Autobiographical Memory and Social Problem-Solving in Asperger Syndrome

ERIC Educational Resources Information Center

Goddard, Lorna; Howlin, Patricia; Dritschel, Barbara; Patel, Trishna

2007-01-01

Difficulties in social interaction are a central feature of Asperger syndrome. Effective social interaction involves the ability to solve interpersonal problems as and when they occur. Here we examined social problem-solving in a group of adults with Asperger syndrome and control group matched for age, gender and IQ. We also assessed…

Is IPT Time-Limited Psychodynamic Psychotherapy?

PubMed Central

Markowitz, John C.; Svartberg, Martin; Swartz, Holly A.

1998-01-01

Interpersonal psychotherapy (IPT) has sometimes but not always been considered a psychodynamic psychotherapy. The authors discuss similarities and differences between IPT and short-term psychodynamic psychotherapy (STPP), comparing eight aspects: 1) time limit, 2) medical model, 3) dual goals of solving interpersonal problems and syndromal remission, 4) interpersonal focus on the patient solving current life problems, 5) specific techniques, 6) termination, 7) therapeutic stance, and 8) empirical support. The authors then apply both approaches to a case example of depression. They conclude that despite overlaps and similarities, IPT is distinct from STPP.(The Journal of Psychotherapy Practice and Research 1998; 7:185–195) PMID:9631340

Adaptation of Social Problem Solving for Children Questionnaire in 6 Age Groups and its Relationships with Preschool Behavior Problems

ERIC Educational Resources Information Center

Dereli-Iman, Esra

2013-01-01

Social Problem Solving for Child Scale is frequently used to determine behavioral problems of children with their own word and to identify ways of conflict encountered in daily life, and interpersonal relationships in abroad. The primary purpose of this study was to adapt the Wally Child Social Problem-Solving Detective Game Test. In order to…

I Can Problem Solve (ICPS): A Cognitive Approach to Preventing Early High Risk Behaviors.

ERIC Educational Resources Information Center

Shure, Myrna B.; And Others

This outline presents a program designed to teach children "how" to think, not what to think--so as to help them solve typical interpersonal problems with peers and adults. Through games, stories, puppets, illustrations, and role plays, children learn a pre-problem solving vocabulary, feeling word concepts, and ways to arrive at solutions to…

A free response test of interpersonal effectiveness.

PubMed

Getter, H; Nowinski, J K

1981-06-01

Development of the Interpersonal Problem Solving Assessment Technique (IPSAT), College form, is described. Guided by Rotter's Social Learning Theory, problem-solving, and assertiveness research, a semi-structured free response format was designed to assess components of interpersonal effectiveness, The instrument yields patterns of self-reported behaviors in six classes of problematic social situations. A detailed manual enabled reliable scoring of the following response categories: Effectiveness, avoidance, appropriateness, dependency and solution productivity. Scores were not materially affected by sex, verbal ability, or social desirability response sets. Correlations with the College Self-Expression Scale, the Edwards Personal Preference Schedule and the Lanyon Psychological Screening Inventory provided initial evidence of validity. Comparison of mean IPSAT scores of 23 psychotherapy clients with those of 78 normative subjects showed that clients report less interpersonal effectiveness and more avoidance than controls. Implications for utility of the IPSAT are discussed.

Treating Conduct Problems and Strengthening Social and Emotional Competence in Young Children: The Dina Dinosaur Treatment Program.

ERIC Educational Resources Information Center

Webster-Stratton, Carolyn; Reid, M. Jamila

2003-01-01

This article describes the Dina Dinosaur Social, Emotional and Problem Solving Child Training Program for young children with conduct problems. The program emphasizes training children in skills such as emotional literacy, empathy or perspective taking, friendship and communication skills, anger management, interpersonal problem solving, and…

Social problem solving among depressed adolescents is enhanced by structured psychotherapies.

PubMed

Dietz, Laura J; Marshal, Michael P; Burton, Chad M; Bridge, Jeffrey A; Birmaher, Boris; Kolko, David; Duffy, Jamira N; Brent, David A

2014-04-01

Changes in adolescent interpersonal behavior before and after an acute course of psychotherapy were investigated as outcomes and mediators of remission status in a previously described treatment study of depressed adolescents. Maternal depressive symptoms were examined as moderators of the association between psychotherapy condition and changes in adolescents' interpersonal behavior. Adolescents (n = 63, mean age = 15.6 years, 77.8% female, 84.1% White) engaged in videotaped interactions with their mothers before randomization to cognitive behavior therapy (CBT), systemic behavior family therapy (SBFT), or nondirective supportive therapy (NST) and after 12-16 weeks of treatment. Adolescent involvement, problem solving, and dyadic conflict were examined. Improvements in adolescent problem solving were significantly associated with CBT and SBFT. Maternal depressive symptoms moderated the effect of CBT, but not SBFT, on adolescents' problem solving; adolescents experienced increases in problem solving only when their mothers had low or moderate levels of depressive symptoms. Improvements in adolescents' problem solving were associated with higher rates of remission across treatment conditions, but there were no significant indirect effects of SBFT on remission status through problem solving. Exploratory analyses revealed a significant indirect effect of CBT on remission status through changes in adolescent problem solving, but only when maternal depressive symptoms at study entry were low. Findings provide preliminary support for problem solving as an active treatment component of structured psychotherapies for depressed adolescents and suggest one pathway by which maternal depression may disrupt treatment efficacy for depressed adolescents treated with CBT.

Social problem solving among depressed adolescents is enhanced by structured psychotherapies

PubMed Central

Dietz, Laura J.; Marshal, Michael P.; Burton, Chad M.; Bridge, Jeffrey A.; Birmaher, Boris; Kolko, David; Duffy, Jamira N.; Brent, David A.

2014-01-01

Objective Changes in adolescent interpersonal behavior before and after an acute course of psychotherapy were investigated as outcomes and mediators of remission status in a previously described treatment study of depressed adolescents. Maternal depressive symptoms were examined as moderators of the association between psychotherapy condition and changes in adolescents’ interpersonal behavior. Method Adolescents (n = 63, mean age = 15.6 years, 77.8% female, 84.1% Caucasian) engaged in videotaped interactions with their mothers before randomization to cognitive behavior therapy (CBT), systemic behavior family therapy (SBFT), or nondirective supportive therapy (NST), and after 12–16 weeks of treatment. Adolescent involvement, problem solving and dyadic conflict were examined. Results Improvements in adolescent problem solving were significantly associated with CBT and SBFT. Maternal depressive symptoms moderated the effect of CBT, but not SBFT, on adolescents’ problem solving; adolescents experienced increases in problem solving only when their mothers had low or moderate levels of depressive symptoms. Improvements in adolescents’ problem solving were associated with higher rates of remission across treatment conditions, but there were no significant indirect effects of SBFT on remission status through problem solving. Exploratory analyses revealed a significant indirect effect of CBT on remission status through changes in adolescent problem solving, but only when maternal depressive symptoms at study entry were low. Conclusions Findings provide preliminary support for problem solving as an active treatment component of structured psychotherapies for depressed adolescents and suggest one Pathway by which maternal depression may disrupt treatment efficacy for depressed adolescents treated with CBT. PMID:24491077

How do Rumination and Social Problem Solving Intensify Depression? A Longitudinal Study.

PubMed

Hasegawa, Akira; Kunisato, Yoshihiko; Morimoto, Hiroshi; Nishimura, Haruki; Matsuda, Yuko

2018-01-01

In order to examine how rumination and social problem solving intensify depression, the present study investigated longitudinal associations among each dimension of rumination and social problem solving and evaluated aspects of these constructs that predicted subsequent depression. A three-wave longitudinal study, with an interval of 4 weeks between waves, was conducted. Japanese university students completed the Beck Depression Inventory-Second Edition, Ruminative Responses Scale, Social Problem-Solving Inventory-Revised Short Version, and Interpersonal Stress Event Scale on three occasions 4 weeks apart ( n  = 284 at Time 1, 198 at Time 2, 165 at Time 3). Linear mixed models were analyzed to test whether each variable predicted subsequent depression, rumination, and each dimension of social problem solving. Rumination and negative problem orientation demonstrated a mutually enhancing relationship. Because these two variables were not associated with interpersonal conflict during the subsequent 4 weeks, rumination and negative problem orientation appear to strengthen each other without environmental change. Rumination and impulsivity/carelessness style were associated with subsequent depressive symptoms, after controlling for the effect of initial depression. Because rumination and impulsivity/carelessness style were not concurrently and longitudinally associated with each other, rumination and impulsive/careless problem solving style appear to be independent processes that serve to intensify depression.

Mathematics creative thinking levels based on interpersonal intelligence

NASA Astrophysics Data System (ADS)

Kuncorowati, R. H.; Mardiyana; Saputro, D. R. S.

2017-12-01

Creative thinking ability was one of student’s ability to determine various alternative solutions toward mathematics problem. One of indicators related to creative thinking ability was interpersonal intelligence. Student’s interpersonal intelligence would influence to student’s creativity. This research aimed to analyze creative thinking ability level of junior high school students in Karanganyar using descriptive method. Data was collected by test, questionnaire, interview, and documentation. The result showed that students with high interpersonal intelligence achieved third and fourth level in creative thinking ability. Students with moderate interpersonal intelligence achieved second level in creative thinking ability and students with low interpersonal intelligence achieved first and zero level in creative thinking ability. Hence, students with high, moderate, and low interpersonal intelligence could solve mathematics problem based on their mathematics creative thinking ability.

Do Colleges Cultivate Critical Thinking, Problem Solving, Writing and Interpersonal Skills?

ERIC Educational Resources Information Center

Saavedra, Anna Rosefsky; Saavedra, Juan Esteban

2011-01-01

We investigate how much value college enrollment adds to students' critical thinking, problem-solving and communication skills, and the role college inputs play in developing these competencies, using data from a 2009 collegiate assessment pilot study in Colombia. Relative to observationally similar first year students, students in their final…

The Impact of Consultation Models on Interpersonal Relationships during Problem Solving

ERIC Educational Resources Information Center

Neall, Michael Timothy

2012-01-01

Client-centered and consultee-centered consultation models are predominately used in K-12 schools to meet the needs of at-risk learners and ensure equitable access to educational services. Although the efficacy of both models has significant support in the literature, studies regarding relationships formed during problem solving in consultation…

MIDSHIPS: multicentre intervention designed for self-harm using interpersonal problem-solving: protocol for a randomised controlled feasibility study.

PubMed

Collinson, Michelle; Owens, David; Blenkiron, Paul; Burton, Kayleigh; Graham, Liz; Hatcher, Simon; House, Allan; Martin, Katie; Pembroke, Louise; Protheroe, David; Tubeuf, Sandy; Farrin, Amanda

2014-05-10

Around 150,000 people each year attend hospitals in England due to self-harm, many of them more than once. Over 5,000 people die by suicide each year in the UK, a quarter of them having attended hospital in the previous year because of self-harm. Self-harm is a major identifiable risk factor for suicide. People receive variable care at hospital; many are not assessed for their psychological needs and little psychological therapy is offered. Despite its frequent occurrence, we have no clear research evidence about how to reduce the repetition of self-harm. Some people who have self-harmed show less active ways of solving problems, and brief problem-solving therapies are considered the most promising psychological treatments. This is a pragmatic, individually randomised, controlled, feasibility study comparing interpersonal problem-solving therapy plus treatment-as-usual with treatment-as-usual alone, for adults attending a general hospital following self-harm. A total of 60 participants will be randomised equally between the treatment arms, which will be balanced with respect to the type of most recent self-harm event, number of previous self-harm events, gender and age. Feasibility objectives are as follows: a) To establish and field test procedures for implementing the problem-solving intervention; b) To determine the feasibility and best method of participant recruitment and follow up; c) To assess therapeutic delivery; d) To assess the feasibility of obtaining the definitive trial's primary and secondary outcomes; e) To assess the perceived burden and acceptability of obtaining the trial's self-reported outcome data; f) To inform the sample size calculation for the definitive trial. The results of this feasibility study will be used to determine the appropriateness of proceeding to a definitive trial and will allow us to design an achievable trial of interpersonal problem-solving therapy for adults who self-harm. Current Controlled Trials (ISRCTN54036115).

MIDSHIPS: Multicentre Intervention Designed for Self-Harm using Interpersonal Problem-Solving: protocol for a randomised controlled feasibility study

PubMed Central

2014-01-01

Background Around 150,000 people each year attend hospitals in England due to self-harm, many of them more than once. Over 5,000 people die by suicide each year in the UK, a quarter of them having attended hospital in the previous year because of self-harm. Self-harm is a major identifiable risk factor for suicide. People receive variable care at hospital; many are not assessed for their psychological needs and little psychological therapy is offered. Despite its frequent occurrence, we have no clear research evidence about how to reduce the repetition of self-harm. Some people who have self-harmed show less active ways of solving problems, and brief problem-solving therapies are considered the most promising psychological treatments. Methods/Design This is a pragmatic, individually randomised, controlled, feasibility study comparing interpersonal problem-solving therapy plus treatment-as-usual with treatment-as-usual alone, for adults attending a general hospital following self-harm. A total of 60 participants will be randomised equally between the treatment arms, which will be balanced with respect to the type of most recent self-harm event, number of previous self-harm events, gender and age. Feasibility objectives are as follows: a) To establish and field test procedures for implementing the problem-solving intervention; b) To determine the feasibility and best method of participant recruitment and follow up; c) To assess therapeutic delivery; d) To assess the feasibility of obtaining the definitive trial’s primary and secondary outcomes; e) To assess the perceived burden and acceptability of obtaining the trial’s self-reported outcome data; f) To inform the sample size calculation for the definitive trial. Discussion The results of this feasibility study will be used to determine the appropriateness of proceeding to a definitive trial and will allow us to design an achievable trial of interpersonal problem-solving therapy for adults who self-harm. Trial registration Current Controlled Trials (ISRCTN54036115) PMID:24886683

Group Training in Interpersonal Problem-Solving Skills for Workplace Adaptation of Adolescents and Adults with Asperger Syndrome: A Preliminary Study

ERIC Educational Resources Information Center

Bonete, Saray; Calero, María Dolores; Fernández-Parra, Antonio

2015-01-01

Adults with Asperger syndrome show persistent difficulties in social situations which psychosocial treatments may address. Despite the multiple studies focusing on social skills interventions, only some have focused specifically on problem-solving skills and have not targeted workplace adaptation training in the adult population. This study…

Promoting Social Inclusion: A Structured Intervention for Enhancing Interpersonal Problem-Solving Skills in Children with Mild Intellectual Disabilities

ERIC Educational Resources Information Center

Vlachou, Anastasia; Stavroussi, Panayiota

2016-01-01

There has been increasing interest in providing students with disabilities, who are at risk of social isolation, with opportunities to develop social competence and self-determination. Specifically, the provision of opportunities for teaching these students to promote social problem-solving skills is potentially useful for facilitating their…

Training Mothers to Help Their Children Solve Real-Life Problems.

ERIC Educational Resources Information Center

Shure, Myrna B.; Spivack, George

An experiment was performed to determine whether the mothers of 20 inner-city black preschoolers could successfully train their children in interpersonal problem-solving skills. The skills acquired by the mother-trained children were compared with those of 113 teacher-trained and 106 non-trained 4-year-olds, equated on initial IQ scores and school…

Social Skills and Problem Solving Abilities in a Middle School Advisory Setting.

ERIC Educational Resources Information Center

Ahrens, Susan; Barrett, C. Elise; Holtzman, Debi

This research project implemented and evaluated a program in interpersonal skill development designed to increase the use of applied social skills at a middle school located in northeast Illinois. Evidence of inappropriate interpersonal skills was gathered by using observation checklists, teacher and student surveys, and discipline referrals.…

Problem Solving Techniques in Child Rearing: A Training Script for Parents of Young Children.

ERIC Educational Resources Information Center

Shure, Myrna B.; Spivack, George

Presented is a sequenced series of approximately 25 lessons designed to help mothers increase the interpersonal problem solving ability and behavioral adjustment of their 4- and 5-year-old children. It is explained that the program which takes 20 minutes per day over a 3 month period, combines an educational and preventive mental health approach.…

An Observational Study for Evaluating the Effects of Interpersonal Problem-Solving Skills Training on Behavioural Dimensions

ERIC Educational Resources Information Center

Anliak, Sakire; Sahin, Derya

2010-01-01

The present observational study was designed to evaluate the effectiveness of the I Can Problem Solve (ICPS) programme on behavioural change from aggression to pro-social behaviours by using the DECB rating scale. Non-participant observation method was used to collect data in pretest-training-posttest design. It was hypothesised that the ICPS…

25 CFR 20.401 - What is included under Services to Children, Elderly, and Families?

Code of Federal Regulations, 2010 CFR

2010-04-01

... Families include, but are not limited to, the following: (a) Assistance in solving problems related to family functioning and interpersonal relationships; (b) Referral to the appropriate resource for problems...

Clusters of Behaviors and Beliefs Predicting Adolescent Depression: Implications for Prevention

PubMed Central

Paunesku, David; Ellis, Justin; Fogel, Joshua; Kuwabara, Sachiko A; Gollan, Jackie; Gladstone, Tracy; Reinecke, Mark; Van Voorhees, Benjamin W.

2009-01-01

OBJECTIVE Risk factors for various disorders are known to cluster. However, the factor structure for behaviors and beliefs predicting depressive disorder in adolescents is not known. Knowledge of this structure can facilitate prevention planning. METHODS We used the National Longitudinal Study of Adolescent Health (AddHealth) data set to conduct an exploratory factor analysis to identify clusters of behaviors/experiences predicting the onset of major depressive disorder (MDD) at 1-year follow-up (N=4,791). RESULTS Four factors were identified: family/interpersonal relations, self-emancipation, avoidant problem solving/low self-worth, and religious activity. Strong family/interpersonal relations were the most significantly protective against depression at one year follow-up. Avoidant problem solving/low self-worth was not predictive of MDD on its own, but significantly amplified the risks associated with delinquency. CONCLUSION Depression prevention interventions should consider giving family relationships a more central role in their efforts. Programs teaching problem solving skills may be most appropriate for reducing MDD risk in delinquent youth. PMID:20502621

Maximizing Human Fotential: A Curriculum Design for Human Development and Interpersonal Relationships, Kindergarten through Adult Education.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Bureau of Homemaking Education.

This publication was prepared to assist schools in developing curriculum to help children solve complex social problems and achieve their highest potential as human beings in a world society. A major objective is to provide students with competencies and skills necessary to cope with the interpersonal relationships and stresses faced by…

Interpersonal Communication & Problem Solving. Workplace Education. Instructor's Guide (Revised Edition for Publication). Project ALERT.

ERIC Educational Resources Information Center

Blount, Joan, Comp.; Ruetz, Nancy, Ed.

This instructor's guide contains materials for a 40-hour course that explores interpersonal communication and improves participants' ability to communicate with fellow workers and family members. A title page provides a course description with target audience and general objective. An introduction covers design of the 10-week course, with 2 2-hour…

Social Problem Solving and Depressive Symptoms Over Time: A Randomized Clinical Trial of Cognitive Behavioral Analysis System of Psychotherapy, Brief Supportive Psychotherapy, and Pharmacotherapy

PubMed Central

Klein, Daniel N.; Leon, Andrew C.; Li, Chunshan; D’Zurilla, Thomas J.; Black, Sarah R.; Vivian, Dina; Dowling, Frank; Arnow, Bruce A.; Manber, Rachel; Markowitz, John C.; Kocsis, James H.

2011-01-01

Objective Depression is associated with poor social problem-solving, and psychotherapies that focus on problem-solving skills are efficacious in treating depression. We examined the associations between treatment, social problem solving, and depression in a randomized clinical trial testing the efficacy of psychotherapy augmentation for chronically depressed patients who failed to fully respond to an initial trial of pharmacotherapy (Kocsis et al., 2009). Method Participants with chronic depression (n = 491) received Cognitive Behavioral Analysis System of Psychotherapy (CBASP), which emphasizes interpersonal problem-solving, plus medication; Brief Supportive Psychotherapy (BSP) plus medication; or medication alone for 12 weeks. Results CBASP plus pharmacotherapy was associated with significantly greater improvement in social problem solving than BSP plus pharmacotherapy, and a trend for greater improvement in problem solving than pharmacotherapy alone. In addition, change in social problem solving predicted subsequent change in depressive symptoms over time. However, the magnitude of the associations between changes in social problem solving and subsequent depressive symptoms did not differ across treatment conditions. Conclusions It does not appear that improved social problem solving is a mechanism that uniquely distinguishes CBASP from other treatment approaches. PMID:21500885

The Relationship Between Emotional Intelligence and Leader Performance

DTIC Science & Technology

2002-03-01

independence, and self-actualization), (2) Interpersonal EQ (comprising empathy, social responsibility, and interpersonal relationships), (3) Stress ...management EQ (comprising stress tolerance and impulse control), (4) Adaptability EQ (comprising reality testing, flexibility, and problem solving), and (5...explain the significance of the model or its particular sub- scales or categories. Thus, mixed models, and the claims associated with them have been

Working memory dysfunctions predict social problem solving skills in schizophrenia.

PubMed

Huang, Jia; Tan, Shu-ping; Walsh, Sarah C; Spriggens, Lauren K; Neumann, David L; Shum, David H K; Chan, Raymond C K

2014-12-15

The current study aimed to examine the contribution of neurocognition and social cognition to components of social problem solving. Sixty-seven inpatients with schizophrenia and 31 healthy controls were administrated batteries of neurocognitive tests, emotion perception tests, and the Chinese Assessment of Interpersonal Problem Solving Skills (CAIPSS). MANOVAs were conducted to investigate the domains in which patients with schizophrenia showed impairments. Correlations were used to determine which impaired domains were associated with social problem solving, and multiple regression analyses were conducted to compare the relative contribution of neurocognitive and social cognitive functioning to components of social problem solving. Compared with healthy controls, patients with schizophrenia performed significantly worse in sustained attention, working memory, negative emotion, intention identification and all components of the CAIPSS. Specifically, sustained attention, working memory and negative emotion identification were found to correlate with social problem solving and 1-back accuracy significantly predicted the poor performance in social problem solving. Among the dysfunctions in schizophrenia, working memory contributed most to deficits in social problem solving in patients with schizophrenia. This finding provides support for targeting working memory in the development of future social problem solving rehabilitation interventions. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

An investigation of the psychological characteristics of stalkers: empathy, problem-solving, attachment and borderline personality features.

PubMed

Lewis, S F; Fremouw, W J; Del Ben, K; Farr, C

2001-01-01

This study examined the psychological characteristics of a sample of self-reported stalkers in comparison with a control group, on measures of empathy, problem-solving skills, attachment, and borderline personality features. Stalkers were identified by their endorsement of specific behavioral items, consistent with a widely adopted definition of stalking, denoting behaviors that: (a) are repeatedly directed toward an identified target; (b) are intrusive and unwanted; and (c) evoke fear in the victim. Stalkers scored significantly higher than controls on measures of insecure attachment and borderline personality features, suggesting that the stalking group demonstrates a general pattern of inadequate interpersonal attachment, has limited abilities to form and maintain appropriate relationships, is emotionally labile and unstable, and experiences ambivalence regarding their interpersonal relationships. Treatment implications are discussed herein.

Factors That Effect Interagency Collaborations: Lessons During and Following the 2002 Winter Olympics

DTIC Science & Technology

2008-03-01

solving Formal control ( decision making ) Strategic planning (structure or process) Barriers PROBE / Ticklers Were there incentives... making ) Strategic planning (structure or process) 74 PROBE / Ticklers To what extend does interdependence needed for these...aspect Motivation Social capital Trust Leadership Interpersonal communication (people skills) Shared problem solving Formal control ( decision

Early Intervention To Prevent Violence.

ERIC Educational Resources Information Center

Lumsden, Linda

2000-01-01

This publication summarizes five works exploring the key role schools can play in dealing with emotionally disturbed students, in part because teachers are more reliable sources of information about troubled youths. The importance of interpersonal cognitive problem-solving (ICPS) skills is analyzed in "Preventing Violence the Problem Solving…

The impact of childhood emotional abuse and experiential avoidance on maladaptive problem solving and intimate partner violence.

PubMed

Bell, Kathryn M; Higgins, Lorrin

2015-04-16

The purpose of the current study was to examine the joint influences of experiential avoidance and social problem solving on the link between childhood emotional abuse (CEA) and intimate partner violence (IPV). Experiential avoidance following CEA may interfere with a person's ability to effectively problem solve in social situations, increasing risk for conflict and interpersonal violence. As part of a larger study, 232 women recruited from the community completed measures assessing childhood emotional, physical, and sexual abuse, experiential avoidance, maladaptive social problem solving, and IPV perpetration and victimization. Final trimmed models indicated that CEA was indirectly associated with IPV victimization and perpetration via experiential avoidance and Negative Problem Orientation (NPO) and Impulsivity/Carelessness Style (ICS) social problem solving strategies. Though CEA was related to an Avoidance Style (AS) social problem solving strategy, this strategy was not significantly associated with IPV victimization or perpetration. Experiential avoidance had both a direct and indirect effect, via NPO and ICS social problem solving, on IPV victimization and perpetration. Findings suggest that CEA may lead some women to avoid unwanted internal experiences, which may adversely impact their ability to effectively problem solve in social situations and increase IPV risk.

The Impact of Childhood Emotional Abuse and Experiential Avoidance on Maladaptive Problem Solving and Intimate Partner Violence

PubMed Central

Bell, Kathryn M.; Higgins, Lorrin

2015-01-01

The purpose of the current study was to examine the joint influences of experiential avoidance and social problem solving on the link between childhood emotional abuse (CEA) and intimate partner violence (IPV). Experiential avoidance following CEA may interfere with a person’s ability to effectively problem solve in social situations, increasing risk for conflict and interpersonal violence. As part of a larger study, 232 women recruited from the community completed measures assessing childhood emotional, physical, and sexual abuse, experiential avoidance, maladaptive social problem solving, and IPV perpetration and victimization. Final trimmed models indicated that CEA was indirectly associated with IPV victimization and perpetration via experiential avoidance and Negative Problem Orientation (NPO) and Impulsivity/Carelessness Style (ICS) social problem solving strategies. Though CEA was related to an Avoidance Style (AS) social problem solving strategy, this strategy was not significantly associated with IPV victimization or perpetration. Experiential avoidance had both a direct and indirect effect, via NPO and ICS social problem solving, on IPV victimization and perpetration. Findings suggest that CEA may lead some women to avoid unwanted internal experiences, which may adversely impact their ability to effectively problem solve in social situations and increase IPV risk. PMID:25893570

An all-woman crew to Mars: a radical proposal

NASA Technical Reports Server (NTRS)

Landis, G. A.

2000-01-01

It is logical to propose that if a human mission is flown to Mars, it should be composed of an entirely female crew. On the average, women have lower mass and take less volume than males, and use proportionately less consumables. In addition, sociological research indicates that a female crew may have a preferable interpersonal dynamic, and be likely to choose non-confrontational approaches to solve interpersonal problems.

Interpersonal Engagement Mediates the Relation between Maternal Affect and Externalising Behaviour in Young Children with Type 1 Diabetes

PubMed Central

Chisholm, Vivienne; Gonzalez, Andrea; Atkinson, Leslie

2014-01-01

Mother-child interactions around a shared activity have been shown to play a key role in the development of young children’s capacity to interact cooperatively with others. This evidence is particularly germane to type 1 diabetes (T1D) management in younger children where cooperation with parental treatment efforts is crucial for treatment success and where maternal distress and child behavioural problems are risk factors for treatment management, biomedical and psychological outcomes. In 49 4-to-8 year old children with T1D, we investigated whether the association between maternal affect and child problematic behaviour is mediated by mother-child interactions in the context of a T1D-relevant collaborative problem-solving activity. Mothers completed standardised measures of maternal and child psychological adjustment and interacted with their children in the problem-solving activity, analysed for quality of interpersonal engagement based on evaluations of maternal (sensitivity and cognitive stimulation) and dyadic (joint attention and warmth) behaviours. Mediation analyses confirmed the hypothesis that interpersonal engagement mediates the relation between maternal affective state and child behavioural problems. Specifically, more negative maternal affect is associated with lower levels of interpersonal engagement; these less engaged interactions in turn are associated with more behavioural problems in children. These findings are consistent with research involving typically developing children. The implications of our findings are twofold. First, in the context of psychological adjustment to T1D, maternal affect and mother-child interactions are 2 potential targets for interventions which promote cooperative interactions. Second, understanding and caring for children at biological risk requires attention to developmental psychology theory and method; in particular, research addressing parent-child cooperation carries both conceptual and clinical relevance. PMID:24905358

An exploratory study of the relationship between changes in emotion and cognitive processes and treatment outcome in borderline personality disorder.

PubMed

McMain, Shelley; Links, Paul S; Guimond, Tim; Wnuk, Susan; Eynan, Rahel; Bergmans, Yvonne; Warwar, Serine

2013-01-01

This exploratory study examined specific emotion processes and cognitive problem-solving processes in individuals with borderline personality disorder (BPD), and assessed the relationship of these changes to treatment outcome. Emotion and cognitive problem-solving processes were assessed using the Toronto Alexithymia Scale, the Linguistic Inquiry Word Count, the Derogatis Affect Balance Scale, and the Problem Solving Inventory. Participants who showed greater improvements in affect balance, problem solving, and the ability to identify and describe emotions showed greater improvements on treatment outcome, with affect balance remaining statistically significant under the most conservative conditions. The results provide preliminary evidence to support the theory that specific improvements in emotion and cognitive processes are associated with positive treatment outcomes (symptom distress, interpersonal functioning) in BPD. The implications for treatment are discussed.

Teaching problem solving: Don't forget the problem solver(s)

NASA Astrophysics Data System (ADS)

Ranade, Saidas M.; Corrales, Angela

2013-05-01

The importance of intrapersonal and interpersonal intelligences has long been known but educators have debated whether to and how to incorporate those topics in an already crowded engineering curriculum. In 2010, the authors used the classroom as a laboratory to observe the usefulness of including selected case studies and exercises from the fields of neurology, artificial intelligence, cognitive sciences and social psychology in a new problem-solving course. To further validate their initial findings, in 2012, the authors conducted an online survey of engineering students and engineers. The main conclusion is that engineering students will benefit from learning more about the impact of emotions, culture, diversity and cognitive biases when solving problems. Specifically, the work shows that an augmented problem-solving curriculum needs to include lessons on labelling emotions and cognitive biases, 'evidence-based' data on the importance of culture and diversity and additional practice on estimating conditional probability.

Therapeutic effects of problem-solving training and play-reading groups.

PubMed

Coché, E; Douglas, A A

1977-07-01

Twenty-five adult patients of a private psychiatric hospital participated in small groups that convened for eight sessions in order to increase skills in interpersonal problem solving. The groups repeatedly went through the steps of (a) bringing up a problem; (b) clarifying it; (c) proposing solutions; and(d) weighing the solutions. A control grop of 29 patients did not receive problem-solving training. A "placebo" sample of 21 Ss also met in small groups, but their task was to read comedies together. The results obtained through a series of analyses of covariance showed that the experimental condition was more successful than the other two in improving people's impulse control, self-esteem and feeling of competence. The play-reading condition was found to be as helpful as the problem-solving groups in reducing depression and general psychopathology. Control patients showed significantly less improvement than did patients in the other conditions.

Social emotion recognition, social functioning, and attempted suicide in late-life depression.

PubMed

Szanto, Katalin; Dombrovski, Alexandre Y; Sahakian, Barbara J; Mulsant, Benoit H; Houck, Patricia R; Reynolds, Charles F; Clark, Luke

2012-03-01

: Lack of feeling connected and poor social problem solving have been described in suicide attempters. However, cognitive substrates of this apparent social impairment in suicide attempters remain unknown. One possible deficit, the inability to recognize others' complex emotional states has been observed not only in disorders characterized by prominent social deficits (autism-spectrum disorders and frontotemporal dementia) but also in depression and normal aging. This study assessed the relationship between social emotion recognition, problem solving, social functioning, and attempted suicide in late-life depression. : There were 90 participants: 24 older depressed suicide attempters, 38 nonsuicidal depressed elders, and 28 comparison subjects with no psychiatric history. We compared performance on the Reading the Mind in the Eyes test and measures of social networks, social support, social problem solving, and chronic interpersonal difficulties in these three groups. : Suicide attempters committed significantly more errors in social emotion recognition and showed poorer global cognitive performance than elders with no psychiatric history. Attempters had restricted social networks: they were less likely to talk to their children, had fewer close friends, and did not engage in volunteer activities, compared to nonsuicidal depressed elders and those with no psychiatric history. They also reported a pattern of struggle against others and hostility in relationships, felt a lack of social support, perceived social problems as impossible to resolve, and displayed a careless/impulsive approach to problems. : Suicide attempts in depressed elders were associated with poor social problem solving, constricted social networks, and disruptive interpersonal relationships. Impaired social emotion recognition in the suicide attempter group was related.

Work, Productivity, and Human Performance: Practical Case Studies in Ergonomics, Human Factors and Human Engineering.

ERIC Educational Resources Information Center

Fraser, T. M.; Pityn, P. J.

This book contains 12 case histories, each based on a real-life problem, that show how a manager can use common sense, knowledge, and interpersonal skills to solve problems in human performance at work. Each case study describes a worker's problem and provides background information and an assignment; solutions are suggested. The following cases…

Group Composition and Its Effect on Female and Male Problem-Solving in Science Education

ERIC Educational Resources Information Center

Harskamp, Egbert; Ding, Ning; Suhre, Cor

2008-01-01

Background: Cooperative learning may help students elaborate upon problem information through interpersonal discourse, and this may provoke a higher level of thinking. Interaction stimulates students to put forward and order their thoughts, and to understand the ideas or questions of their peer learner. However, partner gender is an important…

Stressful Events and Depression among Chinese Adolescents: The Mitigating Role of Protective Factors

ERIC Educational Resources Information Center

Zhang, Wenxin; Li, Hailei; Gong, Yanming; Ungar, Michael

2013-01-01

This study examines the role of salient external factors (family, peer and school caring relations) and internal factors (goals and aspirations, problem solving and self-efficacy, empathy, and self-awareness) in protecting adolescents experiencing interpersonal problems and academic pressure from depression. A total of 1,297 eighth and ninth grade…

The Likelihood of Use of Social Power Strategies by School Psychologists when Consulting with Teachers

ERIC Educational Resources Information Center

Wilson, Kristen E.; Erchul, William P.; Raven, Bertram H.

2008-01-01

The Interpersonal Power Inventory (IPI) has been applied previously to investigate school psychologists engaged in problem-solving consultation with teachers concerning students having various learning and adjustment problems. Relevant prior findings include (a) consultants and teachers both perceive soft power strategies as more effective than…

Teaching Problem Solving: Don't Forget the Problem Solver(s)

ERIC Educational Resources Information Center

Ranade, Saidas M.; Corrales, Angela

2013-01-01

The importance of intrapersonal and interpersonal intelligences has long been known but educators have debated whether to and how to incorporate those topics in an already crowded engineering curriculum. In 2010, the authors used the classroom as a laboratory to observe the usefulness of including selected case studies and exercises from the…

Interpersonal Problem-Solving Skills, Executive Function and Learning Potential in Preadolescents with High/Low Family Risk.

PubMed

Mata, Sara; Gómez-Pérez, M Mar; Molinero, Clara; Calero, M Dolores

2017-10-30

Situations generated by high family risk have a negative effect on personal development, especially during preadolescence. Growing up in the presence of risk factors can lead to negative consequences on mental health or on school performance. The objective of this study focuses on individual factors related to this phenomenon during preadolescence. Specifically, we seek to establish whether level of family risk (high vs. low risk) is related to interpersonal problem-solving skills, executive function and learning potential in a sample of preadolescents controlling age, sex, total IQ, verbal comprehension ability and the classroom influences. The participants were 40 children, 23 boys and 17 girls between the ages of 7 and 12, twenty of which had a record on file with the Social and Childhood Protection Services of Information deleted to maintain the integrity of the review process, and therefore, a high family risk situation. The other 20 participants had a low family risk situation. Results show that the preadolescents from high family risk performed worse on interpersonal solving-problem skills and executive function (p < .05, b from -119,201.81 to 132,199.43, confidence interval from -162,589.78/-75,813.8 to 84,403.05/179,995.8). Nevertheless, they showed the same ability to learn as the participants from low family risk. These results highlight the negative effects of high family risk situation in preadolescents and give value of taking into account protective factors such as learning potential when assessing preadolescents from high family risk.

Leadership Skills.

ERIC Educational Resources Information Center

Hutchison, Cathleen; And Others

1988-01-01

Lists skills identified by the Leadership Development Task Force as being critical skills for a leader. Discussion focuses on information managing skills, including problem solving, decision making, setting goals and objectives; project management; and people managing skills, including interpersonal communications, conflict management, motivation,…

Synergistic Knowledge Development in Interdisciplinary Teams

ERIC Educational Resources Information Center

Broussard, Shorna R.; La Lopa, Joseph Mick; Ross-Davis, Amy

2007-01-01

Problem solving, interpersonal skills, information literacy, and critical and independent thinking are essential qualities that employers seek, yet many undergraduates lack. We structured an interdisciplinary classroom and experiential learning environment where students from three undergraduate courses (Hospitality and Tourism Management,…

Intrapersonal and interpersonal functions of non suicidal self-injury: associations with emotional and social functioning.

PubMed

Turner, Brianna J; Chapman, Alexander L; Layden, Brianne K

2012-02-01

Understanding the functions of nonsuicidal self-injury (NSSI) has important implications for the development and refinement of theoretical models and treatments of NSSI. Emotional and social vulnerabilities associated with five common functions of NSSI-emotion relief (ER), feeling generation (FG), self-punishment (SP), interpersonal influence (II), and interpersonal communication (IC)-were investigated to clarify why individuals use this behavior in the service of different purposes. Female participants (n = 162) with a history of NSSI completed online measures of self-injury, emotion regulation strategies and abilities, trait affectivity, social problem-solving styles, and interpersonal problems. ER functions were associated with more intense affectivity, expressive suppression, and limited access to emotion regulation strategies. FG functions were associated with a lack of emotional clarity. Similar to ER functions, SP functions were associated with greater affective intensity and expressive suppression. II functions were negatively associated with expressive suppression and positively associated with domineering/controlling and intrusive/needy interpersonal styles. IC functions were negatively associated with expressive suppression and positively associated with a vindictive or self-centered interpersonal style. These findings highlight the specific affective traits, emotional and social skill deficits, and interpersonal styles that may render a person more likely to engage in NSSI to achieve specific goals. © 2012 The American Association of Suicidology.

Relative effects of harassment, frustration, and task characteristics on cardiovascular reactivity.

PubMed

García-León, Ana; Reyes del Paso, Gustavo A; Robles, Humbelina; Vila, Jaime

2003-02-01

Effects of anger induction procedures such as frustration and harassment on cardiovascular reactivity have been demonstrated in a wide range of experimental situations. Similarly, heightened cardiovascular reactivity has been associated with a diverse range of tasks involving active coping, competition and interpersonal interaction. The present study sought to directly compare the relative effects of these two important ways of inducing cardiovascular changes. One hundred and five university students performed two tasks that differed in the degree of active coping and interpersonal competition: a competitive psychomotor task and a problem-solving task. States of anger were induced during both tasks by means of harassment, frustration or frustration+harassment. Task-related changes in heart rate, systolic blood pressure, diastolic blood pressure, pulse volume amplitude and respiratory sinus arrhythmia amplitude were monitored. The competitive psychomotor task produced greater cardiovascular reactivity than did the problem-solving task. Harassment and frustration+harassment provoked more cardiovascular reactivity than did frustration alone. However, harassment and frustration+harassment had the greatest cardiovascular effects in the competitive task, whereas frustration had the greatest cardiovascular effects in the problem-solving task. In this sense, the increases on cardiovascular reactivity seem to depend on the interaction between anger induction procedures and the context in which anger is provoked.

Cognitive-Behavioral Prevention of Adolescent Pregnancy.

ERIC Educational Resources Information Center

Schinke, Steven Paul; And Others

1981-01-01

Studied high-school sophmores, who through group training, were given contraceptive information, steps for solving problems, and practice in communicating decisions about sexual behavior. Compared with untrained, control-condition teenagers, trained teenagers had more positive postest scores on measures of sexual knowledge, interpersonal problem…

Social Competence: A Developmental Perspective.

ERIC Educational Resources Information Center

Eisenberg, Nancy; Harris, Jerry D.

1984-01-01

Effective peer relations and the enhancement of social interactions in young children play a central role in the discussion of social competence. Developmental issues relevant to the assessment of social competence including perspective taking, conceptions of friendship, interpersonal strategies and problem solving, moral judgments, and…

Perceived Problem-Solving Deficits and Suicidal Ideation: Evidence for the Explanatory Roles of Thwarted Belongingness and Perceived Burdensomeness in Five Samples.

PubMed

Chu, Carol; Walker, Kristin L; Stanley, Ian H; Hirsch, Jameson K; Greenberg, Jeffrey H; Rudd, M David; Joiner, Thomas E

2017-06-26

Perceived social problem-solving deficits are associated with suicide risk; however, little research has examined the mechanisms underlying this relationship. The interpersonal theory of suicide proposes 2 mechanisms in the pathogenesis of suicidal desire: intractable feelings of thwarted belongingness (TB) and perceived burdensomeness (PB). This study tested whether TB and PB serve as explanatory links in the relationship between perceived social problem-solving (SPS) deficits and suicidal thoughts and behaviors cross-sectionally and longitudinally. The specificity of TB and PB was evaluated by testing depression as a rival mediator. Self-report measures of perceived SPS deficits, TB, PB, suicidal ideation, and depression were administered in 5 adult samples: 336 and 105 undergraduates from 2 universities, 53 homeless individuals, 222 primary care patients, and 329 military members. Bias-corrected bootstrap mediation and meta-analyses were conducted to examine the magnitude of the direct and indirect effects, and the proposed mediation paths were tested using zero-inflated negative binomial regressions. Cross-sectionally, TB and PB were significant parallel mediators of the relationship between perceived SPS deficits and ideation, beyond depression. Longitudinally and beyond depression, in 1 study, both TB and PB emerged as significant explanatory factors, and in the other, only PB was a significant mediator. Findings supported the specificity of TB and PB: Depression and SPS deficits were not significant mediators. The relationship between perceived SPS deficits and ideation was explained by interpersonal theory variables, particularly PB. Findings support a novel application of the interpersonal theory, and bolster a growing compendium of literature implicating perceived SPS deficits in suicide risk. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Professorship: A Faculty Development Program.

ERIC Educational Resources Information Center

Davis, Todd M.; Davis, Jane F.

1987-01-01

A faculty development program at a traditionally black college was designed to enhance the ability of graduate faculty to supervise research activities of graduate students. Focus was on interpersonal problem solving in advisement and professional issues; classroom techniques of discussion teaching, case methods, and psychodrama encouraged the…

Developmental Characteristics of Middle Schoolers and Middle School Organization.

ERIC Educational Resources Information Center

Thornburg, Hershel D.

1981-01-01

The social and interpersonal characteristics of early adolescents are described in relation to puberty and the physical and emotional changes that are experienced by the preteen. Learning characteristics for this age group include problem-solving strategies, self-directed learning, and emerging value systems. (JN)

Skills Methods to Prevent Smoking.

ERIC Educational Resources Information Center

Schinke, Steven Paul; And Others

1986-01-01

Describes an evaluation of the added value of skills methods for preventing smoking with sixth-grade students from two schools. Skills conditions subjects learned problem-solving, self-instruction, and interpersonal communication methods. The article discusses the strengths, limits, and implications of the study for other smoking prevention…

Life Skills Activities for Secondary Students with Special Needs.

ERIC Educational Resources Information Center

Mannix, Darlene

This resource for life skills activities for adolescents with special needs covers aspects of interpersonal relationships, communication skills, academic and school skills, practical living skills, vocational skills, problem-solving skills, and lifestyle choices. Included are 190 illustrated activity sheets with related exercises, discussion…

Millwright Apprenticeship. Related Training Modules. 6.1-6.12 Human Relations.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet, part of the instructional materials for the Oregon apprenticeship program for millwright training, contains 12 modules covering human relations. The modules provide information on the following topics: communications skills, feedback, individual strengths, interpersonal conflicts, group problem solving, goal setting and decision…

Group Work with Homeless Youngsters and Their Mothers.

ERIC Educational Resources Information Center

Daniels, Judy; D'Andrea, Michael; Omizo, Michael; Pier, Patricia

1999-01-01

Describes group-counseling intervention used among homeless young people and their mothers designed to reduce conflicts by enhancing the participants' interpersonal problem-solving skills. Considers numerous factors (school, family, and residential) that affect psychological health and sense of well-being. Reports on comments generated by the…

The NASA/Baltimore Applications Project: An experiment in technology transfer

NASA Technical Reports Server (NTRS)

Golden, T. S.

1981-01-01

Conclusions drawn from the experiment thus far are presented. The problems of a large city most often do not require highly sophisticated solutions; the simpler the solution, the better. A problem focused approach is a greater help to the city than a product focused approach. Most problem situations involve several individuals or organized groups within the city. Mutual trust and good interpersonal relationships between the technologist and the administrator is as important for solving problems as technological know-how.

Developing Creative Leadership. Gifted Treasury Series.

ERIC Educational Resources Information Center

Parker, Jeanette Plauche; Begnaud, Lucy Gremillion

This book provides an overview of leadership in grades 6-12. Drawing upon theories based on cognitive and affective leadership and the role of leadership in gifted education, it discusses leadership as it pertains to research projects, problem solving, interpersonal communication, and decision-making. The book offers strategies for curriculum…

Understanding and Working with Non-Compliant and Aggressive Young Children

ERIC Educational Resources Information Center

Honig, Alice Sterling

2009-01-01

Interpersonal, familial, and situational risk factors that predict young children's aggression and non-compliance are explored. Here examples of specific techniques and provided to help teachers and parents effectively support children's early development of cooperative and prosocial behaviours as well as problem-solving skills in family and…

Behavior Individuality and the Development of Social Competence among Preschool Children.

ERIC Educational Resources Information Center

Nelson, Jo Ann N.; Simmerer, Norma J.

This report summarizes three related studies of 3- to 5-year-old children's temperament and its relationship to their social competence, ability to solve interpersonal problems, locus of control, parent behavior and teacher/child interactions. Fifty-eight children, predominantly middle class participants in a laboratory preschool, and their…

Genuine Inquiry: Widely Espoused Yet Rarely Enacted

ERIC Educational Resources Information Center

Le Fevre, Deidre M.; Robinson, Viviane M. J.; Sinnema, Claire E. L.

2015-01-01

The concept of inquiry is central to contemporary discussions of teacher and leader professional learning and problem solving in interpersonal contexts. However, while few would debate its value, there has been little discussion of the significant challenges inherent in engaging in genuine inquiry. In this article, we distinguish between genuine…

Second Step: A Violence-Prevention Curriculum. Grades 6-8.

ERIC Educational Resources Information Center

Committee for Children, Seattle, WA.

"Second Step" is a curriculum designed to reduce impulsive and aggressive behavior in children in grades 6 through 8, increasing their levels of social competence through empathy training, interpersonal cognitive problem solving, behavioral social skill training, and anger management. This guide is part of the "Second Step"…

The Impact of Diagnosing Skill Deficiencies and Assessment-Based Communication Training on Managerial Performance.

ERIC Educational Resources Information Center

Papa, Michael J.; Graham, Elizabeth E.

1991-01-01

Evaluates an organizational diagnosis program that assesses managerial communication skills and provides the frame for follow-up training programs. Finds that managers participating in follow-up communication skills training performed significantly higher on interpersonal skills, problem-solving ability, and productivity over three long-term…

Digital Story Creation: Its Impact towards Academic Performance

ERIC Educational Resources Information Center

Ong, Charito G.

2017-01-01

When students are engaged in the process of creating a digital story, they synthesize a variety of literacy skills for the authentic product: researching, writing, organizing, presenting, interviewing, problem-solving, assessing, as well as employing interpersonal and technology skills (Baggett, 2007). With all these skills to be developed among…

Bedside Manner and Effective Academic Administrative Leadership

ERIC Educational Resources Information Center

Gilley, Daryl

2003-01-01

In this chapter, the author addresses one small aspect of the leadership algorithm: communication. As the title suggests, the aspect of communication he discusses is that nebulous part of the human interaction process that sets the stage--the one that results in creative problem solving and collegial relationships--the interpersonal aspects of…

Pre-School Teachers' Classroom Management Competency and the Factors Affecting Their Understanding of Discipline

ERIC Educational Resources Information Center

Buyuktaskapu Soydan, Sema; Alakoc, Pirpir; Ozturk Samur, Ayse; Angin, Duriye Esra

2018-01-01

Purpose: This research was carried out to determine the classroom management competency and the levels of perception of understanding of discipline among preschool teachers, the effect of their classroom management competency and understanding of discipline on child-teacher relationship, the relationship between interpersonal problem-solving and…

Teaching in the Digital Age: Using the Internet to Increase Student Engagement and Understanding. Second Edition

ERIC Educational Resources Information Center

Nelson, Kristen J.

2007-01-01

This book provides a framework to help teachers connect brain-compatible learning, multiple intelligences, and the Internet to help students learn and understand critical concepts and skills. Educators will find internet-based activities that feature interpersonal exchange, problem-solving, and information gathering and analysis, plus…

Cognitive and Life Event Correlates of Depressive Symptoms in Children.

ERIC Educational Resources Information Center

Mullins, Larry L.; And Others

The present study examines the relationship of various cognitive and life event variables to depressive symptoms in children. The variables studied are locus of control, interpersonal and impersonal problem-solving ability, and objective and subjective life stress. Subjects were 47 students in the fourth grade, 58 students in the fifth grade, and…

A Brief Review of Psychological Theories and Counseling Techniques for Outdoor Leaders.

ERIC Educational Resources Information Center

Bankie, Brett; And Others

The paper is intended to provide resource information and an annotated bibliography on psychological theories and counseling techniques specifically written for outdoor educators, to stimulate research on the subject, and to stimulate outdoor leaders to make themselves aware of various options for solving interpersonal problems that might occur in…

Skills for the Changing Workplace: A Business and Office Educator's Guide. Research and Development Series No. 254.

ERIC Educational Resources Information Center

Warmbrod, Catharine P.; And Others

This three-part instructional guide was developed to assist vocational instructors in business and office occupations in presenting broadly applicable, nontechnical (often called quality of work life--QWL) skills, such as interpersonal and group process skills, problem solving and decision making, planning, communications, business economics,…

Performance Assessments: How State Policy Can Advance Assessments for 21st Century Learning. White Paper

ERIC Educational Resources Information Center

Parsi, Ace; Darling-Hammond, Linda

2015-01-01

Employers, postsecondary institutions, and civic leaders are urging greater focus on 21st century skills essential for college, career, and civic success: problem solving, interpersonal skills, and collaboration, among others. In response to these demands, states across the country are working to realign policies--on learning standards,…

Skills for the Changing Workplace: An Automotive Repair Instructor's Guide. Research and Development Series No. 256.

ERIC Educational Resources Information Center

Bhaerman, Robert D.; North, Ricke A.

This guide was developed to assist vocational instructors in automotive repair programs in presenting broadly applicable nontechnical (often called quality of work life--QWL) skills, such as interpersonal and group process skills, problem solving and decision making, planning, communications, reasoning skills, and organizational management skills.…

Developing Classroom Web Sites for 21st Century Learning

ERIC Educational Resources Information Center

Tingen, Jennifer; Philbeck, Lauren; Holcomb, Lori B.

2011-01-01

Classroom Web sites have the potential to support and enhance student learning by targeting 21st century skills, such as collaboration among teachers, students, parents, and other teachers, media literacy, and interpersonal and self-directional skills, as well as thinking and problem-solving skills. Web 2.0 tools such as blogs, vokis, and podcasts…

Self-Compassion and Relationship Maintenance: The Moderating Roles of Conscientiousness and Gender

PubMed Central

Baker, Levi; McNulty, James K.

2010-01-01

Should intimates respond to their interpersonal mistakes with self-criticism or with self-compassion? Although it is reasonable to expect self-compassion to benefit relationships by promoting self-esteem, it is also reasonable to expect self-compassion to hurt relationships by removing intimates’ motivation to correct their interpersonal mistakes. Two correlational studies, 1 experiment, and 1 longitudinal study demonstrated that whether self-compassion helps or hurts relationships depends on the presence versus absence of dispositional sources of the motivation to correct interpersonal mistakes. Among men, the implications of self-compassion were moderated by conscientiousness. Among men high in conscientiousness, self-compassion was associated with greater motivation to correct interpersonal mistakes (Studies 1 and 3), observations of more-constructive problem-solving behaviors (Study 2), reports of more accommodation (Study 3), and fewer declines in marital satisfaction that were mediated by decreases in interpersonal problem severity (Study 4); among men low in conscientiousness, self-compassion was associated with these outcomes in the opposite direction. Among women, in contrast, likely because women are inherently more motivated than men to preserve their relationships for cultural and/or biological reasons, self-compassion was never harmful to the relationship. Instead, women’s self-compassion was positively associated with the motivation to correct their interpersonal mistakes (Study 1) and changes in relationship satisfaction (Study 4), regardless of conscientiousness. Accordingly, theoretical descriptions of the implications of self-promoting thoughts for relationships may be most complete to the extent that they consider the presence versus absence of other sources of the motivation to correct interpersonal mistakes. PMID:21280964

Self-compassion and relationship maintenance: the moderating roles of conscientiousness and gender.

PubMed

Baker, Levi R; McNulty, James K

2011-05-01

Should intimates respond to their interpersonal mistakes with self-criticism or with self-compassion? Although it is reasonable to expect self-compassion to benefit relationships by promoting self-esteem, it is also reasonable to expect self-compassion to hurt relationships by removing intimates' motivation to correct their interpersonal mistakes. Two correlational studies, 1 experiment, and 1 longitudinal study demonstrated that whether self-compassion helps or hurts relationships depends on the presence versus absence of dispositional sources of the motivation to correct interpersonal mistakes. Among men, the implications of self-compassion were moderated by conscientiousness. Among men high in conscientiousness, self-compassion was associated with greater motivation to correct interpersonal mistakes (Studies 1 and 3), observations of more constructive problem-solving behaviors (Study 2), reports of more accommodation (Study 3), and fewer declines in marital satisfaction that were mediated by decreases in interpersonal problem severity (Study 4); among men low in conscientiousness, self-compassion was associated with these outcomes in the opposite direction. Among women, in contrast, likely because women are inherently more motivated than men to preserve their relationships for cultural and/or biological reasons, self-compassion was never harmful to the relationship. Instead, women's self-compassion was positively associated with the motivation to correct their interpersonal mistakes (Study 1) and changes in relationship satisfaction (Study 4), regardless of conscientiousness. Accordingly, theoretical descriptions of the implications of self-promoting thoughts for relationships may be most complete to the extent that they consider the presence versus absence of other sources of the motivation to correct interpersonal mistakes. (c) 2011 APA, all rights reserved.

Nurturing the Relationships of All Couples: Integrating Lesbian, Gay, and Bisexual Concerns into Premarital Education and Counseling Programs

ERIC Educational Resources Information Center

Casquarelli, Elaine J.; Fallon, Kathleen M.

2011-01-01

Research shows that premarital counseling programs help engaged couples develop interpersonal and problem-solving skills that enhance their marital relationships. Yet, there are limited services for same-sex couples. This article assumes an integrated humanistic and social justice advocacy stance to explore the needs of lesbian, gay, and bisexual…

The Social Competency Program of the Reach Out to Schools Project. Project Report, 1991-92. No. 3.

ERIC Educational Resources Information Center

Krasnow, Jean H.; And Others

This document presents outcomes of the Social Competency Program: Reach Out to Schools Project, a program designed to help elementary students learn and practice interpersonal and problem-solving skills. It is based on the understanding that positive peer relationships and a supportive, caring classroom community are essential to students' social…

Sustaining the Soul that Serves: Healing from Within

ERIC Educational Resources Information Center

Lantieri, Linda; Nambiar, Madhavi

2004-01-01

Those who work with children of trauma need to nurture their own well-being. The factors that make individuals resilient and able to take positive action in the face of adversity can be categorized into three areas: support provided by others, strength from within, and skills in interpersonal relationships and problem-solving. In this article, the…

Building Inclusive Education on Social and Emotional Learning: Challenges and Perspectives--A Review

ERIC Educational Resources Information Center

Reicher, Hannelore

2010-01-01

This article focuses on conceptual and empirical issues related to the links between social and emotional learning (SEL) and inclusive education. SEL can be defined as the process of socialisation and education related to personal, interpersonal and problem-solving skills and competencies. This process takes place in formal and informal settings…

Changes in Small Town Social Capital and Civic Engagement

ERIC Educational Resources Information Center

Besser, Terry L.

2009-01-01

Small towns are often depicted as places with many interpersonal relationships and generalized trust, or high social capital. Social capital is a resource which towns can use to solve problems and improve the local quality of life. In this paper, I determined if social capital and civic engagements have declined in small towns in the U.S. Midwest…

Project BELIEVE. Final Report. (A National Workplace Literacy Project with Bakery Europa and Straub Clinic & Hospital).

ERIC Educational Resources Information Center

Zane, Lawrence F. H.

Bakery Europa and the Straub Clinic in Hawaii participated in Project BELIEVE, a 3-year (1995-98) workplace literacy project conducted in partnership with the University of Hawaii's College of Education. Instruction focused on the literacy, communication, interpersonal, and problem-solving skills needed to succeed in the baking and health care…

Responses to Different Types of Inquiry Prompts: College Students' Discourse, Performance, and Perceptions of Group Work in an Engineering Class

ERIC Educational Resources Information Center

Balgopal, Meena M.; Casper, Anne Marie A.; Atadero, Rebecca A.; Rambo-Hernandez, Karen E.

2017-01-01

Working in small groups to solve problems is an instructional strategy that allows university students in science, technology, engineering, and mathematics disciplines the opportunity to practice interpersonal and professional skills while gaining and applying discipline-specific content knowledge. Previous research indicates that not all group…

Assertiveness.

PubMed

Chambers, David W

2009-01-01

Assertiveness means speaking up for one's interpersonal freedoms or as required by one's role responsibilities to engage others in finding viable, stable solutions. Assertiveness is a learnable skill rather than a personality characteristic. The first step in assertiveness is recognizing the nature of one's problem in order to avoid the objectionable and usually ineffective practice of trying to solve other people's problems. A simple assertive approach is to suggest a solution. A more structured technique involves identifying the behavior that is causing a problem and expressing one's feelings about the problem (I-messages). The most powerful technique combines portions of suggested solutions and I-messages with a clear statement of consequences (DESC scripts). Although there may be a small number of circumstances where they are appropriate, acquiescence (temporarily forgoing one's interpersonal freedoms or role responsibilities) or aggression (insisting on one's own solution to the detriment of others) have several disadvantages. An example of justifiable criticism in the case of recognized gross or continuous faulty work by another dentist is presented.

Social Orientation: Problem Behavior and Motivations Toward Interpersonal Problem Solving Among High Risk Adolescents

PubMed Central

Kuperminc, Gabriel P.; Allen, Joseph P.

2006-01-01

A model of problematic adolescent behavior that expands current theories of social skill deficits in delinquent behavior to consider both social skills and orientation toward the use of adaptive skills was examined in an ethnically and socioeconomically diverse sample of 113 male and female adolescents. Adolescents were selected on the basis of moderate to serious risk for difficulties in social adaptation in order to focus on the population of youth most likely to be targeted by prevention efforts. Structural equation modeling was used to examine cross-sectional data using multiple informants (adolescents, peers, and parents) and multiple methods (performance test and self-report). Adolescent social orientation, as reflected in perceived problem solving effectiveness, identification with adult prosocial values, and self-efficacy expectations, exhibited a direct association to delinquent behavior and an indirect association to drug involvement mediated by demonstrated success in using problem solving skills. Results suggest that the utility of social skill theories of adolescent problem behaviors for informing preventive and remedial interventions can be enhanced by expanding them to consider adolescents’ orientation toward using the skills they may already possess. PMID:16929380

Development and evaluation of a learner-centered educational summer camp program on soft skills for baccalaureate nursing students.

PubMed

Lau, Ying; Wang, Wenru

2014-01-01

The objectives were to develop a learner-centered educational camp program for nursing students and to evaluate 4 areas of soft skills, communication ability, clinical interaction, interpersonal relationships, and social problem solving, before and after the program. The results showed that the summer camp program was effective in improving nursing students' soft skills.

Social Work Program. Field Placement Manual for Social Work Field Placement I, Social Work Field Placement II.

ERIC Educational Resources Information Center

Miller, Howard J.; And Others

This document is a manual for a social work field placement program. The social work field placement is described as a learning experience designed to translate the students' interests, interpersonal abilities, and academic knowledge and theory into the capability of enabling others to solve problems. Expectations of skills to be learned in the…

The Development of a Scale to Measure Empathy in 8- and 9-Year Old Children

ERIC Educational Resources Information Center

Garton, Alison F.; Gringart, Eyal

2005-01-01

Empathy has been suggested to facilitate effective collaborative problem solving in children. The current study adapted the Interpersonal Reactivity Index (IRI, Davis, 1980), a well-validated empathy measure for adults, for use with children aged 8 and 9 years. Four hundred and thirteen school children aged between 7;11 and 9;11 years completed…

Relationship Functioning Moderates the Association Between Depressive Symptoms and Life Stressors

PubMed Central

Trombello, Joseph M.; Schoebi, Dominik; Bradbury, Thomas N.

2017-01-01

Data from 172 newlywed couples were collected over the first 4 years of marriage to test how behaviors demonstrated during marital interactions moderate associations between depressive symptoms and subsequent life stressors. Depressive symptoms and behaviors coded from problem-solving and social support interactions were analyzed as predictors of nonmarital stressors that were interpersonal and dependent on the participant's actions. Behavioral codes were found to moderate 3 of 16 symptom-to-life event associations for husbands. Husbands' reports of more depressive symptoms predicted greater levels of stress when husbands' positive affect and hard negative affect during problem-solving were relatively infrequent and when wives made frequent displays of positive behaviors during husbands' support topics. These effects remained after controlling for marital satisfaction. For wives, behavioral moderators did not interact with depressive symptoms to predict changes in stress, but marital satisfaction consistently interacted with depressive symptoms to predict future stressors beyond interpersonal behaviors. Specifically, for wives, stress generation was more evident when relationship satisfaction was low than when it was high. Our results, though different for men and women, suggest that relationship functioning can alter associations between depressive symptoms and life stress in the early years of marriage. PMID:21355647

Predictors of employer satisfaction: technical and non-technical skills.

PubMed

Danielson, Jared A; Wu, Tsui-Feng; Fales-Williams, Amanda J; Kirk, Ryan A; Preast, Vanessa A

2012-01-01

Employers of 2007-2009 graduates from Iowa State University College of Veterinary Medicine were asked to respond to a survey regarding their overall satisfaction with their new employees as well as their new employees' preparation in several technical and non-technical skill areas. Seventy-five responses contained complete data and were used in the analysis. Four technical skill areas (data collection, data interpretation, planning, and taking action) and five non-technical skill areas (interpersonal skills, ability to deal with legal issues, business skills, making referrals, and problem solving) were identified. All of the skill area subscales listed above had appropriate reliability (Cronbach's alpha>0.70) and were positively and significantly correlated with overall employer satisfaction. Results of two simultaneous regression analyses indicated that of the four technical skill areas, taking action is the most salient predictor of employer satisfaction. Of the five non-technical skill areas, interpersonal skills, business skills, making referrals, and problem solving were the most important skills in predicting employer satisfaction. Hierarchical regression analysis revealed that all technical skills explained 25% of the variation in employer satisfaction; non-technical skills explained an additional 42% of the variation in employer satisfaction.

Social skills training as nursing intervention to improve the social skills and self-esteem of inpatients with chronic schizophrenia.

PubMed

Seo, Ji-Min; Ahn, Sukhee; Byun, Eun-Kyung; Kim, Chul-Kweon

2007-12-01

The effects of social skills training on the social skills and self-esteem of 66 patients with chronic schizophrenia were evaluated using the basic training and problem-solving training models. The experimental group received 16 group training sessions, and the control group received routine nursing care. The training program consisted of two parts: conversational skills and assertiveness skills. Data were collected at pretreatment and posttreatment. The conversational, interpersonal relationship, and assertiveness skills, and self-esteem of the experimental group showed significant improvement, whereas problem-solving skills did not improve. The results indicate that training in social skills is effective for improving the social skills and self-esteem of inpatients with chronic schizophrenia.

Empathy and social problem solving in alcohol dependence, mood disorders and selected personality disorders.

PubMed

Thoma, Patrizia; Friedmann, Christine; Suchan, Boris

2013-03-01

Altered empathic responding in social interactions in concert with a reduced capacity to come up with effective solutions for interpersonal problems have been discussed as relevant factors contributing to the development and maintenance of psychiatric disorders. The aim of the current work was to review and evaluate 30 years of empirical evidence of impaired empathy and social problem solving skills in alcohol dependence, mood disorders and selected personality disorders (borderline, narcissistic, antisocial personality disorders/psychopathy), which have until now received considerably less attention than schizophrenia or autism in this realm. Overall, there is tentative evidence for dissociations of cognitive (e.g. borderline personality disorder) vs. emotional (e.g. depression, narcissism, psychopathy) empathy dysfunction in some of these disorders. However, inconsistencies in the definition of relevant concepts and their measurement, scarce neuroimaging data and rare consideration of comorbidities limit the interpretation of findings. Similarly, although impaired social problem solving appears to accompany all of these disorders, the concept has not been well integrated with empathy or other cognitive dysfunctions as yet. Copyright © 2013 Elsevier Ltd. All rights reserved.

Social competence promotion with inner-city and suburban young adolescents: effects on social adjustment and alcohol use.

PubMed

Caplan, M; Weissberg, R P; Grober, J S; Sivo, P J; Grady, K; Jacoby, C

1992-02-01

This study assessed the impact of school-based social competence training on skills, social adjustment, and self-reported substance use of 282 sixth and seventh graders. Training emphasized broad-based competence promotion in conjunction with domain-specific application to substance abuse prevention. The 20-session program comprised six units: stress management, self-esteem, problem solving, substances and health information, assertiveness, and social networks. Findings indicated positive training effects on Ss' skills in handling interpersonal problems and coping with anxiety. Teacher ratings revealed improvements in Ss' constructive conflict resolution with peers, impulse control, and popularity. Self-report ratings indicated gains in problem-solving efficacy. Results suggest some preventive impact on self-reported substance use intentions and excessive alcohol use. In general, the program was found to be beneficial for both inner-city and suburban students.

The Interactive Media Package for Assessment of Communication and Critical Thinking (IMPACCT[c]): Testing a Programmatic Online Communication Competence Assessment System

ERIC Educational Resources Information Center

Spitzberg, Brian H.

2011-01-01

IMPACCT is an online survey covering over 40 self-report types of student communication competency, as well as a test of critical thinking based on cognitive problem-solving. The student nominates two peers who rate the student's interpersonal, computer-mediated, group and leadership, and public speaking communication competence. The student takes…

Wages and Skills Utilization: Effect of Broad Skills and Generic Skills on Wages in Singapore

ERIC Educational Resources Information Center

Ramos, Catherine R.; Ng, Michael Chi Man; Sung, Johnny; Loke, Fiona

2013-01-01

Many people go for training to upgrade their skills which is hoped to pave the way for better pay. But what are the kinds of skills that really affect wages? Employers have emphasized the value of generic skills such as interpersonal and communication skills, teamwork and problem solving. Does possession of these skills translate to at least the…

Effects of traumatic brain injury on a virtual reality social problem solving task and relations to cortical thickness in adolescence.

PubMed

Hanten, Gerri; Cook, Lori; Orsten, Kimberley; Chapman, Sandra B; Li, Xiaoqi; Wilde, Elisabeth A; Schnelle, Kathleen P; Levin, Harvey S

2011-02-01

Social problem solving was assessed in 28 youth ages 12-19 years (15 with moderate to severe traumatic brain injury (TBI), 13 uninjured) using a naturalistic, computerized virtual reality (VR) version of the Interpersonal Negotiations Strategy interview (Yeates, Schultz, & Selman, 1991). In each scenario, processing load condition was varied in terms of number of characters and amount of information. Adolescents viewed animated scenarios depicting social conflict in a virtual microworld environment from an avatar's viewpoint, and were questioned on four problem solving steps: defining the problem, generating solutions, selecting solutions, and evaluating the likely outcome. Scoring was based on a developmental scale in which responses were judged as impulsive, unilateral, reciprocal, or collaborative, in order of increasing score. Adolescents with TBI were significantly impaired on the summary VR-Social Problem Solving (VR-SPS) score in Condition A (2 speakers, no irrelevant information), p=0.005; in Condition B (2 speakers+irrelevant information), p=0.035; and Condition C (4 speakers+irrelevant information), p=0.008. Effect sizes (Cohen's D) were large (A=1.40, B=0.96, C=1.23). Significant group differences were strongest and most consistent for defining the problems and evaluating outcomes. The relation of task performance to cortical thickness of specific brain regions was also explored, with significant relations found with orbitofrontal regions, the frontal pole, the cuneus, and the temporal pole. Results are discussed in the context of specific cognitive and neural mechanisms underlying social problem solving deficits after childhood TBI. Copyright © 2010 Elsevier Ltd. All rights reserved.

Effects of Traumatic Brain Injury on a Virtual Reality Social Problem Solving Task and Relations to Cortical Thickness in Adolescence

PubMed Central

Hanten, Gerri; Cook, Lori; Orsten, Kimberley; Chapman, Sandra B.; Li, Xiaoqi; Wilde, Elisabeth A.; Schnelle, Kathleen P.; Levin, Harvey S.

2011-01-01

Social problem solving was assessed in 28 youth ages 12–19 years (15 with moderate to severe traumatic brain injury (TBI), 13 uninjured) using a naturalistic, computerized virtual reality (VR) version of the Interpersonal Negotiations Strategy interview (Yeates, Schultz, & Selman, 1991). In each scenario, processing load condition was varied in terms of number of characters and amount of information. Adolescents viewed animated scenarios depicting social conflict in a virtual microworld environment from an avatar’s viewpoint, and were questioned on four problem solving steps: defining the problem, generating solutions, selecting solutions, and evaluating the likely outcome. Scoring was based on a developmental scale in which responses were judged as impulsive, unilateral, reciprocal, or collaborative, in order of increasing score. Adolescents with TBI were significantly impaired on the summary VR-Social Problem Solving (VR-SPS) score in Condition A (2 speakers, no irrelevant information), p = 0.005; in Condition B (2 speakers + irrelevant information), p = 0.035; and Condition C (4 speakers + irrelevant information), p = 0.008. Effect sizes (Cohen’s d) were large (A = 1.40, B = 0.96, C = 1.23). Significant group differences were strongest and most consistent for defining the problems and evaluating outcomes. The relation of task performance to cortical thickness of specific brain regions was also explored, with significant relations found with orbitofrontal regions, the frontal pole, the cuneus, and the temporal pole. Results are discussed in the context of specific cognitive and neural mechanisms underlying social problem solving deficits after childhood TBI. PMID:21147137

A Multisurface Interpersonal Circumplex Assessment of Rejection Sensitivity.

PubMed

Cain, Nicole M; De Panfilis, Chiara; Meehan, Kevin B; Clarkin, John F

2017-01-01

Individuals high in rejection sensitivity (RS) are at risk for experiencing high levels of interpersonal distress, yet little is known about the interpersonal profiles associated with RS. This investigation examined the interpersonal problems, sensitivities, and values associated with RS in 2 samples: 763 multicultural undergraduate students (Study 1) and 365 community adults (Study 2). In Study 1, high anxious RS was associated with socially avoidant interpersonal problems, whereas low anxious RS was associated with vindictive interpersonal problems. In Study 2, we assessed both anxious and angry expectations of rejection. Circumplex profile analyses showed that the high anxious RS group reported socially avoidant interpersonal problems, sensitivities to remoteness in others, and valuing connections with others, whereas the high angry RS group reported vindictive interpersonal problems, sensitivities to submissiveness in others, and valuing detached interpersonal behavior. Low anxious RS was related to domineering interpersonal problems, sensitivity to attention-seeking behavior, and valuing detached interpersonal behavior, whereas low angry RS was related to submissive interpersonal problems, sensitivity to attention-seeking behavior, and valuing receiving approval from others. Overall, results suggest that there are distinct interpersonal profiles associated with varying levels and types of RS.

Organizational Effectiveness and Patient Care Quality Study.

DTIC Science & Technology

1981-09-01

health care) 2. Interpersonal Communication (unique medical terminology) 3. Problem Solving’ 4. Team Building 5. Feedback of Patient / Consumer ...AD-AIO5 755 ACADEMY OF HEALTH SCIENCES (ARMY) FORT SAM HOUSTON TX--ETC F/0 6/5ORGANIZATIONAL EFFECTIVENESS AND PATIENT CARE QALITY STUOY.(U)SEP 51 A...care settings must consider the mission requirements of the organization, the patient care requirements, management and health care provider needs

Relationship functioning moderates the association between depressive symptoms and life stressors.

PubMed

Trombello, Joseph M; Schoebi, Dominik; Bradbury, Thomas N

2011-02-01

Data from 172 newlywed couples were collected over the first 4 years of marriage to test how behaviors demonstrated during marital interactions moderate associations between depressive symptoms and subsequent life stressors. Depressive symptoms and behaviors coded from problem-solving and social support interactions were analyzed as predictors of nonmarital stressors that were interpersonal and dependent on the participant's actions. Behavioral codes were found to moderate 3 of 16 symptom-to-life event associations for husbands. Husbands' reports of more depressive symptoms predicted greater levels of stress when husbands' positive affect and hard negative affect during problem-solving were relatively infrequent and when wives made frequent displays of positive behaviors during husbands' support topics. These effects remained after controlling for marital satisfaction. For wives, behavioral moderators did not interact with depressive symptoms to predict changes in stress, but marital satisfaction consistently interacted with depressive symptoms to predict future stressors beyond interpersonal behaviors. Specifically, for wives, stress generation was more evident when relationship satisfaction was low than when it was high. Our results, though different for men and women, suggest that relationship functioning can alter associations between depressive symptoms and life stress in the early years of marriage. (PsycINFO Database Record (c) 2011 APA, all rights reserved). PsycINFO Database Record (c) 2011 APA, all rights reserved.

Measuring Interpersonal Problems in People with Mental Retardation

ERIC Educational Resources Information Center

Kellett, Stephen; Beail, Nigel; Newman, David W.

2005-01-01

Despite interpersonal problems being commonplace in the clinical presentations of people with mental retardation, previous efforts to index interpersonal difficulties have tended to unsatisfactorily rely on external ratings. The Inventory of Interpersonal Problems-32 is a psychometrically robust self-report measure of interpersonal problems in…

Comparing the Use of the Interpersonal Computer, Personal Computer and Pen-and-Paper When Solving Arithmetic Exercises

ERIC Educational Resources Information Center

Alcoholado, Cristián; Diaz, Anita; Tagle, Arturo; Nussbaum, Miguel; Infante, Cristián

2016-01-01

This study aims to understand the differences in student learning outcomes and classroom behaviour when using the interpersonal computer, personal computer and pen-and-paper to solve arithmetic exercises. In this multi-session experiment, third grade students working on arithmetic exercises from various curricular units were divided into three…

Executive functions and social cognition in highly lethal self-injuring patients with borderline personality disorder.

PubMed

Williams, Gregory E; Daros, Alexander R; Graves, Bryanna; McMain, Shelley F; Links, Paul S; Ruocco, Anthony C

2015-04-01

Risk for potentially lethal self-injurious behavior in borderline personality disorder (BPD) may be associated with deficits in neuropsychological functions and social cognition. In particular, individuals with BPD engaging in more medically damaging self-injurious behaviors may have more severe executive function deficits and altered emotion perception as compared to patients engaging in less lethal acts. In the current study, 58 patients with BPD reporting a lifetime history of self-injurious behavior were administered neuropsychological measures of response inhibition, planning and problem-solving,and tests of facial emotion recognition and discrimination. Patients who engaged in more medically lethal self-injurious behaviors reported engaging in impulsive behaviors more frequently and displayed neuropsychological deficits in problem-solving and response inhibition. They were also less accurate in recognizing happy facial expressions and in discerning subtle differences in emotional intensity in sad facial expressions. These findings suggest that patients with BPD that engage in more physically damaging self-injurious behaviors may have greater difficulties with behavioral control and employ less efficient problem-solving strategies. Problems in facial emotion recognition and discrimination may contribute to interpersonal difficulties in patients with BPD who self-injure. (c) 2015 APA, all rights reserved).

Does self-esteem mediate the relationship between interpersonal problems and symptoms of disordered eating?

PubMed

Lampard, Amy M; Byrne, Susan M; McLean, Neil

2011-01-01

It has been proposed that interpersonal problems play a role in the maintenance of disordered eating because of an adverse effect on self-esteem, which in turn encourages the pursuit of achievement in the valued domain of weight and shape. This study aimed to identify the types of interpersonal problems that are associated with disordered eating and to determine whether self-esteem mediates the relationship between interpersonal problems and eating disorder symptoms. Female university students (n = 227) completed the Inventory of Interpersonal Problems-32, Eating Disorder Examination Questionnaire and Rosenberg Self-Esteem Scale. Regression analysis identified two forms of interpersonal problems that were associated with disordered eating: difficulties being sociable and being too dependent on the opinion of others. Self-esteem mediated the relationship between interpersonal problems and overevaluation of weight and shape but did not mediate the relationship between interpersonal problems and dietary restraint.

The functional implications of motor, cognitive, psychiatric, and social problem-solving states in Huntington's disease.

PubMed

Van Liew, Charles; Gluhm, Shea; Goldstein, Jody; Cronan, Terry A; Corey-Bloom, Jody

2013-01-01

Huntington's disease (HD) is a genetic, neurodegenerative disorder characterized by motor, cognitive, and psychiatric dysfunction. In HD, the inability to solve problems successfully affects not only disease coping, but also interpersonal relationships, judgment, and independent living. The aim of the present study was to examine social problem-solving (SPS) in well-characterized HD and at-risk (AR) individuals and to examine its unique and conjoint effects with motor, cognitive, and psychiatric states on functional ratings. Sixty-three participants, 31 HD and 32 gene-positive AR, were included in the study. Participants completed the Social Problem-Solving Inventory-Revised: Long (SPSI-R:L), a 52-item, reliable, standardized measure of SPS. Items are aggregated under five scales (Positive, Negative, and Rational Problem-Solving; Impulsivity/Carelessness and Avoidance Styles). Participants also completed the Unified Huntington's Disease Rating Scale functional, behavioral, and cognitive assessments, as well as additional neuropsychological examinations and the Symptom Checklist-90-Revised (SCL-90R). A structural equation model was used to examine the effects of motor, cognitive, psychiatric, and SPS states on functionality. The multifactor structural model fit well descriptively. Cognitive and motor states uniquely and significantly predicted function in HD; however, neither psychiatric nor SPS states did. SPS was, however, significantly related to motor, cognitive, and psychiatric states, suggesting that it may bridge the correlative gap between psychiatric and cognitive states in HD. SPS may be worth assessing in conjunction with the standard gamut of clinical assessments in HD. Suggestions for future research and implications for patients, families, caregivers, and clinicians are discussed.

Interpersonal Functioning Among Treatment-Seeking Trans Individuals.

PubMed

Davey, Amanda; Bouman, Walter Pierre; Meyer, Caroline; Arcelus, Jon

2015-12-01

Trans people have been found to have high levels of depression. In view of the association between interpersonal problems and depression and the importance of interpersonal skills to navigate the transition of trans people, this study aims to investigate the levels of interpersonal problems among treatment-seeking trans men and women and the role of depression in this association. A total of 104 patients from a UK gender identity clinic and 104 age- and gender-matched control participants completed self-report measures of interpersonal problems and general psychopathology, including depression. Trans people reported significantly higher scores on global interpersonal problems and on the Inventory of Interpersonal Problems-32 (IIP-32) Hard to be Sociable, Hard to be Supportive, and Hard to be Involved subscales and lower scores on the Too Open subscale. Depression accounted for significant differences on IIP-32 global and the Too Open subscale but not on Hard to be Sociable, Hard to be Supportive, and Hard to be Involved subscales. Trans individuals present with interpersonal problems, which could potentially increase their vulnerability to mental health problems. Therefore, addressing interpersonal problems may help to prevent the development of depressive symptomatology and facilitate transition. © 2015 Wiley Periodicals, Inc.

Heterogeneity of interpersonal problems among depressed young adults: Associations with substance abuse and pathological personality traits

PubMed Central

Dawood, Sindes; Thomas, Katherine M.; Wright, Aidan G.C.; Hopwood, Christopher J.

2013-01-01

This study extended previous theory and research on interpersonal heterogeneity in depression by identifying groups of depressed young adults who differ in their type and degree of interpersonal problems, and by examining patterns of pathological personality traits and alcohol abuse among these groups. We examined the interpersonal problems, personality traits, and alcohol-related problems of 172 college students with at least moderate levels of self-reported depression on the Patient Health Questionnaire (Spitzer, Kroenke, & Williams, 1999). Scores from the Inventory of Interpersonal Problems – Short Circumplex (Soldz, Budman, Demby, & Merry, 1995) were subjected to latent profile analysis, which classified individuals into five distinct groups defined by the types of interpersonal problems they experience (dominant, warm, submissive, cold, and undifferentiated). As hypothesized, groups did not differ in depression severity, but did show predicted patterns of differences on normative and maladaptive personality traits, as well as alcohol-related problems. The presence of clinically meaningful interpersonal heterogeneity in depression may have important implications for designing more individualized treatments and prevention efforts for depression that target diverse associated interpersonal problems. PMID:23560433

Adolescent recognition of parental affect: influence of depressive symptoms.

PubMed

Ehrmantrout, Nikki; Allen, Nicholas B; Leve, Craig; Davis, Betsy; Sheeber, Lisa

2011-08-01

This study examined depressive biases in adolescents' labeling of parental affect. Adolescents (151 girls; 82 boys) and their parents engaged in videotaped problem-solving interactions. Adolescents then participated in a video-mediated recall procedure in which they watched the videotaped interaction and indicated how they thought their parents were feeling. Indices of parents' affect during the problem-solving interactions were also provided by parent self-report and behavioral observations. Adolescent depressive symptoms were associated with overreporting of parental aggressive affect and underreporting of parental happy and neutral affects, relative to both directly observed and self-reported parental affect. Depressive symptoms were not associated with overreporting of parental dysphoric affect. Given the importance of accurately reading affective cues for negotiating interpersonal interactions, these findings likely have implications for understanding processes that contribute to adverse relationships among the families of adolescents with depressive symptoms. © 2011 American Psychological Association

The association between interpersonal problems and treatment outcome in patients with eating disorders.

PubMed

Ung, Elise Meyn; Erichsen, Cecilie Birkmose; Poulsen, Stig; Lau, Marianne Engelbrecht; Simonsen, Sebastian; Davidsen, Annika Helgadóttir

2017-01-01

Interpersonal problems are thought to play an essential role in the development and maintenance of eating disorders. The aim of the current study was to investigate whether a specific interpersonal profile could be identified in a group of patients diagnosed with Bulimia Nervosa, Binge Eating Disorder, or Eating Disorders Not Otherwise Specified, and to explore if specific types of interpersonal problems were systematically related to treatment outcome in this group of patients. The participants were 159 patients who received systemic/narrative outpatient group psychotherapy. Interpersonal problems were measured at baseline, and eating disorder symptoms were measured pre- and post treatment. Data were analysed with the Structural Summary Method, a particular method for the analysis of the Inventory of Interpersonal Problems, and hierarchical regression analysis was conducted. The patients demonstrated a generally Non-assertive and Friendly-submissive interpersonal style. No significant association between the overall level of interpersonal problems and treatment outcome was identified. However, the results showed a correlation between being cold and hostile and poor treatment outcome, while being domineering showed a trend approaching significance in predicting better treatment outcome. The results indicate that patients with eating disorders show a specific interpersonal profile, and suggest that particular types of interpersonal problems are associated with treatment outcome.

Socializing problems and low self-esteem enhance interpersonal models of eating disorders: Evidence from a clinical sample.

PubMed

Raykos, Bronwyn C; McEvoy, Peter M; Fursland, Anthea

2017-09-01

The present study evaluated the relative clinical validity of two interpersonal models of the maintenance of eating disorders, IPT-ED (Rieger et al., ) and the interpersonal model of binge eating (Wilfley, MacKenzie, Welch, Ayres, & Weissman, ; Wilfley, Pike, & Striegel-Moore, ). While both models propose an indirect relationship between interpersonal problems and eating disorder symptoms via negative affect, IPT-ED specifies negative social evaluation as the key interpersonal problem, and places greater emphasis on the role of low self-esteem as an intermediate variable between negative social evaluation and eating pathology. Treatment-seeking individuals (N = 306) with a diagnosed eating disorder completed measures of socializing problems, generic interpersonal problems, self-esteem, eating disorder symptoms, and negative affect (depression and anxiety). Structural equation models were run for both models. Consistent with IPT-ED, a significant indirect pathway was found from socializing problems to eating disorder symptoms via low self-esteem and anxiety symptoms. There was also a direct pathway from low self-esteem to eating disorder symptoms. Using a socializing problems factor in the model resulted in a significantly better fit than a generic interpersonal problems factor. Inconsistent with both interpersonal models, the direct pathway from socializing problems to eating disorder symptoms was not supported. Interpersonal models that included self-esteem and focused on socializing problems (rather than generic interpersonal problems) explained more variance in eating disorder symptoms. Future experimental, prospective, and treatment studies are required to strengthen the case that these pathways are causal. © 2017 Wiley Periodicals, Inc.

Interpersonal Problems Associated with Multidimensional Personality Questionnaire Traits in Women during the Transition to Adulthood

PubMed Central

Hopwood, Christopher J.; Burt, S. Alexandra; Keel, Pamela K.; Neale, Michael C.; Boker, Steven M.; Klump, Kelly L.

2012-01-01

Personality traits are known to be associated with a host of important life outcomes, including interpersonal dysfunction. The interpersonal circumplex offers a comprehensive system for articulating the kinds of interpersonal problems associated with personality traits. In the current study, traits as measured by the Multidimensional Personality Questionnaire (MPQ) in a sample of 124 young women were correlated with interpersonal dysfunction as measured by the Inventory of Interpersonal Problems-Circumplex. Results suggest that MPQ traits vary in their associations with interpersonal distress and in their coverage of specific kinds of interpersonal difficulties among women undergoing the transition to adulthood. PMID:22064504

Mentalizing and interpersonal problems in borderline personality disorder: The mediating role of identity diffusion.

PubMed

De Meulemeester, Celine; Lowyck, Benedicte; Vermote, Rudi; Verhaest, Yannic; Luyten, Patrick

2017-12-01

Individuals with borderline personality disorder (BPD) are characterized by problems in interpersonal functioning and their long-term social integration often remains problematic. Extant theories have linked identity diffusion to many of the interpersonal problems characteristic of BPD patients. Recent theoretical accounts have suggested that identity diffusion results from problems with mentalizing or reflective functioning, that is, the capacity to understand oneself and others in terms of intentional mental states. In this study we tested these assumptions, i.e., whether identity diffusion plays a mediating role in the relationship between mentalizing difficulties and interpersonal problems, in a sample of 167 BPD patients. Highly significant correlations were found between mentalizing impairments, identity diffusion and interpersonal problems. Mediation analyses showed that identity diffusion fully mediated the relationship between mentalizing difficulties and interpersonal problems. This study provides preliminary evidence that impairments in mentalizing are related to identity diffusion, which in turn is related to interpersonal problems in BPD. Further longitudinal research is needed to further substantiate these conclusions. Copyright © 2017 Elsevier B.V. All rights reserved.

Subclinical depression in Urban Indian adolescents: Prevalence, felt needs, and correlates

PubMed Central

Singhal, Meghna; Manjula, M.; Vijay Sagar, K. John

2016-01-01

Background: Subclinical depression in adolescents constitutes a risk factor for future clinical depression and hence warrants examination. However, there is a paucity of research that documents subclinical depression among adolescents in India. Objectives: (a) To investigate the prevalence of subclinical depression in urban school-going adolescents; (b) to investigate the problems and felt needs of these adolescents; (c) to examine depression-related variables; and (d) to examine the relationships between socio-demographic and depression-related variables. Materials and Methods: Eight hundred adolescents (ages 13–18 years) of English-medium schools of Bangalore city were assessed using standardized self-report measures. Results: Academic difficulties were the most frequently reported problem, followed by interpersonal issues. Of the sample, 18% adolescents were identified as endorsing subclinical depression. Adolescents in the present study scored higher on measures of depression and negative cognitions than their Western counterparts. In addition, girls were found to be at higher risk for experiencing depressive symptoms and negative cognitions, lower social problem-solving skills, and more problematic interpersonal relationships as compared to boys. Conclusion: Identification of subclinical depression constitutes an important goal, as it places an adolescent at risk of considerable vulnerability and impairment. PMID:28196996

The association among interpersonal problems, binge behaviors, and self-esteem, in the assessment of obese individuals.

PubMed

Lo Coco, Gianluca; Gullo, Salvatore; Salerno, Laura; Iacoponelli, Rosalia

2011-01-01

Although disordered eating has been assumed to be associated with interpersonal problems, there is a lack of research regarding the relationship between interpersonal problems and obesity. This study explored associations among self-esteem, binge behaviors, and interpersonal problems in obese individuals, by contrasting obese persons with overweight persons, and to investigate whether body mass index (BMI), binge behaviors, and self-esteem predict interpersonal problems in obese individuals. A group of nonobese overweight people (n = 65; BMI range, 25-29.9 kg/m²) and a group of obese people (n = 78; BMI >35 kg/m²) were selected from 224 people attending a mental health care service specializing in eating disorders in Palermo (Italy). Seventy-eight percent of participants were female. All participants filled in the following measures: the Inventory of Interpersonal problems-short version, the Binge Eating Scale, and the Rosenberg Self-esteem Scale. The findings showed that 4 domains of interpersonal problems were associated with binge behaviors and self-esteem in obese participants. Moreover, the relationship between binge behaviors and interpersonal problems was partially mediated by self-esteem. Given the poor prognosis for the long-term management of obesity, it could be important for clinicians to carefully assess patients' interpersonal functioning and its relationship to self-esteem and binge behaviors, especially with respect to treatment-seeking obese patients. Copyright © 2011 Elsevier Inc. All rights reserved.

Interpersonal problems across levels of the psychopathology hierarchy.

PubMed

Girard, Jeffrey M; Wright, Aidan G C; Beeney, Joseph E; Lazarus, Sophie A; Scott, Lori N; Stepp, Stephanie D; Pilkonis, Paul A

2017-11-01

We examined the relationship between psychopathology and interpersonal problems in a sample of 825 clinical and community participants. Sixteen psychiatric diagnoses and five transdiagnostic dimensions were examined in relation to self-reported interpersonal problems. The structural summary method was used with the Inventory of Interpersonal Problems Circumplex Scales to examine interpersonal problem profiles for each diagnosis and dimension. We built a structural model of mental disorders including factors corresponding to detachment (avoidant personality, social phobia, major depression), internalizing (dependent personality, borderline personality, panic disorder, posttraumatic stress, major depression), disinhibition (antisocial personality, drug dependence, alcohol dependence, borderline personality), dominance (histrionic personality, narcissistic personality, paranoid personality), and compulsivity (obsessive-compulsive personality). All dimensions showed good interpersonal prototypicality (e.g., detachment was defined by a socially avoidant/nonassertive interpersonal profile) except for internalizing, which was diffusely associated with elevated interpersonal distress. The findings for individual disorders were largely consistent with the dimension that each disorder loaded on, with the exception of the internalizing and dominance disorders, which were interpersonally heterogeneous. These results replicate previous findings and provide novel insights into social dysfunction in psychopathology by wedding the power of hierarchical (i.e., dimensional) modeling and interpersonal circumplex assessment. Copyright © 2017 Elsevier Inc. All rights reserved.

Resilience-promoting factors in war-exposed adolescents: an epidemiologic study.

PubMed

Fayyad, John; Cordahi-Tabet, C; Yeretzian, J; Salamoun, M; Najm, C; Karam, E G

2017-02-01

Studies of war-exposed children have not investigated a comprehensive array of resilience-promoting factors, nor representative samples of children and adolescents. A representative sample of N = 710 adolescents was randomly selected from communities recently exposed to war. All those who had experienced war trauma were administered questionnaires measuring war exposure, family violence, availability of leisure activities, school-related problems, interpersonal and peer problems, socialization, daily routine problems, displacement, availability of parental supervision and contact and medical needs as well as coping skills related to religious coping, denial, self-control, avoidance and problem solving. Mental health was measured by the Strengths and Difficulties Questionnaire (SDQ) and the Child-Revised Impact of Events Scale (CRIES). Resilient adolescents were defined as those who experienced war trauma, but did not manifest any symptoms on the SDQ or CRIES. Resilience was related to being male, using problem-solving techniques, having leisure activities, and having parents who spent time with their adolescents and who supported them with school work. Interventions designed for war-traumatized youth must build individual coping skills of children and adolescents, yet at the same time target parents and teachers in an integrated manner.

Correlates of interpersonal dependency and detachment in an adolescent inpatient sample.

PubMed

Haggerty, Greg; Siefert, Caleb J; Bornstein, Robert F; Sinclair, Samuel Justin; Blais, Mark A; Zodan, Jennifer; Rao, Nyapati

2015-01-01

Interpersonal dependency has been linked to psychological distress, depression, help seeking, treatment compliance, and sensitivity to interpersonal cues in adult samples. However, there is a dearth of research focusing on dependency in child and adolescent samples. The current study examined the construct validity of a measure of interpersonal dependency. The authors investigated how interpersonal dependency and detachment relate to behavioral problems, subjective well-being, interpersonal problems, and global symptom severity in adolescent inpatients. Destructive overdependence (DO) and dysfunctional detachment (DD) were positively related to interpersonal distress, behavioral problems, and symptom severity and negatively related to psychological health and well-being. Healthy dependency (HD) was associated with fewer behavioral problems and less symptom severity and positively related to subjective well-being. The clinical implications of these findings are discussed.

Low adolescent self-esteem leads to multiple interpersonal problems: a test a social-adaptation theory.

PubMed

Kahle, L R; Kulka, R A; Klingel, D M

1980-09-01

This article reports the results of a study that annually monitored the self-esteem and interpersonal problems of over 100 boys during their sophomore, junior, and senior years of high school. Cross-lagged panel correlation differences show that low self-esteem leads to interpersonal problems in all three time lags when multiple interpersonal problems constitute the dependent variable but not when single interpersonal problem criteria constitute the dependent variable. These results are interpreted as supporting social-adaptation theory rather than self-perception theory. Implications for the conceptual status of personality variables as causal antecedents and for the assessment of individual differences are discussed.

Young adults' media use and attitudes toward interpersonal and institutional forms of aggression.

PubMed

Brady, Sonya S

2007-01-01

Links between media violence exposure and favorable attitudes toward interpersonal violence are well established, but few studies have examined whether associations extend to include favorable attitudes toward institutional forms of aggression. Studies on this topic have not assessed multiple forms of media use and statistically controlled for individual characteristics likely to influence attitudes beyond sociodemographic information. In this study, undergraduate students (N=319) aged 18-20 years (56% male) completed a survey assessing media use (number of hours per week spent playing videogames, watching movies/TV shows, watching TV sports) and attitudes toward interpersonal violence, punitive criminal justice policies, and different types of military activities (preparedness/defense and aggressive intervention). Greater number of hours spent watching TV contact sports was associated with more favorable attitudes toward military preparedness/defense, aggressive military intervention, and punitive criminal justice policies among men independently of parental education, lifetime violence exposure within the home and community, aggressive personality, and constrained problem solving style. Greater number of hours spent watching violent movies/TV was associated with more favorable attitudes toward military preparedness/defense among men and with more favorable attitudes toward interpersonal violence and punitive criminal justice policies among women, but these associations became non-significant when adjusting for covariates. 2007 Wiley-Liss, Inc.

Interpersonal Problems and Developmental Trajectories of Binge Eating Disorder

PubMed Central

Blomquist, Kerstin K.; Ansell, Emily B.; White, Marney A.; Masheb, Robin M.; Grilo, Carlos M.

2012-01-01

Objective To explore associations between specific interpersonal constructs and the developmental progression of behaviors leading to binge eating disorder (BED). Method Eighty-four consecutively evaluated, treatment-seeking obese (BMI ≥ 30) men and women with BED were assessed with structured diagnostic and clinical interviews and completed a battery of established measures to assess the current and developmental eating- and weight-related variables as well as interpersonal functioning. Results Using the interpersonal circumplex structural summary method, amplitude, elevation, the affiliation dimension, and the quadratic coefficient for the dominance dimension were associated with eating and weight-related developmental variables. The amplitude coefficient and more extreme interpersonal problems on the dominance dimension (quadratic)—i.e., problems with being extremely high (domineering) or low in dominance (submissive)—were significantly associated with ayounger age at onset of binge eating, BED, and overweight as well as accounted for significant variance in age at binge eating, BED, and overweight onset. Greater interpersonal problems with having an overly affiliative interpersonal style were significantly associated with, and accounted for significant variance in, ayounger age at diet onset. Discussion Findings provide further support for the importance of interpersonal problems among adults with BED and converge with recent work highlighting the importance of specific types of interpersonal problems for understanding heterogeneity and different developmental trajectories of individuals with BED. PMID:22727087

Computer-assisted resilience training to prepare healthcare workers for pandemic influenza: a randomized trial of the optimal dose of training

PubMed Central

2010-01-01

Background Working in a hospital during an extraordinary infectious disease outbreak can cause significant stress and contribute to healthcare workers choosing to reduce patient contact. Psychological training of healthcare workers prior to an influenza pandemic may reduce stress-related absenteeism, however, established training methods that change behavior and attitudes are too resource-intensive for widespread use. This study tests the feasibility and effectiveness of a less expensive alternative - an interactive, computer-assisted training course designed to build resilience to the stresses of working during a pandemic. Methods A "dose-finding" study compared pre-post changes in three different durations of training. We measured variables that are likely to mediate stress-responses in a pandemic before and after training: confidence in support and training, pandemic-related self-efficacy, coping style and interpersonal problems. Results 158 hospital workers took the course and were randomly assigned to the short (7 sessions, median cumulative duration 111 minutes), medium (12 sessions, 158 minutes) or long (17 sessions, 223 minutes) version. Using an intention-to-treat analysis, the course was associated with significant improvements in confidence in support and training, pandemic self-efficacy and interpersonal problems. Participants who under-utilized coping via problem-solving or seeking support or over-utilized escape-avoidance experienced improved coping. Comparison of doses showed improved interpersonal problems in the medium and long course but not in the short course. There was a trend towards higher drop-out rates with longer duration of training. Conclusions Computer-assisted resilience training in healthcare workers appears to be of significant benefit and merits further study under pandemic conditions. Comparing three "doses" of the course suggested that the medium course was optimal. PMID:20307302

Interpersonal Pathoplasticity in Individuals with Generalized Anxiety Disorder

PubMed Central

Przeworski, Amy; Newman, Michelle G.; Pincus, Aaron L.; Kasoff, Michele B.; Yamasaki, Alissa S.; Castonguay, Louis G.; Berlin, Kristoffer S.

2011-01-01

Recent theories of Generalized Anxiety Disorder (GAD) have emphasized interpersonal and personality functioning as important aspects of the disorder. The current paper examines heterogeneity in interpersonal problems in two studies of individuals with GAD (n = 47 and n = 83). Interpersonal subtypes were assessed using the Inventory of Interpersonal Problems (IIP-C; Alden, Wiggins, & Pincus, 1990). Across both studies, individuals with GAD exhibited heterogeneous interpersonal problems, and cluster analyses of these patients' interpersonal characteristics yielded four replicable clusters identified as intrusive, exploitable, cold, and nonassertive subtypes. Consistent with our pathoplasticity hypotheses, clusters did not differ in GAD severity, anxiety severity, depression severity. Clusters in study two differed on rates of personality disorders, including avoidant personality disorder, further providing support for the validity of interpersonal subtypes. The presence of interpersonal subtypes in GAD may have important implications for treatment planning and efficacy. PMID:21553942

Negative affect mediates the relationship between interpersonal problems and binge-eating disorder symptoms and psychopathology in a clinical sample: a test of the interpersonal model.

PubMed

Ivanova, Iryna V; Tasca, Giorgio A; Hammond, Nicole; Balfour, Louise; Ritchie, Kerri; Koszycki, Diana; Bissada, Hany

2015-03-01

This study evaluated the validity of the interpersonal model of binge-eating disorder (BED) psychopathology in a clinical sample of women with BED. Data from a cross-sectional sample of 255 women with BED were examined for the direct effects of interpersonal problems on BED symptoms and psychopathology, and indirect effects mediated by negative affect. Structural equation modelling analyses demonstrated that higher levels of interpersonal problems were associated with greater negative affect, and greater negative affect was associated with higher frequency of BED symptoms and psychopathology. There was a significant indirect effect of interpersonal problems on BED symptoms and psychopathology mediated through negative affect. Interpersonal problems may lead to greater BED symptoms and psychopathology, and this relationship may be partially explained by elevated negative affect. The results of the study are the first to provide support for the interpersonal model of BED symptoms and psychopathology in a clinical sample of women. Copyright © 2015 John Wiley & Sons, Ltd and Eating Disorders Association.

Dynamic longitudinal relations between binge eating symptoms and severity and style of interpersonal problems.

PubMed

Luo, Xiaochen; Nuttall, Amy K; Locke, Kenneth D; Hopwood, Christopher J

2018-01-01

Despite wide recognition of the importance of interpersonal problems in binge eating disorder (BED), the nature of this association remains unclear. Examining the direction of this longitudinal relationship is necessary to clarify the role that interpersonal problems play in the course of binge eating problems, and thus to specify treatment targets and mechanisms. This study aimed to articulate the bidirectional, longitudinal associations between BED and both the general severity of interpersonal problems as well as warm and dominant interpersonal styles. Severity and styles of interpersonal problems and BED symptoms were measured at baseline, 12 weeks, 24 weeks, and 36 weeks in a sample of 107 women in treatment for BED. Results from bivariate latent change score models indicated that interpersonal problem severity and BED symptoms are associated longitudinally but do not directly influence each other. The results indicated a bidirectional interrelation between binge eating symptoms and dominance such that less dominance predicted greater decreases in binge eating problems, and less binge eating symptoms predicted greater increases in dominance. We also found that binge eating symptoms positively predicted changes in warmth (i.e., less binge eating symptoms predicted less increases or more decreases in warmth). These findings highlight the importance of using dynamic models to examine directionality and delineate the distinct roles of interpersonal severity and styles in BED trajectories. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Interpersonal Problem Areas and Alexithymia in Adolescent Girls with Loss of Control Eating

PubMed Central

Berger, Sarah Shafer; Elliott, Camden; Ranzenhofer, Lisa M.; Shomaker, Lauren B.; Hannallah, Louise; Field, Sara E.; Young, Jami F.; Sbrocco, Tracy; Wilfley, Denise E.; Yanovski, Jack A.; Tanofsky-Kraff, Marian

2014-01-01

This study investigated the links among interpersonal problem areas, depression, and alexithymia in adolescent girls at high-risk for excessive weight gain and binge eating disorder. Participants were 56 girls (Mage = 14.30, SD = 1.56; 53% non-Hispanic White) with a body mass index (BMI, kg/m2) between the 75th and 97th percentiles (MBMI-z = 1.57, SD = 0.32). By design, all participants reported loss of control eating patterns in the past month. Adolescents were individually interviewed prior to participating in a group interpersonal psychotherapy obesity and eating disorder prevention program, termed IPT for the prevention of excessive weight gain (IPT-WG). Participants’ interpersonal problem areas were coded by trained raters. Participants also completed questionnaires assessing depression and alexithymia. Primary interpersonal problem areas were categorized as interpersonal deficits (as defined in the eating disorders (ED) literature) (n = 29), role disputes (n = 22), or role transitions (n = 5). Girls with interpersonal deficits-ED had greater depressive symptoms and alexithymia than girls with role disputes (ps ≤ 0.01). However, girls with role transitions did not differ from girls with interpersonal deficits-ED or role disputes. Interpersonal problem area had an indirect association with depression via alexithymia; interpersonal deficits-ED were related to greater alexithymia, which in turn, was related to greater depressive symptoms (p = 0.01). Among girls at-risk for excess weight gain and eating disorders, those with interpersonal deficits-ED appear to have greater distress as compared to girls with role disputes or role transitions. Future research is required to elucidate the impact of interpersonal problem areas on psychotherapy outcomes. PMID:24139852

Interpersonal Circumplex Profiles Of Persistent Depression: Goals, Self-Efficacy, Problems, And Effects Of Group Therapy.

PubMed

Locke, Kenneth D; Sayegh, Liliane; Penberthy, J Kim; Weber, Charlotte; Haentjens, Katherine; Turecki, Gustavo

2017-06-01

We assessed severely and persistently depressed patients' interpersonal self-efficacy, problems, and goals, plus changes in interpersonal functioning and depression during 20 weeks of group therapy. Outpatients (32 female, 26 male, mean age = 45 years) completed interpersonal circumplex measures of goals, efficacy, and problems before completing 20 weeks of manualized group therapy, during which we regularly assessed depression and interpersonal style. Compared to normative samples, patients lacked interpersonal agency, including less self-efficacy for expressive/assertive actions; stronger motives to avoid conflict, scorn, and humiliation; and more problems with being too submissive, inhibited, and accommodating. Behavioral Activation and especially Cognitive Behavioral Analysis System of Psychotherapy interventions produced improvements in depression and interpersonal agency, with increases in "agentic and communal" efficacy predicting subsequent decreases in depression. While severely and persistently depressed patients were prone to express maladaptive interpersonal dispositions, over the course of group therapy, they showed increasingly agentic and beneficial patterns of cognitions, motives, and behaviors. © 2016 Wiley Periodicals, Inc.

Sex differences in interpersonal problems: does sexual orientation moderate?

PubMed

Lee, Debbiesiu L; Harkless, Lynn E; Sheridan, Daniel J; Winakur, Emily; Fowers, Blaine J

2013-01-01

Sexual orientation was examined as a moderator in the relation between biological sex and interpersonal problems. Participants were 60 lesbians, 45 heterosexual women, 37 gay men, and 39 heterosexual men, who completed the Inventory of Interpersonal Problems-Circumplex. Sexual orientation was found to moderate one of the eight interpersonal problems under study. Heterosexual women scored significantly higher than lesbian women in Non-assertive. Although hypothesized, gay men did not differ from heterosexual men along the Dominant-Cold quadrant. Implications of these results are discussed.

Interpersonal problems, dependency, and self-criticism in major depressive disorder.

PubMed

Dinger, Ulrike; Barrett, Marna S; Zimmermann, Johannes; Schauenburg, Henning; Wright, Aidan G C; Renner, Fritz; Zilcha-Mano, Sigal; Barber, Jacques P

2015-01-01

The goal of the present research was the examination of overlap between 2 research traditions on interpersonal personality traits in major depression. We hypothesized that Blatt's (2004) dimensions of depressive experiences around the dimensions of relatedness (i.e., dependency) and self-definition (i.e., self-criticism) are associated with specific interpersonal problems according to the interpersonal circumplex model (Leary, 1957). In addition, we examined correlations of interpersonal characteristics with depression severity. Analyses were conducted on 283 patients with major depressive disorder combined from 2 samples. Of the patients, 151 participated in a randomized controlled trial in the United States, and 132 patients were recruited in an inpatient unit in Germany. Patients completed measures of symptomatic distress, interpersonal problems, and depressive experiences. Dependency was associated with more interpersonal problems related to low dominance and high affiliation, while self-criticism was associated with more interpersonal problems related to low affiliation. These associations were independent of depression severity. Self-criticism showed high overlap with cognitive symptoms of depression. The findings support the interpersonal nature of Blatt's dimensions of depressive experiences. Self-criticism is associated with being too distant or cold toward others as well as greater depression severity, but is not related to the dimension of dominance. © 2014 Wiley Periodicals, Inc.

Patient baseline interpersonal problems as moderators of outcome in two psychotherapies for bulimia nervosa.

PubMed

Gomez Penedo, Juan Martin; Constantino, Michael J; Coyne, Alice E; Bernecker, Samantha L; Smith-Hansen, Lotte

2018-01-19

We tested an aptitude by treatment interaction; namely, whether patients' baseline interpersonal problems moderated the comparative efficacy of cognitive-behavioral therapy (CBT) vs. interpersonal psychotherapy (IPT) for bulimia nervosa (BN). Data derived from a randomized-controlled trial. Patients reported on their interpersonal problems at baseline; purge frequency at baseline, midtreatment, and posttreatment; and global eating disorder severity at baseline and posttreatment. We estimated the rate of change in purge frequency across therapy, and the likelihood of attaining clinically meaningful improvement (recovery) in global eating disorder severity by posttreatment. We then tested the interpersonal problem by treatment interactions as predictors of both outcomes. Patients with more baseline overly communal/friendly problems showed steeper reduction in likelihood of purging when treated with CBT vs. IPT. Patients with more problems of being under communal/cold had similar reductions in likelihood of purging across both treatments. Patients with more baseline problems of being overly agentic were more likely to recover when treated with IPT vs. CBT, whereas patients with more problems of being under agentic were more likely to recover when treated with CBT vs. IPT. Interpersonal problems related to communion and agency may inform treatment fit among two empirically supported therapies for BN.

Electrophysiological evidence for emotional valence and competitive arousal effects on insight problem solving.

PubMed

Li, Yadan; Xiao, Xiao; Ma, Wenjuan; Jiang, Jun; Qiu, Jiang; Zhang, Qinglin

2013-11-13

Accumulating evidence suggests that insight can be substantially influenced by task-irrelevant emotion stimuli and interpersonal competitive situation, and a close link might exist between them. Using a learning-testing paradigm and Event-Related Potentials (ERPs), the present study investigated the independent and joint effects of emotional and competitive information on insight problem solving especially their neural mechanisms. Subjects situated in either competitive or non-competitive condition learned heuristic logogriphs first and then viewed task-irrelevant positive or negative emotional pictures, which were followed by test logogriphs to solve. Both behavioral and ERP findings showed a more evident insight boost following negative emotional pictures in competitive context. Results demonstrated that negative emotion and competitive situation might promote insight by a defocused mode of attention (as indicated by N1 and P2), the enhanced semantic integration and breaking mental set (as indicated by N450), and the increased forming of novel associations activated by motivational arousal originating from competition (as indicated by P800-1600 and P1600-2500). These results indicate that the dynamic interactions between emotional valence and competitive arousal effects on insight. © 2013 Elsevier B.V. All rights reserved.

Interpersonal functioning in obsessive-compulsive personality disorder.

PubMed

Cain, Nicole M; Ansell, Emily B; Simpson, H Blair; Pinto, Anthony

2015-01-01

The core symptoms of obsessive-compulsive personality disorder (OCPD) often lead to interpersonal difficulties. However, little research has explored interpersonal functioning in OCPD. This study examined interpersonal problems, interpersonal sensitivities, empathy, and systemizing, the drive to analyze and derive underlying rules for systems, in a sample of 25 OCPD individuals, 25 individuals with comorbid OCPD and obsessive-compulsive disorder (OCD), and 25 healthy controls. We found that OCPD individuals reported hostile-dominant interpersonal problems and sensitivities with warm-dominant behavior by others, whereas OCPD+OCD individuals reported submissive interpersonal problems and sensitivities with warm-submissive behavior by others. Individuals with OCPD, with and without OCD, reported less empathic perspective taking relative to healthy controls. Finally, we found that OCPD males reported a higher drive to analyze and derive rules for systems than OCPD females. Overall, results suggest that there are interpersonal deficits associated with OCPD and the clinical implications of these deficits are discussed.

Interpersonal Functioning in Obsessive-Compulsive Personality Disorder

PubMed Central

Cain, Nicole M.; Ansell, Emily B.; Simpson, H. Blair; Pinto, Anthony

2014-01-01

The core symptoms of obsessive-compulsive personality disorder (OCPD) often lead to interpersonal difficulties. However, little research has explored interpersonal functioning in OCPD. The current study examined interpersonal problems, interpersonal sensitivities, empathy, and systemizing, the drive to analyze and derive underlying rules for systems, in a sample of 25 OCPD individuals, 25 individuals with comorbid OCPD and obsessive-compulsive disorder (OCD), and 25 healthy controls. We found that OCPD individuals reported hostile-dominant interpersonal problems and sensitivities with warm-dominant behavior by others while OCPD+OCD individuals reported submissive interpersonal problems and sensitivities with warm-submissive behavior by others. Individuals with OCPD, with and without OCD, reported less empathic perspective taking relative to healthy controls. Finally, we found that OCPD males reported a higher drive to analyze and derive rules for systems than OCPD females. Overall, results suggest that there are interpersonal deficits associated with OCPD and the clinical implications of these deficits are discussed. PMID:25046040

Self-and Peer Perspectives on Pathological Personality Traits and Interpersonal Problems

ERIC Educational Resources Information Center

Clifton, Allan; Turkheimer, Eric; Oltmanns, Thomas F.

2005-01-01

This study compares the relationship between personality disorders and interpersonal problems as obtained by self-report and peer-report measures. Participants (N=393) were administered self-and peer-report versions of the Peer Inventory for Personality Disorder and the Inventory of Interpersonal Problems-64. Canonical analyses demonstrated…

Personality traits, interpersonal problems and therapeutic alliance in early schizophrenia spectrum disorders.

PubMed

Johansen, Ragnhild; Melle, Ingrid; Iversen, Valentina Cabral; Hestad, Knut

2013-11-01

The quality of the therapeutic alliance is associated with engagement in- and thus important to the outcome of- treatment in schizophrenia. In non-psychotic disorders, general personality traits and individual patterns of interpersonal problems have been linked to the formation and quality of the therapeutic alliance. The role of these factors in relation to therapeutic alliance has not previously been explored in schizophrenia spectrum disorders. To investigate associations between personality traits, interpersonal problems and the quality of the therapeutic alliance in early schizophrenia spectrum disorders. Demographic and clinical characteristics including Positive and Negative Syndrome Scale (PANSS) scores were assessed in 42 patients. Personality traits and interpersonal problems were assessed with the NEO Five factor Inventory (NEO-FFI) and the circumplex model of the Inventory of Interpersonal Problems (IIP-64C). Therapeutic alliance was measured with the Working Alliance Inventory - short form (WAI-S). Patient WAI-S scores were predicted by IIP-64C Submissive/Hostile interpersonal problems, age and PANSS excitative symptoms. Therapist WAI-S scores were predicted by NEO-FFI Agreeableness and the PANSS insight item. Core traits of personality and dimensions of interpersonal problems are associated with both patients' and therapists' perceptions of the quality of the working alliance. Copyright © 2013 Elsevier Inc. All rights reserved.

Anger Expression Types and Interpersonal Problems in Nurses.

PubMed

Han, Aekyung; Won, Jongsoon; Kim, Oksoo; Lee, Sang E

2015-06-01

The purpose of this study was to investigate the anger expression types in nurses and to analyze the differences between the anger expression types and interpersonal problems. The data were collected from 149 nurses working in general hospitals with 300 beds or more in Seoul or Gyeonggi province, Korea. For anger expression type, the anger expression scale from the Korean State-Trait Anger Expression Inventory was used. For interpersonal problems, the short form of the Korean Inventory of Interpersonal Problems Circumplex Scales was used. Data were analyzed using descriptive statistics, cluster analysis, multivariate analysis of variance, and Duncan's multiple comparisons test. Three anger expression types in nurses were found: low-anger expression, anger-in, and anger-in/control type. From the results of multivariate analysis of variance, there were significant differences between anger expression types and interpersonal problems (Wilks lambda F = 3.52, p < .001). Additionally, anger-in/control type was found to have the most difficulty with interpersonal problems by Duncan's post hoc test (p < .050). Based on this research, the development of an anger expression intervention program for nurses is recommended to establish the means of expressing the suppressed emotions, which would help the nurses experience less interpersonal problems. Copyright © 2015. Published by Elsevier B.V.

Interpersonal Problems Associated with Multidimensional Personality Questionnaire Traits in Women during the Transition to Adulthood

ERIC Educational Resources Information Center

Hopwood, Christopher J.; Burt, S. Alexandra; Keel, Pamela K.; Neale, Michael C.; Boker, Steven M.; Klump, Kelly L.

2013-01-01

Personality traits are known to be associated with a host of important life outcomes, including interpersonal dysfunction. The interpersonal circumplex offers a comprehensive system for articulating the kinds of interpersonal problems associated with personality traits. In the current study, traits as measured by the Multidimensional Personality…

Complex Problem Solving in Teams: The Impact of Collective Orientation on Team Process Demands.

PubMed

Hagemann, Vera; Kluge, Annette

2017-01-01

Complex problem solving is challenging and a high-level cognitive process for individuals. When analyzing complex problem solving in teams, an additional, new dimension has to be considered, as teamwork processes increase the requirements already put on individual team members. After introducing an idealized teamwork process model, that complex problem solving teams pass through, and integrating the relevant teamwork skills for interdependently working teams into the model and combining it with the four kinds of team processes (transition, action, interpersonal, and learning processes), the paper demonstrates the importance of fulfilling team process demands for successful complex problem solving within teams. Therefore, results from a controlled team study within complex situations are presented. The study focused on factors that influence action processes, like coordination, such as emergent states like collective orientation, cohesion, and trust and that dynamically enable effective teamwork in complex situations. Before conducting the experiments, participants were divided by median split into two-person teams with either high ( n = 58) or low ( n = 58) collective orientation values. The study was conducted with the microworld C3Fire, simulating dynamic decision making, and acting in complex situations within a teamwork context. The microworld includes interdependent tasks such as extinguishing forest fires or protecting houses. Two firefighting scenarios had been developed, which takes a maximum of 15 min each. All teams worked on these two scenarios. Coordination within the team and the resulting team performance were calculated based on a log-file analysis. The results show that no relationships between trust and action processes and team performance exist. Likewise, no relationships were found for cohesion. Only collective orientation of team members positively influences team performance in complex environments mediated by action processes such as coordination within the team. The results are discussed in relation to previous empirical findings and to learning processes within the team with a focus on feedback strategies.

Complex Problem Solving in Teams: The Impact of Collective Orientation on Team Process Demands

PubMed Central

Hagemann, Vera; Kluge, Annette

2017-01-01

Complex problem solving is challenging and a high-level cognitive process for individuals. When analyzing complex problem solving in teams, an additional, new dimension has to be considered, as teamwork processes increase the requirements already put on individual team members. After introducing an idealized teamwork process model, that complex problem solving teams pass through, and integrating the relevant teamwork skills for interdependently working teams into the model and combining it with the four kinds of team processes (transition, action, interpersonal, and learning processes), the paper demonstrates the importance of fulfilling team process demands for successful complex problem solving within teams. Therefore, results from a controlled team study within complex situations are presented. The study focused on factors that influence action processes, like coordination, such as emergent states like collective orientation, cohesion, and trust and that dynamically enable effective teamwork in complex situations. Before conducting the experiments, participants were divided by median split into two-person teams with either high (n = 58) or low (n = 58) collective orientation values. The study was conducted with the microworld C3Fire, simulating dynamic decision making, and acting in complex situations within a teamwork context. The microworld includes interdependent tasks such as extinguishing forest fires or protecting houses. Two firefighting scenarios had been developed, which takes a maximum of 15 min each. All teams worked on these two scenarios. Coordination within the team and the resulting team performance were calculated based on a log-file analysis. The results show that no relationships between trust and action processes and team performance exist. Likewise, no relationships were found for cohesion. Only collective orientation of team members positively influences team performance in complex environments mediated by action processes such as coordination within the team. The results are discussed in relation to previous empirical findings and to learning processes within the team with a focus on feedback strategies. PMID:29033886

Using Ecological Momentary Assessment to Examine Interpersonal and Affective Predictors of Loss of Control Eating in Adolescent Girls

PubMed Central

Ranzenhofer, Lisa M.; Engel, Scott G.; Crosby, Ross D.; Anderson, Micheline; Vannucci, Anna; Cohen, L. Adelyn; Cassidy, Omni; Tanofsky-Kraff, Marian

2015-01-01

Objective Pediatric loss of control (LOC) eating is predictive of partial- and full-syndrome binge eating disorder. The interpersonal model proposes that LOC eating is used to cope with negative mood states resulting from interpersonal distress, possibly on a momentary level. We therefore examined temporal associations between interpersonal problems, negative affect, and LOC eating among overweight adolescent girls using ecological momentary assessment (EMA). Method Thirty overweight and obese (≥85th body mass index (BMI) percentile; BMI: M = 36.13, SD = 7.49 kg/m2) adolescent females (Age: M = 14.92, SD = 1.54 y; 60.0% African American) who reported at least two LOC episodes in the past month completed self-report momentary ratings of interpersonal problems, state affect, and LOC eating for 2 weeks. A series of 2-level multilevel models with centering within subjects was conducted. Results Between- and within-subjects interpersonal problems (p’s < .05), but not between- (p = .12) or within- (p = .32) subjects negative affect predicted momentary LOC eating. At the between-subjects level, interpersonal problems significantly predicted increases in negative affect (p < 001). Discussion Naturalistic data lend support to the predictive value of interpersonal problems for LOC eating among adolescents. Interventions targeting interpersonal factors on a momentary basis may be useful during this developmental stage. PMID:25046850

Interpersonal Distress is Associated with Sleep and Arousal in Insomnia and Good Sleepers

PubMed Central

Gunn, Heather E.; Troxel, Wendy M.; Hall, Martica; Buysse, Daniel J.

2014-01-01

Objective The interpersonal environment is strongly linked to sleep. However, little is known about interpersonal distress and its association with sleep. We examined the associations among interpersonal distress, objective and subjective sleep in people with and without insomnia. Methods Participants in this cross-sectional observational study included men and women with insomnia (n = 28) and good sleeper controls (n = 38). Interpersonal distress was measured with the Inventory of Interpersonal Problems. Sleep parameters included insomnia severity, self-reported presleep arousal, and sleep quality; and polysomnographically-assessed sleep latency (SL), total sleep time (TST), wake after sleep onset (WASO), percent delta (stage 3+4 NREM), percent REM, and EEG beta power. Hierarchical Linear Regression was used to assess the relationship between distress from interpersonal problems and sleep and the extent to which relationships differed among insomnia patients and controls. Results More interpersonal distress was associated with more self-reported arousal and higher percentage of REM. More interpersonal distress was associated with greater insomnia severity and more cognitive presleep arousal for individuals with insomnia, but not for controls. Contrary to expectations, interpersonal distress was associated with shorter sleep latency in the insomnia group. Results were attenuated, but still significant, after adjusting for depression symptoms. Conclusion Distress from interpersonal problems is associated with greater self-reported arousal and higher percent REM. Individuals with insomnia who report more distress from interpersonal problems have greater insomnia severity and cognitive presleep arousal, perhaps due to rumination. These findings extend our knowledge of the association between interpersonal stressors and sleep. Assessment and consideration of interpersonal distress could provide a novel target for insomnia treatment. PMID:24529045

Interpersonal distress is associated with sleep and arousal in insomnia and good sleepers.

PubMed

Gunn, Heather E; Troxel, Wendy M; Hall, Martica H; Buysse, Daniel J

2014-03-01

The interpersonal environment is strongly linked to sleep. However, little is known about interpersonal distress and its association with sleep. We examined the associations among interpersonal distress, objective and subjective sleep in people with and without insomnia. Participants in this cross-sectional observational study included men and women with insomnia (n = 28) and good sleeper controls (n = 38). Interpersonal distress was measured with the Inventory of Interpersonal Problems. Sleep parameters included insomnia severity, self-reported presleep arousal, and sleep quality; and polysomnographically-assessed sleep latency (SL), total sleep time (TST), wake after sleep onset (WASO), percent delta (stage 3 + 4 NREM), percent REM, and EEG beta power. Hierarchical linear regression was used to assess the relationship between distress from interpersonal problems and sleep and the extent to which relationships differed among insomnia patients and controls. More interpersonal distress was associated with more self-reported arousal and higher percentage of REM. More interpersonal distress was associated with greater insomnia severity and more cognitive presleep arousal for individuals with insomnia, but not for controls. Contrary to expectations, interpersonal distress was associated with shorter sleep latency in the insomnia group. Results were attenuated, but still significant, after adjusting for depression symptoms. Distress from interpersonal problems is associated with greater self-reported arousal and higher percent REM. Individuals with insomnia who report more distress from interpersonal problems have greater insomnia severity and cognitive presleep arousal, perhaps due to rumination. These findings extend our knowledge of the association between interpersonal stressors and sleep. Assessment and consideration of interpersonal distress could provide a novel target for insomnia treatment. Copyright © 2013 Elsevier Inc. All rights reserved.

Negative affect, interpersonal perception, and binge eating behavior: An experience sampling study.

PubMed

Ambwani, Suman; Roche, Michael J; Minnick, Alyssa M; Pincus, Aaron L

2015-09-01

Etiological and maintenance models for disordered eating highlight the salience of negative affect and interpersonal dysfunction. This study employed a 14-day experience sampling procedure to assess the impact of negative affect and interpersonal perceptions on binge eating behavior. Young adult women (N = 40) with recurrent binge eating and significant clinical impairment recorded their mood, interpersonal behavior, and eating behaviors at six stratified semirandom intervals daily through the use of personal digital assistants. Although momentary negative affect was associated with binge eating behavior, average levels of negative affect over the experience sampling period were not, and interpersonal problems moderated the relationship between negative affect and binge eating. Interpersonal problems also intensified the association between momentary interpersonal perceptions and binge eating behavior. Lagged analyses indicated that previous levels of negative affect and interpersonal style also influence binge eating. The study findings suggest there may be important differences in how dispositional versus momentary experiences of negative affect are associated with binge eating. Results also highlight the importance of interpersonal problems for understanding relationships among negative affect, interpersonal perception, and binge eating behavior. These results offer several possibilities for attending to affective and interpersonal functioning in clinical practice. © 2015 Wiley Periodicals, Inc.

Family history of suicide and interpersonal functioning in suicide attempters.

PubMed

Rajalin, Mia; Hirvikoski, Tatja; Salander Renberg, Ellinor; Åsberg, Marie; Jokinen, Jussi

2017-01-01

Difficulties in interpersonal relationships are associated with a wide range of psychiatric diagnoses and have been reported as a trigger for suicidal behavior, too. The aim of this study was to examine the relationship between interpersonal problems and family history of suicide in suicide attempters and to describe relevant patterns of interpersonal problems in this patient group. The study involves 181 patients having their clinical follow-up after a suicide attempt. Family history of suicide was assessed by using the Karolinska Self Harm History Interview or retrieved in patient records. The Inventory of Interpersonal Problems was used to assess personal style in an interpersonal context. Suicide attempters with a family history of suicide had significantly more often an intrusive personal style. The results remained significant after adjustment for personality disorder. The specific interpersonal patterns associated with family history of suicide may interfere with the ability to create stable, long-lasting relationships. In regards to treatment, these personal qualities could cause difficulties in the alliance with health care personnel and make it harder for suicide attempters to accept or benefit from treatment. Attention to suicide attempters' interpersonal problems is of importance to lower their distress. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Health providers' opinions on provider-client relations: results of a multi-country study to test Health Workers for Change.

PubMed

Fonn, S; Mtonga, A S; Nkoloma, H C; Bantebya Kyomuhendo, G; daSilva, L; Kazilimani, E; Davis, S; Dia, R

2001-09-01

A multi-centre study in four African countries was undertaken to test the acceptability and effectiveness of Health Workers for Change, a methodology to explore provider-client relations within a gender-sensitive context. This intervention addresses the interpersonal component of quality of care. The methodology, consisting of six workshops, was implemented by research teams in Zambia, Senegal, Mozambique and Uganda. It was found to be acceptable within in a range of cultural and primary health care settings. The workshops allowed difficult issues such as prejudice and bribery to be discussed openly, fostered problem solving and the development of practical plans to address problems that could strengthen district health systems.

Endorsement of Interpersonal Strategies for Dealing with Hypothetical Everyday Arthritis Problems as a Function of Marital Status, Gender, and Problem Severity

ERIC Educational Resources Information Center

Strough, Jonell; McFall, Joseph P.; Schuller, Kelly L.

2010-01-01

We used hypothetical vignettes to examine whether older adults' endorsement of interpersonal strategies for dealing with health-related (arthritis) everyday problems varied as a function of marital status, gender, and the severity of the problem. Adults 60 years and older (N= 127, M= 71.40 years, SD = 7.21) rated interpersonal (i.e., discuss with…

Group relationships in early and late sessions and improvement in interpersonal problems.

PubMed

Lo Coco, Gianluca; Gullo, Salvatore; Di Fratello, Carla; Giordano, Cecilia; Kivlighan, Dennis M

2016-07-01

Groups are more effective when positive bonds are established and interpersonal conflicts resolved in early sessions and work is accomplished in later sessions. Previous research has provided mixed support for this group development model. We performed a test of this theoretical perspective using group members' (actors) and aggregated group members' (partners) perceptions of positive bonding, positive working, and negative group relationships measured early and late in interpersonal growth groups. Participants were 325 Italian graduate students randomly (within semester) assigned to 1 of 16 interpersonal growth groups. Groups met for 9 weeks with experienced psychologists using Yalom and Leszcz's (2005) interpersonal process model. Outcome was assessed pre- and posttreatment using the Inventory of Interpersonal Problems, and group relationships were measured at Sessions 3 and 6 using the Group Questionnaire. As hypothesized, early measures of positive bonding and late measures of positive working, for both actors and partners, were positively related to improved interpersonal problems. Also as hypothesized, late measures of positive bonding and early measures of positive working, for both actors and partners, were negatively related to improved interpersonal problems. We also found that early actor and partner positive bonding and negative relationships interacted to predict changes in interpersonal problems. The findings are consistent with group development theory and suggest that group therapists focus on group-as-a-whole positive bonding relationships in early group sessions and on group-as-a-whole positive working relationships in later group sessions. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Workplace bullying in nursing.

PubMed

Ovayolu, Ozlem; Ovayolu, Nimet; Karadag, Gulendam

2014-09-01

This research was designed to determine whether nurses are bullied by other staff members and the effects of such behaviors on the nurse victims. This study reports on nurses' interpersonal workplace relationships in a culturally unique environment. The study was conducted with 260 nurses working in three public hospitals. Data were collected using a questionnaire. The majority of nurses were female with bachelor's degrees and reported being assigned duties outside their usual responsibilities, held responsible for coworkers' mistakes, and criticized for job performance although they thought they had done their work properly. Most of the nurses who were bullied experienced health and sleep problems,did not want to go to work, and had communication problems with other staff members. Nearly all of the study nurses received psychological support to solve their problems and believed that the best way to prevent bullying was education.

The Value of Clinical Jazz: Teaching Critical Reflection on, in, and Toward Action.

PubMed

Casapulla, Sharon; Longenecker, Randall; Beverly, Elizabeth A

2016-05-01

Clinical Jazz is a small-group strategy in medical education designed to develop interpersonal skills and improve doctor-patient and interprofessional relationships. The purpose of this study was to explore medical students' and faculty facilitators' perceived value of Clinical Jazz. We conducted a modified Nominal Group Process with participating medical students (n=21), faculty facilitators (n=5), and research team members (n=3). Students and faculty facilitators independently answered the question, "What do you value about Clinical Jazz?" We then conducted content and thematic analyses on the resulting data. Three themes emerged during analysis: (1) students and faculty appreciated the opportunity to learn and practice a thoughtful and structured process for problem solving, (2) students and faculty valued the safety of the group process in sharing a diversity of perspectives on topics in medicine, and (3) students and faculty acknowledged the importance of addressing real and challenging problems that are rarely addressed in formal lectures and other planned small-group settings. Clinical Jazz provides students and faculty with the opportunity to address the hidden and/or informal curriculum in medical education, while providing a safe space and time to solve important clinical and interprofessional problems.

Feeling close and doing well: the prevalence and motivational effects of interpersonally engaging emotions in Mexican and European American cultural contexts.

PubMed

Savani, Krishna; Alvarez, Ayme; Mesquita, Batja; Markus, Hazel Rose

2013-01-01

Two studies investigate whether interpersonally engaging emotions--those that bring the self closer to others (e.g., affection, shame)--are central to the model of self and relationships prevalent in Mexican cultural contexts. Study 1 demonstrated that compared to people in European American contexts, people in Mexican contexts were more likely to report experiencing interpersonally engaging emotions and less likely to report experiencing interpersonally disengaging emotions. Study 2 found that interpersonally engaging emotions had a substantial influence on performance motivation in Mexican contexts--Mexican participants solved more word search puzzles after recalling instances in which they experienced positive interpersonally engaging emotions, and fewer after recalling negative interpersonally disengaging emotions; in contrast, there were no differences by condition for European Americans. These findings significantly extend previous research by documenting the implications of relational concerns (e.g., simpatia, personalismo) for emotion and motivation in Mexican contexts, and are the first to demonstrate the motivational effects of interpersonally engaging emotions.

Gender differences in irritable bowel syndrome: The interpersonal connection

PubMed Central

Thakur, Elyse R.; Gurtman, Michael B.; Keefer, Laurie; Brenner, Darren M.; Lackner, Jeffrey M.

2015-01-01

Background While IBS affects women more often than men, the reasons are unclear. Research on the female preponderance of IBS has focused on gender differences in sex-linked biological processes; much less attention has been paid to the role of psychosocial factors. Interpersonal difficulties may be one source of stress that may significantly impact women with IBS. Because of the importance that women attach to relationships, we suspected they would be more reactive to interpersonal stress. Methods 283 (M age = 41 yrs., F = 80%), Rome III-diagnosed IBS patients completed a test battery that included the IBS Symptom Severity Scale, McGill Pain Questionnaire, Inventory of Interpersonal Problems (IIP), Interpersonal Support Evaluation List (social support), Negative Interactions Scale, Brief Symptom Inventory (distress), Beck Depression Inventory, Anxiety Sensitivity Inventory, and IBS-Quality of Life as part of baseline assessment of an NIH trial. Key Results Males scored higher on 2 IIP scales reflecting a hostile-dominant interpersonal pattern, and reported less social support. The quality of relationship problems (more interpersonal difficulties, lower support) correlated with IBS symptom severity as measured mainly by gastroenterologists. Conclusions & Inferences Male, not female, IBS patients reported more interpersonal difficulties. Male patients -- a population for whom little is known -- are characterized by hostile-dominant interpersonal problems. This finding has clinical importance, given that relationship problems may influence MDs’ estimation of IBS symptom severity and undermine the physician-patient relationship. PMID:26265427

Personality Disorder Models and their Coverage of Interpersonal Problems

PubMed Central

Williams, Trevor F.; Simms, Leonard J.

2015-01-01

Interpersonal dysfunction is a defining feature of personality disorders (PDs) and can serve as a criterion for comparing PD models. In this study, the interpersonal coverage of four competing PD models was examined using a sample of 628 current or recent psychiatric patients who completed the NEO Personality Inventory-3 First Half (NEO-PI-3FH; McCrae & Costa, 2007), Personality Inventory for the DSM-5 (PID-5; Krueger et al., 2012), Computerized Adaptive Test of Personality Disorder-Static Form (CAT-PD-SF; Simms et al., 2011), and Structured Clinical Interview for DSM-IV Personality Questionnaire (SCID-II PQ; First, Spitzer, Gibbon, & Williams, 1995). Participants also completed the Inventory of Interpersonal Problems-Short Circumplex (IIP-SC; Soldz, Budman, Demby, & Merry, 1995) to assess interpersonal dysfunction. Analyses compared the severity and style of interpersonal problems that characterize PD models. Previous research with DSM-5 Section II and III models was generally replicated. Extraversion and Agreeableness facets related to the most well defined interpersonal problems across normal-range and pathological traits. Pathological trait models provided more coverage of dominance problems, whereas normal-range traits covered nonassertiveness better. These results suggest that more work may be needed to reconcile descriptions of personality pathology at the level of specific constructs. PMID:26168406

Changes in interpersonal problems in the psychotherapeutic treatment of depression as measured by the Inventory of Interpersonal Problems: A systematic review and meta-analysis.

PubMed

McFarquhar, Tara; Luyten, Patrick; Fonagy, Peter

2018-01-15

Interpersonal problems are commonly reported by depressed patients, but the effect of psychotherapeutic treatment on them remains unclear. This paper reviews the effectiveness of psychotherapeutic interventions for depression on interpersonal problems as measured by the Inventory of Interpersonal Problems (IIP). An electronic database search identified articles reporting IIP outcome scores for individual adult psychotherapy for depression. A systematic review and, where possible, meta-analysis was conducted. Twenty-eight studies met inclusion criteria, 10 of which could be included in a meta-analysis investigating changes in the IIP after brief psychotherapy. Reasons for exclusion from the meta-analysis were too few participants with a diagnosis of depression (n=13), IIP means and SDs unobtainable (n=3) and long-term therapy (n=2). A large effect size (g=0.74, 95% CI=0.56-0.93) was found for improvement in IIP scores after brief treatment. Paucity of IIP reporting and treatment type variability mean results are preliminary. Heterogeneity for improvement in IIP after brief psychotherapy was high (I 2 =75%). Despite being central to theories of depression, interpersonal problems are infrequently included in outcome studies. Brief psychotherapy was associated with moderate to large effect sizes in reduction in interpersonal problems. Of the dimensions underlying interpersonal behaviour, the dominance dimension may be more amenable to change than the affiliation dimension. Yet, high pre-treatment affiliation appeared to be associated with better outcomes than low affiliation, supporting the theory that more affiliative patients may develop a better therapeutic relationship with the therapist and consequently respond more positively than more hostile patients. Copyright © 2017 Elsevier B.V. All rights reserved.

Externalizing symptoms moderate associations among interpersonal skills, parenting, and depressive symptoms in adolescents seeking mental health treatment.

PubMed

Rodriguez, Erin M; Donenberg, Geri R; Emerson, Erin; Wilson, Helen W; Javdani, Shabnam

2015-04-01

Adolescents' interpersonal skills are associated with fewer teen depressive symptoms and more positive parenting, but little is known about how teens' externalizing problems moderate these relationships. This study examines links among teens' interpersonal skills, parenting, and withdrawn-depressed symptoms in adolescents seeking outpatient psychiatric treatment with elevated or non-elevated externalizing problems. Adolescents (N = 346; 42 % female; 61 % African-American) ages 12-19 years old (M = 14.9; SD = 1.8) and parents completed assessments at baseline and 6 months. At baseline parents and teens reported on teen withdrawn-depressed and externalizing symptoms, and were observed interacting to assess teen interpersonal skills. At 6 months adolescents reported on parenting, and parents and teens reported on teen withdrawn-depressed symptoms. Structural equation modeling tested two models (one with teen reported symptoms and one with parent reported symptoms). Model fit was better for youth with elevated externalizing problems regardless of reporter. For youth with elevated externalizing problems, baseline teen positive interpersonal skills were not directly associated with 6-month withdrawn-depressed symptoms, but more positive parenting was associated with fewer withdrawn-depressed symptoms. In the teen report model, more positive teen interpersonal skills were associated with more positive parenting, and there was a trend for parenting to indirectly account for the relationship between interpersonal skills and withdrawn-depressed symptoms. The findings extend research on the role of externalizing problems in teens' depression risk. Interventions for depression that target interpersonal skills may be particularly effective in youth with elevated externalizing problems.

Posttraumatic stress disorder and interpersonal functioning in Vietnam War veterans: a mediational model.

PubMed

MacDonald, C; Chamberlain, K; Long, N; Flett, R

1999-10-01

This study examines the association between posttraumatic stress disorder (PTSD) and interpersonal functioning in a New Zealand community sample of 756 Vietnam War veterans. The results support previous research findings showing that PTSD adversely affects veterans' interpersonal relationships, family functioning, and marital/dyadic adjustment and show that the effects of PTSD on family functioning and dyadic adjustment are mediated by severity of interpersonal problems. It is suggested that higher levels of PTSD affect the ability of veterans to initiate and maintain interpersonal relationships and that these interpersonal problems are evident in poorer levels of family functioning and poorer dyadic adjustment.

Interpersonal guilt in college student pathological gamblers

PubMed Central

Locke, Geoffrey W.; Shilkret, Robert; Everett, Joyce E.; Petry, Nancy M.

2013-01-01

Background Interpersonal guilt is associated with psychopathology, but its relationship to pathological gambling has not been studied. Objectives This study examined the relationship between interpersonal guilt and pathological gambling. Methods In total, 1,979 college students completed a questionnaire containing the South Oaks Gambling Screen, Interpersonal Guilt Questionnaire, and questions about substance use. Students identified as pathological gamblers (n = 145) were matched to non-problem gamblers with respect to demographics and substance use. Results Pathological gamblers had significantly higher interpersonal guilt than their non-problem gambling peers. Conclusions and Scientific Significance Pathological gambling college students have excessive interpersonal guilt, and these findings may lead to novel treatment approaches. PMID:22746179

Metacognitive Interpersonal Therapy in group (MIT-G) for young adults with personality disorders: A pilot randomized controlled trial.

PubMed

Popolo, Raffaele; MacBeth, Angus; Canfora, Flaviano; Rebecchi, Daniela; Toselli, Cecilia; Salvatore, Giampaolo; Dimaggio, Giancarlo

2018-04-06

Young adults with personality disorders (PD) other than borderline are in urgent need of validated treatments to help them in managing important life transitions. Therapeutic interventions focused upon social and interpersonal difficulties may facilitate these individuals in maximizing opportunities for employment, forming stable romantic relationships, and belong to social groups. It is also important that they are offered evidence-based, first-line time-limited treatments in order to maximize effectiveness and reduce costs. We developed a 16-session programme of group-based Metacognitive Interpersonal Therapy (MIT-G) including psychoeducation on the main interpersonal motives, an experiential component enabling practice of awareness of mental states; and use of mentalistic knowledge for purposeful problem-solving. We report a feasibility, acceptability, and clinical significance randomized clinical trial. Participants meeting inclusion criteria were randomized to receive MIT-G (n = 10) or waiting list+TAU (n = 10). Dropout rate was low and session attendance high (92.19%). Participants in the MIT-G arm had symptomatic and functional improvements consistent with large effect sizes. In the MIT-G arm similarly large effects were noted for increased capacity to understand mental states and regulate social interactions using mentalistic knowledge. Results were sustained at follow-up. Our findings suggest potential for applying MIT-G in larger samples to further test its effectiveness in reducing PD-related symptoms and problematic social functioning. © 2018 The British Psychological Society.

How Do I Get My Students to Work Together? Getting Cooperative Learning Started

NASA Astrophysics Data System (ADS)

Hamby Towns, Marcy

1998-01-01

The American Chemical Society Committee on Professional Training presented in their Spring 1996 newsletter the results of an industrial roundtable which was convened to address what industry looks for in new hires. Roundtable participants voiced broad agreement that in addition to technical skills, one of the key experiences industry seeks in new hires is team problem solving. Cooperative learning activities improve team problem solving skills and promote the development of interpersonal skills and communication skills through face-to-face interactions. Cooperative learning is not simply putting students into groups and telling them to work together. Cooperative learning requires preparation on the part of the students and the instructor. This article discusses how to implement cooperative learning through a series of activities which allow the students to get to know each other. Students who build supportive committed relationships with each other become more committed to the course, more committed to each other, and more willing to take on tough tasks because they expect to succeed. In essence, they form a coherent learning community.

Assessing the Employment-Related Interpersonal Competence of Mildly Mentally Retarded Workers.

ERIC Educational Resources Information Center

Bullis, Michael; Foss, Gilbert

1986-01-01

The Test of Interpersonal Competence for Employment (TICE) designed to assess a mildly retarded worker's knowledge of interpersonal skills in the employment setting, was developed based on analysis of problems that mildly retarded workers experience and identification of correct responses to those problems by competitive employers. Initial…

Interpersonal violence as social construction: the potentially undermining role of claims making and advocacy statistics.

PubMed

Perrin, Robin D; Miller-Perrin, Cindy L

2011-10-01

The relationship between empirical research inquiry and advocacy efforts is complex and seldom addressed in the interpersonal violence literature. In this article, we first examine how social conditions come to be seen as social problems, using a social constructionist perspective. Next, we focus specifically on the problem of interpersonal violence as viewed through a social constructionist lens, highlighting the many ways in which advocacy has influenced public perceptions of interpersonal violence as a social problem. Finally, this article considers some of the consequences that may result from exaggerated or misleading claims, especially when they are made by social scientists who are presumably engaged in an objective discussion of a problem. These consequences include generating skepticism toward the social sciences, feeding a backlash movement, and diverting attention away from the most severe forms of interpersonal violence. Contrary to the goals of many advocates, some of these consequences may be detrimental to the very social problems they hope to alleviate.

Specificity of interpersonal problems in generalized anxiety disorder versus other anxiety disorders and depression.

PubMed

Uhmann, Stefan; Beesdo-Baum, Katja; Becker, Eni S; Hoyer, Jürgen

2010-11-01

We examined the diagnostic specificity of interpersonal problems (IP) in generalized anxiety disorder (GAD). We expected generally higher interpersonal distress, and specifically higher levels of nonassertive, exploitable, overly nurturant, and intrusive behavior in n = 58 patients with Diagnostic and Statistical Manual of Mental Disorders, 4th Edition GAD compared with patients with post-traumatic stress disorder (n = 46), other anxiety disorders (n = 47), and unipolar depressive disorders (n = 47). IP were assessed with the Inventory of Interpersonal Problems. Specificity in the sense of heightened interpersonal distress for GAD was not supported in any of the aforementioned scales, neither for pure nor for comorbid GAD. This finding persisted after accounting for the degree of depressiveness (Beck Depression Inventory). GAD patients are rather not characterized by more self-ascribed IPs although they may worry more about interpersonal issues in general.

The role of coherence of mind and reflective functioning in understanding binge-eating disorder and co-morbid overweight.

PubMed

Maxwell, Hilary; Tasca, Giorgio A; Grenon, Renee; Faye, Megan; Ritchie, Kerri; Bissada, Hany; Balfour, Louise

2017-08-01

Coherence of mind and reflective functioning may impact negative affect and interpersonal functioning over and above the effects of symptoms of depression and interpersonal problems that contribute to symptoms of binge-eating disorder (BED) and overweight/obesity. Matched samples of overweight women with BED and overweight and normal weight women without BED completed the Adult Attachment Interview, a measure of depressive symptoms, and a measure of interpersonal problems. Greater symptoms of depression distinguished women with BED from the matched comparison samples. Greater interpersonal problems differentiated women with BED from overweight women without BED. Coherence of Mind scores did not differentiate the samples. However, lower Reflective Functioning scores did distinguish both women with BED and overweight women without BED from normal weight women. Lower reflective functioning may lead to binge eating independent of depressive symptoms and interpersonal problems.

Interpersonal Problems and Their Relationship to Depression, Self-Esteem, and Malignant Self-Regard.

PubMed

Huprich, Steven K; Lengu, Ketrin; Evich, Carly

2016-12-01

DSM-5 Section III recommends that level of personality functioning be assessed. This requires an assessment of self and other representations. Malignant self-regard (MSR) is a way of assessing the level of functioning of those with a masochistic, self-defeating, depressive, or vulnerably narcissistic personality. In Study 1, 840 undergraduates were assessed for MSR, depressive symptoms, self-esteem, anaclitic and introjective depression, and interpersonal problems. MSR, self-esteem, depressive symptoms, and anaclitic and introjective depression were correlated with multiple dimensions of interpersonal problems, and MSR predicted the most variance in interpersonal scales measuring social inhibition, nonassertion, over-accommodation, and excessive self-sacrifice. MSR, anaclitic, and introjective depression predicted unique variance in six of the eight domains of interpersonal problems assessed. In Study 2, 68 undergraduates were provided positive or negative feedback. Consistent with theory, MSR predicted unique variance in state anxiety but not state anger. Results support the validity of the MSR construct.

The association between interpersonal problems and treatment outcome in the eating disorders: A systematic review.

PubMed

Jones, Allan; Lindekilde, Nanna; Lübeck, Marlene; Clausen, Loa

2015-01-01

To review systematically the eating disorder literature in order to examine the association between pre-treatment interpersonal problems and treatment outcome in people diagnosed with an eating disorder. Six relevant databases were searched for studies in which interpersonal problems prior to treatment were examined in relation to treatment outcome in patients diagnosed with anorexia nervosa (AN), bulimia nervosa (BN) or eating disorders not otherwise specified (EDNOS). Thirteen studies were identified (containing 764 AN, 707 BN and 48 EDNOS). The majority of studies indicated that interpersonal problems at the start of therapy were associated with a detrimental treatment outcome. Individuals with a binge/purge-type of eating disorder may be particularly vulnerable to interpersonal issues and these issues may lead to poorer treatment recovery by reducing the individual's ability to engage in the treatment process on a functional level. The clinical and research implications are discussed.

Does Worrying Mean Caring Too Much? Interpersonal Prototypicality of Dimensional Worry Controlling for Social Anxiety and Depressive Symptoms.

PubMed

Erickson, Thane M; Newman, Michelle G; Siebert, Erin C; Carlile, Jessica A; Scarsella, Gina M; Abelson, James L

2016-01-01

Worry, social anxiety, and depressive symptoms are dimensions that have each been linked to heterogeneous problems in interpersonal functioning. However, the relationships between these symptoms and interpersonal difficulties remain unclear given that most studies have examined diagnostic categories, not accounted for symptoms' shared variability due to general distress, and investigated only interpersonal problems (neglecting interpersonal traits, interpersonal goals, social behavior in daily life, and reports of significant others). To address these issues, students (Study 1; N=282) endorsed symptoms and interpersonal circumplex measures of traits and problems, as well as event-contingent social behaviors during one week of naturalistic daily interactions (N=184; 7,036 records). Additionally, depressed and anxious patients (N=47) reported symptoms and interpersonal goals in a dyadic relationship, and significant others rated patients' interpersonal goals and impact (Study 2). We derived hypotheses about prototypical interpersonal features from theories about the functions of particular symptoms and social behaviors. As expected, worry was uniquely associated with prototypically affiliative tendencies across all self-report measures in both samples, but predicted impacting significant others in unaffiliative ways. As also hypothesized, social anxiety was uniquely and prototypically associated with low dominance across measures, and general distress was associated with cold-submissive tendencies. Findings for depressive symptoms provided less consistent evidence for unique prototypical interpersonal features. Overall, results suggest the importance of multimethod assessment and accounting for general distress in interpersonal models of worry, social anxiety, and depressive symptoms. Copyright © 2015. Published by Elsevier Ltd.

Interpersonal problems across restrictive and binge-purge samples: data from a community-based eating disorders clinic.

PubMed

Raykos, Bronwyn C; McEvoy, Peter M; Carter, Olivia; Fursland, Anthea; Nathan, Paula

2014-08-01

Contemporary models of eating disorders suggest that interpersonal problems contribute to the maintenance of eating disorders. This study examined whether baseline interpersonal problems differed across eating disorder diagnoses and across eating disorder subtypes ("restrictors" vs. "binge-purge" patients) in a large clinical sample. Patients with a primary eating disorder diagnosis (N=406) completed measures of interpersonal problems, eating disorder symptoms, and mood prior to treatment at a specialist eating disorder clinic. Across the sample, more severe eating disorder psychopathology was associated with significantly greater difficulty socializing. Anorexia Nervosa (AN)/restrictor patients reported significantly greater difficulty socializing than Bulimia Nervosa (BN)/binge-purge patients. AN patients reported significantly greater difficulty on a measure of competitiveness/assertiveness compared to BN and Eating Disorder Not Otherwise Specified patients. All findings were significant after controlling for comorbid depression and anxiety symptoms. Interpersonal problems appear to be unique risk factors for eating disorders. Specific interpersonal mechanisms include difficulties socializing and being assertive, which were most pronounced in AN patients. These findings provide potential avenues for enhancing interventions, such as adjunctive assertiveness training for AN. Copyright © 2014 Elsevier Ltd. All rights reserved.

Clarifying Interpersonal Heterogeneity in Borderline Personality Disorder Using Latent Mixture Modeling

PubMed Central

Wright, Aidan G.C.; Hallquist, Michael N.; Morse, Jennifer Q.; Scott, Lori N.; Stepp, Stephanie D.; Nolf, Kimberly A.; Pilkonis, Paul A.

2013-01-01

Significant interpersonal impairment is a cardinal feature of borderline personality disorder (BPD). However, past research has demonstrated that the interpersonal profile associated with BPD varies across samples, evidence for considerable interpersonal heterogeneity. The current study used Inventory of Interpersonal Problems – Circumplex (IIP-C; Alden, Wiggins, & Pincus, 1990) scale scores to investigate interpersonal inhibitions and excesses in a large sample (N = 255) selected for significant borderline pathology. Results indicated that BPD symptom counts were unrelated to the primary dimensions of the IIP-C, but were related to generalized interpersonal distress. A latent class analysis clarified this finding by revealing six homogeneous interpersonal classes with prototypical profiles associated with Intrusive, Vindictive, Avoidant, Nonassertive, and moderate and severe Exploitable interpersonal problems. These classes differed in clinically relevant features (e.g., antisocial behaviors, self-injury, past suicide attempts). Findings are discussed in terms of the incremental clinical utility of the interpersonal circumplex model and the implications for developmental and nosological models of BPD. PMID:23514179

Gender differences in irritable bowel syndrome: the interpersonal connection.

PubMed

Thakur, E R; Gurtman, M B; Keefer, L; Brenner, D M; Lackner, J M

2015-10-01

While irritable bowel syndrome (IBS) affects women more than men, the reasons are unclear. Research on the female preponderance of IBS has focused on gender differences in sex-linked biological processes; much less attention has been paid to the role of psychosocial factors. Interpersonal difficulties may be one source of stress that may significantly impact on women with IBS. Because of the importance that women attach to relationships, we suspected they would be more reactive to interpersonal stress. A total of 283 (M age = 41 years, F = 80%), Rome III-diagnosed IBS patients completed a test battery that included the IBS Symptom Severity Scale, McGill Pain Questionnaire, Inventory of Interpersonal Problems (IIP), interpersonal support evaluation list (social support), Negative Interactions Scale, Brief Symptom Inventory (distress), Beck Depression Inventory, Anxiety Sensitivity Inventory, and IBS-Quality of Life as part of baseline assessment of an NIH trial. Males scored higher on two IIP scales reflecting a hostile-dominant interpersonal pattern, and reported less social support. The quality of relationship problems (more interpersonal difficulties, lower support) correlated with IBS symptom severity as measured mainly by gastroenterologists. Male, not female, IBS patients reported more interpersonal difficulties. Male patients-a population for whom little is known-are characterized by hostile-dominant interpersonal problems. This finding has clinical importance, given that relationship problems may influence MDs' estimation of IBS symptom severity and undermine the physician-patient relationship. © 2015 John Wiley & Sons Ltd.

The Effects of Vocal Activity and Race of Applicant on Job Selection Interview Decisions.

ERIC Educational Resources Information Center

Byrd, Marquita L.

Because interviewing is a face-to-face interaction belonging to the genre of interpersonal relationships, the employment interview is subject to some of the same problems that beset interpersonal relationships. Problems can occur in both interviews and interpersonal relationships because of bias, which originates from background characteristics,…

Examining Interpersonal Dynamics among Adult Learners through the Lens of Place

ERIC Educational Resources Information Center

Prins, Esther

2009-01-01

The purpose of this article is to analyze interpersonal problems among adult learners in three family literacy programs and to identify how these tensions were connected to place or distinctive community contexts. Drawing on the critical geography literature, the article argues that interpersonal problems must be understood in light of…

Exposure to Interpersonal Violence and Socioemotional Adjustment in Economically Disadvantaged Preschoolers

PubMed Central

Bush, Hillary H.; Eisenhower, Abbey

2014-01-01

Focusing specifically on the experiences of economically disadvantaged preschoolers, the relations between interpersonal violence exposure, behavior problems, and social skills were examined in both the home and school settings. In this racially and ethnically diverse sample of preschoolers from poor, urban households (N = 64; 3-6 years old; 56% female), many children (33%) had been exposed to at least one type of interpersonal violence, and even more (70%) had been exposed to any type of potentially traumatic event (PTE). Although exposure to interpersonal violence was not directly associated with parent- or teacher-reported behavior problems or social skills, a significant interaction effect was observed between exposure to interpersonal violence and teacher-reported internalizing problems in predicting teacher-reported social skills; specifically, for children with the highest levels of internalizing problems, a positive relation between interpersonal violence exposure and social skills was observed. This indirect effect was observed only in the school setting, whereas children in this high-risk sample appeared to demonstrate resilience in the home setting. Given these high rates of exposure, additional, clinically-relevant research is needed to inform interventions for this vulnerable population. PMID:25175528

Object relations and interpersonal problems in sexually abused female patients: an empirical study with the SCORS and the IIP.

PubMed

Kernhof, Karin; Kaufhold, Johannes; Grabhorn, Ralph

2008-01-01

In this study, we examined how retrospective reports of experiencing traumatic sexual abuse in childhood relates to both the development of self-representations and object representations and the occurrence of interpersonal problems. A total of 30 psychosomatic female patients who reported sexual abuse in childhood were compared with a corresponding number of eating-disordered patients and a nonclinical control group. The object relations technique (ORT; Phillipson, 1955), evaluated using the Social Cognition and Object Relations Scale (SCORS; Westen, 1985, 1991b), and the Inventory of Interpersonal Problems (Horowitz, Rosenberg, Baer, & Ureno, 1988) were used to measure the groups. The patients reporting sexual abuse achieved significantly lower scores in the cognitive scales of the SCORS; in the affective scales, they differed from the control group but not from the patients with an eating disorder. Concerning interpersonal problems, the patients reporting childhood sexual abuse reported interpersonal conflicts more frequently. The results of the study support the influence of traumatic sexual abuse on the formation of self-representations and object representations and on the occurrence of interpersonal conflicts.

Evaluating the interpersonal content of the MMPI-2-RF Interpersonal Scales.

PubMed

Ayearst, Lindsay E; Sellbom, Martin; Trobst, Krista K; Bagby, R Michael

2013-01-01

Convergence between the MMPI-2 Restructured Form (MMPI-2-RF; Ben-Porath & Tellegen, 2008) interpersonal scales and 2 interpersonal circumplex (IPC) measures was examined. University students (N = 405) completed the MMPI-2 and 2 IPC measures, the Interpersonal Adjectives Scales Revised Big Five Version (IASR-B5; Trapnell & Wiggins, 1990) and the Inventory of Interpersonal Problems Circumplex (IIP-C; Horowitz, Alden, Wiggins, & Pincus, 2000). Internal consistency was adequate for 3 of the 6 scales investigated. The majority of scales were located in their hypothesized locations, although magnitude of correlations was somewhat weaker than anticipated, partly owing to restricted range from using a healthy sample. The expected pattern of correlations that defines a circular matrix was demonstrated, lending support for the convergent and discriminant validity of the MMPI-2-RF interpersonal scales with respect to the assessment of interpersonal traits and problems.

Interpersonal differentiation within depression diagnosis: relating interpersonal subgroups to symptom load and the quality of the early therapeutic alliance.

PubMed

Grosse Holtforth, Martin; Altenstein, David; Krieger, Tobias; Flückiger, Christoph; Wright, Aidan G C; Caspar, Franz

2014-01-01

We examined interpersonal problems in psychotherapy outpatients with a principal diagnosis of a depressive disorder in routine care (n=361). These patients were compared to a normative non-clinical sample and to outpatients with other principal diagnoses (n=959). Furthermore, these patients were statistically assigned to interpersonally defined subgroups that were compared regarding symptoms and the quality of the early alliance. The sample of depressive patients reported higher levels of interpersonal problems than the normative sample and the sample of outpatients without a principal diagnosis of depression. Latent Class Analysis identified eight distinct interpersonal subgroups, which differed regarding self-reported symptom load and the quality of the early alliance. However, therapists' alliance ratings did not differentiate between the groups. This interpersonal differentiation within the group of patients with a principal diagnosis of depression may add to a personalized psychotherapy based on interpersonal profiles.

Intensive Evening Outpatient Treatment for Patients With Personality Dysfunction: Early Group Process, Change in Interpersonal Distress, and Longer-Term Social Functioning.

PubMed

Joyce, Anthony S; Ogrodniczuk, John S; Kealy, David

2017-01-01

Entrenched interpersonal difficulties are a defining feature of those with personality dysfunction. Evening treatment-a comprehensive and intensive group-oriented outpatient therapy program-offers a unique approach to delivering mental health services to patients with chronic personality dysfunction. This study assessed change in interpersonal problems as a key outcome, the relevance of such change to future social functioning, and the influence of early group processes on this change. Consecutively admitted patients (N = 75) to a group-oriented evening treatment program were recruited; the majority were diagnosed with personality disorder. Therapy outcome was represented by scores on the Inventory of Interpersonal Problems. Follow-up outcome was represented by the global score of the Social Adjustment Scale. Group climate, group cohesion, and the therapeutic alliance were examined as process variables. Patients experienced substantial reduction in distress associated with interpersonal problems; early process factors that reflected a cohesive and engaged group climate and stronger therapeutic alliance were predictive of this outcome. Improvement in interpersonal distress was predictive of global social functioning six months later. The therapeutic alliance most strongly accounted for change in interpersonal problems at posttreatment and social functioning at follow-up. A comprehensive and integrated outpatient group therapy program, offered in the evening to accommodate patients' real-life demands, can facilitate considerable improvement in interpersonal problems, which in turn influences later social functioning. The intensity and intimacy of peer interactions in the therapy groups, and a strong alliance with the program therapists, are likely interacting factors that are particularly important to facilitate such change.

[Study on the correlation between adolescents' emotional and behavioral problems and life events].

PubMed

Huang, Xue-zhu; Guo, Lan-ting; Tang, Guang-zheng

2006-03-01

To study the life events which are correlated with adolescent's emotion and behavior problems, and to provide evidence for clinicians and school staff to develop intervention for those problems. Youth's Self Report (YSR) and Adolescent Self-Rating Life Events Check List (ASLEC) were used to assess adolescent's emotional and behavioral problems and life events by 'spot' study. The referred group consisted of 585 patients from 11 to 18 years old in a Mental Health Centre of West China Hospital of Sichuan University from July in 2002 to March in 2004. Level of IQ was above 5th grade of primary school among the study subjects who were willing to fill in the YSR and ASLEC. The non-referred group was selected in a 1280 students cluster-sample from the schools of Chengdu city, whose sex, age and father's career were matched with the referred group. Variance inflation factor (VIF) was used to verify that there was no collinearity to each other in the 6 factors of ASLEC: interpersonal relationship, learning pressure, being punished, losing good adaptation and other. Linear stepwise regression was adopted. The YSR scores in referred group were higher than those in non-referred group, and the referred group had more emotional and behavioral problems than the non-referred one. Partial correlations ranged from 0.124 to 0.418 in referred group, and from 0.104 to 0.388 in non-referred group. Unsatisfied interpersonal relationship, heavy learning pressure, having been punished and poor adaptation were likely to increase the risk of youth's emotional and behavioral problems. More attention should be paid to help adolescents in the following areas: solving intrapersonal affairs, relieving pressure from learning, avoiding punishment, and improving ability to fit themselves to their surroundings.

Interpersonal problems as predictors of therapeutic alliance and symptom improvement in cognitive therapy for depression

PubMed Central

Renner, Fritz; Jarrett, Robin B.; Vittengl, Jeffrey R.; Barrett, Marna S.; Clark, Lee Anna; Thase, Michael E.

2012-01-01

Background The degree to which interpersonal problems of depressed patients improve over the course of cognitive therapy (CT) and relate to the quality of the therapeutic alliance and to symptom improvement, remain unclear. Methods We analyzed data of adult outpatients (N = 523) with major depressive disorder participating in a clinical trial to determine the factor structure of the Inventory of Interpersonal Problems-Circumplex (IIP-C) and to relate the observed factor scores to the quality of the therapeutic alliance and symptom improvement over the course of CT. Patients received 16–20 sessions protocol (50–60 minutes each) of individual CT according to the treatment manual by Beck et al. (1979). Results We found a three-factor structure (interpersonal distress, agency, and communion) of interpersonal problems. Interpersonal distress decreased (d = .90), but interpersonal style did not change substantively during CT (communion d = .03; agency d = .14). High initial agency scores related negatively to the therapeutic alliance (β = −.12), whereas high initial communion scores related positively to the therapeutic alliance (β = .15). Elevated pre-treatment interpersonal distress scores were related to both weaker therapeutic alliances (β = .13) and higher symptom levels throughout treatment (β = .10). Limitations All patients in this study had recurrent MDD and it is therefore uncertain whether the results would generalize to patients with other psychiatric disorders. Conclusions This study supports the use of the IIP-C as a comprehensive measure of patients' interpersonal style and interpersonal distress. The IIP-C measured before CT showed some predictive validity with respect to therapeutic alliance measured at the midpoint and therapy outcome. The clinical importance of these findings is discussed. PMID:22306232

Fieldwork students under stress.

PubMed

Yuen, H K

1990-01-01

Many times there are no ideal answers to any of the interpersonal conflicts addressed. Often the solutions to these situations may depend on an individual's characteristics or personality. By analyzing the situation and the supervisor's attitude and then changing his or her way of responding to that situation, however, the student may improve his or her problem-solving skills. The student can modify the strategies taught in these seminars to suit his or her individual needs and particular situations. A seminar like this can provide students, and thus future therapists and student supervisors, with a solid background in dealing more tactfully with a variety of conflict-ridden situations in the workplace.

Daily Interpersonal and Affective Dynamics in Personality Disorder

PubMed Central

Wright, Aidan G.C.; Hopwood, Christopher J.; Simms, Leonard J.

2015-01-01

In this naturalistic study we adopt the lens of interpersonal theory to examine between-and within-person differences in dynamic processes of daily affect and interpersonal behaviors among individuals (N = 101) previously diagnosed with personality disorders who completed daily diaries over the course of 100 days. Dispositional ratings of interpersonal problems and measures of daily stress were used as predictors of daily shifts in interpersonal behavior and affect in multilevel models. Results indicate that ~40%–50% of the variance in interpersonal behavior and affect is due to daily fluctuations, which are modestly related to dispositional measures of interpersonal problems but strongly related to daily stress. The findings support conceptions of personality disorders as a dynamic form of psychopathology involving the individuals interacting with and regulating in response to the contextual features of their environment. PMID:26200849

Interpersonal problems across anxiety, depression, and eating disorders: a transdiagnostic examination.

PubMed

McEvoy, Peter M; Burgess, Melissa M; Page, Andrew C; Nathan, Paula; Fursland, Anthea

2013-06-01

Integrative models of psychopathology suggest that quality of interpersonal relationships is a key determinant of psychological well-being. However, there is a relative paucity of research evaluating the association between interpersonal problems and psychopathology within cognitive behavioural therapy. Partly, this may be due to lack of brief, well-validated, and easily interpretable measures of interpersonal problems that can be used within clinical settings. The aim of the present study was to evaluate the psychometric properties, factor invariance, and external validity of the Inventory of Interpersonal Problems 32 (IIP-32) across anxiety, depression, and eating disorders. Two treatment-seeking samples with principal anxiety and depressive disorders (AD sample, n = 504) and eating disorders (ED sample, n = 339) completed the IIP-32 along with measures of anxiety, depression, and eating disorder symptoms, as well as quality of life (QoL). The previously established eight-factor structure of the IIP-32 provided the best fit for both the AD and ED groups, and was robustly invariant across the two samples. The IIP-32 also demonstrated excellent external validity against well-validated measures of anxiety, depression, and eating disorder symptoms, as well as QoL. The IIP-32 provides a clinically useful measure of interpersonal problems across emotional and ED. © Commonwealth of Australia 2012.

Perfectionism and Personality Disorders as Predictors of Symptoms and Interpersonal Problems.

PubMed

Dimaggio, Giancarlo; Lysaker, Paul H; Calarco, Teresa; Pedone, Roberto; Marsigli, Nicola; Riccardi, Ilaria; Sabatelli, Beatrice; Carcione, Antonino; Paviglianiti, Alessandra

2015-01-01

Maladaptive perfectionism is a common factor in many disorders and is correlated with some personality dysfunctions. Less clear is how dimensions, such as concern over mistakes, doubts about actions, and parental criticism, are linked to overall suffering. Additionally, correlations between perfectionism and personality disorders are poorly explored in clinical samples. In this study we compared a treatment seeking individuals (n=93) and a community sample (n=100) on dimensions of maladaptive perfectionism, personality disorders, symptoms, and interpersonal problems. Results in both samples revealed maladaptive perfectionism was strongly associated with general suffering, interpersonal problems, and a broad range of personality disordered traits. Excessive concern over one's errors, and to some extent doubts about actions, predicted unique additional variance beyond the presence of personality pathology in explaining symptoms and interpersonal problems.

Parental Interpersonal Sensitivity and Youth Social Problems: A Mediational Role for Child Emotion Dysregulation

ERIC Educational Resources Information Center

Suveg, Cynthia; Jacob, Marni L.; Payne, Mary

2010-01-01

We examined the relations between parental interpersonal sensitivity and youth social problems and explored the mediational role of child emotion dysregulation. Mothers (N = 42; M age = 39.38) and fathers (N = 41; M age = 39.38) of youth aged 7-12 (N = 42; M age = 9.12) completed measures of their own interpersonal sensitivity and reported on…

Validation of the Inventory of Interpersonal Problems (IIP-64): a comparison of Swedish female outpatients with anorexia nervosa or bulimia nervosa and controls.

PubMed

Lindberg, Karolin; Nevonen, Lauri; Gustafsson, Sanna Aila; Nyman-Carlsson, Erika; Norring, Claes

2018-04-27

The aim of the study was to explore the psychometric properties of the Inventory of Interpersonal Problems (IIP-64) and to compare levels of interpersonal distress in Swedish female outpatients with anorexia nervosa or bulimia nervosa with age- and gender-matched controls. Totally, 401 participants were included; anorexia nervosa (n = 74), bulimia nervosa (n = 85) and controls (n = 242). All participants completed the IIP-64. The eating disorder (ED) patients also filled out the Eating Disorder Inventory-2/3 (EDI). Internal consistency of IIP-64 was acceptable to high. Principal component analyses with varimax rotation of the IIP-64 subscales confirmed the circumplex structure with two underlying orthogonal dimensions; affiliation and dominance. Significant correlations between EDI-3 composite scales ineffectiveness and interpersonal problems and IIP-64 were found. ED patients reported higher levels of interpersonal distress than controls on all but one subscale (intrusive/needy). IIP-64 can be considered to have acceptable to good reliability and validity in a Swedish ED sample. IIP-64 can be a useful complement in assessment of interpersonal problems in ED.

Differential relations between youth internalizing/externalizing problems and cortisol responses to performance vs. interpersonal stress.

PubMed

Laurent, Heidemarie; Vergara-Lopez, Chrystal; Stroud, Laura R

2016-09-01

Efforts to define hypothalamic-pituitary-adrenal (HPA) axis profiles conferring risk for psychopathology have yielded inconclusive results, perhaps in part due to limited assessment of the stress response. In particular, research has typically focused on HPA responses to performance tasks, while neglecting the interpersonal stressors that become salient during adolescence. In this study we investigated links between psychosocial adjustment - youth internalizing and externalizing problems, as well as competence - and HPA responses to both performance and interpersonal stressors in a normative sample of children and adolescents. Participants (n = 59) completed a set of performance (public speaking, mental arithmetic, mirror tracing) and/or interpersonal (peer rejection) tasks and gave nine saliva samples, which were assayed for cortisol. Hierarchical linear models of cortisol response trajectories in relation to child behavior checklist (CBCL) scores revealed stressor- and sex-specific associations. Whereas internalizing problems related to earlier peaking, less dynamic cortisol responses to interpersonal stress (across males and females), externalizing problems related to lower, earlier peaking and less dynamic cortisol responses to performance stress for males only, and competence-related to later peaking cortisol responses to interpersonal stress for females only. Implications for understanding contextual stress profiles underlying different forms of psychopathology are discussed.

Differential Relations Between Youth Internalizing/Externalizing Problems and Cortisol Responses to Performance vs. Interpersonal Stress

PubMed Central

Laurent, Heidemarie; Vergara-Lopez, Chrystal; Stroud, Laura R.

2016-01-01

Efforts to define hypothalamic-pituitary-adrenal (HPA) axis profiles conferring risk for psychopathology have yielded inconclusive results, perhaps in part due to limited assessment of the stress response. In particular, research has typically focused on HPA responses to performance tasks, while neglecting the interpersonal stressors that become salient during adolescence. In this study we investigated links between psychosocial adjustment—youth internalizing and externalizing problems, as well as competence—and HPA responses to both performance and interpersonal stressors in a normative sample of children and adolescents. Participants (n = 59) completed a set of performance (public speaking, mental arithmetic, mirror tracing) and/or interpersonal (peer rejection) tasks and gave 9 saliva samples, which were assayed for cortisol. Hierarchical linear models of cortisol response trajectories in relation to CBCL scores revealed stressor- and sex-specific associations. Whereas internalizing problems related to earlier peaking, less dynamic cortisol responses to interpersonal stress (across males and females), externalizing problems related to lower, earlier peaking, and less dynamic cortisol responses to performance stress for males only, and competence related to later peaking cortisol responses to interpersonal stress for females only. Implications for understanding contextual stress profiles underlying different forms of psychopathology are discussed. PMID:27470923

An Interpersonal Analysis of Pathological Personality Traits in DSM-5

PubMed Central

Wright, Aidan G.C.; Pincus, Aaron L.; Hopwood, Christopher J.; Thomas, Katherine M.; Markon, Kristian E.; Krueger, Robert F.

2012-01-01

The proposed changes to the personality disorder section of the DSM-5 places an increased focus on interpersonal impairment as one of the defining features of personality psychopathology. In addition, a proposed trait model has been offered to provide a means of capturing phenotypic variation on the expression of personality disorder. In this study, we subject the proposed DSM-5 traits to interpersonal analysis using the Inventory of Interpersonal Problems – Circumplex scales via the structural summary method for circumplex data. DSM-5 traits were consistently associated with generalized interpersonal dysfunction suggesting that they are maladaptive in nature, the majority of traits demonstrated discriminant validity with prototypical and differentiated interpersonal problem profiles, and conformed well to a priori hypothesized associations. These results are discussed in the context of the DSM-5 proposal and contemporary interpersonal theory, with a particular focus on potential areas for expansion of the DSM-5 trait model. PMID:22589411

Validity of the Inventory of Interpersonal Problems (IIP-64) for predicting assertiveness in role-play situations.

PubMed

Leising, Daniel; Rehbein, Diana; Sporberg, Doreen

2007-10-01

The Inventory of Interpersonal Problems (IIP-64; Horowitz, Alden, Wiggins, & Pincus, 2000) is a self-report measure of maladaptive relationship behavior. Ninety-five adult female participants completed the IIP-64 and then interacted with a same-sex confederate in three diagnostic role plays, designed to evoke assertive responses. After each role play, both the participant and the confederate judged how assertive the participant had been, using two subscales from the Interpersonal Adjective Scales (IAS; Wiggins, 1995). The participants' general self-images, assessed with the IIP-64, were quite congruent with how they judged their own assertiveness in the role plays. But when role-play assertiveness was judged by the confederate, the match with the participants' general self-images was considerably lower. Our results indicate that self-reported interpersonal problems do not converge well with external judgments of interpersonal behavior.

New master program in management in biophotonics and biotechnologies

NASA Astrophysics Data System (ADS)

Meglinski, I. V.; Tuchin, V. V.

2006-08-01

We develop new graduate educational highly interdisciplinary program that will be useful for addressing problems in worldwide biotechnologies and related biomedical industries. This Master program called Management in Biophotonics and Biotechnologies provides students with the necessary training, education and problem-solving skills to produce managers who are better equipped to handle the challenges of modern business in modern biotechnologies. Administered jointly by Cranfield University (UK) and Saratov State University, Russia) graduates possess a blend of engineering, biotechnologies, business and interpersonal skills necessary for success in industry. The Master courses combine a regular year program in biophotonics & biotechnologies disciplines with the core requirements of a Master degree. A major advantage of the program is that it will provide skills not currently available to graduates in any other program, and it will give the graduates an extra competitive edge for getting a job then.

On the association of field dependence-independence with personality, learning style, and social-political attitudes among adolescents.

PubMed

DeBell, Matthew; Crystal, David S

2005-12-01

This study examined the relationship between scores on field dependence and field independence and sensory learning preference, cognitive learning style, personality, interpersonal trust, attributions of responsibility for solving social problems, and attitudes regarding citizenship among youth. Participants were 72 private school students in Grades 6 through 12 (26 girls, 46 boys; M age: 15.2 yr., SD=1.9). When controlling for grade and sex, field independence (measured by Group Embedded Figures Test scores) was associated with Intuitive Thinking personality, Concrete lobal learning style, and rejection of individual responsibility for social problems, relative to governmental and community responsibility. Associations with other aspects of learning style fell short of significance. No association was found with generalized trust or citizenship attitudes. Reassessment of these variables with a larger sample should be undertaken.

An Examination of the "Interpersonalness" of the Outcome Questionnaire

ERIC Educational Resources Information Center

Hess, Timothy R.; Rohlfing, Jessica E.; Hardy, Amanda O.; Glidden-Tracey, Cynthia; Tracey, Terence J. G.

2010-01-01

This study examined whether the Outcome Questionnaire-45 (OQ) and its subscales assessed unique interpersonal distress. The Inventory of Interpersonal Problems (IIP) was used to assess discriminant validity for unique interpersonal distress. Participants (N = 121) were recruited from a southwestern university counselor training center. Significant…

The value of psychosocial group activity in nursing education: A qualitative analysis.

PubMed

Choi, Yun-Jung

2018-05-01

Nursing faculty often struggle to find effective teaching strategies for nursing students that integrate group work into nursing students' learning activities. This study was conducted to evaluate students' experiences in a psychiatric and mental health nursing course using psychosocial group activities to develop therapeutic communication and interpersonal relationship skills, as well as to introduce psychosocial nursing interventions. A qualitative research design was used. The study explored nursing students' experiences of the course in accordance with the inductive, interpretative, and constructive approaches via focus group interviews. Participants were 17 undergraduate nursing students who registered for a psychiatric and mental health nursing course. The collected data were analyzed by qualitative content analysis. The analysis resulted in 28 codes, 14 interpretive codes, 4 themes (developing interpersonal relationships, learning problem-solving skills, practicing cooperation and altruism, and getting insight and healing), and a core theme (interdependent growth in self-confidence). The psychosocial group activity provided constructive opportunities for the students to work independently and interdependently as healthcare team members through reflective learning experiences. Copyright © 2018 Elsevier Ltd. All rights reserved.

Correlations between interpersonal and cognitive difficulties: relationship to suicidal ideation in military suicide attempters.

PubMed

Shelef, L; Fruchter, E; Mann, J J; Yacobi, A

2014-10-01

Understanding suicidal ideation may help develop more effective suicide screening and intervention programs. The interpersonal and the cognitive-deficit theories seek to describe the factors leading to suicidal behavior. In the military setting it is common to find over- and under-reporting of suicidal ideation. This study sought to determine the relationship between these two models and determine to what degree their components can indirectly predict suicidal ideation. Suicide attempters (n=32) were compared with non-suicidal psychologically treated peers (n=38) and controls (n=33), matched for sex and age (mean 19.7years). Pearson's analysis was used to quantify the relationship between the variables from the two models and hierarchal regression analysis was used to determine the explanation of suicidal ideation variance by these variables. Suicide attempters have more difficulties in problem-solving, negative emotion regulation and burdensomeness compared with their peers (P<.001). These variables are all closely correlated with each other and to suicide ideation (r>±0.5; P<.001). Prior suicide attempt, loneliness and burdensomeness together explain 65% (P<.001) of the variance in suicidal ideation. Suicidal ideation is strongly correlated with components of interpersonal and cognitive difficulties. In addition to assessing current suicidal ideation, clinicians should assess past suicide attempt, loneliness and burdensomeness. Copyright © 2014 Elsevier Masson SAS. All rights reserved.

Contribution of Interpersonal Problems to Eating Disorder Psychopathology via Negative Affect in Treatment-seeking Men and Women: Testing the Validity of the Interpersonal Model in an Understudied Population.

PubMed

Ivanova, Iryna V; Tasca, Giorgio A; Proulx, Geneviève; Bissasda, Hany

2017-07-01

Research on the psychosocial correlates and theoretical frameworks of men presenting with eating disorders (ED) psychopathology is limited. This study compared treatment-seeking men and women in terms of their levels of interpersonal functioning (affiliation and dominance), regulation of negative emotions (negative affect and instability) and ED psychopathology. The study also investigated the validity of the interpersonal model of ED in men. Results from the cross-sectional data of 388 participants (137 men and 251 women) demonstrated that the structural models fit and that paths were invariant across men and women. There were significant indirect effects of interpersonal functioning on ED psychopathology, mediated through negative affect and instability, for both men and women. Negative affect and instability partially explain the relationship between interpersonal problems and ED psychopathology in treatment-seeking men and women. Current findings highlight the need to evaluate the validity of the model using longitudinal designs to test whether men and women are likely to benefit equally from interpersonal therapies for ED. Copyright © 2016 John Wiley & Sons, Ltd. Negative affect and instability mediated the relationship between interpersonal problems and eating disorder psychopathology for treatment-seeking men and women. There were no gender differences between levels of negative affect, emotional instability and interpersonal dysfunction, but women reported slightly higher eating concerns than men. Interpersonal model is a framework that is applicable to understanding and potentially treating men with eating disorders. Copyright © 2016 John Wiley & Sons, Ltd.

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

PubMed

Thoma, Patrizia; Schmidt, Tobias; Juckel, Georg; Norra, Christine; Suchan, Boris

2015-08-30

Our study addressed distinct aspects of social problem solving in 28 hospitalized patients with Major Depressive Disorder (MDD) and 28 matched healthy controls. Three scenario-based tests assessed the ability to infer the mental states of story characters in difficult interpersonal situations, the capacity to freely generate good strategies for dealing with such situations and the ability to identify the best solutions among less optimal alternatives. Also, standard tests assessing attention, memory, executive function and trait empathy were administered. Compared to controls, MDD patients showed impaired interpretation of other peoples' sarcastic remarks but not of the mental states underlying other peoples' actions. Furthermore, MDD patients generated fewer strategies that were socially sensitive and practically effective at the same time or at least only socially sensitive. Overall, while the free generation of adequate strategies for difficult social situations was impaired, recognition of optimal solutions among alternatives was spared in MDD patients. Higher generation scores were associated with higher trait empathy and cognitive flexibility scores. We suggest that this specific pattern of impairments ought to be considered in the development of therapies addressing impaired social skills in MDD. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Mechanisms of Change in Interpersonal Therapy (IPT)

PubMed Central

Lipsitz, Joshua D.; Markowitz, John C.

2014-01-01

Although interpersonal therapy (IPT) has demonstrated efficacy for mood and other disorders, little is known about how IPT works. We present interpersonal change mechanisms that we hypothesize account for symptom change in IPT. IPT’s interpersonal model integrates both relational theory, building on work by Sullivan, Bowlby, and others, and insights based on research findings regarding stress, social support, and illness to highlight contextual factors thought to precipitate and maintain psychiatric disorders. IPT frames therapy around a central interpersonal problem in the patient’s life, a current crisis or relational predicament that is disrupting social support and increasing interpersonal stress. By mobilizing and working collaboratively with the patient to resolve (better manage or negotiate) this problem, IPT seeks to activate several interpersonal change mechanisms. These include: 1) enhancing social support, 2) decreasing interpersonal stress, 3) facilitating emotional processing, and 4) improving interpersonal skills. We hope that articulating these mechanisms will help therapists to formulate cases and better maintain focus within an IPT framework. We propose interpersonal mechanisms that might explain how IPT’s interpersonal focus leads to symptom change. Future work needs to specify and test candidate mediators in clinical trials of IPT. We anticipate that pursuing this more systematic strategy will lead to important refinements and improvements in IPT and enhance its application in a range of clinical populations. PMID:24100081

Universal Skills and Competencies for Geoscientists

NASA Astrophysics Data System (ADS)

Mosher, S.

2015-12-01

Geoscience students worldwide face a changing future workforce, but all geoscience work has universal cross-cutting skills and competencies that are critical for success. A recent Geoscience Employers Workshop, and employers' input on the "Future of Undergraduate Geoscience Education" survey, identified three major areas. Geoscience work requires spatial and temporal (3D & 4D) thinking, understanding that the Earth is a system of interacting parts and processes, and geoscience reasoning and synthesis. Thus, students need to be able to solve problems in the context of an open and dynamic system, recognizing that most geoscience problems have no clear, unambiguous answers. Students must learn to manage uncertainty, work by analogy and inference, and make predations with limited data. Being able to visualize and solve problems in 3D, incorporate the element of time, and understand scale is critical. Additionally students must learn how to tackle problems using real data, including understand the problems' context, identify appropriate questions to ask, and determine how to proceed. Geoscience work requires integration of quantitative, technical, and computational skills and the ability to be intellectually flexible in applying skills to new situations. Students need experience using high-level math and computational methods to solve geoscience problems, including probability and statistics to understand risk. Increasingly important is the ability to use "Big Data", GIS, visualization and modeling tools. Employers also agree a strong field component in geoscience education is important. Success as a geoscientist also requires non-technical skills. Because most work environments involve working on projects with a diverse team, students need experience with project management in team settings, including goal setting, conflict resolution, time management and being both leader and follower. Written and verbal scientific communication, as well as public speaking and listening skills, are important. Success also depends on interpersonal skills and professionalism, including business acumen, risk management, ethical conduct, and leadership. A global perspective is increasingly important, including cultural literacy and understanding societal relevance.

The relationship between interpersonal problems and occupational stress in physicians.

PubMed

Falkum, Erik; Vaglum, Per

2005-01-01

This article examined the associations between occupational stress and interpersonal problems in physicians. A nationwide representative sample of Norwegian physicians received the 64-item version of the Inventory of Interpersonal Problems (IIP-64) (N=862, response rate=70%) and six instruments measuring occupational stress. Comparison of means, correlation and reliability statistics and multiple regression analyses were applied. The IIP-64 total score had a significant impact on job satisfaction, perceived unrealistic expectancies, communication with colleagues and nurses and on stress from interaction with patients. Being overly subassertive was related to low job satisfaction. Being overly expressive was linked to the experience of unrealistic expectancies from others and lack of positive feedback, whereas overly competitive physicians tended to have poorer relationships with both colleagues and nurses. Addressing interpersonal problems in medical school and postgraduate training may be a valuable measure to prevent job stress and promote quality of care.

Improvement in social-interpersonal functioning after cognitive therapy for recurrent depression

PubMed Central

VITTENGL, J. R.; CLARK, L. A.; JARRETT, R. B.

2005-01-01

Background. Cognitive therapy reduces depressive symptoms of major depressive disorder, but little is known about concomitant reduction in social-interpersonal dysfunction. Method. We evaluated social-interpersonal functioning (self-reported social adjustment, interpersonal problems and dyadic adjustment) and depressive symptoms (two self-report and two clinician scales) in adult outpatients (n=156) with recurrent major depressive disorder at several points during a 20-session course of acute phase cognitive therapy. Consenting acute phase responders (n=84) entered a 2-year follow-up phase, which included an 8-month experimental trial comparing continuation phase cognitive therapy to assessment-only control. Results. Social-interpersonal functioning improved after acute phase cognitive therapy (dyadic adjustment d=0.47; interpersonal problems d=0.91; social adjustment d=1.19), but less so than depressive symptoms (d=1.55). Improvement in depressive symptoms and social-interpersonal functioning were moderately to highly correlated (r=0.39–0.72). Improvement in depressive symptoms was partly independent of social-interpersonal functioning (r=0.55–0.81), but improvement in social-interpersonal functioning independent of change in depressive symptoms was not significant (r=0.01–0.06). In acute phase responders, continuation phase therapy did not further enhance social-interpersonal functioning, but improvements in social-interpersonal functioning were maintained through the follow-up. Conclusions. Social-interpersonal functioning is improved after acute phase cognitive therapy and maintained in responders over 2 years. Improvement in social-interpersonal functioning is largely accounted for by decreases in depressive symptoms. PMID:15099419

Prevention of: self harm in British South Asian women: study protocol of an exploratory RCT of culturally adapted manual assisted Problem Solving Training (C- MAP)

PubMed Central

2011-01-01

Background Suicide is a major public health problem worldwide. In the UK suicide is the second most common cause of death in people aged 15-24 years. Self harm is one of the commonest reasons for medical admission in the UK. In the year following a suicide attempt the risk of a repeat attempt or death by suicide may be up to 100 times greater than in people who have never attempted suicide. Research evidence shows increased risk of suicide and attempted suicide among British South Asian women. There are concerns about the current service provision and its appropriateness for this community due to the low numbers that get involved with the services. Both problem solving and interpersonal forms of psychotherapy are beneficial in the treatment of patients who self harm and could potentially be helpful in this ethnic group. The paper describes the trial protocol of adapting and evaluating a culturally appropriate psychological treatment for the adult British South Asian women who self harm. Methods We plan to test a culturally adapted Problem Solving Therapy (C- MAP) in British South Asian women who self harm. Eight sessions of problem solving each lasting approximately 50 minutes will be delivered over 3 months. The intervention will be assessed using a prospective rater blind randomized controlled design comparing with treatment as usual (TAU). Outcome assessments will be carried out at 3 and 6 months. A sub group of the participants will be invited for qualitative interviews. Discussion This study will test the feasibility and acceptability of the C- MAP in British South Asian women. We will be informed on whether a culturally adapted brief psychological intervention compared with treatment as usual for self-harm results in decreased hopelessness and suicidal ideation. This will also enable us to collect necessary information on recruitment, effect size, the optimal delivery method and acceptability of the intervention in preparation for a definitive RCT using repetition of self harm and cost effectiveness as primary outcome measures. Trial Registration Current Controlled Trials 08/H1013/6 PMID:21693027

Prevention of: self harm in British South Asian women: study protocol of an exploratory RCT of culturally adapted manual assisted Problem Solving Training (C- MAP).

PubMed

Husain, Nusrat; Chaudhry, Nasim; Durairaj, Steevart V; Chaudhry, Imran; Khan, Sarah; Husain, Meher; Nagaraj, Diwaker; Naeem, Farooq; Waheed, Waquas

2011-06-21

Suicide is a major public health problem worldwide. In the UK suicide is the second most common cause of death in people aged 15-24 years. Self harm is one of the commonest reasons for medical admission in the UK. In the year following a suicide attempt the risk of a repeat attempt or death by suicide may be up to 100 times greater than in people who have never attempted suicide. Research evidence shows increased risk of suicide and attempted suicide among British South Asian women. There are concerns about the current service provision and its appropriateness for this community due to the low numbers that get involved with the services. Both problem solving and interpersonal forms of psychotherapy are beneficial in the treatment of patients who self harm and could potentially be helpful in this ethnic group.The paper describes the trial protocol of adapting and evaluating a culturally appropriate psychological treatment for the adult British South Asian women who self harm. We plan to test a culturally adapted Problem Solving Therapy (C- MAP) in British South Asian women who self harm. Eight sessions of problem solving each lasting approximately 50 minutes will be delivered over 3 months. The intervention will be assessed using a prospective rater blind randomized controlled design comparing with treatment as usual (TAU). Outcome assessments will be carried out at 3 and 6 months. A sub group of the participants will be invited for qualitative interviews. This study will test the feasibility and acceptability of the C- MAP in British South Asian women. We will be informed on whether a culturally adapted brief psychological intervention compared with treatment as usual for self-harm results in decreased hopelessness and suicidal ideation. This will also enable us to collect necessary information on recruitment, effect size, the optimal delivery method and acceptability of the intervention in preparation for a definitive RCT using repetition of self harm and cost effectiveness as primary outcome measures. Current Controlled Trials 08/H1013/6.

Scoring from Contests

PubMed Central

Penn, Elizabeth Maggie

2014-01-01

This article presents a new model for scoring alternatives from “contest” outcomes. The model is a generalization of the method of paired comparison to accommodate comparisons between arbitrarily sized sets of alternatives in which outcomes are any division of a fixed prize. Our approach is also applicable to contests between varying quantities of alternatives. We prove that under a reasonable condition on the comparability of alternatives, there exists a unique collection of scores that produces accurate estimates of the overall performance of each alternative and satisfies a well-known axiom regarding choice probabilities. We apply the method to several problems in which varying choice sets and continuous outcomes may create problems for standard scoring methods. These problems include measuring centrality in network data and the scoring of political candidates via a “feeling thermometer.” In the latter case, we also use the method to uncover and solve a potential difficulty with common methods of rescaling thermometer data to account for issues of interpersonal comparability. PMID:24748759

[Patient - doctor relationship from perspective of the Karpman drama triangle].

PubMed

Samborska-Sablik, Anna; Sablik, Zbigniew

2016-11-25

Patients' confidence in doctors has been decreased for last years despite successes of Polish medicine. It seems to be related to particular conditions of patient - doctor relationship and patient's negative emotions may frequently burden it from the beginning. They may allow an interpersonal game, the Drama Triangle, to appear in the relationship. 3 persons are typically involved in the game: a victim, a persecutor and a rescuer. All of them neither feel guilty about the situation nor their activities are aimed at solving the crucial problem. It maintains continuation of the game. Both patient and doctor are capable to attend the game as any of the person mentioned above. Authors of the article think frameworks of organization of the health care system should permit doctors not only to tackle main disease but also to devote time individually tailored to patient's emotional problems. © 2016 MEDPRESS.

Conflict management: importance and implications.

PubMed

McKibben, Laurie

2017-01-26

Conflict is a consistent and unavoidable issue within healthcare teams. Despite training of nurse leaders and managers around areas of conflict resolution, the problem of staff relations, stress, sickness and retention remain. Conflict arises from issues with interpersonal relationships, change and poor leadership. New members of staff entering an already established healthcare team should be supported and integrated, to encourage mutual role respect between all team members and establish positive working relationships, in order to maximise patient care. This paper explores the concept of conflict, the importance of addressing causes of conflict, effective management, and the relevance of positive approaches to conflict resolution. Good leadership, nurturing positive team dynamics and communication, encourages shared problem solving and acceptance of change. Furthermore mutual respect fosters a more positive working environment for those in healthcare teams. As conflict has direct implications for patients, positive resolution is essential, to promote safe and effective delivery of care, whilst encouraging therapeutic relationships between colleagues and managers.

Non-fatal self-poisoning in Sri Lanka: associated triggers and motivations.

PubMed

Rajapakse, Thilini; Griffiths, Kathleen Margaret; Christensen, Helen; Cotton, Sue

2015-11-24

Attempted or non-fatal self-poisoning is common in Sri Lanka. To date, most preventive strategies have focused on limitation of access to toxic pesticides, which has reduced the rates of fatal self-poisoning. However the ongoing phenomenon of non-fatal self-poisoning indicates the need for exploration of alternate preventive strategies. Self-poisoning in Sri Lanka has been described as impulsive, with little premeditation, but the motivations associated with this act have not been studied in depth. This research describes the triggers and motivations associated with non-fatal self-poisoning in Sri Lanka. It is anticipated that the findings would help guide future preventive strategies. Two studies were carried out, at Teaching Hospital Peradeniya, Sri Lanka, each using a different methodology - Study 1 consisted of qualitative semi-structured interviews, and Study 2 was a cross sectional survey. Both studies were conducted among those who had recently attempted self-poisoning, and explored associated triggers and motivations associated with the act of self-poisoning. There was no overlap between participants of the two studies. A total of 24 persons participated in the semi-structured interviews (Study 1), and 921 took part in the cross-sectional survey (Study 2). Interpersonal conflict was the most common trigger prior to the act of non-fatal self-poisoning. A mixture of motivations was associated with the act of self-poisoning, including intent to die, to escape, and difficulty tolerating distress associated with interpersonal conflict. Development of interpersonal skills and interpersonal problem solving skills, particularly in adolescents and young people, emerges as a key primary preventive strategy. Further, there is value in exploring and helping people to develop more adaptive strategies to cope with emotional distress associated with interpersonal conflict. While distress tolerance and interpersonal skill training strategies used in the West may be considered, it is also important to adapt and develop strategies suited to the local cultural background. Further research is needed to develop and evaluate such strategies, and findings may have implications not only to Sri Lanka but also for other countries in South Asia.

Ambivalence About Interpersonal Problems and Traits Predicts Cross-Situational Variability of Social Behavior.

PubMed

Erickson, Thane M; Newman, Michelle G; Peterson, Jessica; Scarsella, Gina

2015-08-01

Multiple theoretical perspectives suggest that maladjusted personality is characterized by not only distress, but also opposing or "ambivalent" self-perceptions and behavioral lability across social interactions. However, the degree to which ambivalence about oneself predicts cross-situational variability in social behavior has not been examined empirically. Using the interpersonal circumplex (IPC) as a nomological framework, the present study investigated the extent to which endorsing opposing or "ambivalent" tendencies on IPC measures predicted variability in social behavior across a range of hypothetical interpersonal scenarios (Part 1; N = 288) and naturalistic social interactions (Part 2; N = 192). Ambivalent responding for interpersonal problems and traits was associated with measures of distress, maladaptive interpersonal tendencies, and greater variability of social behavior across both hypothetical and daily social interactions, though more consistently for interpersonal problems. More conservative tests suggested that ambivalence predicted some indexes of behavioral variability even when accounting for mean levels and squared means of social behaviors, vector length, gender, and depressive symptoms. Results suggest that processes theorized as typifying personality disorder may apply more broadly to personality maladjustment occurring outside of clinical samples. © 2014 Wiley Periodicals, Inc.

Religiosity and interpersonal problems explain individual differences in self esteem among young adults with child maltreatment experiences.

PubMed

Waldron, Jonathan C; Scarpa, Angela; Kim-Spoon, Jungmeen

2018-06-01

Child maltreatment can have a lasting impact, which is why it is important to understand factors that may exacerbate or mitigate self-esteem difficulties in adulthood. Although there is tremendous benefit that can come from religion and spirituality, few studies examine religious views after child maltreatment. Subsequent interpersonal difficulties may also affect self-esteem in maltreatment survivors. This study sought to examine interpersonal problems and religiosity as mediators in the link between childhood maltreatment and self-esteem in adulthood. The study recruited 718 women (M = 19.53 years) from a large public university. Participants completed questionnaires related to child abuse and neglect, interpersonal problems, religiosity, and self-esteem. Results demonstrated that all forms of maltreatment were associated with negative views of God and with more interpersonal difficulties. Viewing God as a punishing figure mediated the relationship between childhood emotional abuse and low adult self-esteem, along with several areas associated with interpersonal problems. Further, for both child emotional neglect and physical abuse, viewing God as less supportive mediated the relationship between child maltreatment and low adult self-esteem. The results may help in intervention for child maltreatment survivors by increasing awareness of the importance of religiosity in treatment to self-esteem issues in both childhood and adulthood. Copyright © 2018 Elsevier Ltd. All rights reserved.

Change in interpersonal problems after cognitive agoraphobia and schema-focused therapy versus psychodynamic treatment as usual of inpatients with agoraphobia and Cluster C personality disorders.

PubMed

Gude, Tore; Hoffart, Asle

2008-04-01

The aim was to study whether patients with panic disorder with agoraphobia and co-occurring Cluster C traits would respond differently regarding change in interpersonal problems as part of their personality functioning when receiving two different treatment modalities. Two cohorts of patients were followed through three months' in-patient treatment programs and assessed at follow-up one year after end of treatment. The one cohort comprised 18 patients treated with "treatment as usual" according to psychodynamic principles, the second comprised 24 patients treated in a cognitive agoraphobia and schema-focused therapy program. Patients in the cognitive condition showed greater improvement in interpersonal problems than patients in the treatment as usual condition. Although this quasi-experimental study has serious limitations, the results may indicate that agoraphobic patients with Cluster C traits should be treated in cognitive agoraphobia and schema-focused programs rather than in psychodynamic treatment as usual programs in order to reduce their level of interpersonal problems.

Implications of gambling problems for family and interpersonal adjustment: results from the Quinte Longitudinal Study.

PubMed

Cowlishaw, Sean; Suomi, Aino; Rodgers, Bryan

2016-09-01

To evaluate (1) whether gambling problems predict overall trajectories of change in family or interpersonal adjustment and (2) whether annual measures of gambling problems predict time-specific decreases in family or interpersonal adjustment, concurrently and prospectively. The Quinte Longitudinal Study (QLS) involved random-digit dialling of telephone numbers around the city of Belleville, Canada to recruit 'general population' and 'at-risk' groups (the latter oversampling people likely to develop problems). Five waves of assessment were conducted (2006-10). Latent Trajectory Modelling (LTM) estimated overall trajectories of family and interpersonal adjustment, which were predicted by gambling problems, and also estimated how time-specific problems predicted deviations from these trajectories. Southeast Ontario, Canada. Community sample of Canadian adults (n = 4121). The Problem Gambling Severity Index (PGSI) defined at-risk gambling (ARG: PGSI 1-2) and moderate-risk/problem gambling (MR/PG: PGSI 3+). Outcomes included: (1) family functioning, assessed using a seven-point rating of overall functioning; (2) social support, assessed using items from the Non-support subscale of the Personality Assessment Inventory; and (3) relationship satisfaction, measured by the Kansas Marital Satisfaction Scale. Baseline measures of ARG and MR/PG did not predict rates of change in trajectories of family or interpersonal adjustment. Rather, the annual measures of MR/PG predicted time-specific decreases in family functioning (estimate: -0.11, P < 0.01), social support (estimate: -0.28, P < 0.01) and relationship satisfaction (estimate: -0.53, P < 0.01). ARG predicted concurrent levels of family functioning (estimate: -0.07, P < 0.01). There were time-lagged effects of MR/PG on subsequent levels of family functioning (estimate: -0.12, P < 0.01) and social support (estimate: -0.24, P < 0.01). In a longitudinal study of Canadian adults, moderate-risk/problem gambling did not predict overall trajectories of family or interpersonal adjustment. Rather, the annual measures of moderate-risk/problem gambling predicted time-specific and concurrent decreases in all outcomes, and lower family functioning and social support across adjacent waves. © 2016 The Authors. Addiction published by John Wiley & Sons Ltd on behalf of Society for the Study of Addiction.

[Symptoms of social phobia and their relationship to interpersonal characteristics in a sample of German medical students].

PubMed

Baldauf, Matthias; Thomas, Andrea; Strauß, Bernhard

2014-02-01

The study aimed to detect the frequency of social phobia symptoms in a sample of German medical students and to compare students with and without these symptoms related to interpersonal characteristics. 525 students filled out a battery of self-report questionnaires consisting of the LSAS (Liebowitz Social Anxiety Scale), the SPAI (Social Phobia Anxiety Inventory), the IIP-32 (Inventar of interpersonal problems) and the IIM (Inventar of interpersonal motives). Relevant social phobia symptoms were found in 12.2%. Students with symptoms of social phobia differed significantly in subscales of the IIP and the IIM. Students with symptoms of social phobia also had higher scores for interpersonal problems especially related to the main issue of being too "socially avoidant". © Georg Thieme Verlag KG Stuttgart · New York.

Interpersonal dysfunction and affect-regulation difficulties in disordered eating among men and women.

PubMed

Ambwani, Suman; Slane, Jennifer D; Thomas, Katherine M; Hopwood, Christopher J; Grilo, Carlos M

2014-12-01

Although several studies suggest that negative affect and interpersonal problems serve as important contributors for eating-related problems, much of this research has been conducted among women and less is known about their roles in precipitating and maintaining eating problems among men. Previous studies with undergraduate men suggest that difficulties in emotion regulation are associated with disordered eating even after controlling for differences in body mass index (BMI) and negative affect. The present study sought to replicate these findings and extend them to assess any unique variance explained by problems in interpersonal functioning among both men and women. Participants were men (n=213) and women (n=521) undergraduates at a large Midwestern university who completed a demographic information form, the Eating Disorder Examination-Questionnaire (EDE-Q), the Difficulties in Emotion Regulation Scale (DERS), the Positive and Negative Affect Schedule, and the Inventory of Interpersonal Problems-Short Circumplex Form (IIP-SC). A series of hierarchical regression analyses indicated that DERS and IIP-SC significantly predicted EDE-Q global scores after controlling for variability in BMI and negative affect and that the results were similar for men and women. Our findings offer preliminary support for models that highlight emotional vulnerability and interpersonal problems for disordered eating for young adult men. Future research extending these findings among treatment-seeking samples and employing multi-method assessment would serve to further clarify the tenability of these theoretical models for both men and women. Copyright © 2014 Elsevier Ltd. All rights reserved.

Clarifying the Behavioral Economics of Social Anxiety Disorder: Effects of Interpersonal Problems and Symptom Severity on Generosity.

PubMed

Rodebaugh, Thomas L; Heimberg, Richard G; Taylor, Kristin P; Lenze, Eric J

2016-01-01

Social anxiety disorder is associated with lower interpersonal warmth, possibly explaining its associated interpersonal impairment. Across two samples, we attempted to replicate previous findings that the disorder's constraint of interpersonal warmth can be detected via behavioral economic tasks. We also tested the test-retest stability of task indices. Results indicated that factors associated with social anxiety disorder (and not the disorder itself), such as the severity of social anxiety and more extreme interpersonal problems, lead to less generous behavior on the economic task examined. Results were clearest regarding fine-grained indices derived from latent trajectories. Unexpectedly, the combination of generalized anxiety disorder and higher depression also restricted generosity. Two of three indices showed acceptable test-retest stability. Maladaptive giving behavior may be a treatment target to improve interpersonal functioning in psychiatric disorders; therefore, future work should more precisely characterize behavioral economic tasks, including basic psychometric work (i.e., tests of reliability and validity).

Clarifying the Behavioral Economics of Social Anxiety Disorder: Effects of Interpersonal Problems and Symptom Severity on Generosity

PubMed Central

Rodebaugh, Thomas L.; Heimberg, Richard G.; Taylor, Kristin P.; Lenze, Eric J.

2015-01-01

Social anxiety disorder is associated with lower interpersonal warmth, possibly explaining its associated interpersonal impairment. Across two samples, we attempted to replicate previous findings that the disorder’s constraint of interpersonal warmth can be detected via behavioral economic tasks. We also tested the test-retest stability of task indices. Results indicated that factors associated with social anxiety disorder (and not the disorder itself), such as the severity of social anxiety and more extreme interpersonal problems, lead to less generous behavior on the economic task examined. Results were clearest regarding fine-grained indices derived from latent trajectories. Unexpectedly, the combination of generalized anxiety disorder and higher depression also restricted generosity. Two of three indices showed acceptable test-retest stability. Maladaptive giving behavior may be a treatment target to improve interpersonal functioning in psychiatric disorders; therefore, future work should more precisely characterize behavioral economic tasks, including basic psychometric work (i.e., tests of reliability and validity). PMID:27034911

Exploring interpersonal behavior and team sensemaking during health information technology implementation.

PubMed

Kitzmiller, Rebecca R; McDaniel, Reuben R; Johnson, Constance M; Lind, E Allan; Anderson, Ruth A

2013-01-01

We examine how interpersonal behavior and social interaction influence team sensemaking and subsequent team actions during a hospital-based health information technology (HIT) implementation project. Over the course of 18 months, we directly observed the interpersonal interactions of HIT implementation teams using a sensemaking lens. We identified three voice-promoting strategies enacted by team leaders that fostered team member voice and sensemaking; communicating a vision; connecting goals to team member values; and seeking team member input. However, infrequent leader expressions of anger quickly undermined team sensemaking, halting dialog essential to problem solving. By seeking team member opinions, team leaders overcame the negative effects of anger. Leaders must enact voice-promoting behaviors and use them throughout a team's engagement. Further, training teams in how to use conflict to achieve greater innovation may improve sensemaking essential to project risk mitigation. Health care work processes are complex; teams involved in implementing improvements must be prepared to deal with conflicting, contentious issues, which will arise during change. Therefore, team conflict training may be essential to sustaining sensemaking. Future research should seek to identify team interactions that foster sensemaking, especially when topics are difficult or unwelcome, then determine the association between staff sensemaking and the impact on HIT implementation outcomes. We are among the first to focus on project teams tasked with HIT implementation. This research extends our understanding of how leaders' behaviors might facilitate or impeded speaking up among project teams in health care settings.

Tele-Interpersonal Psychotherapy Acutely Reduces Depressive Symptoms in Depressed HIV-Infected Rural Persons: A Randomized Clinical Trial.

PubMed

Heckman, Timothy G; Heckman, Bernadette D; Anderson, Timothy; Lovejoy, Travis I; Markowitz, John C; Shen, Ye; Sutton, Mark

2017-01-01

Human immunodeficiency virus (HIV)-positive rural individuals carry a 1.3-times greater risk of a depressive diagnosis than their urban counterparts. This randomized clinical trial tested whether telephone-administered interpersonal psychotherapy (tele-IPT) acutely relieved depressive symptoms in 132 HIV-infected rural persons from 28 states diagnosed with Diagnostic and Statistical Manual of Mental Disorders-IV major depressive disorder (MDD), partially remitted MDD, or dysthymic disorder. Patients were randomized to either 9 sessions of one-on-one tele-IPT (n = 70) or standard care (SC; n = 62). A series of intent-to-treat (ITT), therapy completer, and sensitivity analyses assessed changes in depressive symptoms, interpersonal problems, and social support from pre- to postintervention. Across all analyses, tele-IPT patients reported significantly lower depressive symptoms and interpersonal problems than SC controls; 22% of tele-IPT patients were categorized as a priori "responders" who reported 50% or higher reductions in depressive symptoms compared to only 4% of SC controls in ITT analyses. Brief tele-IPT acutely decreased depressive symptoms and interpersonal problems in depressed rural people living with HIV.

[Psychological issues in manned spaceflight].

PubMed

Zhang, Q J; Bai, Y Q

1999-04-01

As the duration of manned spaceflight becomes longer and as crews become more heterogeneous, psychological and interpersonal factors will be more important in affecting the safety of crew and flight mission. In space environment there are four types of stressors: physical, physiological, psychological and interpersonal. Psychological issues include "Asthenia", alteration in time sense, transcendent experiences, sleep problem, career motivation, psychosomatic symptoms and psychiatric issues. Interpersonal issues include interpersonal tension, interpersonal relationships decreased cohesiveness and deprivation, displacement [correction of dispiacement] of anger to outside personnel over time.

Prospective Associations among Borderline Personality Disorder Symptoms, Interpersonal Problems, and Aggressive Behaviors

ERIC Educational Resources Information Center

Stepp, Stephanie D.; Smith, Tiffany D.; Morse, Jennifer Q.; Hallquist, Michael N.; Pilkonis, Paul A.

2012-01-01

This study examined the prospective relationships among borderline personality disorder (BPD) symptoms, interpersonal problems, and types of aggressive behaviors (i.e., experiencing psychological and physical victimization and perpetrating psychological and physical aggression) in a psychiatric sample (N = 139) over the course of 2 years. We…

From Crew Communication to Coordination: A Fundamental Means to an End

NASA Technical Reports Server (NTRS)

Kanki, Barbara G.; Connors, Mary M. (Technical Monitor)

1998-01-01

This viewgraph presentation describes the purposes and contexts of communication, factors which affect the interpretation of communication, and the advantages of effective, systematic communication to and from crews. Communication accomplishes information transfer, team/task management, shared problem solving and decision making, and establishment of the interpersonal climate. These accomplishments support outcomes: Technical task performance; CRM (crew resource management); Procedures and ATC (air traffic control); and Work/team atmosphere. The presentation lists various types of management inefficiency which can result from a lack of each of the four accomplishments. Communication skills are used within the following contexts: physical; social and organizational; task and operational; and speech and linguistic. Crew communication can be evaluated through investigation (case study), research (experimentation), and training.

The Effectiveness of Project Based Learning in Trigonometry

NASA Astrophysics Data System (ADS)

Gerhana, M. T. C.; Mardiyana, M.; Pramudya, I.

2017-09-01

This research aimed to explore the effectiveness of Project-Based Learning (PjBL) with scientific approach viewed from interpersonal intelligence toward students’ achievement learning in mathematics. This research employed quasi experimental research. The subjects of this research were grade X MIPA students in Sleman Yogyakarta. The result of the research showed that project-based learning model is more effective to generate students’ mathematics learning achievement that classical model with scientific approach. This is because in PjBL model students are more able to think actively and creatively. Students are faced with a pleasant atmosphere to solve a problem in everyday life. The use of project-based learning model is expected to be the choice of teachers to improve mathematics education.

A qualitative exploration of resilience in pre-adolescent AIDS orphans living in a residential care facility.

PubMed

Pienaar, Anja; Swanepoel, Zendré; van Rensburg, Hendrik; Heunis, Christo

2011-01-01

This article presents the findings of a study among a small group of South African AIDS orphans living in a residential care facility, Lebone Land. The research was conducted between June and September 2006. A qualitative, exploratory study consisting of in-depth, semistructured interviews with eight children and seven key informants aimed to identify and investigate developmental assets operating in the children's lives to help them cope amid exposure to adversities. The findings indicate that the developmental assets that facilitate coping and foster resilience in these children relate to four main components: external stressors and challenges, external supports, inner strengths and interpersonal and problem-solving skills. Emerging key themes relate to the experience of illness, death, poverty and violence, as well as the important roles of morality, social values, resistance skills, religion and faith in assisting these children in defining their purpose in life. To this end, constructive use of time, commitment to learning, goal-setting, problem-solving ability and self-efficacy are fundamental in the children's attainment of their future projections. Therefore, qualities such as optimism, perseverance and hope seem to permeate the children's process of recovery. Strong networks of support, particularly friendships with other children, also seem to contribute to developing and sustaining resilience.

Women and couples in isolated extreme environments: Applications for long-duration missions

NASA Astrophysics Data System (ADS)

Leon, Gloria R.; Sandal, Gro M.

2003-08-01

Expedition teams provide a number of analogs relevant to crew selection for long-duration space missions. Three groups were studied that varied in team composition. Group 1 was a two woman international dyad that traversed the Antarctic continent in 97 days. Similarities in problem solving approach, respect for each other's opinions, and a collaborative process of decision making were evident. Group 2 was composed of four women, all from different countries, engaged in a six week trek across Greenland. The most important factors in overcoming interpersonal difficulties and contributing to the successful completion of the expedition were mutual respect and motivation to maintain positive and supportive relationships. Group 3 consisted of three married couples from different countries icelocked on a boat in the High Arctic for a 9 month period. The emotional support of and ability to confide in their partner were extremely important in alleviating interpersonal tensions, and contributed to the generally effective functioning of the group. Women add an element of emotional support and help to other team members that is not as evident in all-male groups. Selection of couples with strong bonds to each other is another paradigm for crew selection for extended missions.

Behavioral interventions for office-based care: depressive disorders.

PubMed

James, Ernest; Larzelere, Michele McCarthy

2014-03-01

Depressive disorders commonly are diagnosed and managed in primary care settings, and many patients prefer a nonpharmacologic approach. Traditionally, symptom reduction through pharmacotherapy has been the primary focus of management, but there is a growing acknowledgment of the need to develop modalities that prevent subsequent relapse and recurrences. Psychotherapy, including cognitive behavioral and interpersonal therapies, can have enduring effects that reduce subsequent risk in ways that drugs cannot. Although most family physicians do not provide formal psychosocial interventions for depression, brief interventions and behavioral intervention technologies, such as those that deliver care via the Internet or mobile device, are key means of increasing access to psychotherapy. For children and adolescents with mild, uncomplicated depression, physician-provided social support, encouragement, and reinforcement of adaptive behavior patterns can be as effective as cognitive behavioral therapy. In addition, a primary care physician's involvement in parent education and safety planning for suicide prevention holds promise for risk reduction. Evidence also supports the use of problem-solving therapy and components of cognitive behavioral therapy and interpersonal psychotherapy provided by primary care physicians for patients with depression. Written permission from the American Academy of Family Physicians is required for reproduction of this material in whole or in part in any form or medium.

Interpersonal Change in Brief Supportive Psychotherapy

PubMed Central

Rosenthal, Richard N.; Muran, J. Christopher; Pinsker, Henry; Hellerstein, David; Winston, Arnold

1999-01-01

As a substudy of a manual-based outcome study of the Beth Israel Brief Psychotherapy Program, the authors studied the efficacy of supportive psychotherapy in personality change, with particular attention to changes that outlast the period of treatment. They examined results from the Inventory of Interpersonal Problems (IIP) at intake, 40th-session termination, and 6-month follow-up in the first 20 subjects randomized to the supportive group. Eight subjects (40%) dropped out, but their initial IIP scores did not differ from those of follow-up completers. Six of 10 subjects with complete 6-month follow-up data showed significant improvement in interpersonal problems (4 cases P < 0.001; 2 cases P < 0.05). In a case method design, using the IIP mapped to an interpersonal circumplex model, the authors graphically demonstrate lasting positive changes in interpersonal functioning in subjects treated with supportive psychotherapy. (The Journal of Psychotherapy Practice and Research 1999; 8:55–63) PMID:9888107

A Problem in Online Interpersonal Skills Training: Do Learners Practice Skills?

ERIC Educational Resources Information Center

Doo, Min Young

2006-01-01

One problem found when teaching interpersonal skills online is learners' lack of opportunity for skill practice. The online learning environment is deficient in face-to-face interaction, and opportunities for self-regulation make it difficult to ensure learners practice skills despite the positive effects of such practice on skill improvement. The…

A Profile of Interpersonal Conflict Resolution of Children with Learning Disabilities

ERIC Educational Resources Information Center

Agaliotis, Ioannis; Goudiras, Dimitrios

2004-01-01

This study involved a comparison between 30 children with Learning Disabilities (LD) and 30 typically developing peers, regarding their ability to resolve interpersonal conflict problems. It was hypothesized that the groups would show significant differences along the following parameters: (a) understanding of the components of the problems; (b)…

Interpersonal Competence Configurations, Behavior Problems, and Social Adjustment in Preadolescence

ERIC Educational Resources Information Center

Farmer, Thomas W.; Estell, David B.; Hall, Cristin M.; Pearl, Ruth; Van Acker, Richard; Rodkin, Philip C.

2008-01-01

This study examines interpersonal competence configurations in relation to students' concurrent behavior problems and social risks for later adjustment difficulties. Participants are 648 (345 girls, 303 boys) fourth-grade students (65% White, 6.9% African American, 19.5% Hispanic, 4.6% Asian, and 4.0% Other) from the suburbs of a major Midwestern…

Social Relationships and Interpersonal Skills: A Guide for People with Sensory and Physical Limitations.

ERIC Educational Resources Information Center

Institute for Information Studies, Falls Church, VA.

Intended for individuals with physical or sensory handicaps, the guide explores the social and interpersonal implication of disability and suggests alternative ways of dealing with related problems. Chapter 1 looks at the social environment that people with disabilities encounter. Potential social problems and types of situations the disabled may…

Intimacy Is a Transdiagnostic Problem for Cognitive Behavior Therapy: Functional Analytical Psychotherapy Is a Solution

ERIC Educational Resources Information Center

Wetterneck, Chad T.; Hart, John M.

2012-01-01

Problems with intimacy and interpersonal issues are exhibited across most psychiatric disorders. However, most of the targets in Cognitive Behavioral Therapy are primarily intrapersonal in nature, with few directly involved in interpersonal functioning and effective intimacy. Functional Analytic Psychotherapy (FAP) provides a behavioral basis for…

Self-reported interpersonal problems and impact messages as perceived by significant others are differentially associated with the process and outcome of depression therapy.

PubMed

Altenstein-Yamanaka, David; Zimmermann, Johannes; Krieger, Tobias; Dörig, Nadja; Grosse Holtforth, Martin

2017-07-01

Interpersonal factors play a major role in causing and maintaining depression. This study sought to investigate how patients' self-perceived interpersonal problems and impact messages as perceived by significant others are interrelated, change over therapy, and differentially predict process and outcome in psychotherapy of depression. For the present study, we used data from 144 outpatients suffering from major depression that were treated within a psychotherapy study. Interpersonal variables were assessed pre- and posttherapy with the self-report Inventory of Interpersonal Problems-Circumplex Scale (IIP-32; Thomas, Brähler, & Strauss, 2011) and with the informant-based Impact Message Inventory (Caspar, Berger, Fingerle, & Werner, 2016). Patients' levels on the dimensions of Agency and Communion were calculated from both measures; their levels on Interpersonal Distress were measured with the IIP. Depressive and general symptomatology was assessed at pre-, post-, and at 3-month follow-up; patient-reported process measures were assessed during therapy. The Agency scores of IIP and IMI correlated moderately, but the Communion scores did not. IIP Communion was positively associated with the quality of the early therapeutic alliance and with the average level of cognitive-emotional processing during therapy. Whereas IIP Communion and IMI Agency increased over therapy, IIP Distress decreased. A pre-post-decrease in IIP Distress was positively associated with pre-postsymptomatic change over and above the other interpersonal variables, but pre-post-increase in IMI Agency was positively associated with symptomatic improvement from post- to 3-month follow-up. These findings suggest that significant others seem to provide important additional information about the patients' interpersonal style. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Perspectives on Inmate Communication and Interpersonal Relations in the Maximum Security Prison.

ERIC Educational Resources Information Center

Van Voorhis, Patricia; Meussling, Vonne

In recent years, scholarly and applied inquiry has addressed the importance of interpersonal communication patterns and problems in maximum security institutions for males. As a result of this research, the number of programs designed to improve the interpersonal effectiveness of prison inmates has increased dramatically. Research suggests that…

The effects of multiple interpersonal traumas on psychological maladjustment of sexually abused children in Korea.

PubMed

Choi, Ji Young; Oh, Kyung Ja

2013-02-01

The purpose of the present study was to explore the effects of multiple interpersonal traumas on psychiatric diagnosis and behavior problems of sexually abused children in Korea. With 495 children (ages 4-13 years) referred to a public counseling center for sexual abuse in Korea, we found significant differences in the rate of psychiatric diagnoses (r = .23) and severity of behavioral problems (internalizing d = 0.49, externalizing d = 0.40, total d = 0.52) between children who were victims of sexual abuse only (n = 362) and youth who were victims of interpersonal trauma experiences in addition to sexual abuse (n = 133). The effects of multiple interpersonal trauma experiences on single versus multiple diagnoses remained significant in the logistic regression analysis where demographic variables, family environmental factors, sexual abuse characteristics, and postincident factors were considered together, odds ratio (OR) = 0.44, 95% confidence interval (CI) = [0.25, 0.77], p < .01. Similarly, multiple regression analyses revealed a significant effect of multiple interpersonal trauma experiences on severity of behavioral problems above and beyond all aforementioned variables (internalizing β =.12, p = .019, externalizing β = .11, p = .036, total β = .14, p =.008). The results suggested that children with multiple interpersonal traumas are clearly at a greater risk for negative consequences following sexual abuse. Copyright © 2013 International Society for Traumatic Stress Studies.

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.

PubMed

McMurran, Mary; Crawford, Mike J; Reilly, Joe; Delport, Juan; McCrone, Paul; Whitham, Diane; Tan, Wei; Duggan, Conor; Montgomery, Alan A; Williams, Hywel C; Adams, Clive E; Jin, Huajie; Lewis, Matthew; Day, Florence

2016-07-01

If effective, less intensive treatments for people with personality disorder have the potential to serve more people. To 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. Multisite two-arm, parallel-group, pragmatic randomised controlled superiority trial. Community mental health services in three NHS trusts in England and Wales. Community-dwelling adults with any personality disorder recruited from community mental health services. Up 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. The 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. There 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). There 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. We 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. We aim to investigate adverse events by accessing centrally held NHS data on deaths and hospitalisation for all PEPS trial participants. Current Controlled Trials ISRCTN70660936. This project was funded by the National Institute for Health Research (NIHR) Health Technology Assessment programme and will be published in full in Health Technology Assessment; Vol. 20, No. 52. See the NIHR Journals Library website for further project information.

[Burnout, work disruptions, interpersonal and psychosomatic problems--degree-specific comparison of students at a German university].

PubMed

Gumz, A; Brähler, E; Heilmann, V K; Erices, R

2014-03-01

In the context of the public debate on psychological strain among students, the prevalence of burnout, procrastination, test anxiety, other work disruptions, interpersonal problems and psychic symptoms were analyzed depending on academic degree. The data of 358 college students (of Leipzig University) were examined. The academic degree had only a marginal effect on burnout- and work disruptions-related variables. In terms of interpersonal problems and psychic symptoms, differences between students were identified, depending on the academic degree. Diploma students reported many complaints, whereas undergraduates aspiring for a State Examination, were comparatively less affected. Knowledge of the population-specific psychological load is useful in order to develop preventive and therapeutic measures. © Georg Thieme Verlag KG Stuttgart · New York.

Psycho-education with problem solving (PEPS) therapy for adults with personality disorder: a pragmatic multi-site community-based randomised clinical trial.

PubMed

McMurran, Mary; Crawford, Mike J; Reilly, Joseph G; McCrone, Paul; Moran, Paul; Williams, Hywel; Adams, Clive E; Duggan, Conor; Delport, Juan; Whitham, Diane; Day, Florence

2011-08-24

Impairment in social functioning is a key component of personality disorder. Therefore psycho-education and problem solving (PEPS) therapy may benefit people with this disorder. Psycho-education aims to educate, build rapport, and motivate people for problem solving therapy. Problem solving therapy aims to help clients solve interpersonal problems positively and rationally, thereby improving social functioning and reducing distress. PEPS therapy has been evaluated with community adults with personality disorder in an exploratory trial. At the end of treatment, compared to a wait-list control group, those treated with PEPS therapy showed better social functioning, as measured by the Social Functioning Questionnaire (SFQ). A definitive evaluation is now being conducted to determine whether PEPS therapy is a clinically and cost-effective treatment for people with personality disorder This is a pragmatic, two-arm, multi-centre, parallel, randomised controlled clinical trial. The target population is community-dwelling adults with one or more personality disorder, as identified by the International Personality Disorder Examination (IPDE). Inclusion criteria are: Living in the community (including residential or supported care settings); presence of one or more personality disorder; aged 18 or over; proficiency in spoken English; capacity to provide informed consent. Exclusion criteria are: Primary diagnosis of a functional psychosis; insufficient degree of literacy, comprehension or attention to be able to engage in trial therapy and assessments; currently engaged in a specific programme of psychological treatment for personality disorder or likely to start such treatment during the trial period; currently enrolled in any other trial. Suitable participants are randomly allocated to PEPS therapy plus treatment as usual (TAU) or TAU only. We aim to recruit 340 men and women. The primary outcome is social functioning as measured by the SFQ. A reduction (i.e., an improvement) of 2 points or more on the SFQ at follow-up 72 weeks post-randomisation is our pre-specified index of clinically significant change. Secondary outcomes include a reduction of unscheduled service usage and an increase in scheduled service usage; improved quality of life; and a reduction in mental distress. PEPS therapy has potential as an economical, accessible, and acceptable intervention for people with personality disorder. The results from this randomised controlled trial will tell us if PEPS therapy is effective and cost-effective. If so, then it will be a useful treatment for inclusion in a broader menu of treatment options for this group of service users. International Standard Randomised Controlled Trial Number - ISRCTN70660936.

Psycho-education with problem solving (PEPS) therapy for adults with personality disorder: A pragmatic multi-site community-based randomised clinical trial

PubMed Central

2011-01-01

Background Impairment in social functioning is a key component of personality disorder. Therefore psycho-education and problem solving (PEPS) therapy may benefit people with this disorder. Psycho-education aims to educate, build rapport, and motivate people for problem solving therapy. Problem solving therapy aims to help clients solve interpersonal problems positively and rationally, thereby improving social functioning and reducing distress. PEPS therapy has been evaluated with community adults with personality disorder in an exploratory trial. At the end of treatment, compared to a wait-list control group, those treated with PEPS therapy showed better social functioning, as measured by the Social Functioning Questionnaire (SFQ). A definitive evaluation is now being conducted to determine whether PEPS therapy is a clinically and cost-effective treatment for people with personality disorder Methods This is a pragmatic, two-arm, multi-centre, parallel, randomised controlled clinical trial. The target population is community-dwelling adults with one or more personality disorder, as identified by the International Personality Disorder Examination (IPDE). Inclusion criteria are: Living in the community (including residential or supported care settings); presence of one or more personality disorder; aged 18 or over; proficiency in spoken English; capacity to provide informed consent. Exclusion criteria are: Primary diagnosis of a functional psychosis; insufficient degree of literacy, comprehension or attention to be able to engage in trial therapy and assessments; currently engaged in a specific programme of psychological treatment for personality disorder or likely to start such treatment during the trial period; currently enrolled in any other trial. Suitable participants are randomly allocated to PEPS therapy plus treatment as usual (TAU) or TAU only. We aim to recruit 340 men and women. The primary outcome is social functioning as measured by the SFQ. A reduction (i.e., an improvement) of 2 points or more on the SFQ at follow-up 72 weeks post-randomisation is our pre-specified index of clinically significant change. Secondary outcomes include a reduction of unscheduled service usage and an increase in scheduled service usage; improved quality of life; and a reduction in mental distress. Discussion PEPS therapy has potential as an economical, accessible, and acceptable intervention for people with personality disorder. The results from this randomised controlled trial will tell us if PEPS therapy is effective and cost-effective. If so, then it will be a useful treatment for inclusion in a broader menu of treatment options for this group of service users. Trial Registration International Standard Randomised Controlled Trial Number - ISRCTN70660936 PMID:21864370

Prevalence, associated factors and impact of loneliness and interpersonal problems on internet addiction: A study in Chiang Mai medical students.

PubMed

Simcharoen, Sutapat; Pinyopornpanish, Manee; Haoprom, Pattaraporn; Kuntawong, Pimolpun; Wongpakaran, Nahathai; Wongpakaran, Tinakon

2018-01-01

Internet addiction is common among medical students, and the prevalence is higher than the general population. Identifying and creating solutions for this problem is important. The aim of this study was to examine the prevalence and associated factors, particularly loneliness and interpersonal problems among Chiang Mai medical students. Of 324 first to sixth year medical students, 56.8% comprised females with a mean age of 20.88 (SD 1.8). All completed questionnaires related to the objectives and activities of internet use, the Young Internet Addiction Test, the UCLA loneliness scale, and the Interpersonal Problems Inventory were employed to identify internet addiction. In all, 36.7% of the subjects exhibited internet addiction, mostly at mild level. Amount of time used daily, loneliness and interpersonal problems were strong predictors (beta = 0.441, p < 0.05, beta = 0.219, p < 0.001 and beta = 0.203 p < 0.001, respectively), whereas age and sex were not. All objectives of using internet contributed to the variance of internet addiction score. For internet activities, only non-academic or studying contributed. The final model accounted for 42.8% of total variance of the internet addiction score. Even though most addiction was at a mild level, careful strategies should be applied to better understand the situation. Along with a screening for potential internet addiction among medical students, attention should be paid to identifying those who experience loneliness and interpersonal problems, because both are strong predictors that can be improved by a variety of appropriate intervention. Copyright © 2017 Elsevier B.V. All rights reserved.

Can Social Stories Enhance the Interpersonal Conflict Resolution Skills of Children with LD?

ERIC Educational Resources Information Center

Kalyva, Efrosini; Agaliotis, Ioannis

2009-01-01

Since many children with learning disabilities (LD) face interpersonal conflict resolution problems, this study examines the efficacy of social stories in helping them choose more appropriate interpersonal conflict resolution strategies. A social story was recorded and played to the 31 children with LD in the experimental group twice a week for a…

The Italian Version of the Inventory of Interpersonal Problems (IIP-32): Psychometric Properties and Factor Structure in Clinical and Non-clinical Groups.

PubMed

Lo Coco, Gianluca; Mannino, Giuseppe; Salerno, Laura; Oieni, Veronica; Di Fratello, Carla; Profita, Gabriele; Gullo, Salvatore

2018-01-01

All versions of the Inventory of Interpersonal Problems (IIP) are broadly used to measure people's interpersonal functioning. The aims of the current study are: (a) to examine the psychometric properties and factor structure of the Italian version of the Inventory of Interpersonal Problems-short version (IIP-32); and (b) to evaluate its associations with core symptoms of different eating disorders. One thousand two hundred and twenty three participants ( n = 623 non-clinical and n = 600 clinical participants with eating disorders and obesity) filled out the Inventory of Interpersonal Problems-short version (IIP-32) along with measures of self-esteem (Rosenberg Self-Esteem Scale, RSES), psychological functioning (Outcome Questionnaire, OQ-45), and eating disorders (Eating Disorder Inventory, EDI-3). The present study examined the eight-factor structure of the IIP-32 with Confirmatory Factor Analysis (CFA) and Exploratory Structural Equation Modeling (ESEM). ESEM was also used to test the measurement invariance of the IIP-32 across clinical and non-clinical groups. It was found that CFA had unsatisfactory model fit, whereas the corresponding ESEM solution provided a better fit to the observed data. However, six target factor loadings tend to be modest, and ten items showed cross-loadings higher than 0.30. The configural and metric invariance as well as the scalar and partial strict invariance of the IIP-32 were supported across clinical and non-clinical groups. The internal consistency of the IIP-32 was acceptable and the construct validity was confirmed by significant correlations between IIP-32, RSES, and OQ-45. Furthermore, overall interpersonal difficulties were consistently associated with core eating disorder symptoms, whereas interpersonal styles that reflect the inability to form close relationships, social awkwardness, the inability to be assertive, and a tendency to self-sacrificing were positively associated with general psychological maladjustment. Although further validation of the Italian version of the IIP-32 is needed to support these findings, the results on its cross-cultural validity are promising.

Integrating social science and design inquiry through interdisciplinary design charrettes: an approach to participatory community problem solving.

PubMed

Sutton, Sharon E; Kemp, Susan P

2006-09-01

Interdisciplinary collaborations that aim to facilitate meaningful community outcomes require both the right mix of disciplinary knowledge and effective community participation, which together can deepen collective knowledge and the capacity to take action. This article explores three interdisciplinary design charrettes, intensive participatory workshops that addressed specific community problems and provided a context for integrating design and social science inquiry with local community knowledge. Evaluation data from the charrettes shed light on how students from the design and social science disciplines experienced the charrettes, and on their interactions with community members. Key advantages to this interdisciplinary, community-based collaboration included expanded knowledge derived from the use of multiple modes of inquiry, particularly the resulting visualization tools that helped community members understand local issues and envision novel solutions. Key drawbacks included difficulties in balancing the two disciplines, the tendency for social scientists to feel out of place on designers' turf, and the increased disciplinary and interpersonal conflicts arising from a more diverse pool of participants.

[Conversation analysis for improving nursing communication].

PubMed

Yi, Myungsun

2007-08-01

Nursing communication has become more important than ever before because quality of nursing services largely depends on the quality of communication in a very competitive health care environment. This article was to introduce ways to improve nursing communication using conversation analysis. This was a review study on conversation analysis, critically examining previous studies in nursing communication and interpersonal relationships. This study provided theoretical backgrounds and basic assumptions of conversation analysis which was influenced by ethnomethodology, phenomenology, and sociolinguistic. In addition, the characteristics and analysis methods of conversation analysis were illustrated in detail. Lastly, how conversation analysis could help improve communication was shown, by examining researches using conversation analysis not only for ordinary conversations but also for extraordinary or difficult conversations such as conversations between patients with dementia and their professional nurses. Conversation analysis can help in improving nursing communication by providing various structures and patterns as well as prototypes of conversation, and by suggesting specific problems and problem-solving strategies in communication.

Interpersonal impact messages associated with different forms of achievement motivation.

PubMed

Conroy, David E; Pincus, Aaron L

2011-08-01

Two studies evaluated relations between different forms of achievement motivation and transactional interpersonal impact messages during a dyadic puzzle-solving task. In Study 1,400 college students received no formal competence feedback during the task. In Study 2, competence feedback was manipulated for 600 college students and used to create high-, low-, and mixed-status dyads. Expectancies of success had robust actor and partner effects on submission in both studies. Competence valuation was linked with communal partner effects in Study 1 and a generalized interpersonal sensitivity in Study 2. When competence was ambiguous, approach and avoidance achievement motives exhibited affectively driven actor and partner effects consistent with their roots in pride and shame, respectively; however, when competence was established formally, motives had more cognitively driven effects on person perception and behavior (e.g., rejection sensitivity). Collectively, these findings highlight the importance of the achievement motivation system for organizing interpersonal impact messages during competence pursuits. © 2011 The Authors. Journal Compilation © 2011, Wiley Periodicals, Inc.

[Interpersonal and social rhythm therapy (IPSRT)].

PubMed

Bottai, T; Biloa-Tang, M; Christophe, S; Dupuy, C; Jacquesy, L; Kochman, F; Meynard, J-A; Papeta, D; Rahioui, H; Adida, M; Fakra, E; Kaladjian, A; Pringuey, D; Azorin, J-M

2010-12-01

Bipolar disorder is common, recurrent, often severe and debiliting disorder. All types of bipolar disorder have a common determinant: depressive episode. It is justify to propose a psychotherapy which shown efficacy in depression. Howewer, perturbations in circadian rhythms have been implicated in the genesis of each episode of the illness. Biological circadian dysregulation can be encouraged by alteration of time-givers (Zeitgebers) or occurrence of time-disturbers (Zeitstörers). Addition of social rhythm therapy to interpersonal psychotherapy leads to create a new psychotherapy adaptated to bipolar disorders: InterPersonal and Social Rhythm Therapy (IPSRT). IPSRT, in combinaison with medication, has demonstrated efficacy as a treatment for bipolar disorders. IPSRT combines psychoeducation, behavioral strategy to regularize daily routines and interpersonal psychotherapy which help patients cope better with the multiple psychosocial and relationship problems associated with this chronic disorder. The main issues of this psychotherapy are: to take the history of the patient's illness and review of medication, to help patient for "grief for the lost healthy self" translated in the french version in "acceptance of a long-term medical condition", to give the sick role, to examinate the current relationships and changes proximal to the emergence of mood symptoms in the four problem areas (unresolved grief, interpersonal disputes, role transitions, role déficits), to examinate and increase daily routines and social rhythms. French version of IPSRT called TIPARS (with few differences), a time-limited psychotherapy, in 24 sessions during approximatively 6 months, is conducted in three phases. In the initial phase, the therapist takes a thorough history of previous episodes and their interpersonal context and a review of previous medication, provides psychoeducation, evaluates social rhythms, introduces the Social Rhythm Metric, identifies the patient's main interpersonal problem area, and contractualizes the therapy. In the second phase, the therapist focuses work with patient toward regulating the patient's daily routines as well as resolving the interpersonal problem areas relevant to episodes (mainly interpersonal disputes and role transitions). In the third or terminaison phase, the therapist evaluates efficacy of the therapy, enhances the patient's independent functioning and develops strategies for relapse prevention. The further maintenance phase suggests differents strategies as maintenance therapy or focused intensive interventions on specific topics. Copyright © 2010 L'Encéphale. Published by Elsevier Masson SAS.. All rights reserved.

Effectiveness of Acceptance and Commitment Therapy on Interpersonal Problemsand Psychological Flexibility in Female High School Students With Social Anxiety Disorder

PubMed Central

Azadeh, Sayedeh Monireh; Kazemi-Zahrani, Hamid; Besharat, Mohammad Ali

2016-01-01

Social anxiety is a psychological disorder which has devastative and pernicious effects on interpersonal relationships and one's psychological flexibility. The aim of this research was to determine the effectiveness of Acceptance and Commitment Therapy on interpersonal problems and psychological flexibility in female high school students with social anxiety disorder. With a semi-experimental design, the subjects were assessed using the Social Anxiety Scale and clinical interview. The statistical population of the research was high school female students studying in 5 areas of Isfahan. 30 individuals were purposively selected as the sample. The subjects of the research were randomly assigned to the experimental and control groups. Acceptance and Commitment Therapy was given in 10 sessions of 90 minutes in the experimental group and the control group did not receive any treatment. Pre-test and post-test scores of Inventory of Interpersonal Problems, and Acceptance and Action Questionnaire were analyzed using multivariate analysis of variance & the results showed that after the intervention, there was a significant difference between the scores of the subjects in the experimental and control groups. This means that Acceptance and Commitment Therapy can influence interpersonal problems and their six dimensions and psychological flexibility as well. PMID:26493425

Worry spreads: interpersonal transfer of problem-related anxiety.

PubMed

Parkinson, Brian; Simons, Gwenda

2012-01-01

This paper distinguishes processes potentially contributing to interpersonal anxiety transfer, including object-directed social appraisal, empathic worry, and anxiety contagion, and reviews evidence for their operation. We argue that these anxiety-transfer processes may be exploited strategically when attempting to regulate relationship partners' emotion. More generally, anxiety may serve as either a warning signal to other people about threat (alerting function) or an appeal for emotional support or practical help (comfort-seeking function). Tensions between these two interpersonal functions may account for mutually incongruent interpersonal responses to expressed anxiety, including mistargeted interpersonal regulation attempts. Because worry waxes and wanes over time as a function of other people's ongoing reactions, interpersonal interventions may help to alleviate some of its maladaptive consequences.

A systematic and comprehensive approach to teaching and evaluating interpersonal skills.

PubMed

Grayson, M; Nugent, C; Oken, S L

1977-11-01

This study addressed one problem with current methods for teaching and evaluating interpersonal skills: the failure to include a wide range of behaviors reported in the literature as contributing to patient dissatisfaction and noncompliance. To address this concern, the authors developed a comprehensive interpersonal skills training program and a pretest-posttest evaluation. The tests were administered to two student groups one of which received the interpersonal skills instruction. The student group exposed to the training exhibited a significant positive change from pretest to posttest. Additionally the change for this group was significantly greater than the change for the group not exposed to interpersonal skills instruction.

Complex Mental Health Sequelae of Psychological Trauma Among Women in Prenatal Care

PubMed Central

Seng, Julia S.; D’Andrea, Wendy; Ford, Julian D.

2014-01-01

Pregnancy is a critical time to identify and address maternal mental health problems, for the health of both mother and child. Pregnant women with histories of exposure to interpersonal psychological trauma may experience a range of mental health problems including but not limited to posttraumatic stress disorder (PTSD). In a community sample of 1,581 pregnant women, 25% reported symptoms consistent with at least one of six syndromes, including PTSD, major depressive disorder (MDD), generalized anxiety disorder (GAD), or clinically significant dissociation, somatization, or affect dysregulation. Six sub-groups with distinct mental health problem profiles were identified by cluster analysis. Controlling for sociodemographic risk factors, women with histories of interpersonal trauma were over-represented in four sub-groups characterized by: (1) PTSD comorbid with depression (childhood sexual abuse), (2) PTSD comorbid with affect/interpersonal dysregulation (childhood physical or emotional abuse), (3) somatization (adult abuse), and (4) GAD (foster/adoptive placement). Findings suggest risk relationships warranting further study between different types of interpersonal trauma exposure and psychiatric outcomes in pregnant women, including PTSD with two types of comorbidity. PMID:25558308

Expectations of Graduate Communication Skills in Professional Veterinary Practice.

PubMed

Haldane, Sarah; Hinchcliff, Kenneth; Mansell, Peter; Baik, Chi

Good communication skills are an important entry-level attribute of graduates of professional degrees. The inclusion of communication training within the curriculum can be problematic, particularly in programs with a high content load, such as veterinary science. This study examined the differences between the perceptions of students and qualified veterinarians with regards to the entry-level communication skills required of new graduates in clinical practice. Surveys were distributed to students in each of the four year levels of the veterinary science degree at the University of Melbourne and to recent graduates and experienced veterinarians registered in Victoria, Australia. Respondents were asked to rank the relative importance of six different skill sets: knowledge base; medical and technical skills; surgical skills; verbal communication and interpersonal skills; written communication skills; and critical thinking and problem solving. They were then asked to rate the importance of specific communication skills for new graduate veterinarians. Veterinarians and students ranked verbal communication and interpersonal skills as the most important skill set for an entry-level veterinarian. Veterinarians considered many new graduates to be deficient in these skills. Students often felt they lacked confidence in this area. This has important implications for veterinary educators in terms of managing the expectations of students and improving the delivery of communication skills courses within the veterinary curriculum.

The relationship of interpersonal conflict handling styles and marital conflicts among Iranian divorcing couples.

PubMed

Navidian, Ali; Bahari, Farshad; Kermansaravi, Fatihe

2014-08-15

Various research studies have suggested that among other variables that couples remain married if they successfully manage their interactions (marital communication based on acceptance of individual differences, problem solving skills, forgiveness, collaborative decision making, empathy and active listening) and constructively manage conflict. The study was aimed at examining the relation of conflict handling styles and marital conflicts among divorcing couples. As a descriptive -comparative study 60 couples out of 440 couples referred to the Crisis Intervention Center of the Isfahan Well-being Organization have selected. The tools implemented were Marital Conflicts (Barati & Sanaei, 1996) and Interpersonal Conflict Handling Styles Questionnaires (Thomas-Kilman, 1975). Their total reliabilities were, respectively, 0.74 and 0.87. Findings showed that there are no significant differences among their conflict handling styles and marital conflicts. Also, there was positive correlation between avoidance and competition styles and negative one between compromise, accommodation, and cooperation styles with marital conflicts. That is, these styles reduced couples' conflicts. Finally, wives had tendency to apply accommodation style and husbands tended to use accommodation and cooperation styles to handle their conflicts. It is suggested to be studied couples' views toward their own styles to handle marital conflicts and holding training courses to orient couples with advantages and disadvantages of marital conflict handling styles.

Sociodemographic variables and social values: relationship with work-attendance problems in Brunei public- and private-sector employees.

PubMed

Mundia, Lawrence; Mahalle, Salwa; Matzin, Rohani; Zakaria, Gamal Abdul Nasir; Abdullah, Nor Zaiham Midawati

2017-01-01

The study investigated the degree to which selected sociodemographic variables and social values were related to work-attendance problems in a random sample of 860 Brunei public- and private-sector employees and the nature of this relationship. This quantitative study used the field-survey approach to administer research instruments directly to participants. This enabled the researchers to help participants who needed assistance in completing the measures properly, so as to increase the number of usable returns. Two sociodemographic variables (seeking help from a counselor/psychologist and marital status) correlated significantly with work attendance. Private-sector employees were more likely to have work-attendance problems than government workers. Both single and married employees and the chief wage earner in the household were more likely to have work-attendance issues to deal with compared to their counterparts. However, employees who sought help from a counselor/psychologist were far less likely to have work-attendance problems compared to those who did not get such help. The most significant social-value correlates with work-attendance problems were interpersonal communication, employer-employee relationship, work-stress problems, self-presentation, self-regulation, self-direction, and interpersonal trust. Self-regulation, self-direction, and satisfaction with work-related achievements significantly predicted work-attendance problems positively, while interpersonal communication problems and work-stress problems predicted work-attendance problems negatively. Low scorers on self-regulation and self-direction, as well as on satisfaction with work-related achievements, were more likely to have work-attendance problems compared to high scorers. However, low scorers on interpersonal communication and work-stress problems were less likely to have work-attendance problems compared to high-scoring peers. Ample evidence from this study showed that sociodemographic variables and social values contribute to work-attendance problems in various ways, and need to be incorporated in counseling interventions for affected employees.

Sociodemographic variables and social values: relationship with work-attendance problems in Brunei public- and private-sector employees

PubMed Central

Mundia, Lawrence; Mahalle, Salwa; Matzin, Rohani; Zakaria, Gamal Abdul Nasir; Abdullah, Nor Zaiham Midawati

2017-01-01

Objective The study investigated the degree to which selected sociodemographic variables and social values were related to work-attendance problems in a random sample of 860 Brunei public- and private-sector employees and the nature of this relationship. Materials and methods This quantitative study used the field-survey approach to administer research instruments directly to participants. This enabled the researchers to help participants who needed assistance in completing the measures properly, so as to increase the number of usable returns. Results Two sociodemographic variables (seeking help from a counselor/psychologist and marital status) correlated significantly with work attendance. Private-sector employees were more likely to have work-attendance problems than government workers. Both single and married employees and the chief wage earner in the household were more likely to have work-attendance issues to deal with compared to their counterparts. However, employees who sought help from a counselor/psychologist were far less likely to have work-attendance problems compared to those who did not get such help. The most significant social-value correlates with work-attendance problems were interpersonal communication, employer–employee relationship, work-stress problems, self-presentation, self-regulation, self-direction, and interpersonal trust. Self-regulation, self-direction, and satisfaction with work-related achievements significantly predicted work-attendance problems positively, while interpersonal communication problems and work-stress problems predicted work-attendance problems negatively. Low scorers on self-regulation and self-direction, as well as on satisfaction with work-related achievements, were more likely to have work-attendance problems compared to high scorers. However, low scorers on interpersonal communication and work-stress problems were less likely to have work-attendance problems compared to high-scoring peers. Conclusion Ample evidence from this study showed that sociodemographic variables and social values contribute to work-attendance problems in various ways, and need to be incorporated in counseling interventions for affected employees. PMID:28919763

Optional thinking ability among hospital-treated deliberate self-harm patients: a 1-year follow-up study.

PubMed

McAuliffe, Carmel; Corcoran, Paul; Hickey, Portia; McLeavey, Breda C

2008-03-01

To investigate the association between optional thinking (the ability to generate alternative solutions to interpersonal problems) in deliberate self-harm (DSH) patients and repeated self-harm. A prospective study of the association between optional thinking in interpersonal problem solving and repeated DSH within 12 months. A non-consecutive sample (N=152) of DSH patients presenting to the Accident and Emergency department of an acute hospital in Cork city, Ireland, was assessed using a structured interview schedule including the Suicide Intent Scale, the Hopelessness Scale, and the Optional Thinking Test. Repetition within 1 year was established by checking Accident and Emergency records at all three city hospitals. Participants were categorized as repeaters if they engaged in at least one further hospital-treated DSH episode, or non-repeaters. Approximately two-thirds (63.1%) of the sample had engaged in at least one act of DSH prior to their index episode. During follow-up 31 individuals (20.4%) repeated. History of self-harm was significantly associated with prospective repetition when considered alongside all the other predictor variables. Among first evers, low scores on the optional thinking test were significantly associated with the increased risk of repetition within 12 months. Among those with previous DSH, there was no evidence of an association between optional thinking and repetition within 12 months. Poor optional thinking is associated with increased risk of repeated deliberate self-harm in those who present with a first self-harm episode. Interventions to improve optional thinking skills, delivered soon after a first DSH presentation, may be useful in preventing repetition.

[Mediating effects on depression regarding the relationship between negative life events and suicide ideation among college students].

PubMed

Wu, Jiao; Wu, Yun-tao; Feng, Shu-xiu; Meng, Heng; Chen, Hui

2012-11-01

To understand the relationship between negative life events and suicide ideation, and how it was influenced by the mediating effect of depression. 1145 college students from one university were selected using cluster sampling. Both Symptom Check List (SCL-90) and Questionnaire were administered to measure depression and suicide ideation in the past week and on the prevalence of negative life events and related information. Recent negative life events would include physical illness, academic problem, financial problem and interpersonal conflict etc. Multiple logistic regressions were used to identify the mediating effect of depression. Physical illness (OR = 2.5, P = 0.028), interpersonal conflict (OR = 7.2, P = 0.002) and financial problem (OR = 1.6, P = 0.026) were significantly associated with suicide ideation, but academically-related problems did not seem to be significantly associated with suicide ideation (OR = 1.8, P = 0.090). After adjusted for depression, both physical illness and interpersonal conflicts were not but financial problem remained significantly associated with suicide ideation (OR = 1.7, P = 0.014). Our data showed that depression fully mediated the relationship between physical illness, interpersonal conflict and suicide ideation, but did not mediate the relationship between financial problem and suicide ideation. Depression played different mediating roles between different negative life events and suicide ideation. The findings from this study might be able to provide some clues for the prevention interventions on college students.

Depressive Symptoms and Conversational Self-Focus in Adolescents’ Friendships

PubMed Central

Schwartz-Mette, Rebecca A.; Rose, Amanda J.

2015-01-01

This multi-method, longitudinal study considered the interplay among depressive symptoms, aversive interpersonal behavior, and interpersonal rejection in early and middle adolescents’ friendships. In particular, the study examined a newly identified interpersonal process, conversational self-focus (i.e., the tendency to redirect conversations about problems to focus on the self). Traditional interpersonal theories of depression suggest that individuals with depressive symptoms engage in aversive behaviors (such as conversational self-focus) and are rejected by others. However, in the current study, not all adolescents with depressive symptoms engaged in conversational self-focus and were rejected by friends. Instead, conversational self-focus moderated prospective relations of depressive symptoms and later friendship problems such that only adolescents with depressive symptoms who engaged in conversational self-focus were rejected by friends. These findings are consistent with current conceptualizations of the development of psychopathology that highlight heterogeneity among youth who share similar symptoms and the possibility of multifinality of outcomes. PMID:25640911

Interpersonal subtypes in social phobia: diagnostic and treatment implications.

PubMed

Cain, Nicole M; Pincus, Aaron L; Grosse Holtforth, Martin

2010-11-01

Interpersonal assessment may provide a clinically useful way to identify subtypes of social phobia. In this study, we examined evidence for interpersonal subtypes in a sample of 77 socially phobic outpatients. A cluster analysis based on the dimensions of dominance and love on the Inventory of Interpersonal Problems-Circumplex Scales (Alden, Wiggins, & Pincus, 1990) found 2 interpersonal subtypes of socially phobic patients. These subtypes did not differ on pretreatment global symptom severity as measured by the Brief Symptom Inventory (Derogatis, 1993) or diagnostic comorbidity but did exhibit differential responses to outpatient psychotherapy. Overall, friendly-submissive social phobia patients had significantly lower scores on measures of social anxiety and significantly higher scores on measures of well-being and satisfaction at posttreatment than cold-submissive social phobia patients. We discuss the results in terms of interpersonal theory and the clinical relevance of assessment of interpersonal functioning prior to beginning psychotherapy with socially phobic patients.

Severe loneliness in community-dwelling aging adults with mental illness.

PubMed

Loboprabhu, Sheila; Molinari, Victor

2012-01-01

Successful aging involves adapting to changing needs. The 2009 U.S. Census noted that 43% of adult Americans are single and that the oldest-old population is the most rapidly growing aging segment. Geriatric, lonely, hopeless individuals are at high risk for depression and suicide. Lonely individuals fail to adapt to their circumstances; and physical and mental illness place them at risk for neglect, morbidity, and mortality. The authors discuss the role of attachment in the individual's subjective experience of loneliness and suggest how attachment theory can be used to guide interventions to improve the individual's self-esteem, coping, and problem-solving abilities. This article also discusses the use of multimodal therapy, including psychodynamic, interpersonal, and cognitive-behavior therapy and coping skills training, to improve the individual's ability to adapt to the surrounding environment and to reintegrate into the community.

Resolving conflict realistically in today's health care environment.

PubMed

Smith, S B; Tutor, R S; Phillips, M L

2001-11-01

Conflict is a natural part of human interaction, and when properly addressed, results in improved interpersonal relationships and positive organizational culture. Unchecked conflict may escalate to verbal and physical violence. Conflict that is unresolved creates barriers for people, teams, organizational growth, and productivity, leading to cultural disintegration within the establishment. By relying on interdependence and professional collaboration, all parties involved grow and, in turn, benefit the organization and population served. When used in a constructive manner, conflict resolution can help all parties involved see the whole picture, thus allowing freedom for growth and change. Conflict resolution is accomplished best when emotions are controlled before entering into negotiation. Positive confrontation, problem solving, and negotiation are processes used to realistically resolve conflict. Everyone walks away a winner when conflict is resolved in a positive, professional manner (Stone, 1999).

[Asperger syndrome in adolescence: The problem and appropriate treatment].

PubMed

Nagao, Keizo

2007-03-01

I have described the corresponding method for bullying, independence and interpersonal relationships of company/opposite sex, thinking disorders caused by suffering damage or victimization and withdrawal and violence in the family among the problems in and in response to Asperger syndrome in adolescent cases. Psychotherapy is used for bullying and interpersonal relationship problems. Cognitive therapy and protective correspondence are more effective in bullying than the exposure method. It seems to be more effective to teach and instruct the corresponding principle as well as supportive response because interpersonal relationships are likely to involve failures. Pharmacological therapy was valid in feelings of paranoia and violence. Since the disorder has been recently conceptualized in pervasive developmental disorder, the scope of the subject has increased whereas Asperger syndrome used to be diagnosed in compliance with its classic examples. Therefore, it needs to clarify diagnostic examples based on new concepts, accumulate subject examples and verify the corresponding method with evidence.

Children with Sexual Behavior Problems: Clinical Characteristics and Relationship to Child Maltreatment.

PubMed

Allen, Brian

2017-04-01

Research examining children with sexual behavior problems (SBP) almost exclusively relies on caregiver reports. The current study, involving a sample of 1112 children drawn from a prospective study, utilizes child self-reports and teacher reports, as well caregiver-reports. First, analyses examined children displaying any SBP; a second set of analyses specifically examined children displaying interpersonal forms of SBP. Caregivers reported greater internalizing, externalizing, and social problems for children with general SBP and/or interpersonal SBP when compared to children without SBP. Caregiver concerns were rarely corroborated by teacher and child reports. Protective services records indicated that SBP was linked to childhood sexual abuse, but sexual abuse occurred in the minority of these cases. Physical abuse was more common among children with interpersonal forms of SBP. The data in the current study suggest the need for multiple reporters when assessing children presenting with SBP and that conventional views of these children may be misleading.

The assessment of recalled parental rearing behavior and its relationship to life satisfaction and interpersonal problems: a general population study

PubMed Central

2009-01-01

Background Parental rearing behavior is a significant etiological factor for the vulnerability of psychopathology and has been an issue of clinical research for a long time. For this scope instruments are important who asses economically recalled parental rearing behavior in a clinical practice. Therefore, a short German instrument for the assessment of the recalled parental rearing behavior Fragebogen zum erinnerten elterlichen Erziehungsverhalten (FEE) was psychometrically evaluated [Recalled Parental Rearing Behavior]. Methods This questionnaire was evaluated in a representative population sample (N = 2.948) in Germany which included 44.2% male and 55.8% female persons with a mean age of M = 47.35 (SD = 17.10, range = 18–92). For the content evaluation of the FEE the Life Satisfaction Questionnaire (FLZ) and the Inventory of Interpersonal Problems (IIP) was filled out by the participants. Results The FEE scales yielded a good to satisfactory internal consistency and split-half reliability. Its three factors (rejection/punishment, emotional warmth, control/overprotection) correlated positively with most of the areas of life satisfaction. Furthermore, positive associations between interpersonal problems and parental rejection and control could be identified. Conclusion The FEE is a short, reliable and valid instrument that can be applied in the clinical practice. In addition, the data proved an association between recalled parental rearing behavior, life satisfaction and interpersonal problems conform to the literature. Finally, specific problems with the retrospective assessment of parental rearing behavior were addressed as well. PMID:19267894

Interpersonal Subtypes and Therapy Response in Patients Treated for Posttraumatic Stress Disorder.

PubMed

König, Julia; Onnen, Margarete; Karl, Regina; Rosner, Rita; Butollo, Willi

2016-01-01

Interpersonal traits may influence psychotherapy success. One way of conceptualizing such traits is the interpersonal circumplex model. In this study, we analyse interpersonal circumplex data, assessed with the Inventory of Interpersonal Problems (Horowitz, Strauß, & Kordy, 1994) from a randomized study with 138 patients suffering from posttraumatic stress disorder after trauma in adulthood. The study compared cognitive processing therapy and dialogical exposure therapy, a Gestalt-based intervention. We divided the interpersonally heterogeneous sample according to the quadrants of the interpersonal circumplex. The division into quadrants yielded subgroups that did not differ in their general psychological distress, but the cold-submissive quadrant tended to exhibit higher posttraumatic stress disorder symptom severity and interpersonal distress than the other three. There was also a trend for patients in different quadrants to be affected differently by the treatments. Correlation analyses supported these results: in cognitive processing therapy, more dominant patients had more successful therapies, while in dialogical exposure therapy, success was not correlated with interpersonal style. Results indicate that especially patients with cold interpersonal styles profited differentially from the two treatments offered. Dividing samples according to the interpersonal circumplex quadrants seems promising. Interpersonal traits may contribute to psychotherapy outcome. Dividing the sample according to the quadrants of the interpersonal circumplex, as opposed to cluster analysis, yielded promising results. Patients higher in dominance fared better with cognitive processing therapy, while interpersonal style had no correlations with therapy success in dialogical exposure therapy. Copyright © 2015 John Wiley & Sons, Ltd.

Non-suicidal self-injury in trans people: associations with psychological symptoms, victimization, interpersonal functioning, and perceived social support.

PubMed

Claes, Laurence; Bouman, Walter Pierre; Witcomb, Gemma; Thurston, Megan; Fernandez-Aranda, Fernando; Arcelus, Jon

2015-01-01

There is a paucity of systematic research in the area of non-suicidal self-injury (NSSI) in trans people. The aim of this study was to investigate the prevalence of NSSI in trans people and the associations with intra- and interpersonal problems. Participants were 155 untreated individuals with a diagnosis of transsexualism (according to International Classification of Disease-10 criteria) attending a national gender identity clinic. All participants completed the Self-Injury Questionnaire, the Symptom Checklist-90-Revised, the Rosenberg Self-Esteem Scale, the Hamburg Body Drawing Scale, the Experiences of Transphobia Scale, the Inventory of Interpersonal Problems-32, and the Multidimensional Scale of Perceived Social Support. The sample consisted of 66.5% trans women and 33.5% trans men and 36.8% of them had a history of engaging in NSSI. The prevalence of NSSI was significantly higher in trans men (57.7%) compared with trans women (26.2%). Trans individuals with NSSI reported more psychological and interpersonal problems and perceived less social support compared with trans individuals without NSSI. Moreover, the probability of having experienced physical harassment related to being trans was highest in trans women with NSSI (compared with those without NSSI). The study found that with respect to psychological symptoms, trans women reported significantly more intrapersonal and interpersonal symptoms compared with trans men. Finally, the results of the regression analysis showed that the probability of engaging in NSSI by trans individuals was significantly positively related to a younger age, being trans male, and reporting more psychological symptoms. The high levels of NSSI behavior and its association with interpersonal and interpersonal difficulties and lack of social support need to be taken into consideration when assessing trans individuals. The effect of cross-sex hormones and sex reassignment surgery on psychological functioning, including NSSI behavior, as part of the transitional journey of trans individuals should be explored in future studies. © 2014 International Society for Sexual Medicine.

Analysis of problem solving on project based learning with resource based learning approach computer-aided program

NASA Astrophysics Data System (ADS)

Kuncoro, K. S.; Junaedi, I.; Dwijanto

2018-03-01

This study aimed to reveal the effectiveness of Project Based Learning with Resource Based Learning approach computer-aided program and analyzed problem-solving abilities in terms of problem-solving steps based on Polya stages. The research method used was mixed method with sequential explanatory design. The subject of this research was the students of math semester 4. The results showed that the S-TPS (Strong Top Problem Solving) and W-TPS (Weak Top Problem Solving) had good problem-solving abilities in each problem-solving indicator. The problem-solving ability of S-MPS (Strong Middle Problem Solving) and (Weak Middle Problem Solving) in each indicator was good. The subject of S-BPS (Strong Bottom Problem Solving) had a difficulty in solving the problem with computer program, less precise in writing the final conclusion and could not reflect the problem-solving process using Polya’s step. While the Subject of W-BPS (Weak Bottom Problem Solving) had not been able to meet almost all the indicators of problem-solving. The subject of W-BPS could not precisely made the initial table of completion so that the completion phase with Polya’s step was constrained.

Interpersonal sensitivity, coping ways and automatic thoughts of nursing students before and after a cognitive-behavioral group counseling program.

PubMed

Hiçdurmaz, Duygu; Öz, Fatma

2016-01-01

In order to provide optimal professional care to patients, nurses must possess a positive self-image and professional identity. High interpersonal sensitivity, coping problems and dysfunctional automatic thoughts can prevent nursing students to be self-confident and successful nurses. Helping nursing students experiencing interpersonal sensitivity problems via cognitive-behavioral counseling strategies can contribute to shape good nurses. This study aims to evaluate interpersonal sensitivity, ways of coping and automatic thoughts of nursing students before and after a cognitive behavioral group counseling program. An intervention study with 43 nursing students. Measurements were done before the counseling program, at the end of the program and 4.5months after the program. The students were chosen from a faculty of nursing in Turkey. 43 second and third year nursing students who were experiencing interpersonal sensitivity problems constituted the sample. Brief Symptom Inventory, Ways of Coping Inventory and Automatic Thoughts Questionnaire were used for data collection. The students' scores of "interpersonal sensitivity", "hopeless" and "submissive" copings and "automatic thoughts" were significantly lower at the end of and 4.5months after the program than the scores before the program (Interpersonal sensitivity F=52.903, p=0.001; hopeless approach F=19.213, p=0.001; submissive approach F=4.326, p=0.016; automatic thoughts F=45.471, p=0.001). Scores of "self-confident", "optimistic" and "seeking social support" copings were higher at the end of and 4.5months after the program than the scores before the program (Self confident F=11.640, p=0.001; optimistic F=10.860, p=0.001; seeking social support F=10.411, p=0.001). This program helped the students to have better results at interpersonal sensitivity, ways of coping and automatic thoughts at the end of and 4.5 months after the program. We have reached the aim of the study. We suggest that such counseling programs should be regular and integrated into the services provided for students. Copyright © 2015 Elsevier Ltd. All rights reserved.

PTSD Symptom Severities, Interpersonal Traumas, and Benzodiazepines Are Associated with Substance-Related Problems in Trauma Patients

PubMed Central

Guina, Jeffrey; Nahhas, Ramzi W.; Goldberg, Adam J.; Farnsworth, Seth

2016-01-01

Background: Trauma is commonly associated with substance-related problems, yet associations between specific substances and specific posttraumatic stress disorder symptoms (PTSSs) are understudied. We hypothesized that substance-related problems are associated with PTSS severities, interpersonal traumas, and benzodiazepine prescriptions. Methods: Using a cross-sectional survey methodology in a consecutive sample of adult outpatients with trauma histories (n = 472), we used logistic regression to examine substance-related problems in general (primary, confirmatory analysis), as well as alcohol, tobacco, and illicit drug problems specifically (secondary, exploratory analyses) in relation to demographics, trauma type, PTSSs, and benzodiazepine prescriptions. Results: After adjusting for multiple testing, several factors were significantly associated with substance-related problems, particularly benzodiazepines (AOR = 2.78; 1.99 for alcohol, 2.42 for tobacco, 8.02 for illicit drugs), DSM-5 PTSD diagnosis (AOR = 1.92; 2.38 for alcohol, 2.00 for tobacco, 2.14 for illicit drugs), most PTSSs (especially negative beliefs, recklessness, and avoidance), and interpersonal traumas (e.g., assaults and child abuse). Conclusion: In this clinical sample, there were consistent and strong associations between several trauma-related variables and substance-related problems, consistent with our hypotheses. We discuss possible explanations and implications of these findings, which we hope will stimulate further research, and improve screening and treatment. PMID:27517964

Effect of self-esteem on social interactions during the Ultimatum Game.

PubMed

Paz, V; Nicolaisen-Sobesky, E; Collado, E; Horta, S; Rey, C; Rivero, M; Berriolo, P; Díaz, M; Otón, M; Pérez, A; Fernández-Theoduloz, G; Cabana, Á; Gradin, V B

2017-06-01

Self-esteem is an attitude formed by self-evaluation based on positive and negative aspects of oneself. Low self-esteem is a risk factor for psychiatric disorders and is especially associated with social difficulties. Recently, behavioral economics has allowed the quantitative study of social interactions. We investigated the association between self-esteem and interpersonal problems and whether self-esteem modulates behavior and emotions during an economic task, the Ultimatum Game (UG). In this task participants accept or reject fair/unfair monetary offers from others. Low (LSE, n=40) and high (HSE, n=45) self-esteem participants were assessed in their interpersonal problems and psychiatric symptoms using self-reported questionnaires, and were compared on their decision making and emotional response during the UG. LSE was associated with depression and anxiety symptoms. In addition, LSE was associated with interpersonal problems, especially in the domains of socially inhibited, nonassertive, overly accommodating, self-sacrificing and cold/distant. During the UG, LSE women reported more anger towards unfair offers than HSE women. Our findings suggest that low self-esteem individuals experience high distress by interpersonal problems in several domains. Importantly, low self-esteem in women seems to be associated with an accentuated emotional response to unfair social exchanges. These results may contribute to treat social difficulties in this population. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

[Effects of Group Counseling Program Based on Goal Attainment Theory for Middle School Students with Emotional and Behavioral Problems].

PubMed

Jeong, In Ju; Kim, Soo Jin

2017-04-01

The purpose of this study was to examine the effects of a group counseling program based on goal attainment theory on self-esteem, interpersonal relationships, and school adjustment of middle school students with emotional and behavioral problems. Forty-four middle school students with emotional and behavioral problems (22 in the experimental group and 22 in the control group) from G city participated in this study. Data were collected from July 30 to September 24, 2015. The experimental group received the 8-session program, scheduled once a week, with each session lasting 45 minutes. Outcome variables included self-esteem, interpersonal relationship, and school adjustment. There were significant increases for self-esteem (t=3.69, p=.001), interpersonal relationship (t=8.88, p<.001), and school adjustment (t=4.92, p<.001) in the experimental group compared to the control group. These results indicate that the group counseling program based on goal attainment theory is very effective in increasing self-esteem, interpersonal relationship, and school adjustment for middle school students with emotional and behavioral problems. Therefore, it is recommended that the group counseling program based on goal attainment theory be used as an effective psychiatric nursing intervention for mental health promotion and the prevention of mental illness in adolescents. © 2017 Korean Society of Nursing Science

Coping strategies for HIV-related stigma in Liuzhou, China.

PubMed

Zhang, Ying-Xia; Ying-Xia, Zhang; Golin, Carol E; Bu, Jin; Jin, Bu; Emrick, Catherine Boland; Nan, Zhang; Li, Ming-Qiang; Ming-Qiang, Li

2014-02-01

This study explores the feelings, experiences, and coping strategies of people living with HIV (PLHIV) in Liuzhou, China. In a southwestern Chinese city with high HIV prevalence, we conducted semi-structured in-depth interviews with 47 PLHIV selected to represent individuals who had acquired HIV via different acquisition routes. Many participants felt severely stigmatized; they commonly reported having very low self-esteem and feelings of despair. Based on style of coping and whether it occurred at the interpersonal or intrapersonal level, four types of coping that participants used to deal with HIV-associated stigma were identified: (1) Compassion (Passive/Avoidant-Interpersonal); (2) Hiding HIV status (Passive/Avoidant-Intrapersonal); (3) Social support (Active/Problem-focused-Interpersonal; and (4) Self-care (Active/Problem-focused-Intrapersonal). Educational and stigma-reduction interventions targeting potential social support networks for PLHIV (e.g., family, close friends, and peers) could strengthen active interpersonal PLHIV coping strategies. Interventions teaching self-care to PLHIV would encourage active intrapersonal coping, both of which may enhance PLHIV quality of life in Liuzhou, China.

Borderline Personality Disorder Symptoms and Newlyweds’ Observed Communication, Partner Characteristics, and Longitudinal Marital Outcomes

PubMed Central

Lavner, Justin A.; Lamkin, Joanna; Miller, Joshua D.

2015-01-01

Given borderline personality disorder (BPD)’s relation with interpersonal dysfunction, there is substantial interest in understanding BPD’s effect on marriage. The current study used data from a community sample of 172 newlywed couples to examine spouses’ BPD symptoms in relation to their observed communication, partner BPD symptoms, 4-year marital quality trajectories, and 10-year divorce rates. BPD symptoms were correlated cross-sectionally with more negative skills during observational problem-solving and social support tasks, and spouses reporting more BPD symptoms were married to partners reporting more BPD symptoms. Longitudinally, hierarchical linear modeling of newlyweds’ 4-year marital trajectories indicated that BPD symptoms predicted the intercept of marital quality for spouses and their partners, reflecting lower levels of marital satisfaction and higher levels of marital problems. BPD symptoms did not predict 10-year divorce rates. These findings highlight the chronic relationship impairment associated with BPD symptoms, indicate that distress begins early in marriage, and suggest that partners with higher levels of BPD symptoms remain in more troubled marriages. PMID:26348097

Borderline personality disorder symptoms and newlyweds' observed communication, partner characteristics, and longitudinal marital outcomes.

PubMed

Lavner, Justin A; Lamkin, Joanna; Miller, Joshua D

2015-11-01

Given borderline personality disorder's (BPD) relation with interpersonal dysfunction, there is substantial interest in understanding BPD's effect on marriage. The current study used data from a community sample of 172 newlywed couples to examine spouses' BPD symptoms in relation to their observed communication, partner BPD symptoms, 4-year marital quality trajectories, and 10-year divorce rates. BPD symptoms were correlated cross-sectionally with more negative skills during observational problem-solving and social support tasks, and spouses reporting more BPD symptoms were married to partners reporting more BPD symptoms. Longitudinally, hierarchical linear modeling of newlyweds' 4-year marital trajectories indicated that BPD symptoms predicted the intercept of marital quality for spouses and their partners, reflecting lower levels of marital satisfaction and higher levels of marital problems. BPD symptoms did not predict 10-year divorce rates. These findings highlight the chronic relationship impairment associated with BPD symptoms, indicate that distress begins early in marriage, and suggest that partners with higher levels of BPD symptoms remain in more troubled marriages. (c) 2015 APA, all rights reserved).

[Predicting drop-out during the systems training for emotional predictability and problem solving (STEPPS)].

PubMed

van Diepen, J B; de Groot, I W

2016-01-01

Drop-out is a complex problem in mental health care and in STEPPS. Research has revealed a variety of predicting factors and has produced contradictory results. To investigate whether the information available at the start of STEPPS can pinpoint predictors of drop-out. The ROM data for 150 patients were used to test the link between the following factors: age, gender, education, employment, substance abuse, anxiety, hostility, interpersonal relations, responsibility and social concordance with drop-out. The method used for testing was logistic regression analysis. Factors that contributed significantly to the prediction of drop-out were gender and employment status. These factors made up 16% of the explained variation (R2 Nagelkerkes) in drop-out. Gender was the strongest predictive factor. Concerning the other factors, no differences were found between groups (drop-out and non-dropouts). In its present form STEPPS does not suit a large number of the male participants. Drop-out during STEPPS is hard to predict on the basis of ROM-questionnaires. Future research should focus on preconditions and marginal conditions that influence patients to complete their training.

Toward Solving the Problem of Problem Solving: An Analysis Framework

ERIC Educational Resources Information Center

Roesler, Rebecca A.

2016-01-01

Teaching is replete with problem solving. Problem solving as a skill, however, is seldom addressed directly within music teacher education curricula, and research in music education has not examined problem solving systematically. A framework detailing problem-solving component skills would provide a needed foundation. I observed problem solving…

Self-compassion, pain, and breaking a social contract.

PubMed

Purdie, Fiona; Morley, Stephen

2015-11-01

Self-compassion is the ability to respond to one's failures, shortcomings, and difficulties with kindness and openness rather than criticism. This study, which might be regarded as a proof-of-concept study, aimed to establish whether self-compassion is associated with expected emotional responses and the likelihood of responding with problem solving, support seeking, distraction, avoidance, rumination, or catastrophizing to unpleasant self-relevant events occurring in 3 social contexts. Sixty chronic pain patients were presented with 6 vignettes describing scenes in which the principal actor transgressed a social contract with negative interpersonal consequences. Vignettes represented 2 dimensions: (1) whether pain or a nonpain factor interrupted the fulfillment of the contract and (2) variation in the social setting (work, peer, and family). The Self-Compassion Scale was the covariate in the analysis. Higher levels of self-compassion were associated with significantly lower negative affect and lower reported likelihood of avoidance, catastrophizing, and rumination. Self-compassion did not interact with pain vs nonpain factor. Work-related vignettes were rated as more emotional and more likely to be associated with avoidance, catastrophizing, and rumination and less likelihood of problem solving. The findings suggest that self-compassion warrants further investigation in the chronic pain population both regarding the extent of its influence as a trait and in terms of the potential to enhance chronic pain patients' ability to be self-compassionate, with a view to its therapeutic utility in enhancing psychological well-being and adjustment. Limitations regarding the possible criterion contamination and the generalizability of vignette studies are discussed.

College students coping with interpersonal stress: Examining a control-based model of coping.

PubMed

Coiro, Mary Jo; Bettis, Alexandra H; Compas, Bruce E

2017-04-01

The ways that college students cope with stress, particularly interpersonal stress, may be a critical factor in determining which students are at risk for impairing mental health disorders. Using a control-based model of coping, the present study examined associations between interpersonal stress, coping strategies, and symptoms. A total of 135 undergraduate students from 2 universities. Interpersonal stress, coping strategies, depression, anxiety, and somatization were assessed via self-report. Students reporting more interpersonal stress reported more depression, anxiety, and somatization, and they reported less use of engagement coping strategies and greater use of disengagement coping strategies. Engagement coping strategies accounted for a significant portion of the association between interpersonal stress and mental health symptoms. Unexpectedly, coping strategies did not moderate the association between stress and mental health symptoms. Interventions designed to improve students' coping strategies may be an effective way to reduce mental health problems on college campuses.

Goals and everyday problem solving: examining the link between age-related goals and problem-solving strategy use.

PubMed

Hoppmann, Christiane A; Coats, Abby Heckman; Blanchard-Fields, Fredda

2008-07-01

Qualitative interviews on family and financial problems from 332 adolescents, young, middle-aged, and older adults, demonstrated that developmentally relevant goals predicted problem-solving strategy use over and above problem domain. Four focal goals concerned autonomy, generativity, maintaining good relationships with others, and changing another person. We examined both self- and other-focused problem-solving strategies. Autonomy goals were associated with self-focused instrumental problem solving and generative goals were related to other-focused instrumental problem solving in family and financial problems. Goals of changing another person were related to other-focused instrumental problem solving in the family domain only. The match between goals and strategies, an indicator of problem-solving adaptiveness, showed that young individuals displayed the greatest match between autonomy goals and self-focused problem solving, whereas older adults showed a greater match between generative goals and other-focused problem solving. Findings speak to the importance of considering goals in investigations of age-related differences in everyday problem solving.

Conceptual model of acid attacks based on survivor's experiences: Lessons from a qualitative exploration.

PubMed

Sabzi Khoshnami, Mohammad; Mohammadi, Elham; Addelyan Rasi, Hamideh; Khankeh, Hamid Reza; Arshi, Maliheh

2017-05-01

Acid attack, a worldwide phenomenon, has been increasing in recent years. In addition to severe injuries to the face and body, such violence leads to psychological and social problems that affect the survivors' quality of life. The present study provides a more in-depth understanding of this phenomenon and explores the nature and dimensions of acid attacks based on survivors' experiences. A grounded theory study using semi-structured, recorded interviews and applying purposeful theoretical sampling was conducted with 12 acid attack survivors in Iran. Data were analysed using constant comparison in open, axial and selective coding stages. A conceptual model was developed to explain the relationships among the main categories extracted through the grounded theory study. Physical and psychological wounds emerged as a core category. Traditional context and extreme beauty value in society acted as the context of the physical and psychological wounds experienced. Living with a drug abuser with behavioural disorders and lack of problem-solving skills in interpersonal conflict were found to be causal conditions. Action strategies to deal with this experience were found to be composed of individual, interpersonal and structural levels. Education, percentage and place of burning acted as intervening conditions that influenced survivors' strategies. Finally, adverse consequences of social deprivation and feeling helpless and hindered were found to have an important impact. Acid attack lead to physical and psychological wounds in survivors. This is a multi-dimensional phenomenon involving illness, disability, and victimization, and requires a wide range of strategies at different levels. The conceptual model derived through this study can serve as a good basis for intervention programs. Copyright © 2016 Elsevier Ltd and ISBI. All rights reserved.

Neural activity to a partner's facial expression predicts self-regulation after conflict.

PubMed

Hooker, Christine I; Gyurak, Anett; Verosky, Sara C; Miyakawa, Asako; Ayduk, Ozlem

2010-03-01

Failure to self-regulate after an interpersonal conflict can result in persistent negative mood and maladaptive behaviors. Research indicates that lateral prefrontal cortex (LPFC) activity is related to emotion regulation in response to laboratory-based affective challenges, such as viewing emotional pictures. This suggests that compromised LPFC function may be a risk factor for mood and behavior problems after an interpersonal conflict. However, it remains unclear whether LPFC activity to a laboratory-based affective challenge predicts self-regulation in real life. We investigated whether LPFC activity to a laboratory-based affective challenge (negative facial expressions of a partner) predicts self-regulation after a real-life affective challenge (interpersonal conflict). During a functional magnetic resonance imaging scan, healthy, adult participants in committed relationships (n = 27) viewed positive, negative, and neutral facial expressions of their partners. In a three-week online daily diary, participants reported conflict occurrence, level of negative mood, rumination, and substance use. LPFC activity in response to the laboratory-based affective challenge predicted self-regulation after an interpersonal conflict in daily life. When there was no interpersonal conflict, LPFC activity was not related to mood or behavior the next day. However, when an interpersonal conflict did occur, ventral LPFC (VLPFC) activity predicted mood and behavior the next day, such that lower VLPFC activity was related to higher levels of negative mood, rumination, and substance use. Low LPFC function may be a vulnerability and high LPFC function may be a protective factor for the development of mood and behavior problems after an interpersonal stressor. Copyright 2010 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

Neural activity to a partner's facial expression predicts self-regulation after conflict

PubMed Central

Hooker, Christine I.; Gyurak, Anett; Verosky, Sara; Miyakawa, Asako; Ayduk, Özlem

2009-01-01

Introduction Failure to self-regulate after an interpersonal conflict can result in persistent negative mood and maladaptive behaviors. Research indicates that lateral prefrontal cortex (LPFC) activity is related to the regulation of emotional experience in response to lab-based affective challenges, such as viewing emotional pictures. This suggests that compromised LPFC function may be a risk-factor for mood and behavior problems after an interpersonal stressor. However, it remains unclear whether LPFC activity to a lab-based affective challenge predicts self-regulation in real-life. Method We investigated whether LPFC activity to a lab-based affective challenge (negative facial expressions of a partner) predicts self-regulation after a real-life affective challenge (interpersonal conflict). During an fMRI scan, healthy, adult participants in committed, dating relationships (N = 27) viewed positive, negative, and neutral facial expressions of their partners. In an online daily-diary, participants reported conflict occurrence, level of negative mood, rumination, and substance-use. Results LPFC activity in response to the lab-based affective challenge predicted self-regulation after an interpersonal conflict in daily life. When there was no interpersonal conflict, LPFC activity was not related to the change in mood or behavior the next day. However, when an interpersonal conflict did occur, ventral LPFC (VLPFC) activity predicted the change in mood and behavior the next day, such that lower VLPFC activity was related to higher levels of negative mood, rumination, and substance-use. Conclusions Low LPFC function may be a vulnerability and high LPFC function may be a protective factor for the development of mood and behavior problems after an interpersonal stressor. PMID:20004365

Resources in Technology: Problem-Solving.

ERIC Educational Resources Information Center

Technology Teacher, 1986

1986-01-01

This instructional module examines a key function of science and technology: problem solving. It studies the meaning of problem solving, looks at techniques for problem solving, examines case studies that exemplify the problem-solving approach, presents problems for the reader to solve, and provides a student self-quiz. (Author/CT)

The Relationship of Interpersonal Conflict Handling Styles and Marital Conflicts Among Iranian Divorcing Couples

PubMed Central

Navidian, Ali; Bahari, Farshad; Kermansaravi, Fatihe

2014-01-01

Background: Various research studies have suggested that among other variables that couples remain married if they successfully manage their interactions (marital communication based on acceptance of individual differences, problem solving skills, forgiveness, collaborative decision making, empathy and active listening) and constructively manage conflict. Purpose: The study was aimed at examining the relation of conflict handling styles and marital conflicts among divorcing couples. Methods: As a descriptive–comparative study 60 couples out of 440 couples referred to the Crisis Intervention Center of the Isfahan Well-being Organization have selected. The tools implemented were Marital Conflicts (Barati & Sanaei, 1996) and Interpersonal Conflict Handling Styles Questionnaires (Thomas-Kilman, 1975). Their total reliabilities were, respectively, 0.74 and 0.87. Results: Findings showed that there are no significant differences among their conflict handling styles and marital conflicts. Also, there was positive correlation between avoidance and competition styles and negative one between compromise, accommodation, and cooperation styles with marital conflicts. That is, these styles reduced couples’ conflicts. Finally, wives had tendency to apply accommodation style and husbands tended to use accommodation and cooperation styles to handle their conflicts. Conclusions: It is suggested to be studied couples’ views toward their own styles to handle marital conflicts and holding training courses to orient couples with advantages and disadvantages of marital conflict handling styles. PMID:25363128

Educational Games as a Teaching Tool in Pharmacy Curriculum

PubMed Central

Mohamed, Heba Moustafa

2015-01-01

The shift in the pharmacist’s role from simply dispensing medications to effective delivery of pharmaceutical care interventions and drug therapy management has influenced pharmacy education.1-3 The educational focus has shifted from basic sciences to clinical and integrated courses that require incorporating active-learning strategies to provide pharmacy graduates with higher levels of competencies and specialized skills. As opposed to passive didactic lectures, active-learning strategies address the educational content in an interactive learning environment to develop interpersonal, communication, and problem-solving skills needed by pharmacists to function effectively in their new roles.4-6 One such strategy is using educational games. The aim of this paper is to review educational games adopted in different pharmacy schools and to aid educators in replicating the successfully implemented games and overcoming deficiencies in educational games. This review also highlights the main pitfalls within this research area. PMID:26089568

Educational Games as a Teaching Tool in Pharmacy Curriculum.

PubMed

Aburahma, Mona Hassan; Mohamed, Heba Moustafa

2015-05-25

The shift in the pharmacist's role from simply dispensing medications to effective delivery of pharmaceutical care interventions and drug therapy management has influenced pharmacy education.(1-3) The educational focus has shifted from basic sciences to clinical and integrated courses that require incorporating active-learning strategies to provide pharmacy graduates with higher levels of competencies and specialized skills. As opposed to passive didactic lectures, active-learning strategies address the educational content in an interactive learning environment to develop interpersonal, communication, and problem-solving skills needed by pharmacists to function effectively in their new roles.(4-6) One such strategy is using educational games. The aim of this paper is to review educational games adopted in different pharmacy schools and to aid educators in replicating the successfully implemented games and overcoming deficiencies in educational games. This review also highlights the main pitfalls within this research area.

The manipulative skill: Cognitive devices and their neural correlates underlying Machiavellian's decision making.

PubMed

Bereczkei, Tamas

2015-10-01

Until now, Machiavellianism has mainly been studied in personality and social psychological framework, and little attention has been paid to the underlying cognitive and neural equipment. In light of recent findings, Machiavellian social skills are not limited to emotion regulation and "cold-mindedness" as many authors have recently stated, but linked to specific cognitive abilities. Although Machiavellians appear to have a relatively poor mindreading ability and emotional intelligence, they can efficiently exploit others which is likely to come from their flexible problem solving processes in changing environmental circumstances. The author proposed that Machiavellians have specialized cognitive domains of decision making, such as monitoring others' behavior, task orientation, reward seeking, inhibition of cooperative feelings, and choosing victims. He related the relevant aspects of cognitive functions to their neurological substrates, and argued why they make Machiavellians so successful in interpersonal relationships. Copyright © 2015 Elsevier Inc. All rights reserved.

The Effects of a Skill-Based Intervention for Victims of Bullying in Brazil.

PubMed

da Silva, Jorge Luiz; de Oliveira, Wanderlei Abadio; Braga, Iara Falleiros; Farias, Marilurdes Silva; da Silva Lizzi, Elisangela Aparecida; Gonçalves, Marlene Fagundes Carvalho; Pereira, Beatriz Oliveira; Silva, Marta Angélica Iossi

2016-10-26

This study's objective was to verify whether improved social and emotional skills would reduce victimization among Brazilian 6th grade student victims of bullying. The targets of this intervention were victimized students; a total of 78 victims participated. A cognitive-behavioral intervention based on social and emotional skills was held in eight weekly sessions. The sessions focused on civility, the ability to make friends, self-control, emotional expressiveness, empathy, assertiveness, and interpersonal problem-solving capacity. Data were analyzed through Poisson regression models with random effects. Pre- and post-analyses reveal that intervention and comparison groups presented significant reduced victimization by bullying. No significant improvement was found in regard to difficulties in practicing social skills. Victimization reduction cannot be attributed to the program. This study contributes to the incipient literature addressing anti-bullying interventions conducted in developing countries and highlights the need for approaches that do not exclusively focus on the students' individual aspects.

If it takes two to tango, then why not teach both partners to dance? Collaboration instruction for all educators.

PubMed

Hudson, P; Glomb, N

1997-01-01

Being able to collaborate effectively is important for teachers who work together to serve students with learning disabilities in general education classrooms. Effective collaboration requires that teachers have knowledge and skills in how to effectively communicate and share their technical expertise for the purpose of solving classroom problems and providing continuity across instructional settings. Although both special education and general education preparation programs provide preservice teachers with the technical expertise for their respective areas of certification, few programs provide both special education and general education majors with instruction in interpersonal communication skills and collaboration strategies. The purpose of this article is to suggest guidelines and strategies to help teacher preparation programs move toward collaboration instruction for all educators. Suggestions for what to teach and how to teach it are offered, as well as an overview of factors that influence the implementation of collaboration instruction for all educators.

A Cognitive Analysis of Students’ Mathematical Problem Solving Ability on Geometry

NASA Astrophysics Data System (ADS)

Rusyda, N. A.; Kusnandi, K.; Suhendra, S.

2017-09-01

The purpose of this research is to analyze of mathematical problem solving ability of students in one of secondary school on geometry. This research was conducted by using quantitative approach with descriptive method. Population in this research was all students of that school and the sample was twenty five students that was chosen by purposive sampling technique. Data of mathematical problem solving were collected through essay test. The results showed the percentage of achievement of mathematical problem solving indicators of students were: 1) solve closed mathematical problems with context in math was 50%; 2) solve the closed mathematical problems with the context beyond mathematics was 24%; 3) solving open mathematical problems with contexts in mathematics was 35%; And 4) solving open mathematical problems with contexts outside mathematics was 44%. Based on the percentage, it can be concluded that the level of achievement of mathematical problem solving ability in geometry still low. This is because students are not used to solving problems that measure mathematical problem solving ability, weaknesses remember previous knowledge, and lack of problem solving framework. So the students’ ability of mathematical problems solving need to be improved with implement appropriate learning strategy.

The Interpersonal Theory of Suicide

ERIC Educational Resources Information Center

Van Orden, Kimberly A.; Witte, Tracy K.; Cukrowicz, Kelly C.; Braithwaite, Scott R.; Selby, Edward A.; Joiner, Thomas E., Jr.

2010-01-01

Suicidal behavior is a major problem worldwide and, at the same time, has received relatively little empirical attention. This relative lack of empirical attention may be due in part to a relative absence of theory development regarding suicidal behavior. The current article presents the interpersonal theory of suicidal behavior. We propose that…

Interpersonal Attraction Under Negative Conditions: A Problem for the Classical Conditioning Paradigm?

ERIC Educational Resources Information Center

Kenrick, Douglas T.; Johnson, Gregory A.

The influence of aversive conditions on interpersonal attraction was investigated using 60 female undergraduates as subjects. Dyads were formed and equally divided into aversive (loud-noise) and neutral (low-noise) conditions. After completing an attitude survey questionnaire subjects completed a short filler task while the experimenter…

Interpersonal Stress Generation as a Mechanism Linking Rumination to Internalizing Symptoms in Early Adolescents

ERIC Educational Resources Information Center

McLaughlin, Katie A.; Nolen-Hoeksema, Susan

2012-01-01

Rumination is a risk factor for depressive and anxiety symptoms in adolescents. Previous investigations of the mechanisms linking rumination to internalizing problems have focused primarily on cognitive factors. We investigated whether interpersonal stress generation plays a role in the longitudinal relationship between rumination and…

Alone? Perceived social support and chronic interpersonal difficulties in suicidal elders.

PubMed

Harrison, Katrin E; Dombrovski, Alexandre Y; Morse, Jennifer Q; Houck, Patricia; Schlernitzauer, Maryann; Reynolds, Charles F; Szanto, Katalin

2010-05-01

Social networks may protect depressed elders against suicidal behavior. However, conflict in important relationships may undermine the sense of social support, potentially negating the protective effects. Thus, we investigated the role of chronic interpersonal difficulties and perceived social support in depressed elders with and without suicidal thoughts and attempts. 106 individuals aged 60 years and older participated in this cross-sectional, case-control study. They were placed in three groups: suicidal depressed, non-suicidal depressed and non-depressed. Following a detailed clinical characterization, we assessed perceived social support (Interpersonal Support Evaluation List), and chronic interpersonal difficulties (Inventory of Interpersonal Problems). Using general linear models, we explored the relationship between suicidal thoughts/attempts, social support, and chronic interpersonal difficulties. We also examined whether lower perceived social support explained the relationship between chronic interpersonal difficulties and suicidal thoughts/attempts. Suicidal depressed elders reported the lowest levels of perceived social support (belonging, tangible support, and self-esteem) and higher levels of chronic interpersonal difficulties (struggle against others and interpersonal hostility), compared to both non-suicidal depressed and non-depressed elders. The relationship between chronic interpersonal difficulties and suicidal behavior was partially explained by low perceived social support. The experience of strong affects, interpersonal struggle, and hostility in relationships may undermine the sense of social support in depressed elders, possibly leading them to contemplate or attempt suicide. Depressed elders with a history of interpersonal difficulties need to be carefully monitored for suicidal behavior.

Building a Foundation against Violence: Impact of a School-Based Prevention Program on Elementary Students

ERIC Educational Resources Information Center

Hall, Bruce W.; Bacon, Tina P.

2005-01-01

This study examined the effectiveness of the Too Good for Violence Prevention Program (TGFV), a multifaceted interactive intervention. Grounded in Bandura's Social Learning Theory, the TGFV curricula focus on developing personal and interpersonal skills to solve conflict non-violently and resist social influences that lead to violence.…

Interpersonal identity formation in conversations with close friends about dating relationships.

PubMed

Morgan, Elizabeth M; Korobov, Neill

2012-12-01

The present study explores how close same-sex friendship groups participate in the co-construction of identities in the interpersonal domain during young adulthood. Participants included 24 same-sex college student friendship triads (12 male and 12 female; 72 total participants) who took part in semi-structured group interviews that elicited stories about conversations with their friends about dating relationship problems. Qualitative thematic analysis revealed five common responses to dating problems evidencing identity work in the context of friends' conversations. These responses included relating the issue to one's own experiences, providing validation and encouragement, joking about the problem, offering advice, and providing concrete instrumental support. Results are interpreted with regard to gender differences and similarities as well as the social context of college and developmental context of emerging adulthood. The findings identify ways in which young adults are actively co-constructing and re-evaluating their interpersonal identities within conversations with close same-sex friends. Copyright © 2011 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Interpersonal problems and negative affect in Borderline Personality and Depressive Disorders in daily life

PubMed Central

Hepp, Johanna; Lane, Sean P.; Carpenter, Ryan W.; Niedtfeld, Inga; Brown, Whitney C.; Trull, Timothy J.

2016-01-01

Theories of Borderline Personality Disorder (BPD) suggest that interpersonal problems in BPD act as triggers for negative affect and, at the same time, are a possible result of affective dysregulation. Therefore, we assessed the relations between momentary negative affect (hostility, sadness, fear) and interpersonal problems (rejection, disagreement) in a sample of 80 BPD and 51 depressed outpatients at 6 time-points over 28 days. Data were analyzed using multivariate multi-level modeling to separate momentary-, day-, and person-level effects. Results revealed a mutually reinforcing relationship between disagreement and hostility, rejection and hostility, and between rejection and sadness in both groups, at the momentary and day level. The mutual reinforcement between hostility and rejection/disagreement was significantly stronger in the BPD group. Moreover, the link between rejection and sadness was present at all three levels of analysis for the BPD group, while it was localized to the momentary level in the depressed group. PMID:28529826

Interpersonal violence: an important risk factor for disease and injury in South Africa.

PubMed

Norman, Rosana; Schneider, Michelle; Bradshaw, Debbie; Jewkes, Rachel; Abrahams, Naeemah; Matzopoulos, Richard; Vos, Theo

2010-12-01

Burden of disease estimates for South Africa have highlighted the particularly high rates of injuries related to interpersonal violence compared with other regions of the world, but these figures tell only part of the story. In addition to direct physical injury, violence survivors are at an increased risk of a wide range of psychological and behavioral problems. This study aimed to comprehensively quantify the excess disease burden attributable to exposure to interpersonal violence as a risk factor for disease and injury in South Africa. The World Health Organization framework of interpersonal violence was adapted. Physical injury mortality and disability were categorically attributed to interpersonal violence. In addition, exposure to child sexual abuse and intimate partner violence, subcategories of interpersonal violence, were treated as risk factors for disease and injury using counterfactual estimation and comparative risk assessment methods. Adjustments were made to account for the combined exposure state of having experienced both child sexual abuse and intimate partner violence. Of the 17 risk factors included in the South African Comparative Risk Assessment study, interpersonal violence was the second leading cause of healthy years of life lost, after unsafe sex, accounting for 1.7 million disability-adjusted life years (DALYs) or 10.5% of all DALYs (95% uncertainty interval: 8.5%-12.5%) in 2000. In women, intimate partner violence accounted for 50% and child sexual abuse for 32% of the total attributable DALYs. The implications of our findings are that estimates that include only the direct injury burden seriously underrepresent the full health impact of interpersonal violence. Violence is an important direct and indirect cause of health loss and should be recognized as a priority health problem as well as a human rights and social issue. This study highlights the difficulties in measuring the disease burden from interpersonal violence as a risk factor and the need to improve the epidemiological data on the prevalence and risks for the different forms of interpersonal violence to complete the picture. Given the extent of the burden, it is essential that innovative research be supported to identify social policy and other interventions that address both the individual and societal aspects of violence.

Problem-solving variability in older spouses: how is it linked to problem-, person-, and couple-characteristics?

PubMed

Hoppmann, Christiane A; Blanchard-Fields, Fredda

2011-09-01

Problem-solving does not take place in isolation and often involves social others such as spouses. Using repeated daily life assessments from 98 older spouses (M age = 72 years; M marriage length = 42 years), the present study examined theoretical notions from social-contextual models of coping regarding (a) the origins of problem-solving variability and (b) associations between problem-solving and specific problem-, person-, and couple- characteristics. Multilevel models indicate that the lion's share of variability in everyday problem-solving is located at the level of the problem situation. Importantly, participants reported more proactive emotion regulation and collaborative problem-solving for social than nonsocial problems. We also found person-specific consistencies in problem-solving. That is, older spouses high in Neuroticism reported more problems across the study period as well as less instrumental problem-solving and more passive emotion regulation than older spouses low in Neuroticism. Contrary to expectations, relationship satisfaction was unrelated to problem-solving in the present sample. Results are in line with the stress and coping literature in demonstrating that everyday problem-solving is a dynamic process that has to be viewed in the broader context in which it occurs. Our findings also complement previous laboratory-based work on everyday problem-solving by underscoring the benefits of examining everyday problem-solving as it unfolds in spouses' own environment.

Resource Letter RPS-1: Research in problem solving

NASA Astrophysics Data System (ADS)

Hsu, Leonardo; Brewe, Eric; Foster, Thomas M.; Harper, Kathleen A.

2004-09-01

This Resource Letter provides a guide to the literature on research in problem solving, especially in physics. The references were compiled with two audiences in mind: physicists who are (or might become) engaged in research on problem solving, and physics instructors who are interested in using research results to improve their students' learning of problem solving. In addition to general references, journal articles and books are cited for the following topics: cognitive aspects of problem solving, expert-novice problem-solver characteristics, problem solving in mathematics, alternative problem types, curricular interventions, and the use of computers in problem solving.

Interpersonal styles, peer relationships, and outcomes in residential substance use treatment.

PubMed

Harrison, Anna J; Timko, Christine; Blonigen, Daniel M

2017-10-01

Interpersonal relationships play a key role in recovery from substance use disorders (SUDs). We examined the associations between problematic interpersonal styles, peer relationships, and treatment outcomes in a sample of U.S. military veterans in residential SUD treatment. Participants were 189 veterans enrolled in a residential SUD treatment program at a Department of Veterans Affairs medical center. Participants were interviewed at the time of treatment entry (baseline), one month into treatment, and 12months following discharge from treatment. More problematic interpersonal styles at treatment entry, measured by the Inventory of Interpersonal Problems-Circumplex (IIP-C), predicted more SUD symptoms 12months post-discharge (r=0.29, P<0.01). Results of a principal components analysis of the IIP-C subscales revealed three main factors of interpersonal styles: Passive, Cruel/Aloof, and Controlling. With the exception of the Passive factor, the relationship between these interpersonal styles and SUD symptoms 12months after discharge was mediated by relationship quality with peers one month in treatment: i.e., more problematic interpersonal styles at baseline predicted poorer relationship quality with peers at 1month, which in turn predicted more SUD symptoms at 12months. Results demonstrate the importance of assessing interpersonal styles among patients in residential SUD treatment, as well as potentially augmenting existing evidence-based psychosocial treatments with a focus on interpersonal styles. Copyright © 2017 Elsevier Inc. All rights reserved.

Are There Subtypes of Panic Disorder? An Interpersonal Perspective

PubMed Central

Zilcha-Mano, Sigal; McCarthy, Kevin S.; Dinger, Ulrike; Chambless, Dianne L.; Milrod, Barbara L.; Kunik, Lauren; Barber, Jacques P.

2015-01-01

Objective Panic disorder (PD) is associated with significant personal, social, and economic costs. However, little is known about specific interpersonal dysfunctions that characterize the PD population. The current study systematically examined these interpersonal dysfunctions. Method The present analyses included 194 patients with PD out of a sample of 201 who were randomized to cognitive-behavioral therapy, panic-focused psychodynamic psychotherapy, or applied relaxation training. Interpersonal dysfunction was measured using the Inventory of Interpersonal Problems–Circumplex (Horowitz, Alden, Wiggins, & Pincus, 2000). Results Individuals with PD reported greater levels of interpersonal distress than that of a normative cohort (especially when PD was accompanied by agoraphobia), but lower than that of a cohort of patients with major depression. There was no single interpersonal profile that characterized PD patients. Symptom-based clusters (with versus without agoraphobia) could not be discriminated on core or central interpersonal problems. Rather, as revealed by cluster analysis based on the pathoplasticity framework, there were two empirically derived interpersonal clusters among PD patients which were not accounted for by symptom severity and were opposite in nature: domineering-intrusive and nonassertive. The empirically derived interpersonal clusters appear to be of clinical utility in predicting alliance development throughout treatment: While the domineering-intrusive cluster did not show any changes in the alliance throughout treatment, the non-assertive cluster showed a process of significant strengthening of the alliance. Conclusions Empirically derived interpersonal clusters in PD provide clinically useful and non-redundant information about individuals with PD. PMID:26030762

Problems of Interpersonal Style among the Nisei.

ERIC Educational Resources Information Center

Miyamoto, S. Frank

1987-01-01

Although the Nisei ethnic group experienced much residential dispersal, members have not been absorbed into the majority group society, largely because of their tendency to maintain Japanese interpersonal style rather than accept the style of the United States. A primary cause of the Nisei's style is their expression of their subjective self. (VM)

Stress Generation and Adolescent Depression: Contribution of Interpersonal Stress Responses

ERIC Educational Resources Information Center

Flynn, Megan; Rudolph, Karen D.

2011-01-01

This research examined the proposal that ineffective responses to common interpersonal problems disrupt youths' relationships, which, in turn, contributes to depression during adolescence. Youth (86 girls, 81 boys; M age = 12.41, SD = 1.19) and their primary female caregivers participated in a three-wave longitudinal study. Youth completed a…

Sexual Orientation and Psychological Distress in Adolescence: Examining Interpersonal Stressors and Social Support Processes

ERIC Educational Resources Information Center

Ueno, Koji

2005-01-01

Adolescents with homosexual and bisexual orientations have higher levels of psychological distress than other adolescents. Drawing from previous studies, I hypothesize that this epidemiological pattern is due largely to the interpersonal problems that sexual minorities experience at home and at school. Analysis of longitudinal data based on a…

Students’ difficulties in probabilistic problem-solving

NASA Astrophysics Data System (ADS)

Arum, D. P.; Kusmayadi, T. A.; Pramudya, I.

2018-03-01

There are many errors can be identified when students solving mathematics problems, particularly in solving the probabilistic problem. This present study aims to investigate students’ difficulties in solving the probabilistic problem. It focuses on analyzing and describing students errors during solving the problem. This research used the qualitative method with case study strategy. The subjects in this research involve ten students of 9th grade that were selected by purposive sampling. Data in this research involve students’ probabilistic problem-solving result and recorded interview regarding students’ difficulties in solving the problem. Those data were analyzed descriptively using Miles and Huberman steps. The results show that students have difficulties in solving the probabilistic problem and can be divided into three categories. First difficulties relate to students’ difficulties in understanding the probabilistic problem. Second, students’ difficulties in choosing and using appropriate strategies for solving the problem. Third, students’ difficulties with the computational process in solving the problem. Based on the result seems that students still have difficulties in solving the probabilistic problem. It means that students have not able to use their knowledge and ability for responding probabilistic problem yet. Therefore, it is important for mathematics teachers to plan probabilistic learning which could optimize students probabilistic thinking ability.

Interpersonal pathoplasticity and trajectories of change in routine adolescent and young adult residential substance abuse treatment.

PubMed

Boswell, James F; Cain, Nicole M; Oswald, Jennifer M; McAleavey, Andrew A; Adelman, Robert

2017-07-01

Partnerships between mental health care stakeholders provide a context for generalizable clinical research with implications for quality improvement. In the context of a partnership between an adolescent residential substance abuse disorder (SUD) treatment center and clinical researchers, stakeholders identified knowledge gaps (internal and the field broadly) with regard to patient interpersonal factors that influence working alliance and acute SUD residential treatment outcome trajectories. To (a) examine interpersonal pathoplasticity and identify interpersonal subtypes in a naturalistic sample of adolescent and young-adult patients presenting for routine residential SUD treatment and (b) investigate the association between identified interpersonal subtypes and working alliance and acute treatment outcome trajectories. N = 100 patients (Mage = 17.39 years, 68% male, 84% White) completed self-reports of symptom and functioning outcomes, interpersonal problems, and the working alliance on multiple occasions between admission and discharge. Multiple methods were used to identify interpersonal subtypes and test pathoplasticity. Interpersonal subtype was entered as a predictor in respective multilevel models of working alliance and symptom outcome. Interpersonal subtypes of vindictive and exploitable patients demonstrated pathoplasticity. Subtype did not predict working alliance trajectories; however, a significant interaction between interpersonal subtype and a quadratic effect for time demonstrated that exploitable patients with longer than average treatment lengths experienced attenuated symptom change over the course of treatment whereas vindictive patients appeared to demonstrate steady progress. Interpersonal assessments should be integrated into residential SUD treatment to identify patients with an exploitable interpersonal style who might require additional attention or alternative interventions. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Development of a problem solving evaluation instrument; untangling of specific problem solving assets

NASA Astrophysics Data System (ADS)

Adams, Wendy Kristine

The purpose of my research was to produce a problem solving evaluation tool for physics. To do this it was necessary to gain a thorough understanding of how students solve problems. Although physics educators highly value problem solving and have put extensive effort into understanding successful problem solving, there is currently no efficient way to evaluate problem solving skill. Attempts have been made in the past; however, knowledge of the principles required to solve the subject problem are so absolutely critical that they completely overshadow any other skills students may use when solving a problem. The work presented here is unique because the evaluation tool removes the requirement that the student already have a grasp of physics concepts. It is also unique because I picked a wide range of people and picked a wide range of tasks for evaluation. This is an important design feature that helps make things emerge more clearly. This dissertation includes an extensive literature review of problem solving in physics, math, education and cognitive science as well as descriptions of studies involving student use of interactive computer simulations, the design and validation of a beliefs about physics survey and finally the design of the problem solving evaluation tool. I have successfully developed and validated a problem solving evaluation tool that identifies 44 separate assets (skills) necessary for solving problems. Rigorous validation studies, including work with an independent interviewer, show these assets identified by this content-free evaluation tool are the same assets that students use to solve problems in mechanics and quantum mechanics. Understanding this set of component assets will help teachers and researchers address problem solving within the classroom.

Spontaneous gestures influence strategy choices in problem solving.

PubMed

Alibali, Martha W; Spencer, Robert C; Knox, Lucy; Kita, Sotaro

2011-09-01

Do gestures merely reflect problem-solving processes, or do they play a functional role in problem solving? We hypothesized that gestures highlight and structure perceptual-motor information, and thereby make such information more likely to be used in problem solving. Participants in two experiments solved problems requiring the prediction of gear movement, either with gesture allowed or with gesture prohibited. Such problems can be correctly solved using either a perceptual-motor strategy (simulation of gear movements) or an abstract strategy (the parity strategy). Participants in the gesture-allowed condition were more likely to use perceptual-motor strategies than were participants in the gesture-prohibited condition. Gesture promoted use of perceptual-motor strategies both for participants who talked aloud while solving the problems (Experiment 1) and for participants who solved the problems silently (Experiment 2). Thus, spontaneous gestures influence strategy choices in problem solving.

Too upset to think: the interplay of borderline personality features, negative emotions, and social problem solving in the laboratory.

PubMed

Dixon-Gordon, Katherine L; Chapman, Alexander L; Lovasz, Nathalie; Walters, Kris

2011-10-01

Borderline personality disorder (BPD) is associated with poor social problem solving and problems with emotion regulation. In this study, the social problem-solving performance of undergraduates with high (n = 26), mid (n = 32), or low (n = 29) levels of BPD features was assessed with the Social Problem-Solving Inventory-Revised and using the means-ends problem-solving procedure before and after a social rejection stressor. The high-BP group, but not the low-BP group, showed a significant reduction in relevant solutions to social problems and more inappropriate solutions following the negative emotion induction. Increases in self-reported negative emotions during the emotion induction mediated the relationship between BP features and reductions in social problem-solving performance. In addition, the high-BP group demonstrated trait deficits in social problem solving on the Social Problem-Solving Inventory-Revised. These findings suggest that future research must examine social problem solving under differing emotional conditions, and that clinical interventions to improve social problem solving among persons with BP features should focus on responses to emotional contexts.

An Investigation of Secondary Teachers’ Understanding and Belief on Mathematical Problem Solving

NASA Astrophysics Data System (ADS)

Yuli Eko Siswono, Tatag; Wachidul Kohar, Ahmad; Kurniasari, Ika; Puji Astuti, Yuliani

2016-02-01

Weaknesses on problem solving of Indonesian students as reported by recent international surveys give rise to questions on how Indonesian teachers bring out idea of problem solving in mathematics lesson. An explorative study was undertaken to investigate how secondary teachers who teach mathematics at junior high school level understand and show belief toward mathematical problem solving. Participants were teachers from four cities in East Java province comprising 45 state teachers and 25 private teachers. Data was obtained through questionnaires and written test. The results of this study point out that the teachers understand pedagogical problem solving knowledge well as indicated by high score of observed teachers‘ responses showing understanding on problem solving as instruction as well as implementation of problem solving in teaching practice. However, they less understand on problem solving content knowledge such as problem solving strategies and meaning of problem itself. Regarding teacher's difficulties, teachers admitted to most frequently fail in (1) determining a precise mathematical model or strategies when carrying out problem solving steps which is supported by data of test result that revealed transformation error as the most frequently observed errors in teachers’ work and (2) choosing suitable real situation when designing context-based problem solving task. Meanwhile, analysis of teacher's beliefs on problem solving shows that teachers tend to view both mathematics and how students should learn mathematics as body static perspective, while they tend to believe to apply idea of problem solving as dynamic approach when teaching mathematics.

The Impact of Teacher Training on Creative Writing and Problem-Solving Using Futuristic Scenarios for Creative Problem Solving and Creative Problem Solving Programs

ERIC Educational Resources Information Center

Hayel Al-Srour, Nadia; Al-Ali, Safa M.; Al-Oweidi, Alia

2016-01-01

The present study aims to detect the impact of teacher training on creative writing and problem-solving using both Futuristic scenarios program to solve problems creatively, and creative problem solving. To achieve the objectives of the study, the sample was divided into two groups, the first consist of 20 teachers, and 23 teachers to second…

Is There a Downside of Job Accommodations? An Employee Perspective on Individual Change Processes

PubMed Central

Kensbock, Julia M.; Boehm, Stephan A.; Bourovoi, Kirill

2017-01-01

By modifying the work environments, work routines, and work tasks of employees with health restrictions, organizations can effectively help them continue to perform their jobs successfully. As such, job accommodations are an effective tool to secure the continued employment of aging workers who develop disabilities across their life span. However, while accommodations tackle health-related performance problems, they might create new challenges on the part of the affected employee. Building on the organizational change and accommodations literatures, we propose a theoretical framework of negative experiences during accommodation processes and apply it to qualitative data from group interviews with 73 manufacturing workers at a German industrial company who were part of the company's job accommodation program. Although problems associated with health-related impairments were mostly solved by accommodation, affected employees with disabilities reported about interpersonal problems and conflicts similar to those that typically occur during organizational change. Lack of social support as well as poor communication and information were raised as criticisms. Furthermore, our findings indicate that discrimination, bullying, and maltreatment appear to be common during accommodation processes. To make accommodation processes more successful, we derive recommendations from the organizational change literature and apply it to the accommodation context. We also emphasize unique characteristics of the accommodation setting and translate these into practical implications. PMID:28979218

Problem-solving skills in high school biology: The effectiveness of the IMMEX problem-solving assessment software

NASA Astrophysics Data System (ADS)

Palacio-Cayetano, Joycelin

"Problem-solving through reflective thinking should be both the method and valuable outcome of science instruction in America's schools" proclaimed John Dewey (Gabel, 1995). If the development of problem-solving is a primary goal of science education, more problem-solving opportunities must be an integral part of K-16 education. To examine the effective use of technology in developing and assessing problem-solving skills, a problem-solving authoring, learning, and assessment software, the UCLA IMMEX Program-Interactive Multimedia Exercises-was investigated. This study was a twenty-week quasi-experimental study that was implemented as a control-group time series design among 120 tenth grade students. Both the experimental group (n = 60) and the control group (n = 60) participated in a problem-based learning curriculum; however, the experimental group received regular intensive experiences with IMMEX problem-solving and the control group did not. Problem-solving pretest and posttest were administered to all students. The instruments used were a 35-item Processes of Biological Inquiry Test and an IMMEX problem-solving assessment test, True Roots. Students who participated in the IMMEX Program achieved significant (p <.05) gains in problem-solving skills on both problem-solving assessment instruments. This study provided evidence that IMMEX software is highly efficient in evaluating salient elements of problem-solving. Outputs of students' problem-solving strategies revealed that unsuccessful problem solvers primarily used the following four strategies: (1) no data search strategy, students simply guessed; (2) limited data search strategy leading to insufficient data and premature closing; (3) irrelevant data search strategy, students focus in areas bearing no substantive data; and (4) extensive data search strategy with inadequate integration and analysis. On the contrary, successful problem solvers used the following strategies; (1) focused search strategy coupled with the ability to fill in knowledge gaps by accessing the appropriate resources; (2) targeted search strategy coupled with high level of analytical and integration skills; and (3) focused search strategy coupled with superior discrimination, analytical, and integration skills. The strategies of students who were successful and unsuccessful solving IMMEX problems were consistent with those of expert and novice problem solvers identified in the literature on problem-solving.

Cooperation makes two less-creative individuals turn into a highly-creative pair.

PubMed

Xue, Hua; Lu, Kelong; Hao, Ning

2018-05-15

This study aimed to investigate which type of group (e.g., consisting of less-creative or highly-creative individuals) would perform better in solving creativity problems, and explore the underlying inter-brain neural correlates between team members. A preliminary test (an alternative-uses task) was performed to rank individuals' level of creativity, and divide participants into three types of dyads: high-high (two highly-creative individuals), low-low (two less-creative individuals), and high-low (one highly-creative and one less-creative individual). Dyads were then asked to solve a realistic presented problem (RPP; a typical creativity problem) during which a functional near-infrared spectroscopy (fNIRS)-based hyperscanning device was used to record the variation of interpersonal brain synchronization (IBS). Results revealed that less-creative individuals, while working together, would perform as well as highly-creative individuals. The low-low dyads showed higher levels of cooperation behaviour than the other two types of dyads. The fNIRS results revealed increased IBS only for low-low dyads at PFC (prefrontal cortex) and rTPJ (right temporal-parietal junction) brain regions during RPP task performance. In the rDLPFC (right dorsolateral prefrontal cortex), the IBS in the low-low dyads was stronger than that of high-high and high-low dyads. In the rTPJ, the IBS in the low-low dyads was only stronger than that of the high-low dyads. Besides, the IBS at rDLPFC and rTPJ regions in the low-low dyads was positively correlated with their cooperation behaviour and group creative performance. These findings indicated when two less-creative individuals worked on a creativity problem together, they tended to cooperate with each other (indicated by both behaviour index and increased IBS at rDLPFC and rTPJ), which benefited their creative performance. Copyright © 2018 Elsevier Inc. All rights reserved.

Risk Factors for Non-Suicidal Self-Injury Among Trans Youth.

PubMed

Arcelus, Jon; Claes, Laurence; Witcomb, Gemma L; Marshall, Ellen; Bouman, Walter Pierre

2016-03-01

Previous research has reported high levels of non-suicidal self-injury (NSSI) in trans populations and younger age has been identified as a risk factor. To explore the prevalence of NSSI in a large group of young trans people and to identify risk factors for this group. Sociodemographic variables and measurements of NSSI (Self-Injury Questionnaire), psychopathology (Symptom Checklist-90-Revised), self-esteem (Rosenberg Self-Esteem Scale), victimization (Experiences of Transphobia Scale), interpersonal functioning (Inventory of Interpersonal Problems), and social support (Multidimensional Scale of Perceived Social Support). Two hundred sixty-eight young people attending a national gender clinic completed questionnaires assessing presence and frequency of NSSI and levels of general psychopathology, depression, anxiety, interpersonal problems, self-esteem, social support, transphobia, and information on hormone treatment. A lifetime presence of NSSI was identified in 46.3% of patients and 28.73% reported currently engaging in NSSI (within at least the past few months). Analyses showed that those with a lifetime presence of NSSI had significantly greater general psychopathology, lower self-esteem, had suffered more transphobia, and experienced greater interpersonal problems than those without NSSI. Findings were similar when comparing current with non-current NSSI. Overall, natal male patients reported less social support than natal female patients, but current NSSI was more common in natal female patients. Regression analyses confirmed that natal female gender and greater general psychopathology predicted current and lifetime NSSI. Further analyses confirmed that general psychopathology itself could be predicted by transphobic experiences, low self-esteem, and interpersonal problems, but not by the use of cross-sex hormones. These findings confirm that NSSI is common in trans youth and emphasize the need for interventions that decrease transphobia, increase social support, and help trans youth navigate their relationships with others to decrease psychopathology and NSSI. Copyright © 2016 International Society for Sexual Medicine. Published by Elsevier Inc. All rights reserved.

Empathy as a “Risky Strength”: A Multilevel Examination of Empathy and Risk for Internalizing Disorders

PubMed Central

Tone, Erin B.; Tully, Erin C.

2015-01-01

Learning to respond to others’ distress with well-regulated empathy is an important developmental task linked to positive health outcomes and moral achievements. However, this important interpersonal skill set may also, paradoxically, confer risk for depression and anxiety when present at extreme levels and in combination with certain individual characteristics or within particular contexts. The purpose of this review is to describe an empirically-grounded theoretical rationale for the hypothesis that empathic tendencies can be “risky strengths”. We propose a model in which typical development of affective and cognitive empathy can be influenced by complex interplay among intraindividual and interindividual moderators that increase risk for empathic personal distress and excessive interpersonal guilt. These intermediate states, in turn, precipitate internalizing problems that map onto empirically-derived fear/arousal and anhedonia/misery subfactors of internalizing disorders. The intraindividual moderators include a genetically-influenced propensity toward physiological hyperarousal, which is proposed to interact with genetic propensity to empathic sensitivity to contribute to neurobiological processes that underlie personal distress responses others’ pain or unhappiness. This empathic personal distress then increases risk for internalizing problems, particularly fear/arousal symptoms. Similarly, interactions between genetic propensities toward negative thinking processes and empathic sensitivity are hypothesized to contribute to excess interpersonal guilt in response to others’ distress. In turn, this interpersonal guilt increases risk for internalizing problems, especially anhedonia/misery symptoms. Interindividual moderators, such as maladaptive parenting or chronic exposure to parents’ negative affect, further interact with these genetic liabilities to amplify risk for personal distress and interpersonal guilt, as well as for consequent internalizing problems. Age-related increases in the heritability of depression, anxiety, and empathy-related constructs are consistent with developmental shifts toward greater influence of intraindividual moderators throughout childhood and adolescence, with interindividual moderators exerting their greatest influence during early childhood. Efforts to modulate neurobiological and behavioral expressions of genetic dysregulation liabilities and to promote adaptive empathic skills must thus begin early in development. PMID:25422978

Empathy as a "risky strength": a multilevel examination of empathy and risk for internalizing disorders.

PubMed

Tone, Erin B; Tully, Erin C

2014-11-01

Learning to respond to others' distress with well-regulated empathy is an important developmental task linked to positive health outcomes and moral achievements. However, this important interpersonal skill set may also confer risk for depression and anxiety when present at extreme levels and in combination with certain individual characteristics or within particular contexts. The purpose of this review is to describe an empirically grounded theoretical rationale for the hypothesis that empathic tendencies can be "risky strengths." We propose a model in which typical development of affective and cognitive empathy can be influenced by complex interplay among intraindividual and interindividual moderators that increase risk for empathic personal distress and excessive interpersonal guilt. These intermediate states in turn precipitate internalizing problems that map onto empirically derived fear/arousal and anhedonia/misery subfactors of internalizing disorders. The intraindividual moderators include a genetically influenced propensity toward physiological hyperarousal, which is proposed to interact with genetic propensity to empathic sensitivity to contribute to neurobiological processes that underlie personal distress responses to others' pain or unhappiness. This empathic personal distress then increases risk for internalizing problems, particularly fear/arousal symptoms. In a similar fashion, interactions between genetic propensities toward negative thinking processes and empathic sensitivity are hypothesized to contribute to excess interpersonal guilt in response to others' distress. This interpersonal guilt then increases the risk for internalizing problems, especially anhedonia/misery symptoms. Interindividual moderators, such as maladaptive parenting or chronic exposure to parents' negative affect, further interact with these genetic liabilities to amplify risk for personal distress and interpersonal guilt as well as for consequent internalizing problems. Age-related increases in the heritability of depression, anxiety, and empathy-related constructs are consistent with developmental shifts toward greater influence of intraindividual moderators throughout childhood and adolescence, with interindividual moderators exerting their greatest influence during early childhood. Efforts to modulate neurobiological and behavioral expressions of genetic dysregulation liabilities and to promote adaptive empathic skills must thus begin early in development.

Pre-Service Class Teacher' Ability in Solving Mathematical Problems and Skills in Solving Daily Problems

ERIC Educational Resources Information Center

Aljaberi, Nahil M.; Gheith, Eman

2016-01-01

This study aims to investigate the ability of pre-service class teacher at University of Petrain solving mathematical problems using Polya's Techniques, their level of problem solving skills in daily-life issues. The study also investigates the correlation between their ability to solve mathematical problems and their level of problem solving…

The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems.

PubMed

Baars, Martine; Wijnia, Lisette; Paas, Fred

2017-01-01

Self-regulated learning (SRL) skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a self-regulated way, affective and motivational resources have received much less research attention. The current study investigated the relation between affect (i.e., Positive Affect and Negative Affect Scale), motivation (i.e., autonomous and controlled motivation), mental effort, SRL skills, and problem-solving performance when learning to solve biology problems in a self-regulated online learning environment. In the learning phase, secondary education students studied video-modeling examples of how to solve hereditary problems, solved hereditary problems which they chose themselves from a set of problems with different complexity levels (i.e., five levels). In the posttest, students solved hereditary problems, self-assessed their performance, and chose a next problem from the set of problems but did not solve these problems. The results from this study showed that negative affect, inaccurate self-assessments during the posttest, and higher perceptions of mental effort during the posttest were negatively associated with problem-solving performance after learning in a self-regulated way.

Virtual Environment Interpersonal Trust Scale: Validity and Reliability Study

ERIC Educational Resources Information Center

Usta, Ertugrul

2012-01-01

The purpose of this study is in the process of interpersonal communication in virtual environments is available from the trust problem is to develop a measurement tool. Trust in the process of distance education today, and has been a factor to be investigated. People, who take distance education course, they could may remain within the process…

How Do Personality Traits Effect Shame and Guilt?: An Evaluation of the Turkish Culture

ERIC Educational Resources Information Center

Erden, Seval; Akbag, Müge

2015-01-01

Problem Statement: Feelings of shame and guilt as negative social emotions have a deep and continuous impact throughout our lives, particularly on our behaviors in both intrapersonal and interpersonal relationships. It was widely accepted that these feelings originate from a person's early period of life's interpersonal experiences in the family…

Infertility and Subjective Well-Being: The Mediating Roles of Self-Esteem, Internal Control, and Interpersonal Conflict.

ERIC Educational Resources Information Center

Abbey, Antonia; And Others

1992-01-01

Examined relationship between self-esteem, perceived control, interpersonal conflict between spouses, global and intimacy life quality, and stress produced by infertility in 185 married infertile couples. Found that fertility problem stress had indirect negative effects on life quality via its mediating effects on self-esteem, internal control,…

Cognitive Behavioural Therapy: From Face to Face Interaction to a Broader Contextual Understanding of Change

ERIC Educational Resources Information Center

Jahoda, A.; Dagnan, D.; Kroese, B. Stenfert; Pert, C.; Trower, P.

2009-01-01

Cognitive behavioural therapy (CBT) is increasingly used to address the emotional and interpersonal problems of people with ID. There is a limited but promising evidence base supporting this activity. However, these individuals face real and continuing challenges in their lives that have implications for their self and interpersonal perceptions.…

Problems and Preferences for Source of Help among United Arab Emirates University Students

ERIC Educational Resources Information Center

Al-Darmaki, Fatima Rashed

2011-01-01

This study examined common problems experienced by Emirati college students and their help-seeking preferences. A Problem Checklist was used to collect data from 450 participants. Factor analysis of the Checklist revealed three reliable factors (personal-interpersonal problems, mood problems, and academic problems). Results indicated that Emirati…

Extraction of a group-pair relation: problem-solving relation from web-board documents.

PubMed

Pechsiri, Chaveevan; Piriyakul, Rapepun

2016-01-01

This paper aims to extract a group-pair relation as a Problem-Solving relation, for example a DiseaseSymptom-Treatment relation and a CarProblem-Repair relation, between two event-explanation groups, a problem-concept group as a symptom/CarProblem-concept group and a solving-concept group as a treatment-concept/repair concept group from hospital-web-board and car-repair-guru-web-board documents. The Problem-Solving relation (particularly Symptom-Treatment relation) including the graphical representation benefits non-professional persons by supporting knowledge of primarily solving problems. The research contains three problems: how to identify an EDU (an Elementary Discourse Unit, which is a simple sentence) with the event concept of either a problem or a solution; how to determine a problem-concept EDU boundary and a solving-concept EDU boundary as two event-explanation groups, and how to determine the Problem-Solving relation between these two event-explanation groups. Therefore, we apply word co-occurrence to identify a problem-concept EDU and a solving-concept EDU, and machine-learning techniques to solve a problem-concept EDU boundary and a solving-concept EDU boundary. We propose using k-mean and Naïve Bayes to determine the Problem-Solving relation between the two event-explanation groups involved with clustering features. In contrast to previous works, the proposed approach enables group-pair relation extraction with high accuracy.

Students’ Mathematical Problem-Solving Abilities Through The Application of Learning Models Problem Based Learning

NASA Astrophysics Data System (ADS)

Nasution, M. L.; Yerizon, Y.; Gusmiyanti, R.

2018-04-01

One of the purpose mathematic learning is to develop problem solving abilities. Problem solving is obtained through experience in questioning non-routine. Improving students’ mathematical problem-solving abilities required an appropriate strategy in learning activities one of them is models problem based learning (PBL). Thus, the purpose of this research is to determine whether the problem solving abilities of mathematical students’ who learn to use PBL better than on the ability of students’ mathematical problem solving by applying conventional learning. This research included quasi experiment with static group design and population is students class XI MIA SMAN 1 Lubuk Alung. Class experiment in the class XI MIA 5 and class control in the class XI MIA 6. The instrument of final test students’ mathematical problem solving used essay form. The result of data final test in analyzed with t-test. The result is students’ mathematical problem solving abilities with PBL better then on the ability of students’ mathematical problem solving by applying conventional learning. It’s seen from the high percentage achieved by the group of students who learn to use PBL for each indicator of students’ mathematical problem solving.

The dilemma of diabetic patients living with hypoglycaemia.

PubMed

Wu, Fei-Ling; Juang, Jyuhn-Huarng; Yeh, Mei Chang

2011-08-01

To examine the impact of the threat of hypoglycaemic episodes on people with diabetes in Taiwan. Intensive diabetes treatment in people with diabetes helps them to achieve better glycaemic control. However, it also causes more frequent hypoglycaemic episodes and has an impact on their overall quality of life. Hypoglycaemia is accompanied by various distressing symptoms which may cause excessive fear, affecting decision making in hypoglycaemic management. Purposive sampling and in-depth, face-to-face interviews were used to collect data. Semi-structured interviews were conducted from July 2008-January 2009 with 17 individuals treated with insulin who had previous hypoglycaemic episodes. Data were analysed using qualitative content analysis. Four themes were generated from the analysis, 'inability to control fluctuations in health', 'challenges to interpersonal relationships', 'facing the disease alone' and 'finding a balance between competing symptoms'. Hypoglycaemia is a major health issue for many people with diabetes. Understanding individuals' experiences with hypoglycaemic episodes should help practitioners become more fully involved in promoting self-management. We identified key areas that health care providers should address, including concerns about patient education and professional support for people with diabetes experiencing hypoglycaemia, to enhance problem solving skills for them and their families. We recommend that health care providers make proper use of support groups for family caregivers or other important individuals in the lives of people with diabetes to provide education, clarification, support and guidance. In addition, health care providers also need to provide clients with hypoglycaemia-related emotional support, while enhancing diabetes self-management and problem-solving skills. © 2011 Blackwell Publishing Ltd.

Interpersonal sensitivity and functioning impairment in youth at ultra-high risk for psychosis.

PubMed

Masillo, A; Valmaggia, L R; Saba, R; Brandizzi, M; Lindau, J F; Solfanelli, A; Curto, M; Narilli, F; Telesforo, L; Kotzalidis, G D; Di Pietro, D; D'Alema, M; Girardi, P; Fiori Nastro, P

2016-01-01

A personality trait that often elicits poor and uneasy interpersonal relationships is interpersonal sensitivity. The aim of the present study was to explore the relationship between interpersonal sensitivity and psychosocial functioning in individuals at ultra-high risk for psychosis as compared to help-seeking individuals who screened negative for an ultra-high risk of psychosis. A total sample of 147 adolescents and young adult who were help seeking for emerging mental health problems participated in the study. The sample was divided into two groups: 39 individuals who met criteria for an ultra-high-risk mental state (UHR), and 108 (NS). The whole sample completed the Interpersonal Sensitivity Measure (IPSM) and the Global Functioning: Social and Role Scale (GF:SS; GF:RS). Mediation analysis was used to explore whether attenuated negative symptoms mediated the relationship between interpersonal sensitivity and social functioning. Individuals with UHR state showed higher IPSM scores and lower GF:SS and GF:RS scores than NS participants. A statistically negative significant correlation between two IPSM subscales (Interpersonal Awareness and Timidity) and GF:SS was found in both groups. Our results also suggest that the relationship between the aforementioned aspects of interpersonal sensitivity and social functioning was not mediated by negative prodromal symptoms. This study suggests that some aspects of interpersonal sensitivity were associated with low level of social functioning. Assessing and treating interpersonal sensitivity may be a promising therapeutic target to improve social functioning in young help-seeking individuals.

Using a general problem-solving strategy to promote transfer.

PubMed

Youssef-Shalala, Amina; Ayres, Paul; Schubert, Carina; Sweller, John

2014-09-01

Cognitive load theory was used to hypothesize that a general problem-solving strategy based on a make-as-many-moves-as-possible heuristic could facilitate problem solutions for transfer problems. In four experiments, school students were required to learn about a topic through practice with a general problem-solving strategy, through a conventional problem solving strategy or by studying worked examples. In Experiments 1 and 2 using junior high school students learning geometry, low knowledge students in the general problem-solving group scored significantly higher on near or far transfer tests than the conventional problem-solving group. In Experiment 3, an advantage for a general problem-solving group over a group presented worked examples was obtained on far transfer tests using the same curriculum materials, again presented to junior high school students. No differences between conditions were found in Experiments 1, 2, or 3 using test problems similar to the acquisition problems. Experiment 4 used senior high school students studying economics and found the general problem-solving group scored significantly higher than the conventional problem-solving group on both similar and transfer tests. It was concluded that the general problem-solving strategy was helpful for novices, but not for students that had access to domain-specific knowledge. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Revising explanatory models to accommodate anomalous genetic phenomena: Problem solving in the context of discovery

NASA Astrophysics Data System (ADS)

Hafner, Robert; Stewart, Jim

Past problem-solving research has provided a basis for helping students structure their knowledge and apply appropriate problem-solving strategies to solve problems for which their knowledge (or mental models) of scientific phenomena is adequate (model-using problem solving). This research examines how problem solving in the domain of Mendelian genetics proceeds in situations where solvers' mental models are insufficient to solve problems at hand (model-revising problem solving). Such situations require solvers to use existing models to recognize anomalous data and to revise those models to accommodate the data. The study was conducted in the context of 9-week high school genetics course and addressed: the heuristics charactenstic of successful model-revising problem solving: the nature of the model revisions, made by students as well as the nature of model development across problem types; and the basis upon which solvers decide that a revised model is sufficient (that t has both predictive and explanatory power).

Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving

PubMed Central

Azad, Gazi F.; Kim, Mina; Marcus, Steven C.; Mandell, David S.; Sheridan, Susan M.

2016-01-01

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving. PMID:28392604

Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving.

PubMed

Azad, Gazi F; Kim, Mina; Marcus, Steven C; Mandell, David S; Sheridan, Susan M

2016-12-01

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving.

Errors analysis of problem solving using the Newman stage after applying cooperative learning of TTW type

NASA Astrophysics Data System (ADS)

Rr Chusnul, C.; Mardiyana, S., Dewi Retno

2017-12-01

Problem solving is the basis of mathematics learning. Problem solving teaches us to clarify an issue coherently in order to avoid misunderstanding information. Sometimes there may be mistakes in problem solving due to misunderstanding the issue, choosing a wrong concept or misapplied concept. The problem-solving test was carried out after students were given treatment on learning by using cooperative learning of TTW type. The purpose of this study was to elucidate student problem regarding to problem solving errors after learning by using cooperative learning of TTW type. Newman stages were used to identify problem solving errors in this study. The new research used a descriptive method to find out problem solving errors in students. The subject in this study were students of Vocational Senior High School (SMK) in 10th grade. Test and interview was conducted for data collection. Thus, the results of this study suggested problem solving errors in students after learning by using cooperative learning of TTW type for Newman stages.

Rejection Sensitivity and Depression: Indirect Effects Through Problem Solving.

PubMed

Kraines, Morganne A; Wells, Tony T

2017-01-01

Rejection sensitivity (RS) and deficits in social problem solving are risk factors for depression. Despite their relationship to depression and the potential connection between them, no studies have examined RS and social problem solving together in the context of depression. As such, we examined RS, five facets of social problem solving, and symptoms of depression in a young adult sample. A total of 180 participants completed measures of RS, social problem solving, and depressive symptoms. We used bootstrapping to examine the indirect effect of RS on depressive symptoms through problem solving. RS was positively associated with depressive symptoms. A negative problem orientation, impulsive/careless style, and avoidance style of social problem solving were positively associated with depressive symptoms, and a positive problem orientation was negatively associated with depressive symptoms. RS demonstrated an indirect effect on depressive symptoms through two social problem-solving facets: the tendency to view problems as threats to one's well-being and an avoidance problem-solving style characterized by procrastination, passivity, or overdependence on others. These results are consistent with prior research that found a positive association between RS and depression symptoms, but this is the first study to implicate specific problem-solving deficits in the relationship between RS and depression. Our results suggest that depressive symptoms in high RS individuals may result from viewing problems as threats and taking an avoidant, rather than proactive, approach to dealing with problems. These findings may have implications for problem-solving interventions for rejection sensitive individuals.

The Cyclic Nature of Problem Solving: An Emergent Multidimensional Problem-Solving Framework

ERIC Educational Resources Information Center

Carlson, Marilyn P.; Bloom, Irene

2005-01-01

This paper describes the problem-solving behaviors of 12 mathematicians as they completed four mathematical tasks. The emergent problem-solving framework draws on the large body of research, as grounded by and modified in response to our close observations of these mathematicians. The resulting "Multidimensional Problem-Solving Framework" has four…

Mathematical Problem Solving: A Review of the Literature.

ERIC Educational Resources Information Center

Funkhouser, Charles

The major perspectives on problem solving of the twentieth century are reviewed--associationism, Gestalt psychology, and cognitive science. The results of the review on teaching problem solving and the uses of computers to teach problem solving are included. Four major issues related to the teaching of problem solving are discussed: (1)…

Teaching Problem Solving Skills to Elementary Age Students with Autism

ERIC Educational Resources Information Center

Cote, Debra L.; Jones, Vita L.; Barnett, Crystal; Pavelek, Karin; Nguyen, Hoang; Sparks, Shannon L.

2014-01-01

Students with disabilities need problem-solving skills to promote their success in solving the problems of daily life. The research into problem-solving instruction has been limited for students with autism. Using a problem-solving intervention and the Self Determined Learning Model of Instruction, three elementary age students with autism were…

Learning problem-solving skills in a distance education physics course

NASA Astrophysics Data System (ADS)

Rampho, G. J.; Ramorola, M. Z.

2017-10-01

In this paper we present the results of a study on the effectiveness of combinations of delivery modes of distance education in learning problem-solving skills in a distance education introductory physics course. A problem-solving instruction with the explicit teaching of a problem-solving strategy and worked-out examples were implemented in the course. The study used the ex post facto research design with stratified sampling to investigate the effect of the learning of a problem-solving strategy on the problem-solving performance. The number of problems attempted and the mean frequency of using a strategy in solving problems in the three course presentation modes were compared. The finding of the study indicated that combining the different course presentation modes had no statistically significant effect in the learning of problem-solving skills in the distance education course.

Longitudinal Social-Interpersonal Functioning among Higher-risk Responders to Acute-phase Cognitive Therapy for Recurrent Major Depressive Disorder

PubMed Central

Vittengl, Jeffrey R.; Clark, Lee Anna; Thase, Michael E.; Jarrett, Robin B.

2016-01-01

Background Social-interpersonal dysfunction increases disability in major depressive disorder (MDD). Here we clarified the durability of improvements in social-interpersonal functioning made during acute-phase cognitive therapy (CT), whether continuation CT (C-CT) or fluoxetine (FLX) further improved functioning, and relations of functioning with depressive symptoms and relapse/recurrence. Method Adult outpatients (N=241) with recurrent MDD who responded to acute-phase CT with higher risk of relapse (due to unstable or partial remission) were randomized to 8 months of C-CT, FLX, or pill placebo plus clinical management (PBO) and followed 24 additional months. We analyzed repeated measures of patients’ social adjustment, interpersonal problems, dyadic adjustment, depressive symptoms, and major depressive relapse/recurrence. Results Large improvements in social-interpersonal functioning occurring during acute-phase CT (median d=1.4) were maintained, with many patients (median=66%) scoring in normal ranges for 32 months. Social-interpersonal functioning did not differ significantly among C-CT, FLX, and PBO arms. Beyond concurrently measured residual symptoms, deterioration in social-interpersonal functioning preceded and predicted upticks in depressive symptoms and major depressive relapse/recurrence. Limitations Results may not generalize to other patient populations, treatment protocols, or measures of social-interpersonal functioning. Mechanisms of risk connecting poorer social-interpersonal functioning with depression were not studied. Conclusions Average improvements in social-interpersonal functioning among higher-risk responders to acute phase CT are durable for 32 months. After acute-phase CT, C-CT or FLX may not further improve social-interpersonal functioning. Among acute-phase CT responders, deteriorating social-interpersonal functioning provides a clear, measurable signal of risk for impending major depressive relapse/recurrence and opportunity for preemptive intervention. PMID:27104803

Longitudinal social-interpersonal functioning among higher-risk responders to acute-phase cognitive therapy for recurrent major depressive disorder.

PubMed

Vittengl, Jeffrey R; Clark, Lee Anna; Thase, Michael E; Jarrett, Robin B

2016-07-15

Social-interpersonal dysfunction increases disability in major depressive disorder (MDD). Here we clarified the durability of improvements in social-interpersonal functioning made during acute-phase cognitive therapy (CT), whether continuation CT (C-CT) or fluoxetine (FLX) further improved functioning, and relations of functioning with depressive symptoms and relapse/recurrence. Adult outpatients (N=241) with recurrent MDD who responded to acute-phase CT with higher risk of relapse (due to unstable or partial remission) were randomized to 8 months of C-CT, FLX, or pill placebo plus clinical management (PBO) and followed 24 additional months. We analyzed repeated measures of patients' social adjustment, interpersonal problems, dyadic adjustment, depressive symptoms, and major depressive relapse/recurrence. Large improvements in social-interpersonal functioning occurring during acute-phase CT (median d=1.4) were maintained, with many patients (median=66%) scoring in normal ranges for 32 months. Social-interpersonal functioning did not differ significantly among C-CT, FLX, and PBO arms. Beyond concurrently measured residual symptoms, deterioration in social-interpersonal functioning preceded and predicted upticks in depressive symptoms and major depressive relapse/recurrence. Results may not generalize to other patient populations, treatment protocols, or measures of social-interpersonal functioning. Mechanisms of risk connecting poorer social-interpersonal functioning with depression were not studied. Average improvements in social-interpersonal functioning among higher-risk responders to acute phase CT are durable for 32 months. After acute-phase CT, C-CT or FLX may not further improve social-interpersonal functioning. Among acute-phase CT responders, deteriorating social-interpersonal functioning provides a clear, measurable signal of risk for impending major depressive relapse/recurrence and opportunity for preemptive intervention. Copyright © 2016 Elsevier B.V. All rights reserved.

Interpersonal relations and nurses' job satisfaction through knowledge and usage of relational skills.

PubMed

Lapeña-Moñux, Yolanda Raquel; Cibanal-Juan, Luis; Maciá-Soler, M Loreto; Orts-Cortés, M Isabel; Pedraz-Marcos, Azucena

2015-11-01

Many interpersonal labor disputes stem from the lack of communication skills and the relational problems in the interactions between health professionals. A qualitative study was conducted in a Spanish hospital in order to get to know how the communicative interaction between hospital nurses is like in relation to the nurses' interpersonal interaction and communication skills developed in their working relationships. Twenty-one hospital nurses between 29 and 55 years old, working in different wards, were interviewed. Open-ended interview discourses were transcribed verbatim and analyzed using qualitative content analysis. The following four key themes were analyzed: communication and sender; communication and awareness of who has the problem; non-verbal communication; communication and recipient. The results of this study highlight the need to broaden nurses' relational-communication skills in order to increase job satisfaction. Copyright © 2015 Elsevier Inc. All rights reserved.

The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems

PubMed Central

Baars, Martine; Wijnia, Lisette; Paas, Fred

2017-01-01

Self-regulated learning (SRL) skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a self-regulated way, affective and motivational resources have received much less research attention. The current study investigated the relation between affect (i.e., Positive Affect and Negative Affect Scale), motivation (i.e., autonomous and controlled motivation), mental effort, SRL skills, and problem-solving performance when learning to solve biology problems in a self-regulated online learning environment. In the learning phase, secondary education students studied video-modeling examples of how to solve hereditary problems, solved hereditary problems which they chose themselves from a set of problems with different complexity levels (i.e., five levels). In the posttest, students solved hereditary problems, self-assessed their performance, and chose a next problem from the set of problems but did not solve these problems. The results from this study showed that negative affect, inaccurate self-assessments during the posttest, and higher perceptions of mental effort during the posttest were negatively associated with problem-solving performance after learning in a self-regulated way. PMID:28848467

Interpersonal maladjustment as predictor of mothers' response to a relational parenting intervention.

PubMed

Suchman, Nancy E; McMahon, Thomas J; Luthar, Suniya S

2004-09-01

In previous work, Luthar and Suchman (2000, Development & Psychopathology, 12, 235) reported results of a randomized clinical trial testing the efficacy of the Relational Psychotherapy Mothers' Group (RPMG) for methadone-maintained mothers. In this extension, we examined maternal interpersonal maladjustment as a predictor of differential response to RPMG versus standard drug counseling (DC). We predicted that RPMG mothers with high levels of interpersonal maladjustment would improve on parent-child relationship indices, whereas DC mothers with high levels of interpersonal maladjustment would show no improvement. Fifty-two mothers enrolled in the study completed baseline, post-treatment and 6-month followup assessments and a subset of 24 "target" children between the ages of 7 and 16 completed measures on mothers' parenting. As predicted, results of hierarchical regression analyses indicated moderate interpersonal maladjustment x treatment interaction effects for all parenting outcomes at post-treatment and for a subset of outcomes at followup. Plotted interactions confirmed predictions that, as maternal interpersonal maladjustment increased, parenting problems improved for RPMG mothers and remained the same or worsened for DC mothers. Results indicate the potential value of interpersonally oriented interventions for substance-abusing mothers and their children.

Does Relational Dysfunction Mediate the Association between Anxiety Disorders and Later Depression? Testing an Interpersonal Model of Comorbidity

PubMed Central

Starr, Lisa R.; Hammen, Constance; Connolly, Nicole Phillips; Brennan, Patricia A.

2017-01-01

BACKGROUND Anxiety disorders tend to precede onset of comorbid depression. Several researchers have suggested a causal role for anxiety in promoting depressive episodes, but few studies have identified specific mechanisms. The current study proposes an interpersonal model of comorbidity, where anxiety disorders disrupt interpersonal functioning, which in turn elevates risk for depression. METHODS At age 15 (T1), 815 adolescents oversampled for maternal depression completed diagnostic interviews, social chronic stress interviews, and self-report measures. At age 20 (T2), participants repeated all measures and reported on self-perceived interpersonal problems. At approximately age 23 (T3), a subset of participants (n= 475) completed a self-report depressive symptoms measure. RESULTS Consistent with other samples, anxiety disorders largely preceded depressive disorders. Low sociability and interpersonal oversensitivity mediated the association between T1 social anxiety disorder and later depression (including T2 depressive diagnosis and T3 depressive symptoms), controlling for baseline. Interpersonal oversensitivity and social chronic stress similarly mediated the association between generalized anxiety disorder before age 15 and later depression. CONCLUSIONS Interpersonal dysfunction may be one mechanism through which anxiety disorders promote later depression, contributing to high comorbidity rates. PMID:24038767

Does relational dysfunction mediate the association between anxiety disorders and later depression? Testing an interpersonal model of comorbidity.

PubMed

Starr, Lisa R; Hammen, Constance; Connolly, Nicole Phillips; Brennan, Patricia A

2014-01-01

Anxiety disorders tend to precede onset of comorbid depression. Several researchers have suggested a causal role for anxiety in promoting depressive episodes, but few studies have identified specific mechanisms. The current study proposes an interpersonal model of comorbidity, where anxiety disorders disrupt interpersonal functioning, which in turn elevates risk for depression. At age 15 (T1), 815 adolescents oversampled for maternal depression completed diagnostic interviews, social chronic stress interviews, and self-report measures. At age 20 (T2), participants repeated all measures and reported on self-perceived interpersonal problems. At approximately age 23 (T3), a subset of participants (n = 475) completed a self-report depressive symptoms measure. Consistent with other samples, anxiety disorders largely preceded depressive disorders. Low sociability and interpersonal oversensitivity mediated the association between T1 social anxiety disorder and later depression (including T2 depressive diagnosis and T3 depressive symptoms), controlling for baseline. Interpersonal oversensitivity and social chronic stress similarly mediated the association between generalized anxiety disorder before age 15 and later depression. Interpersonal dysfunction may be one mechanism through which anxiety disorders promote later depression, contributing to high comorbidity rates. © 2013 Wiley Periodicals, Inc.

Problem Behavior and Romantic Relationships: Assortative Mating, Behavior Contagion, and Desistance

ERIC Educational Resources Information Center

Rhule-Louie, Dana M.; McMahon, Robert J.

2007-01-01

Antisocial behavior and substance misuse are forms of problem behavior demonstrating considerable continuity over time. Accordingly, problem behavior influences interpersonal contexts across the life course, which may result in the replication of coercive interactions and a problem behavior lifestyle within romantic relationships. Furthermore,…

An experience sampling study of learning, affect, and the demands control support model.

PubMed

Daniels, Kevin; Boocock, Grahame; Glover, Jane; Holland, Julie; Hartley, Ruth

2009-07-01

The demands control support model (R. A. Karasek & T. Theorell, 1990) indicates that job control and social support enable workers to engage in problem solving. In turn, problem solving is thought to influence learning and well-being (e.g., anxious affect, activated pleasant affect). Two samples (N = 78, N = 106) provided data up to 4 times per day for up to 5 working days. The extent to which job control was used for problem solving was assessed by measuring the extent to which participants changed aspects of their work activities to solve problems. The extent to which social support was used to solve problems was assessed by measuring the extent to which participants discussed problems to solve problems. Learning mediated the relationship between changing aspects of work activities to solve problems and activated pleasant affect. Learning also mediated the relationship between discussing problems to solve problems and activated pleasant affect. The findings indicated that how individuals use control and support to respond to problem-solving demands is associated with organizational and individual phenomena, such as learning and affective well-being.

Is low affect consciousness related to the severity of psychopathology? A cross-sectional study of patients with avoidant and borderline personality disorder.

PubMed

Normann-Eide, Eivind; Johansen, Merete Selsbakk; Normann-Eide, Tone; Egeland, Jens; Wilberg, Theresa

2013-02-01

This study examined the relationships between affect consciousness (AC) and symptom distress, interpersonal problems, low self-esteem, and the number of PD traits in patients with avoidant personality disorder (APD) and borderline personality disorder (BPD). Within the setting of a treatment trial, 52 patients with APD or BPD were examined with structured interviews and self-report questionnaires before treatment and at 3-year follow-up. The evaluations included the Affect Consciousness Interview, the SCID-II interview, the Symptom Checklist 90-R, the Circumplex of Interpersonal Problems, and the Index of Self-esteem. A low global level of AC was expected to be associated with the severity of psychopathology; a low AC for interest, joy, and tenderness was expected to be associated with social detachment; and a low AC for anger, contempt, and disgust was expected to be associated with nonassertiveness. A low AC was associated with interpersonal problems and low self-esteem, but not symptom distress or the number of fulfilled SCID-II criteria. Despite a significant reduction in the psychopathology based on most clinical variables, the associations measured at baseline were maintained after 3years. Examination of specific affect categories showed a pattern of convergent and discriminative relationships with different types of interpersonal problems. A low AC for pleasant affects was specifically related to communion problems, like cold, detached behavior, both at baseline and follow-up. In contrast, a low AC for self-boundary affects was specifically related to agency problems, like non-assertiveness, at follow-up. Our results showed that a low AC was associated with central domains of psychopathology in patients with PDs. This suggested that AC would be an important focus for treatment and further research in PDs. Future studies are needed to examine how AC is related to various forms of personality pathology. Copyright © 2013 Elsevier Inc. All rights reserved.

What Does (and Doesn't) Make Analogical Problem Solving Easy? A Complexity-Theoretic Perspective

ERIC Educational Resources Information Center

Wareham, Todd; Evans, Patricia; van Rooij, Iris

2011-01-01

Solving new problems can be made easier if one can build on experiences with other problems one has already successfully solved. The ability to exploit earlier problem-solving experiences in solving new problems seems to require several cognitive sub-abilities. Minimally, one needs to be able to retrieve relevant knowledge of earlier solved…

Synthesizing Huber's Problem Solving and Kolb's Learning Cycle: A Balanced Approach to Technical Problem Solving

ERIC Educational Resources Information Center

Kamis, Arnold; Khan, Beverly K.

2009-01-01

How do we model and improve technical problem solving, such as network subnetting? This paper reports an experimental study that tested several hypotheses derived from Kolb's experiential learning cycle and Huber's problem solving model. As subjects solved a network subnetting problem, they mapped their mental processes according to Huber's…

Generalization of Social Skills: Strategies and Results of a Training Program in Problem Solving Skills.

ERIC Educational Resources Information Center

Paraschiv, Irina; Olley, J. Gregory

This paper describes the "Problem Solving for Life" training program which trains adolescents and adults with mental retardation in skills for solving social problems. The program requires group participants to solve social problems by practicing two prerequisite skills (relaxation and positive self-statements) and four problem solving steps: (1)…

Young Children's Analogical Problem Solving: Gaining Insights from Video Displays

ERIC Educational Resources Information Center

Chen, Zhe; Siegler, Robert S.

2013-01-01

This study examined how toddlers gain insights from source video displays and use the insights to solve analogous problems. Two- to 2.5-year-olds viewed a source video illustrating a problem-solving strategy and then attempted to solve analogous problems. Older but not younger toddlers extracted the problem-solving strategy depicted in the video…

Investigating Problem-Solving Perseverance Using Lesson Study

ERIC Educational Resources Information Center

Bieda, Kristen N.; Huhn, Craig

2017-01-01

Problem solving has long been a focus of research and curriculum reform (Kilpatrick 1985; Lester 1994; NCTM 1989, 2000; CCSSI 2010). The importance of problem solving is not new, but the Common Core introduced the idea of making sense of problems and persevering in solving them (CCSSI 2010, p. 6) as an aspect of problem solving. Perseverance is…

Problem-solving deficits in Iranian people with borderline personality disorder.

PubMed

Akbari Dehaghi, Ashraf; Kaviani, Hossein; Tamanaeefar, Shima

2014-01-01

Interventions for people suffering from borderline personality disorder (BPD), such as dialectical behavior therapy, often include a problem-solving component. However, there is an absence of published studies examining the problem-solving abilities of this client group in Iran. The study compared inpatients and outpatients with BPD and a control group on problem-solving capabilities in an Iranian sample. It was hypothesized that patients with BPD would have more deficiencies in this area. Fifteen patients with BPD were compared to 15 healthy participants. Means-ends problem-solving task (MEPS) was used to measure problem-solving skills in both groups. BPD group reported less effective strategies in solving problems as opposed to the healthy group. Compared to the control group, participants with BPD provided empirical support for the use of problem-solving interventions with people suffering from BPD. The findings supported the idea that a problem-solving intervention can be efficiently applied either as a stand-alone therapy or in conjunction with other available psychotherapies to treat people with BPD.

Problems, Perplexities, and Politics of Program Evaluation.

ERIC Educational Resources Information Center

Schneider, Gail Thierbach

All educational evaluations share common problems, perplexities, and political considerations. Logistic problems include incomplete definition of purpose, unclear timelines and personnel allocations, inadequate support services, and the lack of a program plan. Interpersonal dynamics and conflicts plus unwieldy committee structures are perplexities…

Impulsivity as a mediator in the relationship between problem solving and suicidal ideation.

PubMed

Gonzalez, Vivian M; Neander, Lucía L

2018-03-15

This study examined whether three facets of impulsivity previously shown to be associated with suicidal ideation and attempts (negative urgency, lack of premeditation, and lack of perseverance) help to account for the established association between problem solving deficits and suicidal ideation. Emerging adult college student drinkers with a history of at least passive suicidal ideation (N = 387) completed measures of problem solving, impulsivity, and suicidal ideation. A path analysis was conducted to examine the mediating role of impulsivity variables in the association between problem solving (rational problem solving, positive and negative problem orientation, and avoidance style) and suicidal ideation. Direct and indirect associations through impulsivity, particularly negative urgency, were found between problem solving and severity of suicidal ideation. Interventions aimed at teaching problem solving skills, as well as self-efficacy and optimism for solving life problems, may help to reduce impulsivity and suicidal ideation. © 2018 Wiley Periodicals, Inc.

Improving mathematical problem solving skills through visual media

NASA Astrophysics Data System (ADS)

Widodo, S. A.; Darhim; Ikhwanudin, T.

2018-01-01

The purpose of this article was to find out the enhancement of students’ mathematical problem solving by using visual learning media. The ability to solve mathematical problems is the ability possessed by students to solve problems encountered, one of the problem-solving model of Polya. This preliminary study was not to make a model, but it only took a conceptual approach by comparing the various literature of problem-solving skills by linking visual learning media. The results of the study indicated that the use of learning media had not been appropriated so that the ability to solve mathematical problems was not optimal. The inappropriateness of media use was due to the instructional media that was not adapted to the characteristics of the learners. Suggestions that can be given is the need to develop visual media to increase the ability to solve problems.

The Relationship between Students' Problem Posing and Problem Solving Abilities and Beliefs: A Small-Scale Study with Chinese Elementary School Children

ERIC Educational Resources Information Center

Limin, Chen; Van Dooren, Wim; Verschaffel, Lieven

2013-01-01

The goal of the present study is to investigate the relationship between pupils' problem posing and problem solving abilities, their beliefs about problem posing and problem solving, and their general mathematics abilities, in a Chinese context. Five instruments, i.e., a problem posing test, a problem solving test, a problem posing questionnaire,…

An Investigation of the Effects on Students' Attitudes, Beliefs, and Abilities in Problem Solving and Mathematics after One Year of a Systematic Approach to the Learning of Problem Solving.

ERIC Educational Resources Information Center

Higgins, Karen M.

This study investigated the effects of Oregon's Lane County "Problem Solving in Mathematics" (PSM) materials on middle-school students' attitudes, beliefs, and abilities in problem solving and mathematics. The instructional approach advocated in PSM includes: the direct teaching of five problem-solving skills, weekly challenge problems,…

Assessment of interpersonal aggression and violence: introduction to the special issue.

PubMed

Edens, John F; Douglas, Kevin S

2006-09-01

Violence and interpersonal aggression are considered major public health problems throughout the world. Yet there is considerable variability in how these terms are operationalized, measured, and studied in the social sciences, which can lead to ambiguity and confusion in the field. In this introduction to the special issue, the authors highlight some of the difficulties inherent in studying interpersonal aggression and violence and briefly review the heterogeneous nature of the research conducted in this area. The authors conclude with a summary of the key findings of the articles that appear in this special issue.

Student’s scheme in solving mathematics problems

NASA Astrophysics Data System (ADS)

Setyaningsih, Nining; Juniati, Dwi; Suwarsono

2018-03-01

The purpose of this study was to investigate students’ scheme in solving mathematics problems. Scheme are data structures for representing the concepts stored in memory. In this study, we used it in solving mathematics problems, especially ratio and proportion topics. Scheme is related to problem solving that assumes that a system is developed in the human mind by acquiring a structure in which problem solving procedures are integrated with some concepts. The data were collected by interview and students’ written works. The results of this study revealed are students’ scheme in solving the problem of ratio and proportion as follows: (1) the content scheme, where students can describe the selected components of the problem according to their prior knowledge, (2) the formal scheme, where students can explain in construct a mental model based on components that have been selected from the problem and can use existing schemes to build planning steps, create something that will be used to solve problems and (3) the language scheme, where students can identify terms, or symbols of the components of the problem.Therefore, by using the different strategies to solve the problems, the students’ scheme in solving the ratio and proportion problems will also differ.

Factors of Problem-Solving Competency in a Virtual Chemistry Environment: The Role of Metacognitive Knowledge about Strategies

ERIC Educational Resources Information Center

Scherer, Ronny; Tiemann, Rudiger

2012-01-01

The ability to solve complex scientific problems is regarded as one of the key competencies in science education. Until now, research on problem solving focused on the relationship between analytical and complex problem solving, but rarely took into account the structure of problem-solving processes and metacognitive aspects. This paper,…

Same Old Problem, New Name? Alerting Students to the Nature of the Problem-Solving Process

ERIC Educational Resources Information Center

Yerushalmi, Edit; Magen, Esther

2006-01-01

Students frequently misconceive the process of problem-solving, expecting the linear process required for solving an exercise, rather than the convoluted search process required to solve a genuine problem. In this paper we present an activity designed to foster in students realization and appreciation of the nature of the problem-solving process,…

The Problem-Solving Process in Physics as Observed When Engineering Students at University Level Work in Groups

ERIC Educational Resources Information Center

Gustafsson, Peter; Jonsson, Gunnar; Enghag, Margareta

2015-01-01

The problem-solving process is investigated for five groups of students when solving context-rich problems in an introductory physics course included in an engineering programme. Through transcripts of their conversation, the paths in the problem-solving process have been traced and related to a general problem-solving model. All groups exhibit…

Implementing thinking aloud pair and Pólya problem solving strategies in fractions

NASA Astrophysics Data System (ADS)

Simpol, N. S. H.; Shahrill, M.; Li, H.-C.; Prahmana, R. C. I.

2017-12-01

This study implemented two pedagogical strategies, the Thinking Aloud Pair Problem Solving and Pólya’s Problem Solving, to support students’ learning of fractions. The participants were 51 students (ages 11-13) from two Year 7 classes in a government secondary school in Brunei Darussalam. A mixed method design was employed in the present study, with data collected from the pre- and post-tests, problem solving behaviour questionnaire and interviews. The study aimed to explore if there were differences in the students’ problem solving behaviour before and after the implementation of the problem solving strategies. Results from the Wilcoxon Signed Rank Test revealed a significant difference in the test results regarding student problem solving behaviour, z = -3.68, p = .000, with a higher mean score for the post-test (M = 95.5, SD = 13.8) than for the pre-test (M = 88.9, SD = 15.2). This implied that there was improvement in the students’ problem solving performance from the pre-test to the post-test. Results from the questionnaire showed that more than half of the students increased scores in all four stages of the Pólya’s problem solving strategy, which provided further evidence of the students’ improvement in problem solving.

Understanding the interpersonal impact of trauma: contributions of PTSD and depression.

PubMed

Beck, J Gayle; Grant, DeMond M; Clapp, Joshua D; Palyo, Sarah A

2009-05-01

To build on the growing literature on interpersonal relationships among individuals with PTSD, this study examined the separate influences of PTSD symptoms and depression on functioning with friends, romantic partners, and family. To examine the influence of measurement, both interviewer-rated assessment of interpersonal functioning and self-reported assessment of perceived social support were included. The sample included 109 community members who sought help for mental health problems in the aftermath of a serious motor vehicle accident. Building on previous research, hierarchical regression models were used to examine the impact of re-experiencing, avoidance, emotional numbing, and hyperarousal on relationship functioning, followed by depression. Results suggest that assessment modality makes a difference in understanding factors contributing to interpersonal strain. When assessed by an interviewer, depression seems to play a larger role in interpersonal strain, relative to PTSD symptoms. When assessed via self-reported perceived social support, weaker associations were observed, which highlighted the role of emotional numbing. Results are discussed in light of the possible role that PTSD comorbidity with depression plays in interpersonal functioning following a traumatic event, with implications for future research.

A Randomized Controlled Trial of Cognitive-Behavioral Therapy for Generalized Anxiety Disorder with Integrated Techniques from Emotion-Focused and Interpersonal Therapies

ERIC Educational Resources Information Center

Newman, Michelle G.; Castonguay, Louis G.; Borkovec, Thomas D.; Fisher, Aaron J.; Boswell, James F.; Szkodny, Lauren E.; Nordberg, Samuel S.

2011-01-01

Objective: Recent models suggest that generalized anxiety disorder (GAD) symptoms may be maintained by emotional processing avoidance and interpersonal problems. Method: This is the first randomized controlled trial to test directly whether cognitive-behavioral therapy (CBT) could be augmented with the addition of a module targeting interpersonal…

The Causes and Influence of Transitional Stress among Chinese Students in Japan.

ERIC Educational Resources Information Center

Jou, Yuh Huey; Fukada, Hiromi

1996-01-01

Classifies and discusses five stress variables affecting the mental health of Chinese students living in Taiwan. These include interpersonal problems, academic problems, health/living problems, financial anxiety, and environmental problems. Although detrimental to mental health, these factors exerted little influence on physical health or…

Genetic influences on insight problem solving: the role of catechol-O-methyltransferase (COMT) gene polymorphisms

PubMed Central

Jiang, Weili; Shang, Siyuan; Su, Yanjie

2015-01-01

People may experience an “aha” moment, when suddenly realizing a solution of a puzzling problem. This experience is called insight problem solving. Several findings suggest that catecholamine-related genes may contribute to insight problem solving, among which the catechol-O-methyltransferase (COMT) gene is the most promising candidate. The current study examined 753 healthy individuals to determine the associations between 7 candidate single nucleotide polymorphisms on the COMT gene and insight problem-solving performance, while considering gender differences. The results showed that individuals carrying A allele of rs4680 or T allele of rs4633 scored significantly higher on insight problem-solving tasks, and the COMT gene rs5993883 combined with gender interacted with correct solutions of insight problems, specifically showing that this gene only influenced insight problem-solving performance in males. This study presents the first investigation of the genetic impact on insight problem solving and provides evidence that highlights the role that the COMT gene plays in insight problem solving. PMID:26528222

Genetic influences on insight problem solving: the role of catechol-O-methyltransferase (COMT) gene polymorphisms.

PubMed

Jiang, Weili; Shang, Siyuan; Su, Yanjie

2015-01-01

People may experience an "aha" moment, when suddenly realizing a solution of a puzzling problem. This experience is called insight problem solving. Several findings suggest that catecholamine-related genes may contribute to insight problem solving, among which the catechol-O-methyltransferase (COMT) gene is the most promising candidate. The current study examined 753 healthy individuals to determine the associations between 7 candidate single nucleotide polymorphisms on the COMT gene and insight problem-solving performance, while considering gender differences. The results showed that individuals carrying A allele of rs4680 or T allele of rs4633 scored significantly higher on insight problem-solving tasks, and the COMT gene rs5993883 combined with gender interacted with correct solutions of insight problems, specifically showing that this gene only influenced insight problem-solving performance in males. This study presents the first investigation of the genetic impact on insight problem solving and provides evidence that highlights the role that the COMT gene plays in insight problem solving.

Understanding Undergraduates’ Problem-Solving Processes †

PubMed Central

Nehm, Ross H.

2010-01-01

Fostering effective problem-solving skills is one of the most longstanding and widely agreed upon goals of biology education. Nevertheless, undergraduate biology educators have yet to leverage many major findings about problem-solving processes from the educational and cognitive science research literatures. This article highlights key facets of problem-solving processes and introduces methodologies that may be used to reveal how undergraduate students perceive and represent biological problems. Overall, successful problem-solving entails a keen sensitivity to problem contexts, disciplined internal representation or modeling of the problem, and the principled management and deployment of cognitive resources. Context recognition tasks, problem representation practice, and cognitive resource management receive remarkably little emphasis in the biology curriculum, despite their central roles in problem-solving success. PMID:23653710

Thinking Process of Naive Problem Solvers to Solve Mathematical Problems

ERIC Educational Resources Information Center

Mairing, Jackson Pasini

2017-01-01

Solving problems is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe…

Teaching Problem Solving without Modeling through "Thinking Aloud Pair Problem Solving."

ERIC Educational Resources Information Center

Pestel, Beverly C.

1993-01-01

Reviews research relevant to the problem of unsatisfactory student problem-solving abilities and suggests a teaching strategy that addresses the issue. Author explains how she uses teaching aloud problem solving (TAPS) in college chemistry and presents evaluation data. Among the findings are that the TAPS class got fewer problems completely right,…

Social Problem Solving, Conduct Problems, and Callous-Unemotional Traits in Children

ERIC Educational Resources Information Center

Waschbusch, Daniel A.; Walsh, Trudi M.; Andrade, Brendan F.; King, Sara; Carrey, Normand J.

2007-01-01

This study examined the association between social problem solving, conduct problems (CP), and callous-unemotional (CU) traits in elementary age children. Participants were 53 children (40 boys and 13 girls) aged 7-12 years. Social problem solving was evaluated using the Social Problem Solving Test-Revised, which requires children to produce…

Consequences Identification in Forecasting and Ethical Decision-making

PubMed Central

Stenmark, Cheryl K.; Antes, Alison L.; Thiel, Chase E.; Caughron, Jared J.; Wang, Xiaoqian; Mumford, Michael D.

2015-01-01

Forecasting involves predicting outcomes based on observations of the situation at hand. We examined the impact of the number and types of consequences considered on the quality of ethical decision-making. Undergraduates role-played several ethical problems in which they forecast potential outcomes and made decisions. Performance pressure (difficult demands placed on the situation) and interpersonal conflict (clashes among people in the problem situation) were manipulated within each problem scenario. The results indicated that the identification of potential consequences was positively associated with both higher quality forecasts and more ethical decisions. Neither performance pressure nor interpersonal conflict affected the quality of forecasts or decisions. Theoretical and practical implications of these findings and the use of this research approach are discussed. PMID:21460584

Personality, problem solving, and adolescent substance use.

PubMed

Jaffee, William B; D'Zurilla, Thomas J

2009-03-01

The major aim of this study was to examine the role of social problem solving in the relationship between personality and substance use in adolescents. Although a number of studies have identified a relationship between personality and substance use, the precise mechanism by which this occurs is not clear. We hypothesized that problem-solving skills could be one such mechanism. More specifically, we sought to determine whether problem solving mediates, moderates, or both mediates and moderates the relationship between different personality traits and substance use. Three hundred and seven adolescents were administered the Substance Use Profile Scale, the Social Problem-Solving Inventory-Revised, and the Personality Experiences Inventory to assess personality, social problem-solving ability, and substance use, respectively. Results showed that the dimension of rational problem solving (i.e., effective problem-solving skills) significantly mediated the relationship between hopelessness and lifetime alcohol and marijuana use. The theoretical and clinical implications of these results were discussed.

Enhancing chemistry problem-solving achievement using problem categorization

NASA Astrophysics Data System (ADS)

Bunce, Diane M.; Gabel, Dorothy L.; Samuel, John V.

The enhancement of chemistry students' skill in problem solving through problem categorization is the focus of this study. Twenty-four students in a freshman chemistry course for health professionals are taught how to solve problems using the explicit method of problem solving (EMPS) (Bunce & Heikkinen, 1986). The EMPS is an organized approach to problem analysis which includes encoding the information given in a problem (Given, Asked For), relating this to what is already in long-term memory (Recall), and planning a solution (Overall Plan) before a mathematical solution is attempted. In addition to the EMPS training, treatment students receive three 40-minute sessions following achievement tests in which they are taught how to categorize problems. Control students use this time to review the EMPS solutions of test questions. Although problem categorization is involved in one section of the EMPS (Recall), treatment students who received specific training in problem categorization demonstrate significantly higher achievement on combination problems (those problems requiring the use of more than one chemical topic for their solution) at (p = 0.01) than their counterparts. Significantly higher achievement for treatment students is also measured on an unannounced test (p = 0.02). Analysis of interview transcripts of both treatment and control students illustrates a Rolodex approach to problem solving employed by all students in this study. The Rolodex approach involves organizing equations used to solve problems on mental index cards and flipping through them, matching units given when a new problem is to be solved. A second phenomenon observed during student interviews is the absence of a link in the conceptual understanding of the chemical concepts involved in a problem and the problem-solving skills employed to correctly solve problems. This study shows that explicit training in categorization skills and the EMPS can lead to higher achievement in complex problem-solving situations (combination problems and unannounced test). However, such achievement may be limited by the lack of linkages between students' conceptual understanding and improved problem-solving skill.

Decision-Making and Problem-Solving Approaches in Pharmacy Education

PubMed Central

Martin, Lindsay C.; Holdford, David A.

2016-01-01

Domain 3 of the Center for the Advancement of Pharmacy Education (CAPE) 2013 Educational Outcomes recommends that pharmacy school curricula prepare students to be better problem solvers, but are silent on the type of problems they should be prepared to solve. We identified five basic approaches to problem solving in the curriculum at a pharmacy school: clinical, ethical, managerial, economic, and legal. These approaches were compared to determine a generic process that could be applied to all pharmacy decisions. Although there were similarities in the approaches, generic problem solving processes may not work for all problems. Successful problem solving requires identification of the problems faced and application of the right approach to the situation. We also advocate that the CAPE Outcomes make explicit the importance of different approaches to problem solving. Future pharmacists will need multiple approaches to problem solving to adapt to the complexity of health care. PMID:27170823

Decision-Making and Problem-Solving Approaches in Pharmacy Education.

PubMed

Martin, Lindsay C; Donohoe, Krista L; Holdford, David A

2016-04-25

Domain 3 of the Center for the Advancement of Pharmacy Education (CAPE) 2013 Educational Outcomes recommends that pharmacy school curricula prepare students to be better problem solvers, but are silent on the type of problems they should be prepared to solve. We identified five basic approaches to problem solving in the curriculum at a pharmacy school: clinical, ethical, managerial, economic, and legal. These approaches were compared to determine a generic process that could be applied to all pharmacy decisions. Although there were similarities in the approaches, generic problem solving processes may not work for all problems. Successful problem solving requires identification of the problems faced and application of the right approach to the situation. We also advocate that the CAPE Outcomes make explicit the importance of different approaches to problem solving. Future pharmacists will need multiple approaches to problem solving to adapt to the complexity of health care.

Social problem-solving in Chinese baccalaureate nursing students.

PubMed

Fang, Jinbo; Luo, Ying; Li, Yanhua; Huang, Wenxia

2016-11-01

To describe social problem solving in Chinese baccalaureate nursing students. A descriptive cross-sectional study was conducted with a cluster sample of 681 Chinese baccalaureate nursing students. The Chinese version of the Social Problem-Solving scale was used. Descriptive analyses, independent t-test and one-way analysis of variance were applied to analyze the data. The final year nursing students presented the highest scores of positive social problem-solving skills. Students with experiences of self-directed and problem-based learning presented significantly higher scores in Positive Problem Orientation subscale. The group with Critical thinking training experience, however, displayed higher negative problem solving scores compared with nonexperience group. Social problem solving abilities varied based upon teaching-learning strategies. Self-directed and problem-based learning may be recommended as effective way to improve social problem-solving ability. © 2016 Chinese Cochrane Center, West China Hospital of Sichuan University and John Wiley & Sons Australia, Ltd.

Problem Solving and Chemical Equilibrium: Successful versus Unsuccessful Performance.

ERIC Educational Resources Information Center

Camacho, Moises; Good, Ron

1989-01-01

Describes the problem-solving behaviors of experts and novices engaged in solving seven chemical equilibrium problems. Lists 27 behavioral tendencies of successful and unsuccessful problem solvers. Discusses several implications for a problem solving theory, think-aloud techniques, adequacy of the chemistry domain, and chemistry instruction.…

Worry and problem-solving skills and beliefs in primary school children.

PubMed

Parkinson, Monika; Creswell, Cathy

2011-03-01

To examine the association between worry and problem-solving skills and beliefs (confidence and perceived control) in primary school children. Children (8-11 years) were screened using the Penn State Worry Questionnaire for Children. High (N= 27) and low (N= 30) scorers completed measures of anxiety, problem-solving skills (generating alternative solutions to problems, planfulness, and effectiveness of solutions) and problem-solving beliefs (confidence and perceived control). High and low worry groups differed significantly on measures of anxiety and problem-solving beliefs (confidence and control) but not on problem-solving skills. Consistent with findings with adults, worry in children was associated with cognitive distortions, not skills deficits. Interventions for worried children may benefit from a focus on increasing positive problem-solving beliefs. ©2010 The British Psychological Society.

The effectiveness of problem-based learning on students’ problem solving ability in vector analysis course

NASA Astrophysics Data System (ADS)

Mushlihuddin, R.; Nurafifah; Irvan

2018-01-01

The student’s low ability in mathematics problem solving proved to the less effective of a learning process in the classroom. Effective learning was a learning that affects student’s math skills, one of which is problem-solving abilities. Problem-solving capability consisted of several stages: understanding the problem, planning the settlement, solving the problem as planned, re-examining the procedure and the outcome. The purpose of this research was to know: (1) was there any influence of PBL model in improving ability Problem solving of student math in a subject of vector analysis?; (2) was the PBL model effective in improving students’ mathematical problem-solving skills in vector analysis courses? This research was a quasi-experiment research. The data analysis techniques performed from the test stages of data description, a prerequisite test is the normality test, and hypothesis test using the ANCOVA test and Gain test. The results showed that: (1) there was an influence of PBL model in improving students’ math problem-solving abilities in vector analysis courses; (2) the PBL model was effective in improving students’ problem-solving skills in vector analysis courses with a medium category.

Effects of Training in Problem Solving on the Problem-Solving Abilities of Gifted Fourth Graders: A Comparison of the Future Problem Solving and Instrumental Enrichment Programs.

ERIC Educational Resources Information Center

Dufner, Hillrey A.; Alexander, Patricia A.

The differential effects of two different types of problem-solving training on the problem-solving abilities of gifted fourth graders were studied. Two successive classes of gifted fourth graders from Weslaco Independent School District (Texas) were pretested with the Coloured Progressive Matrices (CPM) and Thinking Creatively With Pictures…

Social problem-solving among adolescents treated for depression.

PubMed

Becker-Weidman, Emily G; Jacobs, Rachel H; Reinecke, Mark A; Silva, Susan G; March, John S

2010-01-01

Studies suggest that deficits in social problem-solving may be associated with increased risk of depression and suicidality in children and adolescents. It is unclear, however, which specific dimensions of social problem-solving are related to depression and suicidality among youth. Moreover, rational problem-solving strategies and problem-solving motivation may moderate or predict change in depression and suicidality among children and adolescents receiving treatment. The effect of social problem-solving on acute treatment outcomes were explored in a randomized controlled trial of 439 clinically depressed adolescents enrolled in the Treatment for Adolescents with Depression Study (TADS). Measures included the Children's Depression Rating Scale-Revised (CDRS-R), the Suicidal Ideation Questionnaire--Grades 7-9 (SIQ-Jr), and the Social Problem-Solving Inventory-Revised (SPSI-R). A random coefficients regression model was conducted to examine main and interaction effects of treatment and SPSI-R subscale scores on outcomes during the 12-week acute treatment stage. Negative problem orientation, positive problem orientation, and avoidant problem-solving style were non-specific predictors of depression severity. In terms of suicidality, avoidant problem-solving style and impulsiveness/carelessness style were predictors, whereas negative problem orientation and positive problem orientation were moderators of treatment outcome. Implications of these findings, limitations, and directions for future research are discussed. Copyright 2009 Elsevier Ltd. All rights reserved.

Step by Step: Biology Undergraduates’ Problem-Solving Procedures during Multiple-Choice Assessment

PubMed Central

Prevost, Luanna B.; Lemons, Paula P.

2016-01-01

This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this allowed us to systematically investigate their problem-solving procedures. We identified a range of procedures and organized them as domain general, domain specific, or hybrid. We also identified domain-general and domain-specific errors made by students during problem solving. We found that students use domain-general and hybrid procedures more frequently when solving lower-order problems than higher-order problems, while they use domain-specific procedures more frequently when solving higher-order problems. Additionally, the more domain-specific procedures students used, the higher the likelihood that they would answer the problem correctly, up to five procedures. However, if students used just one domain-general procedure, they were as likely to answer the problem correctly as if they had used two to five domain-general procedures. Our findings provide a categorization scheme and framework for additional research on biology problem solving and suggest several important implications for researchers and instructors. PMID:27909021

Characterizing Interpersonal Difficulties Among Young Adults Who Engage in Nonsuicidal Self-Injury Using a Daily Diary

PubMed Central

Turner, Brianna J.; Wakefield, Matthew A.; Gratz, Kim L.; Chapman, Alexander L.

2017-01-01

Compared to people who have never engaged in nonsuicidal self-injury (NSSI), people with a history of NSSI report multiple interpersonal problems. Theories propose that these interpersonal difficulties play a role in prompting and maintaining NSSI. The cross-sectional nature of most studies in this area limits our understanding of how day-to-day interpersonal experiences relate to the global interpersonal impairments observed among individuals with NSSI, and vice versa. This study compared young adults with (n = 60) and without (n = 56) recent, repeated NSSI on baseline and daily measures of interpersonal functioning during a 14-day daily diary study. Groups differed in baseline social anxiety, excessive reassurance seeking, and use of support seeking relative to other coping strategies, but did not differ in self-perceived interpersonal competence. In terms of day-to-day functioning, participants with (vs. without) NSSI had significantly less contact with their families and friends, perceived less support following interactions with friends, and were less likely to seek support to cope, regardless of level of negative affect. With the exception of contact with family members, these group differences in daily interpersonal functioning were accounted for by baseline levels of social anxiety and use of support seeking. Contrary to expectations, participants with NSSI had more frequent contact with their romantic partners, did not differ in perceptions of support in romantic relationships, and did not report more intense negative affect following negative interpersonal interactions. This study provides a novel test of recent interpersonal theories of NSSI using daily reports. PMID:28390499

Characterizing Interpersonal Difficulties Among Young Adults Who Engage in Nonsuicidal Self-Injury Using a Daily Diary.

PubMed

Turner, Brianna J; Wakefield, Matthew A; Gratz, Kim L; Chapman, Alexander L

2017-05-01

Compared to people who have never engaged in nonsuicidal self-injury (NSSI), people with a history of NSSI report multiple interpersonal problems. Theories propose that these interpersonal difficulties play a role in prompting and maintaining NSSI. The cross-sectional nature of most studies in this area limits our understanding of how day-to-day interpersonal experiences relate to the global interpersonal impairments observed among individuals with NSSI, and vice versa. This study compared young adults with (n=60) and without (n=56) recent, repeated NSSI on baseline and daily measures of interpersonal functioning during a 14-day daily diary study. Groups differed in baseline social anxiety, excessive reassurance seeking, and use of support seeking relative to other coping strategies, but did not differ in self-perceived interpersonal competence. In terms of day-to-day functioning, participants with (vs. without) NSSI had significantly less contact with their families and friends, perceived less support following interactions with friends, and were less likely to seek support to cope, regardless of level of negative affect. With the exception of contact with family members, these group differences in daily interpersonal functioning were accounted for by baseline levels of social anxiety and use of support seeking. Contrary to expectations, participants with NSSI had more frequent contact with their romantic partners, did not differ in perceptions of support in romantic relationships, and did not report more intense negative affect following negative interpersonal interactions. This study provides a novel test of recent interpersonal theories of NSSI using daily reports. Copyright © 2016. Published by Elsevier Ltd.

The role of parent-child bonding, attachment, and interpersonal problems in the development of deviant sexual fantasies in sexual offenders.

PubMed

Maniglio, Roberto

2012-04-01

To understand the origin, development, and functions of deviant sexual fantasy in sexual offenders, the present article investigates three areas of the literature on sexual offenders (i.e., parent-child relationships, attachment, and interpersonal problems), hypothesizing a possible path through which dysfunctional parent-child relationships might lead to deviant sexual fantasies. The review of the literature provides indirect evidence that an insecure attachment style developed in response to dysfunctional parenting practices may generate feelings of inadequacy and inferiority to others and a lack of the self-confidence and social skills to initiate or maintain consensual intimate relationships with appropriate others. It is hypothesized that such problems, in turn, might promote low levels of intimacy and satisfaction in romantic relationships and serious and chronic emotional loneliness, withdrawal, and negative attitudes (such as anger and hostility) toward potential partners, leading to a progressive retirement from the real world and refuge in an internal world of deviant sexual fantasies in order to satisfy attachment-related needs for intimacy, emotional closeness, or power. Such a combination of insecure attachment, interpersonal problems, and use of deviant sexual fantasies as a means to achieve the intimacy, power, or control absent from reality might predispose to sexual offending.

Examining Factors in the Research Institute on Addictions Self-Inventory (RIASI): Associations with Alcohol Use and Problems at Assessment and Follow-Up

PubMed Central

Mann, Robert E.; Stoduto, Gina; Zalcman, Rosely Flam; Nochajski, Thomas H.; Hall, Louise; Dill, Patricia; Wells-Parker, Elisabeth

2009-01-01

Impaired driving is a leading cause of alcohol-related deaths and injuries. Rehabilitation or remedial programs, involving assessment and screening of convicted impaired drivers to determine problem severity and appropriate programs, are an important component of society’s response to this problem. Ontario’s remedial program, Back on Track (BOT), involves an assessment process that includes administration of the Research Institute on Addictions Self-Inventory (RIASI) to determine assignment to an education or treatment program. The purpose of this study is to identify factors within the RIASI and examine how factor scores are associated with alcohol use and problem indicators at assessment and six-month follow-up. The sample included 22,298 individuals who completed BOT from 2000 to 2005. Principal component factor analysis with varimax rotation was conducted on RIASI data and an eight factor solution was retained: (1) Negative Affect, (2) Sensation Seeking, (3) Alcohol-Quantity, (4) Social Conformity, (5) High Risk Lifestyle, (6) Alcohol Problems, (7) Interpersonal Competence, and (8) Family History. Regression analyses were conducted to examine associations between factors and alcohol and problem measures obtained at assessment and at follow-up. Most factors, except for Interpersonal Competence, were associated with more alcohol use and problems at assessment. A similar pattern was observed at 6-month follow-up, but interestingly some factors (Negative Affect, Sensation Seeking, Alcohol-Quantity and Family History) predicted fewer days of alcohol use. The Interpersonal Competence factor was associated with significantly lower levels of alcohol use and problems at both assessment and follow-up. This work suggests that the RIASI provides information on several domains that have important relationships with alcohol problem severity and outcomes. PMID:20049234

Relationships between Childhood Traumatic Experiences, Early Maladaptive Schemas and Interpersonal Styles

PubMed Central

KAYA TEZEL, Fulya; TUTAREL KIŞLAK, Şennur; BOYSAN, Murat

2015-01-01

Introduction Cognitive theories of psychopathology have generally proposed that early experiences of childhood abuse and neglect may result in the development of early maladaptive self-schemas. Maladaptive core schemas are central in the development and maintenance of psychological symptoms in a schema-focused approach. Psychosocial dysfunction in individuals with psychological problems has been consistently found to be associated with symptom severity. However, till date, linkages between psychosocial functioning, early traumatic experiences and core schemas have received little attention. The aim of the present study was to explore the relations among maladaptive interpersonal styles, negative experiences in childhood and core self-schemas in non-clinical adults. Methods A total of 300 adults (58% women) participated in the study. The participants completed a socio-demographic questionnaire, Young Schema Questionnaire, Childhood Trauma Questionnaire and Interpersonal Style Scale. Results Hierarchical regression analyses revealed that the Disconnection and Rejection and Impaired Limits schema domains were significant antecedents of maladaptive interpersonal styles after controlling for demographic characteristics and childhood abuse and neglect. Associations of child sexual abuse with Emotionally Avoidant, Manipulative and Abusive interpersonal styles were mediated by early maladaptive schemas. Early maladaptive schemas mediated the relations of emotional abuse with Emotionally Avoidant and Avoidant interpersonal styles as well as the relations of physical abuse with Avoidant and Abusive interpersonal styles. Conclusion Interpersonal styles in adulthood are significantly associated with childhood traumatic experiences. Significant relations between early traumatic experiences and maladaptive interpersonal styles are mediated by early maladaptive schemas. PMID:28360715

Relationships between Childhood Traumatic Experiences, Early Maladaptive Schemas and Interpersonal Styles.

PubMed

Kaya Tezel, Fulya; Tutarel Kişlak, Şennur; Boysan, Murat

2015-09-01

Cognitive theories of psychopathology have generally proposed that early experiences of childhood abuse and neglect may result in the development of early maladaptive self-schemas. Maladaptive core schemas are central in the development and maintenance of psychological symptoms in a schema-focused approach. Psychosocial dysfunction in individuals with psychological problems has been consistently found to be associated with symptom severity. However, till date, linkages between psychosocial functioning, early traumatic experiences and core schemas have received little attention. The aim of the present study was to explore the relations among maladaptive interpersonal styles, negative experiences in childhood and core self-schemas in non-clinical adults. A total of 300 adults (58% women) participated in the study. The participants completed a socio-demographic questionnaire, Young Schema Questionnaire, Childhood Trauma Questionnaire and Interpersonal Style Scale. Hierarchical regression analyses revealed that the Disconnection and Rejection and Impaired Limits schema domains were significant antecedents of maladaptive interpersonal styles after controlling for demographic characteristics and childhood abuse and neglect. Associations of child sexual abuse with Emotionally Avoidant, Manipulative and Abusive interpersonal styles were mediated by early maladaptive schemas. Early maladaptive schemas mediated the relations of emotional abuse with Emotionally Avoidant and Avoidant interpersonal styles as well as the relations of physical abuse with Avoidant and Abusive interpersonal styles. Interpersonal styles in adulthood are significantly associated with childhood traumatic experiences. Significant relations between early traumatic experiences and maladaptive interpersonal styles are mediated by early maladaptive schemas.

Disciplinary Foundations for Solving Interdisciplinary Scientific Problems

ERIC Educational Resources Information Center

Zhang, Dongmei; Shen, Ji

2015-01-01

Problem-solving has been one of the major strands in science education research. But much of the problem-solving research has been conducted on discipline-based contexts; little research has been done on how students, especially individuals, solve interdisciplinary problems. To understand how individuals reason about interdisciplinary problems, we…

Engineering students' experiences and perceptions of workplace problem solving

NASA Astrophysics Data System (ADS)

Pan, Rui

In this study, I interviewed 22 engineering Co-Op students about their workplace problem solving experiences and reflections and explored: 1) Of Co-Op students who experienced workplace problem solving, what are the different ways in which students experience workplace problem solving? 2) How do students perceive a) the differences between workplace problem solving and classroom problem solving and b) in what areas are they prepared by their college education to solve workplace problems? To answer my first research question, I analyzed data through the lens of phenomenography and I conducted thematic analysis to answer my second research question. The results of this study have implications for engineering education and engineering practice. Specifically, the results reveal the different ways students experience workplace problem solving, which provide engineering educators and practicing engineers a better understanding of the nature of workplace engineering. In addition, the results indicate that there is still a gap between classroom engineering and workplace engineering. For engineering educators who aspire to prepare students to be future engineers, it is imperative to design problem solving experiences that can better prepare students with workplace competency.

Problem-Solving Deficits in Iranian People with Borderline Personality Disorder

PubMed Central

Akbari Dehaghi, Ashraf; Kaviani, Hossein; Tamanaeefar, Shima

2014-01-01

Objective: Interventions for people suffering from borderline personality disorder (BPD), such as dialectical behavior therapy, often include a problem-solving component. However, there is an absence of published studies examining the problem-solving abilities of this client group in Iran. The study compared inpatients and outpatients with BPD and a control group on problem-solving capabilities in an Iranian sample. It was hypothesized that patients with BPD would have more deficiencies in this area. Methods: Fifteen patients with BPD were compared to 15 healthy participants. Means-ends problem-solving task (MEPS) was used to measure problem-solving skills in both groups. Results: BPD group reported less effective strategies in solving problems as opposed to the healthy group. Compared to the control group, participants with BPD provided empirical support for the use of problem-solving interventions with people suffering from BPD. Conclusions: The findings supported the idea that a problem-solving intervention can be efficiently applied either as a stand-alone therapy or in conjunction with other available psychotherapies to treat people with BPD. PMID:25798169

Enhancing memory and imagination improves problem solving among individuals with depression.

PubMed

McFarland, Craig P; Primosch, Mark; Maxson, Chelsey M; Stewart, Brandon T

2017-08-01

Recent work has revealed links between memory, imagination, and problem solving, and suggests that increasing access to detailed memories can lead to improved imagination and problem-solving performance. Depression is often associated with overgeneral memory and imagination, along with problem-solving deficits. In this study, we tested the hypothesis that an interview designed to elicit detailed recollections would enhance imagination and problem solving among both depressed and nondepressed participants. In a within-subjects design, participants completed a control interview or an episodic specificity induction prior to completing memory, imagination, and problem-solving tasks. Results revealed that compared to the control interview, the episodic specificity induction fostered increased detail generation in memory and imagination and more relevant steps on the problem-solving task among depressed and nondepressed participants. This study builds on previous work by demonstrating that a brief interview can enhance problem solving among individuals with depression and supports the notion that episodic memory plays a key role in problem solving. It should be noted, however, that the results of the interview are relatively short-lived.

Measuring Family Problem Solving: The Family Problem Solving Diary.

ERIC Educational Resources Information Center

Kieren, Dianne K.

The development and use of the family problem-solving diary are described. The diary is one of several indicators and measures of family problem-solving behavior. It provides a record of each person's perception of day-to-day family problems (what the problem concerns, what happened, who got involved, what those involved did, how the problem…

Goal specificity and knowledge acquisition in statistics problem solving: evidence for attentional focus.

PubMed

Trumpower, David L; Goldsmith, Timothy E; Guynn, Melissa J

2004-12-01

Solving training problems with nonspecific goals (NG; i.e., solving for all possible unknown values) often results in better transfer than solving training problems with standard goals (SG; i.e., solving for one particular unknown value). In this study, we evaluated an attentional focus explanation of the goal specificity effect. According to the attentional focus view, solving NG problems causes attention to be directed to local relations among successive problem states, whereas solving SG problems causes attention to be directed to relations between the various problem states and the goal state. Attention to the former is thought to enhance structural knowledge about the problem domain and thus promote transfer. Results supported this view because structurally different transfer problems were solved faster following NG training than following SG training. Moreover, structural knowledge representations revealed more links depicting local relations following NG training and more links to the training goal following SG training. As predicted, these effects were obtained only by domain novices.

Problem-Solving After Traumatic Brain Injury in Adolescence: Associations With Functional Outcomes

PubMed Central

Wade, Shari L.; Cassedy, Amy E.; Fulks, Lauren E.; Taylor, H. Gerry; Stancin, Terry; Kirkwood, Michael W.; Yeates, Keith O.; Kurowski, Brad G.

2017-01-01

Objective To examine the association of problem-solving with functioning in youth with traumatic brain injury (TBI). Design Cross-sectional evaluation of pretreatment data from a randomized controlled trial. Setting Four children’s hospitals and 1 general hospital, with level 1 trauma units. Participants Youth, ages 11 to 18 years, who sustained moderate or severe TBI in the last 18 months (N=153). Main Outcome Measures Problem-solving skills were assessed using the Social Problem-Solving Inventory (SPSI) and the Dodge Social Information Processing Short Stories. Everyday functioning was assessed based on a structured clinical interview using the Child and Adolescent Functional Assessment Scale (CAFAS) and via adolescent ratings on the Youth Self Report (YSR). Correlations and multiple regression analyses were used to examine associations among measures. Results The TBI group endorsed lower levels of maladaptive problem-solving (negative problem orientation, careless/impulsive responding, and avoidant style) and lower levels of rational problem-solving, resulting in higher total problem-solving scores for the TBI group compared with a normative sample (P<.001). Dodge Social Information Processing Short Stories dimensions were correlated (r=.23–.37) with SPSI subscales in the anticipated direction. Although both maladaptive (P<.001) and adaptive (P=.006) problem-solving composites were associated with overall functioning on the CAFAS, only maladaptive problem-solving (P<.001) was related to the YSR total when outcomes were continuous. For the both CAFAS and YSR logistic models, maladaptive style was significantly associated with greater risk of impairment (P=.001). Conclusions Problem-solving after TBI differs from normative samples and is associated with functional impairments. The relation of problem-solving deficits after TBI with global functioning merits further investigation, with consideration of the potential effects of problem-solving interventions on functional outcomes. PMID:28389109

Problem-Solving After Traumatic Brain Injury in Adolescence: Associations With Functional Outcomes.

PubMed

Wade, Shari L; Cassedy, Amy E; Fulks, Lauren E; Taylor, H Gerry; Stancin, Terry; Kirkwood, Michael W; Yeates, Keith O; Kurowski, Brad G

2017-08-01

To examine the association of problem-solving with functioning in youth with traumatic brain injury (TBI). Cross-sectional evaluation of pretreatment data from a randomized controlled trial. Four children's hospitals and 1 general hospital, with level 1 trauma units. Youth, ages 11 to 18 years, who sustained moderate or severe TBI in the last 18 months (N=153). Problem-solving skills were assessed using the Social Problem-Solving Inventory (SPSI) and the Dodge Social Information Processing Short Stories. Everyday functioning was assessed based on a structured clinical interview using the Child and Adolescent Functional Assessment Scale (CAFAS) and via adolescent ratings on the Youth Self Report (YSR). Correlations and multiple regression analyses were used to examine associations among measures. The TBI group endorsed lower levels of maladaptive problem-solving (negative problem orientation, careless/impulsive responding, and avoidant style) and lower levels of rational problem-solving, resulting in higher total problem-solving scores for the TBI group compared with a normative sample (P<.001). Dodge Social Information Processing Short Stories dimensions were correlated (r=.23-.37) with SPSI subscales in the anticipated direction. Although both maladaptive (P<.001) and adaptive (P=.006) problem-solving composites were associated with overall functioning on the CAFAS, only maladaptive problem-solving (P<.001) was related to the YSR total when outcomes were continuous. For the both CAFAS and YSR logistic models, maladaptive style was significantly associated with greater risk of impairment (P=.001). Problem-solving after TBI differs from normative samples and is associated with functional impairments. The relation of problem-solving deficits after TBI with global functioning merits further investigation, with consideration of the potential effects of problem-solving interventions on functional outcomes. Copyright © 2017 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Technology-based interpersonal victimization: predictors of patterns of victimization over time.

PubMed

Korchmaros, Josephine D; Mitchell, Kimberly J; Ybarra, Michele L

2014-05-01

The objective of this study was to identify factors that could predict youth's future technology-based interpersonal victimization and the pattern of that future victimization over time. Data from Growing up With Media, a national, longitudinal, online study were analyzed. At baseline, participants (N = 1,018) were 10- to 15-year-old English speakers who had used the Internet at least once in the last 6 months. Twenty-nine percent reported repeat technology-based interpersonal victimization over a 2-year period (re-victimized group); 10% were victims during only Year 1 (desisted victimized group); and 17% reported victimization during only Year 2 (later victimized group). Of the individual risk factors examined, prior technology-based interpersonal victimization and current amount of Internet use had the strongest overall associations with pattern of technology-based interpersonal victimization over the subsequent 2-year period. There was substantial overlap among the individual risk factors. Thus, they could be thought of more simply in terms of four latent risk and three individual risk factors. On average, across these seven risk factors, repeat victims had the greatest average risk score (0.21) and the not victimized group had the lowest (-0.16). Repeat victims were more likely to be female and older and had more prior experience with problem behaviors, substance use, and negative parent-child relationships as compared with the other three groups. Being female, prior experience with problem behavior, prior substance use, and prior negative parent-child relationships were also associated with frequency of technology-based interpersonal victimization in the near (Year 1) and more distant (Year 2) future. Many of these risk factors related to technology-based victimization over time are malleable, suggesting opportunities for effective targeting of future prevention efforts.

Heterogeneity of emotional and interpersonal difficulties in alcohol-dependence: A cluster analytic approach.

PubMed

Maurage, Pierre; Timary, Philippe de; D'Hondt, Fabien

2017-08-01

Emotional and interpersonal impairments have been largely reported in alcohol-dependence, and their role in its development and maintenance is widely established. However, earlier studies have exclusively focused on group comparisons between healthy controls and alcohol-dependent individuals, considering them as a homogeneous population. The variability of socio-emotional profiles in this disorder thus remains totally unexplored. The present study used a cluster analytic approach to explore the heterogeneity of affective and social disorders in alcohol-dependent individuals. 296 recently-detoxified alcohol-dependent patients were first compared with 246 matched healthy controls regarding self-reported emotional (i.e. alexithymia) and social (i.e. interpersonal problems) difficulties. Then, a cluster analysis was performed, focusing on the alcohol-dependent sample, to explore the presence of differential patterns of socio-emotional deficits and their links with demographic, psychopathological and alcohol-related variables. The group comparison between alcohol-dependent individuals and controls clearly confirmed that emotional and interpersonal difficulties constitute a key factor in alcohol-dependence. However, the cluster analysis identified five subgroups of alcohol-dependent individuals, presenting distinct combinations of alexithymia and interpersonal problems ranging from a total absence of reported impairment to generalized socio-emotional difficulties. Alcohol-dependent individuals should no more be considered as constituting a unitary group regarding their affective and interpersonal difficulties, but rather as a population encompassing a wide variety of socio-emotional profiles. Future experimental studies on emotional and social variables should thus go beyond mere group comparisons to explore this heterogeneity, and prevention programs proposing an individualized evaluation and rehabilitation of these deficits should be promoted. Copyright © 2017 Elsevier B.V. All rights reserved.

Working Alliance, Interpersonal Problems, and Depressive Symptoms in Tele-Interpersonal Psychotherapy for HIV-infected Rural Persons: Evidence for Indirect Effects.

PubMed

Anderson, Timothy; McClintock, Andrew S; McCarrick, Shannon S; Heckman, Timothy G; Heckman, Bernadette D; Markowitz, John C; Sutton, Mark

2018-03-01

Interpersonal psychotherapy (IPT) has demonstrated efficacy for the treatment of depression, yet little is known about its therapeutic mechanisms. As a specific treatment, IPT has been shown to directly reduce depressive symptoms, although it is unclear whether these reductions occur via interpersonal changes. Within IPT, the potential role of the working alliance, a common factor, as a predictor of depression and interpersonal changes is also unclear. Participants were 147 depressed persons living with HIV in rural communities of 28 U.S. states enrolled in a randomized clinical trial. Seventy-five patients received up to 9 sessions of telephone-administered IPT (tele-IPT) plus standard care and 72 patients received standard care only. Two models were tested; one included treatment condition (tele-IPT vs. control) and another included the working alliance as independent variables. The first model found an indirect effect whereby tele-IPT reduced depression via decreased social avoidance. There was a direct effect between tele-IPT and reduced depression. In the second model, the working alliance influenced depressive symptom relief via reductions in social avoidance. Both goal and task working alliance subscales were indirectly associated with reductions in depressive symptoms, also through reductions in social avoidance. There were no direct effects involving the working alliance. Tele-IPT's influence on depressive symptom reduction was primarily through a direct effect, whereas the influence of working alliance depression was almost entirely via an indirect effect through interpersonal problems. Study findings have implications for IPT when intervening with depressed rural people living with HIV/AIDS over the telephone. © 2017 Wiley Periodicals, Inc.

New Ideas on the Design of the Web-Based Learning System Oriented to Problem Solving from the Perspective of Question Chain and Learning Community

ERIC Educational Resources Information Center

Zhang, Yin; Chu, Samuel K. W.

2016-01-01

In recent years, a number of models concerning problem solving systems have been put forward. However, many of them stress on technology and neglect the research of problem solving itself, especially the learning mechanism related to problem solving. In this paper, we analyze the learning mechanism of problem solving, and propose that when…

Perceived problem solving, stress, and health among college students.

PubMed

Largo-Wight, Erin; Peterson, P Michael; Chen, W William

2005-01-01

To study the relationships among perceived problem solving, stress, and physical health. The Perceived Stress Questionnaire (PSQ), Personal Problem solving Inventory (PSI), and a stress-related physical health symptoms checklist were used to measure perceived stress, problem solving, and health among undergraduate college students (N = 232). Perceived problem-solving ability predicted self-reported physical health symptoms (R2 = .12; P < .001) and perceived stress (R2 = .19; P < .001). Perceived problem solving was a stronger predictor of physical health and perceived stress than were physical activity, alcohol consumption, or social support. Implications for college health promotion are discussed.

Problem-solving rubrics revisited: Attending to the blending of informal conceptual and formal mathematical reasoning

NASA Astrophysics Data System (ADS)

Hull, Michael M.; Kuo, Eric; Gupta, Ayush; Elby, Andrew

2013-06-01

Much research in engineering and physics education has focused on improving students’ problem-solving skills. This research has led to the development of step-by-step problem-solving strategies and grading rubrics to assess a student’s expertise in solving problems using these strategies. These rubrics value “communication” between the student’s qualitative description of the physical situation and the student’s formal mathematical descriptions (usually equations) at two points: when initially setting up the equations, and when evaluating the final mathematical answer for meaning and plausibility. We argue that (i) neither the rubrics nor the associated problem-solving strategies explicitly value this kind of communication during mathematical manipulations of the chosen equations, and (ii) such communication is an aspect of problem-solving expertise. To make this argument, we present a case study of two students, Alex and Pat, solving the same kinematics problem in clinical interviews. We argue that Pat’s solution, which connects manipulation of equations to their physical interpretation, is more expertlike than Alex’s solution, which uses equations more algorithmically. We then show that the types of problem-solving rubrics currently available do not discriminate between these two types of solutions. We conclude that problem-solving rubrics should be revised or repurposed to more accurately assess problem-solving expertise.

K-State Problem Identification Rating Scales for College Students

ERIC Educational Resources Information Center

Robertson, John M.; Benton, Stephen L.; Newton, Fred B.; Downey, Ronald G.; Marsh, Patricia A.; Benton, Sheryl A.; Tseng, Wen-Chih; Shin, Kang-Hyun

2006-01-01

The K-State Problem Identification Rating Scales, a new screening instrument for college counseling centers, gathers information about clients' presenting symptoms, functioning levels, and readiness to change. Three studies revealed 7 scales: Mood Difficulties, Learning Problems, Food Concerns, Interpersonal Conflicts, Career Uncertainties,…

Examining Tasks that Facilitate the Experience of Incubation While Problem-Solving

ERIC Educational Resources Information Center

Both, Lilly; Needham, Douglas; Wood, Eileen

2004-01-01

The three studies presented here contrasted the problem-solving outcomes of university students when a break was provided or not provided during a problem-solving session. In addition, two studies explored the effect of providing hints (priming) and the placement of hints during the problem-solving session. First, the ability to solve a previously…

The profile of students’ problem-solving skill in physics across interest program in the secondary school

NASA Astrophysics Data System (ADS)

Jua, S. K.; Sarwanto; Sukarmin

2018-05-01

Problem-solving skills are important skills in physics. However, according to some researchers, the problem-solving skill of Indonesian students’ problem in physics learning is categorized still low. The purpose of this study was to identify the profile of problem-solving skills of students who follow the across the interests program of physics. The subjects of the study were high school students of Social Sciences, grade X. The type of this research was descriptive research. The data which used to analyze the problem-solving skills were obtained through student questionnaires and the test results with impulse materials and collision. From the descriptive analysis results, the percentage of students’ problem-solving skill based on the test was 52.93% and indicators respectively. These results indicated that students’ problem-solving skill is categorized low.

Interpersonal conflict and referrals to counseling among married soldiers following return from deployment.

PubMed

Gibbs, Deborah A; Clinton-Sherrod, A Monique; Johnson, Ruby E

2012-10-01

Deployment represents a significant potential strain on military families. The impact of postdeployment stresses may be increased if family coping resources are diminished by returning service members' physical injuries, mental health issues, or substance abuse. This article examines the health and mental health correlates of self-reported concerns regarding interpersonal conflict among married soldiers following return from deployment and the likelihood that soldiers acknowledging such concerns are referred to counseling services. Among 20,166 married Army soldiers completing Post-Deployment Health Reassessments, 18% reported having experienced serious interpersonal conflict with their spouse, family members, close friends, or coworkers. Results indicate that interpersonal conflict was more common among those who reported health problems, depression, post-traumatic stress disorder, and alcohol abuse. Among soldiers reporting interpersonal conflict and not already receiving services, 11% were referred to service. Findings support the need to communicate with soldiers and their spouses about the availability of services following return from deployment and to continue efforts to reduce stigma associated with seeking treatment.

Costs of injuries due to interpersonal and self-directed violence in Thailand, 2005.

PubMed

Bundhamcharoen, Kanitta; Odton, Patarapan; Mugem, Suwanna; Phulkerd, Sirinya; Dhisayathikom, Kanjana; Brown, David W; Tangcharoensathien, Viroj

2008-06-01

Violence, a serious public health problem in Thailand, remains largely unknown for its economic costs. This study is a national-level economic cost-estimates of injury from interpersonal and self-directed violence for Thailand during 2005 using the World Health Organization-US Centers for Disease Control and Prevention's guidelines. Direct medical costs from self-directed violence totaled 569 million Baht (THB) while the cost of interpersonal violence was THB 1.3 billion. Productivity losses for injuries due to self-directed violence were estimated at THB 12.2 billion and those for interpersonal violence were THB 14.4 billion. The total direct medical cost, thus, accounted for about 4% of Thailand's total health budget while the productivity losses accounted for approximately 0.4% of Thailand s GDP In summary, interpersonal and self-directed violence caused a total loss of 33.8 billion baht for Thailand in 2005. More than 90% of the economic loss was incurred from productivity loss and about four-fifths came from men.

Assessment of Interpersonal Risk (AIR) in Adults with Learning Disabilities and Challenging Behaviour--Piloting a New Risk Assessment Tool

ERIC Educational Resources Information Center

Campbell, Martin; McCue, Michael

2013-01-01

A new risk assessment tool, "Assessment of Interpersonal Risk" (AIR), was piloted and evaluated to measure risk factors and compatibility between individuals living in an assessment and treatment unit in one NHS area. The adults with learning disabilities in this unit had severe and enduring mental health problems and/or behaviour that is severely…

A New Problem-Posing Approach Based on Problem-Solving Strategy: Analyzing Pre-Service Primary School Teachers' Performance

ERIC Educational Resources Information Center

Kiliç, Çigdem

2017-01-01

This study examined pre-service primary school teachers' performance in posing problems that require knowledge of problem-solving strategies. Quantitative and qualitative methods were combined. The 120 participants were asked to pose a problem that could be solved by using the find-a-pattern a particular problem-solving strategy. After that,…

Case of Two Electrostatics Problems: Can Providing a Diagram Adversely Impact Introductory Physics Students' Problem Solving Performance?

ERIC Educational Resources Information Center

Maries, Alexandru; Singh, Chandralekha

2018-01-01

Drawing appropriate diagrams is a useful problem solving heuristic that can transform a problem into a representation that is easier to exploit for solving it. One major focus while helping introductory physics students learn effective problem solving is to help them understand that drawing diagrams can facilitate problem solution. We conducted an…

School Leaders' Problem Framing: A Sense-Making Approach to Problem-Solving Processes of Beginning School Leaders

ERIC Educational Resources Information Center

Sleegers, Peter; Wassink, Hartger; van Veen, Klaas; Imants, Jeroen

2009-01-01

In addition to cognitive research on school leaders' problem solving, this study focuses on the situated and personal nature of problem framing by combining insights from cognitive research on problem solving and sense-making theory. The study reports the results of a case study of two school leaders solving problems in their daily context by…

The Place of Problem Solving in Contemporary Mathematics Curriculum Documents

ERIC Educational Resources Information Center

Stacey, Kaye

2005-01-01

This paper reviews the presentation of problem solving and process aspects of mathematics in curriculum documents from Australia, UK, USA and Singapore. The place of problem solving in the documents is reviewed and contrasted, and illustrative problems from teachers' support materials are used to demonstrate how problem solving is now more often…

Translation among Symbolic Representations in Problem-Solving. Revised.

ERIC Educational Resources Information Center

Shavelson, Richard J.; And Others

This study investigated the relationships among the symbolic representation of problems given to students to solve, the mental representations they use to solve the problems, and the accuracy of their solutions. Twenty eleventh-grade science students were asked to think aloud as they solved problems on the ideal gas laws. The problems were…

Using Students' Representations Constructed during Problem Solving to Infer Conceptual Understanding

ERIC Educational Resources Information Center

Domin, Daniel; Bodner, George

2012-01-01

The differences in the types of representations constructed during successful and unsuccessful problem-solving episodes were investigated within the context of graduate students working on problems that involve concepts from 2D-NMR. Success at problem solving was established by having the participants solve five problems relating to material just…

Errors and Understanding: The Effects of Error-Management Training on Creative Problem-Solving

ERIC Educational Resources Information Center

Robledo, Issac C.; Hester, Kimberly S.; Peterson, David R.; Barrett, Jamie D.; Day, Eric A.; Hougen, Dean P.; Mumford, Michael D.

2012-01-01

People make errors in their creative problem-solving efforts. The intent of this article was to assess whether error-management training would improve performance on creative problem-solving tasks. Undergraduates were asked to solve an educational leadership problem known to call for creative thought where problem solutions were scored for…

Encouraging Sixth-Grade Students' Problem-Solving Performance by Teaching through Problem Solving

ERIC Educational Resources Information Center

Bostic, Jonathan D.; Pape, Stephen J.; Jacobbe, Tim

2016-01-01

This teaching experiment provided students with continuous engagement in a problem-solving based instructional approach during one mathematics unit. Three sections of sixth-grade mathematics were sampled from a school in Florida, U.S.A. and one section was randomly assigned to experience teaching through problem solving. Students' problem-solving…

King Oedipus and the Problem Solving Process.

ERIC Educational Resources Information Center

Borchardt, Donald A.

An analysis of the problem solving process reveals at least three options: (1) finding the cause, (2) solving the problem, and (3) anticipating potential problems. These methods may be illustrated by examining "Oedipus Tyrannus," a play in which a king attempts to deal with a problem that appears to be beyond his ability to solve, and…

Problem Solving with the Elementary Youngster.

ERIC Educational Resources Information Center

Swartz, Vicki

This paper explores research on problem solving and suggests a problem-solving approach to elementary school social studies, using a culture study of the ancient Egyptians and King Tut as a sample unit. The premise is that problem solving is particularly effective in dealing with problems which do not have one simple and correct answer but rather…

The Effect of Learning Environments Based on Problem Solving on Students' Achievements of Problem Solving

ERIC Educational Resources Information Center

Karatas, Ilhan; Baki, Adnan

2013-01-01

Problem solving is recognized as an important life skill involving a range of processes including analyzing, interpreting, reasoning, predicting, evaluating and reflecting. For that reason educating students as efficient problem solvers is an important role of mathematics education. Problem solving skill is the centre of mathematics curriculum.…

The needs analysis of learning Inventive Problem Solving for technical and vocational students

NASA Astrophysics Data System (ADS)

Sai'en, Shanty; Tze Kiong, Tee; Yunos, Jailani Md; Foong, Lee Ming; Heong, Yee Mei; Mohaffyza Mohamad, Mimi

2017-08-01

Malaysian Ministry of Education highlighted in their National Higher Education Strategic plan that higher education’s need to focus adopting 21st century skills in order to increase a graduate’s employability. Current research indicates that most graduate lack of problem solving skills to help them securing the job. Realising the important of this skill hence an alternative way suggested as an option for high institution’s student to solve their problem. This study was undertaken to measure the level of problem solving skills, identify the needs of learning inventive problem solving skills and the needs of developing an Inventive problem solving module. Using a questionnaire, the study sampled 132 students from Faculty of Technical and Vocational Education. Findings indicated that majority of the students fail to define what is an inventive problem and the root cause of a problem. They also unable to state the objectives and goal thus fail to solve the problem. As a result, the students agreed on the developing Inventive Problem Solving Module to assist them.

Automation and adaptation: Nurses' problem-solving behavior following the implementation of bar coded medication administration technology.

PubMed

Holden, Richard J; Rivera-Rodriguez, A Joy; Faye, Héléne; Scanlon, Matthew C; Karsh, Ben-Tzion

2013-08-01

The most common change facing nurses today is new technology, particularly bar coded medication administration technology (BCMA). However, there is a dearth of knowledge on how BCMA alters nursing work. This study investigated how BCMA technology affected nursing work, particularly nurses' operational problem-solving behavior. Cognitive systems engineering observations and interviews were conducted after the implementation of BCMA in three nursing units of a freestanding pediatric hospital. Problem-solving behavior, associated problems, and goals, were specifically defined and extracted from observed episodes of care. Three broad themes regarding BCMA's impact on problem solving were identified. First, BCMA allowed nurses to invent new problem-solving behavior to deal with pre-existing problems. Second, BCMA made it difficult or impossible to apply some problem-solving behaviors that were commonly used pre-BCMA, often requiring nurses to use potentially risky workarounds to achieve their goals. Third, BCMA created new problems that nurses were either able to solve using familiar or novel problem-solving behaviors, or unable to solve effectively. Results from this study shed light on hidden hazards and suggest three critical design needs: (1) ecologically valid design; (2) anticipatory control; and (3) basic usability. Principled studies of the actual nature of clinicians' work, including problem solving, are necessary to uncover hidden hazards and to inform health information technology design and redesign.

Automation and adaptation: Nurses’ problem-solving behavior following the implementation of bar coded medication administration technology

PubMed Central

Holden, Richard J.; Rivera-Rodriguez, A. Joy; Faye, Héléne; Scanlon, Matthew C.; Karsh, Ben-Tzion

2012-01-01

The most common change facing nurses today is new technology, particularly bar coded medication administration technology (BCMA). However, there is a dearth of knowledge on how BCMA alters nursing work. This study investigated how BCMA technology affected nursing work, particularly nurses’ operational problem-solving behavior. Cognitive systems engineering observations and interviews were conducted after the implementation of BCMA in three nursing units of a freestanding pediatric hospital. Problem-solving behavior, associated problems, and goals, were specifically defined and extracted from observed episodes of care. Three broad themes regarding BCMA’s impact on problem solving were identified. First, BCMA allowed nurses to invent new problem-solving behavior to deal with pre-existing problems. Second, BCMA made it difficult or impossible to apply some problem-solving behaviors that were commonly used pre-BCMA, often requiring nurses to use potentially risky workarounds to achieve their goals. Third, BCMA created new problems that nurses were either able to solve using familiar or novel problem-solving behaviors, or unable to solve effectively. Results from this study shed light on hidden hazards and suggest three critical design needs: (1) ecologically valid design; (2) anticipatory control; and (3) basic usability. Principled studies of the actual nature of clinicians’ work, including problem solving, are necessary to uncover hidden hazards and to inform health information technology design and redesign. PMID:24443642

Do problem-solving skills affect success in nursing process applications? An application among Turkish nursing students.

PubMed

Bayindir Çevik, Ayfer; Olgun, Nermin

2015-04-01

This study aimed to determine the relationship between problem-solving and nursing process application skills of nursing. This is a longitudinal and correlational study. The sample included 71 students. An information form, Problem-Solving Inventory, and nursing processes the students presented at the end of clinical courses were used for data collection. Although there was no significant relationship between problem-solving skills and nursing process grades, improving problem-solving skills increased successful grades. Problem-solving skills and nursing process skills can be concomitantly increased. Students were suggested to use critical thinking, practical approaches, and care plans, as well as revising nursing processes in order to improve their problem-solving skills and nursing process application skills. © 2014 NANDA International, Inc.

For love or money? What motivates people to know the minds of others?

PubMed

Harkness, Kate L; Jacobson, Jill A; Sinclair, Brooke; Chan, Emilie; Sabbagh, Mark A

2012-01-01

Mood affects social cognition and "theory of mind", such that people in a persistent negative mood (i.e., dysphoria) have enhanced abilities at making subtle judgements about others' mental states. Theorists have argued that this hypersensitivity to subtle social cues may have adaptive significance in terms of solving interpersonal problems and/or minimising social risk. We tested whether increasing the social salience of a theory of mind task would preferentially increase dyspshoric individuals' performance on the task. Forty-four dysphoric and 51 non-dysphoric undergraduate women participated in a theory of mind decoding task following one of three motivational manipulations: (i) social motivation (ii) monetary motivation, or (iii) no motivation. Social motivation was associated with the greatest accuracy of mental state decoding for the dysphoric group, whereas the non-dysphoric group showed the highest accuracy in the monetary motivation condition. These results suggest that dysphoric individuals may be especially, and preferentially, motivated to understand the mental states of others.

Effective Team Practices: Interprofessional Contributions to Communication Issues With a Parent's Perspective.

PubMed

Cooper-Duffy, Karena; Eaker, Kerri

2017-05-17

This clinical focus article contains a detailed description of how to build effective teams that use interprofessional collaborative practice (IPCP) with special-education professionals, speech-language pathologists, and families of children with severe disabilities. This clinical focus article provides information on using the essential elements of team building and IPCP to provide quality care to families who have children with severe disabilities. The 6 essential elements for team building are described, with suggestions for including families in each: goal-setting, roles and responsibilities, effective and efficient process, communication and interpersonal relationships, collaborative problem solving, and evaluation. The 4 competency domains of IPCP are embedded into each of the team-building elements to demonstrate how teams can implement IPCP. A case study illustrates the difficulty one parent experienced working with a team across the 6 essential team-building elements when seeking communication services for her child with severe disabilities. Building teams with IPCP can be effective for including families and creating high-quality outcomes for individuals with severe disabilities.

The outcome of interprofessional education: Integrating communication studies into a standardized patient experience for advanced practice nursing students.

PubMed

Defenbaugh, Nicole; Chikotas, Noreen E

2016-01-01

The purpose of this qualitative study was to examine the impact of standardized patient experiences (SPE) in the education of the Advanced Practice Nurse (APN). The education of the APN requires educators to make every attempt to promote competency in the areas of communication and clinical-decision making. SPE programs have been found to improve the interpersonal, problem solving, and critical thinking skills of nursing students. For this research twenty-nine APN students participated in SPEs over the course of two semesters. Fifteen student volunteers of those 29 participants were then interviewed three months after the experience. Results revealed that having an expert in the field of communication studies increased awareness of communication skills and how to improve nurse-patient encounters in the clinical setting. The interprofessional collaboration during the SPEs assisted in facilitating the application of learned communication skills into patient-centered care of the APN student. Copyright © 2015 Elsevier Ltd. All rights reserved.

Skills methods to prevent smoking.

PubMed

Schinke, S P; Gilchrist, L D; Schilling, R F; Snow, W H; Bobo, J K

1986-01-01

School health educators have devoted much attention to cigarette smoking. Recent years have seen the testing of interventions to prevent smoking. To date, controlled studies have not evaluated the added value of skills methods for preventing smoking. This article describes such an evaluation with sixth-grade students from two schools. Subjects were pretested and randomly assigned to receive conventional health education methods or to receive skills intervention. Both conditions included films, peer testimonials, discussions, and homework. Health education condition subjects additionally participated in oral quizzes, games, and debates. Skills condition subjects additionally learned problem-solving, self-instruction, and interpersonal communication methods. At postintervention, skills condition subjects, more than health education condition subjects, had better scores on measures of smoking-related knowledge, attitudes, and intentions. In addition, reported cigarette use, validated by biochemical data collection, was lower in the skills condition than in the health education condition at all postintervention measurements, including a 24-month follow-up. The article discusses the strengths, limits, and implications of the study for other smoking prevention efforts in schools.

The Effects of a Skill-Based Intervention for Victims of Bullying in Brazil

PubMed Central

da Silva, Jorge Luiz; de Oliveira, Wanderlei Abadio; Braga, Iara Falleiros; Farias, Marilurdes Silva; da Silva Lizzi, Elisangela Aparecida; Gonçalves, Marlene Fagundes Carvalho; Pereira, Beatriz Oliveira; Silva, Marta Angélica Iossi

2016-01-01

This study’s objective was to verify whether improved social and emotional skills would reduce victimization among Brazilian 6th grade student victims of bullying. The targets of this intervention were victimized students; a total of 78 victims participated. A cognitive-behavioral intervention based on social and emotional skills was held in eight weekly sessions. The sessions focused on civility, the ability to make friends, self-control, emotional expressiveness, empathy, assertiveness, and interpersonal problem-solving capacity. Data were analyzed through Poisson regression models with random effects. Pre- and post-analyses reveal that intervention and comparison groups presented significant reduced victimization by bullying. No significant improvement was found in regard to difficulties in practicing social skills. Victimization reduction cannot be attributed to the program. This study contributes to the incipient literature addressing anti-bullying interventions conducted in developing countries and highlights the need for approaches that do not exclusively focus on the students’ individual aspects. PMID:27792206

Collis-Romberg Mathematical Problem Solving Profiles.

ERIC Educational Resources Information Center

Collis, K. F.; Romberg, T. A.

Problem solving has become a focus of mathematics programs in Australia in recent years, necessitating the assessment of students' problem-solving abilities. This manual provides a problem-solving assessment and teaching resource package containing four elements: (1) profiles assessment items; (2) profiles diagnostic forms for recording individual…

Tracing for the problem-solving ability in advanced calculus class based on modification of SAVI model at Universitas Negeri Semarang

NASA Astrophysics Data System (ADS)

Pujiastuti, E.; Waluya, B.; Mulyono

2018-03-01

There were many ways of solving the problem offered by the experts. The author combines various ways of solving the problem as a form of novelty. Among the learning model that was expected to support the growth of problem-solving skills was SAVI. The purpose, to obtain trace results from the analysis of the problem-solving ability of students in the Dual Integral material. The research method was a qualitative approach. Its activities include tests was filled with mathematical connections, observation, interviews, FGD, and triangulation. The results were: (1) some students were still experiencing difficulties in solving the problems. (2) The application of modification of SAVI learning model effective in supporting the growth of problem-solving abilities. (3) The strength of the students related to solving the problem, there were two students in the excellent category, there were three students in right classes and one student in the medium group.

Flexibility in Mathematics Problem Solving Based on Adversity Quotient

NASA Astrophysics Data System (ADS)

Dina, N. A.; Amin, S. M.; Masriyah

2018-01-01

Flexibility is an ability which is needed in problem solving. One of the ways in problem solving is influenced by Adversity Quotient (AQ). AQ is the power of facing difficulties. There are three categories of AQ namely climber, camper, and quitter. This research is a descriptive research using qualitative approach. The aim of this research is to describe flexibility in mathematics problem solving based on Adversity Quotient. The subjects of this research are climber student, camper student, and quitter student. This research was started by giving Adversity Response Profile (ARP) questioner continued by giving problem solving task and interviews. The validity of data measurement was using time triangulation. The results of this research shows that climber student uses two strategies in solving problem and doesn’t have difficulty. The camper student uses two strategies in solving problem but has difficulty to finish the second strategies. The quitter student uses one strategy in solving problem and has difficulty to finish it.

Analogy as a strategy for supporting complex problem solving under uncertainty.

PubMed

Chan, Joel; Paletz, Susannah B F; Schunn, Christian D

2012-11-01

Complex problem solving in naturalistic environments is fraught with uncertainty, which has significant impacts on problem-solving behavior. Thus, theories of human problem solving should include accounts of the cognitive strategies people bring to bear to deal with uncertainty during problem solving. In this article, we present evidence that analogy is one such strategy. Using statistical analyses of the temporal dynamics between analogy and expressed uncertainty in the naturalistic problem-solving conversations among scientists on the Mars Rover Mission, we show that spikes in expressed uncertainty reliably predict analogy use (Study 1) and that expressed uncertainty reduces to baseline levels following analogy use (Study 2). In addition, in Study 3, we show with qualitative analyses that this relationship between uncertainty and analogy is not due to miscommunication-related uncertainty but, rather, is primarily concentrated on substantive problem-solving issues. Finally, we discuss a hypothesis about how analogy might serve as an uncertainty reduction strategy in naturalistic complex problem solving.

Interference thinking in constructing students’ knowledge to solve mathematical problems

NASA Astrophysics Data System (ADS)

Jayanti, W. E.; Usodo, B.; Subanti, S.

2018-04-01

This research aims to describe interference thinking in constructing students’ knowledge to solve mathematical problems. Interference thinking in solving problems occurs when students have two concepts that interfere with each other’s concept. Construction of problem-solving can be traced using Piaget’s assimilation and accommodation framework, helping to know the students’ thinking structures in solving the problems. The method of this research was a qualitative method with case research strategy. The data in this research involving problem-solving result and transcripts of interviews about students’ errors in solving the problem. The results of this research focus only on the student who experience proactive interference, where student in solving a problem using old information to interfere with the ability to recall new information. The student who experience interference thinking in constructing their knowledge occurs when the students’ thinking structures in the assimilation and accommodation process are incomplete. However, after being given reflection to the student, then the students’ thinking process has reached equilibrium condition even though the result obtained remains wrong.

Insightful problem solving and emulation in brown capuchin monkeys.

PubMed

Renner, Elizabeth; Abramo, Allison M; Karen Hambright, M; Phillips, Kimberley A

2017-05-01

We investigated problem solving abilities of capuchin monkeys via the "floating object problem," a task in which the subject must use creative problem solving to retrieve a favored food item from the bottom of a clear tube. Some great apes have solved this problem by adding water to raise the object to a level at which it can be easily grabbed. We presented seven capuchins with the task over eight trials (four "dry" and four "wet"). None of the subjects solved the task, indicating that no capuchin demonstrated insightful problem solving under these experimental conditions. We then investigated whether capuchins would emulate a solution to the task. Seven subjects observed a human model solve the problem by pouring water from a cup into the tube, which brought the object to the top of the tube, allowing the subject to retrieve it. Subjects were then allowed to interact freely with an unfilled tube containing the object in the presence of water and objects that could be used to solve the task. While most subjects were unable to solve the task after viewing a demonstrator solve it, one subject did so, but in a unique way. Our results are consistent with some previous results in great ape species and indicate that capuchins do not spontaneously solve the floating object problem via insight.

Detecting math problem solving strategies: an investigation into the use of retrospective self-reports, latency and fMRI data.

PubMed

Tenison, Caitlin; Fincham, Jon M; Anderson, John R

2014-02-01

This research explores how to determine when mathematical problems are solved by retrieval versus computation strategies. Past research has indicated that verbal reports, solution latencies, and neural imaging all provide imperfect indicators of this distinction. Participants in the current study solved mathematical problems involving two distinct problem types, called 'Pyramid' and 'Formula' problems. Participants were given extensive training solving 3 select Pyramid and 3 select Formula problems. Trained problems were highly practiced, whereas untrained problems were not. The distinction between untrained and trained problems was observed in the data. Untrained problems took longer to solve, more often used procedural strategies and showed a greater activation in the horizontal intraparietal sulcus (HIPS) when compared to trained problems. A classifier fit to the neural distinction between trained-untrained problems successfully predicted training within and between the two problem types. We employed this classifier to generate a prediction of strategy use. By combining evidence from the classifier, problem solving latencies, and retrospective reports, we predicted the strategy used to solve each problem in the scanner and gained unexpected insight into the distinction between different strategies. Copyright © 2013 Elsevier Ltd. All rights reserved.

Problem solving therapy - use and effectiveness in general practice.

PubMed

Pierce, David

2012-09-01

Problem solving therapy (PST) is one of the focused psychological strategies supported by Medicare for use by appropriately trained general practitioners. This article reviews the evidence base for PST and its use in the general practice setting. Problem solving therapy involves patients learning or reactivating problem solving skills. These skills can then be applied to specific life problems associated with psychological and somatic symptoms. Problem solving therapy is suitable for use in general practice for patients experiencing common mental health conditions and has been shown to be as effective in the treatment of depression as antidepressants. Problem solving therapy involves a series of sequential stages. The clinician assists the patient to develop new empowering skills, and then supports them to work through the stages of therapy to determine and implement the solution selected by the patient. Many experienced GPs will identify their own existing problem solving skills. Learning about PST may involve refining and focusing these skills.

Collection of solved problems in physics

NASA Astrophysics Data System (ADS)

Koupilová, ZdeÅka; Mandíková, Dana; Snětinová, Marie

2017-01-01

To solve physics problems is a key ability which students should reach during their physics education. Ten years ago we started to develop a Collection of fully solved problems. The structure of problems' solutions is specially designed to substitute tutor's help during lesson and encourage students to solve at least some parts of a problem independently. Nowadays the database contains about 770 fully solved problems in physics in Czech, more than 100 problems in Polish and more than 140 problems in English. Other problems are still being translated. Except for physics problems, the Collection has also a mathematical part, which contains more than 300 fully solved problems in mathematics. This paper follows the presentation of the Collection of solved problems from previous years and introduces a new interface of the Collection, its enhanced functionality, new topics, newly created interface for teachers, user feedback and plans for future development. The database is placed at the website of the Department of Physics Education, Faculty of Mathematics and Physics, Charles University in Prague, the links are: http://reseneulohy.cz/fyzika (Czech version); http://www.physicstasks.eu/ (English version).

Pre-service mathematics teachers’ ability in solving well-structured problem

NASA Astrophysics Data System (ADS)

Paradesa, R.

2018-01-01

This study aimed to describe the mathematical problem-solving ability of undergraduate students of mathematics education in solving the well-structured problem. The type of this study was qualitative descriptive. The subjects in this study were 100 undergraduate students of Mathematics Education at one of the private universities in Palembang city. The data in this study was collected through two test items with essay form. The results of this study showed that, from the first problem, only 8% students can solve it, but do not check back again to validate the process. Based on a scoring rubric that follows Polya strategy, their answer satisfied 2 4 2 0 patterns. But, from the second problem, 45% students satisfied it. This is because the second problem imitated from the example that was given in learning process. The average score of undergraduate students mathematical problem-solving ability in solving well-structured problems showed 56.00 with standard deviation was 13.22. It means that, from 0 - 100 scale, undergraduate students mathematical problem-solving ability can be categorized low. From this result, the conclusion was undergraduate students of mathematics education in Palembang still have a problem in solving mathematics well-structured problem.

An Investigation on Chinese Teachers' Realistic Problem Posing and Problem Solving Ability and Beliefs

ERIC Educational Resources Information Center

Chen, Limin; Van Dooren, Wim; Chen, Qi; Verschaffel, Lieven

2011-01-01

In the present study, which is a part of a research project about realistic word problem solving and problem posing in Chinese elementary schools, a problem solving and a problem posing test were administered to 128 pre-service and in-service elementary school teachers from Tianjin City in China, wherein the teachers were asked to solve 3…

Problem-solving skills and perceived stress among undergraduate students: The moderating role of hardiness.

PubMed

Abdollahi, Abbas; Abu Talib, Mansor; Carlbring, Per; Harvey, Richard; Yaacob, Siti Nor; Ismail, Zanariah

2016-06-01

This study was designed to examine the relationships between problem-solving skills, hardiness, and perceived stress and to test the moderating role of hardiness in the relationship between problem-solving skills and perceived stress among 500 undergraduates from Malaysian public universities. The analyses showed that undergraduates with poor problem-solving confidence, external personal control of emotion, and approach-avoidance style were more likely to report perceived stress. Hardiness moderated the relationships between problem-solving skills and perceived stress. These findings reinforce the importance of moderating role of hardiness as an influencing factor that explains how problem-solving skills affect perceived stress among undergraduates.

The Effects of Thinking Aloud Pair Problem Solving on High School Students' Chemistry Problem-Solving Performance and Verbal Interactions

NASA Astrophysics Data System (ADS)

Jeon, Kyungmoon; Huffman, Douglas; Noh, Taehee

2005-10-01

This study investigated the effects of a thinking aloud pair problem solving (TAPPS) approach on students' chemistry problem-solving performance and verbal interactions. A total of 85 eleventh grade students from three classes in a Korean high school were randomly assigned to one of three groups; either individually using a problem-solving strategy, using a problem-solving strategy with TAPPS, or the control group. After instruction, students' problem-solving performance was examined. The results showed that students in both the individual and TAPPS groups performed better than those in the control group on recalling the related law and mathematical execution, while students in the TAPPS group performed better than those in the other groups on conceptual knowledge. To investigate the verbal behaviors using TAPPS, verbal behaviors of solvers and listeners were classified into 8 categories. Listeners' verbal behavior of "agreeing" and "pointing out", and solvers' verbal behavior of "modifying" were positively related with listeners' problem-solving performance. There was, however, a negative correlation between listeners' use of "point out" and solvers' problem-solving performance. The educational implications of this study are discussed.

Pedagogy and/or technology: Making difference in improving students' problem solving skills

NASA Astrophysics Data System (ADS)

Hrepic, Zdeslav; Lodder, Katherine; Shaw, Kimberly A.

2013-01-01

Pen input computers combined with interactive software may have substantial potential for promoting active instructional methodologies and for facilitating students' problem solving ability. An excellent example is a study in which introductory physics students improved retention, conceptual understanding and problem solving abilities when one of three weekly lectures was replaced with group problem solving sessions facilitated with Tablet PCs and DyKnow software [1,2]. The research goal of the present study was to isolate the effect of the methodology itself (using additional time to teach problem solving) from that of the involved technology. In Fall 2011 we compared the performance of students taking the same introductory physics lecture course while enrolled in two separate problem-solving sections. One section used pen-based computing to facilitate group problem solving while the other section used low-tech methods for one third of the semester (covering Kinematics), and then traded technologies for the middle third of the term (covering Dynamics). Analysis of quiz, exam and standardized pre-post test results indicated no significant difference in scores of the two groups. Combining this result with those of previous studies implies primacy of pedagogy (collaborative problem solving itself) over technology for student learning in problem solving recitations.

Do Patients’ Symptoms and Interpersonal Problems Improve in Psychotherapeutic Hospital Treatment in Germany? - A Systematic Review and Meta-Analysis

PubMed Central

Liebherz, Sarah; Rabung, Sven

2014-01-01

Background In Germany, inpatient psychotherapy plays a unique role in the treatment of patients with common mental disorders of higher severity. In addition to psychiatric inpatient services, psychotherapeutic hospital treatment and psychosomatic rehabilitation are offered as independent inpatient treatment options. This meta-analysis aims to provide systematic evidence for psychotherapeutic hospital treatment in Germany regarding its effects on symptomatic and interpersonal impairment. Methodology Relevant papers were identified by electronic database search and hand search. Randomized controlled trials as well as naturalistic prospective studies (including post-therapy and follow-up assessments) evaluating psychotherapeutic hospital treatment of mentally ill adults in Germany were included. Outcomes were required to be quantified by either the Symptom-Checklist (SCL-90-R or short versions) or the Inventory of Interpersonal Problems (IIP-64 or short versions). Effect sizes (Hedges’ g) were combined using random effect models. Principal Findings Sixty-seven papers representing 59 studies fulfilled inclusion criteria. Meta-analysis yielded a medium within-group effect size for symptom change at discharge (g = 0.72; 95% CI 0.68–0.76), with a small reduction to follow-up (g = 0.61; 95% CI 0.55–0.68). Regarding interpersonal problems, a small effect size was found at discharge (g = 0.35; 95% CI 0.29–0.41), which increased to follow-up (g = 0.48; 95% CI 0.36–0.60). While higher impairment at intake was associated with a larger effect size in both measures, longer treatment duration was related to lower effect sizes in SCL GSI and to larger effect sizes in IIP Total. Conclusions Psychotherapeutic hospital treatment may be considered an effective treatment. In accordance with Howard’s phase model of psychotherapy outcome, the present study demonstrated that symptom distress changes more quickly and strongly than interpersonal problems. Preliminary analyses show impairment at intake and treatment duration to be the strongest outcome predictors. Further analyses regarding this relationship are required. PMID:25141289

Regulating the interpersonal self: strategic self-regulation for coping with rejection sensitivity.

PubMed

Ayduk, O; Mendoza-Denton, R; Mischel, W; Downey, G; Peake, P K; Rodriguez, M

2000-11-01

People high in rejection sensitivity (RS) anxiously expect rejection and are at risk for interpersonal and personal distress. Two studies examined the role of self-regulation through strategic attention deployment in moderating the link between RS and maladaptive outcomes. Self-regulation was assessed by the delay of gratification (DG) paradigm in childhood. In Study 1, preschoolers from the Stanford University community who participated in the DG paradigm were assessed 20 years later. Study 2 assessed low-income, minority middle school children on comparable measures. DG ability buffered high-RS people from interpersonal difficulties (aggression, peer rejection) and diminished well-being (e.g., low self-worth, higher drug use). The protective effect of DG ability on high-RS children's self-worth is explained by reduced interpersonal problems. Attentional mechanisms underlying the interaction between RS and strategic self-regulation are discussed.

Calculators and Strategies for Problem Solving in Grade Seven: An Implementation Program and Study. Report No. 83:3.

ERIC Educational Resources Information Center

Szetela, W.; Super, D.

A problem-solving program supplemented by calculators in one treatment group was conducted in 63 grade 7 classes with about 1350 students. Teachers were provided with problems correlated with textbooks, and instruction for teaching problem-solving strategies. School districts provided calculators and problem-solving materials. Pretest scores…

Assessing Student Written Problem Solutions: A Problem-Solving Rubric with Application to Introductory Physics

ERIC Educational Resources Information Center

Docktor, Jennifer L.; Dornfeld, Jay; Frodermann, Evan; Heller, Kenneth; Hsu, Leonardo; Jackson, Koblar Alan; Mason, Andrew; Ryan, Qing X.; Yang, Jie

2016-01-01

Problem solving is a complex process valuable in everyday life and crucial for learning in the STEM fields. To support the development of problem-solving skills it is important for researchers and curriculum developers to have practical tools that can measure the difference between novice and expert problem-solving performance in authentic…

Problem Solving: How Can We Help Students Overcome Cognitive Difficulties

ERIC Educational Resources Information Center

Cardellini, Liberato

2014-01-01

The traditional approach to teach problem solving usually consists in showing students the solutions of some example-problems and then in asking students to practice individually on solving a certain number of related problems. This approach does not ensure that students learn to solve problems and above all to think about the solution process in…

Step by Step: Biology Undergraduates' Problem-Solving Procedures during Multiple-Choice Assessment

ERIC Educational Resources Information Center

Prevost, Luanna B.; Lemons, Paula P.

2016-01-01

This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this…

Analog Processor To Solve Optimization Problems

NASA Technical Reports Server (NTRS)

Duong, Tuan A.; Eberhardt, Silvio P.; Thakoor, Anil P.

1993-01-01

Proposed analog processor solves "traveling-salesman" problem, considered paradigm of global-optimization problems involving routing or allocation of resources. Includes electronic neural network and auxiliary circuitry based partly on concepts described in "Neural-Network Processor Would Allocate Resources" (NPO-17781) and "Neural Network Solves 'Traveling-Salesman' Problem" (NPO-17807). Processor based on highly parallel computing solves problem in significantly less time.

[Influence and Change of Self-Directedness in Dialectical Behavior Therapy].

PubMed

Bernheim, Dorothee; Becker, Mathias; Gander, Manuela; Lischke, Alexander; Mentel, Renate; Buchheim, Anna; Freyberger, Harald J

2017-07-01

Objective Investigate influence and change of self-directedness (SD) in Dialectical-Behavior Therapy (DBT) for 26 female outpatients with borderline personality disorder (BPS). Method Variance analyses are used to evaluate psychopathology and interpersonal problems in 2 subgroups (low vs. high SD) with questionnaires at 3 measuring times over the period of 1 year. Results Low SD was associated with higher psychopathology, more interpersonal problems and lower symptomreduction. Over time of intervention the SD of all patients improved significantly. Conclusion DBT strengthens the SD of patients with BPD. A screening of SD before intervention, and systematic support should be considered. © Georg Thieme Verlag KG Stuttgart · New York.

Change in self-esteem predicts depressive symptoms at follow-up after intensive multimodal psychotherapy for major depression.

PubMed

Dinger, Ulrike; Ehrenthal, Johannes C; Nikendei, Christoph; Schauenburg, Henning

2017-09-01

Reduced self-esteem is a core symptom of depression, but few studies have investigated within-treatment change of self-esteem as a predictor of long-term outcome in depression. This study investigated change in self-esteem during 8 weeks of multimodal, psychodynamically oriented psychotherapy for 40 depressed patients and tested whether it would predict outcome 6 months after termination. Data was drawn from a randomized clinical pilot trial on day-clinic versus inpatient psychotherapy for depression. Findings supported the association between change in self-esteem and follow-up depression severity, even when controlling for within-treatment symptom change. Change in self-esteem was not related to overall symptoms and interpersonal problems at follow-up. Thus, change in self-esteem may be an important variable in preventing relapse for depression. Self-esteem is related to depressive symptoms and interpersonal problems. Improvement of self-esteem during psychotherapy correlates with improvements of symptoms and interpersonal problems. Change of self-esteem during psychotherapy predicts depressive symptoms 6 months after termination of therapy. When treating depressed patients, psychotherapists should work towards an improvement of self-esteem in order to prevent relapse. Copyright © 2017 John Wiley & Sons, Ltd.

Problem Solving Appraisal of Delinquent Adolescents.

ERIC Educational Resources Information Center

Perez, Ruperto M.; And Others

The study investigated the following: (1) the relationship of problem solving appraisal to narcissistic vulnerability, locus of control, and depression; (2) the differences in problem solving appraisal, locus of control, and depression in first-time and repeat offenders; and (3) the prediction of problem solving appraisal by narcissistic…

Computer Programming: A Medium for Teaching Problem Solving.

ERIC Educational Resources Information Center

Casey, Patrick J.

1997-01-01

Argues that including computer programming in the curriculum as a medium for instruction is a feasible alternative for teaching problem solving. Discusses the nature of problem solving; the problem-solving elements of discovery, motivation, practical learning situations and flexibility which are inherent in programming; capabilities of computer…

Perceived Problem Solving, Stress, and Health among College Students

ERIC Educational Resources Information Center

Largo-Wight, Erin; Peterson, P. Michael; Chen, W. William

2005-01-01

Objective: To study the relationships among perceived problem solving, stress, and physical health. Methods: The Perceived Stress Questionnaire (PSQ), Personal Problem solving Inventory (PSI), and a stress-related physical health symptoms checklist were used to measure perceived stress, problem solving, and health among undergraduate college…

THE CURRENT STATUS OF RESEARCH AND THEORY IN HUMAN PROBLEM SOLVING.

ERIC Educational Resources Information Center

DAVIS, GARY A.

PROBLEM-SOLVING THEORIES IN THREE AREAS - TRADITIONAL (STIMULUS-RESPONSE) LEARNING, COGNITIVE-GESTALT APPROACHES, AND COMPUTER AND MATHEMATICAL MODELS - WERE SUMMARIZED. RECENT EMPIRICAL STUDIES (1960-65) ON PROBLEM SOLVING WERE CATEGORIZED ACCORDING TO TYPE OF BEHAVIOR ELICITED BY PARTICULAR PROBLEM-SOLVING TASKS. ANAGRAM,…

Developing Creativity through Collaborative Problem Solving

ERIC Educational Resources Information Center

Albert, Lillie R.; Kim, Rina

2013-01-01

This paper discusses an alternative approach for developing problem solving experiences for students. The major argument is that students can develop their creativity by engaging in collaborative problem solving activities in which they apply a variety of mathematical methods creatively to solve problems. The argument is supported by: considering…

The effects of expected reward on creative problem solving.

PubMed

Cristofori, Irene; Salvi, Carola; Beeman, Mark; Grafman, Jordan

2018-06-12

Creative problem solving involves search processes, and it is known to be hard to motivate. Reward cues have been found to enhance performance across a range of tasks, even when cues are presented subliminally, without being consciously detected. It is uncertain whether motivational processes, such as reward, can influence problem solving. We tested the effect of supraliminal and subliminal reward on participant performance on problem solving that can be solved by deliberate analysis or by insight. Forty-one participants attempted to solve 100 compound remote associate problems. At the beginning of each problem, a potential reward cue (1 or 25 cents) was displayed, either subliminally (17 ms) or supraliminally (100 ms). Participants earned the displayed reward if they solved the problem correctly. Results showed that the higher subliminal reward increased the percentage of problems solved correctly overall. Second, we explored if subliminal rewards preferentially influenced solutions that were achieved via a sudden insight (mostly processed below awareness) or via a deliberate analysis. Participants solved more problems via insight following high subliminal reward when compared with low subliminal reward, and compared with high supraliminal reward, with no corresponding effect on analytic solving. Striatal dopamine (DA) is thought to influence motivation, reinforce behavior, and facilitate cognition. We speculate that subliminal rewards activate the striatal DA system, enhancing the kinds of automatic integrative processes that lead to more creative strategies for problem solving, without increasing the selectivity of attention, which could impede insight.

Find the Dimensions: Students Solving a Tiling Problem

ERIC Educational Resources Information Center

Obara, Samuel

2018-01-01

Students learn mathematics by solving problems. Mathematics textbooks are full of problems, and mathematics teachers use these problems to test students' understanding of mathematical concepts. This paper discusses how problem-solving skills can be fostered with a geometric tiling problem.

Performance of subjects with and without severe mental illness on a clinical test of problem solving.

PubMed

Marshall, R C; McGurk, S R; Karow, C M; Kairy, T J; Flashman, L A

2006-06-01

Severe mental illness is associated with impairments in executive functions, such as conceptual reasoning, planning, and strategic thinking all of which impact problem solving. The present study examined the utility of a novel assessment tool for problem solving, the Rapid Assessment of Problem Solving Test (RAPS) in persons with severe mental illness. Subjects were 47 outpatients with severe mental illness and an equal number healthy controls matched for age and gender. Results confirmed all hypotheses with respect to how subjects with severe mental illness would perform on the RAPS. Specifically, the severely mentally ill subjects (1) solved fewer problems on the RAPS, (2) when they did solve problems on the test, they did so far less efficiently than their healthy counterparts, and (3) the two groups differed markedly in the types of questions asked on the RAPS. The healthy control subjects tended to take a systematic, organized, but not always optimal approach to solving problems on the RAPS. The subjects with severe mental illness used some of the problem solving strategies of the healthy controls, but their performance was less consistent and tended to deteriorate when the complexity of the problem solving task increased. This was reflected by a high degree of guessing in lieu of asking constraint questions, particularly if a category-limited question was insufficient to continue the problem solving effort.

Effects of performance feedback and coaching on the problem-solving process: Improving the integrity of implementation and enhancing student outcomes

NASA Astrophysics Data System (ADS)

Lundahl, Allison A.

Schools implementing Response to Intervention (RtI) procedures frequently engage in team problem-solving processes to address the needs of students who require intensive and individualized services. Because the effectiveness of the problem-solving process will impact the overall success of RtI systems, the present study was designed to learn more about how to strengthen the integrity of the problem-solving process. Research suggests that school districts must ensure high quality training and ongoing support to enhance the effectiveness, acceptability, and sustainability of the problem-solving process within an RtI model; however, there is a dearth of research examining the effectiveness of methods to provide this training and support. Consequently, this study investigated the effects of performance feedback and coaching strategies on the integrity with which teams of educators conducted the problem-solving process in schools. In addition, the relationships between problem-solving integrity, teacher acceptability, and student outcomes were examined. Results suggested that the performance feedback increased problem-solving procedural integrity across two of the three participating schools. Conclusions about the effectiveness of the (a) coaching intervention and (b) interventions implemented in the third school were inconclusive. Regression analyses indicated that the integrity with which the teams conducted the problem-solving process was a significant predictor of student outcomes. However, the relationship between problem-solving procedural integrity and teacher acceptability was not statistically significant.

The Missing Curriculum in Physics Problem-Solving Education

NASA Astrophysics Data System (ADS)

Williams, Mobolaji

2018-05-01

Physics is often seen as an excellent introduction to science because it allows students to learn not only the laws governing the world around them, but also, through the problems students solve, a way of thinking which is conducive to solving problems outside of physics and even outside of science. In this article, we contest this latter idea and argue that in physics classes, students do not learn widely applicable problem-solving skills because physics education almost exclusively requires students to solve well-defined problems rather than the less-defined problems which better model problem solving outside of a formal class. Using personal, constructed, and the historical accounts of Schrödinger's development of the wave equation and Feynman's development of path integrals, we argue that what is missing in problem-solving education is practice in identifying gaps in knowledge and in framing these knowledge gaps as questions of the kind answerable using techniques students have learned. We discuss why these elements are typically not taught as part of the problem-solving curriculum and end with suggestions on how to incorporate these missing elements into physics classes.

Noticing relevant problem features: activating prior knowledge affects problem solving by guiding encoding

PubMed Central

Crooks, Noelle M.; Alibali, Martha W.

2013-01-01

This study investigated whether activating elements of prior knowledge can influence how problem solvers encode and solve simple mathematical equivalence problems (e.g., 3 + 4 + 5 = 3 + __). Past work has shown that such problems are difficult for elementary school students (McNeil and Alibali, 2000). One possible reason is that children's experiences in math classes may encourage them to think about equations in ways that are ultimately detrimental. Specifically, children learn a set of patterns that are potentially problematic (McNeil and Alibali, 2005a): the perceptual pattern that all equations follow an “operations = answer” format, the conceptual pattern that the equal sign means “calculate the total”, and the procedural pattern that the correct way to solve an equation is to perform all of the given operations on all of the given numbers. Upon viewing an equivalence problem, knowledge of these patterns may be reactivated, leading to incorrect problem solving. We hypothesized that these patterns may negatively affect problem solving by influencing what people encode about a problem. To test this hypothesis in children would require strengthening their misconceptions, and this could be detrimental to their mathematical development. Therefore, we tested this hypothesis in undergraduate participants. Participants completed either control tasks or tasks that activated their knowledge of the three patterns, and were then asked to reconstruct and solve a set of equivalence problems. Participants in the knowledge activation condition encoded the problems less well than control participants. They also made more errors in solving the problems, and their errors resembled the errors children make when solving equivalence problems. Moreover, encoding performance mediated the effect of knowledge activation on equivalence problem solving. Thus, one way in which experience may affect equivalence problem solving is by influencing what students encode about the equations. PMID:24324454

Conceptual and procedural knowledge community college students use when solving a complex science problem

NASA Astrophysics Data System (ADS)

Steen-Eibensteiner, Janice Lee

2006-07-01

A strong science knowledge base and problem solving skills have always been highly valued for employment in the science industry. Skills currently needed for employment include being able to problem solve (Overtoom, 2000). Academia also recognizes the need for effectively teaching students to apply problem solving skills in clinical settings. This thesis investigates how students solve complex science problems in an academic setting in order to inform the development of problem solving skills for the workplace. Students' use of problem solving skills in the form of learned concepts and procedural knowledge was studied as students completed a problem that might come up in real life. Students were taking a community college sophomore biology course, Human Anatomy & Physiology II. The problem topic was negative feedback inhibition of the thyroid and parathyroid glands. The research questions answered were (1) How well do community college students use a complex of conceptual knowledge when solving a complex science problem? (2) What conceptual knowledge are community college students using correctly, incorrectly, or not using when solving a complex science problem? (3) What problem solving procedural knowledge are community college students using successfully, unsuccessfully, or not using when solving a complex science problem? From the whole class the high academic level participants performed at a mean of 72% correct on chapter test questions which was a low average to fair grade of C-. The middle and low academic participants both failed (F) the test questions (37% and 30% respectively); 29% (9/31) of the students show only a fair performance while 71% (22/31) fail. From the subset sample population of 2 students each from the high, middle, and low academic levels selected from the whole class 35% (8/23) of the concepts were used effectively, 22% (5/23) marginally, and 43% (10/23) poorly. Only 1 concept was used incorrectly by 3/6 of the students and identified as a misconception. One of 21 (5%) problem-solving pathway characteristics was used effectively, 7 (33%) marginally, and 13 (62%) poorly. There were very few (0 to 4) problem-solving pathway characteristics used unsuccessfully most were simply not used.

Posttraumatic Stress Disorder as a Mediator Between Trauma Exposure and Comorbid Mental Health Conditions in North Korean Refugee Youth Resettled in South Korea.

PubMed

Kim, Yeunhee J

2016-02-01

A structural equation model was used to investigate the relationship between trauma exposure and comorbid mental health problems and the mediation effect of posttraumatic stress disorder (PTSD) between trauma and mental health variables. The research model is based on the stress-vulnerability conceptual framework in which PTSD as a comorbid disorder mediates the relationship between trauma exposure and mental health problems. A self-administered survey was administered to 144 North Korean refugee youth residing in South Korea. Trauma exposure, both interpersonal and noninterpersonal, had no direct relationship with comorbid mental health problems. However, interpersonal trauma contributed to comorbid mental health problems through PTSD, demonstrating the mediation effect of PTSD and supporting the stress-vulnerability hypothesis of the current research model. Clinical implications of the study and future direction for research are discussed. © The Author(s) 2014.

Personal and parental problem drinking: effects on problem-solving performance and self-appraisal.

PubMed

Slavkin, S L; Heimberg, R G; Winning, C D; McCaffrey, R J

1992-01-01

This study examined the problem-solving performances and self-appraisals of problem-solving ability of college-age subjects with and without parental history of problem drinking. Contrary to our predictions, children of problem drinkers (COPDs) were rated as somewhat more effective in their problem-solving skills than non-COPDs, undermining prevailing assumptions about offspring from alcoholic households. While this difference was not large and was qualified by other variables, subjects' own alcohol abuse did exert a detrimental effect on problem-solving performance, regardless of parental history of problem drinking. However, a different pattern was evident for problem-solving self-appraisals. Alcohol-abusing non-COPDs saw themselves as effective problem-solvers while alcohol-abusing COPDs appraised themselves as poor problem-solvers. In addition, the self-appraisals of alcohol-abusing COPDs were consistent with objective ratings of solution effectiveness (i.e., they were both negative) while alcohol-abusing non-COPDs were overly positive in their appraisals, opposing the judgments of trained raters. This finding suggests that the relationship between personal alcohol abuse and self-appraised problem-solving abilities may differ as a function of parental history of problem drinking. Limitations on the generalizability of findings are addressed.

Social problem-solving deficits and hopelessness, depression, and suicidal risk in college students and psychiatric inpatients.

PubMed

D'Zurilla, T J; Chang, E C; Nottingham, E J; Faccini, L

1998-12-01

The Social Problem-Solving Inventory-Revised was used to examine the relations between problem-solving abilities and hopelessness, depression, and suicidal risk in three different samples: undergraduate college students, general psychiatric inpatients, and suicidal psychiatric inpatients. A similar pattern of results was found in both college students and psychiatric patients: a negative problem orientation was most highly correlated with all three criterion variables, followed by either a positive problem orientation or an avoidance problem-solving style. Rational problem-solving skills emerged as an important predictor variable in the suicidal psychiatric sample. Support was found for a prediction model of suicidal risk that includes problem-solving deficits and hopelessness, with partial support being found for including depression in the model as well.

An Exploration of Strategies Used by Students To Solve Problems with Multiple Ways of Solution.

ERIC Educational Resources Information Center

Santos-Trigo, Manuel

1996-01-01

Describes a study that provides information about the extent to which students actually use their mathematical resources and strategies to solve problems. Interviews were used to analyze the problem solving abilities of high school students (N=35) as they solved five problems. (DDR)

Surveying Graduate Students' Attitudes and Approaches to Problem Solving

ERIC Educational Resources Information Center

Mason, Andrew; Singh, Chandralekha

2010-01-01

Students' attitudes and approaches to problem solving in physics can profoundly influence their motivation to learn and development of expertise. We developed and validated an Attitudes and Approaches to Problem Solving survey by expanding the Attitudes toward Problem Solving survey of Marx and Cummings and administered it to physics graduate…

Facilitating Case Reuse during Problem Solving in Algebra-Based Physics

ERIC Educational Resources Information Center

Mateycik, Frances Ann

2010-01-01

This research project investigates students' development of problem solving schemata while using strategies that facilitate the process of using solved examples to assist with a new problem (case reuse). Focus group learning interviews were used to explore students' perceptions and understanding of several problem solving strategies. Individual…

Problem Solving. Research Brief

ERIC Educational Resources Information Center

Muir, Mike

2004-01-01

No longer solely the domain of Mathematics, problem solving permeates every area of today's curricula. Ideally students are applying heuristics strategies in varied contexts and novel situations in every subject taught. The ability to solve problems is a basic life skill and is essential to understanding technical subjects. Problem-solving is a…

Solving Complex Problems: A Convergent Approach to Cognitive Load Measurement

ERIC Educational Resources Information Center

Zheng, Robert; Cook, Anne

2012-01-01

The study challenged the current practices in cognitive load measurement involving complex problem solving by manipulating the presence of pictures in multiple rule-based problem-solving situations and examining the cognitive load resulting from both off-line and online measures associated with complex problem solving. Forty-eight participants…

LEGO Robotics: An Authentic Problem Solving Tool?

ERIC Educational Resources Information Center

Castledine, Alanah-Rei; Chalmers, Chris

2011-01-01

With the current curriculum focus on correlating classroom problem solving lessons to real-world contexts, are LEGO robotics an effective problem solving tool? This present study was designed to investigate this question and to ascertain what problem solving strategies primary students engaged with when working with LEGO robotics and whether the…

Using Technology to Meet the Developmental Needs of Deaf Students To Improve Their Mathematical Word Problem Solving Skills.

ERIC Educational Resources Information Center

Kelly, Ronald R.

2003-01-01

Presents "Project Solve," a web-based problem-solving instruction and guided practice for mathematical word problems. Discusses implications for college students for whom reading and comprehension of mathematical word problem solving are difficult, especially learning disabled students. (Author/KHR)

Enhancing Students' Problem-Solving Skills through Context-Based Learning

ERIC Educational Resources Information Center

Yu, Kuang-Chao; Fan, Szu-Chun; Lin, Kuen-Yi

2015-01-01

Problem solving is often challenging for students because they do not understand the problem-solving process (PSP). This study presents a three-stage, context-based, problem-solving, learning activity that involves watching detective films, constructing a context-simulation activity, and introducing a project design to enable students to construct…

Preschoolers' Cooperative Problem Solving: Integrating Play and Problem Solving

ERIC Educational Resources Information Center

Ramani, Geetha B.; Brownell, Celia A.

2014-01-01

Cooperative problem solving with peers plays a central role in promoting children's cognitive and social development. This article reviews research on cooperative problem solving among preschool-age children in experimental settings and social play contexts. Studies suggest that cooperative interactions with peers in experimental settings are…

Kindergarten Students Solving Mathematical Word Problems

ERIC Educational Resources Information Center

Johnson, Nickey Owen

2013-01-01

The purpose of this study was to explore problem solving with kindergarten students. This line of inquiry is highly significant given that Common Core State Standards emphasize deep, conceptual understanding in mathematics as well as problem solving in kindergarten. However, there is little research on problem solving with kindergarten students.…

Factors Contributing to Problem-Solving Performance in First-Semester Organic Chemistry

ERIC Educational Resources Information Center

Lopez, Enrique J.; Shavelson, Richard J.; Nandagopal, Kiruthiga; Szu, Evan; Penn, John

2014-01-01

Problem solving is a highly valued skill in chemistry. Courses within this discipline place a substantial emphasis on problem-solving performance and tend to weigh such performance heavily in assessments of learning. Researchers have dedicated considerable effort investigating individual factors that influence problem-solving performance. The…

The Role of Expository Writing in Mathematical Problem Solving

ERIC Educational Resources Information Center

Craig, Tracy S.

2016-01-01

Mathematical problem-solving is notoriously difficult to teach in a standard university mathematics classroom. The project on which this article reports aimed to investigate the effect of the writing of explanatory strategies in the context of mathematical problem solving on problem-solving behaviour. This article serves to describe the…

Problem Solving Self-Appraisal and Coping Efforts in Distressed and Nondistressed Couples.

ERIC Educational Resources Information Center

Sabourin, Stephane; And Others

1990-01-01

Investigated relationship between problem-solving self-appraisal, specific coping efforts, and marital distress in 75 couples. Findings showed less problem-solving confidence, tendency to avoid different problem-solving activities, and poor strategies to control behavior in distressed spouses. Three coping efforts--optimistic comparisons,…

How Students Circumvent Problem-Solving Strategies that Require Greater Cognitive Complexity.

ERIC Educational Resources Information Center

Niaz, Mansoor

1996-01-01

Analyzes the great diversity in problem-solving strategies used by students in solving a chemistry problem and discusses the relationship between these variables and different cognitive variables. Concludes that students try to circumvent certain problem-solving strategies by adapting flexible and stylistic innovations that render the cognitive…

Primary prevention of adolescent pregnancy.

PubMed

Schinke, S P; Blythe, B J; Gilchrist, L D; Burt, G A

1981-01-01

Teenage pregnancy is associated with many health, emotional and socioeconomic problems including higher rates of anemia, labor complications, mortality, legal and social struggles and hhigher divorce rates. Professional social workers need strategies to help teenagers avoid early, unwanted pregnancy. This paper offers promising experential and research backing for a primary prevention group work strategy for all adolescents. Social and health programs overlook educational, cognitive anc interpersonal factors biasing youths' ability to comprehend and regulate contraception. Primary prevention to assist adolescents in thinking analytically about their sexual behavior must stress problem solving and decision-making as well as facts about human reproduction and birth control. To implement decisions, youths also need interpersonal communication skills. Small groups are ideal for delivering cognitive-behavioral primary prevention. This approach is based on the premise that youths become pregnant not because of a lack of relevant information, but because they lack cognitive and behavioral skills necessary to use information. Group work involving role-playing helps develop communication skills. Results from 2 field studies describe short-term and longitudinal benefits of the prevention strategy. Professionals can reach significant numbers of youth in this way. By treating sexual issues and the risk of pregnancy as normal in adolescence, social workers can introduce information and pertinent skills to all teenagers. No one is singled out as deviant and the group format enables young people to discuss taboo topics, discovering what the norms are and gradually learning how to deal with peers, family members, techers and others. Adolescents in primary prevention groups gained knowledge, cognitive skills and communication acumen. Improved attitudes toward family planning, increased regular contraception and less unsafe sex resulted from this cognitive-behavioral approach. Primary prevention should begin early to be most effective. Other personal and social issures such as a alcohol and drug abuse, delinquency, marital and family conflicts, parenting difficulties and money management may be dealt with effectively using a cognitive-behavioral approach.

Effect of Tutorial Giving on The Topic of Special Theory of Relativity in Modern Physics Course Towards Students’ Problem-Solving Ability

NASA Astrophysics Data System (ADS)

Hartatiek; Yudyanto; Haryoto, Dwi

2017-05-01

A Special Theory of Relativity handbook has been successfully arranged to guide students tutorial activity in the Modern Physics course. The low of students’ problem-solving ability was overcome by giving the tutorial in addition to the lecture class. It was done due to the limited time in the class during the course to have students do some exercises for their problem-solving ability. The explicit problem-solving based tutorial handbook was written by emphasizing to this 5 problem-solving strategies: (1) focus on the problem, (2) picture the physical facts, (3) plan the solution, (4) solve the problem, and (5) check the result. This research and development (R&D) consisted of 3 main steps: (1) preliminary study, (2) draft I. product development, and (3) product validation. The developed draft product was validated by experts to measure the feasibility of the material and predict the effect of the tutorial giving by means of questionnaires with scale 1 to 4. The students problem-solving ability in Special Theory of Relativity showed very good qualification. It implied that the tutorial giving with the help of tutorial handbook increased students problem-solving ability. The empirical test revealed that the developed handbook was significantly affected in improving students’ mastery concept and problem-solving ability. Both students’ mastery concept and problem-solving ability were in middle category with gain of 0.31 and 0.41, respectively.