Solution-focused Thinking Research Articles

The Impact of Solution-Focused Thinking on Psychological Health: The Chain Mediation Role of Mindfulness and Perceived Stress

The Impact of Solution-Focused Thinking on Psychological Health: The Chain Mediation Role of Mindfulness and Perceived Stress

The Mediating Role of Self-Efficacy Between Solution-Focused Thinking Skills and Psychological Resilience Among Pharmacy Students in Turkey

ObjectiveThe objective of this study was to examine the relationships between solution-focused thinking, self-efficacy, and psychological resilience in pharmacy students and to investigate the mediating role of self-efficacy in the relationship between solution-focused thinking and psychological resilience. MethodsTo achieve the objective of this study, a cross-sectional, descriptive, correlational study was conducted. ResultsA total of 884 pharmacy students participated in the study. A total of 877 student’s questionnaires were found to be valid for analysis. This study, which, to the best of our knowledge, is the first to examine the relationship between psychological resilience, solution-focused thinking, and self-efficacy levels in pharmacy students, found that students demonstrated above-average levels of psychological resilience, solution-focused thinking, and self-efficacy. Based on the research, it was determined that self-efficacy played a mediating role in the connection between solution-focused thinking and psychological resilience among pharmacy students. ConclusionStrategies that promote psychological resilience and self-efficacy, such as solution-focused approaches to learning, self-reflection, positive refraction, and skills practice, need to be integrated at all stages of the school curriculum and their efficacy assessed. Furthermore, teachers can use solution-focused approaches to develop the students’ skills and competencies in coping with challenges. To meet the increasingly complex demands of health care systems, pharmacy students need to acquire high levels of competence and self-efficacy, and the pharmacy curriculum should be designed to aid them in achieving this.

Peer-assisted learning augmented by peer counseling to foster academic and personal development in flipped classroom

AbstractIn recent decades, under the influence of technological advancements, evolving student demographics, and shifting societal demands, the landscape of higher education has undergone significant transformations. Among numerous learning approaches, Flipped Learning (FL) has gained particular prominence due to its ability to enhance students’ performance through active engagement and self-directed learning. Another teaching and learning linked to indicators of students’ academic achievements is Peer-Assisted Learning (PAL). However, previous research on PAL remains scarce. To fill this gap in the literature, the effects of the integration of Peer Counseling (PC) activity into PAL on both academic and personal development within the flipped classroom setting over time were investigated in the present study. The study participants were counseling students (n = 91), including 60 students in the PAL-integrated flipped classroom and 31 in traditional classroom used as the control group. The results revealed that, over a 14-week period, PAL-integrated flipped classroom led to improvement in students’ Solution-Focused Thinking (SFT) skills, self-efficacy, and effective counselor characteristics, with medium to large effect sizes. The results also indicated the positive effect of PC on students’ counseling performance and achievement scores. These findings offer important implications for creating a collaborative learning environment. The paper concludes with a discussion of challenges typically associated with the implementation of flipped classroom in higher education.

The relationship between difficulties in emotion regulation and solution-focused thinking in nursing students

AimThe aim of this study was to investigate the relationship between emotion regulation difficulty and solution-focused thinking in nursing students. BackgroundIt is essential for nursing students to possess solution-focused thinking and emotion regulation skills to cope effectively with stressors arising from their developmental processes, the nature of education and the profession. This is crucial for enhancing the quality of nursing care. DesignThe study design was cross-sectional descriptive and correlational design. MethodsThe convenience sample of the study consisted of 416 nursing students. The research was conducted between January 20 and February 15, 2024. Data were collected in Türkiye with the difficulties in emotion regulation scale-brief form and the solution focused inventory. Data were analyzed using multivariate linear regression analysis. ResultsAn increase of 1 unit in the level of emotion regulation difficulty was associated with a decrease of 0.236 units in participant resource activation and 0.524 units in problem disengagement (p<.001). An increase of 1 unit in the level of emotion regulation difficulty was also associated with an increase of 0.876 units in participant goal orientation (p<.001). Grade point average, grade and age were identified as factors influencing the sub-dimensions of solution-focused thinking (p<.05). ConclusionsThe study showed that emotion regulation difficulty is an important predictor of solution-focused thinking in nursing students. Therefore, students' emotion regulation difficulties and solution-focused thinking should be evaluated by academic nurses from the beginning of students' enrollment. Also, it is recommended that intervention programs focusing on developing emotion regulation and solution-focused thinking skills for nursing students should be included and implemented in the nursing curriculum.

Fear of COVID-19 and Psychological Adjustment Among International Students: Solution-Focused Thinking as a Moderator

This study examined the relationship between fear of COVID-19 and solution-focused thinking and how it affects the psychological adjustment of international students amid the pandemic. A total of 167 international students participated in this cross-sectional survey using snowball sampling. Solution focused thinking was revealed to have negative and significant relationship with fear of COVID-19 and psychological adjustment problems. However, positive association was noted in the relationship between fear of COVID-19 and psychological adjustment problems The moderation analysis performed using the PROCESS Macro shown that solution focused thinking significantly moderated the relationship between fear of COVID-19 and psychological adjustment problems. The findings in this study have important implications to interventions intended to facilitate international students’ adjustment to consider solution-focused thinking-oriented interventions.

Coaching entrepreneurs towards growth: an experimental design study of coaching effectiveness for business leaders’ psychological capabilities

ABSTRACT Coaching has a well-established history over the past two decades as a development tool and it can help entrepreneurs deal with the psychological challenges of building a venture. But there is a lack of understanding how coaching can support entrepreneurs on their journey. This study uses a coaching psychology framework to investigate the effectiveness of evidence-based (EB) coaching for entrepreneurs. The aim of this study was to understand how coaches can support cognition change, wellbeing, and accelerated performance improvement of entrepreneurs. The study used a within participant design, and data were collected using a pre and post coaching survey. The study involved n = 19 participants who were early-stage entrepreneurs. Pre and post surveys were assessed using paired sample t-tests. For cognitions, the results indicate higher levels in solution-focused thinking, hope sub-scales agency thinking and goal-orientation. No changes were found for sub-scales pathways thinking and self-efficacy. For Wellbeing, the findings show psychological wellbeing increased with sub-scales autonomy, self-acceptance, personal growth and purpose in life while relationship with others and environment mastery did not change. Negative emotions reduced while positive emotions did not change. For performance, the results show that participants progressed significantly towards attaining their coaching goals.

The relationship between resilience and solution-oriented thinking in nursing students

ObjectiveThis study aimed to determine the relationship between resilience and solution-oriented thinking in nursing students. BackgroundAlthough resilience seems to be related with solution-oriented thinking in nursing students, there are only a few studies investigating these two variables in the literature. DesignThis is a cross-sectional survey study. MethodsThis study was conducted with 585 nursing students in Turkey, between February 2022 and May 2022. The data were collected using a personal information form, the resilience scale for nurses (RSN) and solution-focused inventory (SFI). To analyze the data, descriptive statistics, t-test, ANOVA, Pearson’s correlation and multivariate linear regression analysis were used. ResultsIn this study, the mean scores the nursing students obtained from the RSN and the SFI were 71.96 (SD 8.11) and 51.49 (SD 6.21), respectively. The correlation analysis revealed a significant positive correlation between resilience and solution-oriented thinking. Gender, economic status, grade point average and solution-focused thinking skills were determined to be the significant predictive factors of the resilience levels of the students. ConclusionsThis study shows that solution-oriented thinking is an important determinant of resilience. Therefore, starting from the first year of nursing education, students’ resilience levels and solution-oriented thinking skills should be evaluated, and the curriculum should be arranged to increase students’ resilience levels.

Examining the Solution-focused Thinking and Hope Levels of Turkish Midwifery Students During Distance Education: A Cross-sectional Study

Background: The uncertainty caused by the COVID-19 pandemic has adversely affected the physical and psychosocial health of each individual in the community. Although the psychosocial impact of COVID-19 has been studied in different populations, psychosocial factors (such as solution-focused thinking (SFT) and hope) have not been previously studied in midwifery students. Objectives: This study aimed to determine the SFT and hope levels of midwifery students after distance education applied due to the COVID-19 pandemic. Methods: This descriptive cross-sectional study was conducted in June 2020 in the Midwifery Department of the Health Sciences Faculty of Ondokuz Mayıs University, Turkey. The research data were collected using a student identification form (SIF), Solution-focused Inventory (SFI), and Dispositional Hope Scale (DHS). The data were analyzed using SPSS version 20. The compliance of the variables to normal distribution was evaluated using the Kolmogorov-Smirnov test. Mean, SD, number and percentage values, t-test, analysis of variance (ANOVA), and Pearson correlation were used in the analysis of the data. P values less than 0.05 were considered statistically significant. Results: The average age of students was 20.78 ± 1.97 years. The SFI total score mean was 49.63 ± 5.72, and the mean scores of the subdimension of problem disengagement, goal orientation, and resource activation were 12.97 ± 3.55, 17.68 ± 3.17, and 18.97 ± 3.25, respectively. The mean total score for DHS was 48.53 ± 7.18, and the mean scores of the alternative ways thought and acting thinking subdimensions were 24.75 ± 3.86 and 23.78 ± 3.99, respectively. A high level of positive correlation was found between SFI and DHS (r = 0.432; P &lt; 0.001). Conclusions: Students who have higher SFT have higher levels of hope. For this reason, as future health professionals, an SFT approach that allows midwifery students to cope with mental disorders to serve in extraordinary situations should be added to educational curricula (such as the solution-focused midwifery course).

The Mediating Role of Psychological Flexibility in The Relationship Between Rumination and Solution-Focused Thinking in Female Teachers

Bu araştırmada kadın öğretmenlerde ruminasyon ile çözüm odaklı düşünme arasındaki ilişkide psikolojik esnekliğin aracı rolünü incelemek amaçlanmıştır. Araştırmanın çalışma grubunu Milli Eğitim Bakanlığı’na bağlı okullarda görev yapan 307 kadın öğretmen oluşturmuştur. Veri toplama araçları olarak Psikolojik Esneklik Ölçeği, Ruminatif Düşünce Biçimi Ölçeği ve Çözüm Odaklı Envanter kullanılmıştır. Araştırmada ruminasyon bağımsız değişken, çözüm odaklı düşünme bağımlı değişken, psikolojik esneklik ise aracı değişken olarak belirlenmiştir. Bu araştırma, değişkenler arasındaki ilişkinin varlığının ve derecesinin incelendiği ilişkisel tarama desenine göre tasarlanmıştır. Aracılık analizleri ise regresyon temelli bootstrapping işlemi esas alınarak yapılmıştır. Yapılan aracılık analizinde doğrudan etkiler incelendiğinde, ruminasyonun psikolojik esnekliği ve çözüm odaklı düşünmeyi yordadığı görülmüştür. Bununla birlikte psikolojik esnekliğin de çözüm odaklı düşünmeyi yordadığı bulunmuştur. Dolaylı etki incelendiğinde ise aracı değişken olan psikolojik esnekliğin modele dâhil edilmesiyle ruminasyon ile çözüm odaklı düşünme arasındaki yol katsayısının anlamlılık düzeyinde azalma olduğu diğer bir deyişle, psikolojik esnekliğin ruminasyon ile çözüm odaklı düşünme arasındaki ilişkide kısmi aracı role sahip olduğu görülmüştür. Bu sonuçlar doğrultusunda kadın öğretmenlerde ruminasyonun, çözüm odaklı düşünme üzerindeki olumsuz etkisinin psikolojik esneklik aracılığıyla azaltılabileceği söylenebilir.

Hemşirelik Öğrencilerinin Çözüm Odaklılık Düzeyleri ile Flört Şiddeti Tutumlarının İlişkisi: Tanımlayıcı Araştırma

Objective: The aim of this study is to examine the relationship between nursing students' solution-oriented levels and their attitudes towards dating violence. Material and Methods: This descriptive study was conducted with 210 nursing students. 'Personal Information Form, the Solution Focused Inventory (SFI), and the Dating Violence Scale (DVS)' were used to collect the data and ethics committee approval was obtained. The data were evaluated in SPSS 24.0 (Statistical Packet for Social Sciences for Windows) statistical program. Results: It was determined that 12.9% of the participants were exposed to violence in their dating relationship and 8.1% considered committing violence against their partner. The SFI mean score was 46.47±11.20 and the DVS mean score was 4.10±0.39 and the subscale mean scores was found 4.60±0.61 for physical violence, 4.56±0.56 for general violence, 3.61±0.60 for emotional violence, 3.64±0.40 for sexual violence, and 3.48±0.46 for economic violence. There was a positive weak correlation between the solution focality levels and dating violence. Conclusion: As a consequence, the present study found a positive weak correlation between the solution focality level and dating violence. It is believed that as the solution-focused thinking level increased, it will show a positive effect in decreasing dating violence attitude.

Examining the relationship between solution-focused thinking skills and self-efficacy levels of nursing students in Turkey.

Learning and developing communication skills fundamental to solution-focused thinking increases the confidence of nursing students towards individuals and improves their self-efficacy, thereby enabling these students to plan appropriate care. To evaluate solution-focused thinking skills and self-efficacy levels of nursing students and to determine the factors affecting these variables as well as the relationship among them. This was a descriptive and correlational study. The study was conducted between March and June 2019 with 337 nursing students from two universities with different curricula. Data were collected using a "personal information form," the "solution-focused inventory," and the "self-efficacy scale." A statistically significant positive relationship was observed in the total scores on the solution-focused inventory and self-efficacy scale and the mean scores on the completing behavior and dealing with obstacles on the self-efficacy scale. In addition, a moderate relationship (r=0.447, p<0.01) was observed between the total solution-focused inventory scores and mean scores of completing behavior on the self-efficacy scale. The nursing students had above-average mean scores on the solution-focused inventory and self-efficacy scales. However the students can further enhance their problem-solving ability by improving their solution-focused skills and self-efficacy.

The relationship between levels of solution-focused thinking and internalized stigma and social functionality in mental disorders.

This study was conducted to determine the effect of the level of solution-focused thinking on internalized stigma and social functionality in mental illnesses. This descriptive study was conducted with 497 patients with various mental disorders. A negative and strong correlation was found between the Solution-Focused Inventory and Internalized Stigma of Mental Illness Scale scores of the participants (r = -0.682, p = 0.001). A positive and weak correlation was found between the participants' Solution-Focused Inventory and Social Adaptation Self-Evaluation Scale scores (r = 0.396, p = 0.001). It was determined that, as the solution-focused thinking levels of individuals with mental disorders increase, their level of internalized stigma decreases, and their social functionality increases.

Anxiety levels and solution‐focused thinking skills of nurses and midwives working in primary care during the COVID‐19 pandemic: A descriptive correlational study

AimsTo determine the state–trait anxiety levels and solution‐focused thinking skills of primary care nurses/midwives during the COVID‐19 pandemic, and to evaluate the factors affecting these variables and the determinants of state–trait anxiety levels.BackgroundThe COVID‐19 outbreak has created intense anxiety in nurses/midwives that may affect the care they provide. Nurses and midwives may manage anxiety using solution‐focused thinking skills.MethodsThis descriptive correlational study included 170 nurses/midwives at 61 family health centres evaluated from 1 August to 14 September 2020.ResultsThe participants' state and trait anxiety scores were above average, indicating a moderate level of anxiety and the mean total solution‐focused inventory scores were at a moderate level. It was determined that 47.9% of the variance in state anxiety scores could be explained by trait anxiety, age, years of professional experience, chronic illness, type of work shift during the pandemic, follow‐up of patients diagnosed with COVID‐19 using computed tomography or a COVID‐19 test, and whether the institution was taking necessary measures against COVID‐19. There was a negative relationship between state anxiety and solution‐focused inventory total score.ConclusionNurses/midwives displayed a moderate level of anxiety and solution‐focused thinking skills during the COVID‐19 pandemic.Implications for Nursing ManagementSteps should be taken to improve nurses' solution‐focused thinking skills to enable them to organise quickly and manage care processes successfully in extraordinary circumstances such as pandemics. Moreover, personal empowerment programmes should be recommended for nurses and midwives to help them cope with anxiety.

Coaching psychology interventions vs. positive psychology interventions: The measurable benefits of a coaching relationship

ABSTRACT Both Coaching Psychology and Positive Psychology programs have been empirically shown to enhance various aspects of well-being. Perhaps surprisingly, no study to date has directly compared the two approaches along various outcomes in adults. We randomly assigned 393 M.B.A students to attend 13 weeks of lectures, with accompanying practical exercises, in either Positive Psychology, Coaching Psychology, or Organizational Behaviour (control group). Though participants in both the Positive Psychology and Coaching Psychology groups experienced improvements (vs. the control group) in subjective well-being and psychopathology, Coaching Psychology participants experienced additional benefits – beyond those experienced by Positive Psychology participants, who did not differ from the control group – in goal attainment, self-insight, psychological well-being, and solution-focused thinking. The latter benefits may be attributable to Coaching Psychology’s capacity to enhance personal agency through goal-focused self-regulation, a key tenet of the coaching relationship. We suggest that this concept could inform future Positive Psychology programs.

Evidence-based coaching as a supplement to traditional lectures: impact on undergraduates' goal attainment and measures of mental well-being

PurposeThis study aimed to examine how the effects of traditional tertiary education (lecture format) on various outcomes – including goal attainment, psychopathology (stress, anxiety and depression), resilience, solution-focused thinking and self-insight – compare to effects of traditional education supplemented by health coaching, delivered through Zoom video-conferencing.Design/methodology/approachThe study, which involved mature-age Israeli undergraduate students enrolled in a health promotion course (n = 178), used a randomized controlled between-subjects (pre-post) design. Participants were each randomly assigned to a traditional-education condition (n = 90) or to a coaching condition (n = 88). All participants attended 13 weekly course lectures; those in the coaching condition also participated in weekly Zoom-based coaching sessions, with trained health coaches. Each participant completed online questionnaire measures at the beginning and at the end of the semester. Data were analyzed using repeated-measures ANOVA.FindingsCompared with participants in the traditional-education condition, those in the coaching condition showed, over the course of the semester, significant improvement in goal attainment, solution-focused thinking, self-insight, resilience and psychopathology. Participants in the traditional-education condition showed no change in these measures.Originality/valueThe authors’ findings suggest that health coaching, as a supplement to traditional lectures, can enhance undergraduates' goal attainment and multiple facets of their mental well-being. These findings may have significant practical implications for the vast numbers of students struggling to cope in higher education systems worldwide. The authors further suggest a range of alternative, coaching-inspired interventions that do not require development of a full coaching program.

The Effect of Solution-Focused Thinking on Marital Satisfaction of Mothers with Infants Mediated by Father Involvement in Childcare and Marital Conflict

This study investigated the impact of solution-focused thinking on marital satisfaction via mediating roles of father involvement in childcare and marital conflict. A questionnaire survey was conducted among mothers with infants, living in Busan, Daegu and Yangsan, South Korea. Data from 264 mothers were analyzed using several multiple regression analyses and bootstrapping method with SPSS 25.0 and PROCESS macro (model 6) to test the serial double mediation model. The results of this study are as follows. First, mothers’ solution-focused thinking had a significant direct and indirect positive influence on marital satisfaction through both father involvement in childcare and marital conflict. Second, the sequential mediating effects of father involvement in childcare and marital conflict were statistically significant in the relationship between solution-focused thinking and marital satisfaction. The model accounted for 60% of the variance in mothers’ marital satisfaction. The results highlight the importance of solution-focused thinking that can enhance the marital satisfaction of mothers with infants and act as a resource for increasing father involvement in childcare and decreasing marital conflict. Based on the results, it is necessary to include solution-focused thinking, father involvement in childcare, and marital conflict as key elements in the intervention to improve marital satisfaction of mothers with infants.

The Mindfulness Levels of Adults During the Covid-19 Pandemic: The Role of Solution Focused Thinking and Valuing

The aim of this research is to identify the role of solution focused thinking and valuing on mindfulness among adults during the Covid-19 pandemic. The data were obtained through convenience sampling via an online platform. Accordingly, a total of 669 people, 357 men and 314 women, were reached. Personal information form, Mindful Attention Awareness Scale, Solution Focused Inventory and Valuing Questionnaire were used to collect the data. Stepwise regression analysis was conducted to test whether progress, obstruction, goal achievement, problem disengagement and resource activation were meaningful predictors of mindfulness. When the research findings were examined in detail, it was determined that the obstruction variable was the strongest predictor of mindfulness in adults in the Covid-19 period. Other significant predictors, respectively, were determined to be problem disengagement, resource activation and progress. On the other hand, it was determined that goal orientation is not a significant predictor of mindfulness. The research findings were discussed within the scope of the literature and recommendations were made.

An online, comparative effectiveness trial of mental contrasting with implementation intentions (MCII) versus solution-focused coaching (SFC) questions

ABSTRACT Mental contrasting with implementation intentions (MCII) and solution-focused coaching (SFC) questions are self-coaching interventions that share similar theoretical constructs and stimulate constructive thinking in terms of idealised future outcomes and realistic appraisal of one’s current situation. However, no research has compared the efficacy of these two self-coaching methodologies. This experiment aimed to compare the effect of MCII and SFC questions on goal-directed outcomes. We conducted an online experiment where 113 undergraduates described an important personal problem, completed pre-intervention assessment, performed a brief computer-guided intervention of MCII or SFC questions, and then completed post-intervention assessment. We found that MCII and SFC questions increased perceived goal progression, self-efficacy, and positive affect, and decreased negative affect, to a similar extent. Levels of problem clarity and solution-focused thinking were comparable at post-intervention between MCII and SFC questions. We observed two main differences between the interventions: (a) self-insight was higher following MCII than SFC questions and (b) expectations of success increased from SFC questions but remained unchanged from MCII. Our results suggest that coaches seeking to integrate evidence-based self-coaching methodologies into their coaching practice have scope to recommend either MCII or SFC questions as take-home exercises to help their clients maximise goal attainment.

The mediating role of solution focused thinking in relation between mindfulness and psychological well-being in university students

Psychological wellbeing is an important factor for university students in order to achieve their goals and reach their potentials while they are in a significant transition period. Being mindful and being solution-focused increases university students’ psychological wellbeing. This study aims to examine the mediating role of solution-focused thinking in the relationship between mindfulness and psychological wellbeing of university students. Mindful Attention Awareness Scale, The Flourishing Scale, Solution-focused Inventory, and a demographic information questionnaire were used to collect data from 543 (356 female, 184 male, and 3 unanswered) undergraduate students at a state university in Turkey. The results showed that mindfulness (present moment attention and awareness) predicted psychological wellbeing, goal orientation and resource activation dimensions of solution-focused thinking positively and problem disengagement dimension of solution-focused thinking negatively. Similarly, psychological wellbeing was predicted by goal orientation and resource activation positively and problem disengagement negatively. The mediation analyses revealed that mindfulness affected psychological wellbeing indirectly through solution-focused thinking. This study starts a discussion about negative predictive roles of problem disengagement on psychological wellbeing. Thus, different predictive effects and mediating roles of solution-focused thinking’s sub-dimensions were discussed.

A grounded theory of educational psychologists’ mental health casework in schools: connection, direction and reconstruction through consultation

ABSTRACT Educational psychologists (EPs) in England are identified as key to specialist mental health provision in schools yet are underrepresented in policy development. This study examined EPs’ mental health casework in schools as one aspect of the professional contribution in this area. Data gathered from interviews with EPs were analysed though constructivist grounded theory (GT) methods. The resulting GT drew from psychotherapeutic attachment theories, person-centred counselling, self-determination theory, solution-focused thinking, and from ecological and consultation theories. EPs used two distinct but interacting processes in mental health casework. One involved facilitating a secure base offering emotional containment for overwhelmed adults (staff, parents). The other engaged adults in cognitively demanding problem-solving activities, challenging perceptions, leading to cognitive and behavioural change, and in turn to systemic adaptations. Limitations and implications are discussed.