Aggressive behaviour and social problem-solving strategies: a review of the findings of a seven-year follow-up from childhood to late adolescence

2001 ◽  
Vol 11 (4) ◽  
pp. 236-250 ◽  
Author(s):  
Liisa Keltikangas-Järvinen
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Aggressive Behaviour ◽  
Late Adolescence ◽  
Social Problem Solving ◽  
Problem Solving Strategies

Parents' social problem-solving strategies in families with aggressive and non-aggressive boys

1996 ◽  
Vol 22 (5) ◽  
pp. 345-356 ◽  
Author(s):  
Laura Pakaslahti ◽  
Ritva-Liisa Asplund-Peltola ◽  
Liisa Keltikangas-Järvinen
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Social Problem Solving ◽  
Problem Solving Strategies

Individual and Social Problem Solving Strategies: Inter Versus Intraindividual Coordinations

1983 ◽  
Vol 6 (2) ◽  
pp. 205-212 ◽  
Author(s):  
Margot Taal
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Group Interaction ◽  
Social Problem Solving ◽  
Group Practice ◽  
Interpersonal Coordination ◽  
Training Methods ◽  
Cognitive Levels ◽  
Problem Solving Strategies ◽  
Construction Task

Two training methods (individual versus dyadic) were devised to improve children's performance on a mobile construction task. Forty eight subjects of similar cognitive levels were assigned to one of four training conditions involving opportunities for either individual or group practice, on materials which were either identical to or different from those used during the pretest. Subjects were given a pretest and immediate and delayed posttests consisting of the same mobile construction task used during the training. Posttest evaluations revealed improvement for both groups exposed to individual or group mobile training. However, only the performances of the children who organized the mobile hierarchically at the pretest improved significantly. Results are discussed in terms of opportunities for interpersonal coordination and prerequisites for profitful group interaction.

Prevention of Depressive Symptoms in Schoolchildren: Two-Year Follow-Up

1995 ◽  
Vol 6 (6) ◽  
pp. 343-351 ◽  
Author(s):  
Jane E. Gillham ◽  
Karen J. Reivich ◽  
Lisa H. Jaycox ◽  
Martin E.P. Seligman
Keyword(s):  
Depressive Symptoms ◽  
Problem Solving ◽  
Social Problem ◽  
Sixth Grade ◽  
Social Problem Solving ◽  
Control Group ◽  
Children At Risk ◽  
Treatment Control ◽  
Treatment Control Group

After teaching cognitive and social-problem-solving techniques designed to prevent depressive symptoms, we followed 69 fifth- and sixth-grade children at risk for depression for 2 years We compared these children with 49 children in a matched no-treatment control group The prevention group reported fewer depressive symptoms through the 2-year followup, and moderate to severe symptoms were reduced by half Surprisingly, the effects of the prevention program grew larger after the program was over We suggest that psychological immunization against depression can occur by teaching cognitive and social skills to children as they enter puberty

Nice or effective? Social problem solving strategies in patients with major depressive disorder

2015 ◽  
Vol 228 (3) ◽  
pp. 835-842 ◽  
Author(s):  
Patrizia Thoma ◽  
Tobias Schmidt ◽  
Georg Juckel ◽  
Christine Norra ◽  
Boris Suchan
Keyword(s):  
Major Depressive Disorder ◽  
Problem Solving ◽  
Depressive Disorder ◽  
Social Problem ◽  
Social Problem Solving ◽  
Major Depressive ◽  
Problem Solving Strategies

Social Problem-Solving Training for Severely Emotionally and Behaviorally Disturbed Children

1988 ◽  
Vol 13 (3) ◽  
pp. 175-186 ◽  
Author(s):  
Patricia L. Amish ◽  
Ellis L. Gesten ◽  
Janet K. Smith ◽  
Hewitt B. Clark ◽  
Cynthia Stark
Keyword(s):  
Problem Solving ◽  
Skill Acquisition ◽  
Social Problem ◽  
Matched Control ◽  
Day Treatment ◽  
Social Problem Solving ◽  
Behaviorally Disturbed ◽  
Behavioral Domain ◽  
Alternative Solutions

A 15-lesson social problem-solving training program was developed and implemented with 25 severely disturbed children enrolled in a special day treatment school. Trained children generated significantly more alternative solutions at posttesting than did matched control youngsters. Follow-up analyses indicated a larger number of antisocial responses from trained as opposed to untrained children. No adjustment differences were found at posttesting. Issues related to generalization of skill acquisition from the cognitive to behavioral domain are discussed.

scholarly journals Psychoeducation with problem-solving (PEPS) therapy for adults with personality disorder: a pragmatic randomised controlled trial to determine the clinical effectiveness and cost-effectiveness of a manualised intervention to improve social functioning

2016 ◽  
Vol 20 (52) ◽  
pp. 1-250 ◽  
Author(s):  
Mary McMurran ◽  
Mike J Crawford ◽  
Joe Reilly ◽  
Juan Delport ◽  
Paul McCrone ◽  
...  
Keyword(s):  
Problem Solving ◽  
Personality Disorder ◽  
Adverse Events ◽  
Social Functioning ◽  
Social Problem ◽  
Community Mental Health Services ◽  
Clinical Effectiveness ◽  
Social Problem Solving ◽  
Usual Treatment

BackgroundIf effective, less intensive treatments for people with personality disorder have the potential to serve more people.ObjectivesTo compare the clinical effectiveness and cost-effectiveness of psychoeducation with problem-solving (PEPS) therapy plus usual treatment against usual treatment alone in improving social problem-solving with adults with personality disorder.DesignMultisite two-arm, parallel-group, pragmatic randomised controlled superiority trial.SettingCommunity mental health services in three NHS trusts in England and Wales.ParticipantsCommunity-dwelling adults with any personality disorder recruited from community mental health services.InterventionsUp to four individual sessions of psychoeducation, a collaborative dialogue about personality disorder, followed by 12 group sessions of problem-solving therapy to help participants learn a process for solving interpersonal problems.Main outcome measuresThe primary outcome was measured by the Social Functioning Questionnaire (SFQ). Secondary outcomes were service use (general practitioner records), mood (measured via the Hospital Anxiety and Depression Scale) and client-specified three main problems rated by severity. We studied the mechanism of change using the Social Problem-Solving Inventory. Costs were identified using the Client Service Receipt Inventory and quality of life was identified by the European Quality of Life-5 Dimensions questionnaire. Research assistants blinded to treatment allocation collected follow-up information.ResultsThere were 739 people referred for the trial and 444 were eligible. More adverse events in the PEPS arm led to a halt to recruitment after 306 people were randomised (90% of planned sample size); 154 participants received PEPS and 152 received usual treatment. The mean age was 38 years and 67% were women. Follow-up at 72 weeks after randomisation was completed for 62% of participants in the usual-treatment arm and 73% in the PEPS arm. Intention-to-treat analyses compared individuals as randomised, regardless of treatment received or availability of 72-week follow-up SFQ data. Median attendance at psychoeducation sessions was approximately 90% and for problem-solving sessions was approximately 50%. PEPS therapy plus usual treatment was no more effective than usual treatment alone for the primary outcome [adjusted difference in means for SFQ –0.73 points, 95% confidence interval (CI) –1.83 to 0.38 points;p = 0.19], any of the secondary outcomes or social problem-solving. Over the follow-up, PEPS costs were, on average, £182 less than for usual treatment. It also resulted in 0.0148 more quality-adjusted life-years. Neither difference was statistically significant. At the National Institute for Health and Care Excellence thresholds, the intervention had a 64% likelihood of being the more cost-effective option. More adverse events, mainly incidents of self-harm, occurred in the PEPS arm, but the difference was not significant (adjusted incidence rate ratio 1.24, 95% CI 0.93 to 1.64).LimitationsThere was possible bias in adverse event recording because of dependence on self-disclosure or reporting by the clinical team. Non-completion of problem-solving sessions and non-standardisation of usual treatment were limitations.ConclusionsWe found no evidence to support the use of PEPS therapy alongside standard care for improving social functioning of adults with personality disorder living in the community.Future workWe aim to investigate adverse events by accessing centrally held NHS data on deaths and hospitalisation for all PEPS trial participants.Trial registrationCurrent Controlled Trials ISRCTN70660936.FundingThis project was funded by the National Institute for Health Research (NIHR) Health Technology Assessment programme and will be published in full inHealth Technology Assessment; Vol. 20, No. 52. See the NIHR Journals Library website for further project information.

scholarly journals The Role of Children’s Age and Gender, and Friends’ Gender in the Children’s Interaction towards Social Problem Solving Strategies in Preschool Children

2021 ◽  
Vol 3 (2) ◽  
pp. 62-71
Author(s):  
Rita Eka Izzaty
Keyword(s):  
Problem Solving ◽  
School Children ◽  
Social Problem ◽  
Social Situation ◽  
Social Problem Solving ◽  
Age And Gender ◽  
Significant Difference ◽  
Problem Solving Strategies ◽  
And Gender

Social problem-solving strategy accepted by society is the essential accomplishments in the development of pre-school children. However, until recent studies, social problem-solving strategies among pre-school children in Indonesia is still rarely conducted. This research examines the role of age, gender in children, and friends’ gender towards social problem-solving strategies. This research utilised a purposive sampling that voluntarily involved 162 children    4-6 years old. Those children were selected from an intact family consisting of a father, mother and children who lived together.    A hypothetical social situation dilemma was utilised to gather social problem-solving strategies data from the subjects.  The data were analysed with the use of cross-tabulation and chi-square test. Concerning the data analysis, the results reveal no significant difference in social problem-solving strategies when viewed in terms of age and gender of the children and friends’ gender. This suggests that children ages 4 to 6 years for boys and girls still have the same patterns of social behaviour dealing with similar gender and different ones.

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