda karşılaştığı özgül sorun durumları için etkili ve uyum sağlayan baş etme tepkilerini keşfetme veya icat etme çabaları olarak tanımlanmaktadır. Bu noktada, yüksek öğretim öğrencilerinin içinde bulunduğu genç yetişkinlik döneminin önemli bir geçiş dönemi olduğu göz önüne alınarak, öğrenci kulüplerinin, öğrencilere sosyal bir varlık olarak kendilerini gerçekleştirebilmek için büyük bir fırsat sunduğu düşünülmektedir. Bu öğrencilerin, yakın gelecekte kendilerinden beklenen rolleri etkili bir şekilde yerine getirebilmeleri için, sosyal problem çözme becerilerini arttırmaları yaşamlarına olumlu yönde katkı sağlayacaktır. Bu araştırmada, öğrenci topluluklarının yüksek öğretim öğrencilerinin sosyal sorun çözme becerilerine etkisini ortaya çıkarmak amaçlanmıştır. Yapılan analizler sonucunda, üniversite öğrencilerinin sosyal sorun çözme becerileri sürecinde topluluklara üye olan üniversite öğrencilerinin sosyal sorun çözme becerilerinin topluluğa üye olmayan üniversite öğrencilerine göre daha gelişmiş olduğu bulunmuştur.

Subthreshold depression in adolescence: Gender differences in prevalence, clinical features, and associated factors

BackgroundSubthreshold depression (SD) is an important mental health problem in adolescence given its high prevalence, comorbidity, and functional impairment. However, currently little is known about gender differences of SD in adolescence. The aim of this study was to examine gender differences in prevalence, clinical features, and associated factors in adolescents with subthreshold depressive episode (SDE). MethodsThe participants were 2,022 adolescents between 9th and 11th grades (49.5% girls, 15.2 years average age) recruited from eight state-subsidized schools located in the northern part of Santiago, Chile. The Patient Health Questionnaire-9 (PHQ-9) was used to assess depressive symptoms. Descriptive statistics, bivariate and multinomial logistic regression analyses were used. ResultsThe prevalence of SDE and major depressive episode were 16.5% (95% CI: 14.9-18.2) and 17.7% (95% CI: 16.1-19.4), respectively. Both mental health problems were more prevalent in females (p < 0.001). With regard to SDE, girls displayed a higher rate of depressive mood and sleep problems, while boys had greater anhedonia, problems related with concentration, and psychomotor retardation/agitation. High levels of dysfunctional thoughts and perceived social support were associated with SDE in females and males. Social problem solving and emotion regulation had a differentiated impact on SDE depending on gender. ConclusionDepressive symptoms and SDE were found to be common health problems among adolescents in Chile. SDE had major gender differences in terms of prevalence, clinical features, and associated factors. These differences should be considered in the development of preventive and early interventions.

Sosyal Problem Çözme Programı’nın Kurum Bakımındaki Ergenlere Etkileri

This study included a quasi-experimental design with pre and post-test control groups to examine the effectiveness of the Social Problem-Solving Program (SPSP) on adolescents in institutional care. Data from 12 adolescents in the institutional care of the Turkish Provincial Directorate of Family and Social Policies in Amasya, six of them were in the experimental, and the rest of them were in the control group are presented. The Interpersonal Problem-Solving Inventory (IPSI) was used as a measuring tool. The SPSP was applied in 10 sessions, 90 minutes a day per week. In the analysis to identify the effects of the SPSP, it was found that the experimental group’s approach to the problem negatively has decreased significantly, and constructive problem-solving and insistent-persevering approach scores have increased significantly after the program. Nevertheless, there are no effects on a lack of self-confidence and unwillingness to take responsibility. Based on this information, although it is seen that SPSP’s social problem-solving of the adolescent in institutional care have significant contributions; it is thought that repeating the research in larger samples may yield more effective results, organizing training to understand and express emotions in the schools where they receive education, and increasing the number of sessions can contribute positively to their social problem-solving skills.

Suicidality and social problem-solving skills among individuals with first-episode psychosis participating in Coordinated Specialty Care.

Although suicidal ideation may decrease over the course of participation in specialized clinical programmes for first-episode psychosis (FEP), it is unclear whether such improvements exceed those that occur during treatment as usual. Clarifying the mechanisms underlying reductions in suicidal ideation and behaviour among individuals with first-episode psychosis may highlight important strategies through which specialized clinical programmes can increase the potency of their services to reduce suicidality among this high-risk population. Thus, the goal of this study is to evaluate the longitudinal relationships between suicidality and social problem-solving skills among individuals with FEP participating in Coordinated Specialty Care. Within-subject mediational and moderational models were applied to explore the interrelationships and longitudinal course of suicidality, social problem-solving and duration of untreated psychosis (DUP). Over the first 6 months of care, individuals with FEP experienced improvements in social problem-solving skills that were found to mediate concurrent reductions in suicidality. Although longitudinal changes in social problem-solving skills were moderated by DUP, these results should be interpreted cautiously as they may stem in part from a relatively limited number of participants with longer durations of illness. Improvements in social problem-solving skills during participation in CSC may facilitate reductions in suicidality. Treatments targeting suicidality among individuals with FEP may thus benefit from working to enhance social problem-solving skills among these individuals. Further research is needed to clarify if and how DUP may influence the magnitude of change in social problem-solving skills during participation in CSC.

Coping strategies and education of parents of autistic children in Bangladesh

Objectives: Bangladesh is a country characterized by the shared cultures of different ethnic groups. Parents in different cultures demonstrate diverse psychological functioning when caring for a child with a chronic disability such as autistic disorder. Few investigations have been conducted in Bangladesh regarding the coping strategies used by parents of autistic children. Therefore, the purpose of this study was to examine the coping strategies of parents raising autistic children in Dhaka city. We also studied the relation between the coping strategies of parents with autistic children and the parents’ educational status.&#x0D; Materials and Methods: A total of 44 parents with autistic children participated in this survey and were randomly selected from a simple sample comprising parents of children attending special schools in Dhaka city, Bangladesh. Data were collected through questionnaires on coping strategies and were administered by an interviewer. A chi square test was conducted to determine the significance of the relation between education and different coping strategies.&#x0D; Results and Discussion: Eight groups of coping strategies were selected as follows: Confrontive coping, Distancing from problem, Seeking social support, Self-controlling, Accepting responsibility, Planful problem-solving, Escape-avoidance, and Positive reappraisal. A total of 34, 10, 26, 19, 17, 32, 6, and 35 parents chose “at least try,” “not overanalyzing,” “get professional help,” “separate own feelings,” “conduct self-evaluation” “apply more effort….;” “hand over…,” “fantasies for turn the….,” “wish for over the…,” and “change daily lifestyle”, respectively. Moreover, a significant relation was revealed between parents’ education and the strategy, “accepting responsibilities.”&#x0D; Conclusion: We concluded that parents of autistic children need more social support, counseling, and higher education to support their child’s special needs, as well as ensure their own physical and mental wellbeing.&#x0D; Bangladesh Journal of Medical Science Vol.19(4) 2020 p.614-619

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.

How effective are self-management interventions for children with epilepsy? A Cochrane Review summary with commentary.

How effective are self-management interventions for children with epilepsy? A Cochrane Review summary with commentary.

The associations among early childhood pre-service teachers' self-esteem, self-worth, and social problem solving

The associations among early childhood pre-service teachers' self-esteem, self-worth, and social problem solving

Longitudinal Patterns of Social Problem-Solving Skills in an Ethnically Diverse Sample of Pediatric Patients with Cancer and their Caregivers.

Pediatric patients with acute lymphoblastic leukemia and lymphoblastic lymphoma are prescribed a daily oral chemotherapy medication named 6-mercaptopurine. Adherence to this medication is vital for survival and decreased risk for disease relapse. Adaptive problem-solving strategies are important for adhering to this complex regimen. This manuscript examined ethnic and racial differences in social problem-solving domains (Social Problem-Solving Inventory) among patients aged 7–19 years old who were diagnosed with cancer; and, their caregivers (N = 139). This was a 15-month longitudinal study. We also examined differences in medication adherence based on behavioral adherence measures. Our study found significant differences between minority and non-minority reporters across multiple social problem-solving domains (p < 0.05). However, there were no significant differences observed for medication adherence. Our findings underscore the importance of implementing culturally sensitive interventions in clinical care that could ultimately positively impact health behaviors, interactions with healthcare providers, and long-term health outcomes.

Thoughtful Friends: Executive Function Relates to Social Problem Solving and Friendship Quality in Middle Childhood

The present study examined links between best friendship quality, social problem solving in response to a transgression and conscious control of behavior (i.e., executive function or EF). Eighty-one 7- to 10-year-olds answered questions about their best friendship quality and responses to friendship transgressions (i.e., interpretations, goals, and strategies they would endorse). They also completed a battery of EF tasks measuring working memory, inhibition, and shifting. Results revealed few relations between social problem solving and best friendship quality. Social problem solving related to EF abilities, with inhibition relating to fewer revenge goals and cognitive flexibility relating to more neutral interpretations. Better working memory related to worse best friendship quality. Finally, verbal IQ was a strong predictor of several positive social problem-solving interpretations, goals, and strategies. Results suggest cognitive abilities in EF and language may be important to consider during middle childhood in this period of advancing social problem solving and friendships.

Examining the predictor effect of parents’ emotional literacy level on the emotion regulation and social problem-solving skills of children

ABSTRACT This study was conducted to examine the predictor effect of parents’ emotional literacy level on the emotion regulation and social problem-solving skills of children. The sample comprised 480 individuals, including 240 children aged 4–6 years, who attend independent kindergartens in Ankara province, and 240 parents. Data were collected using the General Information Form, the Emotion Regulation Checklist, the Wally Social Problem-Solving Detective Game Test and the Emotional Literacy Scale. The Pearson correlation coefficient and multiple regression analysis were used for data analysis. According to the results, there is a significant correlation between the emotion regulation skills of a child and the emotional literacy skills of the parent. Furthermore, the emotional literacy level of the parent predicts the emotion regulation skills of the child. However, there is no significant correlation between the parent’s emotional literacy skills and the child’s social problem-solving skills.

Psychosocial Factors Related to Adverse Outcomes in Heart Failure Caregivers: A Structural Equation Modeling Analysis.

Heart failure (HF) caregivers experience increased demands and burden. Social support and problem solving may influence the effect of these variables on caregiver outcomes. The aim of this study was to examine whether social support and problem solving mediate relationships among caregiver demands and burden, self-care, depression, and life changes in heart failure caregivers. Using a cross-sectional, exploratory design, heart failure caregivers (n = 530) completed online questionnaires on caregiver demands and burden, social support, problem solving, depression, self-care, and life changes. Path analysis examined a hypothesized mediating role of social support and problem solving in the relationships among caregiver demands and burden and caregiver outcomes. The analysis included (1) a model-development phase (n = 329) to make data-based decisions on measurement indicators and model structure and (2) a confirmatory phase (n = 201) to provide unbiased inference on the model structure resulting from the initial phase. Participants were 41.39 (±10.38) years old and primarily white (78.3%) men (50.9%) caring for a spouse (44.9%). Per the magnitudes of the estimated path coefficients, social support mediated the relationship between caregiver burden and depression but did not relevantly mediate the relationship between caregiver burden and self-care or caregiver life changes. In the presence of social support as a parallel mediator, problem solving was not a relevant mediator between caregiver burden and demands and caregiver outcomes. Social support mediates the effects of caregiver burden on depression but has little effect on self-care or life changes. In the presence of social support, problem solving does not mediate the effects of caregiver demands and burden on caregiver outcomes.

Theory of Mind Impairments Highlighted With an Ecological Performance-Based Test Indicate Behavioral Executive Deficits in Traumatic Brain Injury.

Background: In view of the recent literature, the negative impact of traumatic brain injury (TBI) on social cognition remains a debated issue. On one hand, a considerable number of studies reported significant impairments in emotion recognition, empathy, moral reasoning, social problem solving, and mentalizing or theory of mind (ToM) abilities in patients with TBI. On the other hand, the ecological validity of social cognition tasks is still a matter of concern and debate for clinicians and researchers.Objectives: The objectives of the present study were 2-fold: (1) to assess social cognition in TBI with an ecological performance-based test which focuses on ToM ability, and (2) to study the relationship between performances on this task and behavioral disorders. To this end, 47 patients with moderate to severe TBI in the chronic stage were assessed with a ToM task, the Movie for the Assessment of Social Cognition (MASC), a film displaying social interactions in natural settings and asking for an evaluation of the emotions, thoughts, and intentions of the characters. Behavioral disorders were assessed with the Behavioral Dysexecutive Syndrome Inventory (BDSI), a structured interview of an informant in assessing changes compared with previous behavior in 12 domains.Results: Patients were significantly less accurate in mental state attribution than a demographically matched group of 38 healthy control subjects. Significant others of patients also reported more behavioral executive problems than controls' relatives on most of the domains of the BDSI. In addition, social cognition performance in the MASC was significantly correlated with behavioral dysexecutive problems rated by proxies on the BDSI.Conclusions: This study is the first to find association between impairments in mentalizing abilities in the MASC and behavioral impairments in patients with TBI, confirming the added value of this ecological task and that the recognition of social signals is a key element for adequate behavioral functioning.

Types of Coping as a Determinant of Quality of Life of Mothers of Children with Developmental Disabilities

Background: It is well established that caregivers of children with developmental disabilities experience greater stress than caregivers of children without developmental disabilities. However, the experience of stress is dependent on the types of coping strategies that are used to manage stress. Such stress also affects the quality of life (QoL) of parents. Thus, parents of children with disabilities have specific mental health needs which play an important role in affecting their own and their child's QoL. Aim: To study coping as a determinant of QoL of mothers of children with intellectual disability (ID) and children with autism. Methodology: The sample consisted of 100 mothers of children (between 5-12 years of age) selected with purposive sampling, having an ID (n=50) or autism (n=50), diagnosed as per ICD-10 DCR criteria. In addition, the diagnostic assessment was also based on psychometric testing. Types of coping were assessed using Ways of Coping Questionnaires. QoL of caregivers was assessed by WHOQoL-BREF. Result: Multiple regression analysis revealed that seeking social support and planful problem solving were significant determinants of all four domains of QoL. Escape avoidance was a significant determinant of physical, psychological and social domains of QoL of mothers. Positive reappraisal significantly predicted the psychological and social domains of QoL in mothers. Conclusion: Types of coping are the determinant of QoL of mothers of children with ID and autism.&#x0D; Keywords: Quality of life, coping, autism

Problem Solving Skills in Social Studies Education and Problem Solving Skills of Social Studies Teachers

Problem solving skills are mentioned among the skills which need to be acquired in the Social Studies course. In this study, how the social studies teachers perceived problem solving skills was examined by emphasizing the importance of having individuals acquire problem solving skills through social studies teaching. The sample of the study was composed of social studies teachers. In order to evaluate the preservice teachers' perceptions in relation to problem solving skills, the "Problem Solving Inventory" developed by Heppner and Petersen (1982) and adapted by Şahin, Şahin and Heppner (1993) into Turkish was used. In the analysis of the data, firstly if the obtained data distributed normally was tested with Kolmogorov-Smirnov test. Since the data obtained from the problem solving inventory showed normal distribution, the Independent Samples T test was used for paired comparisons and One-Way ANOVA was used for multiple comparisons. It was found that the teachers' problem solving skills did not differ significantly according to the variables of gender, age, marital status, length of service and educational status, satisfaction from school of service, frequency of experiencing problems at their schools and the teachers' problem solving skills were at sufficient level.

Guided Group Investigation, Scaffolding Task Questions and Self-Efficacy in Learning to Solve Social Problems in Inclusive Schools

This study aims to examine the effect of guided investigation group scaffolding questions and assignments on improving learning outcomes in solving social problems in Indonesian inclusive schools. It used a quasi-experimental design and took inclusive junior high school students in Surabaya Indonesia. It used test results and inventory self-efficacy. Data were analyzed using two-way ANOVA. The results showed that the learning outcomes of social problem solving students who studied with guided investigation group scaffolding questions and assignments increased more than students who studied with unguided investigation groups, self efficacy significantly affected the increase in social problem solving learning outcomes, students with high self efficacy learning outcomes are higher than students with low self efficacy, there is an interaction between learning strategies with self efficacy in improving the results of learning social problem solving.

Relationship between Communication Skills and Social Problem Solving

Relationship between Communication Skills and Social Problem Solving

Predictive Processing of Interoception, Decision-Making, and Allostasis

Emotional intelligence is composed of a set of emotional abilities, including recognition of emotional states in the self and others, the use of emotions to guide thoughts and behaviours, and emotion regulation. Previous studies have demonstrated that emotional intelligence is associated with mental health, social problem solving, interpersonal relationship quality, and academic and job performance. Although emotional intelligence has received much interest both in basic research fields and applied and clinical fields, the mechanisms underlying the functions of emotional intelligence remain unclear. The aim of the present article was to consider the mechanisms of emotional intelligence using a computational approach. Recent theories of emotion in psychology and neuroscience have emphasized the importance of predictive processing. It has been proposed that the brain createsinternal models that can provide predictions for sensation and motor movement, and perception and behaviors emerge from Bayesian computations rooted in these predictions. This theoretical framework has been expanded to include interoceptive perception of the internal body to explain affect and decision-making as phenomena based on interoception. This perspective has implications for understanding issues of emotional intelligence.