Cognitive problem-solving training to improve the child-care judgment of child neglectful parents

1986 ◽  
Vol 1 (3) ◽  
pp. 209-221 ◽  
Author(s):  
Brenda Dawson ◽  
Armando de Armas ◽  
Melanie L. McGrath ◽  
Jeffrey A. Kelly
Keyword(s):  
Child Care ◽  
Problem Solving ◽  
Cognitive Problem

Involvement and outcomes in short-term interpersonal cognitive problem solving groups

2005 ◽  
Vol 18 (1) ◽  
pp. 41-46 ◽  
Author(s):  
Philip G. Erwin ◽  
David G. Purves ◽  
Christopher K. Johannes
Keyword(s):  
Problem Solving ◽  
Short Term ◽  
Cognitive Problem

Emotion Modulation in Psychiatric Patients Through Music

2012 ◽  
Vol 31 (5) ◽  
pp. 485-493 ◽  
Author(s):  
Stefan Gebhardt ◽  
Markus Kunkel ◽  
Richard von Georgi
Keyword(s):  
Substance Abuse ◽  
Problem Solving ◽  
Mental Disorders ◽  
Personality Disorders ◽  
Reference Group ◽  
Psychiatric Patients ◽  
Applied Music ◽  
Cognitive Problem ◽  
Psychiatric Population ◽  
Degree Of Severity

This study explores differences in the use of music in everyday life among diagnostic groups of a psychiatric population (n = 180) in reference to a group of healthy subjects (n = 430). The results indicate that patients with mental disorders use music more for emotion modulation than healthy controls. In particular, patients with substance abuse and those with personality disorders used music mainly for cognitive problem solving and the reduction of negative activation, whereas patients with substance abuse in addition used music not often to stimulate themselves positively. Patients suffering from schizophrenia and personality disorders more often applied music for relaxation than the subjects of the reference group. Furthermore, the degree of severity of the psychiatric disorder correlated with the increased use of music for emotion modulation, i.e., for relaxation and cognitive problem solving. Thus, the results demonstrate an increased use of music for emotion modulation in patients with mental disorders in association with the severity of the disorder.

scholarly journals The Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan

2021 ◽  
Vol 22 (4) ◽  
pp. 1-21
Author(s):  
Farhat Munir ◽  
Aizza Anwar ◽  
Daisy Mui Hung Kee
Keyword(s):  
Online Learning ◽  
Problem Solving ◽  
Social Presence ◽  
Process Model ◽  
Sampling Technique ◽  
Snowball Sampling ◽  
Online Data ◽  
Problem Solving Skills ◽  
Cognitive Problem ◽  
The Relationship

The COVID-19 pandemic has forced millions of students to stay indoors and adapt to the new normal, namely distance learning at home, placing online learning in the spotlight. However, students’ motivation for online learning and its effectiveness in skill development during the COVID-19 pandemic has not been widely studied. This study examined the relationship between students’ fear of COVID-19 and students’ social presence in online learning while investigating the parallel mediating role of student psychological motivation and cognitive problem-solving skills related to online learning. The participants were 472 university students in Malaysia and Pakistan. An online data collection technique using Google Forms was employed. Faculty members of the universities were asked to share the survey with their students. Moreover, using a snowball sampling technique, students were requested to share the survey with their friends. SPSS Statistics (Version 21)  was employed to do preliminary data analysis, AMOS (Version 21) software was used to conduct confirmatory factor analysis using a maximum likelihood estimation, and Hayes’ PROCESS model was used to examine proposed hypotheses. The results show that only cognitive problem solving mediates the relationship between fear of COVID-19 and students’ social presence in online learning in Malaysian samples. In Pakistan, cognitive problem solving and psychological motivation mediate the relationship between fear of COVID-19 and students’ social presence in online learning. The study found that developing cognitive problem-solving skills and providing psychological motivation could enhance their engagement with online learning.

scholarly journals The maturing of therapy

2002 ◽  
Vol 180 (3) ◽  
pp. 200-204 ◽  
Author(s):  
Isaac M. Marks
Keyword(s):  
Cost Effectiveness ◽  
Problem Solving ◽  
Needs Assessment ◽  
Depressive Disorders ◽  
Coming Of Age ◽  
Mechanisms Of Action ◽  
Anxiety And Depression ◽  
Cognitive Problem ◽  
Scientific Principles ◽  
Do So

BackgroundPsychiatric therapy needs assessment regarding its maturation as a therapeutic science.AimsJudgement of whether such a science is emerging.MethodFour criteria are used: efficacy; identification of responsible treatment components; knowledge of their mechanisms of action; and elucidation of why they act only in some sufferers.ResultsBrief behavioural, interpersonal, cognitive, problem-solving and other psychotherapies have a mature ability to improve anxiety and depressive disorders reliably and enduringly, often only with instruction from a manual or a computer. Therapy's cost-effectiveness and acceptability deserve more attention. We know little about which treatment components produce improvement, how they do so and why they do not help all sufferers.ConclusionsTherapy is coming of age regarding efficacy for anxiety and depression, but is only a toddler regarding the scientific principles to explain its effects.

A Technique for Prediction of Children's Social Problem-Solving

1983 ◽  
Vol 57 (3) ◽  
pp. 711-717
Author(s):  
Bruce N. Eimer
Keyword(s):  
Problem Solving ◽  
Social Problem Solving ◽  
Personal Construct ◽  
Theoretical Knowledge ◽  
Personal Construct Theory ◽  
Behavioral Strategies ◽  
Clinical Context ◽  
Social Situations ◽  
Cognitive Problem ◽  
Construct Theory

A technique is described for assessing children's predictions of the behavioral strategies that they or other children would be likely to employ in various social situations. The research context in which this assessment technique was developed is also described. Following Kelly's personal construct theory, it is proposed that this technique could provide a means for enriching theoretical knowledge of the connections between children's interpersonal cognitive problem-solving ability and their actual behaviors. Various ways in which the proposed technique could be used in a clinical context are discussed.

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