[Work-Anxieties and their Treatment in Medical Rehabilitation - Hand Tools for Capacity Training and Psychotherapy].

PubMed

Muschalla, B

2017-02-01

Work-anxieties are often going along with workplace problems and long-term sick leave. Psychopathologically, different qualities of work anxiety can be distinguished: worrying, phobic anxiety, health-related anxiety, anxiety of insufficiency. An evaluation of a work-anxiety treatment showed that confronting patients with the topic work during medical rehabilitation leads to a better course. In work-oriented capacity trainings or behavior therapy groups, coping with everyday phenomena at work may be trained (self-presentation, social rules, work organization and problem solving, coping with chronic illness and impairment conditions). Active coping and communication (explaining impairment to the supervisor and occupational physician for making problem solving possible) are helpful. In some cases, correction of expectations must be done, and normalizing everyday work problems (conflicts and achievement requirements are normal at work, work does not make happy all the time). © Georg Thieme Verlag KG Stuttgart · New York.

A treatment goal checklist for people with personality disorder.

PubMed

Wood, Katherine; McMurran, Mary

2013-11-01

Agreement between client and therapist on treatment goals has been consistently linked with improved treatment outcomes. Having clear and collaborative goals may be particularly important when working with clients diagnosed with personality disorders who are often difficult to engage and test the boundaries of therapy. This paper outlines the development of a personality disorder treatment goal checklist aimed at helping clients and therapists to identify and prioritize their goals for therapy. The checklist was developed using self-reported problems of the first 90 participants randomized into the psychoeducation and problem solving (PEPS) trial. Problems were coded and categorized into problem areas. The checklist was viewed by two service users who gave suggestions for improvements. The final checklist consists of 161 items in 16 problem areas. The checklist may provide a clinically useful tool for working with this client group. Copyright © 2013 John Wiley & Sons, Ltd.

Transportation Self-Efficacy and Social Problem-Solving of Persons Who Are Blind or Visually Impaired.

PubMed

Crudden, Adele; O'Mally, Jamie; Antonelli, Karla

2016-01-01

Social problem-solving skills and transportation self-efficacy were assessed for 48 vocational rehabilitation consumers with visual disabilities who required assistance securing work transportation. Social problem solving was at the upper end of the normed average; transportation self-efficacy averaged 101.5 out of 140. Level of vision loss was not associated with score differences; urban residence related to slightly higher self-efficacy than suburban or rural residency. Participants appeared to have the skills necessary to secure employment transportation, but were less confident about transportation-seeking activities that required more initiative of social interaction. Training and information might help consumers gain confidence in these tasks and increase viable transportation options.

Effects of help-seeking in a blended high school Biology class

NASA Astrophysics Data System (ADS)

Deguzman, Paolo

Distance learning provides an opportunity for students to learn valuable information through technology and interactive media. Distance learning additionally offers educational institutions the flexibility of synchronous and asynchronous instruction while increasing enrollment and lowering cost. However, distance education has not been well documented within the context of urban high schools. Distance learning may allow high school students to understand material at an individualized pace for either enrichment or remediation. A successful high school student who participates in distance learning should exhibit high self regulatory skills. However, most urban high school students have not been exposed to distance learning and should be introduced to proper self regulatory strategies that should increase the likelihood of understanding the material. To help facilitate a move into distance learning, a blended distance learning model, the combination of distance learning and traditional learning, will be used. According to O'Neil's (in preparation) revised problem solving model, self regulation is a component of problem solving. Within the Blended Biology course, urban high school students will be trained in help-seeking strategies to further their understanding of genetics and Punnett Square problem solving. This study investigated the effects of help-seeking in a blended high school Biology course. The main study consisted of a help-seeking group (n=55) and a control group (n=53). Both the help-seeking group and the control group were taught by one teacher for two weeks. The help-seeking group had access to Blended Biology with Help-Seeking while the control group only had access to Blended Biology. The main study used a pretest and posttest to measure Genetics Content Understanding, Punnett Square Problem Solving, Adaptive Help-Seeking, Maladaptive Help-Seeking, and Self Regulation. The analysis showed no significant difference in any of the measures in terms of help seeking. However, blended distance learning appeared to work as posttest means increased significantly from the pretest means. Future studies should consider the method of communication for help-seeking and help-giving within a high school distance learning context. Further studies should consider developing instruments to measure the difference in knowing when help is needed versus active choice.

The association of minor and major depression with health problem-solving and diabetes self-care activities in a clinic-based population of adults with type 2 diabetes mellitus.

PubMed

Shin, Na; Hill-Briggs, Felicia; Langan, Susan; Payne, Jennifer L; Lyketsos, Constantine; Golden, Sherita Hill

2017-05-01

We examined whether problem-solving and diabetes self-management behaviors differ by depression diagnosis - major depressive disorder (MDD) and minor depressive disorder (MinDD) - in adults with Type 2 diabetes (T2DM). We screened a clinical sample of 702 adults with T2DM for depression, identified 52 positive and a sample of 51 negative individuals, and performed a structured diagnostic psychiatric interview. MDD (n=24), MinDD (n=17), and no depression (n=62) were diagnosed using Diagnostic and Statistical Manual of Mental Disorders IV (DSM-IV) Text Revised criteria. Health Problem-Solving Scale (HPSS) and Summary of Diabetes Self-Care Activities (SDSCA) questionnaires determined problem-solving and T2DM self-management skills, respectively. We compared HPSS and SDSCA scores by depression diagnosis, adjusting for age, sex, race, and diabetes duration, using linear regression. Total HPSS scores for MDD (β=-4.38; p<0.001) and MinDD (β=-2.77; p<0.01) were lower than no depression. Total SDSCA score for MDD (β=-10.1; p<0.01) was lower than for no depression, and was partially explained by total HPSS. MinDD and MDD individuals with T2DM have impaired problem-solving ability. MDD individuals had impaired diabetes self-management, partially explained by impaired problem-solving. Future studies should assess problem-solving therapy to treat T2DM and MinDD and integrated problem-solving with diabetes self-management for those with T2DM and MDD. Copyright © 2017 Elsevier Inc. All rights reserved.

Thinking in Terms of Sensors: Personification of Self as an Object in Physics Problem Solving

ERIC Educational Resources Information Center

Tabor-Morris, A. E.

2015-01-01

How can physics teachers help students develop consistent problem solving techniques for both simple and complicated physics problems, such as those that encompass objects undergoing multiple forces (mechanical or electrical) as individually portrayed in free-body diagrams and/or phenomenon involving multiple objects, such as Doppler effect…

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.

Guided self-help on the Internet for Turkish migrants with depression: the design of a randomized controlled trial.

PubMed

Unlü, Burçin; Riper, Heleen; van Straten, Annemieke; Cuijpers, Pim

2010-11-04

The Turkish population living in The Netherlands has a high prevalence of psychological complaints and has a high threshold for seeking professional help for these problems. Seeking help through the Internet can overcome these barriers. This project aims to evaluate the effectiveness of a guided self-help problem-solving intervention for depressed Turkish migrants that is culturally adapted and web-based. This study is a randomized controlled trial with two arms: an experimental condition group and a wait list control group. The experimental condition obtains direct access to the guided web-based self-help intervention, which is based on Problem Solving Treatment (PST) and takes 6 weeks to complete. Turkish adults with mild to moderate depressive symptoms will be recruited from the general population and the participants can choose between a Turkish and a Dutch version. The primary outcome measure is the reduction of depressive symptoms, the secondary outcome measures are somatic symptoms, anxiety, acculturation, quality of life and satisfaction. Participants are assessed at baseline, post-test (6 weeks), and 4 months after baseline. Analysis will be conducted on the intention-to-treat sample. This study evaluates the effectiveness of a guided problem-solving intervention for Turkish adults living in The Netherlands that is culturally adapted and web-based. Nederlands Trial Register: NTR2303.

Problem Solving and Learning

NASA Astrophysics Data System (ADS)

Singh, Chandralekha

2009-07-01

One finding of cognitive research is that people do not automatically acquire usable knowledge by spending lots of time on task. Because students' knowledge hierarchy is more fragmented, "knowledge chunks" are smaller than those of experts. The limited capacity of short term memory makes the cognitive load high during problem solving tasks, leaving few cognitive resources available for meta-cognition. The abstract nature of the laws of physics and the chain of reasoning required to draw meaningful inferences makes these issues critical. In order to help students, it is crucial to consider the difficulty of a problem from the perspective of students. We are developing and evaluating interactive problem-solving tutorials to help students in the introductory physics courses learn effective problem-solving strategies while solidifying physics concepts. The self-paced tutorials can provide guidance and support for a variety of problem solving techniques, and opportunity for knowledge and skill acquisition.

Nightmare Help: A Guide for Adults Working with Children (Slide Talk).

ERIC Educational Resources Information Center

Wiseman, Ann Sayre

This slide talk offers advice to adults to help children cope with nightmares. Children are encouraged (1) to assume power over the dream by drawing it; (2) separate the frightened part of the self from the problem-solving self; (3) let the picture describe the problem; (4) ask the picture to speak; (5) see how the dreamer's power matches the…

CD-ROM Based Multimedia Homework Solutions and Self Test Generator.

ERIC Educational Resources Information Center

Rhodes, Jeffrey M.; Bell, Christopher C.

1998-01-01

Discusses a prototype multimedia application that was designed to help college students solve problems and generate practice tests for an economics textbook. Highlights include step-by-step problem solving; a friendly interface; student tracking; inexpensive development costs; examples of screen displays; and generating random, scored tests on…

Te Ira Tangata: a Zelen randomised controlled trial of a treatment package including problem solving therapy compared to treatment as usual in Maori who present to hospital after self harm.

PubMed

Hatcher, Simon; Coupe, Nicole; Durie, Mason; Elder, Hinemoa; Tapsell, Rees; Wikiriwhi, Karen; Parag, Varsha

2011-05-11

Maori, the indigenous people of New Zealand, who present to hospital after intentionally harming themselves, do so at a higher rate than non-Maori. There have been no previous treatment trials in Maori who self harm and previous reviews of interventions in other populations have been inconclusive as existing trials have been under powered and done on unrepresentative populations. These reviews have however indicated that problem solving therapy and sending regular postcards after the self harm attempt may be an effective treatment. There is also a small literature on sense of belonging in self harm and the importance of culture. This protocol describes a pragmatic trial of a package of measures which include problem solving therapy, postcards, patient support, cultural assessment, improved access to primary care and a risk management strategy in Maori who present to hospital after self harm using a novel design. We propose to use a double consent Zelen design where participants are randomised prior to giving consent to enrol a representative cohort of patients. The main outcome will be the number of Maori scoring below nine on the Beck Hopelessness Scale. Secondary outcomes will be hospital repetition at one year; self reported self harm; anxiety; depression; quality of life; social function; and hospital use at three months and one year. A strength of the study is that it is a pragmatic trial which aims to recruit Maori using a Maori clinical team and protocol. It does not exclude people if English is not their first language. A potential limitation is the analysis of the results which is complex and may underestimate any effect if a large number of people refuse their consent in the group randomised to problem solving therapy as they will effectively cross over to the treatment as usual group. This study is the first randomised control trial to explicitly use cultural assessment and management. Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12609000952246.

Te Ira Tangata: A Zelen randomised controlled trial of a treatment package including problem solving therapy compared to treatment as usual in Maori who present to hospital after self harm

PubMed Central

2011-01-01

Background Maori, the indigenous people of New Zealand, who present to hospital after intentionally harming themselves, do so at a higher rate than non-Maori. There have been no previous treatment trials in Maori who self harm and previous reviews of interventions in other populations have been inconclusive as existing trials have been under powered and done on unrepresentative populations. These reviews have however indicated that problem solving therapy and sending regular postcards after the self harm attempt may be an effective treatment. There is also a small literature on sense of belonging in self harm and the importance of culture. This protocol describes a pragmatic trial of a package of measures which include problem solving therapy, postcards, patient support, cultural assessment, improved access to primary care and a risk management strategy in Maori who present to hospital after self harm using a novel design. Methods We propose to use a double consent Zelen design where participants are randomised prior to giving consent to enrol a representative cohort of patients. The main outcome will be the number of Maori scoring below nine on the Beck Hopelessness Scale. Secondary outcomes will be hospital repetition at one year; self reported self harm; anxiety; depression; quality of life; social function; and hospital use at three months and one year. Discussion A strength of the study is that it is a pragmatic trial which aims to recruit Maori using a Maori clinical team and protocol. It does not exclude people if English is not their first language. A potential limitation is the analysis of the results which is complex and may underestimate any effect if a large number of people refuse their consent in the group randomised to problem solving therapy as they will effectively cross over to the treatment as usual group. This study is the first randomised control trial to explicitly use cultural assessment and management. Trial registration Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12609000952246 PMID:21569300

Sweat Therapy.

ERIC Educational Resources Information Center

Colmant, Stephen A.; Merta, Rod J.

2000-01-01

A study combined group sweating and group counseling. Four adolescent boys with disruptive behavior disorders participated in 12 sweat therapy sessions. They reported the sessions useful for sharing personal concerns and receiving assistance with problem solving. Three boys showed improvement in self-esteem. Advantages of sweat therapy over other…

Using Problem-solving Therapy to Improve Problem-solving Orientation, Problem-solving Skills and Quality of Life in Older Hemodialysis Patients.

PubMed

Erdley-Kass, Shiloh D; Kass, Darrin S; Gellis, Zvi D; Bogner, Hillary A; Berger, Andrea; Perkins, Robert M

2017-08-24

To determine the effectiveness of Problem-Solving Therapy (PST) in older hemodialysis (HD) patients by assessing changes in health-related quality of life and problem-solving skills. 33 HD patients in an outpatient hemodialysis center without active medical and psychiatric illness were enrolled. The intervention group (n = 15) received PST from a licensed social worker for 6 weeks, whereas the control group (n = 18) received usual care treatment. In comparison to the control group, patients receiving PST intervention reported improved perceptions of mental health, were more likely to view their problems with a positive orientation and were more likely to use functional problem-solving methods. Furthermore, this group was also more likely to view their overall health, activity limits, social activities and ability to accomplish desired tasks with a more positive mindset. The results demonstrate that PST may positively impact mental health components of quality of life and problem-solving coping among older HD patients. PST is an effective, efficient, and easy to implement intervention that can benefit problem-solving abilities and mental health-related quality of life in older HD patients. In turn, this will help patients manage their daily living activities related to their medical condition and reduce daily stressors.

From Hospital to Community: A Self-Help Program to Promote the Transition.

ERIC Educational Resources Information Center

Kutner, Bernard; And Others

Vocational placement, social needs, and the lack of proper transportation for disabled persons are major problems to be solved if physically handicapped people are to function in community life. Mobilization for Maturity was a 3-year research and demonstration project which utilized a self-help approach to help disabled people to re-enter…

Problem-Solving Management Training Effects on Sales Productivity and Job Satisfaction.

ERIC Educational Resources Information Center

Ross, Paul C.; And Others

Research suggests that effective organizational change must be led by line personnel rather than by outside consultants. The Performance Management Program (PMP) implemented in two Bell Telephone companies is a line-led, self-help program in which managers participate in problem-solving activities within their own jobs. Marketing and sales…

Students' Usability Evaluation of a Web-Based Tutorial Program for College Biology Problem Solving

ERIC Educational Resources Information Center

Kim, H. S.; Prevost, L.; Lemons, P. P.

2015-01-01

The understanding of core concepts and processes of science in solving problems is important to successful learning in biology. We have designed and developed a Web-based, self-directed tutorial program, "SOLVEIT," that provides various scaffolds (e.g., prompts, expert models, visual guidance) to help college students enhance their…

The impact of training problem-solving skills on self-esteem and behavioral adjustment in teenage girls who have irresponsible parents or no parents.

PubMed

Shahgholy Ghahfarokhi, F; Moradi, N; Alborzkouh, P; Radmehr, S; Zainali, M

2015-01-01

Proper psychological interventions are of great importance because they help enhancing psychological and public health in adolescents with irresponsible parents or no parents. The current research aimed to examine the impact of training problem-solving experiment on self-esteem and behavioral adjustment in teenage girls with irresponsible parents or no parents. Methodology: The approach of the present research was a semi-test via a post-test-pre-test model and a check team. Hence, in Tehran, 40 girls with irresponsible parents or no parents were chosen by using the Convenience modeling, and they were classified into 2 teams: control and experiment. Both groups were pre-tested by using a demography questionnaire, Rosenberg's self-esteem scale, and a behavioral adjustment questionnaire. Afterwards, both groups were post-tested, and the obtained data were examined by using inferential and descriptive methods through SPSS 21. Findings: Findings indicated that the training problem-solving skills significantly increased the self-esteem and the behavioral adjustment in teenage girls with irresponsible parents or no parents (P < 0/ 001). Conclusion: The conclusion of this research was that training problem-solving methods greatly helps endangered people such as teenage girls with irresponsible parents or no parents, because these methods are highly efficient especially when they are performed in groups, as they are cheap and accepted by different people.

The impact of training problem-solving skills on self-esteem and behavioral adjustment in teenage girls who have irresponsible parents or no parents

PubMed Central

Shahgholy Ghahfarokhi, F; Moradi, N; Alborzkouh, P; Radmehr, S; Zainali, M

2015-01-01

Proper psychological interventions are of great importance because they help enhancing psychological and public health in adolescents with irresponsible parents or no parents. The current research aimed to examine the impact of training problem-solving experiment on self-esteem and behavioral adjustment in teenage girls with irresponsible parents or no parents. Methodology: The approach of the present research was a semi-test via a post-test-pre-test model and a check team. Hence, in Tehran, 40 girls with irresponsible parents or no parents were chosen by using the Convenience modeling, and they were classified into 2 teams: control and experiment. Both groups were pre-tested by using a demography questionnaire, Rosenberg’s self-esteem scale, and a behavioral adjustment questionnaire. Afterwards, both groups were post-tested, and the obtained data were examined by using inferential and descriptive methods through SPSS 21. Findings: Findings indicated that the training problem-solving skills significantly increased the self-esteem and the behavioral adjustment in teenage girls with irresponsible parents or no parents (P < 0/ 001). Conclusion: The conclusion of this research was that training problem-solving methods greatly helps endangered people such as teenage girls with irresponsible parents or no parents, because these methods are highly efficient especially when they are performed in groups, as they are cheap and accepted by different people. PMID:28316718

When self-reliance is not safe: associations between reduced help-seeking and subsequent mental health symptoms in suicidal adolescents.

PubMed

Labouliere, Christa D; Kleinman, Marjorie; Gould, Madelyn S

2015-04-01

The majority of suicidal adolescents have no contact with mental health services, and reduced help-seeking in this population further lessens the likelihood of accessing treatment. A commonly-reported reason for not seeking help is youths' perception that they should solve problems on their own. In this study, we explore associations between extreme self-reliance behavior (i.e., solving problems on your own all of the time), help-seeking behavior, and mental health symptoms in a community sample of adolescents. Approximately 2150 adolescents, across six schools, participated in a school-based suicide prevention screening program, and a subset of at-risk youth completed a follow-up interview two years later. Extreme self-reliance was associated with reduced help-seeking, clinically-significant depressive symptoms, and serious suicidal ideation at the baseline screening. Furthermore, in a subset of youth identified as at-risk at the baseline screening, extreme self-reliance predicted level of suicidal ideation and depressive symptoms two years later even after controlling for baseline symptoms. Given these findings, attitudes that reinforce extreme self-reliance behavior may be an important target for youth suicide prevention programs. Reducing extreme self-reliance in youth with suicidality may increase their likelihood of appropriate help-seeking and concomitant reductions in symptoms.

When Self-Reliance Is Not Safe: Associations between Reduced Help-Seeking and Subsequent Mental Health Symptoms in Suicidal Adolescents

PubMed Central

Labouliere, Christa D.; Kleinman, Marjorie; Gould, Madelyn S.

2015-01-01

The majority of suicidal adolescents have no contact with mental health services, and reduced help-seeking in this population further lessens the likelihood of accessing treatment. A commonly-reported reason for not seeking help is youths’ perception that they should solve problems on their own. In this study, we explore associations between extreme self-reliance behavior (i.e., solving problems on your own all of the time), help-seeking behavior, and mental health symptoms in a community sample of adolescents. Approximately 2150 adolescents, across six schools, participated in a school-based suicide prevention screening program, and a subset of at-risk youth completed a follow-up interview two years later. Extreme self-reliance was associated with reduced help-seeking, clinically-significant depressive symptoms, and serious suicidal ideation at the baseline screening. Furthermore, in a subset of youth identified as at-risk at the baseline screening, extreme self-reliance predicted level of suicidal ideation and depressive symptoms two years later even after controlling for baseline symptoms. Given these findings, attitudes that reinforce extreme self-reliance behavior may be an important target for youth suicide prevention programs. Reducing extreme self-reliance in youth with suicidality may increase their likelihood of appropriate help-seeking and concomitant reductions in symptoms. PMID:25837350

Does self-help increase rates of help seeking for student mental health problems by minimizing stigma as a barrier?

PubMed

Levin, Michael E; Krafft, Jennifer; Levin, Crissa

2018-01-01

This study examined whether self-help (books, websites, mobile apps) increases help seeking for mental health problems among college students by minimizing stigma as a barrier. A survey was conducted with 200 college students reporting elevated distress from February to April 2017. Intentions to use self-help were low, but a significant portion of students unwilling to see mental health professionals intended to use self-help. Greater self-stigma related to lower intentions to seek professional help, but was unrelated to seeking self-help. Similarly, students who only used self-help in the past reported higher self-stigma than those who sought professional treatment in the past. Although stigma was not a barrier for self-help, alternate barriers were identified. Offering self-help may increase rates of students receiving help for mental health problems, possibly by offering an alternative for students unwilling to seek in-person therapy due to stigma concerns.

PHASE: a randomised, controlled trial of supervised self-help cognitive behavioural therapy in primary care.

PubMed Central

Richards, Ann; Barkham, Michael; Cahill, Jane; Richards, David; Williams, Chris; Heywood, Phil

2003-01-01

BACKGROUND: Common mental health problems account for up to 40% of all general practitioner (GP) consultations. Patients have limited access to evidence-based psychological therapies. Cognitive behavioural therapy self-help strategies offer one potential solution. AIM: To determine differences in clinical outcome, patient satisfaction and costs, between a cognitive behavioural-based self-help package facilitated by practice nurses compared to ordinary care by GPs for mild to moderate anxiety and depression. DESIGN OF STUDY: Randomised controlled trial. SETTING: Seventeen primary healthcare teams. METHOD: Patients presenting to their GP with mild to moderate anxiety and/or depression were recruited to the study and randomised to receive either a self-help intervention facilitated by practice nurses or ordinary care. The self-help intervention consisted of up to three appointments: two 1 week apart and a third 3 months later. There were no restrictions on ordinary care. RESULTS: Intention-to-treat analysis showed that patients treated with practice nurse-supported cognitive behavioural therapy self-help attained similar clinical outcomes for similar costs and were more satisfied than patients treated by GPs with ordinary care. On-treatment analysis showed patients receiving the facilitated cognitive behavioural therapy self-help were more likely to be below clinical threshold at 1 month compared to the ordinary care group (odds ratio [OR] = 3.65, 95% confidence interval [CI] = 1.87 to 4.37). This difference was less well marked at 3 months (OR = 1.36, 95% CI = 0.52 to 3.56). CONCLUSION: Facilitated cognitive behavioural self-help may provide a short-term cost-effective clinical benefit for patients with mild to moderate anxiety and depression. This has the potential to help primary care provide a choice of effective psychological as well as pharmacological treatments for mental health problems. PMID:14601351

Physical medicine and rehabilitation in the elderly arthritic patient.

PubMed

Schutt, A H

1977-02-01

The basic conservative therapy programs for elderly patients with arthritis include adequate physical rest and mental relaxation, analgesics, aspirin, and physical rehabilitation consisting of occupational and physical therapy with a good home therapy program providing appropriate balance between rest and activity. Proper protection from trauma and overuse of the involved joints, and appropriate nutrition can afford optimal improvement in health status and general resistance. Proper orientation of the patient regarding the nature of his disease and treatment program usually is required to obtain his full cooperation. A kind, encouraging, and understanding approach is most helpful in the elderly patient. Physical rehabilitation can help to relieve pain, decrease edema and deformities, improve muscle weakness and incoordination, and increase stamina. Difficulties with gait, transfers, and self-care can be solved or improved. Physical medicine and rehabilitation measures are important components of the challenging treatment of patients of all age groups who are afflicted with severe arthritis. It is most important to tailor these components of the treatment program to the problem presented by geriatric arthritic patients.

Comparison of student self-debriefing versus instructor debriefing in nursing simulation: A quasi-experimental study.

PubMed

Kang, Kyungja; Yu, Mi

2018-06-01

Student self-debriefing promotes self-confidence, helps to increase clinical performance, and is a more cost-effective method than is traditional instructor-led debriefing in simulation-based learning. This study compared the effectiveness of debriefing-in terms of the problem-solving process, team effectiveness, debriefing assessment, and debriefing satisfaction-between an experimental group who received both student self-debriefing (SSD) and instructor debriefing (ID) and a control group who received only instructor debriefing. This quasi-experimental study used a pretest-posttest non-equivalent control group design. Two universities in South Korea. A convenience sample of 123 senior nursing students. The data were collected between 15 April and 9 June 2016. Differences in the problem-solving process, team effectiveness, debriefing assessment, and debriefing satisfaction between the SSD + ID group and the ID-only group were measured. The SSD + ID group showed significant improvements in the problem-solving process (t = 4.32, p < .001) and debriefing satisfaction (t = 3.19, p = .002), but not in debriefing assessment (t = 1.67, p = .097) or team effectiveness (t = 1.84, p = .069) compared to ID-only group. Specifically, as the number of student sessions increased, we observed significant differences in problem-solving ability (F = 9.44, p < .001), debriefing satisfaction (F = 7.78, p < .001), and the subdomains of debriefing assessment: 'maintains an engaging environment' (F = 3.78, p = .025), 'structures the debriefing in an organized way' (F = 4.27, p = .016), and 'helps trainees achieve or sustain future performance' (F = 3.17, p = .045). Our results can be used to develop guidelines for effective debriefing following simulation in nursing education. Specifically, combining SSD and ID in simulation debriefing and increasing the number of SSD sessions could help improve the problem-solving process and debriefing satisfaction among nursing students. Copyright © 2018 Elsevier Ltd. All rights reserved.

Self-directed questions to improve students' ability in solving chemical problems

NASA Astrophysics Data System (ADS)

Sanjaya, Rahmat Eko; Muna, Khairiatul; Suharto, Bambang; Syahmani

2017-12-01

Students' ability in solving chemical problems is seen from their ability to solve chemicals' non-routine problems. It is due to learning faced directly on non-routine problems will generate a meaningful learning for students. Observations in Banjarmasin Public High School 1 (SMA Negeri 1 Banjarmasin) showed that students did not give the expected results when they were given the non-routine problems. Learning activities by emphasizing problem solving was implemented based on the existence of knowledge about cognition and regulation of cognition. Both of these elements are components of metacognition. The self-directed question is a strategy that involves metacognition in solving chemical problems. This research was carried out using classroom action research design in two cycles. Each cycle consists of four stages: planning, action, observation and reflection. The subjects were 34 students of grade XI-4 at majoring science (IPA) of SMA Negeri 1 Banjarmasin. The data were collected using tests of the students' ability in problem solving and non-tests instrument to know the process of implementation of the actions. Data were analyzed with descriptivequantitativeand qualitative analysis. The ability of students in solving chemical problems has increased from an average of 37.96 in cycle I became 61.83 in cycle II. Students' ability to solve chemical problems is viewed based on their ability to answer self-directed questions. Students' ability in comprehension questions increased from 73.04 in the cycle I became 96.32 in cycle II. Connection and strategic questions increased from 54.17 and 16.50 on cycle I became 63.73 and 55.23 on cycle II respectively. In cycle I, reflection questions were 26.96 and elevated into 36.27 in cycle II. The self-directed questions have the ability to help students to solve chemical problems through metacognition questions. Those questions guide students to find solutions in solving chemical problems.

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.

Learning from Mistakes: The Effect of Students' Written Self-Diagnoses on Subsequent Problem Solving

ERIC Educational Resources Information Center

Mason, Andrew; Yerushalmi, Edit; Cohen, Elisheva; Singh, Chandralekha

2016-01-01

Helping students learn to think like a physicist is an important goal of many introductory physics courses. One characteristic distinguishing more experienced physicists from novice students is that they make better use of problem solving as a learning opportunity. Experts were found to spend more time than novices in monitoring their work,…

Qualitative process evaluation of a problem-solving guided self-help manual for family carers of young people with first-episode psychosis

PubMed Central

2014-01-01

Background Caring for a young person experiencing first-episode psychosis is challenging and can affect carers’ well-being adversely. While some face-to-face approaches have achieved promising outcomes, they are costly and resource-intensive to provide, restricting their reach and penetration. Guided self-help in book-form (or bibliotherapy) is an alternative but untested approach in these circumstances. In this study, we aimed to evaluate carers’ beliefs about the usefulness of problem-solving guided self-help manual for primary carers of young people with first-episode psychosis. Methods A qualitative process evaluation nested in a randomised controlled trial, conducted across two early intervention psychosis services in Melbourne, Australia. 124 carers were randomised to problem-solving guided self-help intervention or treatment as usual. We also undertook a qualitative process evaluation, using individual interviews, with a random sample of 24 of the intervention group. A thematic analysis of the qualitative data was undertaken, which is the subject of this paper. Interviews were conducted between January 2009 and September 2010. Results Three themes were abstracted from the data, reflecting carers’ beliefs about the usefulness of the manual: promoting carers’ well-being, increasing carers’ understanding of and support for the young person with first-episode psychosis, and accessibility and delivery modes of the programme. Conclusion This process evaluation highlights that guided self-help is useful in informing and supporting carers of affected young people. While there is scope for broadening the delivery modes, the approach is easy to use and accessible, and can be used as a cost-effective adjunct to standard support provided to carers, by community mental health nurses and other clinicians. Trial registration ACTRN12609000064202 PMID:24906392

Qualitative process evaluation of a problem-solving guided self-help manual for family carers of young people with first-episode psychosis.

PubMed

McCann, Terence V; Lubman, Dan I

2014-06-06

Caring for a young person experiencing first-episode psychosis is challenging and can affect carers' well-being adversely. While some face-to-face approaches have achieved promising outcomes, they are costly and resource-intensive to provide, restricting their reach and penetration. Guided self-help in book-form (or bibliotherapy) is an alternative but untested approach in these circumstances. In this study, we aimed to evaluate carers' beliefs about the usefulness of problem-solving guided self-help manual for primary carers of young people with first-episode psychosis. A qualitative process evaluation nested in a randomised controlled trial, conducted across two early intervention psychosis services in Melbourne, Australia. 124 carers were randomised to problem-solving guided self-help intervention or treatment as usual. We also undertook a qualitative process evaluation, using individual interviews, with a random sample of 24 of the intervention group. A thematic analysis of the qualitative data was undertaken, which is the subject of this paper. Interviews were conducted between January 2009 and September 2010. Three themes were abstracted from the data, reflecting carers' beliefs about the usefulness of the manual: promoting carers' well-being, increasing carers' understanding of and support for the young person with first-episode psychosis, and accessibility and delivery modes of the programme. This process evaluation highlights that guided self-help is useful in informing and supporting carers of affected young people. While there is scope for broadening the delivery modes, the approach is easy to use and accessible, and can be used as a cost-effective adjunct to standard support provided to carers, by community mental health nurses and other clinicians. ACTRN12609000064202.

Stuttering

MedlinePlus

... but treatments can help. They include stuttering therapy, electronic devices, and self-help groups. Starting stuttering therapy early for young children can keep it from becoming a lifelong problem. NIH: National Institute on Deafness and Other Communication Disorders

Help Others and Yourself Eventually: Exploring the Relationship between Help-Giving and Employee Creativity under the Model of Perspective Taking.

PubMed

Li, Si; Liao, Shudi

2017-01-01

Although a plethora of studies have examined the antecedents of creativity, empirical studies exploring the role of individual behaviors in relation to creativity are relatively scarce. Drawing on the model of perspective taking, this study examines the relationship between help-giving during creative problem solving process and employee creativity. Specifically, we test perspective taking as an explanatory mechanism and propose organization-based self-esteem as the moderator. In a sample collected from a field survey of 247 supervisor-subordinate dyads from 2 large organizations in China at 3 time points, we find that help-giving during creative problem solving process positively related with perspective taking; perspective taking positively related with employees' creativity; employees' organization-based self-esteem strengthened the link between perspective taking and creativity; besides, there existed a moderated mediation effect. We conclude this paper with discussions on the implications for theory, research, and practice.

[The modern therapy of lyme disease].

PubMed

Garlicki, Aleksander

2007-01-01

The modern therapy of Lyme disease, including newest Guidelines of the Infectious Diseases Society of America has been presented. Poland is endemic region for borreliosis and number of reported cases have been increasing rapidly. Newest guidelines should help doctors, not only infectious disease specialist, but especially General Practicioners, solve problems assiciated with therapy of Lyme disease.

A problem-solving intervention for cardiovascular disease risk reduction in veterans: Protocol for a randomized controlled trial.

PubMed

Nieuwsma, Jason A; Wray, Laura O; Voils, Corrine I; Gierisch, Jennifer M; Dundon, Margaret; Coffman, Cynthia J; Jackson, George L; Merwin, Rhonda; Vair, Christina; Juntilla, Karen; White-Clark, Courtney; Jeffreys, Amy S; Harris, Amy; Owings, Michael; Marr, Johnpatrick; Edelman, David

2017-09-01

Health behaviors related to diet, tobacco usage, physical activity, medication adherence, and alcohol use are highly determinative of risk for developing cardiovascular disease. This paper describes a study protocol to evaluate a problem-solving intervention that aims to help patients at risk for developing cardiovascular disease address barriers to adopting positive health behaviors in order to reduce cardiovascular risk. Eligible patients are adults enrolled in Veterans Affairs (VA) health care who have not experienced a cardiovascular event but are at elevated risk based on their Framingham Risk Score (FRS). Participants in this two-site study are randomized to either the intervention or care as usual, with a target of 400 participants. The study intervention, Healthy Living Problem-Solving (HELPS), consists of six group sessions conducted approximately monthly interspersed with individualized coaching calls to help participants apply problem-solving principles. The primary outcome is FRS, analyzed at the beginning and end of the study intervention (6months). Participants also complete measures of physical activity, caloric intake, self-efficacy, group cohesion, problem-solving capacities, and demographic characteristics. Results of this trial will inform behavioral interventions to change health behaviors in those at risk for cardiovascular disease and other health conditions. ClinicalTrials.gov identifier NCT01838226. Published by Elsevier Inc.

Evaluating real-time internet therapy and online self-help for problematic alcohol consumers: a three-arm RCT protocol.

PubMed

Blankers, Matthijs; Koeter, Maarten; Schippers, Gerard M

2009-01-14

Only a minority of all alcohol- and drug abusers is receiving professional care. In an attempt to narrow this treatment gap, treatment facilities experiment with online healthcare. Therefore, it is important to test the (cost-)effectiveness of online health interventions in a randomized clinical trial. This paper presents the protocol of a three-arm randomized clinical trial to test the (cost-) effectiveness of online treatment for problem drinkers. Self-help online, therapy online and a waiting list are tested against each other. Primary outcome is change in alcohol consumption. Secondary outcome measures include quality of life and working ability. Incremental cost-effectiveness ratios for self-help online alcohol and therapy online alcohol will be calculated. The predictive validity of participant characteristics on treatment adherence and outcome will be explored. To our best knowledge, this randomized clinical trial will be the first to test the effectiveness of therapy online against both self-help online and a waiting-list. It will provide evidence on (cost-) effectiveness of online treatment for problem drinkers and investigate outcome predictors. This trial is registered in the Dutch Trialregister (Cochrane Collaboration) and traceable as NTR-TC1155.

Reducing developmental risk for emotional/behavioral problems: a randomized controlled trial examining the Tools for Getting Along curriculum.

PubMed

Daunic, Ann P; Smith, Stephen W; Garvan, Cynthia W; Barber, Brian R; Becker, Mallory K; Peters, Christine D; Taylor, Gregory G; Van Loan, Christopher L; Li, Wei; Naranjo, Arlene H

2012-04-01

Researchers have demonstrated that cognitive-behavioral intervention strategies - such as social problem solving - provided in school settings can help ameliorate the developmental risk for emotional and behavioral difficulties. In this study, we report the results of a randomized controlled trial of Tools for Getting Along (TFGA), a social problem-solving universally delivered curriculum designed to reduce the developmental risk for serious emotional or behavioral problems among upper elementary grade students. We analyzed pre-intervention and post-intervention teacher-report and student self-report data from 14 schools, 87 classrooms, and a total of 1296 students using multilevel modeling. Results (effect sizes calculated using Hedges' g) indicated that students who were taught TFGA had a more positive approach to problem solving (g=.11) and a more rational problem-solving style (g=.16). Treated students with relatively poor baseline scores benefited from TFGA on (a) problem-solving knowledge (g=1.54); (b) teacher-rated executive functioning (g=.35 for Behavior Regulation and .32 for Metacognition), and proactive aggression (g=.20); and (c) self-reported trait anger (g=.17) and anger expression (g=.21). Thus, TFGA may reduce risk for emotional and behavioral difficulties by improving students' cognitive and emotional self-regulation and increasing their pro-social choices. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

A guided self-help intervention targeting psychological distress among head and neck cancer and lung cancer patients: motivation to start, experiences and perceived outcomes.

PubMed

Krebber, Anne-Marie H; van Uden-Kraan, Cornelia F; Melissant, Heleen C; Cuijpers, Pim; van Straten, Annemieke; Becker-Commissaris, Annemarie; Leemans, C René; Verdonck-de Leeuw, Irma M

2017-01-01

Recent results of a randomized clinical trial showed that a guided self-help intervention (based on problem-solving therapy) targeting psychological distress among head and neck cancer and lung cancer patients is effective. This study qualitatively explored motivation to start, experiences with and perceived outcomes of this intervention. Data were collected from semi-structured interviews of 16 patients. All interviews were audio-recorded and transcribed verbatim. Data were analyzed individually by two coders and coded into key issues and themes. Patients participated in the intervention for intrinsic (e.g. to help oneself) and for extrinsic reasons (e.g. being asked by a care professional or to help improve health care). Participants indicated positive and negative experiences with the intervention. Several participants appreciated participating as being a pleasant way to work on oneself, while others described participating as too confrontational. Some expressed their disappointment as they felt the intervention had brought them nothing or indicated that they felt worse temporarily, but most participants perceived positive outcomes of the intervention (e.g. feeling less distressed and having learned what matters in life). Cancer patients have various reasons to start a guided self-help intervention. Participants appreciated the guided self-help as intervention to address psychological distress, but there were also concerns. Most participants reported the intervention to be beneficial. The results suggest the need to identify patients who might benefit most from guided self-help targeting psychological distress and that interventions should be further tailored to individual cancer patients' requirements.

Crohn's Disease and Ulcerative Colitis: A Guide for Teachers and Other School Personnel

MedlinePlus

... for stress and can help build confidence and self-esteem. Communication with parents and healthcare professionals Teachers usually get ... in the life of the school. teaching assertiveness, communication, and problem-solving skills that will help the child make sound decisions ...

Help Others and Yourself Eventually: Exploring the Relationship between Help-Giving and Employee Creativity under the Model of Perspective Taking

PubMed Central

Li, Si; Liao, Shudi

2017-01-01

Although a plethora of studies have examined the antecedents of creativity, empirical studies exploring the role of individual behaviors in relation to creativity are relatively scarce. Drawing on the model of perspective taking, this study examines the relationship between help-giving during creative problem solving process and employee creativity. Specifically, we test perspective taking as an explanatory mechanism and propose organization-based self-esteem as the moderator. In a sample collected from a field survey of 247 supervisor-subordinate dyads from 2 large organizations in China at 3 time points, we find that help-giving during creative problem solving process positively related with perspective taking; perspective taking positively related with employees’ creativity; employees’ organization-based self-esteem strengthened the link between perspective taking and creativity; besides, there existed a moderated mediation effect. We conclude this paper with discussions on the implications for theory, research, and practice. PMID:28690566

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.

Examining adherence to components of cognitive-behavioral therapy for youth anxiety after training and consultation.

PubMed

Edmunds, Julie M; Brodman, Douglas M; Ringle, Vanesa A; Read, Kendra L; Kendall, Philip C; Beidas, Rinad S

2017-02-01

The present study examined 115 service providers' adherence to components of cognitive-behavioral therapy (CBT) for youth anxiety prior to training, post workshop training, and after three months of weekly consultation. Adherence was measured using a role-play with a trained actor. We examined differences in individual adherence to CBT components across time and the relationship between number of consultation sessions attended and adherence ratings following consultation. Findings indicated that somatic arousal identification and relaxation were the most used treatment components prior to training. Adherence to all components of CBT increased following workshop training, except the usage of problem-solving. Adherence to problem-solving, positive reinforcement, the identification of anxious self-talk, and the creation of coping thoughts increased following consultation but usage of problem-solving remained low compared to other treatment components. Overall adherence remained less than optimal at the final measurement point. Number of consultation sessions attended predicted post-consultation adherence to identification of somatic arousal, identification of anxious self-talk, and positive reinforcement. Implications include tailoring future training based on baseline levels of adherence and spending more time during training and consultation on underutilized CBT components, such as problem-solving. Limitations of the present study, including how adherence was measured, are discussed. This study adds to the implementation science literature by providing more nuanced information on changes in adherence over the course of training and consultation of service providers.

Secondary prevention of work-related disability in nonspecific low back pain: does problem-solving therapy help? A randomized clinical trial.

PubMed

van den Hout, Johanna H C; Vlaeyen, Johan W S; Heuts, Peter H T G; Zijlema, Johan H L; Wijnen, Joseph A G

2003-01-01

Given the individual and economic burden of chronic work disability in low back pain patients, there is a need for effective preventive interventions. The aim of the present study was to investigate whether problem-solving therapy had a supplemental value when added to behavioral graded activity, regarding days of sick leave and work status. Randomized controlled trial. Employees who were recently on sick leave as a result of nonspecific low back pain were referred to the rehabilitation center by general practitioner, occupational physician, or rehabilitation physician. Forty-five employees had been randomly assigned to the experimental treatment condition that included behavioral graded activity and problem-solving therapy (GAPS), and 39 employees had been randomly assigned to behavioral graded activity and group education (GAGE). Days of sick leave and work status. Data were retrieved from occupational health services. Data analyses showed that employees in the GAPS group had significantly fewer days of sick leave in the second half-year after the intervention. Moreover, work status was more favorable for employees in this condition, in that more employees had a 100% return-to-work and fewer patients ended up receiving disability pensions one year after the intervention. Sensitivity analyses confirmed these results. The addition of problem-solving therapy to behavioral graded activity had supplemental value in employees with nonspecific low back pain.

Using guided self-help to treat common mental health problems: The Westminster Primary Care Psychology Service

PubMed Central

Falbe-Hansen, Louise; Le Huray, Corin; Phull, Brendar; Shakespeare, Clare

2009-01-01

We describe a new service offering cognitive behavioural therapy in the form of guided self-help to patients experiencing mild mental health problems. The referral pathway is outlined and the various treatment options are illustrated with case descriptions of depression and panic disorder. Patients' responses to this new service are reported and discussed. PMID:26042170

Case-based learning in endocrine physiology: an approach toward self-directed learning and the development of soft skills in medical students.

PubMed

Gade, Shubhada; Chari, Suresh

2013-12-01

The Medical Council of India, in the recent Vision 2015 document, recommended curricular reforms for undergraduates. Case-based learning (CBL) is one method where students are motivated toward self-directed learning and to develop analytic and problem-solving skills. An overview of thyroid physiology was given in a didactic lecture. A paper-based case scenario of multinodular goiter was given to phase I Bachelor of Medicine, Bachelor of Surgery students in two sessions. An attitude survey of the students and teachers was done using a Likert scale ranging from strongly disagrees to strongly agree. A pretest and posttest were conducted. The students opined that CBL helped them to better their understanding of a particular topic, gave them better retention of knowledge, helped them to relate clinical conditions to basic sciences, improved soft skills such as communication skills and group dynamics, and promoted a better teacher-student relationship. There was significant improvement in student's performance when pre- and posttest scores were compared (P = 0.018). Furthermore, faculty members opined that CBL promoted self-study and problem-solving abilities of the students. In conclusion, CBL motivates students toward self-directed learning and to develop analytic and problem-solving skills; thus, CBL could be beneficial for students' entry into clinical departments and, finally, in managing patients.

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.

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

Changes in problem-solving appraisal after cognitive therapy for the prevention of suicide.

PubMed

Ghahramanlou-Holloway, M; Bhar, S S; Brown, G K; Olsen, C; Beck, A T

2012-06-01

Cognitive therapy has been found to be effective in decreasing the recurrence of suicide attempts. A theoretical aim of cognitive therapy is to improve problem-solving skills so that suicide no longer remains the only available option. This study examined the differential rate of change in problem-solving appraisal following suicide attempts among individuals who participated in a randomized controlled trial for the prevention of suicide. Changes in problem-solving appraisal from pre- to 6-months post-treatment in individuals with a recent suicide attempt, randomized to either cognitive therapy (n = 60) or a control condition (n = 60), were assessed by using the Social Problem-Solving Inventory-Revised, Short Form. Improvements in problem-solving appraisal were similarly observed for both groups within the 6-month follow-up. However, during this period, individuals assigned to the cognitive therapy condition demonstrated a significantly faster rate of improvement in negative problem orientation and impulsivity/carelessness. More specifically, individuals receiving cognitive therapy were significantly less likely to report a negative view toward life problems and impulsive/carelessness problem-solving style. Cognitive therapy for the prevention of suicide provides rapid changes within 6 months on negative problem orientation and impulsivity/carelessness problem-solving style. Given that individuals are at the greatest risk for suicide within 6 months of their last suicide attempt, the current study demonstrates that a brief cognitive intervention produces a rapid rate of improvement in two important domains of problem-solving appraisal during this sensitive period.

Gender differences in 16-year trends in assault- and police-related problems due to drinking.

PubMed

Timko, Christine; Moos, Bernice S; Moos, Rudolf H

2009-09-01

This study examined the frequency and predictors of physical assault and having trouble with the police due to drinking over 16 years among women and men who, at baseline, were untreated for their alcohol use disorder. Predictors examined were the personal characteristics of impulsivity, self-efficacy, and problem-solving and emotional-discharge coping, as well as outpatient treatment and Alcoholics Anonymous (AA) participation. Women and men were similar on rates of perpetrating assault due to drinking, but men were more likely to have had trouble with the police due to drinking. Respondents who, at baseline, were more impulsive and relied more on emotional discharge coping, and less on problem-solving coping, assaulted others more frequently during the first year of follow-up. Similarly, less problem-solving coping at baseline was related to having had trouble with the police more often at one and 16 years due to drinking. The association between impulsivity and more frequent assault was stronger for women, whereas associations of self-efficacy and problem-solving coping with less frequent assault and police trouble were stronger for men. Participation in AA was also associated with a lower likelihood of having trouble with the police at one year, especially for men. Interventions aimed at decreasing impulsivity and emotional discharge coping, and bolstering self-efficacy and problem-solving coping, during substance abuse treatment, and encouragement to become involved in AA, may be helpful in reducing assaultive and other illegal behaviors.

PROTECT: A Pilot Program to Integrate Mental Health Treatment Into Elder Abuse Services for Older Women.

PubMed

Sirey, Jo Anne; Halkett, Ashley; Chambers, Stephanie; Salamone, Aurora; Bruce, Martha L; Raue, Patrick J; Berman, Jacquelin

2015-01-01

The goal of this pilot program was to test the usefulness of adapted Problem-Solving Therapy (PST) and anxiety management, called PROTECT, integrated into elder abuse services to reduce depression and improve self-efficacy. Depressed women victims were randomized to receive elder abuse resolution services combined with either PROTECT or a mental health referral. At follow-up, the PROTECT group showed greater reduction in depressive symptoms and endorsed greater improved self-efficacy in problem-solving when compared to those in the Referral condition. These preliminary findings support the potential usefulness of PROTECT to alleviate depressive symptoms and enhance personal resources among abused older women.

Helping Depressed Adolescents: A Menu of Cognitive-Behavioral Procedures for Primary Care

PubMed Central

Clabby, John F.

2006-01-01

Depression among adolescents has received recognition as a significant psychiatric problem that requires prompt intervention. This article will help primary care providers to understand the significance of adolescent depression, recognize its prevalence in primary care, cite the evidence supporting cognitive-behavioral therapy (CBT) as a treatment for depressed adolescents, recognize the challenges of using CBT in primary care, and use 7 different CBT approaches with their patients. Psychiatric diagnoses may be present in 38% of adolescents who see a primary care physician, and among that number, depression is the most common diagnosis. Cognitive-behavioral therapy provides a scientifically proven tool for those physicians who want to provide their young depressed patients an effective counseling approach. Cognitive-behavioral therapy enhances self-control, perceptions of personal efficacy, rational problem-solving skills, social skills, and participation in activities and physical exercise that bring the adolescent a sense of pleasure or mastery. CBT has been proven to be effective when delivered by physicians who have received significant instructions. Unfortunately, CBT techniques can at first seem overly abstract, overwhelming in number, and difficult to teach in the 15-minute visit. However, CBT techniques can be made clear and accessible for a busy physician. The case of a depressed 14-year-old male high school student who comes to his physician for a pre-participation sports physical is presented to illustrate the application of CBT in primary care. PMID:16912815

Debate: A Neglected Teaching Tool

ERIC Educational Resources Information Center

Jackson, Michael

1973-01-01

The classroom teacher, regardless of the teaching area, can utilize debate as a device to help the student achieve objectives such as critical thinking, problem solving, the enhancing of self-concept and the art of communicating. (Author/CB)

UNDERSTANDING THE PUERTO RICAN AND HIS FAMILY.

ERIC Educational Resources Information Center

THOMAS MARIE, SISTER

AN UNDERSTANDING OF TRADITIONAL PUERTO RICAN FAMILY CUSTOMS AND BASIC DIFFERENCES BETWEEN PUERTO RICAN AND OTHER LIFE STYLES SHOULD HELP PROFESSIONAL WORKERS SOLVE THE PROBLEMS CREATED BY MIGRATION TO THE UNITED STATES. THE CULTURE OF THE PUERTO RICAN CAN BE DESCRIBED IN RELATION TO THREE CONCEPTS--DIGNIDAD (SELF-ESTEEM OR SELF-WORTH), RESPETO…

Infertility and Crisis: Self-Discovery and Healing through Poetry Writing.

ERIC Educational Resources Information Center

Barney, Anne

1992-01-01

Offers a personal narrative on how the author's own poetry helped her cope with the crisis of infertility, serving as a tool for self-discovery and healing. Suggests that specific advantages of poetry writing within the context of psychotherapy include problem solving; expression of feelings; insight; couple communication; and individual and…

Addressing Behavioral Health Disparities for Somali Immigrants Through Group Cognitive Behavioral Therapy Led by Community Health Workers.

PubMed

Pratt, Rebekah; Ahmed, Nimo; Noor, Sahra; Sharif, Hiba; Raymond, Nancy; Williams, Chris

2017-02-01

To test the feasibility and acceptability of implementing an evidence-based, peer-delivered mental health intervention for Somali women in Minnesota, and to assess the impact of the intervention on the mental health of those who received the training. In a feasibility study, 11 Somali female community health workers were trained to deliver an 8-session cognitive behavioral therapy intervention. Each of the trainers recruited 5 participants through community outreach, resulting in 55 participants in the intervention. Self-assessed measures of mood were collected from study participants throughout the intervention, and focus groups were conducted. The 55 Somali women who participated recorded significant improvements in mood, with self-reported decreases in anxiety and increases in happiness. Focus group data showed the intervention was well received, particularly because it was delivered by a fellow community member. Participants reported gaining skills in problem solving, stress reduction, and anger management. Participants also felt that the intervention helped to address some of the stigma around mental health in their community. Delivery of cognitive behavioral therapy by a community health workers offered an acceptable way to build positive mental health in the Somali community.

Internet-based guided self-help for glioma patients with depressive symptoms: design of a randomized controlled trial

PubMed Central

2014-01-01

Background Among glioma patients, depression is estimated to be more prevalent than in both the general population and the cancer patient population. This can have negative consequences for both patients and their primary informal caregivers (e.g., a spouse, family member or close friend). At present, there is no evidence from randomized controlled trials for the effectiveness of psychological treatment for depression in glioma patients. Furthermore, the possibility of delivering mental health care through the internet has not yet been explored in this population. Therefore, a randomized controlled trial is warranted to evaluate the effects of an internet-based, guided self-help intervention for depressive symptoms in glioma patients. Methods/design The intervention is based on problem-solving therapy. An existing 5-week course is adapted for use by adult glioma patients with mild to moderate depressive symptoms (Center for Epidemiology Studies Depression Scale score ≥12). Sample size calculations yield 126 glioma patients to be included, who are randomly assigned to either the intervention group or a waiting list control group. In addition, we aim to include 63 patients with haematological cancer in a non-central nervous system malignancy control group. Assessments take place at baseline, after 6 and 12 weeks, and after 6 and 12 months. Primary outcome measure is the change in depressive symptoms. Secondary outcome measures include health-related quality of life, fatigue, costs and patient satisfaction. In addition, all patients are asked to assign a primary informal caregiver, who does not participate in the intervention but who is asked to complete similar assessments. Their mood, health-related quality of life and fatigue is evaluated as well. Discussion This is the first study to evaluate the effects of problem-solving therapy delivered through the internet as treatment for depressive symptoms in glioma patients. If proven effective, this treatment will contribute to the mental health care of glioma patients in clinical practice. Trial registration Netherlands Trial Register NTR3223 PMID:24721108

Behavioral Bibliotherapy: A Review of Self-Help Behavior Therapy Manuals

ERIC Educational Resources Information Center

Glasgow, Russell E.; Rosen, Gerald M.

1978-01-01

Describes the organizing concepts and strategies for the development and evaluation of self-help behavioral treatment manuals. Reviews programs that have been published or empirically tested for the treatment of phobias, smoking, obesity, sexual dysfunction, assertiveness, child behavior problems, study skills, and physical fitness, as well as…

Deliberate self harm: systematic review of efficacy of psychosocial and pharmacological treatments in preventing repetition

PubMed Central

Hawton, Keith; Arensman, Ella; Townsend, Ellen; Bremner, Sandy; Feldman, Eleanor; Goldney, Robert; Gunnell, David; Hazell, Philip; van Heeringen, Kees; House, Allan; Owens, David; Sakinofsky, Isaac; Träskman-Bendz, Lil

1998-01-01

Objective: To identify and synthesise the findings from all randomised controlled trials that have examined the effectiveness of treatments of patients who have deliberately harmed themselves. Design: Systematic review of randomised controlled trials of psychosocial and physical treatments. Studies categorised according to type of treatment. When there was more than one investigation in a particular category a summary odds ratio was estimated with the Mantel-Haenszel method. Setting: Randomised trials available in electronic databases in 1996, in the Cochrane Controlled Trials Register in 1997, and from hand searching of journals to 1997. Subjects: Patients who had deliberately harmed themselves shortly before entry into the trials with information on repetition of behaviour. The included trials comprised 2452 randomised participants with outcome data. Main outcome measure: Repetition of self harm. Results: 20 trials reported repetition of self harm as an outcome variable, classified into 10 categories. Summary odds ratio (all for comparison with standard aftercare) indicated reduced repetition for problem solving therapy (0.73; 95% confidence interval 0.45 to 1.18) and for provision of an emergency contact card in addition to standard care (0.45; 0.19 to 1.07). The summary odds ratios were 0.83 (0.61 to 1.14) for trials of intensive aftercare plus outreach and 1.19 (0.53 to 2.67) for antidepressant treatment compared with placebo. Significantly reduced rates of further self harm were observed for depot flupenthixol versus placebo in multiple repeaters (0.09; 0.02 to 0.50) and for dialectical behaviour therapy versus standard aftercare (0.24; 0.06 to 0.93). Conclusion: There remains considerable uncertainty about which forms of psychosocial and physical treatments of patients who harm themselves are most effective. Further larger trials of treatments are needed. Key messages A systematic review of the effectiveness of psychosocial and drug treatments of patients who deliberately harm themselves identified 20 randomised controlled trials in which repetition of self harm was reported as an outcome Promising results were found for problem solving therapy, provision of a card to allow patients to make emergency contact with services, depot flupenthixol for recurrent self harm, and long term psychological therapy for female patients with borderline personality disorder and recurrent self harm Assertive outreach can help to keep patients in treatment Nearly all the trials included too few patients to detect clinically significant differences in repetition of self harm, and even synthesis of results by meta-analysis did not have the power to detect such differences There is an urgent need for large trials of promising therapies for this substantial clinical population PMID:9703526

Effectiveness of a web-based self-help intervention for symptoms of depression, anxiety, and stress: randomized controlled trial.

PubMed

van Straten, Annemieke; Cuijpers, Pim; Smits, Niels

2008-03-25

Self-help therapies are often effective in reducing mental health problems. We developed a new Web-based self-help intervention based on problem-solving therapy, which may be used for people with different types of comorbid problems: depression, anxiety, and work-related stress. The aim was to study whether a Web-based self-help intervention is effective in reducing depression, anxiety, and work-related stress (burnout). A total of 213 participants were recruited through mass media and randomized to the intervention (n = 107) or a waiting list control group (n = 106). The Web-based course took 4 weeks. Every week an automated email was sent to the participants to explain the contents and exercises for the coming week. In addition, participants were supported by trained psychology students who offered feedback by email on the completed exercises. The core element of the intervention is a procedure in which the participants learn to approach solvable problems in a structured way. At pre-test and post-test, we measured the following primary outcomes: depression (CES-D and MDI), anxiety (SCL-A and HADS), and work-related stress (MBI). Quality of life (EQ-5D) was measured as a secondary outcome. Intention-to-treat analyses were performed. Of the 213 participants, 177 (83.1%) completed the baseline and follow-up questionnaires; missing data were statistically imputed. Of all 107 participants in the intervention group, 9% (n = 10) dropped out before the course started and 55% (n = 59) completed the whole course. Among all participants, the intervention was effective in reducing symptoms of depression (CES-D: Cohen's d = 0.50, 95% confidence interval (CI) 0.22-0.79; MDI: d = 0.33, 95% CI 0.03-0.63) and anxiety (SCL-A: d = 0.42, 95% CI 0.14-0.70; HADS: d = 0.33, 95% CI 0.04-0.61) as well as in enhancing quality of life (d = 0.31, 95% CI 0.03-0.60). Moreover, a higher percentage of patients in the intervention group experienced a significant improvement in symptoms (CES-D: odds ratio [OR] = 3.5, 95% CI 1.9-6.7; MDI: OR = 3.7, 95% CI 1.4-10.0; SCL-A: OR = 2.1, 95% CI 1.0-4.6; HADS: OR = 3.1, 95% CI 1.6-6.0). Patients in the intervention group also recovered more often (MDI: OR = 2.2; SCL-A: OR = 2.0; HADS < 8), although these results were not statistically significant. The course was less effective for work-related stress, but participants in the intervention group recovered more often from burnout than those in the control group (OR = 4.0, 95% CI 1.2-13.5). We demonstrated statistically and clinically significant effects on symptoms of depression and anxiety. These effects were even more pronounced among participants with more severe baseline problems and for participants who fully completed the course. The effects on work-related stress and quality of life were less clear. To our knowledge, this is the first trial of a Web-based, problem-solving intervention for people with different types of (comorbid) emotional problems. The results are promising, especially for symptoms of depression and anxiety. Further research is needed to enhance the effectiveness for work-related stress. International Standard Randomized Controlled Trial Number (ISRCTN) 14881571.

What are People's Experiences of a Novel Cognitive Behavioural Therapy for Bipolar Disorders? A Qualitative Investigation with Participants on the TEAMS Trial.

PubMed

Joyce, Emmeline; Tai, Sara; Gebbia, Piersanti; Mansell, Warren

2017-05-01

Background Psychological interventions for bipolar disorders typically produce mixed outcomes and modest effects. The need for a more effective intervention prompted the development of a new cognitive behavioural therapy, based on an integrative cognitive model ('Think Effectively About Mood Swings' [TEAMS] therapy). Unlike previous interventions, TEAMS addresses current symptoms and comorbidities, and helps clients achieve long-term goals. A pilot randomized controlled trial (the TEAMS trial) of the therapy has recently concluded. This study explored participants' experiences of TEAMS, recommendations for improvement and experiences of useful changes post-therapy. Methods Fourteen TEAMS therapy participants took part in semi-structured interviews. Their accounts were analysed using interpretative thematic analysis. Two researchers coded the dataset independently. Member checks were conducted of the preliminary themes. Results Two overarching themes; 'useful elements of therapy' and 'changes from therapy' encompassed 12 emerging subthemes. Participants appreciated having opportunities to talk and described the therapy as person-centred and delivered by caring, approachable and skilled therapists. Some recommended more sessions than the 16 provided. Helpful therapeutic techniques were reported to be, normalization about moods, methods to increase understanding of moods, relapse-prevention, reappraisal techniques and metaphors. However, some did not find therapeutic techniques helpful. Post-therapy, many reported changes in managing mood swings more effectively and in their thinking (although some participants reported changes in neither). Many described increased acceptance of themselves and of having bipolar disorder, increased productivity and reduced anxiety in social situations. Conclusions The present study evaluates participants' therapy experiences in detail, including aspects of therapy viewed as helpful, and meaningful post-therapy outcomes. Copyright © 2016 John Wiley & Sons, Ltd. This is the first paper to qualitatively explore people's experiences of individual psychotherapy for bipolar disorders. It highlights elements of psychotherapy described as particularly helpful or unhelpful and the clinical changes viewed as most impactful. Participants reported benefitting in a number of ways from TEAMS therapy. They valued learning to reappraise and problem-solve situations and manage moods. Participants identified TEAMS techniques as helpful, such as exploring advantages and disadvantages of moods, and building healthy self-states. Copyright © 2016 John Wiley & Sons, Ltd.

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.

Self-Affirmation Improves Problem-Solving under Stress

PubMed Central

Creswell, J. David; Dutcher, Janine M.; Klein, William M. P.; Harris, Peter R.; Levine, John M.

2013-01-01

High levels of acute and chronic stress are known to impair problem-solving and creativity on a broad range of tasks. Despite this evidence, we know little about protective factors for mitigating the deleterious effects of stress on problem-solving. Building on previous research showing that self-affirmation can buffer stress, we tested whether an experimental manipulation of self-affirmation improves problem-solving performance in chronically stressed participants. Eighty undergraduates indicated their perceived chronic stress over the previous month and were randomly assigned to either a self-affirmation or control condition. They then completed 30 difficult remote associate problem-solving items under time pressure in front of an evaluator. Results showed that self-affirmation improved problem-solving performance in underperforming chronically stressed individuals. This research suggests a novel means for boosting problem-solving under stress and may have important implications for understanding how self-affirmation boosts academic achievement in school settings. PMID:23658751

Self-affirmation improves problem-solving under stress.

PubMed

Creswell, J David; Dutcher, Janine M; Klein, William M P; Harris, Peter R; Levine, John M

2013-01-01

High levels of acute and chronic stress are known to impair problem-solving and creativity on a broad range of tasks. Despite this evidence, we know little about protective factors for mitigating the deleterious effects of stress on problem-solving. Building on previous research showing that self-affirmation can buffer stress, we tested whether an experimental manipulation of self-affirmation improves problem-solving performance in chronically stressed participants. Eighty undergraduates indicated their perceived chronic stress over the previous month and were randomly assigned to either a self-affirmation or control condition. They then completed 30 difficult remote associate problem-solving items under time pressure in front of an evaluator. Results showed that self-affirmation improved problem-solving performance in underperforming chronically stressed individuals. This research suggests a novel means for boosting problem-solving under stress and may have important implications for understanding how self-affirmation boosts academic achievement in school settings.

A SUGGESTED GUIDANCE PROGRAM FOR COMBATING SCHOOL "DROP-OUTS."

ERIC Educational Resources Information Center

Boys Club of New York, NY.

THE PROBLEM OF SCHOOL DROPOUTS WAS CAUSED BY CONSISTENT FAILURE TO ACHIEVE IN REGULAR SCHOOL WORK, GRADE RETENTION, READING802RETARDATI RETARDATION, AND POOR SELF-IMAGE. THE CLUB'S STAFF WOULD HELP SOLVE THIS PROBLEM THROUGH TEACHING, DIRECTING, AND COUNSELING BOYS IN THE AREAS OF HEALTH, COMPATIBILITY, RESPECT, STAYING IN SCHOOL, PLANNING…

Problem-solving therapy and supportive therapy in older adults with major depression and executive dysfunction.

PubMed

Areán, Patricia A; Raue, Patrick; Mackin, R Scott; Kanellopoulos, Dora; McCulloch, Charles; Alexopoulos, George S

2010-11-01

The purpose of this study was to determine whether problem-solving therapy is an effective treatment in older patients with depression and executive dysfunction, a population likely to be resistant to antidepressant drugs. Participants were adults age 60 and older with major depression and executive dysfunction. Problem-solving therapy was modified to be accessible to this population. Participants were randomly assigned to 12 weekly sessions of problem-solving therapy or supportive therapy and assessed at weeks 3, 6, 9, and 12. Of the 653 individuals referred for this study, 221 met selection criteria and were enrolled in the study. Reduction of depressive symptom severity was comparable for the two treatment groups during the first 6 weeks of treatment, but at weeks 9 and 12 the problem-solving therapy group had a greater reduction in symptom severity, a greater response rate, and a greater remission rate than the supportive therapy group (response rates at week 9: 47.1% and 29.3%; at week 12:56.7% and 34.0%; remission rates at week 9: 37.9% and 21.7%; at week 12: 45.6% and 27.8%). Problem-solving therapy yielded one additional response or remission over supportive therapy for every 4.4-5.6 patients by the end of the trial. These results suggest that problem-solving therapy is effective in reducing depressive symptoms and leading to treatment response and remission in a considerable number of older patients with major depression and executive dysfunction. The clinical value of this finding is that problem-solving therapy may be a treatment alternative in an older patient population likely to be resistant to pharmacotherapy.

Depression remission, receipt of problem-solving therapy, and self-care behavior frequency among low-income, predominantly Hispanic diabetes patients.

PubMed

Oh, Hyunsung; Ell, Kathleen

2016-01-01

This study explored whether depression remission and problem-solving therapy (PST) receipt are associated with more frequent self-care behaviors via cross-sectional and prospective analyses. We analyzed data from a randomized clinical trial (N=387) that tested collaborative depression care among predominantly Hispanic patients with diabetes in safety-net clinics. Data at 12-month follow-up, measured with the Patient Health Questionnaire-9 and Hopkins Symptom Checklist-20, were used to define depression remission. PST was provided by a bilingual social worker. Multivariate regression analysis was used to examine associations between predictors and frequency change of each self-care behavior (healthy diet, exercise, self-blood glucose monitoring, and foot care between baseline and 12-month (N=281), 18-month (N=249), and 24-month (N=235) follow-up surveys. Inconsistent relationships were observed depending on the instrument to identify depression remission, type of self-care behaviors, and time when self-care behavior was measured. Significant associations were more likely to be observed in cross-sectional analyses. PST receipt was not associated with self-care behaviors. Depression remission or the receipt of PST may not be a reliable antecedent for more frequent self-care behaviors among this group. A few recommendations for studies were offered to enhance existing depression care for diabetes patients. Copyright © 2016 Elsevier Inc. All rights reserved.

Establishing a Short Term Program Component To Build Self-Esteem in a Small Group of Abusive and Potentially Abusive Parents.

ERIC Educational Resources Information Center

Zimmerman, Judith

This practicum was designed to enhance the self-esteem of abusive and potentially abusive parents. A combination of strategies was used to enhance self-esteem and to help parents solve problems in an appropriate manner. The intervention strategy included three objectives: (1) gain the confidence of the participants; (2) use a curriculum that…

Remote Areas Development Manual. Appropriate Technologies for Development. Reprint No. R-36.

ERIC Educational Resources Information Center

Peace Corps, Washington, DC. Information Collection and Exchange Div.

This manual, developed for use by Peace Corps volunteers, attempts to help development counselors to understand the needs of remote-area groups and to provide for those needs through effective self-help projects. The projects covered are those that can solve most effectively, on the village level, the most pressing problems. The manual is written…

Goal setting in diabetes self-management: taking the baby steps to success.

PubMed

DeWalt, Darren A; Davis, Terry C; Wallace, Andrea S; Seligman, Hilary K; Bryant-Shilliday, Betsy; Arnold, Connie L; Freburger, Janet; Schillinger, Dean

2009-11-01

To evaluate the usefulness of a diabetes self-management guide and a brief counseling intervention in helping patients set and achieve their behavioral goals. We conducted a quasi-experimental study using a one group pretest posttest design to assess the effectiveness of a goal setting intervention along with a self-management guide. English- and Spanish-speaking patients with diabetes had one in-person session and two telephone follow-up calls with a non-clinical provider over a 12-16-week period. At each call and at the end of the study, we assessed success in achieving behavioral goals and problem solving toward those goals. Satisfaction with the self-management guide was assessed at the end of the study. We enrolled 250 patients across three sites and 229 patients completed the study. Most patients chose to set goals in diet and exercise domains. 93% of patients achieved at least one behavioral goal during the study and 73% achieved at least two behavioral goals. Many patients exhibited problem solving behavior to achieve their goals. We found no significant differences in reported achievement of behavior goals by literacy or language. Patients were very satisfied with the guide. A brief goal setting intervention along with a diabetes self-management guide helped patients set and achieve healthy behavioral goals. Non-clinical providers can successfully help a diverse range of patients with diabetes set and achieve behavioral goals.

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.

Self-Regulation in the Midst of Complexity: A Case Study of High School Physics Students Engaged in Ill-Structured Problem Solving

NASA Astrophysics Data System (ADS)

Milbourne, Jeffrey David

The purpose of this dissertation study was to explore the experiences of high school physics students who were solving complex, ill-structured problems, in an effort to better understand how self-regulatory behavior mediated the project experience. Consistent with Voss, Green, Post, and Penner's (1983) conception of an ill-structured problem in the natural sciences, the 'problems' consisted of scientific research projects that students completed under the supervision of a faculty mentor. Zimmerman and Campillo's (2003) self-regulatory framework of problem solving provided a holistic guide to data collection and analysis of this multi-case study, with five individual student cases. The study's results are explored in two manuscripts, each targeting a different audience. The first manuscript, intended for the Science Education Research community, presents a thick, rich description of the students' project experiences, consistent with a qualitative, case study analysis. Findings suggest that intrinsic interest was an important self-regulatory factor that helped motivate students throughout their project work, and that the self-regulatory cycle of forethought, performance monitoring, and self-reflection was an important component of the problem-solving process. Findings also support the application of Zimmerman and Campillo's framework to complex, ill-structured problems, particularly the cyclical nature of the framework. Finally, this study suggests that scientific research projects, with the appropriate support, can be a mechanism for improving students' selfregulatory behavior. The second manuscript, intended for Physics practitioners, combines the findings of the first manuscript with the perspectives of the primary, on-site research mentor, who has over a decade's worth of experience mentoring students doing physics research. His experience suggests that a successful research experience requires certain characteristics, including: a slow, 'on-ramp' to the research experience, space to experience productive failure, and an opportunity to enjoy the work they are doing.

Application of Information Technology in the Outpatient Service Optimization.

PubMed

Zhang, Xiaoying

2017-01-01

In a hierarchical diagnosis and treatment policy local tertiary hospitals assume the majority of clinic service, improving patient medical experience and enhancing service quality. Information technologies such as comprehensive self-services, and palm medical APPs can help solve these problems.

Case management services for work related upper extremity disorders. Integrating workplace accommodation and problem solving.

PubMed

Shaw, W S; Feuerstein, M; Lincoln, A E; Miller, V I; Wood, P M

2001-08-01

A case manager's ability to obtain worksite accommodations and engage workers in active problem solving may improve health and return to work outcomes for clients with work related upper extremity disorders (WRUEDs). This study examines the feasibility of a 2 day training seminar to help nurse case managers identify ergonomic risk factors, provide accommodation, and conduct problem solving skills training with workers' compensation claimants recovering from WRUEDs. Eight procedural steps to this case management approach were identified, translated into a training workshop format, and conveyed to 65 randomly selected case managers. Results indicate moderate to high self ratings of confidence to perform ergonomic assessments (mean = 7.5 of 10) and to provide problem solving skills training (mean = 7.2 of 10) after the seminar. This training format was suitable to experienced case managers and generated a moderate to high level of confidence to use this case management approach.

Local Responses to Global Problems: A Key to Meeting Basic Human Needs. Worldwatch Paper 17.

ERIC Educational Resources Information Center

Stokes, Bruce

The booklet maintains that the key to meeting basic human needs is the participation of individuals and communities in local problem solving. Some of the most important achievements in providing food, upgrading housing, improving human health, and tapping new energy sources, comes through local self-help projects. Proponents of local efforts at…

A mediational model of self-esteem and social problem-solving in anorexia nervosa.

PubMed

Paterson, Gillian; Power, Kevin; Collin, Paula; Greirson, David; Yellowlees, Alex; Park, Katy

2011-01-01

Poor problem-solving and low self-esteem are frequently cited as significant factors in the development and maintenance of anorexia nervosa. The current study examines the multi-dimensional elements of these measures and postulates a model whereby self-esteem mediates the relationship between social problems-solving and anorexic pathology and considers the implications of this pathway. Fifty-five inpatients with a diagnosis of anorexia nervosa and 50 non-clinical controls completed three standardised multi-dimensional questionnaires pertaining to social problem-solving, self-esteem and eating pathology. Significant differences were yielded between clinical and non-clinical samples on all measures. Within the clinical group, elements of social problem-solving most significant to anorexic pathology were positive problem orientation, negative problem orientation and avoidance. Components of self-esteem most significant to anorexic pathology were eating, weight and shape concern but not eating restraint. The mediational model was upheld with social problem-solving impacting on anorexic pathology through the existence of low self-esteem. Problem orientation, that is, the cognitive processes of social problem-solving appear to be more significant than problem-solving methods in individuals with anorexia nervosa. Negative perceptions of eating, weight and shape appear to impact on low self-esteem but level of restriction does not. Finally, results indicate that self-esteem is a significant factor in the development and execution of positive or negative social problem-solving in individuals with anorexia nervosa by mediating the relationship between those two variables. Copyright © 2010 John Wiley & Sons, Ltd and Eating Disorders Association.

Guided self-help cognitive behavioral intervention for VoicEs (GiVE): study protocol for a pilot randomized controlled trial.

PubMed

Hazell, Cassie M; Hayward, Mark; Cavanagh, Kate; Jones, Anna-Marie; Strauss, Clara

2016-07-26

Cognitive behavior therapy for psychosis (CBTp) is an effective intervention for people who hear distressing voices (auditory hallucinations). However, there continues to be a problem of poor access to CBTp. Constraints on health care funding require this problem to be addressed without a substantial increase in funding. One solution is to develop guided self-help forms of CBTp to improve access, and a symptom-specific focus on, for example, distressing voices (auditory verbal hallucinations) has the potential to enhance effectiveness. We term this cognitive behavior therapy for distressing voices (CBTv). This trial is an external pilot randomized controlled trial comparing the effects of 12-week guided self-help CBTv (with eight therapist support sessions) with a wait list control condition. Informed consent will be obtained from each participant. Half of the 30 participants will be randomized to receive guided self-help CBTv immediately; the remaining half will receive the intervention after a 12-week delay. All participants will continue with their usual treatment throughout the study. Outcomes will be assessed using questionnaires completed at baseline and 12 weeks postrandomization. Interviews will be offered to all those who receive therapy immediately to explore their experiences with the intervention. The outcomes of this trial, both quantitative and qualitative, will inform the design of a definitive randomized controlled trial of guided self-help CBTv. If this intervention is effective, it could help to increase access to CBT for those who hear distressing voices. ISRCTN registration number  ISRCTN77762753 . Registered on 23 July 2015.

Deficiency of Self-Efficacy in Problem-Solving as a Contributory Factor in Family Instability: A Qualitative Study.

PubMed

Pourmovahed, Zahra; Mazloomy Mahmoodabad, Seyed Saied; Zareei Mahmoodabadi, Hassan; Tavangar, Hossein; Yassini Ardekani, Seyed Mojtaba; Vaezi, Ali Akbar

2018-01-01

Objective: Problem-solving ability is one of the most important means of family stability that enables the families to understand their roles, functions, and performances. Self-efficacy deficiency in problem-solving runs through many families. This qualitative study was conducted to investigate and describe how couples solve problems in their families. Method: This study was conducted to detect couples' self-efficacy deficiency in problem-solving using purposive sampling method. Several deep semi-structured interviews based on McMaster model and observations were conducted by nine family therapists and psychiatrists on four couples (eight persons) living in Yazd (Iran).The interviews were performed, audio-recorded, and transcribed verbatim. The analysis was interpreted through directed content analysis methods. Results: Families in Yazd (Iran) made some attempts to solve their problems, but their efforts were not enough, and thus they suffered from self-efficacy deficiency, which included 8 categories. The main theme distilled from the data of 17 participants was self-efficacy deficiency, which included the following categories: avoidance, insolvency, interference from others, ineffective self-treatment, behavioral problems, stubbornness, superficiality, and denial. Conclusion: It is of paramount importance to identify self-efficacy deficiency in families and promote problem- solving programs to increase family stability. In the present study, the main deficiencies in problem-solving were detected.

Method of synthesis of abstract images with high self-similarity

NASA Astrophysics Data System (ADS)

Matveev, Nikolay V.; Shcheglov, Sergey A.; Romanova, Galina E.; Koneva, Ð.¢atiana A.

2017-06-01

Abstract images with high self-similarity could be used for drug-free stress therapy. This based on the fact that a complex visual environment has a high affective appraisal. To create such an image we can use the setup based on the three laser sources of small power and different colors (Red, Green, Blue), the image is the pattern resulting from the reflecting and refracting by the complicated form object placed into the laser ray paths. The images were obtained experimentally which showed the good therapy effect. However, to find and to choose the object which gives needed image structure is very difficult and requires many trials. The goal of the work is to develop a method and a procedure of finding the object form which if placed into the ray paths can provide the necessary structure of the image In fact the task means obtaining the necessary irradiance distribution on the given surface. Traditionally such problems are solved using the non-imaging optics methods. In the given case this task is very complicated because of the complicated structure of the illuminance distribution and its high non-linearity. Alternative way is to use the projected image of a mask with a given structure. We consider both ways and discuss how they can help to speed up the synthesis procedure for the given abstract image of the high self-similarity for the setups of drug-free therapy.

Implementation of Internet-based preventive interventions for depression and anxiety: role of support? The design of a randomized controlled trial

PubMed Central

Donker, Tara; van Straten, Annemieke; Riper, Heleen; Marks, Isaac; Andersson, Gerhard; Cuijpers, Pim

2009-01-01

Background Internet-based self-help is an effective preventive intervention for highly prevalent disorders, such as depression and anxiety. It is not clear, however, whether it is necessary to offer these interventions with professional support or if they work without any guidance. In case support is necessary, it is not clear which level of support is needed. This study examines whether an internet-based self-help intervention with a coach is more effective than the same intervention without a coach in terms of clinical outcomes, drop-out and economic costs. Moreover, we will investigate which level of support by a coach is more effective compared to other levels of support. Methods In this randomized controlled trial, a total of 500 subjects (18 year and older) from the general population with mild to moderate depression and/or anxiety will be assigned to one of five conditions: (1) web-based problem solving through the internet (self-examination therapy) without a coach; (2) the same as 1, but with the possibility to ask help from a coach on the initiative of the respondent (on demand, by email); (3) the same as 1, but with weekly scheduled contacts initiated by a coach (once per week, by email); (4) weekly scheduled contacts initiated by a coach, but no web-based intervention; (5) information only (through the internet). The interventions will consist of five weekly lessons. Primary outcome measures are symptoms of depression and anxiety. Secondary outcome measures are drop-out from the intervention, quality of life, and economic costs. Other secondary outcome measures that may predict outcome are also studied, e.g. client satisfaction and problem-solving skills. Measures are taken at baseline (pre-test), directly after the intervention (post-test, five weeks after baseline), 3 months later, and 12 months later. Analysis will be conducted on the intention-to-treat sample. Discussion This study aims to provide more insight into the clinical effectiveness, differences in drop-out rate and costs between interventions with and without support, and in particular different levels of support. This is important to know in relation to the dissemination of internet-based self-help interventions. Trial Registration Nederlands Trial Register (NTR): TC1355 PMID:19635128

Effectiveness of psychological treatments for depressive disorders in primary care: systematic review and meta-analysis.

PubMed

Linde, Klaus; Sigterman, Kirsten; Kriston, Levente; Rücker, Gerta; Jamil, Susanne; Meissner, Karin; Schneider, Antonius

2015-01-01

We performed a systematic review of the currently available evidence on whether psychological treatments are effective for treating depressed primary care patients in comparison with usual care or placebo, taking the type of therapy and its delivery mode into account. Randomized controlled trials comparing a psychological treatment with a usual care or a placebo control in adult, depressed, primary care patients were identified by searches in MEDLINE, Embase, Cochrane Central Register of Controlled Trials (CENTRAL), and PsycINFO up to December 2013. At least 2 reviewers extracted information from included studies and assessed the risk of bias. Random effects meta-analyses were performed using posttreatment depression scores as outcome. A total of 30 studies with 5,159 patients met the inclusion criteria. Compared with control, the effect (standardized mean difference) at completion of treatment was -0.30 (95% CI, -0.48 to -0.13) for face-to-face cognitive behavioral therapy (CBT), -0.14 (-0.40 to 0.12) for face-to-face problem-solving therapy, -0.24 (-0.47 to -0.02) for face-to-face interpersonal psychotherapy, -0.28 (-0.44 to -0.12) for other face-to-face psychological interventions, -0.43 (-0.62 to -0.24) for remote therapist-led CBT, -0.56 (-1.57 to 0.45) for remote therapist-led problem-solving therapy, -0.40 (-0.69 to -0.11) for guided self-help CBT, and -0.27 (-0.44 to -0.10) for no or minimal contact CBT. There is evidence that psychological treatments are effective in depressed primary care patients. For CBT approaches, substantial evidence suggests that interventions that are less resource intensive might have effects similar to more intense treatments. © 2015 Annals of Family Medicine, Inc.

Investigating the psychological resilience, self-confidence and problem-solving skills of midwife candidates.

PubMed

Ertekin Pinar, Sukran; Yildirim, Gulay; Sayin, Neslihan

2018-05-01

The high level of psychological resilience, self-confidence and problem solving skills of midwife candidates play an important role in increasing the quality of health care and in fulfilling their responsibilities towards patients. This study was conducted to investigate the psychological resilience, self-confidence and problem-solving skills of midwife candidates. It is a convenience descriptive quantitative study. Students who study at Health Sciences Faculty in Turkey's Central Anatolia Region. Midwife candidates (N = 270). In collection of data, the Personal Information Form, Psychological Resilience Scale for Adults (PRSA), Self-Confidence Scale (SCS), and Problem Solving Inventory (PSI) were used. There was a negatively moderate-level significant relationship between the Problem Solving Inventory scores and the Psychological Resilience Scale for Adults scores (r = -0.619; p = 0.000), and between Self-Confidence Scale scores (r = -0.524; p = 0.000). There was a positively moderate-level significant relationship between the Psychological Resilience Scale for Adults scores and the Self-Confidence Scale scores (r = 0.583; p = 0.000). There was a statistically significant difference (p < 0.05) between the Problem Solving Inventory and the Psychological Resilience Scale for Adults scores according to getting support in a difficult situation. As psychological resilience and self-confidence levels increase, problem-solving skills increase; additionally, as self-confidence increases, psychological resilience increases too. Psychological resilience, self-confidence, and problem-solving skills of midwife candidates in their first-year of studies are higher than those who are in their fourth year. Self-confidence and psychological resilience of midwife candidates aged between 17 and 21, self-confidence and problem solving skills of residents of city centers, psychological resilience of those who perceive their monthly income as sufficient are high. Psychological resilience and problem-solving skills for midwife candidates who receive social support are also high. The fact that levels of self-confidence, problem-solving skills and psychological resilience of fourth-year students are found to be low presents a situation that should be taken into consideration. Copyright © 2018 Elsevier Ltd. All rights reserved.

Living with Asthma: Part I, Manual for Teaching Parents the Self-Management of Childhood Asthma.

ERIC Educational Resources Information Center

National Heart, Lung, and Blood Inst. (DHHS/NIH), Bethesda, MD. Div. of Lung Diseases.

The Living with Asthma Program is designed to teach asthma self-management skills to children (ages 8-12) with asthma and to give their parents the knowledge and behavior modification skills to help their children take over responsibility for managing the condition. Both groups receive training in problem solving and in ways to improve family…

Living with Asthma: Part 2, Manual for Teaching Children the Self-Management of Asthma.

ERIC Educational Resources Information Center

National Heart, Lung, and Blood Inst. (DHHS/NIH), Bethesda, MD. Div. of Lung Diseases.

The Living with Asthma Program is designed to teach asthma self-management skills to children (ages 8-12) with asthma and to give their parents the knowledge and behavior modification skills to help their children take over responsibility for managing the condition. Both groups receive training in problem solving and in ways to improve family…

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.

Program for Positive Behavior: Working with Misbehaving Campers.

ERIC Educational Resources Information Center

Jones, Edie

1997-01-01

Stresses the importance of camp staff understanding why campers misbehave. Offers recommendations for helping campers to learn responsible behavior, including setting clear expectations and consequences for camper behavior; teaching campers self-discipline and problem-solving strategies; asking campers thought-provoking questions; avoiding power…

"Organization Development": How It Works, What It's Becoming, Why It Pays Off.

ERIC Educational Resources Information Center

Sears, Woody H.

1979-01-01

Distinguishes between organizational development (OD) and therapy. OD is defined as a mechanism for problem solving in complex socio-technical systems. Describes possible drawbacks and advantages of the OD process. Provides examples of how OD has helped managers and non-managers work together. (CSS)

Design and Recruitment for a Randomized Controlled Trial of Problem-Solving Therapy to Prevent Depression among Older Adults with Need for Supportive Services.

PubMed

Albert, Steven M; King, Jennifer; Dew, Mary Amanda; Begley, Amy; Anderson, Stewart; Karp, Jordan; Gildengers, Ari; Butters, Meryl; Reynolds, Charles F

2016-01-01

Addressing subthreshold depression (indicated prevention) and vulnerabilities that increase the risk of major depression or anxiety disorders (selective prevention) is important for protecting mental health in old age. The Depression-Agency Based Collaborative (Dep-ABC) is a prevention trial involving older adults recruited from aging services sites (home care agencies, senior housing, senior centers) who meet criteria for subthreshold depression and disability. Therefore, the authors examine the effectiveness of partnerships with aging services sites for recruiting at-risk older adults, the quality of recruitment and acceptability of the Dep-ABC assessment and intervention, and the baseline status of participants. Dep-ABC is a single-blind randomized controlled prevention trial set in aging services settings but with centralized screening, randomization, in-home assessments, and follow-up. Its intervention arm involves six to eight sessions of problem-solving therapy, in which older adults aged 60+ learn to break down problems that affect well-being and develop strategies to address them. We examined participation rates to assess quality of recruitment across sites and level of disability according to service use. Dep-ABC randomized 104 participants, 68.4% of eligible older adults. Screening using self-reported disability successfully netted a sample in which 74% received home care agency services, with remaining participants similarly impaired in structured self-reports of impairment and on observed performance tests. Direct outreach to aging services providers is an effective way to identify older adults with service needs at high risk of major depression. Problem-solving therapy is acceptable to this population and can be added to current services. Copyright © 2015 American Association for Geriatric Psychiatry. Published by Elsevier Inc. All rights reserved.

Design and Recruitment for a Randomized Controlled Trial of Problem Solving Therapy to Prevent Depression among Older Adults with Need for Supportive Services

PubMed Central

Albert, Steven M.; King, Jennifer; Dew, Mary Amanda; Begley, Amy; Anderson, Stewart; Karp, Jordan; Gildengers, Ari; Butters, Meryl; Reynolds, Charles F.

2015-01-01

Background Addressing subthreshold depression (indicated prevention) as well as vulnerabilities that increase the risk of major depression or anxiety disorders (selective prevention) is important for protecting mental health in old age. The Depression-Agency Based Collaborative is a prevention trial involving older adults recruited from aging services sites (home care agencies, senior housing senior centers) who meet criteria for subthreshold depression and disability. Objective To examine (i) the effectiveness of partnerships with aging services sites for recruiting at-risk older adults, (ii) the quality of recruitment and acceptability of the Dep-ABC assessment and intervention, and (iii) the baseline status of participants. Methods Dep-ABC is a single-blind randomized controlled prevention trial set in aging services settings but with centralized screening, randomization, in-home assessments, and follow-up. Its intervention arm involves 6–8 sessions of problem-solving therapy, in which older adults aged 60+ learn to break down problems that affect wellbeing and develop strategies to address them. We examined participation rates to assess quality of recruitment across sites and level of disability according to service use. Results Dep-ABC randomized 104 participants, 68.4% of eligible older adults. Screening using self-reported disability successfully netted a sample in which 74% received home care agency services, with remaining participants similarly impaired in structured self-reports of impairment and on observed performance tests. Conclusions Direct outreach to aging services providers is an effective way to identify older adults with service needs at high risk of major depression. Problem solving therapy is acceptable to this population and can be added to current services. PMID:26706911

Interpersonal Problem-Solving Deficits in Self-Poisoning Patients.

ERIC Educational Resources Information Center

McLeavey, Breda C.; And Others

1987-01-01

Compared self-poisoning patients with psychiatric patients and nonpatient controls on problem-solving skills and locus of control. The psychiatric and self-poisoning groups showed deficits on interpersonal problem solving compared with nonpatient controls. The self-poisoning group performed below or at the level of the psychiatric group. Locus of…

The relationship between two-dimensional self-esteem and problem solving style in an anorexic inpatient sample.

PubMed

Paterson, Gillian; Power, Kevin; Yellowlees, Alex; Park, Katy; Taylor, Louise

2007-01-01

Research examining cognitive and behavioural determinants of anorexia is currently lacking. This has implications for the success of treatment programmes for anorexics, particularly, given the high reported dropout rates. This study examines two-dimensional self-esteem (comprising of self-competence and self-liking) and social problem-solving in an anorexic population and predicts that self-esteem will mediate the relationship between problem-solving and eating pathology by facilitating/inhibiting use of faulty/effective strategies. Twenty-seven anorexic inpatients and 62 controls completed measures of social problem solving and two-dimensional self-esteem. Anorexics scored significantly higher than the non-clinical group on measures of eating pathology, negative problem orientation, impulsivity/carelessness and avoidance and significantly lower on positive problem orientation and both self-esteem components. In the clinical sample, disordered eating correlated significantly with self-competence, negative problem-orientation and avoidance. Associations between disordered eating and problem solving lost significance when self-esteem was controlled in the clinical group only. Self-competence was found to be the main predictor of eating pathology in the clinical sample while self-liking, impulsivity and negative and positive problem orientation were main predictors in the non-clinical sample. Findings support the two-dimensional self-esteem theory with self-competence only being relevant to the anorexic population and support the hypothesis that self-esteem mediates the relationship between disordered eating and problem solving ability in an anorexic sample. Treatment implications include support for programmes emphasising increasing self-appraisal and self-efficacy. 2006 John Wiley & Sons, Ltd and Eating Disorders Association

More than just fun and games: the longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades.

PubMed

Adachi, Paul J C; Willoughby, Teena

2013-07-01

Some researchers have proposed that video games possess good learning principles and may promote problem solving skills. Empirical research regarding this relationship, however, is limited. The goal of the presented study was to examine whether strategic video game play (i.e., role playing and strategy games) predicted self-reported problem solving skills among a sample of 1,492 adolescents (50.8 % female), over the four high school years. The results showed that more strategic video game play predicted higher self-reported problem solving skills over time than less strategic video game play. In addition, the results showed support for an indirect association between strategic video game play and academic grades, in that strategic video game play predicted higher self-reported problem solving skills, and, in turn, higher self-reported problem solving skills predicted higher academic grades. The novel findings that strategic video games promote self-reported problem solving skills and indirectly predict academic grades are important considering that millions of adolescents play video games every day.

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

Problems reported by self-harm patients: perception, hopelessness, and suicidal intent.

PubMed

Milnes, David; Owens, David; Blenkiron, Paul

2002-09-01

Research suggests that problem-solving therapy may be an effective intervention following self-harm. This study determines the relation between self-harm patients' perceptions of their problems and their expressions of hopelessness and suicidal intent. One hundred fifty patients admitted to a district hospital following self-harm were asked questions about the type and perceived solubility of their problems. In addition, in each case, the patient completed a Beck's hopelessness scale and a psychiatrist completed a Beck's suicidal intent scale. 66% of patients, and more of the males than of the females, recorded at least one problem that they believed to be insoluble; such problems were most often in the area of relationships. Patients who reported insoluble problems experienced higher levels of hopelessness and more suicidal intent. There was significant correlation among the number of insoluble problems, hopelessness, and suicidal intent. People who undertake self-harm report insoluble relationship problems. When assessing hopelessness and suicidal intent in self-harm patients, clinicians should ask about perception of insoluble problems. Copyright 2002 Elsevier Science Inc.

Behavioral Marital Bibliotherapy: An Initial Investigation of Therapeutic Efficacy.

ERIC Educational Resources Information Center

Bornstein, Philip H.; And Others

1984-01-01

Reports an attempt to validate a self-help behavioral marital bibliotherapy program. Evaluated five clinical distressed couples via a multiple baseline analysis. Treatment involved reading and exercises covering communications, problem solving, and sexual dysfunction. Results were highly variable and reflected minimal change. (BH)

Six Concepts to Enhance School Effectiveness.

ERIC Educational Resources Information Center

Gleave, Doug

1984-01-01

An action research method, consisting of data collection, diagnosis, action planning, and evaluation, was used by the Saskatoon Schools (Canada) to facilitate school self-diagnosis and problem solving. The organizational model that helped categorize research findings on school effectiveness and innovation is explored in this article. (DF)

Co-rumination and co-problem solving in the daily lives of adolescents with major depressive disorder.

PubMed

Waller, Jennifer M; Silk, Jennifer S; Stone, Lindsey B; Dahl, Ronald E

2014-08-01

This study examines differences in the prevalence and nature of co-rumination during real-world social interactions with peers and parents among adolescents with major depressive disorder (MDD) compared to healthy controls. A total of 60 youth (29 with current MDD and 31 controls without psychopathology) completed a self-report measure of co-rumination and a 3-week ecological momentary assessment (EMA) protocol that measured the nature of face-to-face social interactions with peers and parents after a negative event in the adolescents' daily lives. Specifically, EMA was used to assess rates of problem talk, including both co-rumination and co-problem solving. Group differences in self-report and EMA measures were examined. Adolescents with MDD reported co-ruminating more often than adolescents with no Axis 1 disorders during daily interactions with both parents (Cohen's d = 0.78) and peers (d = 1.14), and also reported more co-rumination via questionnaire (d = 0.58). Adolescents with MDD engaged in co-problem solving with peers less often than did healthy controls (d = 0.78), but no group differences were found for rates of co-problem solving with parents. Results are consistent with previous research linking co-rumination and depression in adolescence and extend these self-report-based findings to assessment in an ecologically valid context. Importantly, the results support that MDD youth tend to co-ruminate more and to problem-solve less with peers in their daily lives compared to healthy youth, and that co-rumination also extends to parental relationships. Interventions focused on decreasing co-rumination with peers and parents and improving problem-solving skills with peers may be helpful for preventing and treating adolescent depression. Copyright © 2014 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

Development and Validation of the Diabetes Adolescent Problem Solving Questionnaire

PubMed Central

Mulvaney, Shelagh A.; Jaser, Sarah S.; Rothman, Russell L.; Russell, William; Pittel, Eric J.; Lybarger, Cindy; Wallston, Kenneth A.

2014-01-01

Objective Problem solving is a critical diabetes self-management skill. Because of a lack of clinically feasible measures, our aim was to develop and validate a self-report self-management problem solving questionnaire for adolescents with type 1 diabetes (T1D). Methods A multidisciplinary team of diabetes experts generated questionnaire items that addressed diabetes self-management problem solving. Iterative feedback from parents and adolescents resulted in 27 items. Adolescents from two studies (N=156) aged 13–17 were recruited through a pediatric diabetes clinic and completed measures through an online survey. Glycemic control was measured by HbA1c recorded in the medical record. Results Empirical elimination of items using Principal Components Analyses resulted in a 13-item unidimensional measure, the Diabetes Adolescent Problem Solving Questionnaire (DAPSQ) that explained 57% of the variance. The DAPSQ demonstrated internal consistency (Cronbach’s alpha = 0.92) and was correlated with diabetes self-management (r=0.53, p<.001), self-efficacy (r=0.54, p<.001), and glycemic control (r= −0.24, p<.01). Conclusion The DAPSQ is a brief instrument for assessment of diabetes self-management problem solving in youth with T1D associated with better self-management behaviors and glycemic control. Practice Implications The DAPSQ is a clinically feasible self-report measure that can provide valuable information regarding level of self-management problem solving and guide patient education. PMID:25063715

Development and validation of the diabetes adolescent problem solving questionnaire.

PubMed

Mulvaney, Shelagh A; Jaser, Sarah S; Rothman, Russell L; Russell, William E; Pittel, Eric J; Lybarger, Cindy; Wallston, Kenneth A

2014-10-01

Problem solving is a critical diabetes self-management skill. Because of a lack of clinically feasible measures, our aim was to develop and validate a self-report self-management problem solving questionnaire for adolescents with type 1 diabetes (T1D). A multidisciplinary team of diabetes experts generated questionnaire items that addressed diabetes self-management problem solving. Iterative feedback from parents and adolescents resulted in 27 items. Adolescents from two studies (N=156) aged 13-17 were recruited through a pediatric diabetes clinic and completed measures through an online survey. Glycemic control was measured by HbA1c recorded in the medical record. Empirical elimination of items using principal components analyses resulted in a 13-item unidimensional measure, the diabetes adolescent problem solving questionnaire (DAPSQ) that explained 56% of the variance. The DAPSQ demonstrated internal consistency (Cronbach's alpha=0.92) and was correlated with diabetes self-management (r=0.53, p<.001), self-efficacy (r=0.54, p<.001), and glycemic control (r=-0.24, p<.01). The DAPSQ is a brief instrument for assessment of diabetes self-management problem solving in youth with T1D and is associated with better self-management behaviors and glycemic control. The DAPSQ is a clinically feasible self-report measure that can provide valuable information regarding level of self-management problem solving and guide patient education. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Randomized Controlled Trial of Problem-Solving Therapy for Minor Depression in Home Care

ERIC Educational Resources Information Center

Gellis, Zvi D.; McGinty, Jean; Tierney, Lynda; Jordan, Cindy; Burton, Jean; Misener, Elizabeth

2008-01-01

Objective: Data are presented from a pilot research program initiated to develop, refine, and test the outcomes of problem-solving therapy that targets the needs of older adults with minor depression in home care settings. Method: A pilot randomized clinical trial compares the impact of problem-solving therapy for home care to treatment as usual…

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,…

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…

Interpersonal problem-solving skills training in the treatment of self-poisoning patients.

PubMed

McLeavey, B C; Daly, R J; Ludgate, J W; Murray, C M

1994-01-01

The present study evaluated the effectiveness of interpersonal problem-solving skills training (IPSST) for the treatment of self-poisoning patients. Thirty-nine self-poisoning patients were assigned randomly either to IPSST or to a control treatment condition (a brief problem-oriented approach). Both conditions were equally effective in reducing the number of presenting problems and in reducing hopelessness levels. However, the IPSST condition was significantly more effective than the control condition as determined by other outcome measures (measures of interpersonal cognitive problem solving, self-rated personal problem-solving ability, perceived ability to cope with ongoing problems, and self-perception). Follow-up studies showed maintenance of IPSST treatment gains at 6 months and a greater reduction of repetition of self-poisoning in the IPSST group at 1 year posttreatment.

Goal setting in diabetes self-management: Taking the baby steps to success

PubMed Central

DeWalt, Darren A.; Davis, Terry C.; Wallace, Andrea S.; Seligman, Hilary K.; Bryant-Shilliday, Betsy; Arnold, Connie L.; Freburger, Janet; Schillinger, Dean

2014-01-01

Objective To evaluate the usefulness of a diabetes self-management guide and a brief counseling intervention in helping patients set and achieve their behavioral goals. Methods We conducted a quasi-experimental study using a one group pretest posttest design to assess the effectiveness of a goal setting intervention along with a self-management guide. English- and Spanish-speaking patients with diabetes had one in-person session and two telephone follow-up calls with a non-clinical provider over a 12–16-week period. At each call and at the end of the study, we assessed success in achieving behavioral goals and problem solving toward those goals. Satisfaction with the self-management guide was assessed at the end of the study. Results We enrolled 250 patients across three sites and 229 patients completed the study. Most patients chose to set goals in diet and exercise domains. 93% of patients achieved at least one behavioral goal during the study and 73% achieved at least two behavioral goals. Many patients exhibited problem solving behavior to achieve their goals. We found no significant differences in reported achievement of behavior goals by literacy or language. Patients were very satisfied with the guide. Conclusions A brief goal setting intervention along with a diabetes self-management guide helped patients set and achieve healthy behavioral goals. Practice implications Non-clinical providers can successfully help a diverse range of patients with diabetes set and achieve behavioral goals. PMID:19359123

Collective Problem-Solving: The Role of Self-Efficacy, Skill, and Prior Knowledge

ERIC Educational Resources Information Center

Geifman, Dorit; Raban, Daphne R.

2015-01-01

Self-efficacy is essential to learning but what happens when learning is done as a result of a collective process? What is the role of individual self-efficacy in collective problem solving? This research examines the manifestation of self-efficacy in prediction markets that are configured as collective problem-solving platforms and whether…

Can reduce--the effects of chat-counseling and web-based self-help, web-based self-help alone and a waiting list control program on cannabis use in problematic cannabis users: a randomized controlled trial.

PubMed

Schaub, Michael P; Haug, Severin; Wenger, Andreas; Berg, Oliver; Sullivan, Robin; Beck, Thilo; Stark, Lars

2013-11-14

In European countries, including Switzerland, as well as in many states worldwide, cannabis is the most widely used psychoactive substance after alcohol and tobacco. Although approximately one in ten users develop serious problems of dependency, only a minority attends outpatient addiction counseling centers. The offer of a combined web-based self-help and chat counseling treatment could potentially also reach those users who hesitate to approach such treatment centers and help them to reduce their cannabis use. This paper presents the protocol for a three-armed randomized controlled trial that will test the effectiveness of a web-based self-help intervention in combination with, or independent of, tailored chat counseling compared to a waiting list in reducing or enabling the abstention from cannabis use in problematic users. The primary outcome will be the weekly quantity of cannabis used. Secondary outcome measures will include the number of days per week on which cannabis is used, the severity of cannabis use disorder, the severity of cannabis dependence, cannabis withdrawal symptoms, cannabis craving, the use of alcohol, tobacco, and other non-cannabis illicit drugs, changes in mental health symptoms, and treatment retention. The self-help intervention will consist of 8 modules designed to reduce cannabis use based on the principles of motivational interviewing, self-control practices, and methods of cognitive behavioral therapy. The two additional individual chat-counseling sessions in the additional chat condition will be based on the same therapy approaches and tailored to participants' self-help information data and personal problems. The predictive validity of participants' baseline characteristics on treatment retention and outcomes will be explored. To the best of our knowledge, this will be the first randomized controlled trial to test the effectiveness of online self-help therapy in combination or without chat counseling in reducing or enabling the abstention from cannabis use. It will also investigate predictors of outcome and retention for these interventions. This trial is registered at Current Controlled Trials and is traceable as ISRCTN59948178.

Can reduce - the effects of chat-counseling and web-based self-help, web-based self-help alone and a waiting list control program on cannabis use in problematic cannabis users: a randomized controlled trial

PubMed Central

2013-01-01

Background In European countries, including Switzerland, as well as in many states worldwide, cannabis is the most widely used psychoactive substance after alcohol and tobacco. Although approximately one in ten users develop serious problems of dependency, only a minority attends outpatient addiction counseling centers. The offer of a combined web-based self-help and chat counseling treatment could potentially also reach those users who hesitate to approach such treatment centers and help them to reduce their cannabis use. Methods/design This paper presents the protocol for a three-armed randomized controlled trial that will test the effectiveness of a web-based self-help intervention in combination with, or independent of, tailored chat counseling compared to a waiting list in reducing or enabling the abstention from cannabis use in problematic users. The primary outcome will be the weekly quantity of cannabis used. Secondary outcome measures will include the number of days per week on which cannabis is used, the severity of cannabis use disorder, the severity of cannabis dependence, cannabis withdrawal symptoms, cannabis craving, the use of alcohol, tobacco, and other non-cannabis illicit drugs, changes in mental health symptoms, and treatment retention. The self-help intervention will consist of 8 modules designed to reduce cannabis use based on the principles of motivational interviewing, self-control practices, and methods of cognitive behavioral therapy. The two additional individual chat-counseling sessions in the additional chat condition will be based on the same therapy approaches and tailored to participants’ self-help information data and personal problems. The predictive validity of participants’ baseline characteristics on treatment retention and outcomes will be explored. Discussion To the best of our knowledge, this will be the first randomized controlled trial to test the effectiveness of online self-help therapy in combination or without chat counseling in reducing or enabling the abstention from cannabis use. It will also investigate predictors of outcome and retention for these interventions. This trial is registered at Current Controlled Trials and is traceable as ISRCTN59948178. PMID:24228630

International Student Depression during Cultural Adjustment: Two Counseling Approaches and Strategies.

ERIC Educational Resources Information Center

Smith, Pheny Zhou

The growing number of international students and exchange scholars enrolled in American colleges and universities each year has called attention to the need to provide special mental health services to help international students adjust to the host culture and solve various mental health problems. According to Alderian therapy, people are…

Prompting in Web-Based Environments: Supporting Self-Monitoring and Problem Solving Skills in College Students

ERIC Educational Resources Information Center

Kauffman, Douglas F.; Ge, Xun; Xie, Kui; Chen, Ching-Huei

2008-01-01

This study explored Metacognition and how automated instructional support in the form of problem-solving and self-reflection prompts influenced students' capacity to solve complex problems in a Web-based learning environment. Specifically, we examined the independent and interactive effects of problem-solving prompts and reflection prompts on…

Exploring responses to transformative group therapy for orphaned children in the context of mass orphaning in Botswana.

PubMed

Thamuku, Masego; Daniel, Marguerite

2013-01-01

In the context of AIDS, the Botswana Government has adopted a group therapy program to help large numbers of orphaned children cope with bereavement. This study explores the effectiveness of the therapy and examines how it interacts with cultural attitudes and practices concerning death. Ten orphaned children were involved in five rounds of data collection during a therapeutic retreat; eight social workers completed questionnaires concerning the effectiveness of the therapy. Most children were able to come to terms with their loss, face problems in their home and school environments, and envision ways of solving problems. All the children described benefits of group formation and the support it would provide when they returned to their home situations.

Change in coping strategies following intensive intervention for special-service military personnel as civil emergency responders.

PubMed

Bian, Yongqiao; Xiong, Hongyan; Zhang, Lu; Tang, Tian; Liu, Zhen; Xu, Rufu; Lin, Hui; Xu, Bing

2011-01-01

To evaluate the effectiveness of a coping training program for the Chinese Special-Service Military Personnel (SSMP) as civil emergency responders. A parallel control trial was carried out in four special-service units (camps) stationed in Chongqing, China from Feb. 14th to May 30th, 2009. A total of 396 subjects were recruited and were randomly divided into an intervention group (n=201) and a control group (n=195) by clustering. Over the trial, participants in the intervention group received an additional coping-training program with 14 weekly two-hour sessions while the control group continued their normal work. Of all 396 participants, 343 attended all the sessions and completed the given measures. In comparison to their own scores in coping strategies at pre-intervention, significant and positive changes were observed in the intervention group (n=176) at post-intervention. Except for the strategy of self-blaming, the coping strategies including problem-solving, help-seeking, avoidance, fantasy and rationalization were improved. The descending order of the absolute change values over the trial in 5 coping strategies was fantasy, help-seeking, avoidance, problem-solving and rationalization. In addition, most subscales of social support and self-consistency, as powerful predictors of coping strategies, changed significantly over the intervention, while these changes were not observed in the control group (n=167). With the combined use of modular contents and procedural methods, our intervention not only led to fewer choices of immature coping strategies like fantasy, escape and rationalization, but also raised the use of mature coping strategies such as problem-solving and help-seeking. Accordingly, the intervention will be very helpful for regular coping training of Special-Service Units, something which can be verified and generalized for the whole SSMP in a future study.

Deliberate Learning in Health Care: The Effect of Importing Best Practices and Creative Problem Solving on Hospital Performance Improvement

PubMed Central

Nembhard, Ingrid M.; Cherian, Praseetha; Bradley, Elizabeth H.

2015-01-01

This article examines the effect on quality improvement of two common but distinct approaches to organizational learning: importing best practices (an externally oriented approach rooted in learning by imitating others’ best practices) and internal creative problem solving (an internally oriented approach rooted in learning by experimenting with self-generated solutions). We propose that independent and interaction effects of these approaches depend on where organizations are in their improvement journey – initial push or later phase. We examine this contingency in hospitals focused on improving treatment time for patients with heart attacks. Our results show that importing best practices helps hospitals achieve initial phase but not later phase improvement. Once hospitals enter the later phase of their efforts, however, significant improvement requires creative problem solving as well. Together, our results suggest that importing best practices delivers greater short-term improvement, but continued improvement depends on creative problem solving. PMID:24876100

Implementation Authentic Task to Enhance Problem Solving and Self-Management for Physics College Students

NASA Astrophysics Data System (ADS)

Festiyed; Djamas, D.; Pilendia, D.

2018-04-01

The purpose of this study is to enhance the problem solving and self-management abilities of student teachers through individual and group authentic task. Preliminary results showed that the learning outcomes in high category, nevertheless problem solving and self-management abilities are still low and average categories (scattered at interval 40 ≤ N ≤ 65). Initiative to improve this condition is needed. Action research is the alternative solution for that condition through planning, acting, evaluating, and reflecting. This study is allowed in 4 cycles. The acting step result with integrated discuss method, case study, and presentation including self-assessment for individual and group. This method was effective to enhance problem solving and self-management abilities. The final learning outcomes seen from the correlation between student self-assessment and lecture-assessment (r=0.19). Its means there are unidirectional relationship between the result of self-assessment and lecture-assessment. The Conclusion of the research was effective to enhance problem solving and self-management ability.

The Relationship between Mathematical Problem-Solving Skills and Self-Regulated Learning through Homework Behaviours, Motivation, and Metacognition

ERIC Educational Resources Information Center

Özcan, Zeynep Çigdem

2016-01-01

Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving…

The Relationship Between Problem-Solving Ability and Self-Harm Amongst People with Mild Intellectual Disabilities.

PubMed

Rees, Joanna; Langdon, Peter E

2016-07-01

The purpose of this study was to investigate the relationship between depression, hopelessness, problem-solving ability and self-harming behaviours amongst people with mild intellectual disabilities (IDs). Thirty-six people with mild IDs (77.9% women, Mage  = 31.77, SD = 10.73, MIQ  = 62.65, SD = 5.74) who had a history of self-harm were recruited. Participants were asked to complete measures of depression, hopelessness and problem-solving ability. Cutting was most frequently observed, and depression was prevalent amongst the sample. There was a significant positive relationship between depression and hopelessness, while there was no significant relationship between self-harm and depression or hopelessness. Problem-solving ability explained 15% of the variance in self-harm scores. Problem-solving ability appears to be associated with self-harming behaviours in people with mild IDs. © 2015 John Wiley & Sons Ltd.

A qualitative study of a blended therapy using problem solving therapy with a customised smartphone app in men who present to hospital with intentional self-harm.

PubMed

Mackie, Craig; Dunn, Nicole; MacLean, Sarah; Testa, Valerie; Heisel, Marnin; Hatcher, Simon

2017-11-01

Blended therapy describes the use of computerised therapy combined with face-to-face therapy to extend the depth, range and nature of the face-to-face therapy. We wanted to develop a treatment manual for a randomised trial of blended therapy combining face-to-face problem solving and a smartphone app in men who present to hospital with self-harm. To develop a treatment manual and to describe the experience of receiving and delivering a blended therapy. After completion of the blended therapy, semistructured qualitative interviews were conducted with participants to describe their experience of the treatment. Two independent coders analysed the material using a thematic, grounded theory approach. Seven men were enrolled in the study, and six completed the qualitative interviews. The two main themes identified were of trust and connection. Participants attended 85% of their appointments. In the treatment manual, we emphasised the themes of trust and connection by allowing time to discuss the app in the face-to-face to sessions, ensuring that therapists are familiar with the app and know how to respond to technical queries. Identification of trust and connection generates novel questions about the importance of the therapeutic alliance with technology rather than with people. Clinicians and app developers need to pay attention to the therapeutic relationship with technology as trust and good communication can be easily damaged, resulting in disengagement with the app. Blended therapy may result in increased adherence to face-to-face sessions. NCT02718248. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Problem Solving with Young Children Using Persona Dolls

ERIC Educational Resources Information Center

Pierce, Jan; Johnson, Cheryl Lynn

2010-01-01

Early childhood educators frequently look for new ways to help children build social and emotional skills. Teachers want to use effective tools and strategies whether they are redirecting aggressive behavior or encouraging self-esteem and friendship. Persona dolls are one approach to supporting children's social-emotional development. Persona…

Advances in Environmental Science and Technology, Volume Two.

ERIC Educational Resources Information Center

Pitts, James N., Jr., Ed.; Metcalf, Robert L., Ed.

The aim of this volume is to help delineate and solve the multitude of environmental problems our technology has created. Representing a diversity of notable approaches to crucial environmental issues, it features eight self-contained chapters by noted scientists. Topics range from broad considerations of air pollution and specific techniques for…

[E-health within the Dutch mental health services: what is the current situation?].

PubMed

Smeets, Odile; Martin Abello, Katherina; Zijlstra-Vlasveld, Moniek; Boon, Brigitte

2014-01-01

The 'e-mental health' currently available, which also covers m-health and i-health, varies from psycho-education and self-tests to self-help, treatment and contact with fellow sufferers. Many programs are based on cognitive behavioural therapy, but other types of therapy are also used. Research shows that online programs for depression, alcohol problems and anxiety can reduce these symptoms and can be cost effective. This applies to both self-help and treatment programs. Many e-programs in the Netherlands have been developed for the Dutch Association of Mental Health and Addiction Care (GGZ) and for treatment of addiction problems. One problem with e-mental-health is that provision is fragmented, and there is no national overview, while insight into quality is important for patients and professionals. The quality hallmark 'Onlinehulpstempel.nl' ('Online help hallmark') provides this insight. The use of e-mental-health within Dutch healthcare services is still in its infancy. New financing methods are stimulating general practitioners to use it. The consolidation of online and face-to-face care ('blended e-health') provides an opportunity for patients and GGZ support personnel within general practice to start to use e-health.

Subjective Experiences of the Benefits and Key Elements of a Cognitive Behavioral Intervention Focused on Community Work Outcomes in Persons With Mental Illness.

PubMed

Kukla, Marina; Strasburger, Amy M; Salyers, Michelle P; Rattray, Nicholas A; Lysaker, Paul H

2017-01-01

New research suggests that group-based cognitive behavioral therapy (CBT) may help improve employment outcomes in persons with mental illness, yet the effects and potential key elements facilitating change in such interventions are unclear. Using a mixed methods approach, this study examined the perspectives of persons with mental illness after participating in a pilot study of the "CBT for Work Success" intervention. Findings demonstrate that participants valued the intervention and perceived that it assisted them in achieving work goals. Therapeutic effects included improved self-efficacy, work motivation, enhanced sense of self as workers, and increased beliefs that work success is attainable. CBT for Work Success elements perceived to be important in facilitating work goals included cognitive restructuring, behavioral coping strategies, problem solving work barriers, meaningful reflection on oneself as a worker, and important factors associated with the group process. The authors discuss the implications of these findings and future research directions.

Self-help memory training for healthy older adults in a residential care center: specific and transfer effects on performance and beliefs.

PubMed

Cavallini, Elena; Bottiroli, Sara; Capotosto, Emanuela; De Beni, Rossana; Pavan, Giorgio; Vecchi, Tomaso; Borella, Erika

2015-08-01

Cognitive flexibility has repeatedly been shown to improve after training programs in community-dwelling older adults, but few studies have focused on healthy older adults living in other settings. This study investigated the efficacy of self-help training for healthy older adults in a residential care center on memory tasks they practiced (associative and object list learning tasks) and any transfer to other tasks (grocery lists, face-name learning, figure-word pairing, word lists, and text learning). Transfer effects on everyday life (using a problem-solving task) and on participants' beliefs regarding their memory (efficacy and control) were also examined. With the aid of a manual, the training adopted a learner-oriented approach that directly encouraged learners to generalize strategic behavior to new tasks. The maintenance of any training benefits was assessed after 6 months. The study involved 34 residential care center residents (aged 70-99 years old) with no cognitive impairments who were randomly assigned to two programs: the experimental group followed the self-help training program, whereas the active control group was involved in general cognitive stimulation activities. Training benefits emerged in the trained group for the tasks that were practiced. Transfer effects were found in memory and everyday problem-solving tasks and on memory beliefs. The effects of training were generally maintained in both practiced and unpracticed memory tasks. These results demonstrate that learner-oriented self-help training enhances memory performance and memory beliefs, in the short term at least, even in residential care center residents. Copyright © 2014 John Wiley & Sons, Ltd.

Prospective Teachers' Problem Solving Skills and Self-Confidence Levels

ERIC Educational Resources Information Center

Gursen Otacioglu, Sena

2008-01-01

The basic objective of the research is to determine whether the education that prospective teachers in different fields receive is related to their levels of problem solving skills and self-confidence. Within the mentioned framework, the prospective teachers' problem solving and self-confidence levels have been examined under several variables.…

The Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacy

ERIC Educational Resources Information Center

Erozkan, Atilgan

2013-01-01

The purpose of this study was to examine communication skills, interpersonal problem solving skills, and social self-efficacy perception of adolescents and the predictive role of communication skills and interpersonal problem solving skills on social self-efficacy. This study is a quantitative and relational study aimed at examining the…

An Investigation of Maternal Emotion Socialization Behaviors, Children's Self-Perceptions, and Social Problem-Solving Skills

ERIC Educational Resources Information Center

Ozkan, Hurside Kubra; Aksoy, Ayse Belgin

2017-01-01

Purpose: The present study aims to investigate maternal emotion socialization, children's self-perception, and social problem-solving skills. In addition, this study describes the association between the levels of children's self-perception and social problem-solving skills. Research Methods: This is a quantitative study adopting a relational…

Associations of Students' Beliefs with Self-Regulated Problem Solving in College Algebra

ERIC Educational Resources Information Center

Cifarelli, Victor; Goodson-Espy, Tracy; Chae, Jeong-Lim

2010-01-01

This paper reports results from a study of self-regulated problem solving actions of students enrolled in College Algebra (N = 139). The study examined the associations between the expressed mathematical beliefs of students and the students' self-regulated actions in solving mathematics problems. The research questions are: (a) What are some…

Problem Solving Interventions for Diabetes Self-management and Control: A Systematic Review of the Literature

PubMed Central

Fitzpatrick, Stephanie L.; Schumann, Kristina P.; Hill-Briggs, Felicia

2013-01-01

Aims Problem solving is deemed a core skill for patient diabetes self-management education. The purpose of this systematic review is to examine the published literature on the effect of problem-solving interventions on diabetes self-management and disease control. Data Sources We searched PubMed and PsychINFO electronic databases for English language articles published between November 2006 and September 2012. Reference lists from included studies were reviewed to capture additional studies. Study Selection Studies reporting problem-solving intervention or problem solving as an intervention component for diabetes self-management training and disease control were included. Twenty-four studies met inclusion criteria. Data Extraction Study design, sample characteristics, measures, and results were reviewed. Data Synthesis Sixteen intervention studies (11 adult, 5 children/adolescents) were randomized controlled trials, and 8 intervention studies (6 adult, 2 children/adolescents) were quasi-experimental designs. Conclusions Studies varied greatly in their approaches to problem-solving use in patient education. To date, 36% of adult problem-solving interventions and 42% of children/adolescent problem-solving interventions have demonstrated significant improvement in HbA1c, while psychosocial outcomes have been more promising. The next phase of problem-solving intervention research should employ intervention characteristics found to have sufficient potency and intensity to reach therapeutic levels needed to demonstrate change. PMID:23312614

Teleoperator/robot technology can help solve biomedical problems

NASA Technical Reports Server (NTRS)

Heer, E.; Bejczy, A. K.

1975-01-01

Teleoperator and robot technology appears to offer the possibility to apply these techniques to the benefit for the severely handicapped giving them greater self reliance and independence. Major problem areas in the development of prostheses and remotely controlled devices for the handicapped are briefly discussed, and the parallelism with problems in the development of teleoperator/robots identified. A brief description of specific ongoing and projected developments in the area of remotely controlled devices (wheelchairs and manipulators) is provided.

Attitude and practice of physical activity and social problem-solving ability among university students.

PubMed

Sone, Toshimasa; Kawachi, Yousuke; Abe, Chihiro; Otomo, Yuki; Sung, Yul-Wan; Ogawa, Seiji

2017-04-04

Effective social problem-solving abilities can contribute to decreased risk of poor mental health. In addition, physical activity has a favorable effect on mental health. These previous studies suggest that physical activity and social problem-solving ability can interact by helping to sustain mental health. The present study aimed to determine the association between attitude and practice of physical activity and social problem-solving ability among university students. Information on physical activity and social problem-solving was collected using a self-administered questionnaire. We analyzed data from 185 students who participated in the questionnaire surveys and psychological tests. Social problem-solving as measured by the Social Problem-Solving Inventory-Revised (SPSI-R) (median score 10.85) was the dependent variable. Multiple logistic regression analysis was employed to calculate the odds ratios (ORs) and 95% confidence intervals (CIs) for higher SPSI-R according to physical activity categories. The multiple logistic regression analysis indicated that the ORs (95% CI) in reference to participants who said they never considered exercising were 2.08 (0.69-6.93), 1.62 (0.55-5.26), 2.78 (0.86-9.77), and 6.23 (1.81-23.97) for participants who did not exercise but intended to start, tried to exercise but did not, exercised but not regularly, and exercised regularly, respectively. This finding suggested that positive linear association between physical activity and social problem-solving ability (p value for linear trend < 0.01). The present findings suggest that regular physical activity or intention to start physical activity may be an effective strategy to improve social problem-solving ability.

When People Complain Using Communication, Negotiation and Problem Solving to Resolve Complaints

DTIC Science & Technology

1991-06-01

with the na- ers, helped us and them to maintain self -es- tional security mission of U.S. Forces. Ex- teem and self -confidence. cept for locally...element. Distribution Storage and Retrieval 5-3 USAREUR personnel who find themselves This does not mean that staff who self -evalu- with complaint...commit 3ou to any and summarizing - condensing the content aAio.Adti seL resposes onlys wnmaize elements into fewer words. Other feedback orre fi x ne

Self-Monitoring Checklists for Inquiry Problem-Solving: Functional Problem-Solving Methods for Students with Intellectual Disability

ERIC Educational Resources Information Center

Miller, Bridget; Taber-Doughty, Teresa

2014-01-01

Three students with mild to moderate intellectual and multiple disability, enrolled in a self-contained functional curriculum class were taught to use a self-monitoring checklist and science notebook to increase independence in inquiry problem-solving skills. Using a single-subject multiple-probe design, all students acquired inquiry…

Personality and Social Problem-Solving: The Mediating Role of Self-Esteem

ERIC Educational Resources Information Center

Koruklu, Nermin

2015-01-01

The purpose of the present study was to examine direct and indirect relationships among personality, selfesteem and social problem-solving, as well as the mediating role of self-esteem in the link between personality and social problem-solving among Turkish youth. The study utilized a cross-sectional design comprising several self-reports. Data…

Technology Guidance and Counselling: Implementation Theory in Practice, Development and Experience

ERIC Educational Resources Information Center

Susanto, Eko; Novitasari, Yuni

2014-01-01

This article is a testimony of the results of practical experience and literacy studies on group counseling and group counseling. Since 1905 as the beginning of develop the group acknowledged that the approach is often effective to create an atmosphere that therapy can help people solve problems. Not only that certain groups are also often used…

Challenge of engaging all students via self-paced interactive electronic learning tutorials for introductory physics

NASA Astrophysics Data System (ADS)

DeVore, Seth; Marshman, Emily; Singh, Chandralekha

2017-06-01

As research-based, self-paced electronic learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we first discuss the effectiveness of electronic learning tutorials as self-paced learning tools in large enrollment brick and mortar introductory physics courses and then propose a framework for helping students engage effectively with the learning tools. The tutorials were developed via research in physics education and were found to be effective for a diverse group of introductory physics students in one-on-one implementation. Instructors encouraged the use of these tools in a self-paced learning environment by telling students that they would be helpful for solving the assigned homework problems and that the underlying physics principles in the tutorial problems would be similar to those in the in-class quizzes (which we call paired problems). We find that many students in the courses in which these interactive electronic learning tutorials were assigned as a self-study tool performed poorly on the paired problems. In contrast, a majority of student volunteers in one-on-one implementation greatly benefited from the tutorials and performed well on the paired problems. The significantly lower overall performance on paired problems administered as an in-class quiz compared to the performance of student volunteers who used the research-based tutorials in one-on-one implementation suggests that many students enrolled in introductory physics courses did not effectively engage with the tutorials outside of class and may have only used them superficially. The findings suggest that many students in need of out-of-class remediation via self-paced learning tools may have difficulty motivating themselves and may lack the self-regulation and time-management skills to engage effectively with tools specially designed to help them learn at their own pace. We conclude by proposing a theoretical framework to help students with diverse prior preparations engage effectively with self-paced learning tools.

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)

A Delphi survey of the views of adult male patients with personality disorders on psychoeducation and social problem-solving therapy.

PubMed

McMurran, Mary; Wilmington, Rebekah

2007-01-01

Psychoeducation and social problem-solving therapy are treatment components that work well in tandem for offenders with personality disorders, hence it is worthwhile to maintain and improve their effectiveness. The aim was to seek patients' views of these therapies to contribute to their development. A Delphi survey was conducted with all 12 male inpatients of a personality disorder hospital treatment unit. Round 1 produced 30 statements for psychoeducation and 59 for social problem-solving therapy to be rated in Round 2. There was consensus at a level of 70% for all items. Both psychoeducation and social problem-solving therapies were viewed as useful by these patients. The men also suggested improvements in psychoeducation, including minimizing the delay between assessment and feedback, provision of reference material, preparation for the work and support afterwards. Areas identified for improvement in social problem-solving therapy included more frequent review of progress, greater consistency of delivery, eliciting problems more effectively, providing reference material, supporting patients in group work, and the development of an advanced therapy. A Delphi approach to evaluation of therapies with the people receiving them is not only feasible but seems to offer a practical way of making useful clinical adjustments to the work. Further research with larger samples might usefully focus on whether such an approach enhances treatment compliance. 2007 John Wiley & Sons, Ltd

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.

A problem-solving approach to effective insulin injection for patients at either end of the body mass index.

PubMed

Juip, Micki; Fitzner, Karen

2012-06-01

People with diabetes require skills and knowledge to adhere to medication regimens and self-manage this complex disease. Effective self-management is contingent upon effective problem solving and decision making. Gaps existed regarding useful approaches to problem solving by individuals with very low and very high body mass index (BMI) who self-administer insulin injections. This article addresses those gaps by presenting findings from a patient survey, a symposium on the topic of problem solving, and recent interviews with diabetes educators to facilitate problem-solving approaches for people with diabetes with high and low BMI who inject insulin and/or other medications. In practice, problem solving involves problem identification, definition, and specification; goal and barrier identification are a prelude to generating a set of potential strategies for problem resolution and applying these strategies to implement a solution. Teaching techniques, such as site rotation and ensuring that people with diabetes use the appropriate equipment, increase confidence with medication adherence. Medication taking is more effective when people with diabetes are equipped with the knowledge, skills, and problem-solving behaviors to effectively self-manage their injections.

Therapeutic mode preferences and associated factors among Norwegian undergraduate occupational therapy students: A cross-sectional exploratory study.

PubMed

Yazdani, Farzaneh; Carstensen, Tove; Bonsaksen, Tore

2017-03-01

The Intentional Relationship Model is specifically focused on the relational aspect of therapy. The model describes six therapeutic modes; these represent different types of interaction for the therapist. However, preferences for therapeutic mode use are under researched. This study aims to describe preferences for therapeutic modes in undergraduate occupational therapy students, as well as to explore factors associated to each of the therapeutic modes. A sample of 96 occupational therapy students, based at two different Norwegian universities, participated in the study. They completed the Norwegian Self-Assessment of Modes Questionnaire along with sociodemographic information. Descriptive analysis, bivariate correlation and linear regression analysis were employed. The problem-solving mode was most frequently endorsed. There were generally weak associations between the variables, but female sex and being a student in the education program in Trondheim were associated with higher preference for collaboration. There is diversity in students' preferences for the modes, but the problem-solving mode was the most preferred. Students need to be aware of the mode they feel more comfortable with and make sure they use modes that fit with the specific client. The occupational therapy education programs need to incorporate raising awareness about therapeutic modes.

Older adults' preferences for religion/spirituality in treatment for anxiety and depression.

PubMed

Stanley, Melinda A; Bush, Amber L; Camp, Mary E; Jameson, John P; Phillips, Laura L; Barber, Catherine R; Zeno, Darrell; Lomax, James W; Cully, Jeffrey A

2011-04-01

To examine patient preferences for incorporating religion and/or spirituality into therapy for anxiety or depression and examine the relations between patient preferences and religious and spiritual coping styles, beliefs and behaviors. Participants (66 adults, 55 years or older, from earlier studies of cognitive-behavioral therapy for late-life anxiety and/or depression in primary care) completed these measures by telephone or in-person: Geriatric Anxiety Inventory, Client Attitudes Toward Spirituality in Therapy, Patient Interview, Brief Religious Coping, Religious Problem Solving Scale, Santa Clara Strength of Religious Faith, and Brief Multidimensional Measure of Religiousness and Spirituality. Spearman's rank-order correlations and ordinal logistic regression examined religious/spiritual variables as predictors of preferences for inclusion of religion or spirituality into counseling. Most participants (77-83%) preferred including religion and/or spirituality in therapy for anxiety and depression. Participants who thought it was important to include religion or spirituality in therapy reported more positive religious-based coping, greater strength of religious faith, and greater collaborative and less self-directed problem-solving styles than participants who did not think it was important. For individuals like most participants in this study (Christians), incorporating spirituality/religion into counseling for anxiety and depression was desirable.

Contributions of Self-Efficacy and Problem Solving Skills on Secretaries' Job Performance in Ogun State Public Service, Nigeria

ERIC Educational Resources Information Center

Abosede, Subuola Catherine; Adesanya, Adebimpe Olusola

2017-01-01

This study is aimed at determining the contributions of self-efficacy and problem solving skills to the job performance of secretaries. The study also ascertained the relationship among self-efficacy, problem solving skills and job performance of the secretaries. The study employed the descriptive research design. Ten (10) secretaries were…

Project TEAMS (Techniques and Education for Achieving Management Skills): Health Care Administrators.

ERIC Educational Resources Information Center

Platte Technical Community Coll., Columbus, NE.

These Project TEAMS (Techniques and Education for Achieving Management Skills) instructional materials consist of five units for use in training health care administrators. Unit 1 contains materials designed to help the health care administrators increase their management skills in regard to self-awareness, time management, problem solving,…

Self-Help Clothing for Children Who Have Physical Disabilities. Revised.

ERIC Educational Resources Information Center

Hotte, Eleanor Boettke

Intended for parents and teachers of the physically handicapped, the booklet reviews the present clothing picture and provides suggestions for solving clothing and dressing problems. In an initial section addressed to parents the chapters cover the need for children to function independently, selection of the person and timing for training in…

What to Do for a Fussy Baby: A Problem-Solving Approach

ERIC Educational Resources Information Center

Gonzalez-Mena, Janet

2007-01-01

Hungarian pediatrician Emmi Pikler theorized that freedom of movement facilitates infants' development and learning. The self-education promoted by freedom to move gives an infant a lasting view of herself as a competent learner. Pikler's approach also emphasizes the importance of helping each child feel respected and secure. The author examines…

The effectiveness of manual-guided, problem-solving-based self-learning programme for family caregivers of people with recent-onset psychosis: A randomised controlled trial with 6-month follow-up.

PubMed

Chien, Wai Tong; Yip, Annie L K; Liu, Justina Y W; McMaster, Terry W

2016-07-01

Family intervention for psychotic disorders is an integral part of psychiatric treatment with positive effects on patients' mental state and relapse rate. However, the effect of such family-based intervention on caregivers' psychological distress and well-being, especially in non-Western countries, has received comparatively much less attention. To test the effects of guided problem-solving-based manual-guided self-learning programme for family caregivers of adults with recent-onset psychosis over a 6-month period of follow-up, when compared with those in usual family support service. A single-centre randomised controlled trial, which was registered at ClinicalTrials.gov (NCT02391649), with a repeated-measures, two-arm (parallel-group) design. One main psychiatric outpatient clinic in the New Territories of Hong Kong. A random sample of 116 family caregiverss of adult outpatients with recent-onset psychosis. Following pre-test measurement, caregivers were assigned randomly to one of two study groups: a 5-month self-help, problem-solving-based manual-guided self-learning (or bibliotherapy) programme (in addition to usual care), or usual family support service only. Varieties of patient and caregiver health outcomes were assessed and compared at baseline and at 1-week and 6-month post-intervention. One hundred and eleven (96%) caregivers completed the 6-month follow-up (two post-tests); 55 of them (95%) completed ≥4 modules and attended ≥2 review sessions (i.e., 75% of the intervention). The family participants' mean age was about 38 years and over 64% of them were female and patient's parent or spouse. Multivariate analyses of variance indicated that the manual-guided self-learning group reported significantly greater improvements than the usual care group in family burden [F(1,110)=6.21, p=0.006] and caregiving experience [F(1,110)=6.88, p=0.0004], and patients' psychotic symptoms [F(1,110)=6.25, p=0.0003], functioning [F(1,110)=7.01, p=0.0005] and number of hospitalisations [F(1,110)=5.71, p=0.005] over 6-month follow-up. Problem-solving-based, manual-guided self-learning programme for family caregivers of adults with recent-onset psychosis can be an effective self-help programme and provide medium-term benefits to patients' and caregivers' mental health and duration of patients' re-hospitalisations. Copyright © 2016 Elsevier Ltd. All rights reserved.

Some Critical Differences between Self-Help and Therapy Groups.

ERIC Educational Resources Information Center

Riordan, Richard J.; Beggs, Marilyn S.

1988-01-01

Presents a scheme for addressing differences between self-help groups and therapy groups, characterizing a list of group work parameters according to emphasis placed on each in therapy groups in contrast with self-help groups. Distinguishes between support groups, started by professional helping organizations or individuals, and self-help groups,…

A problem-solving approach to nutrition education with Filipino mothers.

PubMed

Ticao, C J; Aboud, F E

1998-06-01

The study examined Filipino mothers' problem solving on issues related to child feeding, using a dyadic, peer-help approach. The participants were mothers of children under 6 yr of age from a village in the southern Philippines, where malnutrition among children is prevalent. Mothers were paired with a mutual friend (each nominated the other as a best friend) or a unilateral friend (only one nominated the other as a best friend) to discuss a feeding problem to which they initially gave similar solutions (agreed) and one to which they gave different solutions (disagreed). In the final step, they were asked to give privately the solutions they considered best for the problem. The number and quality of these final-step solutions were analyzed as a function of the friend relation, the level of initial agreement with their friend partner, and the source of the solution. Results indicated that the quantity and quality of solutions increased from before to after the dyadic discussion, especially among mothers paired with a mutual friend with whom they agreed. Most of their final-step solutions came from ones they themselves had generated during the discussion, not ones their friend partner had proposed. There was also evidence that high quality solutions were generated by mothers paired with a disagreeing unilateral friend. Implications for nutrition education concern the benefits of a peer-help, dyadic problem-solving approach, taking into account the role of a friend in facilitating a mother's production of new solutions to child feeding problems. The procedure may be used by health promoters who want to build capacities and self-reliance through collective problem solving.

Visuospatial anatomy comprehension: the role of spatial visualization ability and problem-solving strategies.

PubMed

Nguyen, Ngan; Mulla, Ali; Nelson, Andrew J; Wilson, Timothy D

2014-01-01

The present study explored the problem-solving strategies of high- and low-spatial visualization ability learners on a novel spatial anatomy task to determine whether differences in strategies contribute to differences in task performance. The results of this study provide further insights into the processing commonalities and differences among learners beyond the classification of spatial visualization ability alone, and help elucidate what, if anything, high- and low-spatial visualization ability learners do differently while solving spatial anatomy task problems. Forty-two students completed a standardized measure of spatial visualization ability, a novel spatial anatomy task, and a questionnaire involving personal self-analysis of the processes and strategies used while performing the spatial anatomy task. Strategy reports revealed that there were different ways students approached answering the spatial anatomy task problems. However, chi-square test analyses established that differences in problem-solving strategies did not contribute to differences in task performance. Therefore, underlying spatial visualization ability is the main source of variation in spatial anatomy task performance, irrespective of strategy. In addition to scoring higher and spending less time on the anatomy task, participants with high spatial visualization ability were also more accurate when solving the task problems. © 2013 American Association of Anatomists.

Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning.

PubMed

Choi, Eunyoung; Lindquist, Ruth; Song, Yeoungsuk

2014-01-01

Problem-based learning (PBL) is a method widely used in nursing education to develop students' critical thinking skills to solve practice problems independently. Although PBL has been used in nursing education in Korea for nearly a decade, few studies have examined its effects on Korean nursing students' learning outcomes, and few Korean studies have examined relationships among these outcomes. The objectives of this study are to examine outcome abilities including critical thinking, problem-solving, and self-directed learning of nursing students receiving PBL vs. traditional lecture, and to examine correlations among these outcome abilities. A quasi-experimental non-equivalent group pretest-posttest design was used. First-year nursing students (N=90) were recruited from two different junior colleges in two cities (GY and GJ) in South Korea. In two selected educational programs, one used traditional lecture methods, while the other used PBL methods. Standardized self-administered questionnaires of critical thinking, problem-solving, and self-directed learning abilities were administered before and at 16weeks (after instruction). Learning outcomes were significantly positively correlated, however outcomes were not statistically different between groups. Students in the PBL group improved across all abilities measured, while student scores in the traditional lecture group decreased in problem-solving and self-directed learning. Critical thinking was positively associated with problem-solving and self-directed learning (r=.71, and r=.50, respectively, p<.001); problem-solving was positively associated with self-directed learning (r=.75, p<.001). Learning outcomes of PBL were not significantly different from traditional lecture in this small underpowered study, despite positive trends. Larger studies are recommended to study effects of PBL on critical student abilities. Copyright © 2013 Elsevier Ltd. All rights reserved.

Art-making in a family medicine clerkship: how does it affect medical student empathy?

PubMed

Potash, Jordan S; Chen, Julie Y; Lam, Cindy L K; Chau, Vivian T W

2014-11-28

To provide patient-centred holistic care, doctors must possess good interpersonal and empathic skills. Medical schools traditionally adopt a skills-based approach to such training but creative engagement with the arts has also been effective. A novel arts-based approach may help medical students develop empathic understanding of patients and thus contribute to medical students' transformative process into compassionate doctors. This study aimed to evaluate the impact of an arts-making workshop on medical student empathy. This was a mixed-method quantitative-qualitative study. In the 2011-12 academic year, all 161 third year medical students at the University of Hong Kong were randomly allocated into either an arts-making workshop or a problem-solving workshop during the Family Medicine clerkship according to a centrally-set timetable. Students in the arts-making workshop wrote a poem, created artwork and completed a reflective essay while students in the conventional workshop problem-solved clinical cases and wrote a case commentary. All students who agreed to participate in the study completed a measure of empathy for medical students, the Jefferson Scale of Empathy (JSE) (student version), at the start and end of the clerkship. Quantitative data analysis: Paired t-test and repeated measures ANOVA was used to compare the change within and between groups respectively. Qualitative data analysis: Two researchers independently chose representational narratives based on criteria adapted from art therapy. The final 20 works were agreed upon by consensus and thematically analysed using a grounded theory approach. The level of empathy declined in both groups over time, but with no statistically significant differences between groups. For JSE items relating to emotional influence on medical decision making, participants in the arts-making workshop changed more than those in the problem-solving workshop. From the qualitative data, students perceived benefits in arts-making, and gained understanding in relation to self, patients, pain and suffering, and the role of the doctor. Though quantitative findings showed little difference in empathy between groups, arts-making workshop participants gained empathic understanding in four different thematic areas. This workshop also seemed to promote greater self-awareness which may help medical students recognize the potential for emotions to sway judgment. Future art workshops should focus on emotional awareness and regulation.

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

Computer-assisted cognitive remediation therapy: cognition, self-esteem and quality of life in schizophrenia.

PubMed

Garrido, Gemma; Barrios, Maite; Penadés, Rafael; Enríquez, Maria; Garolera, Maite; Aragay, Núria; Pajares, Marta; Vallès, Vicenç; Delgado, Luis; Alberni, Joan; Faixa, Carlota; Vendrell, Josep M

2013-11-01

Quality of life (QoL) is an important outcome in the treatment of schizophrenia. Cognitive deficits have an impact on functional outcomes. Cognitive remediation therapy is emerging as a psychological intervention that targets cognitive impairment, but the effect of computer-assisted cognitive remediation on neuropsychology and social functioning and wellbeing remains unclear. The aim of the current study is to investigate the neurocognitive outcomes of computer-assisted cognitive remediation (CACR) therapy in a sample of schizophrenia patients, and to measure the quality of life and self-esteem as secondary outcomes. Sixty-seven people with schizophrenia were randomly assigned to computer-assisted cognitive remediation or an active control condition. The main outcomes were neuropsychological measures and secondary outcomes (self-esteem and quality of life). Measurements were recorded at baseline and post-treatment. The CACR therapy group improved in speed of processing, working memory and reasoning and problem-solving cognitive domains. QoL and self-esteem measures also showed significant improvements over time in this group. Computer-assisted cognitive remediation therapy for people with schizophrenia achieved improvements in neuropsychological performance and in QoL and self-esteem measurements. © 2013 Elsevier B.V. All rights reserved.

Detangling the Interrelationships between Self- Regulation and Ill-Structured Problem Solving in Problem-Based Learning

ERIC Educational Resources Information Center

Ge, Xun; Law, Victor; Huang, Kun

2016-01-01

One of the goals for problem-based learning (PBL) is to promote self-regulation. Although self-regulation has been studied extensively, its interrelationships with ill-structured problem solving have been unclear. In order to clarify the interrelationships, this article proposes a conceptual framework illustrating the iterative processes among…

The Meditative Mind: A Comprehensive Meta-Analysis of MRI Studies

PubMed Central

2015-01-01

Over the past decade mind and body practices, such as yoga and meditation, have raised interest in different scientific fields; in particular, the physiological mechanisms underlying the beneficial effects observed in meditators have been investigated. Neuroimaging studies have studied the effects of meditation on brain structure and function and findings have helped clarify the biological underpinnings of the positive effects of meditation practice and the possible integration of this technique in standard therapy. The large amount of data collected thus far allows drawing some conclusions about the neural effects of meditation practice. In the present study we used activation likelihood estimation (ALE) analysis to make a coordinate-based meta-analysis of neuroimaging data on the effects of meditation on brain structure and function. Results indicate that meditation leads to activation in brain areas involved in processing self-relevant information, self-regulation, focused problem-solving, adaptive behavior, and interoception. Results also show that meditation practice induces functional and structural brain modifications in expert meditators, especially in areas involved in self-referential processes such as self-awareness and self-regulation. These results demonstrate that a biological substrate underlies the positive pervasive effect of meditation practice and suggest that meditation techniques could be adopted in clinical populations and to prevent disease. PMID:26146618

Introduction to Problem Solving: Strategies for the Elementary Math Classroom.

ERIC Educational Resources Information Center

O'Connell, Susan

This book is designed to help better understand problem-solving instruction. It presents information on helping students understand the problem-solving process as well as information on teaching specific strategies, including: Choose an Operation; Find a Pattern; Make a Table; Make an Organized List; Draw a Picture or Diagram; Guess, Check, and…

Effect of Scaffolding on Helping Introductory Physics Students Solve Quantitative Problems Involving Strong Alternative Conceptions

ERIC Educational Resources Information Center

Lin, Shih-Yin; Singh, Chandralekha

2015-01-01

It is well known that introductory physics students often have alternative conceptions that are inconsistent with established physical principles and concepts. Invoking alternative conceptions in the quantitative problem-solving process can derail the entire process. In order to help students solve quantitative problems involving strong…

A comparative study of the effects of problem-solving skills training and relaxation on the score of self-esteem in women with postpartum depression

PubMed Central

Nasiri, Saeideh; Kordi, Masoumeh; Gharavi, Morteza Modares

2015-01-01

Background: Self-esteem is a determinant factor of mental health. Individuals with low self-esteem have depression, and low self-esteem is one of main symptoms of depression. Aim of this study is to compare the effects of problem-solving skills and relaxation on the score of self-esteem in women with postpartum depression. Materials and Methods: This clinical trial was performed on 80 women. Sampling was done in Mashhad healthy centers from December 2009 to June 2010. Women were randomly divided and assigned to problem-solving skills (n = 26), relaxation (n = 26), and control groups (n = 28). Interventions were implemented for 6 weeks and the subjects again completed Eysenck self-esteem scale 9 weeks after delivery. Data analysis was done by descriptive statistics, Kruskal–Wallis test, and analysis of variance (ANOVA) test by SPSS software. Results: The findings showed that the mean of self-esteem scale scores was 117.9 ± 9.7 after intervention in the problem-solving group, 117.0 ± 11.8 in the relaxation group, and 113.5 ± 10.4 in the control group and there was significant difference between the groups of relaxation and problem solving, and also between intervention groups and control group. Conclusions: According to the results, problem-solving skills and relaxation can be used to prevent and recover from postpartum depression. PMID:25709699

Strengthening Parenting Skills: Teenagers. Secondary Learning Guide 3. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on strengthening parenting skills is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems;…

Decision Making, Self-Efficacy, and the Place of Career Education in Elementary School Social Studies

ERIC Educational Resources Information Center

Gallavan, Nancy P.

2003-01-01

In 1960, Shirley Engle identified the primary purposes or "heart of social studies instruction" as educating citizens living in a democracy and teaching them the process of decision making based on values formulation through genuine problem solving. Engle's recommendations for helping students to confront and comprehend today's complex issues…

3D Sound Interactive Environments for Blind Children Problem Solving Skills

ERIC Educational Resources Information Center

Sanchez, Jaime; Saenz, Mauricio

2006-01-01

Audio-based virtual environments have been increasingly used to foster cognitive and learning skills. A number of studies have also highlighted that the use of technology can help learners to develop effective skills such as motivation and self-esteem. This study presents the design and usability of 3D interactive environments for children with…

Making Consumer Choices. Secondary Learning Guide 6. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on making consumer choices is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish…

Strengthening Parenting Skills: School Age. Secondary Learning Guide 2. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on strengthening parenting skills is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems;…

Conserving Limited Resources. Secondary Learning Guide 14. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on conserving limited resources is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish…

Contingencies in Mother-Child Teaching Interactions and Behavioral Regulation and Dysregulation in Early Childhood

ERIC Educational Resources Information Center

Lunkenheimer, Erika S.; Kemp, Christine J.; Albrecht, Erin C.

2013-01-01

Predictable patterns in early parent-child interactions may help lay the foundation for how children learn to self-regulate. The present study examined contingencies between maternal teaching and directives and child compliance in mother-child problem-solving interactions at age 3.5 and whether they predicted children's behavioral regulation and…

Preventing Teen Pregnancy. Secondary Learning Guide 4. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on preventing teen pregnancy is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish…

Balancing Work and Family. Secondary Learning Guide 5. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on balancing work and family is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish…

Social problem-solving, perceived stress, depression and life-satisfaction in patients suffering from tension type and migraine headaches.

PubMed

Eskin, Mehmet; Akyol, Ali; Çelik, Emine Yilmaz; Gültekin, Bülent Kadri

2013-08-01

This study aimed at investigating social problem solving, perceived stress, depression, and life-satisfaction in patients with tension type and migraine headaches. Forty-nine migraine and 42 tension type headache patients (n = 91) consenting to participate were compared to a total of 49 matched healthy control group. Participants filled in a questionnaire consisting self-report measures of problem solving, perceived stress, depression and life satisfaction. They were also asked about headache duration, frequency, pain severity, psychiatric treatment and sense of control in one's life. T-tests, chi-square, analysis of variance, logistic regression analysis and Pearson product moment correlation coefficient procedures were used to analyze the data. Tension type headache patients reported having had more frequent headaches than the migraine patients but migraine patients reported having had more intense pain than the tension type headache patients. Instances of psychiatric treatment were more common among tension type headache patients than the migraine and the control group. Compared to the healthy controls, headache patients displayed a deficiency in problem solving, higher levels of perceived stress and depression. Levels of problem solving skills in headache patients were related inversely to depression, perceived stress and the number of negative life events but problem solving skills of headache patients was related positively to life-satisfaction. The findings from this study suggested that cognitive behavioral problem solving therapy or training might be a viable option for reducing levels of stress and depression, and to increase life-satisfaction in patients suffering from primary headache. © 2013 The Scandinavian Psychological Associations.

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.

Internet-based treatment of major depression for patients on a waiting list for inpatient psychotherapy: protocol for a multi-centre randomised controlled trial

PubMed Central

2013-01-01

Background Major depressive disorder (MDD) is a prevalent and severe disorder. Although effective treatments for MDD are available, many patients remain untreated, mainly because of insufficient treatment capacities in the health care system. Resulting waiting periods are often associated with prolonged suffering and impairment as well as a higher risk of chronification. Web-based interventions may help to alleviate these problems. Numerous studies provided evidence for the efficacy of web-based interventions for depression. The aim of this study is to evaluate a new web-based guided self-help intervention (GET.ON-Mood Enhancer-WL) specifically developed for patients waiting to commence inpatient therapy for MDD. Methods In a two-armed randomised controlled trial (n = 200), the web-based guided intervention GET.ON-Mood Enhancer-WL in addition to treatment as usual (TAU) will be compared with TAU alone. The intervention contains six modules (psycho education, behavioural activation I & II, problem solving I & II, and preparation for subsequent inpatient depression therapy). The participants will be supported by an e-coach, who will provide written feedback after each module. Inclusion criteria include a diagnosis of MDD assessed with a structured clinical interview [SCID] and a waiting period of at least three weeks before start of inpatient treatment. The primary outcome is observer-rated depressive symptom severity (HRSD24). Further (explorative) questions include whether remission will be achieved earlier and by more patients during inpatient therapy because of the web-based preparatory intervention. Discussion If GET.ON-Mood Enhancer-WL is proven to be effective, patients may start inpatient therapy with reduced depressive symptom severity, ideally leading to higher remission rates, shortened inpatient therapy, reduced costs, and decreased waiting times. Trial registration German Clinical Trial Registration (DRKS): DRKS00004708. PMID:24279841

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 Culture Influences Teacher Self-Reflective Problem Solving Behavior and Self-Efficacy: Experiences of White Female Teachers Working through Relationship with Black Students in a Mid-Western American City

ERIC Educational Resources Information Center

Tolson, Bonnie Lynn

2013-01-01

Teachers make a difference. White female middle-class teachers represent 84 percent of Americas' teachers. How does culture influence the self-reflective problem-solving behaviors of urban teachers? Urban schools fail youth by opening the doors for a mass exodus. The problem solving behavior of urban teachers may contribute to the student exodus…

Three-M in Word Problem Solving

ERIC Educational Resources Information Center

Hajra, Sayonita Ghosh; Kofman, Victoria

2018-01-01

We describe three activities that help undergraduates (pre-service teachers) to develop scientific vocabulary on measurable attributes and units of measurement. Measurable attributes are important features in understanding a word problem and solving the problem. These activities help students comprehend word problems better by identifying…

Emotional and behavioral problems among adolescent smokers and their help-seeking behavior.

PubMed

Muthupalaniappen, Leelavathi; Omar, Juslina; Omar, Khairani; Iryani, Tuti; Hamid, Siti Norain

2012-09-01

We carried out a cross sectional study to detect emotional and behavioral problems among adolescents who smoke and their help-seeking behavior. This study was conducted in Sarawak, East Malaysia, between July and September 2006. Emotional and behavioral problems were measured using the Youth Self-Report (YSR/11-18) questionnaire; help seeking behavior was assessed using a help-seeking questionnaire. Three hundred ninety-nine students participated in the study; the smoking prevalence was 32.8%. The mean scores for emotional and behavioral problems were higher among smokers than non-smokers in all domains (internalizing, p = 0.028; externalizing, p = 0.001; other behavior, p = 0.001). The majority of students who smoked (94.7%) did not seek help from a primary health care provider for their emotional or behavioral problems. Common barriers to help-seeking were: the perception their problems were trivial (60.3%) and the preference to solve problems on their own (45.8%). Our findings suggest adolescent smokers in Sarawak, East Malaysia were more likely to break rules, exhibit aggressive behavior and have somatic complaints than non-smoking adolescents. Adolescent smokers preferred to seek help for their problems from informal sources. Physicians treating adolescents should inquire about smoking habits, emotional and behavioral problems and offer counseling if required.

Puzzling Science: Using the Rubik's Cube to Teach Problem Solving

ERIC Educational Resources Information Center

Rohrig, Brian

2010-01-01

A major goal of education is to help learners store information in long-term memory and use that information on later occasions to effectively solve problems (Vockell 2010). Therefore, this author began to use the Rubik's cube to help students learn to problem solve. There is something special about this colorful three-dimensional puzzle that…

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…

Glucose and cholesterol stabilization in patients with type 2 diabetes mellitus with depressive and anxiety symptoms by problem-solving therapy in primary care centers in Mexico City.

PubMed

Villamil-Salcedo, Valerio; Vargas-Terrez, Blanca E; Caraveo-Anduaga, Jorge; González-Olvera, Jorge; Díaz-Anzaldúa, Adriana; Cortés-Sotres, José; Pérez-Ávila, Magdalena

2018-01-01

Aim The aim of this study was to determine if the problem-solving therapy (PST) helps control metabolic variables in patients with type 2 diabetes mellitus (T2DM) who show depressive and anxiety symptoms. T2DM is a chronic-degenerative multifactorial disease. It is considered one of the main public health problems in the world, and it represents an important social and economic burden. It is frequently associated with major depression and anxiety disorders, which are related with high glycated hemoglobin (HbA1c) concentrations and poor metabolic control. We initially included 123 patients diagnosed with T2DM from five primary care centers (PCC) in Mexico City. HbA1c, central glucose, and lipid profile were measured in each patient. In addition, the Kessler psychological distress scale (K-10), the Beck Depression Inventory, and the Beck Anxiety Inventory were applied at the beginning and, to those who continued, at the end of the PST, as well as four months later. Findings In total, 36 patients completed the PST and the follow-up. There was a significant decrease in depressive and anxiety symptoms (P<0.001), as well as in total cholesterol (P=0.002), HbA1c (P=0.05), and low-density lipoprotein (LDL) (P=0.022). The PST helps reduce depressive and anxiety symptoms and may help stabilize glucose and cholesterol up to four months. Further studies on this area are recommended. If our findings are confirmed, the PST could help improve the quality of life of thousands of individuals with psychiatric-metabolic co-morbidity who only visit PCC.

The Impact of Metacognitive Strategies and Self-Regulating Processes of Solving Math Word Problems

ERIC Educational Resources Information Center

Vula, Eda; Avdyli, Rrezarta; Berisha, Valbona; Saqipi, Blerim; Elezi, Shpetim

2017-01-01

This empirical study investigates the impact of metacognitive strategies and self-regulating processes in learners' achievement on solving math word problems. It specifically analyzes the impact of the linguistic factor and the number of steps and arithmetical operations that learners need to apply during the process of solving math word problems.…

Analysis of Social Problem Solving and Social Self-Efficacy in Prospective Teachers

ERIC Educational Resources Information Center

Erozkan, Atilgan

2014-01-01

The purpose of this study is to investigate the relationship between social problem solving and social selfefficacy and the predictive role of social problem solving skills with social self-efficacy. The sample consists of 706 prospective teachers (362 female and 344 male) who are majoring in different fields at Mugla Sitki Kocman University's…

Developing Physics Concepts through Hands-On Problem Solving: A Perspective on a Technological Project Design

ERIC Educational Resources Information Center

Hong, Jon-Chao; Chen, Mei-Yung; Wong, Ashley; Hsu, Tsui-Fang; Peng, Chih-Chi

2012-01-01

In a contest featuring hands-on projects, college students were required to design a simple crawling worm using planning, self-monitoring and self-evaluation processes to solve contradictive problems. To enhance the efficiency of problem solving, one needs to practice meta-cognition based on an application of related scientific concepts. The…

Effect of differentiation of self on adolescent risk behavior: test of the theoretical model.

PubMed

Knauth, Donna G; Skowron, Elizabeth A; Escobar, Melicia

2006-01-01

Innovative theoretical models are needed to explain the occurrence of high-risk sexual behaviors, alcohol and other-drug (AOD) use, and academic engagement among ethnically diverse, inner-city adolescents. The aim of this study was to test the credibility of a theoretical model based on the Bowen family systems theory to explain adolescent risk behavior. Specifically tested was the relationship between the predictor variables of differentiation of self, chronic anxiety, and social problem solving and the dependent variables of high-risk sexual behaviors, AOD use, and academic engagement. An ex post facto cross-sectional design was used to test the usefulness of the theoretical model. Data were collected from 161 racially/ethnically diverse, inner-city high school students, 14 to 19 years of age. Participants completed self-report written questionnaires, including the Differentiation of Self Inventory, State-Trait Anxiety Inventory, Social Problem Solving for Adolescents, Drug Involvement Scale for Adolescents, and the Sexual Behavior Questionnaire. Consistent with the model, higher levels of differentiation of self related to lower levels of chronic anxiety (p < .001) and higher levels of social problem solving (p < .01). Higher chronic anxiety was related to lower social problem solving (p < .001). A test of mediation showed that chronic anxiety mediates the relationship between differentiation of self and social problem solving (p < .001), indicating that differentiation influences social problem solving through chronic anxiety. Higher levels of social problem solving were related to less drug use (p < .05), less high-risk sexual behaviors (p < .01), and an increase in academic engagement (p < .01). Findings support the theoretical model's credibility and provide evidence that differentiation of self is an important cognitive factor that enables adolescents to manage chronic anxiety and motivates them to use effective problem solving, resulting in less involvement in health-comprising behaviors and increased academic engagement.

Problem Solving in the Natural Sciences and Early Adolescent Girls' Gender Roles and Self-Esteem a Qualitative and Quantitative Analysis from AN Ecological Perspective

NASA Astrophysics Data System (ADS)

Slavkin, Michael

What impact do gender roles and self-esteem have on early adolescent girls' abilities to solve problems when participating in natural science-related activities? Bronfenbrenner's human ecology model and Barker's behavior setting theory were used to assess how environmental contexts relate to problem solving in scientific contexts. These models also provided improved methodology and increased understanding of these constructs when compared with prior research. Early adolescent girls gender roles and self-esteem were found to relate to differences in problem solving in science-related groups. Specifically, early adolescent girls' gender roles were associated with levels of verbal expression, expression of positive affect, dominance, and supportive behavior during science experiments. Also, levels of early adolescent girls self-esteem were related to verbal expression and dominance in peer groups. Girls with high self-esteem also were more verbally expressive and had higher levels of dominance during science experiments. The dominant model of a masculine-typed and feminine-typed dichotomy of problem solving based on previous literature was not effective in Identifying differences within girls' problem solving. Such differences in the results of these studies may be the result of this study's use of observational measures and analysis of the behavior settings in which group members participated. Group behavior and problem-solving approaches of early adolescent girls seemed most likely to be defined by environmental contexts, not governed solely by the personalities of participants. A discussion for the examination of environmental factors when assessing early adolescent girls' gender roles and self-esteem follows this discussion.

Biology doesn't waste energy: that's really smart

NASA Astrophysics Data System (ADS)

Vincent, Julian F. V.; Bogatyreva, Olga; Bogatyrev, Nikolaj

2006-03-01

Biology presents us with answers to design problems that we suspect would be very useful if only we could implement them successfully. We use the Russian theory of problem solving - TRIZ - in a novel way to provide a system for analysis and technology transfer. The analysis shows that whereas technology uses energy as the main means of solving technical problems, biology uses information and structure. Biology is also strongly hierarchical. The suggestion is that smart technology in hierarchical structures can help us to design much more efficient technology. TRIZ also suggests that biological design is autonomous and can be defined by the prefix "self-" with any function. This autonomy extends to the control system, so that the sensor is commonly also the actuator, resulting in simpler systems and greater reliability.

Dementia

MedlinePlus

... living. Functions affected include memory, language skills, visual perception, problem solving, self-management, and the ability to ... living. Functions affected include memory, language skills, visual perception, problem solving, self-management, and the ability to ...

Counselor-Assisted Problem Solving (CAPS) Improves Behavioral Outcomes in Older Adolescents with Complicated Mild to Severe TBI

PubMed Central

Wade, Shari L.; Stancin, Terry; Kirkwood, Michael; Brown, Tanya Maines; Rochester, Mayo Clinic; McMullen, Kendra M.; Taylor, H. Gerry

2013-01-01

Objective To test the efficacy of Counselor-Assisted Problem Solving (CAPS) versus an internet resources comparison (IRC) condition in reducing behavior problems in adolescents following traumatic brain injury (TBI). Design Randomized clinical trial with interviewers naïve to treatment condition. Setting Three large tertiary children's hospitals and two general hospitals with pediatric commitment. Participants 132 children ages 12-17 years hospitalized during the previous 6 months for moderate to severe TBI. Interventions Participants in CAPS (n = 65) completed 8-12 online modules providing training in problem solving, communication skills, and self-regulation and subsequent synchronous videoconferences with a therapist. Participants in the IRC group (n = 67) received links to internet resources about pediatric TBI. Main Outcome Measures Child Behavior Checklist (CBCL) administered before and after completion of treatment (i.e., approximately six months after treatment initiation). Results Post hoc analysis of covariance (ANCOVA), controlling for pre-treatment scores, was used to examine group differences in behavior problems in the entire sample and among older (n=59) and younger adolescents (n=53). Among older but not younger adolescents, CAPS resulted in greater improvements on multiple dimensions of externalizing behavior problems than did IRC. Conclusion Online problem-solving therapy may be effective in reducing behavior problems in older adolescent survivors of moderate-severe TBI. PMID:23640543

The effect of Think Pair Share (TPS) using scientific approach on students’ self-confidence and mathematical problem-solving

NASA Astrophysics Data System (ADS)

Rifa’i, A.; Lestari, H. P.

2018-03-01

This study was designed to know the effects of Think Pair Share using Scientific Approach on students' self-confidence and mathematical problem-solving. Quasi-experimental with pre-test post-test non-equivalent group method was used as a basis for design this study. Self-confidence questionnaire and problem-solving test have been used for measurement of the two variables. Two classes of the first grade in religious senior high school (MAN) in Indonesia were randomly selected for this study. Teaching sequence and series from mathematics book at control group in the traditional way and at experiment group has been in TPS using scientific approach learning method. For data analysis regarding students’ problem-solving skill and self-confidence, One-Sample t-Test, Independent Sample t-Test, and Multivariate of Variance (MANOVA) were used. The results showed that (1) TPS using a scientific approach and traditional learning had positive effects (2) TPS using scientific approach learning in comparative with traditional learning had a more significant effect on students’ self-confidence and problem-solving skill.

The Power of Problem Solving: Practical Ideas and Teaching Strategies for Any K-8 Subject Area.

ERIC Educational Resources Information Center

Sorenson, Juanita S.; Buckmaster, Lynn R.; Francis, Mary Kay; Knauf, Karen M.

Based on the belief that giving students opportunities to think and solve problems independently is the best way to help them enjoy learning, this book provides guidelines and learning activities to help students in grades kindergarten through 8 to solve problems in all subject matter areas of the curriculum. Chapter 1 provides a rationale for…

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)…

Physiological arousal, distress tolerance, and social problem-solving deficits among adolescent self-injurers.

PubMed

Nock, Matthew K; Mendes, Wendy Berry

2008-02-01

It has been suggested that people engage in nonsuicidal self-injury (NSSI) because they (a) experience heightened physiological arousal following stressful events and use NSSI to regulate experienced distress and (b) have deficits in their social problem-solving skills that interfere with the performance of more adaptive social responses. However, objective physiological and behavioral data supporting this model are lacking. The authors compared adolescent self-injurers (n = 62) with noninjurers (n = 30) and found that self-injurers showed higher physiological reactivity (skin conductance) during a distressing task, a poorer ability to tolerate this distress, and deficits in several social problem-solving abilities. These findings highlight the importance of attending to increased arousal, distress tolerance, and problem-solving skills in the assessment and treatment of NSSI.

Effectiveness of a Web-Based Guided Self-help Intervention for Outpatients With a Depressive Disorder: Short-term Results From a Randomized Controlled Trial.

PubMed

Kenter, Robin Maria Francisca; Cuijpers, Pim; Beekman, Aartjan; van Straten, Annemieke

2016-03-31

Research has convincingly demonstrated that symptoms of depression can be reduced through guided Internet-based interventions. However, most of those studies recruited people form the general population. There is insufficient evidence for the effectiveness when delivered in routine clinical practice in outpatient clinics. The objective of this randomized controlled trial was to study patients with a depressive disorder (as defined by the Diagnostic and Statistical Manual of Disorders, fourth edition), as assessed by trained interviewers with the Composite International Diagnostic Interview, who registered for treatment at an outpatient mental health clinic. We aimed to examine the effectiveness of guided Internet-based self-help before starting face-to-face treatment. We recruited 269 outpatients, aged between 18 and 79 years, from outpatient clinics and randomly allocated them to Internet-based problem solving therapy (n=136), with weekly student support, or to a control condition, who remained on the waitlist with a self-help booklet (control group; n=133). Participants in both conditions were allowed to take up face-to-face treatment at the outpatient clinics afterward. We measured the primary outcome, depressive symptoms, by Center for Epidemiological Studies Depression scale (CES-D). Secondary outcome measures were the Hospital Anxiety and Depression Scale Anxiety subscale (HADS-A), Insomnia Severity Index questionnaire (ISI), and EuroQol visual analog scale (EQ-5D VAS). All outcomes were assessed by telephone at posttest (8 weeks after baseline). Posttest measures were completed by 184 (68.4%) participants. We found a moderate to large within-group effect size for both the intervention (d=0.75) and the control (d=0.69) group. However, the between-group effect size was very small (d=0.07), and regression analysis on posttreatment CES-D scores revealed no significant differences between the groups (b=1.134, 95% CI -2.495 to 4.763). The per-protocol analysis (≥4 sessions completed) results were also not significant (b=1.154, 95% CI -1.978 to 7.637). Between-group differences were small and not significant for all secondary outcomes. Adherence to the intervention was low. Only 36% (49/136) received an adequate dosage of the intervention (≥4 of 5 sessions). The overall treatment satisfaction was moderate. Internet-based problem solving therapy is not more effective in reducing symptoms of depression than receiving an unguided self-help book during the waitlist period at outpatient mental health clinics. The effect sizes are much smaller than those found in earlier research in the general population, and the low rates of adherence indicate that the acceptability of the intervention at this stage of treatment for depressed outpatients is low. However, taking into account that there is much evidence for the efficacy of Internet-based treatments, it is too early to draw firm conclusions about the effectiveness of these treatments in outpatient clinics as a whole. Netherlands Trial Register NTR2824; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=2824 (Archived by WebCite at http://www.webcitation/ 6g3WEuiqH).

Effectiveness of a Web-Based Guided Self-help Intervention for Outpatients With a Depressive Disorder: Short-term Results From a Randomized Controlled Trial

PubMed Central

Cuijpers, Pim; Beekman, Aartjan; van Straten, Annemieke

2016-01-01

Background Research has convincingly demonstrated that symptoms of depression can be reduced through guided Internet-based interventions. However, most of those studies recruited people form the general population. There is insufficient evidence for the effectiveness when delivered in routine clinical practice in outpatient clinics. Objective The objective of this randomized controlled trial was to study patients with a depressive disorder (as defined by the Diagnostic and Statistical Manual of Disorders, fourth edition), as assessed by trained interviewers with the Composite International Diagnostic Interview, who registered for treatment at an outpatient mental health clinic. We aimed to examine the effectiveness of guided Internet-based self-help before starting face-to-face treatment. Methods We recruited 269 outpatients, aged between 18 and 79 years, from outpatient clinics and randomly allocated them to Internet-based problem solving therapy (n=136), with weekly student support, or to a control condition, who remained on the waitlist with a self-help booklet (control group; n=133). Participants in both conditions were allowed to take up face-to-face treatment at the outpatient clinics afterward. We measured the primary outcome, depressive symptoms, by Center for Epidemiological Studies Depression scale (CES-D). Secondary outcome measures were the Hospital Anxiety and Depression Scale Anxiety subscale (HADS-A), Insomnia Severity Index questionnaire (ISI), and EuroQol visual analog scale (EQ-5D VAS). All outcomes were assessed by telephone at posttest (8 weeks after baseline). Results Posttest measures were completed by 184 (68.4%) participants. We found a moderate to large within-group effect size for both the intervention (d=0.75) and the control (d=0.69) group. However, the between-group effect size was very small (d=0.07), and regression analysis on posttreatment CES-D scores revealed no significant differences between the groups (b=1.134, 95% CI –2.495 to 4.763). The per-protocol analysis (≥4 sessions completed) results were also not significant (b=1.154, 95% CI –1.978 to 7.637). Between-group differences were small and not significant for all secondary outcomes. Adherence to the intervention was low. Only 36% (49/136) received an adequate dosage of the intervention (≥4 of 5 sessions). The overall treatment satisfaction was moderate. Conclusions Internet-based problem solving therapy is not more effective in reducing symptoms of depression than receiving an unguided self-help book during the waitlist period at outpatient mental health clinics. The effect sizes are much smaller than those found in earlier research in the general population, and the low rates of adherence indicate that the acceptability of the intervention at this stage of treatment for depressed outpatients is low. However, taking into account that there is much evidence for the efficacy of Internet-based treatments, it is too early to draw firm conclusions about the effectiveness of these treatments in outpatient clinics as a whole. Trial Registration Netherlands Trial Register NTR2824; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=2824 (Archived by WebCite at http://www.webcitation/ 6g3WEuiqH) PMID:27032449

Improving Responses to Individual and Family Crises. Secondary Learning Guide 10. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on improving responses to crises is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems;…

Heuristics and Problem Solving.

ERIC Educational Resources Information Center

Abel, Charles F.

2003-01-01

Defines heuristics as cognitive "rules of thumb" that can help problem solvers work more efficiently and effectively. Professors can use a heuristic model of problem solving to guide students in all disciplines through the steps of problem-solving. (SWM)

The Transitory Phase to the Attainment of Self-Regulatory Skill in Mathematical Problem Solving

ERIC Educational Resources Information Center

Lazakidou, G.; Paraskeva, F.; Retalis, S.

2007-01-01

Three phases of development of self-regulatory skill in the domain of mathematical problem solving were designed to examine students' behaviour and the effects on their problem solving ability. Forty-eight Grade 4 students (10 year olds) participated in this pilot study. The students were randomly assigned to one of three groups, each representing…

"I Think I Can, but I'm Afraid to Try": The Role of Self-Efficacy Beliefs and Mathematics Anxiety in Mathematics Problem-Solving Efficiency

ERIC Educational Resources Information Center

Hoffman, Bobby

2010-01-01

This study investigated the role of self-efficacy beliefs, mathematics anxiety, and working memory capacity in problem-solving accuracy, response time, and efficiency (the ratio of problem-solving accuracy to response time). Pre-service teachers completed a mathematics anxiety inventory measuring cognitive and affective dispositions for…

Metacognitive experience of mathematics education students in open start problem solving based on intrapersonal intelligence

NASA Astrophysics Data System (ADS)

Sari, D. P.; Usodo, B.; Subanti, S.

2018-04-01

This research aims to describe metacognitive experience of mathematics education students with strong, average, and weak intrapersonal intelligence in open start problem solving. Type of this research was qualitative research. The research subject was mathematics education students in Muhammadiyah University of Surakarta in academic year 2017/2018. The selected students consisted of 6 students with details of two students in each intrapersonal intelligence category. The research instruments were questionnaire, open start problem solving task, and interview guidelines. Data validity used time triangulation. Data analyses were done through data collection, data reduction, data presentation, and drawing conclusion. Based on findings, subjects with strong intrapersonal intelligence had high self confidence that they were able to solve problem correctly, able to do planning steps and able to solve the problem appropriately. Subjects with average intrapersonal intelligence had high self-assessment that they were able to solve the problem, able to do planning steps appropriately but they had not maximized in carrying out the plan so that it resulted incorrectness answer. Subjects with weak intrapersonal intelligence had high self confidence in capability of solving math problem, lack of precision in taking plans so their task results incorrectness answer.

Interpersonal problem-solving deficits in self-poisoning patients.

PubMed

McLeavey, B C; Daly, R J; Murray, C M; O'Riordan, J; Taylor, M

1987-01-01

Self-poisoning patients (n = 40) were compared with psychiatric patients (n = 40) and nonpatient controls (n = 20) on measures of interpersonal problem-solving skills and locus of control in an effort to determine the importance of these cognitive and personality variables in self-poisoning behavior. The psychiatric and self-poisoning groups showed deficits on measures assessing interpersonal problem solving when compared with nonpatient controls. The self-poisoning group performed below the level of the psychiatric patients on all except one test, on which they performed at the level of the psychiatric group. Locus of control did not differentiate self-poisoning patients from nonpatient controls, and it was concluded that this variable is not an important factor in self-poisoning behavior.

Poetry and the Self: A Brief Autobiographical Overview of Some Successes and Some Flops Using "Poetry Therapy" Techniques in Conventional and Experimental Classes, with Implications for English Teachers Anywhere.

ERIC Educational Resources Information Center

Weinstock, Donald J.

A personal account of an English instructor's experiences with poetry therapy--the use of poetry to help people get in touch with, and begin dealing with, their problems and feelings--is provided in this paper. Among the topics dealt with are the following: the scope of poetry therapy, the instructor's early dissatisfactions with traditional…

Journey into Problem Solving: A Gift from Polya

ERIC Educational Resources Information Center

Lederman, Eric

2009-01-01

In "How to Solve It", accomplished mathematician and skilled communicator George Polya describes a four-step universal solving technique designed to help students develop mathematical problem-solving skills. By providing a glimpse at the grace with which experts solve problems, Polya provides definable methods that are not exclusive to…

The Influence of Self-Efficacy Beliefs and Metacognitive Prompting on Genetics Problem Solving Ability among High School Students in Kenya

NASA Astrophysics Data System (ADS)

Aurah, Catherine Muhonja

Within the framework of social cognitive theory, the influence of self-efficacy beliefs and metacognitive prompting on genetics problem solving ability among high school students in Kenya was examined through a mixed methods research design. A quasi-experimental study, supplemented by focus group interviews, was conducted to investigate both the outcomes and the processes of students' genetics problem-solving ability. Focus group interviews substantiated and supported findings from the quantitative instruments. The study was conducted in 17 high schools in Western Province, Kenya. A total of 2,138 high school students were purposively sampled. A sub-sample of 48 students participated in focus group interviews to understand their perspectives and experiences during the study so as to corroborate the quantitative data. Quantitative data were analyzed through descriptive statistics, zero-order correlations, 2 x 2 factorial ANOVA,, and sequential hierarchical multiple regressions. Qualitative data were transcribed, coded, and reported thematically. Results revealed metacognitive prompts had significant positive effects on student problem-solving ability independent of gender. Self-efficacy and metacognitive prompting significantly predicted genetics problem-solving ability. Gender differences were revealed, with girls outperforming boys on the genetics problem-solving test. Furthermore, self-efficacy moderated the relationship between metacognitive prompting and genetics problem-solving ability. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya.

Active and passive problem solving: moderating role in the relation between depressive symptoms and future suicidal ideation varies by suicide attempt history.

PubMed

Quiñones, Victoria; Jurska, Justyna; Fener, Eileen; Miranda, Regina

2015-04-01

Research suggests that being unable to generate solutions to problems in times of distress may contribute to suicidal thoughts and behavior, and that depression is associated with problem-solving deficits. This study examined active and passive problem solving as moderators of the association between depressive symptoms and future suicidal ideation among suicide attempters and nonattempters. Young adults (n = 324, 73% female, mean age = 19, standard deviation = 2.22) with (n = 78) and without (n = 246) a suicide attempt history completed a problem-solving task, self-report measures of hopelessness, depression, and suicidal ideation at baseline, and a self-report measure of suicidal ideation at 6-month follow-up. Passive problem solving was higher among suicide attempters but did not moderate the association between depressive symptoms and future suicidal ideation. Among attempters, active problem solving buffered against depressive symptoms in predicting future suicidal ideation. Suicide prevention should foster active problem solving, especially among suicide attempters. © 2015 Wiley Periodicals, Inc.

Active and Passive Problem Solving: Moderating Role in the Relation between Depressive Symptoms and Future Suicidal Ideation Varies by Suicide Attempt History

PubMed Central

Quiñones, Victoria; Jurska, Justyna; Fener, Eileen; Miranda, Regina

2016-01-01

Objective Research suggests that being unable to generate solutions to problems in times of distress may contribute to suicidal thoughts and behavior, and that depression is associated with problem solving deficits. This study examined active and passive problem solving as moderators of the association between depressive symptoms and future suicidal ideation (SI) among suicide attempters and non-attempters. Method Young adults (n = 324, 73% female, Mage = 19, SD = 2.22) with (n = 78) and without (n = 246) a suicide attempt history completed a problem-solving task, self-report measures of hopelessness, depression, and SI at baseline, and also completed a self-report measure of SI at 6-month follow-up. Results Passive problem solving was higher among suicide attempters but did not moderate the association between depressive symptoms and future SI. Among attempters, active problem solving buffered against depressive symptoms in predicting future SI. Conclusions Suicide prevention should foster active problem solving, especially among suicide attempters. PMID:25760651

Metacognitive skills and students' motivation toward chemical equilibrium problem solving ability: A correlational study on students of XI IPA SMAN 2 Banjarmasin

NASA Astrophysics Data System (ADS)

Muna, Khairiatul; Sanjaya, Rahmat Eko; Syahmani, Bakti, Iriani

2017-12-01

The demand for students to have metacognitive skills and problem solving ability can be seen in the core competencies of the 2013 curriculum. Metacognitive skills are the skills which affect students' success in solving problems depending on students' motivation. This explains the possibility of the relationship between metacognition and motivation in affecting students' achievement including problem solving. Due to the importance of metacognitive skills to solve problems and the possible relationship between metacognition and motivation, a study to find the relationship among the variables is necessary to conduct, particularly on chemistry problem solving. This one shot case study using quantitative method aimed to investigate the correlation between metacognitive skills and motivation toward problem solving ability focusing on chemical equilibrium. The research population was students of grade XI of majoring Science of Banjarmasin Public High Scool 2 (XI IPA SMAN 2 Banjarmasin) with the samples of 33 students obtained by using purposive sampling technique. The research data were collected using test and non-test and analyzed using multiple regression in SPSS 21. The results of this study showed that (1) the students' metacognitive skills and motivation correlated positively with coefficient of +0.450 to problem solving ability on chemical equilibrium: (2) inter-variables of students' motivation (self-efficacy, active learning strategies, science/chemistry learning value, performance goal, achievement goal, and learning environment stimulations) correlated positively to metacognitive skills with the correlation coefficients of +0.580, +0.537, +0.363, +0.241, +0.516, and +0.271, respectively. Based on the results, it is necessary for teachers to implement learning which develops students' metacognitive skills and motivation, such as learning with scientific approach. The implementation of the learning is also supposed to be complemented with the use of learning device, such as student worksheet, to help students use their metacognitive skills in solving problems, particularly on chemistry subject.

The Value of Removing Daily Obstacles via Everyday Problem-Solving Theory: Developing an Applied Novel Procedure to Increase Self-Efficacy for Exercise

PubMed Central

Artistico, Daniele; Pinto, Angela Marinilli; Douek, Jill; Black, Justin; Pezzuti, Lina

2012-01-01

The objective of the study was to develop a novel procedure to increase self-efficacy for exercise. Gains in one’s ability to resolve day-to-day obstacles for entering an exercise routine were expected to cause an increase in self-efficacy for exercise. Fifty-five sedentary participants (did not exercise regularly for at least 4 months prior to the study) who expressed an intention to exercise in the near future were selected for the study. Participants were randomly assigned to one of three conditions: (1) an Experimental Group in which they received a problem-solving training session to learn new strategies for solving day-to-day obstacles that interfere with exercise, (2) a Control Group with Problem-Solving Training which received a problem-solving training session focused on a typical day-to-day problem unrelated to exercise, or (3) a Control Group which did not receive any problem-solving training. Assessment of obstacles to exercise and perceived self-efficacy for exercise were conducted at baseline; perceived self-efficacy for exercise was reassessed post-intervention (1 week later). No differences in perceived challenges posed by obstacles to exercise or self-efficacy for exercise were observed across groups at baseline. The Experimental Group reported greater improvement in self-efficacy for exercise compared to the Control Group with Training and the Control Group. Results of this study suggest that a novel procedure that focuses on removing obstacles to intended planned fitness activities is effective in increasing self-efficacy to engage in exercise among sedentary adults. Implications of these findings for use in applied settings and treatment studies are discussed. PMID:23372560

The Value of Removing Daily Obstacles via Everyday Problem-Solving Theory: Developing an Applied Novel Procedure to Increase Self-Efficacy for Exercise.

PubMed

Artistico, Daniele; Pinto, Angela Marinilli; Douek, Jill; Black, Justin; Pezzuti, Lina

2013-01-01

The objective of the study was to develop a novel procedure to increase self-efficacy for exercise. Gains in one's ability to resolve day-to-day obstacles for entering an exercise routine were expected to cause an increase in self-efficacy for exercise. Fifty-five sedentary participants (did not exercise regularly for at least 4 months prior to the study) who expressed an intention to exercise in the near future were selected for the study. Participants were randomly assigned to one of three conditions: (1) an Experimental Group in which they received a problem-solving training session to learn new strategies for solving day-to-day obstacles that interfere with exercise, (2) a Control Group with Problem-Solving Training which received a problem-solving training session focused on a typical day-to-day problem unrelated to exercise, or (3) a Control Group which did not receive any problem-solving training. Assessment of obstacles to exercise and perceived self-efficacy for exercise were conducted at baseline; perceived self-efficacy for exercise was reassessed post-intervention (1 week later). No differences in perceived challenges posed by obstacles to exercise or self-efficacy for exercise were observed across groups at baseline. The Experimental Group reported greater improvement in self-efficacy for exercise compared to the Control Group with Training and the Control Group. Results of this study suggest that a novel procedure that focuses on removing obstacles to intended planned fitness activities is effective in increasing self-efficacy to engage in exercise among sedentary adults. Implications of these findings for use in applied settings and treatment studies are discussed.

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…

The politics of insight

PubMed Central

Salvi, Carola; Cristofori, Irene; Grafman, Jordan; Beeman, Mark

2016-01-01

Previous studies showed that liberals and conservatives differ in cognitive style. Liberals are more flexible, and tolerant of complexity and novelty, whereas conservatives are more rigid, are more resistant to change, and prefer clear answers. We administered a set of compound remote associate problems, a task extensively used to differentiate problem-solving styles (via insight or analysis). Using this task, several researches have proven that self-reports, which differentiate between insight and analytic problem-solving, are reliable and are associated with two different neural circuits. In our research we found that participants self-identifying with distinct political orientations demonstrated differences in problem-solving strategy. Liberals solved significantly more problems via insight instead of in a step-by-step analytic fashion. Our findings extend previous observations that self-identified political orientations reflect differences in cognitive styles. More specifically, we show that type of political orientation is associated with problem-solving strategy. The data converge with previous neurobehavioural and cognitive studies indicating a link between cognitive style and the psychological mechanisms that mediate political beliefs. PMID:26810954

The politics of insight.

PubMed

Salvi, Carola; Cristofori, Irene; Grafman, Jordan; Beeman, Mark

2016-01-01

Previous studies showed that liberals and conservatives differ in cognitive style. Liberals are more flexible, and tolerant of complexity and novelty, whereas conservatives are more rigid, are more resistant to change, and prefer clear answers. We administered a set of compound remote associate problems, a task extensively used to differentiate problem-solving styles (via insight or analysis). Using this task, several researches have proven that self-reports, which differentiate between insight and analytic problem-solving, are reliable and are associated with two different neural circuits. In our research we found that participants self-identifying with distinct political orientations demonstrated differences in problem-solving strategy. Liberals solved significantly more problems via insight instead of in a step-by-step analytic fashion. Our findings extend previous observations that self-identified political orientations reflect differences in cognitive styles. More specifically, we show that type of political orientation is associated with problem-solving strategy. The data converge with previous neurobehavioural and cognitive studies indicating a link between cognitive style and the psychological mechanisms that mediate political beliefs.

The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition

NASA Astrophysics Data System (ADS)

Çiğdem Özcan, Zeynep

2016-04-01

Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving skills. The aim of this study is to investigate the relationship between mathematical problem-solving skills and the three dimensions of self-regulated learning (motivation, metacognition, and behaviour), and whether this relationship is of a predictive nature. The sample of this study consists of 323 students from two public secondary schools in Istanbul. In this study, the mathematics homework behaviour scale was administered to measure students' homework behaviours. For metacognition measurements, the mathematics metacognition skills test for students was administered to measure offline mathematical metacognitive skills, and the metacognitive experience scale was used to measure the online mathematical metacognitive experience. The internal and external motivational scales used in the Programme for International Student Assessment (PISA) test were administered to measure motivation. A hierarchic regression analysis was conducted to determine the relationship between the dependent and independent variables in the study. Based on the findings, a model was formed in which 24% of the total variance in students' mathematical problem-solving skills is explained by the three sub-dimensions of the self-regulated learning model: internal motivation (13%), willingness to do homework (7%), and post-problem retrospective metacognitive experience (4%).

Students’ Representation in Mathematical Word Problem-Solving: Exploring Students’ Self-efficacy

NASA Astrophysics Data System (ADS)

Sahendra, A.; Budiarto, M. T.; Fuad, Y.

2018-01-01

This descriptive qualitative research aims at investigating student represented in mathematical word problem solving based on self-efficacy. The research subjects are two eighth graders at a school in Surabaya with equal mathematical ability consisting of two female students with high and low self-efficacy. The subjects were chosen based on the results of test of mathematical ability, documentation of the result of middle test in even semester of 2016/2017 academic year, and results of questionnaire of mathematics word problem in terms of self-efficacy scale. The selected students were asked to do mathematical word problem solving and be interviewed. The result of this study shows that students with high self-efficacy tend to use multiple representations of sketches and mathematical models, whereas students with low self-efficacy tend to use single representation of sketches or mathematical models only in mathematical word problem-solving. This study emphasizes that teachers should pay attention of student’s representation as a consideration of designing innovative learning in order to increase the self-efficacy of each student to achieve maximum mathematical achievement although it still requires adjustment to the school situation and condition.

Problem Solving in the General Mathematics Classroom

ERIC Educational Resources Information Center

Troutman, Andria Price; Lichtenberg, Betty Plunkett

1974-01-01

Five steps common to different problem solving models are listed. Next, seven specific abilities related to solving problems are discussed and examples given. Sample activities, appropriate to help in developing these specific abilities, are suggested. (LS)

Motivation for change and barriers to treatment among young cannabis users.

PubMed

Fernández-Artamendi, S; Fernández-Hermida, J R; García-Fernández, G; Secades-Villa, R; García-Rodríguez, O

2013-01-01

Despite cannabis use among adolescents has shown to be related to psychosocial and mental health problems, the demand from adolescents for professional help is very low, and determinants of motivation for change among nonclinical populations remain unknown. The purpose of this study was to assess motivation for change among young cannabis users and to identify determinants of intention to change and self-change, as well as perceived barriers to seeking professional help. 261 cannabis users aged 16-21 participated in a computerized survey in Spain. Data from this cross-sectional study indicated that few users intend to stop taking the drug. Determining factors of intention to change were the following: having more drug-related problems, paranoid symptomatology and greater concern about the consequences of use. Self-change was facilitated by lower use of cannabis, and could be hindered by tobacco smoking and cannabis dependence. Lack of awareness of the problems and the desire to solve one's problems alone constitute the main barriers to seeking professional help. Adolescent cannabis users show low motivation for change though experiencing more problems associated with its use emerges as a determinant of increased motivation. Several barriers impede this motivation from turning into treatment demand. Copyright © 2012 S. Karger AG, Basel.

Efficacy of a behavioral self-help treatment with or without therapist guidance for co-morbid and primary insomnia--a randomized controlled trial.

PubMed

Jernelöv, Susanna; Lekander, Mats; Blom, Kerstin; Rydh, Sara; Ljótsson, Brjánn; Axelsson, John; Kaldo, Viktor

2012-01-22

Cognitive behavioral therapy is treatment of choice for insomnia, but availability is scarce. Self-help can increase availability at low cost, but evidence for its efficacy is limited, especially for the typical insomnia patient with co-morbid problems. We hypothesized that a cognitive behaviorally based self-help book is effective to treat insomnia in individuals, also with co-morbid problems, and that the effect is enhanced by adding brief therapist telephone support. Volunteer sample; 133 media-recruited adults with insomnia. History of sleep difficulties (mean [SD]) 11.8 [12.0] years. 92.5% had co-morbid problems (e.g. allergy, pain, and depression). Parallel randomized (block-randomization, n ≥ 21) controlled "open label" trial; three groups-bibliotherapy with (n = 44) and without (n = 45) therapist support, and waiting list control (n = 44). Assessments before and after treatment, and at three-month follow-up. Intervention was six weeks of bibliotherapeutic self-help, with established cognitive behavioral methods including sleep restriction, stimulus control, and cognitive restructuring. Therapist support was a 15-minute structured telephone call scheduled weekly. Main outcome measures were sleep diary data, and the Insomnia Severity Index. Intention-to-treat analyses of 133 participants showed significant improvements in both self-help groups from pre to post treatment compared to waiting list. For example, treatment with and without support gave shorter sleep onset latency (improvement minutes [95% Confidence Interval], 35.4 [24.2 to 46.6], and 20.6 [10.6 to 30.6] respectively), and support gave a higher remission rate (defined as ISI score below 8; 61.4%), than bibliotherapy alone (24.4%, p's < .001). Improvements were not seen in the control group (sleep onset latency 4.6 minutes shorter [-1.5 to 10.7], and remission rate 2.3%). Self-help groups maintained gains at three-month follow-up. Participants receiving self-help for insomnia benefited markedly. Self-help, especially if therapist-supported, has considerable potential to be as effective as individual treatment at lower cost, also for individuals with co-morbid problems. ClinicalTrials.gov: NCT01105052.

Self-Explaining Steps in Problem-Solving Tasks to Improve Self-Regulation in Secondary Education

ERIC Educational Resources Information Center

Baars, Martine; Leopold, Claudia; Paas, Fred

2018-01-01

The ability to learn in a self-regulated way is important for adolescents' academic achievements. Monitoring one's own learning is a prerequisite skill for successful self-regulated learning. However, accurate monitoring has been found to be difficult for adolescents, especially for learning problem-solving tasks such as can be found in math and…

A Multilevel Study of Self-Beliefs and Student Behaviors in a Group Problem-Solving Task

ERIC Educational Resources Information Center

Hanham, José; McCormick, John

2018-01-01

Relationships among self-construal, self-efficacy, and group behaviors during a group problem-solving task with friends and acquaintances were hypothesized. The sample comprised 126 students in Grades 8-11, from 5 randomly selected government high schools, organized into 42 groups. Data collection involved self-reports and observations.…

Seen from Their Perspective: The Disposable Camera as a Tool for Research into Adolescent Boys' Construction of Gender Identity.

ERIC Educational Resources Information Center

Walker, Barbara M.

This paper reports on an integrated methodology adopted to help solve the problem of accessing boys' fleeting, mobile, and often unvoiced self-work during the process of constructing their gender identity. The study is part of a larger investigation examining the experience and education of boys and young men in relation to matters of sexual…

The Development, Implementation, and Evaluation of a Problem Solving Heuristic

ERIC Educational Resources Information Center

Lorenzo, Mercedes

2005-01-01

Problem-solving is one of the main goals in science teaching and is something many students find difficult. This research reports on the development, implementation and evaluation of a problem-solving heuristic. This heuristic intends to help students to understand the steps involved in problem solving (metacognitive tool), and to provide them…

Using Digital Mapping Tool in Ill-Structured Problem Solving

ERIC Educational Resources Information Center

Bai, Hua

2013-01-01

Scaffolding students' problem solving and helping them to improve problem solving skills are critical in instructional design courses. This study investigated the effects of students' uses of a digital mapping tool on their problem solving performance in a design case study. It was found that the students who used the digital mapping tool…

A TAPS Interactive Multimedia Package to Solve Engineering Dynamics Problem

ERIC Educational Resources Information Center

Sidhu, S. Manjit; Selvanathan, N.

2005-01-01

Purpose: To expose engineering students to using modern technologies, such as multimedia packages, to learn, visualize and solve engineering problems, such as in mechanics dynamics. Design/methodology/approach: A multimedia problem-solving prototype package is developed to help students solve an engineering problem in a step-by-step approach. A…

[Alcohol dependence syndrome and before-discharge intervention method (BDIM)--Report 1. The process to develop the constructed BDIM].

PubMed

Ino, Aro

2004-02-01

Many alcoholics come to the hospital denying their own drinking problems. So, in the initial treatment stage for alcoholics, it is very important to bring patients' attention to their denial. In those days, there were many kinds of treatment method to help them aware of patients' denial. For example, psycho-educational therapy, Japanese Naikan therapy, attendance to self-help group meetings, and so on. But I don't think that these are effective enough to help them aware of their drinking problems, especially denial. The purpose of my study is to develop the therapeutic intervention method (Before discharge Intervention Method: BDIM). It is for being aware of patient's denial, stimulating his/her motivation for abstinence and attendance to medical follow-up sessions or self-help group meetings. To achieve these purposes, I apply Picard's initial intervention method that is a very useful therapy for alcohol dependence syndrome patients who reject consultation. The subjects of this study are 175 alcohol dependence syndrome inpatients and their family members. The period of BDIM practices is for about 1 week before discharge. BDIM's concrete programs are prepared by medical team under the therapist's guidance. Beforehand the therapist has to ask the patient whether he/she agree to practicing BDIM program or not. Then to obtain his/her family's approval of joining to BDIM, nurses talk by telephone or directly consult with the patient's family members. The therapists requires the patient's family members to write letters to him/her. In advance, the therapist has to take preliminary examination the letters not to be traumatic but spiritual. There are good memories about him/her and merits of the period without his/her drinking problems. Also, they write his/her drinking problems and their hope for abstinence and follow-up therapy after discharge and attendance of self-help group meetings. In BDIM session, the patients shall listen to his/her family members' messages by their letters with tears and receive their letters. Then the patient has an opportunity to talk his/her opinion about the letters and give his/her answer later. All the letters should be copied and kept with their medical file, because the therapists will talk about the letters with the patient and his/her family members in the follow-up session. Talking about letters after discharge helps him/her revive BDIM's memories and motivate abstinence, recovery and participation in self-help group. Even though alcohol dependence syndrome patient has some cognition and (or) memory disorders, I think that BDIM practices using some letters written by the patient and his/her family members are not only so useful for the patient to correct their cognition, but also helpful to be aware of denial and maintain motives to recovery. Owing to the deep emotion and warm heart from his/her family members, the patient can be aware of his/her family's sufferings and maintain abstinence for a long time.

Problem-Solving Therapy for Depression in Adults: A Systematic Review

ERIC Educational Resources Information Center

Gellis, Zvi D.; Kenaley, Bonnie

2008-01-01

Objectives: This article presents a systematic review of the evidence on problem-solving therapy (PST) for depressive disorders in noninstitutionalized adults. Method: Intervention studies using randomized controlled designs are included and methodological quality is assessed using a standard set of criteria from the Cochrane Collaborative Review…

With a Little Help from My Friends: Scaffolding Techniques in Problem Solving

ERIC Educational Resources Information Center

Frederick, Michelle L.; Courtney, Scott; Caniglia, Joanne

2014-01-01

The purpose of this study was to explore middle grade mathematics students' uses of scaffolding and its effectiveness in helping students solve non-routine problems. Students were given two different types of scaffolds to support their learning of sixth grade geometry concepts. First, students solved a math task by using a four square graphic…

Requisite for Honing the Problem Solving Skill of Early Adolescents in the Digital Era

ERIC Educational Resources Information Center

Sumitha, S.; Jose, Rexlin

2016-01-01

Problems can be the cause of stress, tension, emotional instability and physical strain. Especially, adolescents should have the skill of solving a problem in order to reach his/her desired ambitions in life. The problem solving skill requires some abstract thinking to arrive at a clear solution. Problem solving ability helps them to meet their…

Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Freeman-Green, Shaqwana M.; O'Brien, Chris; Wood, Charles L.; Hitt, Sara Beth

2015-01-01

This study examined the effects of explicit instruction in the SOLVE Strategy on the mathematical problem solving skills of six Grade 8 students with specific learning disabilities. The SOLVE Strategy is an explicit instruction, mnemonic-based learning strategy designed to help students in solving mathematical word problems. Using a multiple probe…

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.

Group problem-solving skills training for self-harm: randomised controlled trial.

PubMed

McAuliffe, Carmel; McLeavey, Breda C; Fitzgerald, Tony; Corcoran, Paul; Carroll, Bernie; Ryan, Louise; O'Keeffe, Brian; Fitzgerald, Eva; Hickey, Portia; O'Regan, Mary; Mulqueen, Jillian; Arensman, Ella

2014-01-01

Rates of self-harm are high and have recently increased. This trend and the repetitive nature of self-harm pose a significant challenge to mental health services. To determine the efficacy of a structured group problem-solving skills training (PST) programme as an intervention approach for self-harm in addition to treatment as usual (TAU) as offered by mental health services. A total of 433 participants (aged 18-64 years) were randomly assigned to TAU plus PST or TAU alone. Assessments were carried out at baseline and at 6-week and 6-month follow-up and repeated hospital-treated self-harm was ascertained at 12-month follow-up. The treatment groups did not differ in rates of repeated self-harm at 6-week, 6-month and 12-month follow-up. Both treatment groups showed significant improvements in psychological and social functioning at follow-up. Only one measure (needing and receiving practical help from those closest to them) showed a positive treatment effect at 6-week (P = 0.004) and 6-month (P = 0.01) follow-up. Repetition was not associated with waiting time in the PST group. This brief intervention for self-harm is no more effective than treatment as usual. Further work is required to establish whether a modified, more intensive programme delivered sooner after the index episode would be effective.

Web-Based Couple Interventions: Do They Have a Future?

PubMed Central

Georgia, Emily J.; Doss, Brian D.

2015-01-01

To examine the current and potential future impact of formal and informal resources to enhance romantic relationships, 1,160 individuals were surveyed. When asked about resources previously utilized, participants reported that numerous forms of relationship help, including talking to a friend/coworker/family member, an individual therapist, and reading self-help materials had a larger impact than attending couple therapy. When asked about potential resources they would be likely to use in the future for relationship problems, participants indicated a strong preference for online self-help resources that included detailed feedback paired with a comprehensive, structured program. Implications for future development and dissemination are discussed. PMID:26550001

Associations of Patient Health-Related Problem Solving with Disease Control, Emergency Department Visits, and Hospitalizations in HIV and Diabetes Clinic Samples

PubMed Central

Gemmell, Leigh; Kulkarni, Babul; Klick, Brendan; Brancati, Frederick L.

2007-01-01

Background Patient problem solving and decision making are recognized as essential to effective self-management across multiple chronic diseases. However, a health-related problem-solving instrument that demonstrates sensitivity to disease control parameters in multiple diseases has not been established. Objectives To determine, in two disease samples, internal consistency and associations with disease control of the Health Problem-Solving Scale (HPSS), a 50-item measure with 7 subscales assessing effective and ineffective problem-solving approaches, learning from past experiences, and motivation/orientation. Design Cross-sectional study. Participants Outpatients from university-affiliated medical center HIV (N = 111) and diabetes mellitus (DM, N = 78) clinics. Measurements HPSS, CD4, hemoglobin A1c (HbA1c), and number of hospitalizations in the previous year and Emergency Department (ED) visits in the previous 6 months. Results Administration time for the HPSS ranged from 5 to 10 minutes. Cronbach’s alpha for the total HPSS was 0.86 and 0.89 for HIV and DM, respectively. Higher total scores (better problem solving) were associated with higher CD4 and fewer hospitalizations in HIV and lower HbA1c and fewer ED visits in DM. Health Problem-Solving Scale subscales representing negative problem-solving approaches were consistently associated with more hospitalizations (HIV, DM) and ED visits (DM). Conclusions The HPSS may identify problem-solving difficulties with disease self-management and assess effectiveness of interventions targeting patient decision making in self-care. PMID:17443373

Influence of Efficacy and Resilience on Problem Solving in the United States, Taiwan, and China

ERIC Educational Resources Information Center

Li, Ming-hui; Eschenauer, Robert; Yang, Yan

2013-01-01

This study explores factors that influence problem-solving coping style across cultures. There was no significant difference in applying problem solving across U.S., Taiwanese, and Chinese samples. The effective predictors of problem solving in the U.S. and Chinese samples were self-efficacy and trait resilience, respectively. In the Taiwanese…

A Preliminary Report of Short-Term Cognitive-Behavioral Group Therapy for Inpatients With Personality Disorders

PubMed Central

SPRINGER, TAMAR; LOHR, NAOMI E.; BUCHTEL, HENRY A.; SILK, KENNETH R.

1996-01-01

A randomized, controlled study evaluated the effectiveness of a cognitive-behavioral therapy group, based on Linehan’s dialectical behavior therapy, for inpatients with personality disorders. The treatment, a problem-solving skills group focused on parasuicidality, was compared with a discussion control group. Change was assessed by self-report measures and behavioral observations on the unit. Subjects in both groups improved significantly on most change measures, although no significant between-group differences were found. However, the treatment group patients viewed the intervention as more beneficial to them in their lives outside the hospital. The usefulness of this type of group on a short-term unit is discussed. PMID:22700265

Self-Monitoring Artificial Red Cells with Sufficient Oxygen Supply for Enhanced Photodynamic Therapy

NASA Astrophysics Data System (ADS)

Luo, Zhenyu; Zheng, Mingbin; Zhao, Pengfei; Chen, Ze; Siu, Fungming; Gong, Ping; Gao, Guanhui; Sheng, Zonghai; Zheng, Cuifang; Ma, Yifan; Cai, Lintao

2016-03-01

Photodynamic therapy has been increasingly applied in clinical cancer treatments. However, native hypoxic tumoural microenvironment and lacking oxygen supply are the major barriers hindering photodynamic reactions. To solve this problem, we have developed biomimetic artificial red cells by loading complexes of oxygen-carrier (hemoglobin) and photosensitizer (indocyanine green) for boosted photodynamic strategy. Such nanosystem provides a coupling structure with stable self-oxygen supply and acting as an ideal fluorescent/photoacoustic imaging probe, dynamically monitoring the nanoparticle biodistribution and the treatment of PDT. Upon exposure to near-infrared laser, the remote-triggered photosensitizer generates massive cytotoxic reactive oxygen species (ROS) with sufficient oxygen supply. Importantly, hemoglobin is simultaneously oxidized into the more active and resident ferryl-hemoglobin leading to persistent cytotoxicity. ROS and ferryl-hemoglobin synergistically trigger the oxidative damage of xenograft tumour resulting in complete suppression. The artificial red cells with self-monitoring and boosted photodynamic efficacy could serve as a versatile theranostic platform.

Helping Students with Emotional and Behavioral Disorders Solve Mathematics Word Problems

ERIC Educational Resources Information Center

Alter, Peter

2012-01-01

The author presents a strategy for helping students with emotional and behavioral disorders become more proficient at solving math word problems. Math word problems require students to go beyond simple computation in mathematics (e.g., adding, subtracting, multiplying, and dividing) and use higher level reasoning that includes recognizing relevant…

Interpersonal Problem-Solving Skills Training in the Treatment of Self-Poisoning Patients.

ERIC Educational Resources Information Center

McLeavey, B. C.; And Others

1994-01-01

Evaluated the effectiveness of interpersonal problem-solving skills training (IPSST) for the treatment of self-poisoning patients. Subjects were assigned randomly either to IPSST or to a control treatment. Although both treatments reduced the number of presenting problems, the IPSST was more effective as determined by other outcome measures. (RJM)

Rehabilitation program for children with brachial plexus and peripheral nerve injury.

PubMed

Ramos, L E; Zell, J P

2000-03-01

An aggressive and integrated physical and occupational therapy program is essential in the treatment of congenital brachial plexus injuries and other severe upper extremity nerve injuries. This article addresses the evaluation, identification of needs, establishment of goals, and the approaches to rehabilitation treatment for patients with brachial plexus palsy and other peripheral nerve injuries. Rehabilitative therapy can preserve and build on gains made possible by medical or surgical interventions; however, therapy is vital to these children regardless of whether surgery is indicated. The therapist uses a problem-solving approach to evaluate the patient and select appropriate occupational and physical therapy treatment modalities. Therapy is continually adjusted based on each child's unique needs. An understanding of the therapy principles aids in making appropriate referrals and prescriptions, and helps to coordinate care between the therapist, pediatrician, neurologist, and surgeon.

Social problem-solving abilities and personality disorder characteristics among dual-diagnosed persons in substance abuse treatment.

PubMed

Herrick, S M; Elliott, T R

2001-01-01

We examined the relation of self-appraised social problem-solving abilities and personality-disorder characteristics to the adjustment and compliance of persons with dual diagnoses in substance-abuse treatment. It was hypothesized that elements of the problem-orientation component would remain predictive of depressive behavior and distress after considering personality-disorder characteristics among 117 persons receiving inpatient-substance-abuse treatment. Furthermore, self-appraised problem-solving abilities were expected to predict the occurrence of "dirty" drug and alcohol screens during treatment and compliance with the first scheduled community follow-up visit. Results supported predictions concerning the relation of problem-solving confidence to depressive behavior, distress, and substance-use screens; however, a paradoxical relation was observed between the problem-orientation variables and compliance with the first outpatient visit. The results are interpreted within the context of contemporary models of social problem solving and the implications for cognitive-behavioral assessment and intervention are considered.

Implicit Theories of Intelligence and Personality, Self-Efficacy in Problem Solving, and the Perception of Skills and Competences in High School Students in Sicily, Italy

ERIC Educational Resources Information Center

Pirrone, Concetta; Commodari, Elena

2013-01-01

Various theories of intelligence and personality (TIP) help explain the implicit beliefs that an individual develops about the functioning of his intelligence and personality. Such beliefs are defined "implicit" because the individual might not be fully aware of his or her belief system. The results from scientific research on the TIP…

Protective factors associated with fewer multiple problem behaviors among homeless/runaway youth.

PubMed

Lightfoot, Marguerita; Stein, Judith A; Tevendale, Heather; Preston, Kathleen

2011-01-01

Although homeless youth exhibit numerous problem behaviors, protective factors that can be targeted and modified by prevention programs to decrease the likelihood of involvement in risky behaviors are less apparent. The current study tested a model of protective factors for multiple problem behavior in a sample of 474 homeless youth (42% girls; 83% minority) ages 12 to 24 years. Higher levels of problem solving and planning skills were strongly related to lower levels of multiple problem behaviors in homeless youth, suggesting both the positive impact of preexisting personal assets of these youth and important programmatic targets for further building their resilience and decreasing problem behaviors. Indirect relationships between the background factors of self-esteem and social support and multiple problem behaviors were significantly mediated through protective skills. The model suggests that helping youth enhance their skills in goal setting, decision making, and self-reliant coping could lessen a variety of problem behaviors commonly found among homeless youth.

Protective Factors Associated with Fewer Multiple Problem Behaviors Among Homeless/Runaway Youth

PubMed Central

Lightfoot, Marguerita; Stein, Judith A.; Tevendale, Heather; Preston, Kathleen

2015-01-01

Although homeless youth exhibit numerous problem behaviors, protective factors that can be targeted and modified by prevention programs to decrease the likelihood of involvement in risky behaviors are less apparent. The current study tested a model of protective factors for multiple problem behavior in a sample of 474 homeless youth (42% girls; 83% minority) ages 12 to 24 years. Higher levels of problem solving and planning skills were strongly related to lower levels of multiple problem behaviors in homeless youth, suggesting both the positive impact of preexisting personal assets of these youth and important programmatic targets for further building their resilience and decreasing problem behaviors. Indirect relationships between the background factors of self-esteem and social support and multiple problem behaviors were significantly mediated through protective skills. The model suggests that helping youth enhance their skills in goal setting, decision making, and self-reliant coping could lessen a variety of problem behaviors commonly found among homeless youth. PMID:22023279

Scaffolding the Development of Problem-Solving Skills in Chemistry: Guiding Novice Students out of Dead Ends and False Starts

ERIC Educational Resources Information Center

Yuriev, Elizabeth; Naidu, Som; Schembri, Luke S.; Short, Jennifer L.

2017-01-01

To scaffold the development of problem-solving skills in chemistry, chemistry educators are exploring a variety of instructional techniques. In this study, we have designed, implemented, and evaluated a problem-solving workflow--''Goldilocks Help''. This workflow builds on work done in the field of problem solving in chemistry and provides…

Help-seeking intention for depression in early adolescents: Associated factors and sex differences.

PubMed

Ando, Shuntaro; Nishida, Atsushi; Usami, Satoshi; Koike, Shinsuke; Yamasaki, Syudo; Kanata, Sho; Fujikawa, Shinya; Furukawa, Toshiaki A; Fukuda, Masato; Sawyer, Susan M; Hiraiwa-Hasegawa, Mariko; Kasai, Kiyoto

2018-06-07

Seeking help from others is an essential behavioural intention for humans to adapt to the social environment. Transgenerational and gender-related mechanisms of how this intention is shaped is an important but unresolved question in adolescent development. This study aimed to comprehensively examine the factors promoting or inhibiting intention to seek help for depression in 10-year-olds, including transgenerational factors, and to investigate the sex differences in the effect of these factors. A cross-sectional study was conducted on a community of 4478 10-year-old children and their parents using self-report questionnaires and face-to-face interviews. The dependent variable was intention of seeking help for depression, which was assessed using a depression case vignette. Independent variables were demographic, psychological, and transgenerational/social factors including depressive symptoms, psychotic-like symptoms, tendency to help classmates, and parents' help-seeking intention. Girls were more likely to seek help than boys. Multivariate logistic regression analysis showed that factors promoting help-seeking intention included the recognition of a need for help, emotional openness, tendency to help classmates, parents' positive intention of seeking help for depression, and the number of people to consult. The inhibiting factors included depressive symptoms, psychotic-like symptoms, and gender norms regarding problem solving. Gender norms inhibited intention of seeking help for depression more strongly in boys than in girls. Parents' and children's help-seeking intention were correlated to each other. Actions should be considered against gender norms presuming that boys should solve their own problems. Further, these actions should target adults as much as adolescents. Copyright © 2018. Published by Elsevier B.V.

Integrative Response Therapy for Binge Eating Disorder

ERIC Educational Resources Information Center

Robinson, Athena

2013-01-01

Binge eating disorder (BED), a chronic condition characterized by eating disorder psychopathology and physical and social disability, represents a significant public health problem. Guided self-help (GSH) treatments for BED appear promising and may be more readily disseminable to mental health care providers, accessible to patients, and…

The problem-solving approach in the teaching of number theory

NASA Astrophysics Data System (ADS)

Toh, Pee Choon; Hoong Leong, Yew; Toh, Tin Lam; Dindyal, Jaguthsing; Quek, Khiok Seng; Guan Tay, Eng; Him Ho, Foo

2014-02-01

Mathematical problem solving is the mainstay of the mathematics curriculum for Singapore schools. In the preparation of prospective mathematics teachers, the authors, who are mathematics teacher educators, deem it important that pre-service mathematics teachers experience non-routine problem solving and acquire an attitude that predisposes them to adopt a Pólya-style approach in learning mathematics. The Practical Worksheet is an instructional scaffold we adopted to help our pre-service mathematics teachers develop problem-solving dispositions alongside the learning of the subject matter. The Worksheet was initially used in a design experiment aimed at teaching problem solving in a secondary school. In this paper, we describe an application and adaptation of the MProSE (Mathematical Problem Solving for Everyone) design experiment to a university level number theory course for pre-service mathematics teachers. The goal of the enterprise was to help the pre-service mathematics teachers develop problem-solving dispositions alongside the learning of the subject matter. Our analysis of the pre-service mathematics teachers' work shows that the MProSE design holds promise for mathematics courses at the tertiary level.

Relations between Young Students' Strategic Behaviours, Domain-Specific Self-Concept, and Performance in a Problem-Solving Situation

ERIC Educational Resources Information Center

Dermitzaki, Irini; Leondari, Angeliki; Goudas, Marios

2009-01-01

This study aimed at investigating the relations between students' strategic behaviour during problem solving, task performance and domain-specific self-concept. A total of 167 first- and second-graders were individually examined in tasks involving cubes assembly and in academic self-concept in mathematics. Students' cognitive, metacognitive, and…

Prior Knowledge Influence on Self-Explanation Effectiveness when Solving Problems: An Exploratory Study in Science Learning

ERIC Educational Resources Information Center

Ionas, Ioan Gelu; Cernusca, Dan; Collier, Harvest L.

2012-01-01

This exploratory study presents the outcomes of using self-explanation to improve learners' performance in solving basic chemistry problems. The results of the randomized experiment show the existence of a moderation effect between prior knowledge and the level of support self-explanation provides to learners, suggestive of a synergistic effect…

Multiple representations and free-body diagrams: Do students benefit from using them?

NASA Astrophysics Data System (ADS)

Rosengrant, David R.

2007-12-01

Introductory physics students have difficulties understanding concepts and solving problems. When they solve problems, they use surface features of the problems to find an equation to calculate a numerical answer often not understanding the physics in the problem. How do we help students approach problem solving in an expert manner? A possible answer is to help them learn to represent knowledge in multiple ways and then use these different representations for conceptual understanding and problem solving. This solution follows from research in cognitive science and in physics education. However, there are no studies in physics that investigate whether students who learn to use multiple representations are in fact better problem solvers. This study focuses on one specific representation used in physics--a free body diagram. A free-body diagram is a graphical representation of forces exerted on an object of interest by other objects. I used the free-body diagram to investigate five main questions: (1) If students are in a course where they consistently use free body diagrams to construct and test concepts in mechanics, electricity and magnetism and to solve problems in class and in homework, will they draw free-body diagrams on their own when solving exam problems? (2) Are students who use free-body diagrams to solve problems more successful then those who do not? (3) Why do students draw free-body diagrams when solving problems? (4) Are students consistent in constructing diagrams for different concepts in physics and are they consistent in the quality of their diagrams? (5) What are possible relationships between features of a problem and how likely a student will draw a free body diagram to help them solve the problem? I utilized a mixed-methods approach to answer these questions. Questions 1, 2, 4 and 5 required a quantitative approach while question 3 required a qualitative approach, a case study. When I completed my study, I found that if students are in an environment which fosters the use of representations for problem solving and for concept development, then the majority of students will consistently construct helpful free-body diagrams and use them on their own to solve problems. Additionally, those that construct correct free-body diagrams are significantly more likely to successfully solve the problem. Finally, those students that are high achieving tend to use diagrams more and for more reasons then students who have low course grades. These findings will have major impacts on how introductory physics instructors run their classes and how curriculums are designed. These results favor a problem solving strategy that is rich with representations.

Self Esteem, Information Search and Problem Solving Efficiency.

DTIC Science & Technology

1979-05-01

Weiss (1977, 1978) has shown that low self esteem workers are more likely to model the role behaviors and work values of superiors than are high self ...task where search is functional. Results showed that, as expected, low self esteem subjects searched for more information, search was functional and low ...situation. He has also argued that high self esteem individuals search for less information on problem solving tasks and are therefore less likely to

Metaphor and analogy in everyday problem solving.

PubMed

Keefer, Lucas A; Landau, Mark J

2016-11-01

Early accounts of problem solving focused on the ways people represent information directly related to target problems and possible solutions. Subsequent theory and research point to the role of peripheral influences such as heuristics and bodily states. We discuss how metaphor and analogy similarly influence stages of everyday problem solving: Both processes mentally map features of a target problem onto the structure of a relatively more familiar concept. When individuals apply this structure, they use a well-known concept as a framework for reasoning about real world problems and candidate solutions. Early studies found that analogy use helped people gain insight into novel problems. More recent research on metaphor goes further to show that activating mappings has subtle, sometimes surprising effects on judgment and reasoning in everyday problem solving. These findings highlight situations in which mappings can help or hinder efforts to solve problems. WIREs Cogn Sci 2016, 7:394-405. doi: 10.1002/wcs.1407 For further resources related to this article, please visit the WIREs website. © 2016 Wiley Periodicals, Inc.

Who Is Your Champion? A Close Look at How Plant and Animal Structures Can Help Solve a Problem

ERIC Educational Resources Information Center

Walker, Caryn; Ethington, Roberta L.; Stark, Alyssa Y.

2016-01-01

Everyone has problems, from the smallest ant competing for a food source to the largest elephant needing to cool down. Fortunately, organisms have structures that function to help them solve these problems. So when a group of fourth-grade students look for solutions to their problems, who do they turn to? A biological champion, of course! Plants…

The Effect of Cognitive Behavioral Therapy (CBT) on Depression: The Role of Problem-Solving Appraisal

ERIC Educational Resources Information Center

Chen, Szu-Yu; Jordan, Catheleen; Thompson, Sanna

2006-01-01

Objective: Many studies have confirmed the efficacy of cognitive behavioral therapy (CBT) as a treatment for depression. However, the mechanism of CBT for depression reduction is still not well understood. This study explored the mechanism of CBT from the perspective of individuals' problem-solving appraisal. Method: A one-group pretest-posttest…

Problem-Solving Rules for Genetics.

ERIC Educational Resources Information Center

Collins, Angelo

The categories and applications of strategic knowledge as these relate to problem solving in the area of transmission genetics are examined in this research study. The role of computer simulations in helping students acquire the strategic knowledge necessary to solve realistic transmission genetics problems was emphasized. The Genetics…

Problem Solving, Scaffolding and Learning

ERIC Educational Resources Information Center

Lin, Shih-Yin

2012-01-01

Helping students to construct robust understanding of physics concepts and develop good solving skills is a central goal in many physics classrooms. This thesis examine students' problem solving abilities from different perspectives and explores strategies to scaffold students' learning. In studies involving analogical problem solving…

On the Benefits of Seeking (and Avoiding) Help in Online Problem-Solving Environments

ERIC Educational Resources Information Center

Roll, Ido; Baker, Ryan S. J. d.; Aleven, Vincent; Koedinger, Kenneth R.

2014-01-01

Seeking the right level of help at the right time can support learning. However, in the context of online problem-solving environments, it is still not entirely clear which help-seeking strategies are desired. We use fine-grained data from 38 high school students who worked with the Geometry Cognitive Tutor for 2 months to better understand the…

Self-rated assessment of needs for mental health care: a qualitative analysis.

PubMed

Fossey, Ellie; Harvey, Carol; Mokhtari, Mohammadreza R; Meadows, Graham N

2012-08-01

This study explored perceived mental health-related needs and barriers to meeting them in primary and mental health care settings. Fifty-one participants completed the Perceived Need for Care Questionnaire and an interview to qualitatively explore the meanings behind self-identified needs for medication, information, counselling, practical help, and skills development. Qualitative content analysis indicated perceived needs for care are multifaceted. Dissatisfaction with taking medication may coexist with perceiving medication needs as met; information needs predominantly concerned wanting to better understand one's illness; and communication was the main perceived barrier to meeting these needs. Counselling-related needs included being listened to, supported or assisted with problem-solving, with service attitudes, staff expertise or cost seen as limiting access. Needs for practical help and skills development were described as unmet or addressed by family, and help-seeking for these needs constrained by efforts to self-manage, insufficient information, and affordability. Collaborative care and information-sharing appear important to better meet mental health-related perceived needs.

What's the Right Answer? Team Problem-Solving in Environments of Uncertainty

ERIC Educational Resources Information Center

Jameson, Daphne A.

2009-01-01

Whether in the workplace or the classroom, many teams approach problem-solving as a search for certainty--even though certainty rarely exists in business. This search for the one right answer to a problem creates unrealistic expectations and often undermines teams' effectiveness. To help teams manage their problem-solving process and communication…

Rebuilding the Marriage during Recovery from Compulsive Sexual Behavior.

ERIC Educational Resources Information Center

Schneider, Jennifer P.

1989-01-01

Defines sexual addiction and describes its effects on individual and his/her primary relationship. Addresses problems of recognizing sexual compulsivity and offers suggestions for treatment which include use of both dyadic and group therapy. Recommends attendance at self-help groups based on Alcoholics Anonymous model. (Author/CM)

Use of Cognitive Therapy and the Balance Sheet Procedure to Assist Career Decision Making.

ERIC Educational Resources Information Center

O'Hare, Marianne M.

1989-01-01

A balance sheet technique enables counselors to help clients identify and overcome anxiety associated with career decision making. Steps include describing the problem, brainstorming alternatives, listing expected positive and negative outcomes in terms of self and others, seeking information, and choosing alternatives. (SK)

Mrs. Miggins in the Classroom.

ERIC Educational Resources Information Center

Barnes, Rob

2000-01-01

A therapeutic board game was devised in order to generate discussion and to dispute irrational thinking in 10 children (age 10) with behavior problems. The pupils responded positively to rational-emotive behavior therapy, and teachers found that the cards used in the game provided a framework for discussion and self-help strategies. (Contains…

Roles of Variables in Teaching

ERIC Educational Resources Information Center

Sorva, Juha; Karavirta, Ville; Korhonen, Ari

2007-01-01

Expert programmers possess schemas, abstractions of concrete experiences, which help them solve programming problems and lessen the load on their working memory during problem solving. Possession of schemas is a key difference between novices and experts, which is why instructors need to help students construct them. One recent tool for…

Strategies to Support Students' Mathematical Modeling

ERIC Educational Resources Information Center

Jung, Hyunyi

2015-01-01

An important question for mathematics teachers is this: "How can we help students learn mathematics to solve everyday problems, rather than teaching them only to memorize rules and practice mathematical procedures?" Teaching students using modeling activities can help them learn mathematics in real-world problem-solving situations that…

Stress mediates the relationship between past drug addiction and current risky sexual behavior among low income women

PubMed Central

Wu, Z. Helen; Tennen, Howard; Hosain, Monawar; Coman, Emil; Cullum, Jerry; Berenson, Abbey B.

2014-01-01

This study examined the role of stress as a mediator of the relationship between prior drug addiction and current high risk sexual behavior. Eight hundred twenty women aged 18 to 30 years, who received care at community-based family planning clinics were interviewed using the Composite International Diagnostic Interview and the Sexual Risk Behavior Assessment Schedule. They also completed the brief version of the Self-Control Scale as a measure of problem-solving strategies, and measures of recent stressful events, daily hassles, and ongoing chronic stress. Regardless of addiction history, stress exposure during the previous 12 months was associated with risky sexual behavior during the previous 12 months. Structural equation modeling revealed that 12-month stress levels mediated the relationship between past drug addiction and 12-month high risk sexual behaviors, as well as the negative relationship between problem-solving strategies and high risk sexual behaviors. Problem-solving strategies did not moderate the relationship between drug addiction and high risk sexual behaviors. These findings suggest that stress management training may help reduce risky behavior among young, low-income women PMID:24985341

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.

Role of Multiple Representations in Physics Problem Solving

ERIC Educational Resources Information Center

Maries, Alexandru

2013-01-01

This thesis explores the role of multiple representations in introductory physics students' problem solving performance through several investigations. Representations can help students focus on the conceptual aspects of physics and play a major role in effective problem solving. Diagrammatic representations can play a particularly important role…

Mighty Mathematicians: Using Problem Posing and Problem Solving to Develop Mathematical Power

ERIC Educational Resources Information Center

McGatha, Maggie B.; Sheffield, Linda J.

2006-01-01

This article describes a year-long professional development institute combined with a summer camp for students. Both were designed to help teachers and students develop their problem-solving and problem-posing abilities.

Physical activity problem-solving inventory for adolescents: development and initial validation.

PubMed

Thompson, Debbe; Bhatt, Riddhi; Watson, Kathy

2013-08-01

Youth encounter physical activity barriers, often called problems. The purpose of problem solving is to generate solutions to overcome the barriers. Enhancing problem-solving ability may enable youth to be more physically active. Therefore, a method for reliably assessing physical activity problem-solving ability is needed. The purpose of this research was to report the development and initial validation of the physical activity problem-solving inventory for adolescents (PAPSIA). Qualitative and quantitative procedures were used. The social problem-solving inventory for adolescents guided the development of the PAPSIA scale. Youth (14- to 17-year-olds) were recruited using standard procedures, such as distributing flyers in the community and to organizations likely to be attended by adolescents. Cognitive interviews were conducted in person. Adolescents completed pen and paper versions of the questionnaire and/or scales assessing social desirability, self-reported physical activity, and physical activity self-efficacy. An expert panel review, cognitive interviews, and a pilot study (n = 129) established content validity. Construct, concurrent, and predictive validity were also established (n = 520 youth). PAPSIA is a promising measure for assessing youth physical activity problem-solving ability. Future research will assess its validity with objectively measured physical activity.

Problem Solving with Combinations.

ERIC Educational Resources Information Center

English, Lyn

1992-01-01

Highlights combinatorial problems appropriate for students aged 4 to 12 years that utilize manipulatives in a hands-on approach. Examines and identifies students' strategies and self-monitoring techniques that produce effective problem solving. (MDH)

Trained lay health workers reduce common mental disorder symptoms of adults with suicidal ideation in Zimbabwe: a cohort study.

PubMed

Munetsi, Epiphany; Simms, Victoria; Dzapasi, Lloyd; Chapoterera, Georgina; Goba, Nyaradzo; Gumunyu, Tichaona; Weiss, Helen A; Verhey, Ruth; Abas, Melanie; Araya, Ricardo; Chibanda, Dixon

2018-02-08

Suicidal ideation may lead to deliberate self-harm which increases the risk of death by suicide. Globally, the main cause of deliberate self-harm is depression. The aim of this study was to explore prevalence of, and risk factors for, suicidal ideation among men and women with common mental disorder (CMD) symptoms attending public clinics in Zimbabwe, and to determine whether problem solving therapy delivered by lay health workers can reduce common mental disorder symptoms among people with suicidal ideation, using secondary analysis of a randomised controlled trial. At trial enrolment, the Shona Symptom Questionnaire (SSQ) was used to screen for CMD symptoms. In the intervention arm, participants received six problem-solving therapy sessions conducted by trained and supervised lay health workers, while those in the control arm received enhanced usual care. We used multivariate logistic regression to identify risk factors for suicidal ideation at enrolment, and cluster-level logistic regression to compare SSQ scores at endline (6 months follow-up) between trial arms, stratified by suicidal ideation at enrolment. There were 573 participants who screened positive for CMD symptoms and 75 (13.1%) reported suicidal ideation at baseline. At baseline, after adjusting for confounders, suicidal ideation was independently associated with being aged over 24, lack of household income (household income yes/no; adjusted odds ratio 0.52 (95% CI 0.29, 0.95); p = 0.03) and with having recently skipped a meal due to lack of food (adjusted odds ratio 3.06 (95% CI 1.81, 5.18); p < 0.001). Participants who reported suicidal ideation at enrolment experienced similar benefit to CMD symptoms from the Friendship Bench intervention (adjusted mean difference - 5.38, 95% CI -7.85, - 2.90; p < 0.001) compared to those who had common mental disorder symptoms but no suicidal ideation (adjusted mean difference - 4.86, 95% CI -5.68, - 4.04; p < 0.001). Problem-solving therapy delivered by trained and supervised lay health workers reduced common mental disorder symptoms among participants with suicidal thoughts who attended primary care facilities in Zimbabwe. pactr.org ldentifier: PACTR201410000876178.

Sciencewise: Discovering Scientific Process through Problem Solving. Book 2.

ERIC Educational Resources Information Center

Holley, Dennis

This book of activities uses problem solving to help students develop the basic science process skills of observing, predicting, designing/experimenting, eliminating, and drawing conclusions. The activities are divided into two sections: Dynamo Demos and Creative Challenges. The teacher-led Dynamo Demos help students to develop science process…

Sciencewise: Discovering Scientific Process through Problem Solving. Book 1.

ERIC Educational Resources Information Center

Holley, Dennis

This book of activities uses problem solving to help students develop the basic science process skills of observing, predicting, designing/experimenting, eliminating, and drawing conclusions. The activities are divided into two sections: Dynamo Demos and Creative Challenges. The teacher-led Dynamo Demos help students to develop science process…

[Development of an integrative cognitive rehabilitation program for brain injured patients in the post-acute stage].

PubMed

Oh, Hyun Soo; Kim, Young Ran; Seo, Wha Sook; Seo, Yeon Ok

2005-04-01

This study was conducted to develop a comprehensive cognitive rehabilitation program that can be easily applied to brain injured patients by family members or nurses in community or hospital settings. A Systemic literature review design was used. Thirty-three related studies were reviewed. Based on the results of the literature review, the training tasks for attention were designated to enhancing 4 hierarchical areas, i.e., focused, selective, alternating, and divided attention. On the other hand, the memory rehabilitation tasks mainly consisted of mnemonic skills, such as the association method which helps patients memorize given information by linking together common attributes, the visual imagery method, and self-instruction method. The problem solving rehabilitation program included a task of games or plays which stimulated the patients' curiosity and interest. The training tasks for problem solving were to encourage the process of deriving reasonable solutions for a problematic situation resembling real problems that the patients were faced with in their everyday life. It is expected that the cognitive rehabilitation program developed from this study could help patients having difficulty in their every day life, due to a reduced cognitive ability resulting from brain injury, to effectively adapt to every day life.

Solving Problems with Charts & Tables. Pipefitter.

ERIC Educational Resources Information Center

Greater Baton Rouge Chamber of Commerce, LA.

Developed as part of the ABCs of Construction National Workplace Literacy Project, this instructional module is designed to help individuals employed as pipefitters learn to solve problems with charts and tables. Outlined in the first section is a five-step procedure for solving problems involving tables and/or charts: identifying the question to…

Curricular Reforms That Improve Students' Attitudes and Problem-Solving Performance

ERIC Educational Resources Information Center

Teodorescu, Raluca E.; Bennhold, Cornelius; Feldman, Gerald; Medsker, Larry

2014-01-01

We present the most recent steps undertaken to reform the introductory algebra-based course at The George Washington University. The reform sought to help students improve their problem-solving performance. Our pedagogy relies on didactic constructs such as the" GW-ACCESS problem-solving protocol," "instructional sequences" and…

Communities of Practice: A New Approach to Solving Complex Educational Problems

ERIC Educational Resources Information Center

Cashman, J.; Linehan, P.; Rosser, M.

2007-01-01

Communities of Practice offer state agency personnel a promising approach for engaging stakeholder groups in collaboratively solving complex and, often, persistent problems in special education. Communities of Practice can help state agency personnel drive strategy, solve problems, promote the spread of best practices, develop members'…

Cognitive Processes Embedded in Self-Explanations of Solving Technical Problems: Implications for Training

ERIC Educational Resources Information Center

Maughan, George R.

2007-01-01

This qualitative research examines the cognitive processes embedded in self-explanations of automobile and motorcycle service technicians performing troubleshooting tasks and solving technical problems. In-depth interviews were conducted with twelve service technicians who have obtained the designation of "master technician" or equivalent within…

Finding Trustworthy Experts to Help Problem Solving on the Programming Learning Forum

ERIC Educational Resources Information Center

Tseng, Shian-Shyong; Weng, Jui-Feng

2010-01-01

The most important thing for learners in Programming Language subject is problem solving. During the practical programming project, various problems may occur and learners usually need consultation from the senior programmers (i.e. the experts) to assist them in solving the problems. Thus, the inquiry-based learning with learning forum is applied…

Going to a Psychologist, Psychiatrist, or Therapist

MedlinePlus

... skills. Kids learn to use these skills to solve problems. A therapist gives praise and support as ... Therapists help you practice what you're learning. Solve problems. Your therapist will ask about how problems ...

Determining Students' Attitude towards Physics through Problem-Solving Strategy

ERIC Educational Resources Information Center

Erdemir, Naki

2009-01-01

In this study, the effects of teacher-directed and self-directed problem-solving strategies on students' attitudes toward physics were explored. Problem-solving strategies were used with the experimental group, while the control group was instructed using traditional teaching methods. The study was conducted with 270 students at various high…

The Role of Problem Solving in Complex Intraverbal Repertoires

ERIC Educational Resources Information Center

Sautter, Rachael A.; LeBlanc, Linda A.; Jay, Allison A.; Goldsmith, Tina R.; Carr, James E.

2011-01-01

We examined whether typically developing preschoolers could learn to use a problem-solving strategy that involved self-prompting with intraverbal chains to provide multiple responses to intraverbal categorization questions. Teaching the children to use the problem-solving strategy did not produce significant increases in target responses until…

Teaching People to Manage Constraints: Effects on Creative Problem-Solving

ERIC Educational Resources Information Center

Peterson, David R.; Barrett, Jamie D.; Hester, Kimberly S.; Robledo, Issac C.; Hougen, Dean F.; Day, Eric A.; Mumford, Michael D.

2013-01-01

Constraints often inhibit creative problem-solving. This study examined the impact of training strategies for managing constraints on creative problem-solving. Undergraduates, 218 in all, were asked to work through 1 to 4 self-paced instructional programs focused on constraint management strategies. The quality, originality, and elegance of…

Reliable Multi Method Assessment of Metacognition Use in Chemistry Problem Solving

ERIC Educational Resources Information Center

Cooper, Melanie M.; Sandi-Urena, Santiago; Stevens, Ron

2008-01-01

Metacognition is fundamental in achieving understanding of chemistry and developing of problem solving skills. This paper describes an across-method-and-time instrument designed to assess the use of metacognition in chemistry problem solving. This multi method instrument combines a self report, namely the Metacognitive Activities Inventory…

Reflection on solutions in the form of refutation texts versus problem solving: the case of 8th graders studying simple electric circuits

NASA Astrophysics Data System (ADS)

Safadi, Rafi'; Safadi, Ekhlass; Meidav, Meir

2017-01-01

This study compared students’ learning in troubleshooting and problem solving activities. The troubleshooting activities provided students with solutions to conceptual problems in the form of refutation texts; namely, solutions that portray common misconceptions, refute them, and then present the accepted scientific ideas. They required students to individually diagnose these solutions; that is, to identify the erroneous and correct parts of the solutions and explain in what sense they differed, and later share their work in whole class discussions. The problem solving activities required the students to individually solve these same problems, and later share their work in whole class discussions. We compared the impact of the individual work stage in the troubleshooting and problem solving activities on promoting argumentation in the subsequent class discussions, and the effects of these activities on students’ engagement in self-repair processes; namely, in learning processes that allowed the students to self-repair their misconceptions, and by extension on advancing their conceptual knowledge. Two 8th grade classes studying simple electric circuits with the same teacher took part. One class (28 students) carried out four troubleshooting activities and the other (31 students) four problem solving activities. These activities were interwoven into a twelve lesson unit on simple electric circuits that was spread over a period of 2 months. The impact of the troubleshooting activities on students’ conceptual knowledge was significantly higher than that of the problem solving activities. This result is consistent with the finding that the troubleshooting activities engaged students in self-repair processes whereas the problem solving activities did not. The results also indicated that diagnosing solutions to conceptual problems in the form of refutation texts, as opposed to solving these same problems, apparently triggered argumentation in subsequent class discussions, even though the teacher was unfamiliar with the best ways to conduct argumentative classroom discussions. We account for these results and suggest possible directions for future research.

Problem-Solving Training: Effects on the Problem-Solving Skills and Self-Efficacy of Nursing Students

ERIC Educational Resources Information Center

Ancel, Gulsum

2016-01-01

Problem Statement: Problem-Solving (PS) skills have been determined to be an internationally useful strategy for better nursing. That is why PS skills underlie all nursing practice, teamwork, and health care management, and are a main topic in undergraduate nursing education. Thus, there is a need to develop effective methods to teach…

Self-harm and life problems: findings from the Multicentre Study of Self-harm in England.

PubMed

Townsend, Ellen; Ness, Jennifer; Waters, Keith; Kapur, Navneet; Turnbull, Pauline; Cooper, Jayne; Bergen, Helen; Hawton, Keith

2016-02-01

Self-harm is a major clinical problem and is strongly linked to suicide. It is important to understand the problems faced by those who self-harm to design effective clinical services and suicide prevention strategies. We investigated the life problems experienced by patients presenting to general hospitals for self-harm. Data for 2000-2010 from the Multicentre Study of Self-harm in England were used to investigate life problems associated with self-harm and their relationship to patient and clinical characteristics, including age, gender, repeat self-harm and employment status. Of 24,598 patients (36,431 assessed episodes), 57% were female and with a mean age of 33.1 years (SD 14.0 years), 92.6% were identified as having at least one contributing life problem. The most frequently reported problems at first episode of self-harm within the study period were relationship difficulties (especially with partners). Mental health issues and problems with alcohol were also very common (especially in those aged 35-54 years, and those who repeated self-harm). Those who repeated self-harm were more likely to report problems with housing, mental health and dealing with the consequences of abuse. Self-harm usually occurs in the context of multiple life problems. Clinical services for self-harm patients should have access to appropriate care for provision of help for relationship difficulties and problems concerning alcohol and mental health issues. Individualised clinical support (e.g. psychological therapy, interventions for alcohol problems and relationship counselling) for self-harm patients facing these life problems may play a crucial role in suicide prevention.

From Novice to Expert: Problem Solving in ICD-10-PCS Procedural Coding

PubMed Central

Rousse, Justin Thomas

2013-01-01

The benefits of converting to ICD-10-CM/PCS have been well documented in recent years. One of the greatest challenges in the conversion, however, is how to train the workforce in the code sets. The International Classification of Diseases, Tenth Revision, Procedure Coding System (ICD-10-PCS) has been described as a language requiring higher-level reasoning skills because of the system's increased granularity. Training and problem-solving strategies required for correct procedural coding are unclear. The objective of this article is to propose that the acquisition of rule-based logic will need to be augmented with self-evaluative and critical thinking. Awareness of how this process works is helpful for established coders as well as for a new generation of coders who will master the complexities of the system. PMID:23861674

Synthetic depth data creation for sensor setup planning and evaluation of multi-camera multi-person trackers

NASA Astrophysics Data System (ADS)

Pattke, Marco; Martin, Manuel; Voit, Michael

2017-05-01

Tracking people with cameras in public areas is common today. However with an increasing number of cameras it becomes harder and harder to view the data manually. Especially in safety critical areas automatic image exploitation could help to solve this problem. Setting up such a system can however be difficult because of its increased complexity. Sensor placement is critical to ensure that people are detected and tracked reliably. We try to solve this problem using a simulation framework that is able to simulate different camera setups in the desired environment including animated characters. We combine this framework with our self developed distributed and scalable system for people tracking to test its effectiveness and can show the results of the tracking system in real time in the simulated environment.

Does Teaching Problem-Solving Skills Matter? An Evaluation of Problem-Solving Skills Training for the Treatment of Social and Behavioral Problems in Children

ERIC Educational Resources Information Center

Bushman, Bryan B.; Peacock, Gretchen Gimpel

2010-01-01

Problem-solving skills training (PSST) has been proposed as a potentially effective addition to behavioral parent training (PT). However, it is not clear whether PSST specifically increases the benefits provided by PT. In this study, PT + PSST was compared to PT + nondirective therapy in a sample of 26 families. All parents received PT. Following…

Helping students learn effective problem solving strategies by reflecting with peers

NASA Astrophysics Data System (ADS)

Mason, Andrew; Singh, Chandralekha

2010-07-01

We study how introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into a "peer reflection" (PR) group and a traditional group. Each week in recitation, small teams of students in the PR group reflected on selected problems from the homework and discussed why the solutions of some students employed better problem solving strategies than others. The graduate and undergraduate teaching assistants in the PR recitations provided guidance and coaching to help students learn effective problem solving heuristics. In the traditional group recitations students could ask the graduate TA questions about the homework before they took a weekly quiz. The traditional group recitation quiz questions were similar to the homework questions selected for peer reflection in the PR group recitations. As one measure of the impact of this intervention, we investigated how likely students were to draw diagrams to help with problem solving on the final exam with only multiple-choice questions. We found that the PR group drew diagrams on more problems than the traditional group even when there was no explicit reward for doing so. Also, students who drew more diagrams for the multiple-choice questions outperformed those who did not, regardless of which group they were a member.

A Randomized Controlled Trial of Problem-Solving Therapy Compared to Cognitive Therapy for the Treatment of Insomnia in Adults

PubMed Central

Pech, Melissa; O'Kearney, Richard

2013-01-01

Study Objectives: To compare the efficacy of problem-solving therapy (PST) combined with behavioral sleep strategies to standard cognitive therapy (CT) combined with behavioral sleep strategies in the treatment of insomnia. Design: A six-week randomized controlled trial with one month follow-up. Setting: The Australian National University Psychology Clinic, Canberra, Australia. Participants: Forty-seven adults aged 18-60 years recruited from the community meeting the Research Diagnostic Criteria for insomnia. Interventions: Participants received 6 weeks of treatment including one group session (sleep education and hygiene, stimulus control instructions and progressive muscle relaxation) followed by 5 weeks of individual treatment of PST or CT. Measurements and Results: Primary outcomes included sleep efficiency (SE) from sleep diaries, the Insomnia Severity Index (ISI), and the Pittsburgh Sleep Quality Index (PSQI). Secondary measures assessed dysfunctional sleep beliefs, problem-solving skills and orientations, and worry. Both treatments produced significant post therapy improvements in sleep which were maintained at 1 month follow-up (on SE Cohen d = 1.42, 95% CI 1.02-1.87 for PST; d = 1.26, 95% CI 0.81-1.65 for CT; on ISI d = 1.46, 95% CI 1.03-1.88 for PST; d = 1.95, 95% CI 0.52-2.38 for CT; for PSQI d = 0.97, 95% CI 0.55-1.40 for PST and d = 1.34, 95% CI 0.90-1.79 for the CT). There were no differences in PST and CT in the size or rate of improvement in sleep although CT produced a significant faster rate of decline in negative beliefs about sleep than PST and there was a trend (P = 0.08) for PST to produce a faster rate of improvement in negative problem orientation than CT. Conclusions: The results provide preliminary support for problem solving treatment as an equally efficacious alternative component to cognitive therapy in psychological interventions for insomnia. Citation: Pech M; O'Kearney R. A randomized controlled trial of problem-solving therapy compared to cognitive therapy for the treatment of insomnia in adults. SLEEP 2013;36(5):739-749. PMID:23633757

Problem solving performance and learning strategies of undergraduate students who solved microbiology problems using IMMEX educational software

NASA Astrophysics Data System (ADS)

Ebomoyi, Josephine Itota

The objectives of this study were as follows: (1) Determine the relationship between learning strategies and performance in problem solving, (2) Explore the role of a student's declared major on performance in problem solving, (3) Understand the decision making process of high and low achievers during problem solving. Participants (N = 65) solved problems using the Interactive multimedia exercise (IMMEX) software. All participants not only solved "Microquest," which focuses on cellular processes and mode of action of antibiotics, but also "Creeping Crud," which focuses on the cause, origin and transmission of diseases. Participants also responded to the "Motivated Strategy Learning Questionnaire" (MSLQ). Hierarchical multiple regression was used for analysis with GPA (Gracie point average) as a control. There were 49 (78.6%) that successfully solved "Microquest" while 52 (82.5%) successfully solved "Creeping Crud". Metacognitive self regulation strategy was significantly (p < .10) related to ability to solve "Creeping Crud". Peer learning strategy showed a positive significant (p < .10) relationship with scores obtained from solving "Creeping Crud". Students' declared major made a significant (p < .05) difference on the ability to solve "Microquest". A subset (18) volunteered for a think aloud method to determine decision-making process. High achievers used fewer steps, and had more focused approach than low achievers. Common strategies and attributes included metacognitive skills, writing to keep track, using prior knowledge. Others included elements of frustration/confusion and self-esteem problems. The implications for educational and relevance to real life situations are discussed.

Self-Regulation in the Midst of Complexity: A Case Study of High School Physics Students Engaged in Ill-Structured Problem Solving

ERIC Educational Resources Information Center

Milbourne, Jeffrey David

2016-01-01

The purpose of this dissertation study was to explore the experiences of high school physics students who were solving complex, ill-structured problems, in an effort to better understand how self-regulatory behavior mediated the project experience. Consistent with Voss, Green, Post, and Penner's (1983) conception of an ill-structured problem in…

Do students benefit from drawing productive diagrams themselves while solving introductory physics problems? The case of two electrostatics problems

NASA Astrophysics Data System (ADS)

Maries, Alexandru; Singh, Chandralekha

2018-01-01

An appropriate diagram is a required element of a solution building process in physics problem solving and it can transform a given problem into a representation that is easier to exploit for solving the problem. A major focus while helping introductory physics students learn problem solving is to help them appreciate that drawing diagrams facilitates problem solving. We conducted an investigation in which two different interventions were implemented during recitation quizzes throughout the semester in a large enrolment, algebra-based introductory physics course. Students were either (1) asked to solve problems in which the diagrams were drawn for them or (2) explicitly told to draw a diagram. A comparison group was not given any instruction regarding diagrams. We developed a rubric to score the problem solving performance of students in different intervention groups. We investigated two problems involving electric field and electric force and found that students who drew productive diagrams were more successful problem solvers and that a higher level of relevant detail in a student’s diagram corresponded to a better score. We also conducted think-aloud interviews with nine students who were at the time taking an equivalent introductory algebra-based physics course in order to gain insight into how drawing diagrams affects the problem solving process. These interviews supported some of the interpretations of the quantitative results. We end by discussing instructional implications of the findings.

Effectiveness of Problem-Solving Therapy for Older, Primary Care Patients with Depression: Results from the IMPACT Project

ERIC Educational Resources Information Center

Arean, Patricia; Hegel, Mark; Vannoy, Steven; Fan, Ming-Yu; Unuzter, Jurgen

2008-01-01

Purpose: We compared a primary-care-based psychotherapy, that is, problem-solving therapy for primary care (PST-PC), to community-based psychotherapy in treating late-life major depression and dysthymia. Design and Methods: The data here are from the IMPACT study, which compared collaborative care within a primary care clinic to care as usual in…

Designing Efficient Self-Diagnosis Activities in the Physics Classroom

NASA Astrophysics Data System (ADS)

Safadi, Rafi'

2017-12-01

Self-diagnosis (SD) activities require students to self-diagnose their solutions to problems that they solved on their own. This involves identifying where they went wrong and then explaining the nature of their errors—why they went wrong—aided by some form of support. Worked examples (WEs) are often used to support students in SD activities. A WE is a step-by-step demonstration of how to solve a problem. One unresolved issue is why students fail to exploit WEs in SD exercises. Yerushalmi et al., for instance, provided students with written WEs and asked them to self-diagnose their solutions with respect to these WEs. These authors found no correlation between students' SD performance and their subsequent problem-solving performance on transfer problems, suggesting that students had only superficially exploited the written WEs. The aim of this article is to describe a new SD activity that was developed to prompt students to effectively use written WEs when self-diagnosing, and to examine its effectiveness in advancing students' learning in physics.

Task-Analytic Design of Graphic Presentations

DTIC Science & Technology

1990-05-18

important premise of Larkin and Simon’s work is that, when comparing alternative presentations, it is fruitful to characterize graphic-based problem solving...using the same information-processing models used to help understand problem solving using other representations [Newell and Simon, 19721...luring execution of graphic presentation- 4 based problem -solving procedures. Chapter 2 reviews other work related to the problem of designing graphic

The Roles of Negative Career Thinking and Career Problem-Solving Self-Efficacy in Career Exploratory Behavior

ERIC Educational Resources Information Center

Bullock-Yowell, Emily; Katz, Sheba P.; Reardon, Robert C.; Peterson, Gary W.

2012-01-01

The respective roles of social cognitive career theory and cognitive information processing in career exploratory behavior were analyzed. A verified path model shows cognitive information processing theory's negative career thoughts inversely predict social cognitive career theory's career problem-solving self-efficacy, which predicts career…

Computer-Based Science Inquiry: How Components of Metacognitive Self-Regulation Affect Problem-Solving.

ERIC Educational Resources Information Center

Howard, Bruce C.; McGee, Steven; Shia, Regina; Hong, Namsoo Shin

This study sought to examine the effects of meta cognitive self-regulation on problem solving across three conditions: (1) an interactive, computer-based treatment condition; (2) a noninteractive computer-based alternative treatment condition; and (3) a control condition. Also investigated was which of five components of metacognitive…

A Case Study of an Induction Year Teacher's Problem-Solving Using the LIBRE Model Activity

ERIC Educational Resources Information Center

Guerra, Norma S.; Flores, Belinda Bustos; Claeys, Lorena

2009-01-01

Background: A federally-funded program at the University of Texas at San Antonio adopted a holistic problem solving mentoring approach for novice teachers participating in an accelerated teacher certification program. Aims/focus of discussion: To investigate a novice teacher's problem-solving activity through self-expression of challenges and…

Internet Addiction Levels and Problem-Solving Skills in the Teaching Profession: An Investigation

ERIC Educational Resources Information Center

Ibili, Emin

2017-01-01

In this research, the relationship between Internet addiction levels among teaching candidates and their problem-solving aptitude and self-efficacy perceptions towards the teaching profession was investigated. In addition, the effects of gender, department, Internet use and sporting habits on the Internet addiction, problem-solving skills and…

Effects of motivational enhancement therapy plus cognitive behaviour therapy on depressive symptoms and health-related quality of life in adults with type II diabetes mellitus: a randomised controlled trial.

PubMed

Huang, Chiung-Yu; Lai, Hui-Ling; Chen, Chun-I; Lu, Yung-Chuan; Li, Su-Chen; Wang, Long-Whou; Su, Yi

2016-05-01

This paper evaluates the effectiveness of motivational enhancement therapy plus cognitive behavioural therapy on depressive symptoms, glycosylated haemoglobin, fasting glucose, body mass index (BMI), and health-related quality of life in type II diabetes patients. A controlled trial was conducted to compare patients who received the behavioural intervention with untreated controls on measures of health outcomes. A total of 31 intervention group participants and 30 controls were selected from patients that met the inclusion criteria from a hospital-based endocrinology outpatient department. The outcome measures including depressive symptoms, glycosylated haemoglobin, fasting glucose, BMI, and both physical and mental quality of life were collected before (T1), after (T2), and after 90 days (T3) following the intervention. The experimental group showed a significant reduction in glycosylated haemoglobin, fasting glucose, and depressive symptoms and a significant increase in physical quality of life and mental quality of life at T2 and T3, while patients in the control group with usual care showed no changes over time. The behavioural intervention facilitated a significant improvement in psychological adjustment and glycemic control, thus strengthening diabetes control skills and leading to healthy outcomes. It is feasible that nurses and psychiatrists can deliver the behavioural intervention for diabetes patients to decrease their depressive symptoms. Sharing discussion and problem-solving experiences is particularly helpful method for self-control, and these will be beneficially influential on further research.

Research on the New Nursery School. Part I, A Summary of the Evaluation of the Experimental Program for Deprived Children at the New Nursery School Using Some Experimental Measures. Interim Report.

ERIC Educational Resources Information Center

Nimnicht, Glen; And Others

The New Nursery School (NNS) program was set up to help 3- and 4-year-old, Spanish-surnamed, environmentally deprived children. The objectives set were (1) to improve self-image, (2) to increase perceptual acuity, (3) to improve language ability, and (4) to improve problem-solving and concept-formation skills. The school is organized as an…

Self-organization and solution of shortest-path optimization problems with memristive networks

NASA Astrophysics Data System (ADS)

Pershin, Yuriy V.; Di Ventra, Massimiliano

2013-07-01

We show that memristive networks, namely networks of resistors with memory, can efficiently solve shortest-path optimization problems. Indeed, the presence of memory (time nonlocality) promotes self organization of the network into the shortest possible path(s). We introduce a network entropy function to characterize the self-organized evolution, show the solution of the shortest-path problem and demonstrate the healing property of the solution path. Finally, we provide an algorithm to solve the traveling salesman problem. Similar considerations apply to networks of memcapacitors and meminductors, and networks with memory in various dimensions.

Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge.

PubMed

Dyer, Joseph-Omer; Hudon, Anne; Montpetit-Tourangeau, Katherine; Charlin, Bernard; Mamede, Sílvia; van Gog, Tamara

2015-03-07

Example-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of problem-solving skills more than studying worked examples alone. Completion examples are worked examples in which some of the solution steps remain unsolved for learners to complete. Providing learners engaged in example-based learning with self-explanation prompts has been shown to foster increased meaningful learning compared to providing no self-explanation prompts. Concept mapping and concept map study are other instructional activities known to promote meaningful learning. This study compares the effects of self-explaining, completing a concept map and studying a concept map on conceptual knowledge and problem-solving skills among novice learners engaged in example-based learning. Ninety-one physiotherapy students were randomized into three conditions. They performed a pre-test and a post-test to evaluate their gains in conceptual knowledge and problem-solving skills (transfer performance) in intervention selection. They studied three pairs of worked/completion examples in a digital learning environment. Worked examples consisted of a written reasoning process for selecting an optimal physiotherapy intervention for a patient. The completion examples were partially worked out, with the last few problem-solving steps left blank for students to complete. The students then had to engage in additional self-explanation, concept map completion or model concept map study in order to synthesize and deepen their knowledge of the key concepts and problem-solving steps. Pre-test performance did not differ among conditions. Post-test conceptual knowledge was higher (P < .001) in the concept map study condition (68.8 ± 21.8%) compared to the concept map completion (52.8 ± 17.0%) and self-explanation (52.2 ± 21.7%) conditions. Post-test problem-solving performance was higher (P < .05) in the self-explanation (63.2 ± 16.0%) condition compared to the concept map study (53.3 ± 16.4%) and concept map completion (51.0 ± 13.6%) conditions. Students in the self-explanation condition also invested less mental effort in the post-test. Studying model concept maps led to greater conceptual knowledge, whereas self-explanation led to higher transfer performance. Self-explanation and concept map study can be combined with worked example and completion example strategies to foster intervention selection.

Using Self-Generated Drawings to Solve Arithmetic Word Problems.

ERIC Educational Resources Information Center

Van Essen, Gerard; Hamaker, Christiaan

1990-01-01

Results are presented from two intervention studies which investigate whether encouraging elementary students to generate drawings of arithmetic word problems facilitates problem-solving performance. Findings indicate that fifth graders (N=50) generated many drawings of word problems and improved problem solutions after the intervention, whereas…

Piaget and psychotherapy.

PubMed

Friedman, T L

1978-04-01

It is difficult to apply Piaget's theory to psychotherapy because the place of affect in it is ambiguous. When the alternatives are considered, it seems most consistent with Piaget's ideas to regard both cognitive and affective phenomena as problem-solving organizations. Piaget's remarkable discoveries in the cognitive sphere are a consequence of the easy access in that sphere to the kind of problems that need solving, and the phasic development of solutions. But the nature of the problems to be solved or the values to be guarded by a patient in psychotherapy are not knowable independently of the patient's actual behavior. In one respect all that is left from Piaget's approach for psychotherapy generally is the truism that therapy fosters differentiation and integration. However, even if we cannot frame a peculiarly Piagetian paradigm of psychotherapy, Piaget is valuable in posing a subsidiary question, namely, what in therapy fosters problem-solving activity. A reading of Piaget suggests that a patient learns by acting on his therapist and tacitly interpreting the results of his actions, that difficulties in therapy are the material from which therapy proceeds, and that in order to grasp the situation of the patient, the therapist himself may need to act on him and not just think about him. An implied lesson for training would be that supervision should instill a professional identity that is reinforced rather than challenged by therapy difficulties, and does not rely solely on theoretical categorizing.

Solving Tommy's Writing Problems.

ERIC Educational Resources Information Center

Burdman, Debra

1986-01-01

The article describes an approach by which word processing helps to solve some of the writing problems of learning disabled students. Aspects considered include prewriting, drafting, revising, and completing the story. (CL)

Willingness to Seek Help as a Function of Self-Disclosure and Problem Severity.

ERIC Educational Resources Information Center

Hinson, Janise A.; Swanson, Jane L.

1993-01-01

Examined effects of problem severity, amount of self-disclosure, and self-disclosure flexibility on willingness to seek help for problem. Findings from 101 college students indicated that factors that predicted greatest amount of variance in willingness to seek help were interaction of problem severity with willingness to self-disclose to…

Evaluation of the Effectiveness of a Tablet Computer Application (App) in Helping Students with Visual Impairments Solve Mathematics Problems

ERIC Educational Resources Information Center

Beal, Carole R.; Rosenblum, L. Penny

2018-01-01

Introduction: The authors examined a tablet computer application (iPad app) for its effectiveness in helping students studying prealgebra to solve mathematical word problems. Methods: Forty-three visually impaired students (that is, those who are blind or have low vision) completed eight alternating mathematics units presented using their…

Problem Solving in Relation to Resources in Everyday Life in Families of Children with Disabilities: A Pilot Study

ERIC Educational Resources Information Center

Ylven, Regina; Granlund, Mats; Persson, Carina

2012-01-01

Problem solving is recognized as a skill, helping families of children with disabilities to manage problems in everyday life. Family problem-solving skills may therefore be seen as an important outcome of a child and youth habilitation service. The aim of this pilot feasibility study was to examine the design of a future web-based questionnaire…

Problem Solving at the Middle School Level: A Comparison of Different Strategies

ERIC Educational Resources Information Center

Baraké, Farah; El-Rouadi, Naim; Musharrafieh, Juhaina

2015-01-01

This article sheds light and reflects on how students in grades seven and eight read and understand implicit data when solving a story problem. Problem solving experiences help in adding up to the child's mathematical knowledge and promote a higher level of critical thinking abilities. Seventh and eighth grade students were selected from two…

Some Thoughts about Molecular-Level Representations in Conceptual Problem Solving.

ERIC Educational Resources Information Center

Nakhleh, Mary B.

One of the more interesting areas of problem solving in chemistry attempts to answer the question, "What do students understand about the molecular level of chemistry?" This question is also implicit in the more traditional area of mathematical problem solving but in this paper, more focus is placed on devising ways to help students develop a…

When Best Intentions Go Awry: The Failures of Concrete Representations to Help Solve Probability Word Problems

ERIC Educational Resources Information Center

Beitzel, Brian D.; Staley, Richard K.; DuBois, Nelson F.

2011-01-01

Previous research has cast doubt on the efficacy of utilizing external representations as an aid to solving word problems. The present study replicates previous findings that concrete representations hinder college students' ability to solve probability word problems, and extends those findings to apply to a multimedia instructional context. Our…

Learning by Preparing to Teach: Fostering Self-Regulatory Processes and Achievement during Complex Mathematics Problem Solving

ERIC Educational Resources Information Center

Muis, Krista R.; Psaradellis, Cynthia; Chevrier, Marianne; Di Leo, Ivana; Lajoie, Susanne P.

2016-01-01

We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for…

Using Science Inquiry Methods to Promote Self-Determination and Problem-Solving Skills for Students with Moderate Intellectual Disability

ERIC Educational Resources Information Center

Miller, Bridget; Doughty, Teresa; Krockover, Gerald

2015-01-01

This study investigated the use of guided science inquiry methods with self-monitoring checklists to support problem-solving for students and increased autonomy during science instruction for students with moderate intellectual disability. Three students with moderate intellectual disability were supported in not only accessing the general…

Mathematical Self-Efficacy and Understanding: Using Geographic Information Systems to Mediate Urban High School Students' Real-World Problem Solving

ERIC Educational Resources Information Center

DeBay, Dennis J.

2013-01-01

To explore student mathematical self-efficacy and understanding of graphical data, this dissertation examines students solving real-world problems in their neighborhood, mediated by professional urban planning technologies. As states and schools are working on the alignment of the Common Core State Standards for Mathematics (CCSSM), traditional…

Physiological Arousal, Distress Tolerance, and Social Problem-Solving Deficits among Adolescent Self-Injurers

ERIC Educational Resources Information Center

Nock, Matthew K.; Mendes, Wendy Berry

2008-01-01

It has been suggested that people engage in nonsuicidal self-injury (NSSI) because they (a) experience heightened physiological arousal following stressful events and use NSSI to regulate experienced distress and (b) have deficits in their social problem-solving skills that interfere with the performance of more adaptive social responses. However,…

Patterns of Problem-Solving in Children's Literacy and Arithmetic

ERIC Educational Resources Information Center

Farrington-Flint, Lee; Vanuxem-Cotterill, Sophie; Stiller, James

2009-01-01

Patterns of problem-solving among 5-to-7 year-olds' were examined on a range of literacy (reading and spelling) and arithmetic-based (addition and subtraction) problem-solving tasks using verbal self-reports to monitor strategy choice. The results showed higher levels of variability in the children's strategy choice across Years 1 and 2 on the…

The Self-Organization of Insight: Entropy and Power Laws in Problem Solving

ERIC Educational Resources Information Center

Stephen, Damian G.; Dixon, James A.

2008-01-01

Explaining emergent structure remains a challenge for all areas of cognitive science, and problem solving is no exception. The modern study of insight has drawn attention to the issue of emergent cognitive structure in problem solving research. We propose that the explanation of insight is beyond the scope of conventional approaches to cognitive…

Assessing Reflective Thinking in Solving Design Problems: The Development of a Questionnaire

ERIC Educational Resources Information Center

Hong, Yi-Chun; Choi, Ikseon

2015-01-01

Reflection is a critical factor in solving design problems. Using good methods to observe designers' reflection is essential to inform the design of the learning environments that support the development of design problem-solving skills. In this study, we have developed and validated a novel self-reporting questionnaire as an efficient instrument…

Electronic problem-solving treatment: description and pilot study of an interactive media treatment for depression.

PubMed

Cartreine, James Albert; Locke, Steven E; Buckey, Jay C; Sandoval, Luis; Hegel, Mark T

2012-09-25

Computer-automated depression interventions rely heavily on users reading text to receive the intervention. However, text-delivered interventions place a burden on persons with depression and convey only verbal content. The primary aim of this project was to develop a computer-automated treatment for depression that is delivered via interactive media technology. By using branching video and audio, the program simulates the experience of being in therapy with a master clinician who provides six sessions of problem-solving therapy. A secondary objective was to conduct a pilot study of the program's usability, acceptability, and credibility, and to obtain an initial estimate of its efficacy. The program was produced in a professional multimedia production facility and incorporates video, audio, graphics, animation, and text. Failure analyses of patient data are conducted across sessions and across problems to identify ways to help the user improve his or her problem solving. A pilot study was conducted with persons who had minor depression. An experimental group (n = 7) used the program while a waitlist control group (n = 7) was provided with no treatment for 6 weeks. All of the experimental group participants completed the trial, whereas 1 from the control was lost to follow-up. Experimental group participants rated the program high on usability, acceptability, and credibility. The study was not powered to detect clinical improvement, although these pilot data are encouraging. Although the study was not powered to detect treatment effects, participants did find the program highly usable, acceptable, and credible. This suggests that the highly interactive and immersive nature of the program is beneficial. Further clinical trials are warranted. ClinicalTrials.gov NCT00906581; http://clinicaltrials.gov/ct2/show/NCT00906581 (Archived by WebCite at http://www.webcitation.org/6A5Ni5HUp).

Case of two electrostatics problems: Can providing a diagram adversely impact introductory physics students' problem solving performance?

NASA Astrophysics Data System (ADS)

Maries, Alexandru; Singh, Chandralekha

2018-06-01

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 investigation in which two different interventions were implemented during recitation quizzes in a large enrollment algebra-based introductory physics course. Students were either (i) asked to solve problems in which the diagrams were drawn for them or (ii) explicitly told to draw a diagram. A comparison group was not given any instruction regarding diagrams. We developed rubrics to score the problem solving performance of students in different intervention groups and investigated ten problems. We found that students who were provided diagrams never performed better and actually performed worse than the other students on three problems, one involving standing sound waves in a tube (discussed elsewhere) and two problems in electricity which we focus on here. These two problems were the only problems in electricity that involved considerations of initial and final conditions, which may partly account for why students provided with diagrams performed significantly worse than students who were not provided with diagrams. In order to explore potential reasons for this finding, we conducted interviews with students and found that some students provided with diagrams may have spent less time on the conceptual analysis and planning stage of the problem solving process. In particular, those provided with the diagram were more likely to jump into the implementation stage of problem solving early without fully analyzing and understanding the problem, which can increase the likelihood of mistakes in solutions.

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).

Understanding bulimia.

PubMed

Hay, Phillipa J

2007-09-01

Bulimia nervosa (BN) and related eating disorders such as binge eating disorder are common. General practitioners can play a key role in the identification and management of BN and related eating disorders. This article describes the presenting and associated features of BN and overviews evidence based treatment approaches. Key features are recurrent episodes of binge eating, extreme weight control behaviours and over concern about weight and shape issues. By definition people are not underweight. Risk factors include being from a western culture, obesity, exposure to a restrictive dieting environment and low self esteem. People are more likely to present asking for help in weight control or a physical problem secondary to the eating disorder. Evidenced based therapies with good outcomes in current use are cognitive behaviour therapy (in full or guided self help forms), high dose fluoxetine, and interpersonal psychotherapy. It is important to convey optimism about treatment efficacy and outcomes.

Physics for Occupational Therapy Majors Program

NASA Astrophysics Data System (ADS)

Singh Aurora, Tarlok

1998-03-01

In Spring 1996, a one semester course - "Survey of Physics" - was taught for students majoring in Occupational Therapy (O. T.), in contrast to the two semester physics sequence for all other health science majors. The course was designed to expose the students to the concept of physics, develop problem solving skills and to emphasize the importance of physics to O.T. In developing the course content, students' preparedness in mathematics and the perceived future applications of physics in O. T. was taken in to consideration, and steps were taken to remedy the deficiencies in students' background. The course was comprised of lecture, laboratory, and considerable self study due to the time constraints, and these will be described.

Cognitive constraints on high school students' representations of real environmental problems

NASA Astrophysics Data System (ADS)

Barnes, Ervin Kenneth

One class of juniors and seniors was studied through one semester in the investigation of how students think about, learn from, and solve real environmental problems. The intention was to listen to student voices while researching the features of their representations of these problems, the beliefs they held (tenets), the cognitive processes they employed, and the principles of science, ecology, problem solving, and ethics they held as tenets. The focus was upon two self-selected groups as they perceived, engaged, analyzed, and proposed solutions for problems. Analysis of the student representations involved interpretation of the features to include both the perspective tenets and the envisioning processes. These processes included the intentive and attentive constraints as tenet acquisition and volitive and agential constraints as tenet affirmation. The perspective tenets included a variety of conceptual (basic science, ecological, ethical, and problem-solving) constraints as well as ontological, epistemological, and other cultural (role, status, power, and community) constraints. The perspective tenets were interpreted thematically including the ways populations of people cause and care about environmental problems, the magnitude of environmental problems and the science involved, the expectations and limitations students perceive for themselves, and the importance of community awareness and cooperation to addressing these problems. Some of these tenets were interpreted to be principles in that they were rules that were accepted by some people as true. The perspective tenets, along with the envisioning processes, were perceived to be the constraints that determined the environmental problems and limited the solution possibilities. The students thought about environmental problems in mature and principled ways using a repertoire of cognitive processes. They learned from them as they acquired and affirmed tenets. They solved them through personal choices and efforts to increase community awareness. The ways students think about, learn from, and solve real environmental problems were all constrained by the perspective tenets (including cultural tenets of role, status, and power) and envisioning processes. It was concluded that students need help from the community to go further in solving these real environmental problems.

A review of technology-assisted self-help and minimal contact therapies for drug and alcohol abuse and smoking addiction: is human contact necessary for therapeutic efficacy?

PubMed

Newman, Michelle G; Szkodny, Lauren E; Llera, Sandra J; Przeworski, Amy

2011-02-01

Technology-based self-help and minimal contact therapies have been proposed as effective and low-cost interventions for addictive disorders, such as nicotine, alcohol, and drug abuse and addiction. The present article reviews the literature published before 2010 on computerized treatments for drug and alcohol abuse and dependence and smoking addiction. Treatment studies are examined by disorder as well as amount of therapist contact, ranging from self-administered therapy and predominantly self-help interventions to minimal contact therapy where the therapist is actively involved in treatment but to a lesser degree than traditional therapy and predominantly therapist-administered treatments involving regular contact with a therapist for a typical number of sessions. In the treatment of substance use and abuse it is concluded that self-administered and predominantly self-help computer-based cognitive and behavioral interventions are efficacious, but some therapist contact is important for greater and more sustained reductions in addictive behavior. Copyright © 2010 Elsevier Ltd. All rights reserved.

Determinants of the effect of existential behavioral therapy for bereaved partners: a qualitative study.

PubMed

Kögler, Monika; Brandl, Jürgen; Brandstätter, Monika; Borasio, Gian Domenico; Fegg, Martin Johannes

2013-11-01

Informal caregivers of palliative patients took part in existential behavioral therapy (EBT), a group intervention comprising mindfulness exercises to reduce psychological distress and improve quality of life. This study examined what the participants perceived as helpful to cope with their loss during the first year of bereavement, particularly with regard to the EBT intervention. Sixteen problem-centered, semi-structured interviews were evaluated with content analysis. Two main categories were found: social support and self-regulation. Social support includes sense of belonging as well as emotional, cognitive, and practical help experienced from others. Mindfulness and acceptance, a clear focus on the positive, and orientation toward the future were helpful strategies of self-regulation; these were also part of the EBT intervention. Mindfulness was understood as permitting emotions and acceptance of one's inner processes, even if they were not pleasant, and was found to be helpful to stop ruminative thinking. The categories considered as being helpful parallel core elements of EBT and recent grief theories. The intervention was found to be supportive and met the needs of the participants. The interviewees appreciated the continuity of EBT support from palliative care into bereavement.

Strategies That Help Learning-Disabled Students Solve Verbal Mathematical Problems.

ERIC Educational Resources Information Center

Giordano, Gerard

1990-01-01

Strategies are presented for dealing with factors that can be responsible for failure in mathematical problem solving. The suggestions include personalization of verbal problems, thematic strands based on student interests, visual representation, a laboratory approach, and paraphrasing. (JDD)

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).

Internet Therapy versus Internet Self-Help versus No Treatment for Problematic Alcohol Use: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Blankers, Matthijs; Koeter, Maarten W. J.; Schippers, Gerard M.

2011-01-01

Objective: Problematic alcohol use is the third leading contributor to the global burden of disease, partly because the majority of problem drinkers are not receiving treatment. Internet-based alcohol interventions attract an otherwise untreated population, but their effectiveness has not yet been established. The current study examined the…

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.

Swarm Intelligence in Text Document Clustering

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cui, Xiaohui; Potok, Thomas E

2008-01-01

Social animals or insects in nature often exhibit a form of emergent collective behavior. The research field that attempts to design algorithms or distributed problem-solving devices inspired by the collective behavior of social insect colonies is called Swarm Intelligence. Compared to the traditional algorithms, the swarm algorithms are usually flexible, robust, decentralized and self-organized. These characters make the swarm algorithms suitable for solving complex problems, such as document collection clustering. The major challenge of today's information society is being overwhelmed with information on any topic they are searching for. Fast and high-quality document clustering algorithms play an important role inmore » helping users to effectively navigate, summarize, and organize the overwhelmed information. In this chapter, we introduce three nature inspired swarm intelligence clustering approaches for document clustering analysis. These clustering algorithms use stochastic and heuristic principles discovered from observing bird flocks, fish schools and ant food forage.« less

First Episode Psychosis

MedlinePlus

... teaches family members about psychosis, coping, communication, and problem-solving skills. Family members who are informed and involved ... to ensure success. Case Management helps clients with problem solving. The case manager may offer solutions to address ...

Problem-Framing: A perspective on environmental problem-solving

NASA Astrophysics Data System (ADS)

Bardwell, Lisa V.

1991-09-01

The specter of environmental calamity calls for the best efforts of an involved public. Ironically, the way people understand the issues all too often serves to discourage and frustrate rather than motivate them to action. This article draws from problem-solving perspectives offered by cognitive psychology and conflict management to examine a framework for thinking about environmental problems that promises to help rather than hinder efforts to address them. Problem-framing emphasizes focusing on the problem definition. Since how one defines a problem determines one's understanding of and approach to that problem, being able to redefine or reframe a problem and to explore the “problem space” can help broaden the range of alternatives and solutions examined. Problem-framing incorporates a cognitive perspective on how people respond to information. It explains why an emphasis on problem definition is not part of people's typical approach to problems. It recognizes the importance of structure and of having ways to organize that information on one's problem-solving effort. Finally, problem-framing draws on both cognitive psychology and conflict management for strategies to manage information and to create a problem-solving environment that not only encourages participation but can yield better approaches to our environmental problems.

[Prevalence of and factors related to depression in high school students].

PubMed

Eskin, Mehmet; Ertekin, Kamil; Harlak, Hacer; Dereboy, Ciğdem

2008-01-01

The study aimed at investigating the prevalence of and factors related to depression in high school students. A total of 805 (n = 367 girls; n = 438 boys) first year students from three high schools in the city of Aydin filled in a self-report questionnaire that contained questions about socio-demographics, academic achievement and religious belief. It included also a depression rating scale, social support scale, problem solving inventory and an assertiveness scale. T-tests, chi-square tests, Pearson moment products correlation coefficients, and logistic regression analysis were used to analyze the data. 141 students (17.5%) scored on and above the cut-off point on the Children Depression Inventory (CDI). In the first regression analyses low self-esteem, low grade point average (GPA) and low perceived social support from friends in boys, and low self-esteem, low paternal educational level and low social support from friends were the predictors of girls' depression. When self-esteem scores were excluded, low GPA, low perceived social support from friends and family, and inefficient problem solving skills were predictors of depression in boys; low perceived social support from friends and family, low paternal educational level, and inefficient problem solving skills were the independent predictors of depression in girls. Depression is prevalent in high school students. Low self-esteem, low perceived social support from peers and family, and inefficient problem solving skills appears to be risk factors for adolescent depression. Low GPA for boys and low paternal education for girls were gender specific risk factors. Psychosocial interventions geared for increasing self-esteem, social support and problem solving skills may be effective in the prevention and treatment of adolescent depression.

Stress Mediates the Relationship Between Past Drug Addiction and Current Risky Sexual Behaviour Among Low-income Women.

PubMed

Wu, Z Helen; Tennen, Howard; Hosain, G M Monawar; Coman, Emil; Cullum, Jerry; Berenson, Abbey B

2016-04-01

This study examined the role of stress as a mediator of the relationship between prior drug addiction and current high-risk sexual behaviour. Eight hundred twenty women aged 18 to 30 years, who received care at community-based family planning clinics, were interviewed using the Composite International Diagnostic Interview and the Sexual Risk Behavior Assessment Schedule. They also completed the brief version of the Self-Control Scale as a measure of problem-solving strategies and measures of recent stressful events, daily hassles and ongoing chronic stress. Regardless of addiction history, stress exposure during the previous 12 months was associated with risky sexual behaviour during the previous 12 months. Structural equation modelling revealed that 12-month stress levels mediated the relationship between past drug addiction and 12-month high-risk sexual behaviours, as well as the negative relationship between problem-solving strategies and high-risk sexual behaviours. Problem-solving strategies did not moderate the relationship between drug addiction and high-risk sexual behaviours. These findings suggest that stress management training may help reduce risky behaviour among young, low-income women. Copyright © 2014 John Wiley & Sons, Ltd.

The Effect of Dynamic and Interactive Mathematics Learning Environments (DIMLE), Supporting Multiple Representations, on Perceptions of Elementary Mathematics Pre-Service Teachers in Problem Solving Process

ERIC Educational Resources Information Center

Ozdemir, S.; Reis, Z. Ayvaz

2013-01-01

Mathematics is an important discipline, providing crucial tools, such as problem solving, to improve our cognitive abilities. In order to solve a problem, it is better to envision and represent through multiple means. Multiple representations can help a person to redefine a problem with his/her own words in that envisioning process. Dynamic and…

Integrating Problem-Based Learning and Simulation: Effects on Student Motivation and Life Skills.

PubMed

Roh, Young Sook; Kim, Sang Suk

2015-07-01

Previous research has suggested that a teaching strategy integrating problem-based learning and simulation may be superior to traditional lecture. The purpose of this study was to assess learner motivation and life skills before and after taking a course involving problem-based learning and simulation. The design used repeated measures with a convenience sample of 83 second-year nursing students who completed the integrated course. Data from a self-administered questionnaire measuring learner motivation and life skills were collected at pretest, post-problem-based learning, and post-simulation time points. Repeated-measures analysis of variance determined that the mean scores for total learner motivation (F=6.62, P=.003), communication (F=8.27, P<.001), problem solving (F=6.91, P=.001), and self-directed learning (F=4.45, P=.016) differed significantly between time points. Post hoc tests using the Bonferroni correction revealed that total learner motivation and total life skills significantly increased both from pretest to postsimulation and from post-problem-based learning test to postsimulation test. Subscales of learner motivation and life skills, intrinsic goal orientation, self-efficacy for learning and performance, problem-solving skills, and self-directed learning skills significantly increased both from pretest to postsimulation test and from post-problem-based learning test to post-simulation test. The results demonstrate that an integrating problem-based learning and simulation course elicits significant improvement in learner motivation and life skills. Simulation plus problem-based learning is more effective than problem-based learning alone at increasing intrinsic goal orientation, task value, self-efficacy for learning and performance, problem solving, and self-directed learning.

Teaching the Pressure-Flow Hypothesis of Phloem Transport in a Problem-Solving Session

ERIC Educational Resources Information Center

Clifford, Paul

2004-01-01

Problem solving is an ideal learning strategy, especially for topics that are perceived as difficult to teach. As an example, a format is described for a problem-solving session designed to help students understand the pressure-flow hypothesis of phloem transport in plants. Five key facts and their discussion can lead to the conclusion that a…

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…

Fostering Analogical Transfer: The Multiple Components Approach to Algebra Word Problem Solving in a Chemistry Context

ERIC Educational Resources Information Center

Ngu, Bing Hiong; Yeung, Alexander Seeshing

2012-01-01

Holyoak and Koh (1987) and Holyoak (1984) propose four critical tasks for analogical transfer to occur in problem solving. A study was conducted to test this hypothesis by comparing a multiple components (MC) approach against worked examples (WE) in helping students to solve algebra word problems in chemistry classes. The MC approach incorporated…

The New Sourcebook for Teaching Reasoning and Problem Solving in Elementary School. A Longwood Professional Book.

ERIC Educational Resources Information Center

Krulik, Stephen; Rudnick, Jesse A.

Many teachers and administrators have recognized that problem solving and reasoning represent two of the primary goals in the education of children. In order for teachers to achieve these goals, they must have appropriate materials available to them. This book includes materials to help teach and assess problem solving and reasoning. The first six…

Using Proportional Reasoning to Solve Geometric Problems

ERIC Educational Resources Information Center

Pandiscio, Eric A

2004-01-01

Students solve a geometric problem of measuring polygons with the help of proportional reasoning. Thus the importance of conceptual reasoning is emphasized as a highly efficient technique for teaching and strengthening mathematical content.

Mothers' problem-solving skill and use of help with infant-related issues: the role of importance and need for action.

PubMed

Pridham, K F; Chang, A S; Hansen, M F

1987-08-01

Examination was made of the relationship of mothers' appraisal of the importance of and need for action around infant-related issues to maternal experience (parity and time since birth), use of help, and perceived problem-solving competence. Sixty-two mothers (38 primiparae and 24 multiparae) kept for 90 days post-birth a daily log of issues, rated for importance and for need for action, and of help used. Mothers also reported perceived problem-solving competence on an 11-item scale. Findings indicated tentativeness in ratings of importance and action. Ratings of importance were associated with action ratings, except for temperament issues. Action ratings for baby care and illness issues decreased significantly with time. Otherwise, maternal experience had no effect on ratings. More of the variance in perceived competence than use of help was explained by action and importance ratings.

How to become a good problem solver.

PubMed

Gurden, Dean

2016-09-14

Nurses face many problems in the workplace on a daily basis, so the ability to solve or overcome them is essential to the job. If you are a nursing student and feel you lack problem-solving skills, what kind of help can you get?

Improving insight and non-insight problem solving with brief interventions.

PubMed

Wen, Ming-Ching; Butler, Laurie T; Koutstaal, Wilma

2013-02-01

Developing brief training interventions that benefit different forms of problem solving is challenging. In earlier research, Chrysikou (2006) showed that engaging in a task requiring generation of alternative uses of common objects improved subsequent insight problem solving. These benefits were attributed to a form of implicit transfer of processing involving enhanced construction of impromptu, on-the-spot or 'ad hoc' goal-directed categorizations of the problem elements. Following this, it is predicted that the alternative uses exercise should benefit abilities that govern goal-directed behaviour, such as fluid intelligence and executive functions. Similarly, an indirect intervention - self-affirmation (SA) - that has been shown to enhance cognitive and executive performance after self-regulation challenge and when under stereotype threat, may also increase adaptive goal-directed thinking and likewise should bolster problem-solving performance. In Experiment 1, brief single-session interventions, involving either alternative uses generation or SA, significantly enhanced both subsequent insight and visual-spatial fluid reasoning problem solving. In Experiment 2, we replicated the finding of benefits of both alternative uses generation and SA on subsequent insight problem-solving performance, and demonstrated that the underlying mechanism likely involves improved executive functioning. Even brief cognitive- and social-psychological interventions may substantially bolster different types of problem solving and may exert largely similar facilitatory effects on goal-directed behaviours. © 2012 The British Psychological Society.

Some Cognitive Characteristics of Night-Sky Watchers: Correlations between Social Problem-Solving, Need for Cognition, and Noctcaelador

ERIC Educational Resources Information Center

Kelly, William E.

2005-01-01

This study explored the relationship between night-sky watching and self-reported cognitive variables: need for cognition and social problem-solving. University students (N = 140) completed the Noctcaelador Inventory, the Need for Cognition Scale, and the Social Problem Solving Inventory. The results indicated that an interest in the night-sky was…

Beyond Objectivity: The Performance Impact of the Perceived Ability to Learn and Solve Problems

ERIC Educational Resources Information Center

Tews, Michael J.; Michel, John W.; Noe, Raymond A.

2011-01-01

The purpose of this research was to develop and provide initial validation evidence for the performance impact of a measure of an individual's perceived ability to learn and solve problems (PALS). Building on the self-efficacy literature and the importance of learning and problem solving, the fundamental premise of this research was that PALS…

Using Science Inquiry Methods to Promote Self-Determination and Problem-Solving Skills for Students with Moderate Intellectual Disability

ERIC Educational Resources Information Center

Miller, Bridget T.

2013-01-01

The purpose of this study was to investigate the use of guided science inquiry methods with self-monitoring checklists to support problem-solving for students with moderate cognitive disabilities in both science and functional daily activities. The present study contributes to the literature examining guided inquiry methods as a means for student…

Improving Mathematical Problem-Solving Ability and Self-Confidence of High School Students through Contextual Learning Model

ERIC Educational Resources Information Center

Surya, Edy; Putri, Feria Andriana; Mukhtar

2017-01-01

The purposes of this study are: (1) to know if students' mathematical problem-solving ability taught by contextual learning model is higher than students taught by expository learning, (2) to know if students' self-confidence taught by contextual learning model is higher than students taught by expository learning, (3) to know if there is…

Self-Regulatory Speech during Planning and Problem-Solving in Children with SLI and Their Typically Developing Peers

ERIC Educational Resources Information Center

Abdul Aziz, Safiyyah; Fletcher, Janet; Bayliss, Donna M.

2017-01-01

Background: Past research with children with specific language impairment (SLI) has shown them to have poorer planning and problem-solving ability, and delayed self-regulatory speech (SRS) relative to their typically developing (TD) peers. However, the studies are few in number and are restricted in terms of the number and age range of…

Interpersonal Problem Solving, Self-Compassion and Personality Traits in University Students

ERIC Educational Resources Information Center

Arslan, Coskun

2016-01-01

The aim of this study was to investigate interpersonal problem solving in terms of self-compassion and personality traits. The participants were 570 (274 females and 296 males) who participated in the research voluntarily. The mean age of the participants was 21.54 years (between 17-32 years old) with a standard deviation of 2.68 years. Data were…

The Effects of Computer Programming on High School Students' Reasoning Skills and Mathematical Self-Efficacy and Problem Solving

ERIC Educational Resources Information Center

Psycharis, Sarantos; Kallia, Maria

2017-01-01

In this paper we investigate whether computer programming has an impact on high school student's reasoning skills, problem solving and self-efficacy in Mathematics. The quasi-experimental design was adopted to implement the study. The sample of the research comprised 66 high school students separated into two groups, the experimental and the…

The Influence of Self-Efficacy Beliefs and Metacognitive Prompting on Genetics Problem Solving Ability among High School Students in Kenya

ERIC Educational Resources Information Center

Aurah, Catherine Muhonja

2013-01-01

Within the framework of social cognitive theory, the influence of self-efficacy beliefs and metacognitive prompting on genetics problem solving ability among high school students in Kenya was examined through a mixed methods research design. A quasi-experimental study, supplemented by focus group interviews, was conducted to investigate both the…

Language Ability and Verbal and Nonverbal Executive Functioning in Deaf Students Communicating in Spoken English

ERIC Educational Resources Information Center

Remine, Maria D.; Care, Esther; Brown, P. Margaret

2008-01-01

The internal use of language during problem solving is considered to play a key role in executive functioning. This role provides a means for self-reflection and self-questioning during the formation of rules and plans and a capacity to control and monitor behavior during problem-solving activity. Given that increasingly sophisticated language is…

More than Just Fun and Games: The Longitudinal Relationships between Strategic Video Games, Self-Reported Problem Solving Skills, and Academic Grades

ERIC Educational Resources Information Center

Adachi, Paul J. C.; Willoughby, Teena

2013-01-01

Some researchers have proposed that video games possess good learning principles and may promote problem solving skills. Empirical research regarding this relationship, however, is limited. The goal of the presented study was to examine whether strategic video game play (i.e., role playing and strategy games) predicted self-reported problem…

[Play therapy in social work with children].

PubMed

Dvarionas, Dziugas

2002-01-01

This article introduces the results of scientific research performed in 1995-1997 in Kaunas primary school with 1st and 2nd grade children exhibiting behavioral disorders. Play therapy, a quite novel method in the country, seeks better improvement and an achievement of a better relationship for disadvantaged children in educational process. Play group counseling, or play media counseling, is shown as an important method in working with early primary grade children, especially those who present behavioral problems in the classroom. Another important aspect of group play therapy is the concentrated relationship with the counselor. Primary school children, especially those who are disadvantaged respond more to warmth than to praise for being right and doing well. Data analysis allow us to assume that behavioral difficulties of primary school children are connected with a low rate of self-esteem and dissatisfaction with their vital activities. Main conclusions to correspond with hypothesis held for the research are: a) children exhibiting behavioral problems are less active in educational process; b) by means of systematic use of play group counseling method in school, problematic children are able to solve their difficulties and to optimize their academic improvement; c) there is a complementary relationship between child's self-esteem and his/her satisfaction with his/her vital activity.

What No Child Left Behind Leaves Behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades

PubMed Central

Duckworth, Angela L.; Quinn, Patrick D.; Tsukayama, Eli

2013-01-01

The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control, whereas report card grades assess competencies determined more by self-control than by intelligence. In particular, we suggest that intelligence helps students learn and solve problems independent of formal instruction, whereas self-control helps students study, complete homework, and behave positively in the classroom. Two longitudinal, prospective studies of middle school students support predictions from this model. In both samples, IQ predicted changes in standardized achievement test scores over time better than did self-control, whereas self-control predicted changes in report card grades over time better than did IQ. As expected, the effect of self-control on changes in report card grades was mediated in Study 2 by teacher ratings of homework completion and classroom conduct. In a third study, ratings of middle school teachers about the content and purpose of standardized achievement tests and report card grades were consistent with the proposed model. Implications for pedagogy and public policy are discussed. PMID:24072936

A community-based group-guided self-help intervention for low mood and stress: study protocol for a randomized controlled trial.

PubMed

McClay, Carrie-Anne; Morrison, Jill; McConnachie, Alex; Williams, Christopher

2013-11-19

Depression is a mental health condition which affects millions of people each year, with worldwide rates increasing. Cognitive behavioral therapy (CBT) is recommended in the National Institute for Health and Clinical Excellence (NICE) guidelines for the treatment of depression. However, waiting lists can cause delays for face-to-face therapy. Also a proportion of people decline to present for help through the health service - the so-called treatment gap. Self-referral to CBT using community-based group interventions delivered by a voluntary sector organization may serve to resolve this problem. The aim of this randomized controlled trial (RCT) is to determine the efficacy of such a guided CBT self-help course, the 'Living Life to the Full' (LLTTF) classes delivered by the charity Action on Depression (AOD). The primary outcome is level of depression at 6 months assessed using the patient health questionnaire-9 (PHQ9) depression scale. Secondary measures include levels of anxiety and social functioning. Participants with symptoms of low mood will be recruited from the community through newspaper adverts and also via the AOD website. Participants will receive either immediate or delayed access to guided CBT self-help classes - the eight session LLTTF course. The primary endpoint will be at 6 months at which point the delayed group will be offered the intervention. Levels of depression, anxiety and social functioning will be assessed and an economic analysis will be carried out. This RCT will test whether the LLTTF intervention is effective and/or cost-effective. If the LLTTF community-based classes are found to be cost effective, they may be helpful as both an intervention for those already seeking care in the health service, as well as those seeking help outside that setting, widening access to psychological therapy. Current Controlled Trials ISRCTN86292664.

Enhancing self-efficacy improves episodic future thinking and social-decision making in combat veterans with posttraumatic stress disorder.

PubMed

Brown, Adam D; Kouri, Nicole A; Rahman, Nadia; Joscelyne, Amy; Bryant, Richard A; Marmar, Charles R

2016-08-30

Posttraumatic Stress Disorder (PTSD) is associated with maladaptive changes in self-identity, including impoverished perceived self-efficacy. This study examined if enhancing perceptions of self-efficacy in combat veterans with and without symptoms of PTSD promotes cognitive strategies associated with positive mental health outcomes. Prior to completing a future thinking and social problem-solving task, sixty-two OEF/OIF veterans with and without symptoms of PTSD were randomized to either a high self-efficacy (HSE) induction in which they were asked to recall three autobiographical memories demonstrating self-efficacy or a control condition in which they recalled any three autobiographical events. An interaction between HSE and PTSD revealed that individuals with symptoms of PTSD in the HSE condition generated future events with more self-efficacious statements than those with PTSD in the control condition, whereas those without PTSD did not differ in self-efficacy content across the conditions. In addition, individuals in the HSE condition exhibited better social problem solving than those in the control condition. Increasing perceptions of self-efficacy may promote future thinking and problem solving in ways that are relevant to overcoming trauma and adversity. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Research Projects in Physics: A Mechanism for Teaching Ill-Structured Problem Solving

NASA Astrophysics Data System (ADS)

Milbourne, Jeff; Bennett, Jonathan

2017-10-01

Physics education research has a tradition of studying problem solving, exploring themes such as physical intuition and differences between expert and novice problem solvers. However, most of this work has focused on traditional, or well-structured, problems, similar to what might appear in a textbook. Less work has been done with open-ended, or ill-structured, problems, similar to the types of problems students might face in their professional lives. Given the national discourse on educational system reform aligned with 21st century skills, including problem solving, it is critical to provide educational experiences that help students learn to solve all types of problems, including ill-structured problems.

Teaching Lean Manufacturing with Simulations and Games: A Survey and Future Directions

ERIC Educational Resources Information Center

Badurdeen, Fazleena; Marksberry, Philip; Hall, Arlie; Gregory, Bob

2010-01-01

Problem-based learning focuses on small groups using authentic problems as a means to help participants obtain knowledge and problem-solving skills. This approach makes problem-based learning ideal for teaching lean manufacturing, which is driven by a culture of problem solving that values learning as one key output of manufacturing production.…

Determining the relationship between students' scores using traditional homework assignments to those who used assignments on a non-traditional interactive CD with tutor helps

NASA Astrophysics Data System (ADS)

Tinney, Charles Evan

2007-12-01

By using the book "Physics for Scientists and Engineers" by Raymond A. Serway as a guide, CD problem sets for teaching a calculus-based physics course were developed, programmed, and evaluated for homework assignments during the 2003-2004 academic year at Utah State University. These CD sets were used to replace the traditionally handwritten and submitted homework sets. They included a research-based format that guided the students through problem-solving techniques using responseactivated helps and suggestions. The CD contents were designed to help the student improve his/her physics problem-solving skills. The analyzed score results showed a direct correlation between the scores obtained on the homework and the students' time spent per problem, as well as the number of helps used per problem.

Problem? "No Problem!" Solving Technical Contradictions

ERIC Educational Resources Information Center

Kutz, K. Scott; Stefan, Victor

2007-01-01

TRIZ (pronounced TREES), the Russian acronym for the theory of inventive problem solving, enables a person to focus his attention on finding genuine, potential solutions in contrast to searching for ideas that "may" work through a happenstance way. It is a patent database-backed methodology that helps to reduce time spent on the problem,…

Chinese Algebra: Using Historical Problems to Think about Current Curricula

ERIC Educational Resources Information Center

Tillema, Erik

2005-01-01

The Chinese used the idea of generating equivalent expressions for solving problems where the problems from a historical Chinese text are studied to understand the ways in which the ideas can lead into algebraic calculations and help students to learn algebra. The texts unify algebraic problem solving through complex algebraic thought and afford…

Classroom Discussion and Individual Problem-Solving in the Teaching of History: Do Different Instructional Approaches Affect Interest in Different Ways?

ERIC Educational Resources Information Center

Del Favero, Laura; Boscolo, Pietro; Vidotto, Giulio; Vicentini, Marco

2007-01-01

In this study, 100 Italian eighth graders were divided into two groups to compare the effects of two instructional interventions--the first based on problem-solving through discussion, the second on individual problem-solving--on students' learning of two historical topics (World War I and the economic boom), interest and self-perception of…

Math Is Not a Problem...When You Know How to Visualize It.

ERIC Educational Resources Information Center

Nelson, Dennis W.

1983-01-01

Visualization is an effective technique for determining exactly what students must do to solve a mathematics problem. Pictures and charts can be used to help children understand which mathematics facts are present and which are missing--an important step toward problem solving. (PP)

Problem Solving in the Natural Sciences and Early Adolescent Girls' Gender Roles and Self-Esteem: A Qualitative and Quantitative Analysis from an Ecological Perspective.

ERIC Educational Resources Information Center

Slavkin, Michael

2001-01-01

Investigates the role of gender and self-esteem on early adolescent girls' abilities to solve problems when participating in natural science-related activities. Reports girls' gender role association with levels of verbal expression, expression of positive effect, dominance, and supportive behavior during science experiments as well as dominance…

The Effects of Segmented Multimedia Worked Examples and Self-Explanations on Acquisition of Conceptual Knowledge and Problem-Solving Performance in an Undergraduate Engineering Course

ERIC Educational Resources Information Center

Kapli, Natalia V.

2010-01-01

The study investigated the effects of non-segmented multimedia worked examples (NS-MWE), segmented multimedia worked examples (S-MWE), and segmented multimedia worked examples enhanced with self-explanation prompts (S-MWE-SE) on acquisition of conceptual knowledge and problem solving performance in an undergraduate engineering course. In addition,…

Thinking in Italian: Problem-Solving Activities for the Italian Classroom.

ERIC Educational Resources Information Center

Danesi, Marcel

1985-01-01

Looks at devices that stimulate intralinguistic thinking patterns, that is, patterns that can only be induced by the structures and forms of the target language without any dependency upon native-language patterns. Focuses on problem-solving activities that help the learner develop modes of thought that can be solved "Italian." (SED)

RUPS: Research Utilizing Problem Solving. Classroom Version. Leader's Manual.

ERIC Educational Resources Information Center

Jung, Charles; And Others

This training manual is for teachers participating in the Research Utilizing Problem Solving (RUPS) workshops. The workshops last for four and one-half days and are designed to improve the school setting and to increase teamwork skills. The teachers participate in simulation exercises in which they help a fictitious teacher or principal solve a…

Experiences of self-practice/self-reflection in cognitive behavioural therapy: a meta-synthesis of qualitative studies.

PubMed

Gale, Corinne; Schröder, Thomas

2014-12-01

Self-practice/self-reflection is a valuable training strategy which involves therapists applying therapeutic techniques to themselves, and reflecting on the process. To undertake a meta-synthesis of qualitative studies exploring therapists' experiences of self-practice/self-reflection in cognitive behavioural therapy (CBT). This would integrate, and interpret, the current literature in order to develop a new understanding, and contribute to the development of CBT training programmes. The meta-synthesis encompassed three distinct phases: undertaking a comprehensive and systematic literature search; critically appraising the papers; and synthesising the data using the meta-ethnographic method. The literature search identified 378 papers, ten met the criteria for inclusion. After critical appraisal, all were included in the synthesis. The synthesis identified 14 constructs, which fell into three broad categories: 'experience of self-practice/self-reflection'; 'outcomes of self-practice/self-reflection'; and 'implications for training'. This synthesis found that self-practice allows therapists to put themselves into their clients' shoes, experiencing the benefits that therapy can bring but also the problems that clients can run in to. This experience increases therapists' empathy for their clients, allowing them to draw on their own experiences in therapy. As a result, therapists tend to feel both more confident in themselves and more competent as a therapist. The self-practice/self-reflection process was facilitated by reflective writing and working with others, particularly peers. Self-practice/self-reflection is a valuable training strategy in CBT, which has a range of beneficial outcomes. It can also be used as a means of continuing personal and professional development. Self-practice of CBT techniques, and reflecting on the process, can be a useful training strategy and helpful for ongoing development Therapists could consider developing a 'self-case' study, rather than using the exercises as one-off techniques, recording reflections in writing, and sharing reflections with peers. Self-practice/self-reflection can be particularly helpful for increasing empathy for clients, highlighting the difficulties they may encounter. © 2014 The British Psychological Society.

The effects of monitoring environment on problem-solving performance.

PubMed

Laird, Brian K; Bailey, Charles D; Hester, Kim

2018-01-01

While effective and efficient solving of everyday problems is important in business domains, little is known about the effects of workplace monitoring on problem-solving performance. In a laboratory experiment, we explored the monitoring environment's effects on an individual's propensity to (1) establish pattern solutions to problems, (2) recognize when pattern solutions are no longer efficient, and (3) solve complex problems. Under three work monitoring regimes-no monitoring, human monitoring, and electronic monitoring-114 participants solved puzzles for monetary rewards. Based on research related to worker autonomy and theory of social facilitation, we hypothesized that monitored (versus non-monitored) participants would (1) have more difficulty finding a pattern solution, (2) more often fail to recognize when the pattern solution is no longer efficient, and (3) solve fewer complex problems. Our results support the first two hypotheses, but in complex problem solving, an interaction was found between self-assessed ability and the monitoring environment.

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.

Social problem-solving plus psychoeducation for adults with personality disorder: pragmatic randomised controlled trial.

PubMed

Huband, Nick; McMurran, Mary; Evans, Chris; Duggan, Conor

2007-04-01

Social problem-solving therapy may be relevant in the treatment of personality disorder, although assessments of its effectiveness are uncommon. To determine the effectiveness of a problem-solving intervention for adults with personality disorder in the community under conditions resembling routine clinical practice. Participants were randomly allocated to brief psychoeducation plus 16 problem-solving group sessions (n=87) or to waiting-list control (n=89). Primary outcome was comparison of scores on the Social Problem Solving Inventory and the Social Functioning Questionnaire between intervention and control arms at the conclusion of treatment, on average at 24 weeks after randomisation. In intention-to-treat analysis, those allocated to intervention showed significantly better problem-solving skills (P<0.001), higher overall social functioning (P=0.031) and lower anger expression (P=0.039) compared with controls. No significant differences were found on use of services during the intervention period. Problem-solving plus psychoeducation has potential as a preliminary intervention for adults with personality disorder.

Short-term effects of a web-based guided self-help intervention for employees with depressive symptoms: randomized controlled trial.

PubMed

Geraedts, Anna S; Kleiboer, Annet M; Wiezer, Noortje M; van Mechelen, Willem; Cuijpers, Pim

2014-05-06

Depressive disorders are highly prevalent in the working population and are associated with excessive costs. The evidence for effective worker-directed interventions for employees with depressive symptoms is limited. Treating employees with depressive symptoms before sick leave via the Internet could be beneficial and cost saving. In this study, we developed and tested the effectiveness of a Web-based guided self-help course for employees with depressive symptoms. We report on the posttreatment effectiveness of the intervention. This study is a two-arm randomized controlled trial comparing a Web-based guided self-help course to care as usual (CAU). We recruited employees from 6 different companies via the companies' intranet and posters. The main inclusion criterion was elevated depressive symptoms as measured by a score of ≥16 on the Center for Epidemiological Studies Depression scale (CES-D). The intervention (Happy@Work) was based on problem-solving treatment and cognitive therapy and consisted of 6 weekly lessons. Participants were asked to submit their weekly assignment via the website after completion. They subsequently received feedback from a coach via the website. Self-report questionnaires on depressive symptoms (CES-D; primary outcome), anxiety measured by the Hospital Anxiety and Depression Scale (HADS), burnout measured by the Maslach Burnout Inventory (MBI), and work performance measured by the Health and Work Performance Questionnaire (HPQ; secondary outcomes) were completed at baseline and at posttreatment. A total of 231 employees were randomized to either the intervention group (n=116) or CAU (n=115).The posttreatment assessment was completed by 171 (74.0%) participants. Both the intervention and the CAU group showed significant improvements in the primary outcome of depressive symptoms, but no differences between the conditions was found (d=0.16, 95% CI -0.10 to 0.41, P=.29). Significant but small effects in favor of the intervention group were found for anxiety symptoms (d=0.16, 95% CI -0.09 to 0.42, P=.04) and exhaustion (d=0.17, 95% CI -0.09 to 0.43, P=.02). This study showed that a Web-based guided self-help course for employees with depressive symptoms was not more effective in reducing depressive symptoms among employees than CAU. Large improvements in depressive symptoms in the CAU group were unforeseen and potential explanations are discussed.

Effect of a Web-Based Guided Self-help Intervention for Prevention of Major Depression in Adults With Subthreshold Depression: A Randomized Clinical Trial.

PubMed

Buntrock, Claudia; Ebert, David Daniel; Lehr, Dirk; Smit, Filip; Riper, Heleen; Berking, Matthias; Cuijpers, Pim

2016-05-03

Evidence-based treatments for major depressive disorder (MDD) are not very successful in improving functional and health outcomes. Attention has increasingly been focused on the prevention of MDD. To evaluate the effectiveness of a web-based guided self-help intervention for the prevention of MDD. Two-group randomized clinical trial conducted between March 1, 2013, and March 4, 2015. Participants were recruited in Germany from the general population via a large statutory health insurance company (ie, insurance funded by joint employer-employee contributions). Participants included 406 self-selected adults with subthreshold depression (Centre for Epidemiologic Studies Depression Scale score ≥16, no current MDD according to Diagnostic and Statistical Manual of Mental Disorders [Fourth Edition, Text Revision] criteria). All participants had unrestricted access to usual care (visits to the primary care clinician) and were randomized to either a web-based guided self-help intervention (cognitive-behavioral and problem-solving therapy supported by an online trainer; n = 202) or a web-based psychoeducation program (n = 204). The primary outcome was time to onset of MDD in the intervention group relative to the control group over a 12-month follow-up period as assessed by blinded diagnostic raters using the telephone-administered Structured Clinical Interview for DSM-IV Axis Disorders at 6- and 12-month follow-up, covering the period to the previous assessment. Among 406 randomized patients (mean age, 45 years; 73.9% women), 335 (82%) completed the telephone follow-up at 12 months. Fifty-five participants (27%) in the intervention group experienced MDD compared with 84 participants (41%) in the control group. Cox regression analyses controlling for baseline depressive symptom severity revealed a hazard ratio of 0.59 (95% CI, 0.42-0.82; P = .002) at 12-month follow-up. The number needed to treat to avoid 1 new case of MDD was 5.9 (95% CI, 3.9-14.6). Among patients with subthreshold depression, the use of a web-based guided self-help intervention compared with enhanced usual care reduced the incidence of MDD over 12 months. Further research is needed to understand whether the effects are generalizable to both first onset of depression and depression recurrence as well as efficacy without the use of an online trainer. German Clinical Trial Registry Identifier: DRKS00004709.

Occupational therapy needs of patients with thoracic cancer at the time of diagnosis: findings of a dedicated rehabilitation service.

PubMed

Bentley, Rachel; Hussain, Asmah; Maddocks, Matthew; Wilcock, Andrew

2013-06-01

Guidelines recommend screening patients with cancer to identify their rehabilitation needs. To help quantify this area of need and associated workload from an occupational therapy perspective in patients with thoracic cancer, we report the experiences of a dedicated rehabilitation service. Consecutive patients were screened soon after diagnosis using items associated with occupational performance in the Sheffield Profile for Assessment and Referral for Care questionnaire. Those reporting predetermined levels of distress underwent a full occupational therapy evaluation; this generated a problem list from which individualised goals and interventions were instigated. Of 540 patients screened, 273 (51 %) reported levels of distress which warranted a full occupational therapy assessment. Of these, 260 (95%) reported a total of 681 problems (median of 4 [2-5] per patient). Mostly these lay within the domain of self care (553, 78%) in the categories of transfers, functional mobility and bathing/showering. A total of 646 goals (median of 2 [1-3] per patient) were formulated, resulting in 652 individual interventions, most frequently the provision of equipment (79%) or advice (32%) and referral to another professional/agency (23%). Patients considered that most goals were achieved (98%) and that the provision of equipment was useful (97%). About half of patients with thoracic cancer screened have occupational therapy needs around the time of diagnosis. Problems are mostly in the area of self-care, with equipment provision the most frequent intervention provided. Future work should examine the efficacy of occupational therapy interventions further.

User-experiences with a web-based self-help intervention for partners of cancer patients based on acceptance and commitment therapy and self-compassion: a qualitative study.

PubMed

Köhle, Nadine; Drossaert, Constance H C; Jaran, Jasmijn; Schreurs, Karlein M G; Verdonck-de Leeuw, Irma M; Bohlmeijer, Ernst T

2017-02-28

Partners of cancer patients are the cornerstone of supportive cancer care. They assume different roles and responsibilities that optimally support the patient. Such support is highly demanding, and many partners report (mental) health problems. However, many of them do not use professional supportive care themselves. Offering a Web-based self-help intervention based on Acceptance and Commitment Therapy (ACT) and self-compassion could be an important resource to support this group. This qualitative study aimed to examine user-experiences with a Web-based self-help intervention based on ACT and self-compassion among partners of cancer patients. Individual in-depth interviews, about partners' appreciation of the intervention and lessons learned, were conducted with 14 partners of cancer patients who used the Web-based self-help intervention. Interviews were audio-recorded, transcribed verbatim and analyzed by three independent coders both deductively and inductively. In general, partners appreciated the intervention, however, they also expressed ambivalent feelings towards peer support, the content of the feedback of their counselor, and the 'tunneled' structure of the intervention. The majority of the partners reported being more self-compassionate accepting that they experienced negative thoughts and feelings, they reported that they learned to increase the distance between their thoughts and themselves, they indicated being more aware of their personal values, and they thought that they were better able to commit to those values. They also reported other (non-specific) helpful processes such as insight and acknowledgement, positivity, the possibility to tell their story, time for themselves, and feeling closer and more connected with their partner (the patient). Partners of cancer patients indicated to appreciate the Web-based self-help intervention based on ACT and self-compassion. They felt that the intervention helped them to cope with negative emotions, thoughts, and one's suffering; to practice self-kindness; and to clarify values based on difficult recent experiences. In addition, they felt that the intervention supported them to obtain insight and acknowledgement, positivity, to tell their story, make time for themselves, and feeling closer and more connected with the patient. We think that a Web-based psychological intervention based on ACT and self-compassion may be a valuable contribution in supporting partners of cancer patients.

[Role of pediatricians in the diagnosis and therapy of dyslexia, dysgraphia and dyscalculia].

PubMed

Gergely, Katalin; Lakos, Renáta

2013-02-10

Pediatricians play an important role in the diagnosis and therapy of children with dyslexia, dysgraphia or dyscalculia. These syndromes strongly affect children's school performance. Children with dyslexia, dysgraphia or dyscalculia show a significant underachievement in reading, writing or counting and their failure to meet the school requirements undermines their self confidence and positive self-concept. As a result, children with learning problems often become aggressive, frustrated or play the clown in the classroom. According to the Hungarian law children with any learning difficulties have the right to get special education by their specific symptoms. In the realisation of the law and equity the pediatrician's expertise is essential and has an important role in the therapeutical procedures. However, the pediatrician's role is more complex than writing an opinion. Pediatricians can help by giving a detailed description about these syndromes and explain them how they can help their child, what are the main difficulties during the child's studies, what kind of therapies can be efficient and how they can make their child's school years easier. During the assessment most of the parents ask the following questions: What does dyslexia, dyscalculia or dysgraphia exactly mean? Is it a handicap or a learning difficulty? Could the child live a normal life? With the proper answer and with an inclusive attitude pediatricians can help both the parents and the children to create a liveable lifestyle and make their children's schoolwork more successful. The authors' opinions are to close the medical and the pedagogical view, because without the cooperation of these two scientific fields, the theme affected parents, children and teachers cannot get proper help to find better solution and support for their problems. In the survey the authors intend to give a complex view about the symptoms of these syndromes and try to give useful advice for pediatricians how they can support their patients emphasizing the key role of pediatricians and clinical expertises in the early recognition and therapy.

[Examination of the Young maladaptive schemes in a group of Gamblers Anonymous].

PubMed

Katona, Zsuzsa; Körmendi, Attila

2012-01-01

Literature of gambling addiction has become widespread in last years. Many studies were written about the vulnerability factors helping the development of addiction, theoretical models, comorbid problems and therapy possibilities. Currently there is no integrated theoretical model that could explain sufficiently the development and maintenance of pathological gambling. The treatment issue is also unresolved. Cognitive psychology is a dynamically developing field of psychology and good results are achieved in gambling treatment with applying cognitive techniques. Jeffrey Young's schema-focused therapy is a recent theoretical and therapeutic direction within cognitive psychology which emphasizes the necessity of emotional changes beside rational ones in the interest of efficiency. The purpose of our research is to examine and analyse active maladaptive schemas among gamblers who are members of Gamblers Anonymous self-help group. 23 control persons and 23 gamblers associated with support group of Gamblers Anonymous took part in our research. The severity of gambling behaviour was measured by Gamblers Anonymous Twenty Questions. For exploring maladaptive schemas we used the shorter 114-item version of the Young Schema Questionnaire (YSQ-S3). All the examined gamblers were considered as problem gamblers based on Gamblers Anonymous Twenty Questions. In the control group there where no active schemas while in the group of gamblers several schemas (Emotional deprivation, Self-sacrifice, Recognition seeking, Emotional inhibition, Unrelenting standards, Self-punitiveness, Insufficient self-control) showed activity. Active schemas show similarity in their matter with main establishments of researches about gamblers and support the role of impulsivity, narcissistic traits, self-medicalization and emotional deprivation in the development and maintenance of pathological gambling.

Developing and assessing research-based tools for teaching quantum mechanics and thermodynamics

NASA Astrophysics Data System (ADS)

Brown, Benjamin R.

Research-based tools to educate college students in physics courses from introductory level to graduate level are essential for helping students with a diverse set of goals and backgrounds learn physics. This thesis explores issues related to student common difficulties with some topics in undergraduate quantum mechanics and thermodynamics courses. Student difficulties in learning quantum mechanics and thermodynamics are investigated by administering written tests and surveys to many classes and conducting individual interviews with a subset of students outside the class to unpack the cognitive mechanisms of the difficulties. The quantum mechanics research also focuses on using the research on student difficulties for the development and evaluation of a Quantum Interactive Learning Tutorial (QuILT) to help students learn about the time-dependence of expectation values using the context of Larmor precession of spin and evaluating the role of asking students to self-diagnose their mistakes on midterm examination on their performance on subsequent problem solving. The QuILT on Larmor precession of spin has both paper-pencil activities and a simulation component to help students learn these foundational issues in quantum mechanics. Preliminary evaluations suggest that the QuILT, which strives to help students build a robust knowledge structure of time-dependence of expectation values in quantum mechanics using a guided approach, is successful in helping students learn these topics in the junior-senior level quantum mechanics courses. The technique to help upper-level students in quantum mechanics courses effectively engage in the process of learning from their mistakes is also found to be effective. In particular, research shows that the self-diagnosis activity in upper-level quantum mechanics significantly helps students who are struggling and this activity can reduce the gap between the high and low achieving students on subsequent problem solving. Finally, a survey of Thermodynamic Processes and the First and Second Laws (STPFaSL) is developed and validated with the purpose of evaluating the effectiveness of these topics in a thermodynamics curriculum. The validity and reliability of this survey are discussed and the student difficulties with these topics among various groups from introductory students to physics graduate students are cataloged.

Suicidality, problem-solving skills, attachment style, and hopelessness in Turkish students.

PubMed

Zeyrek, Emek Yüce; Gençöz, Faruk; Bergman, Yoav; Lester, David

2009-09-01

Among 180 Turkish university students, the probability of suicide was strongly predicted by both hopelessness and deficiencies in problem solving. In addition, for women, unhealthy attachment styles (preoccupied and dismissing) also predicted suicidality. The clinical implications of these findings are that psychotherapists should focus on helping suicidal adolescents improve their problem solving skills and decreasing their hopelessness and, for women, assisting them to develop healthier relationship styles.

When procedures discourage insight: epistemological consequences of prompting novice physics students to construct force diagrams

NASA Astrophysics Data System (ADS)

Kuo, Eric; Hallinen, Nicole R.; Conlin, Luke D.

2017-05-01

One aim of school science instruction is to help students become adaptive problem solvers. Though successful at structuring novice problem solving, step-by-step problem-solving frameworks may also constrain students' thinking. This study utilises a paradigm established by Heckler [(2010). Some consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education, 32(14), 1829-1851] to test how cuing the first step in a standard framework affects undergraduate students' approaches and evaluation of solutions in physics problem solving. Specifically, prompting the construction of a standard diagram before problem solving increases the use of standard procedures, decreasing the use of a conceptual shortcut. Providing a diagram prompt also lowers students' ratings of informal approaches to similar problems. These results suggest that reminding students to follow typical problem-solving frameworks limits their views of what counts as good problem solving.

From Students' Problem-Solving Strategies to Connections in Fractions

ERIC Educational Resources Information Center

Flores, Alfinio; Klein, Erika

2005-01-01

Strategies that children used to solve a fraction problem are presented, and an insight into how students think about divisions and fractions is described. Teachers can use these strategies to help students establish connections related to fractions.

Self-Regulation and Executive Functioning as Related to Survival in Motor Neuron Disease: Preliminary Findings.

PubMed

Garcia-Willingham, Natasha E; Roach, Abbey R; Kasarskis, Edward J; Segerstrom, Suzanne C

2018-05-16

Disease progression varies widely among patients with motor neuron disease (MND). Patients with MND and coexisting dementia have shorter survival. However, implications of mild cognitive and behavioral difficulties are unclear. The present study examined the relative contribution of executive functioning and self-regulation difficulties on survival over a 6-year period among patients with MND, who scored largely within normal limits on cognitive and behavioral indices. Patients with MND (N=37, age=59.97±11.57, 46% female) completed the Wisconsin Card Sorting Task (WCST) as an executive functioning perseveration index. The Behavior Rating Inventory of Executive Functions (BRIEF-A) was used as a behavioral measure of self-regulation in two subdomains self-regulatory behavior (Behavioral Regulation) and self-regulatory problem-solving (Metacognition). Cox proportional hazard regression analyses were used. In total, 23 patients died during follow-up. In Cox proportional hazard regressions adjusted for a priori covariates, each 10-point T-score increment in patient-reported BRIEF-A self-regulatory behavior and problem-solving difficulties increased mortality risk by 94% and103%, respectively (adjusted HR=1.94, 95% CI [1.07, 3.52]; adjusted HR=2.03, 95% CI [1.19, 3.48]). In sensitivity analyses, patient-reported self-regulatory problem-solving remained significant independent of disease severity and a priori covariates (adjusted HR=1.68, 95% CI [1.01, 2.78], though the predictive value of self-regulatory behavior was attenuated in adjusted models (HR=1.67, 95% CI [0.85, 3.27). Caregiver-reported BRIEF-A ratings of patients and WCST perseverative errors did not significantly predict survival. Preliminary evidence suggests patient-reported self-regulatory problem-solving difficulties indicate poorer prognosis in MND. Further research is needed to uncover mechanisms that negatively affect patient survival.

Ways of problem solving as predictors of relapse in alcohol dependent male inpatients.

PubMed

Demirbas, Hatice; Ilhan, Inci Ozgur; Dogan, Yildirim Beyatli

2012-01-01

The purpose of this study was to identify how remitters and relapsers view their everyday problem solving strategies. A total of 128 male alcohol dependent male inpatients who were hospitalized at the Ankara University Psychiatry Clinic, Alcohol and Substance Abuse Treatment Unit were recruited for the study. Subjects demographic status and alcohol use histories were assessed by a self-report questionnaire. Also, patients were evaluated with The Coopersmith Self-esteem Inventory (CSI), The Spielberger State-Trait Anxiety Scale (STAI-I-II), and The Problem Solving Inventory (PSI). Patients were followed for six months with monthly intervals after hospital discharge. Drinking status was assessed in terms of abstinence and relapse. Data were assessed with Student t-test, and univariate and multivariate analyses. In the logistic regression analysis, age, marital status, employment status and PSI subscores were taken as the independent variables and drinking state at the end of six months as the dependent variable. There were significant differences in reflective and avoidant styles, and monitoring style of problem solving between abstainers and relapses. It was found that subjects who perceived their problem solving style as less avoidant and less reflective were at greater risk to relapse. The findings demonstrated that active engagement in problem solving like utilizing avoidant and reflective styles of problem solving enhances abstinence. In treatment, expanding the behavior repertoire and increasing the variety of ways of problem solving ways that can be utilized in daily life should be one of the major goals of the treatment program. Copyright © 2011 Elsevier Ltd. All rights reserved.

Middle School Engineering Problem Solving Using Traditional vs. E-PBL Module Instruction

ERIC Educational Resources Information Center

Baele, Loren C.

2017-01-01

This multiple methods (Denzin, 1978) study investigated two instructional approaches, traditional module and electronic Problem-Based Learning instruction (e-PBL), used within a middle school engineering classroom focused on the variables of engagement, content knowledge, student self-assessment and teacher assessment of problem solving solutions.…

Observational Research: Formalized Curiosity

ERIC Educational Resources Information Center

Skaggs, Paul

2004-01-01

Design research is a valuable tool to help the designer understand the problem that he/she needs to solve. The purpose of design research is to help state or understand the problems better, which will lead to better solutions. Observational research is a design research method for helping the designer understand and define the problem.…

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.

Towards the Construction of a Framework to Deal with Routine Problems to Foster Mathematical Inquiry

ERIC Educational Resources Information Center

Santos-Trigo, Manuel; Camacho-Machin, Matias

2009-01-01

To what extent does the process of solving textbook problems help students develop a way of thinking that is consistent with mathematical practice? Can routine problems be transformed into problem solving activities that promote students' mathematical reflection? These questions are used to outline and discuss features of an inquiry framework…

The Effectiveness of Using the Model Method to Solve Word Problems

ERIC Educational Resources Information Center

Bao, Lei

2016-01-01

The aim of this study is to investigate whether the model method is effective to assist primary students to solve word problems. The model method not only provides students with an opportunity to interpret the problem by drawing the rectangular bar but also helps students to visually represent problem situations and relevant relationships on the…

Generalized anxiety disorder - self-care

MedlinePlus

... helpful for GAD. One common and effective talk therapy is cognitive-behavioral therapy (CBT). CBT can help you understand ... MW, Rosenfield E, Wilhelm S. Cognitive-behavioral therapy, behavioral therapy, and cognitive therapy. In: Stern TA, Fava M, Wilens TE, ...

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.

The Relationship between Problem-Solving Ability and Self-Harm amongst People with Mild Intellectual Disabilities

ERIC Educational Resources Information Center

Rees, Joanna; Langdon, Peter E.

2016-01-01

Background The purpose of this study was to investigate the relationship between depression, hopelessness, problem-solving ability and self-harming behaviours amongst people with mild intellectual disabilities (IDs). Methods Thirty-six people with mild IDs (77.9% women, M[subscript age] = 31.77, SD = 10.73, M[subscript IQ] = 62.65, SD = 5.74) who…

Brief reminiscence activities improve state well-being and self-concept in young adults: a randomised controlled experiment.

PubMed

Hallford, David John; Mellor, David

2016-11-01

Reminiscence-based psychotherapies have been demonstrated to have robust effects on a range of therapeutic outcomes. However, little research has been conducted on the immediate effects of guided activities they are composed of, or how these might differ dependent on the type of reminiscence. The current study utilised a controlled experimental design, whereby 321 young adults (mean age = 25.5 years, SD = 3.0) were randomised to one of four conditions of online reminiscence activity: problem-solving (successful coping experiences), identity (self-defining events contributing to a meaningful and continuous personal identity), bitterness revival (negative or adverse events), or a control condition (any memory from their past). Participants recalled autobiographical memories congruent with the condition, and answered questions to facilitate reflection on the memories. The results indicated that problem-solving and identity reminiscence activities caused significant improvements in self-esteem, meaning in life, self-efficacy and affect, whereas no effects were found in the bitterness revival and control conditions. Problem-solving reminiscence also caused a small effect in increasing perceptions of a life narrative/s. Differences between the conditions did not appear to be explained by the positive-valence of memories. These results provide evidence for the specific effects of adaptive types of problem-solving and identity reminiscence in young adults.

Analysis of difficulties in mathematics problem solving based on revised Bloom’s Taxonomy viewed from high self-efficacy

NASA Astrophysics Data System (ADS)

Prismana, R. D. E.; Kusmayadi, T. A.; Pramudya, I.

2018-04-01

The ability of solving problem is a part of the mathematic curriculum that is very important. Problem solving prefers the process and strategy that is done by students in solving a problem rather than the result. This learning concept in accordance with the stages on the revised bloom’s taxonomy. The revised Bloom’s Taxonomy has two dimensions, namely the dimension of cognitive process and the dimension of knowledge. Dimension of knowledge has four categories, but this study only restricted on two knowledge, conceptual knowledge and procedural knowledge. Dimensions of cognitive processes are categorized into six kinds, namely remembering, understanding, applying, analyzing, evaluating, and creating. Implementation of learning more emphasis on the role of students. Students must have their own belief in completing tasks called self-efficacy. This research is a qualitative research. This research aims to know the site of the students’ difficulty based on revised Bloom’s Taxonomy viewed from high self-efficacy. The results of the study stated the students with high self efficacy have difficulties site. They are evaluating conceptual knowledge, evaluating procedural knowledge, creating conceptual knowledge, and creating procedural knowledge. It could be the consideration of teachers in the teaching, so as to reduce the difficulties of learning in students.

Cross-syndrome comparison of real-world executive functioning and problem solving using a new problem-solving questionnaire.

PubMed

Camp, Joanne S; Karmiloff-Smith, Annette; Thomas, Michael S C; Farran, Emily K

2016-12-01

Individuals with neurodevelopmental disorders like Williams syndrome and Down syndrome exhibit executive function impairments on experimental tasks (Lanfranchi, Jerman, Dal Pont, Alberti, & Vianello, 2010; Menghini, Addona, Costanzo, & Vicari, 2010), but the way that they use executive functioning for problem solving in everyday life has not hitherto been explored. The study aim is to understand cross-syndrome characteristics of everyday executive functioning and problem solving. Parents/carers of individuals with Williams syndrome (n=47) or Down syndrome (n=31) of a similar chronological age (m=17 years 4 months and 18 years respectively) as well as those of a group of younger typically developing children (n=34; m=8years 3 months) completed two questionnaires: the Behavior Rating Inventory of Executive Function (BRIEF; Gioia, Isquith, Guy, & Kenworthy, 2000) and a novel Problem-Solving Questionnaire. The rated likelihood of reaching a solution in a problem solving situation was lower for both syndromic groups than the typical group, and lower still for the Williams syndrome group than the Down syndrome group. The proportion of group members meeting the criterion for clinical significance on the BRIEF was also highest for the Williams syndrome group. While changing response, avoiding losing focus and maintaining perseverance were important for problem-solving success in all groups, asking for help and avoiding becoming emotional were also important for the Down syndrome and Williams syndrome groups respectively. Keeping possessions in order was a relative strength amongst BRIEF scales for the Down syndrome group. Results suggest that individuals with Down syndrome tend to use compensatory strategies for problem solving (asking for help and potentially, keeping items well ordered), while for individuals with Williams syndrome, emotional reactions disrupt their problem-solving skills. This paper highlights the importance of identifying syndrome-specific problem-solving strengths and difficulties to improve effective functioning in everyday life. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Effectiveness of Art Therapy in Reducing Internalizing and Externalizing Problems of Female Adolescents.

PubMed

Bazargan, Yasaman; Pakdaman, Shahla

2016-01-01

The internalizing and externalizing problems relating to childhood and adolescent have always been significant. Because there is special considerations in establishing communication with them and hence, the therapeutic methods for these problems must take into account these considerations. As establishing a therapeutic relationship is an important component of effective counseling, it seems that art therapy may help alleviate these problems. The purpose of this study is to determine the effectiveness of art therapy in reducing internalizing and externalizing problems of adolescent girls (14 - 18 years old). This is a semi-experimental study carried out in the form of a pre-test/post-test design with control group. The population of this study includes female students of Gole Laleh School of Art in district 3 of Tehran, Iran, out of which 30 students with internalizing problems and 30 individuals with externalizing problems were selected through targeted sampling. Students were randomly assigned to control and experimental groups. Experimental groups participated in 6 painting sessions designed based on Art therapy theories and previous studies. The material used for diagnosis of the problems in posttest and pretest was an Achenbach self-assessment form. Data were analyzed using a mixed analysis of variance (ANOVA). Our results showed that Art therapy significantly reduced internalizing problems (F = 17.61, P < 0.001); however, its effect in reducing externalizing problems was not significant (F = 3.93, P = 0.06). Art therapy as a practical therapeutic method can be used to improve internalizing problems. To reduce externalizing problems, more sessions may be needed. Thus, future studies are required to insure these findings.

Electronic collection of solved physics problems to encourage students’ active approach (not only to self study)

NASA Astrophysics Data System (ADS)

Koupilová, Zdeňka; Mandíková, Dana; Snětinová, Marie

2017-09-01

Ten years ago we started to develop a Collection of Fully Solved Problems aimed at introductory undergraduate and high school level students. The collection is specially designed to encourage students in an active approach to problem solving, e.g. to solve at least some parts of a problem on their own. Nowadays the Collection contains about 800 fully solved problems in physics in Czech and nearly 180 problems in English. It has several hundreds of unique visitors per school day. Based on user feedback, the collection is used by students mainly for their home study and by teachers as a supplementary material. The creation of the structured solution of the physics problems has proved to be a beneficial activity for prospective physics teachers (students of our department).

Problem solving during artificial selection of self-replicating loops

NASA Astrophysics Data System (ADS)

Chou, Hui-Hsien; Reggia, James A.

1998-05-01

Past cellular automata models of self-replication have generally done only one thing: replicate themselves. However, it has recently been demonstrated that such self-replicating structures can be programmed to also carry out a task during the replication process. Past models of this sort have been limited in that the “program” involved is copied unchanged from parent to child, so that each generation of replicants is executing exactly the same program on exactly the same data. Here we take a different approach in which each replicant receives a distinct partial solution that is modified during replication. Under artificial selection, replicants with promising solutions proliferate while those with failed solutions are lost. We show that this approach can be applied successfully to solve an NP-complete problem, the satisfiability problem. Bounds are given on the cellular space size and time needed to solve a given problem, and simulations demonstrate that this approach works effectively. These and other recent results raise the possibility of evolving self-replicating structures that have a simulated metabolism or that carry out useful tasks.

Cognitive group therapy for depressive students: The case study

PubMed Central

Tiuraniemi, Juhani; Korhola, Jarno

2009-01-01

The aims of this study were to assess whether a course of cognitive group therapy could help depressed students and to assess whether assimilation analysis offers a useful way of analysing students' progress through therapy. “Johanna” was a patient in a group that was designed for depressive students who had difficulties with their studies. The assimilation of Johanna's problematic experience progressed as the meetings continued from level one (unpleasant thoughts) to level six (solving the problem). Johanna's problematic experience manifested itself as severe and excessive criticism towards herself and her study performance. As the group meetings progressed, Johanna found a new kind of tolerance that increased her determination and assertiveness regarding the studies. The dialogical structure of Johanna's problematic experience changed: she found hope and she was more assertive after the process. The results indicated that this kind of psycho-educational group therapy was an effective method for treating depression. The assimilation analysis offered a useful way of analysing the therapy process. PMID:20523883

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).

Design concepts for the development of cooperative problem-solving systems

NASA Technical Reports Server (NTRS)

Smith, Philip J.; Mccoy, Elaine; Layton, Chuck; Bihari, Tom

1992-01-01

There are many problem-solving tasks that are too complex to fully automate given the current state of technology. Nevertheless, significant improvements in overall system performance could result from the introduction of well-designed computer aids. We have been studying the development of cognitive tools for one such problem-solving task, enroute flight path planning for commercial airlines. Our goal was two-fold. First, we were developing specific systems designs to help with this important practical problem. Second, we are using this context to explore general design concepts to guide in the development of cooperative problem-solving systems. These designs concepts are described.

Effects of rational emotive behavior therapy for senior nursing students on coping strategies and self-efficacy.

PubMed

Kim, Myung Ah; Kim, Jiyoung; Kim, Eun Jung

2015-03-01

Senior nursing students are faced with various types of stressful events such as taking the national licensure exam or finding employment. Such stress can generate maladaptive behaviors as well as physical and psychological symptoms. There is evidence supporting the use of rational emotive behavior therapy (REBT) for reducing disruptive behaviors and negative emotions as well as improving self-efficacy and stress-coping strategies. The purpose of this study is to examine the effects of rational emotive behavior therapy (REBT) on stress coping strategies and self-efficacy for senior nursing students. Thirty-four senior nursing students in a nursing college were assigned randomly to an experimental group (n=18) and a control group (n=16). The REBT program consisted of 8 sessions, and it was implemented for a 4-week period. Outcome measures assessed stress-coping strategies and self-efficacy before and after intervention. After intervention with REBT, the mean difference scores for self-efficacy (p=.032) were significantly higher in the experimental group than in the control group. However, the mean difference scores for seeking social support (p=.166), problem solving (p=.126), and avoidance (p=.154) in stress-coping strategies were not significantly different between the two groups. The results imply that group counseling based on REBT enhances the self-efficacy among senior nursing students before graduation. As regards stress coping strategies, a longer intervention period is suggested. Copyright © 2014 Elsevier Ltd. All rights reserved.

Effect of job maintenance training program for employees with chronic disease - a randomized controlled trial on self-efficacy, job satisfaction, and fatigue.

PubMed

Varekamp, Inge; Verbeek, Jos H; de Boer, Angela; van Dijk, Frank J H

2011-07-01

Employees with a chronic physical condition may be hampered in job performance due to physical or cognitive limitations, pain, fatigue, psychosocial barriers, or because medical treatment interferes with work. This study investigates the effect of a group-training program aimed at job maintenance. Essential elements of the program are exploration of work-related problems, communication at the workplace, and the development and implementation of solutions. Participants with chronic physical diseases were randomly assigned to the intervention (N=64) or the control group (N=58). Participants were eligible for the study if they had a chronic physical disease, paid employment, experienced work-related problems, and were not on long-term 100% sick leave. Primary outcome measures were self-efficacy in solving work- and disease-related problems (14-70), job dissatisfaction (0-100), fatigue (20-140) and job maintenance measured at 4-, 8-, 12- and 24-month follow-up. We used GLM repeated measures for the analysis. After 24 months, loss to follow-up was 5.7% (7/122). Self-efficacy increased and fatigue decreased significantly more in the experimental than the control group [10 versus 4 points (P=0.000) and 19 versus 8 points (P=0.032), respectively]. Job satisfaction increased more in the experimental group but not significantly [6 versus 0 points (P=0.698)]. Job maintenance was 87% in the experimental and 91% in the control group, which was not a significant difference. Many participants in the control group also undertook actions to solve work-related problems. Empowerment training increases self-efficacy and helps to reduce fatigue complaints, which in the long term could lead to more job maintenance. Better understanding of ways to deal with work-related problems is needed to develop more efficient support for employees with a chronic disease.

Group cognitive behavioural therapy for depression outcomes predicted by willingness to engage in homework, compliance with homework, and cognitive restructuring skill acquisition.

PubMed

Neimeyer, Robert A; Kazantzis, Nikolaos; Kassler, Dina M; Baker, Kurt D; Fletcher, Richard

2008-01-01

There is a need to understand the mechanism through which homework contributes to clinically meaningful change in therapy. Theoretically meaningful factors such as willingness to complete therapeutic assignments and cognitive skill acquisition have not been carefully studied in prior research. Depressed outpatients (N = 46) received cognitive behavioural group therapy for a 10-week period and were assigned relevant homework activities. Patient self-report and independent ratings of homework compliance were obtained on a session-by-session basis. Using path analysis, the authors found evidence that willingness to complete homework assignments and mastery of skill in cognitive restructuring helped account for the relationship between homework compliance and reduced symptom severity (R2 = .40). However, paths were only significant when patient self-report of homework compliance was used in the model. The present study highlights the problems in assessing homework compliance and in assuming that independent assessment of compliance is more accurate than patient self-report.

The social problem-solving abilities of people with borderline personality disorder.

PubMed

Bray, Stephanie; Barrowclough, Christine; Lobban, Fiona

2007-06-01

Interventions for people suffering from borderline personality disorder (BPD), such as dialectical behaviour 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 this study, the social problem-solving (SPS) abilities of three groups of participants were assessed: a BPD group (n=25), a clinical control (CC) group (n=25) procedure and a non-clinical control (NCC) group (n=25). SPS ability was assessed using the means-end problem-solving (MEPS) procedure and the Social Problem-Solving Inventory-Revised (SPSI-R). The BPD group exhibited deficits in their SPS abilities, however the majority of these deficits were not specific to the BPD group but were also found in the CC group, indicating that a common factor between these two groups, such as negative affect, may account for these observed deficits. Specific SPS deficits were identified in the BPD group: they provided less specific solutions on the MEPS and reported higher levels of negative problem orientation and a more impulsive/carelessness style towards solving social problems. The results of this study provide empirical support for the use of problem-solving interventions with people suffering from BPD.

Promoting Mental Health in Italian Middle and High School: A Pilot Study.

PubMed

Veltro, Franco; Ialenti, Valentina; Morales García, Manuel Alejandro; Bonanni, Emiliana; Iannone, Claudia; D'Innocenzo, Marinella; Gigantesco, Antonella

2017-01-01

In Italy, a handbook has been developed based on the principles of cooperative learning, life skills, self-effectiveness, and problem-solving at high school level. Early studies have shown the handbook's effectiveness. It has been hypothesized that the revised handbook could be more effective in middle schools. The study design is a "pre- and posttest" that compares the results obtained from 91 students of the high schools with those of the 38 students from middle schools. The assessment was made through "self-reporting" questionnaires of (a) learning skills including problem-solving and (b) perceived self-efficacy in managing emotions, dysfunctional beliefs, and unhealthy behaviours (i.e., drinking/smoking). Significant improvements were observed in both groups with the exceptions of perceived self-efficacy in managing emotions. The improvement of dysfunctional beliefs and the learning of problem-solving skills were better in middle schools. The results confirm the authors' hypothesis that the use of this approach is much more promising in middle school.

Using an isomorphic problem pair to learn introductory physics: Transferring from a two-step problem to a three-step problem

NASA Astrophysics Data System (ADS)

Lin, Shih-Yin; Singh, Chandralekha

2013-12-01

In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. 382 students from a calculus-based and an algebra-based introductory physics course were administered a quiz in the recitation in which they had to learn from a solved problem provided and take advantage of what they learned from it to solve another isomorphic problem (which we call the quiz problem). The solved problem provided has two subproblems while the quiz problem has three subproblems, which is known from previous research to be challenging for introductory students. In addition to the solved problem, students also received extra scaffolding supports that were intended to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. The data analysis suggests that students had great difficulty in transferring what they learned from a two-step problem to a three-step problem. Although most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem, they were not necessarily able to apply the principles correctly. We also conducted think-aloud interviews with six introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. The interviews suggest that students often superficially mapped the principles employed in the solved problem to the quiz problem without necessarily understanding the governing conditions underlying each principle and examining the applicability of the principle in the new situation in an in-depth manner. Findings suggest that more scaffolding is needed to help students in transferring from a two-step problem to a three-step problem and applying the physics principles appropriately. We outline a few possible strategies for future investigation.

Fostering collaboration in the medical practice: twenty-five tips.

PubMed

Hills, Laura

2013-01-01

It's a given that collaboration is an important aspect of medical practice management. But achieving genuine collaboration among the members of your medical practice team may not be as simple as it seems. This article suggests 25 practical strategies for medical practice employees and their managers to help them create and foster collaboration in their medical practices. Tips for collaborative goal setting, communication, ground rules, task delineation, sustainability, problem solving, and anticipating and handling problems are all described. In addition, this article offers a four-step strategy for dealing with a domineering collaborator and a five-step strategy for dealing with a collaboration slacker. This article also includes a 20-question self-quiz to help you and your employees evaluate your collaborative work style. Finally, this article describes 10 common collaboration pitfalls and the strategies you and your staff can use to avoid falling victim to them.

A randomized controlled trial of problem-solving therapy compared to cognitive therapy for the treatment of insomnia in adults.

PubMed

Pech, Melissa; O'Kearney, Richard

2013-05-01

To compare the efficacy of problem-solving therapy (PST) combined with behavioral sleep strategies to standard cognitive therapy (CT) combined with behavioral sleep strategies in the treatment of insomnia. A six-week randomized controlled trial with one month follow-up. The Australian National University Psychology Clinic, Canberra, Australia. Forty-seven adults aged 18-60 years recruited from the community meeting the Research Diagnostic Criteria for insomnia. Participants received 6 weeks of treatment including one group session (sleep education and hygiene, stimulus control instructions and progressive muscle relaxation) followed by 5 weeks of individual treatment of PST or CT. Primary outcomes included sleep efficiency (SE) from sleep diaries, the Insomnia Severity Index (ISI), and the Pittsburgh Sleep Quality Index (PSQI). Secondary measures assessed dysfunctional sleep beliefs, problem-solving skills and orientations, and worry. Both treatments produced significant post therapy improvements in sleep which were maintained at 1 month follow-up (on SE Cohen d = 1.42, 95% CI 1.02-1.87 for PST; d = 1.26, 95% CI 0.81-1.65 for CT; on ISI d = 1.46, 95% CI 1.03-1.88 for PST; d = 1.95, 95% CI 0.52-2.38 for CT; for PSQI d = 0.97, 95% CI 0.55-1.40 for PST and d = 1.34, 95% CI 0.90-1.79 for the CT). There were no differences in PST and CT in the size or rate of improvement in sleep although CT produced a significant faster rate of decline in negative beliefs about sleep than PST and there was a trend (P = 0.08) for PST to produce a faster rate of improvement in negative problem orientation than CT. The results provide preliminary support for problem solving treatment as an equally efficacious alternative component to cognitive therapy in psychological interventions for insomnia.

Intelligent design of permanent magnet synchronous motor based on CBR

NASA Astrophysics Data System (ADS)

Li, Cong; Fan, Beibei

2018-05-01

Aiming at many problems in the design process of Permanent magnet synchronous motor (PMSM), such as the complexity of design process, the over reliance on designers' experience and the lack of accumulation and inheritance of design knowledge, a design method of PMSM Based on CBR is proposed in order to solve those problems. In this paper, case-based reasoning (CBR) methods of cases similarity calculation is proposed for reasoning suitable initial scheme. This method could help designers, by referencing previous design cases, to make a conceptual PMSM solution quickly. The case retain process gives the system self-enrich function which will improve the design ability of the system with the continuous use of the system.

Encouraging the Use of Technology in Problem-Solving: Some Examples from an Initial Teacher Education Programme

ERIC Educational Resources Information Center

Lopez-Real, Francis; Lee, Arthur

2006-01-01

As part of a module on mathematical problem solving in an Initial Teacher Education programme, the student teachers are encouraged to produce alternative solutions to the problems they tackle and, in particular, to consider whether ICT can help. In this paper we discuss a number of unusual solutions produced for some of the problems, specifically…

Nanomedicine strategies for sustained, controlled, and targeted treatment of cancer stem cells of the digestive system.

PubMed

Xie, Fang-Yuan; Xu, Wei-Heng; Yin, Chuan; Zhang, Guo-Qing; Zhong, Yan-Qiang; Gao, Jie

2016-10-15

Cancer stem cells (CSCs) constitute a small proportion of the cancer cells that have self-renewal capacity and tumor-initiating ability. They have been identified in a variety of tumors, including tumors of the digestive system. CSCs exhibit some unique characteristics, which are responsible for cancer metastasis and recurrence. Consequently, the development of effective therapeutic strategies against CSCs plays a key role in increasing the efficacy of cancer therapy. Several potential approaches to target CSCs of the digestive system have been explored, including targeting CSC surface markers and signaling pathways, inducing the differentiation of CSCs, altering the tumor microenvironment or niche, and inhibiting ATP-driven efflux transporters. However, conventional therapies may not successfully eradicate CSCs owing to various problems, including poor solubility, stability, rapid clearance, poor cellular uptake, and unacceptable cytotoxicity. Nanomedicine strategies, which include drug, gene, targeted, and combinational delivery, could solve these problems and significantly improve the therapeutic index. This review briefly summarizes the ongoing development of strategies and nanomedicine-based therapies against CSCs of the digestive system.

Nanomedicine strategies for sustained, controlled, and targeted treatment of cancer stem cells of the digestive system

PubMed Central

Xie, Fang-Yuan; Xu, Wei-Heng; Yin, Chuan; Zhang, Guo-Qing; Zhong, Yan-Qiang; Gao, Jie

2016-01-01

Cancer stem cells (CSCs) constitute a small proportion of the cancer cells that have self-renewal capacity and tumor-initiating ability. They have been identified in a variety of tumors, including tumors of the digestive system. CSCs exhibit some unique characteristics, which are responsible for cancer metastasis and recurrence. Consequently, the development of effective therapeutic strategies against CSCs plays a key role in increasing the efficacy of cancer therapy. Several potential approaches to target CSCs of the digestive system have been explored, including targeting CSC surface markers and signaling pathways, inducing the differentiation of CSCs, altering the tumor microenvironment or niche, and inhibiting ATP-driven efflux transporters. However, conventional therapies may not successfully eradicate CSCs owing to various problems, including poor solubility, stability, rapid clearance, poor cellular uptake, and unacceptable cytotoxicity. Nanomedicine strategies, which include drug, gene, targeted, and combinational delivery, could solve these problems and significantly improve the therapeutic index. This review briefly summarizes the ongoing development of strategies and nanomedicine-based therapies against CSCs of the digestive system. PMID:27795813

Self-diagnosis as a tool for supporting students’ conceptual understanding and achievements in physics: the case of 8th-graders studying force and motion

NASA Astrophysics Data System (ADS)

Safadi, Rafi'

2017-01-01

I examined the impact of a self-diagnosis activity on students’ conceptual understanding and achievements in physics. This activity requires students to self-diagnose their solutions to problems that they have solved on their own—namely, to identify and explain their errors—and self-score them—that is, assign scores to their solutions—aided by a rubric demonstrating how to solve each problem step by step. I also examined a common practice in the physics classroom in which teachers manage a whole class discussion during which they solve, together with their students, problems that students had solved on their own. Three 8th-grade classes studying force and motion with the same teacher participated. Students were first taught the unit in force and motion. Then a first summative exam was administered. Next, two classes (59 students) were assigned to the self-diagnosis activity and the other class to the whole class discussion (27 students). To assess students’ learning with these activities, a repeat exam was administered. Results suggest that at least for teachers who are not competent in managing argumentative class discussions, the self-diagnosis activity is more effective than the whole class discussion in advancing students’ conceptual understanding and achievements. I account for these results and suggest possible directions for future research.

Design of robotic leg and physiotherapy (ROLEP) assist with interactive game

NASA Astrophysics Data System (ADS)

Hasan, A. F.; Husin, M. F. Che; Hashim, M. N.; Rosli, K. A.; Roslim, F. R. A.; Abidin, A. F. Z.

2017-09-01

Injuries in certain parts of the feet can cause a person to have difficulty in walking or running if it is not treated through physiotherapy. In Malaysia, therapy centers only provide a service or the use of basic tools that are not efficient as more sophisticated equipment requires a high cost. In fact, exercise requiring close monitoring physiotherapist are also at a high cost. Therefore, using robot therapy is a new technology that can provide an alternative way to solve this problem. The implementation of this project has produced a robotic physiotherapy which has one degree of freedom, portable and inexpensive way to help the movement of the patient's leg. It covers basic electrical circuits, mechanical components, programming and has been combined with an interactive game as the main driver. ROLEP (Robotic-Leg-Physiotherapy) is able to help patients through the therapy process. It was built using CT-UNO as its microprocessor connected to MD10-C which acted as the motor driver. The interactive game produced by using Unity game software is a key driver in getting rid of boredom and reduce pain. As a result, ROLEP designed can operate well within its range of the patient's weight. It has the advantage of portability and easy to use by the patients. ROLEP expected to help patients undergoing therapy process more efficient and interesting in the process of recovery.

[Investigation of problem solving skills among psychiatric patients].

PubMed

Póos, Judit; Annus, Rita; Perczel Forintos, Dóra

2008-01-01

According to our present knowledge depression and hopelessness play an important role in attempted suicide and the development of hopelessness seems to be closely associated with poor problem solving skills. In the present study we have used the internationally well-known MEPS (Means-Ends Problem Solving Test; a measure of social problem solving ability) in Hungary for the first time and combined with other tests. We intended to explore the cognitive risk factors that potentially play a role in the suicidal behavior in clinical population. In our study we compared a group of individuals who had attempted suicide to a nonsuicidal psychiatric control group and a normal control group (61 subjects in each group). Our results confirm the findings of others that psychiatric patients have difficulties in social problem solving compared to normal controls. Moreover, they generate less and poorer solutions. According to our data problem solving skills of the two clinical groups were similar. A strong positive correlation was found between poor problem solving skills, depression and hopelessness which may suggest that the development of problem solving skills could help to reduce negative mood.

Psychoeducation and Problem Solving (PEPS) Therapy for Adults With Personality Disorder: A Pragmatic Randomized-Controlled Trial.

PubMed

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

2017-12-01

We compared psychoeducation and problem solving (PEPS) therapy against usual treatment in a multisite randomized-controlled trial. The primary outcome was social functioning. We aimed to recruit 444 community-dwelling adults with personality disorder; however, safety concerns led to an early cessation of recruitment. A total of 154 people were randomized to PEPS and 152 to usual treatment. Follow-up at 72 weeks was completed for 68%. PEPS therapy was no more effective than usual treatment for improving social functioning (adjusted difference in mean Social Functioning Questionnaire scores = -0.73; 95% CI [-1.83, 0.38]; p = 0.19). PEPS therapy is not an effective treatment for improving social functioning of adults with personality disorder living in the community.

Preliminary findings on the association between clients' perceived helpfulness of substance abuse treatment and outcomes: does race matter?

PubMed

Montgomery, LaTrice; Sanning, Blair; Litvak, Nicole; Peters, Erica N

2014-06-01

Few studies examine the helpfulness and effectiveness of substance abuse treatment from the clients' perspective. The current secondary analysis examined the perceived helpfulness of substance abuse treatment components and its relationship to treatment outcomes among 387 Black and White adults participating in a multisite randomized clinical trial (RCT) of Motivational Enhancement Therapy. Throughout the 16-week RCT, participants self-reported substance use. Upon completion of treatment, participants completed a self-report measure assessing the perceived helpfulness of treatment components. Black participants rated 9 out of 12 treatment components (e.g., "learning skills that will help me cope with my problems") as being more helpful than their White counterparts, even after controlling for age, gender, employment status, primary drug type, and treatment assignment. However, perceived helpfulness ratings were not associated with substance use outcomes among Black or White participants. Clients' perceived helpfulness of treatment components is an important factor to consider in improving the delivery of substance abuse treatment, especially for Black adults. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

The Self-Formation of Collaborative Groups in a Problem Based Learning Environment

ERIC Educational Resources Information Center

Raiyn, Jamal; Tilchin, Oleg

2016-01-01

The aim of this paper is to present "the three steps method" of the self-formation of collaborative groups in a problem-based learning environment. The self-formation of collaborative groups is based on sharing of accountability among students for solving instructional problems. The steps of the method are planning collaborative problem…

The development and nature of problem-solving among first-semester calculus students

NASA Astrophysics Data System (ADS)

Dawkins, Paul Christian; Mendoza Epperson, James A.

2014-08-01

This study investigates interactions between calculus learning and problem-solving in the context of two first-semester undergraduate calculus courses in the USA. We assessed students' problem-solving abilities in a common US calculus course design that included traditional lecture and assessment with problem-solving-oriented labs. We investigate this blended instruction as a local representative of the US calculus reform movements that helped foster it. These reform movements tended to emphasize problem-solving as well as multiple mathematical registers and quantitative modelling. Our statistical analysis reveals the influence of the blended traditional/reform calculus instruction on students' ability to solve calculus-related, non-routine problems through repeated measures over the semester. The calculus instruction in this study significantly improved students' performance on non-routine problems, though performance improved more regarding strategies and accuracy than it did for drawing conclusions and providing justifications. We identified problem-solving behaviours that characterized top performance or attrition in the course. Top-performing students displayed greater algebraic proficiency, calculus skills, and more general heuristics than their peers, but overused algebraic techniques even when they proved cumbersome or inappropriate. Students who subsequently withdrew from calculus often lacked algebraic fluency and understanding of the graphical register. The majority of participants, when given a choice, relied upon less sophisticated trial-and-error approaches in the numerical register and rarely used the graphical register, contrary to the goals of US calculus reform. We provide explanations for these patterns in students' problem-solving performance in view of both their preparation for university calculus and the courses' assessment structure, which preferentially rewarded algebraic reasoning. While instruction improved students' problem-solving performance, we observe that current instruction requires ongoing refinement to help students develop multi-register fluency and the ability to model quantitatively, as is called for in current US standards for mathematical instruction.

Snow Control - An RCT protocol for a web-based self-help therapy to reduce cocaine consumption in problematic cocaine users

PubMed Central

2011-01-01

Background Cocaine use has increased in most European countries, including Switzerland, and many states worldwide. The international literature has described treatment models that target the general population. In addition to supplying informative measures at the level of primary and secondary prevention, the literature also offers web-based self-help tools for problematic substance users, which is in line with tertiary prevention. Such programs, however, have been primarily tested on individuals with problematic alcohol and cannabis consumption, but not on cocaine-dependent individuals. Methods/Design This paper presents the protocol of a randomised clinical trial to test the effectiveness of a web-based self-help therapy to reduce cocaine use in problematic cocaine users. The primary outcome is severity of cocaine dependence. Secondary outcome measures include cocaine craving, consumption of cocaine and other substances of abuse in the past month, and changes in depression characteristics. The therapy group will receive a 6-week self-help therapy to reduce cocaine consumption based on methods of Cognitive Behavioural Therapy, principles of Motivational Interviewing and self-control practices. The control group will be presented weekly psycho-educative information with a quiz. The predictive validity of participant characteristics on treatment retention and outcome will be explored. Discussion To the best of our knowledge, this will be the first randomised clinical trial to test the effectiveness of online self-help therapy to reduce or abstain from cocaine use. It will also investigate predictors of outcome and retention. This trial is registered at Current Controlled Trials and is traceable as NTR-ISRCTN93702927. PMID:21943294

School based cognitive behavioural therapy targeting anxiety in children with autistic spectrum disorder: a quasi-experimental randomised controlled trail incorporating a mixed methods approach.

PubMed

Clarke, Chris; Hill, Vivian; Charman, Tony

2017-12-01

Children with a diagnosis of autism are more likely to experience anxiety than their typically developing peers. Research suggests that Cognitive Behavioural Therapy (CBT) could offer a way to help children with autism manage their anxiety but most evidence is based on clinical trials. This study investigated a school-based CBT programme using a quasi-experimental design incorporating the child and parent versions of the Spence Children's Anxiety Scale (Spence, J Abnorm Psy 106(2):280-297, 1997) and the Coping Scale for Children and Youth (Brodzinsky et al., J Appl Dev Psychol 13:195-214, 1992). Interview data was incorporated to help understand the process of change further. Children in the experimental condition had lower levels of anxiety, maintained at follow-up and changes were found in coping behaviours such as lower behavioural avoidance strategies but increased problem solving strategies at follow-up. Limitations of the research together with future directions are also discussed.

The Work-It Study for people with arthritis: Study protocol and baseline sample characteristics.

PubMed

Keysor, Julie J; AlHeresh, Rawan; Vaughan, Molly; LaValley, Michael P; Allaire, Saralynn

2016-06-14

People with arthritis are at risk of work disability. Job accommodation and educational programs delivered before imminent work loss can minimize work disability, yet are not currently being widely implemented. The Work-It Study is a randomized controlled trial testing the efficacy of a problem solving program delivered by physical and occupational therapy practitioners to prevent work loss over a two-year period among people with arthritis and rheumatological conditions. The purpose of this paper is to describe the protocol of the randomized controlled trial, and describe the baseline characteristics of the subjects and their work outcomes. 287 participants were recruited from the Boston area in Massachusetts, USA. Eligible participants were aged between 21-65, self-reported a physicians' diagnosis of arthritis, rheumatic condition, or chronic back pain, reported a concern about working now or in the near future due to your health, worked at least 15 hours a week, had plans to continue working, and worked or lived in Massachusetts. Subjects were recruited through community sources and rheumatology offices. Participants in the experimental group received a structured interview and an education and resource packet, while participants in the control received the resource packet only. The baseline characteristics and work related outcomes of the participants were analyzed. To our knowledge, the Work-It Study is the largest and most diverse randomized controlled trial to date aiming to identify and problem solve work-related barriers, promote advocacy, and foster work disability knowledge among people with chronic disabling musculoskeletal conditions. Despite advances in medical management of arthritis and other rheumatological and musculoskeletal conditions, many people still have concerns about their ability to remain employed and are seeking strategies to help them sustain employment.

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.

Calculation and word problem-solving skills in primary grades - Impact of cognitive abilities and longitudinal interrelations with task-persistent behaviour.

PubMed

Jõgi, Anna-Liisa; Kikas, Eve

2016-06-01

Primary school math skills form a basis for academic success down the road. Different math skills have different antecedents and there is a reason to believe that more complex math tasks require better self-regulation. The study aimed to investigate longitudinal interrelations of calculation and problem-solving skills, and task-persistent behaviour in Grade 1 and Grade 3, and the effect of non-verbal intelligence, linguistic abilities, and executive functioning on math skills and task persistence. Participants were 864 students (52.3% boys) from 33 different schools in Estonia. Students were tested twice - at the end of Grade1 and at the end of Grade 3. Calculation and problem-solving skills, and teacher-rated task-persistent behaviour were measured at both time points. Non-verbal intelligence, linguistic abilities, and executive functioning were measured in Grade 1. Cross-lagged structural equation modelling indicated that calculation skills depend on previous math skills and linguistic abilities, while problem-solving skills require also non-verbal intelligence, executive functioning, and task persistence. Task-persistent behaviour in Grade 3 was predicted by previous problem-solving skills, linguistic abilities, and executive functioning. Gender and mother's educational level were added as covariates. The findings indicate that math skills and self-regulation are strongly related in primary grades and that solving complex tasks requires executive functioning and task persistence from children. Findings support the idea that instructional practices might benefit from supporting self-regulation in order to gain domain-specific, complex skill achievement. © 2015 The British Psychological Society.

Structured scaffolding for reflection and problem solving in diabetes self-management: qualitative study of mobile diabetes detective.

PubMed

Mamykina, Lena; Heitkemper, Elizabeth M; Smaldone, Arlene M; Kukafka, Rita; Cole-Lewis, Heather; Davidson, Patricia G; Mynatt, Elizabeth D; Tobin, Jonathan N; Cassells, Andrea; Goodman, Carrie; Hripcsak, George

2016-01-01

To investigate subjective experiences and patterns of engagement with a novel electronic tool for facilitating reflection and problem solving for individuals with type 2 diabetes, Mobile Diabetes Detective (MoDD). In this qualitative study, researchers conducted semi-structured interviews with individuals from economically disadvantaged communities and ethnic minorities who are participating in a randomized controlled trial of MoDD. The transcripts of the interviews were analyzed using inductive thematic analysis; usage logs were analyzed to determine how actively the study participants used MoDD. Fifteen participants in the MoDD randomized controlled trial were recruited for the qualitative interviews. Usage log analysis showed that, on average, during the 4 weeks of the study, the study participants logged into MoDD twice per week, reported 120 blood glucose readings, and set two behavioral goals. The qualitative interviews suggested that individuals used MoDD to follow the steps of the problem-solving process, from identifying problematic blood glucose patterns, to exploring behavioral triggers contributing to these patterns, to selecting alternative behaviors, to implementing these behaviors while monitoring for improvements in glycemic control. This qualitative study suggested that informatics interventions for reflection and problem solving can provide structured scaffolding for facilitating these processes by guiding users through the different steps of the problem-solving process and by providing them with context-sensitive evidence and practice-based knowledge related to diabetes self-management on each of those steps. This qualitative study suggested that MoDD was perceived as a useful tool in engaging individuals in self-monitoring, reflection, and problem solving. © The Author 2016. Published by Oxford University Press on behalf of the American Medical Informatics Association. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Managing Problems Before Problems Manage You.

PubMed

Grigsby, Jim

2015-01-01

Every day we face problems, both personal and professional, and our initial reaction determines how well we solve those problems. Whether a problem is minor or major, short-term or lingering, there are techniques we can employ to help manage the problem and the problem-solving process. This article, based on my book Don't Tick Off The Gators! Managing Problems Before Problems Manage You, presents 12 different concepts for managing problems, not "cookie cutter" solutions, but different ideas that you can apply as they fit your circumstances.

Psychometric evaluation of a new instrument to measure disease self-management of the early stage chronic kidney disease patients.

PubMed

Lin, Chiu-Chu; Wu, Chia-Chen; Wu, Li-Min; Chen, Hsing-Mei; Chang, Shu-Chen

2013-04-01

This study aims to develop a valid and reliable chronic kidney disease self-management instrument (CKD-SM) for assessing early stage chronic kidney disease patients' self-management behaviours. Enhancing early stage chronic kidney disease patients' self-management plays a key role in delaying the progression of chronic kidney disease. Healthcare provider understanding of early stage chronic kidney disease patients' self-management behaviours can help develop effective interventions. A valid and reliable instrument for measuring chronic kidney disease patients' self-management behaviours is needed. A cross-sectional descriptive study collected data for principal components analysis with oblique rotation. Mandarin- or Taiwanese-speaking adults with chronic kidney disease (n=252) from two medical centres and one regional hospital in Southern Taiwan completed the CKD-SM. Construct validity was evaluated by exploratory factor analysis. Internal consistency and test-retest reliability were estimated by Cronbach's alpha and Pearson correlation coefficients. Four factors were extracted and labelled self-integration, problem-solving, seeking social support and adherence to recommended regimen. The four factors accounted for 60.51% of the total variance. Each factor showed acceptable internal reliability with Cronbach's alpha from 0.77-0.92. The test-retest correlations for the CKD-SM was 0.72. The psychometric quality of the CKD-SM instrument was satisfactory. Research to conduct a confirmatory factor analysis to further validate this new instrument's construct validity is recommended. The CKD-SM instrument is useful for clinicians who wish to identify the problems with self-management among chronic kidney disease patients early. Self-management assessment will be helpful to develop intervention tailored to the needs of the chronic kidney disease population. © 2013 Blackwell Publishing Ltd.

Application of artificial intelligence to pharmacy and medicine.

PubMed

Dasta, J F

1992-04-01

Artificial intelligence (AI) is a branch of computer science dealing with solving problems using symbolic programming. It has evolved into a problem solving science with applications in business, engineering, and health care. One application of AI is expert system development. An expert system consists of a knowledge base and inference engine, coupled with a user interface. A crucial aspect of expert system development is knowledge acquisition and implementing computable ways to solve problems. There have been several expert systems developed in medicine to assist physicians with medical diagnosis. Recently, several programs focusing on drug therapy have been described. They provide guidance on drug interactions, drug therapy monitoring, and drug formulary selection. There are many aspects of pharmacy that AI can have an impact on and the reader is challenged to consider these possibilities because they may some day become a reality in pharmacy.

Reflective Questions, Self-Questioning and Managing Professionally Situated Practice

ERIC Educational Resources Information Center

Malthouse, Richard; Watts, Mike; Roffey-Barentsen, Jodi

2015-01-01

Reflective self-questioning arises within the workplace when people are confronted with professional problems and situations. This paper focuses on reflective and "situated reflective" questions in terms of self-questioning and professional workplace problem solving. In our view, the situational context, entailed by the setting, social…

Helping Young Students to Better Pose an Environmental Problem

ERIC Educational Resources Information Center

Pruneau, Diane; Freiman, Viktor; Barbier, Pierre-Yves; Langis, Joanne

2009-01-01

Grade 3 students were asked to solve a sedimentation problem in a local river. With scientists, students explored many aspects of the problem and proposed solutions. Graphic representation tools were used to help students to better pose the problem. Using questionnaires and interviews, researchers observed students' capacity to pose the problem…

Student Interaction with Campus Help-Givers: Mapping the Network's Efficacy.

ERIC Educational Resources Information Center

Huebner, Lois A.; And Others

Procedures to map the broad outline of student interaction with various help-giving persons and campus agencies were investigated. A sample of 633 undergraduate students completed an 8-part problem-solving questionnaire that identified current problems, problems that previously existed, the 5 most important problems, improvement rates for the most…

[Impression Formation in the Diagnosis and Treatment of Mental Disorders].

PubMed

Linden, Michael; Dymke, Tina; Hüttner, Susanne; Schnaubelt, Sabine

2016-06-01

The first item of any psychopathological assessment is "general impression". There is some research under the heading of "impression formation" which shows that the outer appearance of a person decides about how a person is perceived by others and how others react. Impression formation is an important factor in social interaction. This is of special importance in mental disorders, which may express themselves in a distorted impression formation. As impression formation is by and large an emotional process, measurement can be done by adjective lists. An example is the bipolar MED rating scale. Such lists can be used in therapy to help patients and therapists to understand the problem and initiate modifications. A special group intervention in occupational therapy is described. Results suggest that impression formation is quite objective, that self- and observer judgments coincide and that therapy can help to adopt a less irritating outer appearance. © Georg Thieme Verlag KG Stuttgart · New York.

Salivary Cortisol Levels and Depressive Symptomatology in Consumers and Nonconsumers of Self-Help Books: A Pilot Study

PubMed Central

Raymond, Catherine; Marin, Marie-France; Hand, Anne; Sindi, Shireen; Juster, Robert-Paul; Lupien, Sonia J.

2016-01-01

The self-help industry generates billions of dollars yearly in North America. Despite the popularity of this movement, there has been surprisingly little research assessing the characteristics of self-help books consumers, and whether this consumption is associated with physiological and/or psychological markers of stress. The goal of this pilot study was to perform the first psychoneuroendocrine analysis of consumers of self-help books in comparison to nonconsumers. We tested diurnal and reactive salivary cortisol levels, personality, and depressive symptoms in 32 consumers and nonconsumers of self-help books. In an explorative secondary analysis, we also split consumers of self-help books as a function of their preference for problem-focused versus growth-oriented self-help books. The results showed that while consumers of growth-oriented self-help books presented increased cortisol reactivity to a psychosocial stressor compared to other groups, consumers of problem-focused self-help books presented higher depressive symptomatology. The results of this pilot study show that consumers with preference for either problem-focused or growth-oriented self-help books present different physiological and psychological markers of stress when compared to nonconsumers of self-help books. This preliminary study underlines the need for additional research on this issue in order to determine the impact the self-help book industry may have on consumers' stress. PMID:26839713

Salivary Cortisol Levels and Depressive Symptomatology in Consumers and Nonconsumers of Self-Help Books: A Pilot Study.

PubMed

Raymond, Catherine; Marin, Marie-France; Hand, Anne; Sindi, Shireen; Juster, Robert-Paul; Lupien, Sonia J

2016-01-01

The self-help industry generates billions of dollars yearly in North America. Despite the popularity of this movement, there has been surprisingly little research assessing the characteristics of self-help books consumers, and whether this consumption is associated with physiological and/or psychological markers of stress. The goal of this pilot study was to perform the first psychoneuroendocrine analysis of consumers of self-help books in comparison to nonconsumers. We tested diurnal and reactive salivary cortisol levels, personality, and depressive symptoms in 32 consumers and nonconsumers of self-help books. In an explorative secondary analysis, we also split consumers of self-help books as a function of their preference for problem-focused versus growth-oriented self-help books. The results showed that while consumers of growth-oriented self-help books presented increased cortisol reactivity to a psychosocial stressor compared to other groups, consumers of problem-focused self-help books presented higher depressive symptomatology. The results of this pilot study show that consumers with preference for either problem-focused or growth-oriented self-help books present different physiological and psychological markers of stress when compared to nonconsumers of self-help books. This preliminary study underlines the need for additional research on this issue in order to determine the impact the self-help book industry may have on consumers' stress.

Thinking in terms of sensors: personification of self as an object in physics problem solving

NASA Astrophysics Data System (ADS)

Tabor-Morris, A. E.

2015-03-01

How can physics teachers help students develop consistent problem solving techniques for both simple and complicated physics problems, such as those that encompass objects undergoing multiple forces (mechanical or electrical) as individually portrayed in free-body diagrams and/or phenomenon involving multiple objects, such as Doppler effect reflection applications in echoes and ultrasonic cardiac monitoring for sound, or police radar for light? These problems can confuse novice physics students, and to sort out problem parts, the suggestion is made here to guide the student to personify self as the object in question, that is, to imagine oneself as the object undergoing outside influences such as forces and then qualify and quantify those for the problem at hand. This personification does NOT, as according to the three traditional definitions of the term (animism, anthropomorphism and teleology), empower the object to act, but instead just to detect its environment. By having students use their imagination to put themselves in the place of the object, they can ‘sense’ the influences the object is experiencing to analyze these individually, hopefully reducing the student’s feeling of being overwhelmed with information, and also imbuing the student with a sense of having experienced the situation. This can be especially useful in problems that involve both multiple forces AND multiple objects (for example, Atwood’s machine), since objects acted upon need to be considered separately and consecutively, with the idea that one cannot be two objects at once. This personification technique, documented to have been used by both Einstein and Feynman, is recommended here for secondary-school teen and university-level adult learners with discussions on specific physics and astronomy classroom strategies.

Enroute flight planning: Evaluating design concepts for the development of cooperative problem-solving systems

NASA Technical Reports Server (NTRS)

Smith, Philip J.

1995-01-01

There are many problem-solving tasks that are too complex to fully automate given the current state of technology. Nevertheless, significant improvements in overall system performance could result from the introduction of well-designed computer aids. We have been studying the development of cognitive tools for one such problem-solving task, enroute flight path planning for commercial airlines. Our goal has been two-fold. First, we have been developing specific system designs to help with this important practical problem. Second, we have been using this context to explore general design concepts to guide in the development of cooperative problem-solving systems. These design concepts are described below, along with illustrations of their application.

Teaching Handwriting to Elementary Students with Learning Disabilities: A Problem-Solving Approach

ERIC Educational Resources Information Center

Datchuk, Shawn

2015-01-01

Problems with handwriting can negatively impact the writing of students with learning disabilities. In this article, an example is provided of a fourth-grade special education teacher's efforts to assist a new student by using a problem-solving approach to help determine an efficient course of action for special education teachers who are trying…

The Application of Problem Solving Method on Science Teacher Trainees on the Solution of the Environmental Problems

ERIC Educational Resources Information Center

Dogru, Mustafa

2008-01-01

Helping students to improve their problems solving skills is the primary target of science teacher trainees. In modern science, for training the students, methods should be used for improving their thinking skills, making connections with events and concepts and scientific operations skills rather than information and definition giving. One of…

When Procedures Discourage Insight: Epistemological Consequences of Prompting Novice Physics Students to Construct Force Diagrams

ERIC Educational Resources Information Center

Kuo, Eric; Hallinen, Nicole R.; Conlin, Luke D.

2017-01-01

One aim of school science instruction is to help students become adaptive problem solvers. Though successful at structuring novice problem solving, step-by-step problem-solving frameworks may also constrain students' thinking. This study utilises a paradigm established by Heckler [(2010). Some consequences of prompting novice physics students to…

Writing for Business: A Graduate-Level Course in Problem-Solving

ERIC Educational Resources Information Center

Seifert, Christine

2009-01-01

This paper details an assignment sequence that requires graduate students in an applied communication program to identify problems that clients may not be aware of. Good writing and good problem-solving are "inextricably linked to [a student's] ability to frame an issue, gather, and analyze information, and to structure a helpful response" (Musso,…

Characteristics of a Cognitive Tool That Helps Students Learn Diagnostic Problem Solving

ERIC Educational Resources Information Center

Danielson, Jared A.; Mills, Eric M.; Vermeer, Pamela J.; Preast, Vanessa A.; Young, Karen M.; Christopher, Mary M.; George, Jeanne W.; Wood, R. Darren; Bender, Holly S.

2007-01-01

Three related studies replicated and extended previous work (J.A. Danielson et al. (2003), "Educational Technology Research and Development," 51(3), 63-81) involving the Diagnostic Pathfinder (dP) (previously Problem List Generator [PLG]), a cognitive tool for learning diagnostic problem solving. In studies 1 and 2, groups of 126 and 113…

Multiple Problem-Solving Strategies Provide Insight into Students' Understanding of Open-Ended Linear Programming Problems

ERIC Educational Resources Information Center

Sole, Marla A.

2016-01-01

Open-ended questions that can be solved using different strategies help students learn and integrate content, and provide teachers with greater insights into students' unique capabilities and levels of understanding. This article provides a problem that was modified to allow for multiple approaches. Students tended to employ high-powered, complex,…

Critical thinking level in geometry based on self-regulated learning

NASA Astrophysics Data System (ADS)

Bayuningsih, A. S.; Usodo, B.; Subanti, S.

2018-03-01

Critical thinking ability of mathematics students affected by the student’s ability in solving a specific problem. This research aims to determine the level of critical thinking (LCT) students in solving problems of geometry regarding self-regulated learning (SRL) students. This is a qualitative descriptive study with the purpose to analyze the level of Junior High School student’s critical thinking in the Regency of Banyumas. The subject is taken one student from each category SRL (high, medium and low). Data collection is given problem-solving tests to find out the level of critical thinking student, questionnaire, interview and documentation. The result of the research shows that student with SRL high is at the level of critical thinking 2, then a student with SRL medium is at the level of critical thinking 1 and student with SRL low is at the level of critical thinking 0. So students with SRL high, medium or low can solve math problems based on the critical thinking level of each student.

Racism-related stress, Africultural coping, and religious problem-solving among African Americans.

PubMed

Lewis-Coles, Ma'at E Lyris; Constantine, Madonna G

2006-07-01

This study explored the extent to which three types of racism-related stress (i.e., individual, institutional, and cultural) would predict the use of specific Africultural coping strategies (i.e., cognitive/emotional debriefing, spiritual-centered, collective, and ritual-centered coping) and religious problem-solving styles (i.e., self-directing, deferring, and collaborative) in a sample of 284 African American men and women. The authors found that higher institutional racism-related stress was associated with greater use of cognitive/emotional debriefing, spiritual-centered, and collective coping in African American women. Findings also indicated that higher cultural racism-related stress was predictive of lower use of self-directing religious problem-solving in African American women. Moreover, higher perceived cultural racism-related stress was related to greater use of collective coping strategies in African American men. Individual racism-related stress was not predictive of any forms of Africultural coping strategies or religious problem-solving. Implications of the findings are discussed.

[Kinderpsychodrama in a child guidance centre].

PubMed

Müller, Ulrike; Brüggemann, Kai

2013-01-01

Kinderpsychodrama allows conflicts of children to become apparent in a specific sheltered environment. These conflicts often arise when children's needs for relationship, self esteem and self efficacy either are not sufficiently recognized by their caregivers and/or cannot be answered in a helpful way. This can lead to internalizing disorders like loss of self reliance, social fear, and depressive withdrawal on the one hand or to externalizing symptoms like oppositional, impulsive and aggressive behavior disorders on the other hand which endanger socio-emotional development. Kinderpsychodrama is seen to cushion children's dysfunctional conflict solutions and solve them with the therapists' help. Therapists realize the themes set on the scene during the play of the children's group; they mirror the scenes and encourage children to act in a different way making use of children's creativity during play as well as the support of the group. Children's chosen role serves as a secure base allowing them to find solutions for their conflicts. The development of each child as well as his/her themes becoming evident during the course of the group are made transparent to their parents during accompanying counseling sessions. We illustrate this therapeutic method by casuistics of our children therapy group.

Critical Thinking Skills of an Eighth Grade Male Student with High Mathematical Ability in Solving Problem

NASA Astrophysics Data System (ADS)

Ismail

2018-01-01

This study aims to describe student’s critical thinking skill of grade VIII in solving mathematical problem. A qualitative research was conducted to a male student with high mathematical ability. Student’s critical thinking skill was obtained from a depth task-based interview. The result show that male student’s critical thinking skill of the student as follows. In understanding the problem, the student did categorization, significance decoding, and meaning clarification. In devising a plan he examined his ideas, detected his argument, analyzed his argument and evaluated his argument. During the implementation phase, the skill that appeared were analyzing of the argument and inference skill such as drawing conclusion, deliver alternative thinking, and problem solving skills. At last, in rechecking all the measures, they did self-correcting and self-examination.

Self-Explanations: How Students Study and Use Examples in Learning To Solve Problems. Technical Report No. 9.

ERIC Educational Resources Information Center

Chi, Michelene T. H.; And Others

A study examined in detail the initial encoding of worked-out examples of mechanics problems by "good" and "poor" students, and their subsequent reliance on examples during problem solving. The subjects, three males and five females, were selected from responses to a university campus advertisement. Six of them were working…

Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students' Proportional Reasoning: A Randomized Experiment

ERIC Educational Resources Information Center

Jitendra, Asha K.; Star, Jon R.; Dupuis, Danielle N.; Rodriguez, Michael C.

2013-01-01

This study examined the effect of schema-based instruction (SBI) on 7th-grade students' mathematical problem-solving performance. SBI is an instructional intervention that emphasizes the role of mathematical structure in word problems and also provides students with a heuristic to self-monitor and aid problem solving. Using a…

Determination of the Problem Solving Level of Gifted/Talented Students

ERIC Educational Resources Information Center

Saygili, Gizem

2012-01-01

It is important to determine and develop problem solving skills of gifted and talented children, who have different emotional characteristics compared to peers, in terms of using their potentials at the highest level. In this research, which was done with the aim of determining self sensations of gifted and talented children in problem solving…

On a New Approach to Education about Ethics for Engineers at Meijou University

NASA Astrophysics Data System (ADS)

Fukaya, Minoru; Morimoto, Tsukasa; Kimura, Noritsugu

We propose a new approach to education of so called “engineering ethics”. This approach has two important elements in its teaching system. One is “problem-solving learning”, and the other is “discussion ability”. So far, engineering ethics started at the ethical standpoint. But we put the viewpoint of problem-solving learning at the educational base of engineering ethics. Because many problems have complicated structures, so if we want to solve them, we should discuss each other. Problem-solving ability and discussion ability, they help engineers to solve the complex problems in their social everyday life. Therefore, Meijo University names engineering ethics “ethics for engineers”. At Meijou University about 1300 students take classes in both ethics for engineers and environmental ethics for one year.

Urban African American Pre-Adolescent Social Problem Solving Skills: Family Influences and Association with Exposure to Situations of Sexual Possibility

PubMed Central

Traube, Dorian E.; Chasse, Kelly Taber; McKay, Mary M.; Bhorade, Anjali M.; Paikoff, Roberta; Young, Stacie D.

2010-01-01

SUMMARY The results of two studies focusing on the social problem solving skills of African American preadolescent youth are detailed. In the first study data from a sample of 150 African American children, ages 9 to 11 years, was used to examine the association between type of youth social problem solving approaches applied to hypothetical risk situations and time spent in unsupervised peer situations of sexual possibility. Findings revealed that children with more exposure to sexual possibility situations generated a wider range of social problem solving strategies, but these approaches tended to be unrealistic and ambiguous. Further, there was a positive association between the amount of time spent unsupervised and youth difficulty formulating a definitive response to hypothetical peer pressure situations. Children with less exposure to sexual possibility situations tended to be more aggressive when approaching situations of peer pressure. In the second study, data from a non-overlapping sample of 164 urban, African American adult caregivers and their 9 to 11 year old children was examined in order to explore the associations between child gender, family-level factors including family communication frequency and intensity, time spent in situations of sexual possibility, and youth social problem solving approaches. Results revealed that children were frequently using constructive problem solving and help seeking behaviors when confronted by difficult social situations and that there was a significant relationship between the frequency and intensity of parent child communication and youth help seeking social problem solving approaches. Implications for research and family-based interventions are highlighted. PMID:20871790

Dreams and creative problem-solving.

PubMed

Barrett, Deirdre

2017-10-01

Dreams have produced art, music, novels, films, mathematical proofs, designs for architecture, telescopes, and computers. Dreaming is essentially our brain thinking in another neurophysiologic state-and therefore it is likely to solve some problems on which our waking minds have become stuck. This neurophysiologic state is characterized by high activity in brain areas associated with imagery, so problems requiring vivid visualization are also more likely to get help from dreaming. This article reviews great historical dreams and modern laboratory research to suggest how dreams can aid creativity and problem-solving. © 2017 New York Academy of Sciences.

A trial of patient-oriented problem-solving system for immunology teaching in China: a comparison with dialectic lectures

PubMed Central

2013-01-01

Background The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encourages clinical reasoning and develops long-lasting memory. To our best knowledge, however, POPS has never been applied in teaching immunology in China. The aim of this study was to develop POPS in teaching immunology and assess students’ and teachers’ perception to POPS. Methods 321 second-year medical students were divided into two groups: I and II. Group I, comprising 110 students, was taught by POPS, and 16 immunology teachers witnessed the whole teaching process. Group II including the remaining 211 students was taught through traditional lectures. The results of the pre- and post-test of both groups were compared. Group I students and teachers then completed a self-structured feedback questionnaire for analysis before a discussion meeting attended only by the teachers was held. Results Significant improvement in the mean difference between the pre- and post-test scores of those in Groups I and II was seen, demonstrating the effectiveness of POPS teaching. Most students responded that POPS facilitates self-learning, helps them to understand topics and creates interest, and 88.12% of students favored POPS over simple lectures. Moreover, while they responded that POPS facilitated student learning better than lectures, teachers pointed out that limited teaching resources would make it difficult for wide POPS application in China. Conclusions While POPS can break up the monotony of dialectic lectures and serve as a better teaching method, it may not be feasible for the current educational environment in China. The main reason for this is the relative shortage of teaching resources such as space, library facilities and well-trained teachers. PMID:23356717

A trial of patient-oriented problem-solving system for immunology teaching in China: a comparison with dialectic lectures.

PubMed

Zhang, Zhiren; Liu, Wei; Han, Junfeng; Guo, Sheng; Wu, Yuzhang

2013-01-28

The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encourages clinical reasoning and develops long-lasting memory. To our best knowledge, however, POPS has never been applied in teaching immunology in China. The aim of this study was to develop POPS in teaching immunology and assess students' and teachers' perception to POPS. 321 second-year medical students were divided into two groups: I and II. Group I, comprising 110 students, was taught by POPS, and 16 immunology teachers witnessed the whole teaching process. Group II including the remaining 211 students was taught through traditional lectures. The results of the pre- and post-test of both groups were compared. Group I students and teachers then completed a self-structured feedback questionnaire for analysis before a discussion meeting attended only by the teachers was held. Significant improvement in the mean difference between the pre- and post-test scores of those in Groups I and II was seen, demonstrating the effectiveness of POPS teaching. Most students responded that POPS facilitates self-learning, helps them to understand topics and creates interest, and 88.12% of students favored POPS over simple lectures. Moreover, while they responded that POPS facilitated student learning better than lectures, teachers pointed out that limited teaching resources would make it difficult for wide POPS application in China. While POPS can break up the monotony of dialectic lectures and serve as a better teaching method, it may not be feasible for the current educational environment in China. The main reason for this is the relative shortage of teaching resources such as space, library facilities and well-trained teachers.

How can we improve problem solving in undergraduate biology? Applying lessons from 30 years of physics education research.

PubMed

Hoskinson, A-M; Caballero, M D; Knight, J K

2013-06-01

If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research.

Theory of Planned Behavior including self-stigma and perceived barriers explain help-seeking behavior for sexual problems in Iranian women suffering from epilepsy.

PubMed

Lin, Chung-Ying; Oveisi, Sonia; Burri, Andrea; Pakpour, Amir H

2017-03-01

To apply the Theory of Planned Behavior (TPB) and the two additional concepts self-stigma and perceived barriers to the help-seeking behavior for sexual problems in women with epilepsy. In this 18-month follow-up study, TPB elements, including attitude, subjective norm, perceived behavioral control, and behavioral intention along with self-stigma and perceived barriers in seeking help for sexual problems were assessed in n=818 women with epilepsy (94.0% aged ≤40years). The basic TPB model (model 1) and the TPB model additionally including self-stigma and perceived barriers (Model 2) were analyzed using structural equation modeling (SEM). Both SEM models showed satisfactory model fits. According to model, attitude, subjective norms, perceived behavioral control, and intention explained 63.1% of the variance in help-seeking behavior. Variance was slightly higher (64.5%) when including self-stigma and perceived barriers (model 2). In addition, the fit indices of the models were better highlighting the importance of self-stigma and perceived barriers in help-seeking behavior for sexual problems. Theory of Planned Behavior is useful in explaining help-seeking behavior for sexual problems in women with epilepsy. Self-stigma and perceived barriers are additional factors that should be considered in future interventions aiming to adopt TPB to improve help-seeking behavior for sexual problems. Copyright © 2017 Elsevier Inc. All rights reserved.

Using isomorphic problems to learn introductory physics

NASA Astrophysics Data System (ADS)

Lin, Shih-Yin; Singh, Chandralekha

2011-12-01

In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred sixty-two students from a calculus-based and an algebra-based introductory physics course were given a quiz in the recitation in which they had to first learn from a solved problem provided and take advantage of what they learned from it to solve another problem (which we call the quiz problem) which was isomorphic. Previous research suggests that the multiple-concept quiz problem is challenging for introductory students. Students in different recitation classes received different interventions in order to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. We also conducted think-aloud interviews with four introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. We found that most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem. However, they were not necessarily able to apply the principles correctly. Research suggests that more scaffolding is needed to help students in applying these principles appropriately. We outline a few possible strategies for future investigation.

Helping Families Adjust to Economic Change. A Project Report.

ERIC Educational Resources Information Center

Matejic, Denise M.

A project was developed to gain more insight into family financial problems, to identify these problems, and to formulate educational strategies to deal with and help solve these problems. This project was conducted in three phases, which included community outreach, development of educational materials, and evaluation. Three communities with…

"Comments on Bulterman-Bos": Education Research as a Distributed Activity across Universities

ERIC Educational Resources Information Center

Lagemann, Ellen Condliffe

2008-01-01

In response to Bulterman-Bos (2008), this article discusses three kinds of research needed in education: problem-finding research, which helps frame good research questions; problem-solving research, which helps illuminate educational problems; and translational work, which transforms the findings of research into tools that practitioners and…

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.

Sleep Does Not Promote Solving Classical Insight Problems and Magic Tricks

PubMed Central

Schönauer, Monika; Brodt, Svenja; Pöhlchen, Dorothee; Breßmer, Anja; Danek, Amory H.; Gais, Steffen

2018-01-01

During creative problem solving, initial solution attempts often fail because of self-imposed constraints that prevent us from thinking out of the box. In order to solve a problem successfully, the problem representation has to be restructured by combining elements of available knowledge in novel and creative ways. It has been suggested that sleep supports the reorganization of memory representations, ultimately aiding problem solving. In this study, we systematically tested the effect of sleep and time on problem solving, using classical insight tasks and magic tricks. Solving these tasks explicitly requires a restructuring of the problem representation and may be accompanied by a subjective feeling of insight. In two sessions, 77 participants had to solve classical insight problems and magic tricks. The two sessions either occurred consecutively or were spaced 3 h apart, with the time in between spent either sleeping or awake. We found that sleep affected neither general solution rates nor the number of solutions accompanied by sudden subjective insight. Our study thus adds to accumulating evidence that sleep does not provide an environment that facilitates the qualitative restructuring of memory representations and enables problem solving. PMID:29535620

Self-calibration of robot-sensor system

NASA Technical Reports Server (NTRS)

Yeh, Pen-Shu

1990-01-01

The process of finding the coordinate transformation between a robot and an external sensor system has been addressed. This calibration is equivalent to solving a nonlinear optimization problem for the parameters that characterize the transformation. A two-step procedure is herein proposed for solving the problem. The first step involves finding a nominal solution that is a good approximation of the final solution. A varational problem is then generated to replace the original problem in the next step. With the assumption that the variational parameters are small compared to unity, the problem that can be more readily solved with relatively small computation effort.

Myocardial Gene Transfer: Routes and Devices for Regulation of Transgene Expression by Modulation of Cellular Permeability

PubMed Central

Katz, Michael G.; Bridges, Charles R.

2013-01-01

Abstract Heart diseases are major causes of morbidity and mortality in Western society. Gene therapy approaches are becoming promising therapeutic modalities to improve underlying molecular processes affecting failing cardiomyocytes. Numerous cardiac clinical gene therapy trials have yet to demonstrate strong positive results and advantages over current pharmacotherapy. The success of gene therapy depends largely on the creation of a reliable and efficient delivery method. The establishment of such a system is determined by its ability to overcome the existing biological barriers, including cellular uptake and intracellular trafficking as well as modulation of cellular permeability. In this article, we describe a variety of physical and mechanical methods, based on the transient disruption of the cell membrane, which are applied in nonviral gene transfer. In addition, we focus on the use of different physiological techniques and devices and pharmacological agents to enhance endothelial permeability. Development of these methods will undoubtedly help solve major problems facing gene therapy. PMID:23427834

Epistemic beliefs of middle and high school students in a problem-based, scientific inquiry unit: An exploratory, mixed methods study

NASA Astrophysics Data System (ADS)

Gu, Jiangyue

Epistemic beliefs are individuals' beliefs about the nature of knowledge, how knowledge is constructed, and how knowledge can be justified. This study employed a mixed-methods approach to examine: (a) middle and high school students' self-reported epistemic beliefs (quantitative) and epistemic beliefs revealed from practice (qualitative) during a problem-based, scientific inquiry unit, (b) How do middle and high school students' epistemic beliefs contribute to the construction of students' problem solving processes, and (c) how and why do students' epistemic beliefs change by engaging in PBL. Twenty-one middle and high school students participated in a summer science class to investigate local water quality in a 2-week long problem-based learning (PBL) unit. The students worked in small groups to conduct water quality tests at in their local watershed and visited several stakeholders for their investigation. Pretest and posttest versions of the Epistemological Beliefs Questionnaire were conducted to assess students' self-reported epistemic beliefs before and after the unit. I videotaped and interviewed three groups of students during the unit and conducted discourse analysis to examine their epistemic beliefs revealed from scientific inquiry activities and triangulate with their self-reported data. There are three main findings from this study. First, students in this study self-reported relatively sophisticated epistemic beliefs on the pretest. However, the comparison between their self-reported beliefs and beliefs revealed from practice indicated that some students were able to apply sophisticated beliefs during the unit while others failed to do so. The inconsistency between these two types of epistemic beliefs may due to students' inadequate cognitive ability, low validity of self-report measure, and the influence of contextual factors. Second, qualitative analysis indicated that students' epistemic beliefs of the nature of knowing influenced their problem solving processes and construction of arguments during their inquiry activities. Students with more sophisticated epistemic beliefs acquired knowledge, presented solid evidence, and used it to support their claims more effectively than their peers. Third, students' self-reported epistemic beliefs became significantly more sophisticated by engaging in PBL. Findings from this study can potentially help researchers to better understand the relation between students' epistemic beliefs and their scientific inquiry practice,

Brief Report: Problem Solving Therapy in College Students with Autism Spectrum Disorders: Feasibility and Preliminary Efficacy

ERIC Educational Resources Information Center

Pugliese, Cara E.; White, Susan W.

2014-01-01

Students with autism spectrum disorder (ASD), though academically capable, can have difficulty succeeding in college. Evidence-based intervention to promote effective problem solving may improve quality of life, as well as success and satisfaction in college. This study adapted and piloted a group-based cognitive-behavioral intervention program,…

Solving Drug-Related Problems in the Professional Experience Program.

ERIC Educational Resources Information Center

Kane, Michael P.; And Others

1993-01-01

A study investigated the effectiveness of using the Pharmacist's Work-up of Drug Therapy (PWDT) in teaching 91 pharmacy students in a clinical clerkship program to identify and solve drug-related problems. Because the instructional technique was recently implemented, the study looked at effects of 3 different quantities of training (0, 1, and 3…

Goals and everyday problem solving: manipulating goal preferences in young and older adults.

PubMed

Hoppmann, Christiane A; Blanchard-Fields, Fredda

2010-11-01

In the present study, we examined the link between goal and problem-solving strategy preferences in 130 young and older adults using hypothetical family problem vignettes. At baseline, young adults preferred autonomy goals, whereas older adults preferred generative goals. Imagining an expanded future time perspective led older adults to show preferences for autonomy goals similar to those observed in young adults but did not eliminate age differences in generative goals. Autonomy goals were associated with more self-focused instrumental problem solving, whereas generative goals were related to more other-focused instrumental problem solving in the no-instruction and instruction conditions. Older adults were better at matching their strategies to their goals than young adults were. This suggests that older adults may become better at selecting their strategies in accordance with their goals. Our findings speak to a contextual approach to everyday problem solving by showing that goals are associated with the selection of problem-solving strategies.

Monte Carlo Simulation for Perusal and Practice.

ERIC Educational Resources Information Center

Brooks, Gordon P.; Barcikowski, Robert S.; Robey, Randall R.

The meaningful investigation of many problems in statistics can be solved through Monte Carlo methods. Monte Carlo studies can help solve problems that are mathematically intractable through the analysis of random samples from populations whose characteristics are known to the researcher. Using Monte Carlo simulation, the values of a statistic are…

Connecting Learning & Technology for Effective Lesson Plan Design.

ERIC Educational Resources Information Center

Seamon, Mary P.

This paper focuses on the design of effective lesson plans using the Internet. Effective lesson design helps students to explore ideas, acquire and synthesize information, and frame and solve problems. The creative problem solving which depends upon context, interrelationships, and real-world activities is available through Internet projects.…

Computer Problem-Solving Coaches for Introductory Physics: Design and Usability Studies

ERIC Educational Resources Information Center

Ryan, Qing X.; Frodermann, Evan; Heller, Kenneth; Hsu, Leonardo; Mason, Andrew

2016-01-01

The combination of modern computing power, the interactivity of web applications, and the flexibility of object-oriented programming may finally be sufficient to create computer coaches that can help students develop metacognitive problem-solving skills, an important competence in our rapidly changing technological society. However, no matter how…

Teaching Math. Extending Problem Solving.

ERIC Educational Resources Information Center

May, Lola

1996-01-01

Describes four teaching activities to help children extend math problem-solving skills by using their own questions. Activities involve using a chart and symbols to develop equations adding up to 12, going on an imaginary shopping trip, using shapes to represent dollar amounts, using the date on a penny to engage in various mathematical…

Pre-Engineering Program. Introduction to Engineering. Advanced Engineering.

ERIC Educational Resources Information Center

Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum and Resource Center.

This guide contains information and hands-on activities to guide students through the problem-solving process needed in engineering (problem solving, presentation, and impact analysis) and information to help the instructor manage the program or courses in Virginia. Following an introduction, the guide contains a program description that supplies…

The Effectiveness of Self-regulatory Speech Training for Planning and Problem Solving in Children with Specific Language Impairment.

PubMed

Abdul Aziz, Safiyyah; Fletcher, Janet; Bayliss, Donna M

2016-08-01

Self-regulatory speech has been shown to be important for the planning and problem solving of children. Our intervention study, including comparisons to both wait-list and typically developing controls, examined the effectiveness of a training programme designed to improve self-regulatory speech, and consequently, the planning and problem solving performance of 87 (60 males, 27 females) children aged 4-7 years with Specific Language Impairment (SLI) who were delayed in their self-regulatory speech development. The self-regulatory speech and Tower of London (TOL) performance of children with SLI who received the intervention initially or after a waiting period was compared with that of 80 (48 male, 32 female) typically developing children who did not receive any intervention. Children were tested at three time points: Time 1- prior to intervention; Time 2 - after the first SLI group had received training and the second SLI group provided a wait-list control; and Time 3 - when the second SLI group had received training. At Time 1 children with SLI produced less self-regulatory speech and were impaired on the TOL relative to the typically developing children. At Time 2, the TOL performance of children with SLI in the first training group improved significantly, whereas there was no improvement for the second training group (the wait-list group). At Time 3, the second training group improved their TOL performance and the first group maintained their performance. No significant differences in TOL performance were evident between typically developing children and those with SLI at Time 3. Moreover, decreases in social speech and increases in inaudible muttering following self-regulatory speech training were associated with improvements in TOL performance. Together, the results show that self-regulatory speech training was effective in increasing self-regulatory speech and in improving planning and problem solving performance in children with SLI.

The Timing of Feedback on Mathematics Problem Solving in a Classroom Setting

ERIC Educational Resources Information Center

Fyfe, Emily R.; Rittle-Johnson, Bethany

2015-01-01

Feedback is a ubiquitous learning tool that is theorized to help learners detect and correct their errors. The goal of this study was to examine the effects of feedback in a classroom context for children solving math equivalence problems (problems with operations on both sides of the equal sign). The authors worked with children in 7 second-grade…

Feasibility study of a randomized controlled trial of a telephone-delivered problem-solving-occupational therapy intervention to reduce participation restrictions in rural breast cancer survivors undergoing chemotherapy.

PubMed

Hegel, Mark T; Lyons, Kathleen D; Hull, Jay G; Kaufman, Peter; Urquhart, Laura; Li, Zhongze; Ahles, Tim A

2011-10-01

Breast cancer patients receiving adjuvant chemotherapy often experience functional effects of treatment that limit participation in life activities. The purpose of this study was to examine the feasibility of conducting a randomized controlled trial (RCT) of a novel intervention for these restrictions, determine acceptability of the intervention, and preliminarily assess its effects. A pilot RCT of a telephone-delivered Problem-solving and Occupational Therapy intervention (PST-OT) to improve participation restrictions in rural breast cancer patients undergoing chemotherapy. Thirty-one participants with Stages 1-3 breast cancer were randomized to 6 weekly sessions of PST-OT (n = 15) and usual care (n = 16). The primary study outcome was the feasibility of conducting the trial. Secondary outcomes were functional, quality of life and emotional status as assessed at baseline, 6 and 12 weeks. Of 46 patients referred 31 were enrolled (67% recruitment rate), of which 6 participants withdrew (81% retention rate). Twenty-four participants completed all study-related assessments (77%). Ninety-two percent of PST-OT participants were highly satisfied with the intervention, and 92% reported PST-OT to be helpful/very helpful for overcoming participation restrictions. Ninety-seven percent of planned PST-OT treatment sessions were completed. Completion rates for PST-OT homework tasks were high. Measures of functioning, quality of life, and emotional state favored the PST-OT condition. This pilot study suggests that an RCT of the PST-OT intervention is feasible to conduct with rural breast cancer patients undergoing adjuvant chemotherapy and that PST-OT may have positive effects on function, quality of life, and emotional state. 2010 John Wiley & Sons, Ltd.

A randomized trial of teen online problem solving: efficacy in improving caregiver outcomes after brain injury.

PubMed

Wade, Shari L; Walz, Nicolay C; Carey, JoAnne; McMullen, Kendra M; Cass, Jennifer; Mark, Erin; Yeates, Keith Owen

2012-11-01

To examine the results of a randomized clinical trial (RCT) of Teen Online Problem Solving (TOPS), an online problem solving therapy model, in increasing problem-solving skills and decreasing depressive symptoms and global distress for caregivers of adolescents with traumatic brain injury (TBI). Families of adolescents aged 11-18 who sustained a moderate to severe TBI between 3 and 19 months earlier were recruited from hospital trauma registries. Participants were assigned to receive a web-based, problem-solving intervention (TOPS, n = 20), or access to online resources pertaining to TBI (Internet Resource Comparison; IRC; n = 21). Parent report of problem solving skills, depressive symptoms, global distress, utilization, and satisfaction were assessed pre- and posttreatment. Groups were compared on follow-up scores after controlling for pretreatment levels. Family income was examined as a potential moderator of treatment efficacy. Improvement in problem solving was examined as a mediator of reductions in depression and distress. Forty-one participants provided consent and completed baseline assessments, with follow-up assessments completed on 35 participants (16 TOPS and 19 IRC). Parents in both groups reported a high level of satisfaction with both interventions. Improvements in problem solving skills and depression were moderated by family income, with caregivers of lower income in TOPS reporting greater improvements. Increases in problem solving partially mediated reductions in global distress. Findings suggest that TOPS may be effective in improving problem solving skills and reducing depressive symptoms for certain subsets of caregivers in families of adolescents with TBI.

Determinants of attitudes towards professional mental health care, informal help and self-reliance in people with subclinical depression.

PubMed

van Zoonen, Kim; Kleiboer, Annet; Cuijpers, Pim; Smit, Jan; Penninx, Brenda; Verhaak, Peter; Beekman, Aartjan

2016-02-01

Although little is known about which people with subclinical depression should receive care to prevent the onset of depression, it is clear that remediating symptoms of depression is important. However, depending on the beliefs people hold about help, some people will seek professional help, while others seek informal help or solve problems on their own. This study examined associations between attitudes about help and socio-demographic variables, mastery, severity of depressive symptoms, accessibility to care, and health care utilization at baseline and 4-year follow-up. Data were derived from a large cohort study, the Netherlands Study of Depression and Anxiety (NESDA). A total of 235 respondents with subclinical depression completed questionnaires at baseline and follow-up. Attitude was assessed using a short version of the 'Trust in mental health care' questionnaire. Positive attitude towards professional care was associated with being male, younger age, higher mastery and easy accessibility to care. Positive attitude towards informal help was associated with higher mastery and unemployment. Older age, less accessibility to care and lower mastery were associated with positive attitude towards self-reliance. A change in care utilization was associated with positive attitudes towards professional care at follow-up. People differ in the way they cope with symptoms which may influence their preferred care. Higher levels of mastery were positively associated with professional and informal care, but negatively associated with self-reliance. Both age and mastery showed relatively large effect sizes. © The Author(s) 2015.

Solving of Clock Problems Using An Algebraic Approach And Developing An Application For Automatic Conversion

NASA Astrophysics Data System (ADS)

Lakshmi Devaraj, Shanmuga

2018-04-01

The recent trend in learning Mathematics is through android apps like Byju’s. The clock problems asked in aptitude tests could be learnt using such computer applications. The Clock problems are of four categories namely: 1. What is the angle between the hands of a clock at a particular time 2. When the hands of a clock will meet after a particular time 3. When the hands of a clock will be at right angle after a particular time 4. When the hands of a clock will be in a straight line but not together after a particular time The aim of this article is to convert the clock problems which were solved using the traditional approach to algebraic equations and solve them. Shortcuts are arrived which help in solving the questions in just a few seconds. Any aptitude problem could be converted to an algebraic equation by tracing the way the problem proceeds by applying our analytical skills. Solving of equations would be the easiest part in coming up with the solution. Also a computer application could be developed by using the equations that were arrived at in the analysis part. The computer application aims at solving the four different problems in Clocks. The application helps the learners of aptitude for CAT and other competitive exams to know the approach of the problem. Learning Mathematics with a gaming tool like this would be interesting to the learners. This paper provides a path to creating gaming apps to learn Mathematics.