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Showing 3 results for Problem Solving
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Volume 18, Issue 1 (4-2010)
Abstract
Introduction: Intensive studies have been done about the epidemiology and psychological predictors of suicide behavior, but, regarding the treatment, a few controlled investigations have been undertaken. The high suicide rate and attempting it among the adolescents reveal the necessity of remedial measures to be taken. This study has been done to consider the impacts of group problem solving on some psychological characteristics (depression, hopelessness, and coping skills) of adolescents attempting suicide.
Materials & Methods: In this research, the impact of problem solving methods was studied as an independent variable on depression, hopelessness and coping skills as dependent variables by an experimental design, using experimental and control groups. The sample consisted of 26 people chosen randomly and divided into two experimental and control groups. The experimental group was trained in a step by step problem solving program for 12 sessions. The dependent variables were measured by Beck Depression Inventor (BDI), Beck Hopelessness Scale (BHS) and Blingz and Mause Coping Skills Questionnaires (CSQ) before and after the intervention. The data were analyzed using T-test.
Findings: The results showed no significant difference between the dependent variables of the two groups before the treatment. But after the intervention and performance of the remedial method, there was a significant difference between depression, hopelessness and coping skills variables of the two groups (p<%1).
Discussion & Conclusion: According to this investigation, training in problem solving can decrease depression, hopelessness and increase the efficacy in coping skills of adolescents who attemp suicide.
Abbasali Hosseinkhanzadeh, Mahboobeh Taher, Hossein Heydari, Hatam Mohammadi, Alimohammad Yari, Fariba Hemati,
Volume 23, Issue 3 (9-2015)
Abstract
Introduction: problem solving depends on several factors which among various factors the present research aimed to study of relation between self-regulation strategies and self-control capacity with problem solving styles.
Materials & methods: The statistical population consisted of all students of Guilan University in 2011-2012 academic year, which among them a sample of 187 students (91 male and 96 female) were selected by random cluster sampling method and they completed March emotional self-regulation strategies questionnaire, Tangney’s self-control Scale (2004), and problem-solving styles scale.
Findings: there are significant positive correlations between adaptive problem solving styles with cognitive self-regulation strategies, focusing on situation, focusing on changing affect, decreasing negative affect and increase positive affect, and between non-adaptive problem solving styles with self-regulation strategy and decreasing negative affect. There are significant positive correlations between self-control capacity with adaptive problem solving styles, and significant negative correlation between self-control capacity with helplessness, inhibition, and non-adaptive problem solving styles. The results of regression analysis showed that increasing positive affect strategy and self-control capacity variables can explain 13 percent of variance of adaptive problem solving styles and increasing positive affect strategy, focusing on change affect strategy and self-control capacity variables can explain 14 percent of the variance non- adaptive problem solving styles.
Discussion & Conclusion: according to findings of this study by teaching problem-solving skills in each field, it is necessary to emphasized on affecting features and skills such as self-regulation strategy self-control capacity.
Zohreh Mahdian, Samira Vakili, Saeed Rezayi, Masoud Gholam Ali Lavasani,
Volume 31, Issue 5 (12-2023)
Abstract
Introduction: Neurodevelopmental disorders begin in childhood and lead to a weakening of physical, cognitive, emotional and social skills in affected children. The aim of this study is to develop a multimedia educational program and to evaluate its effectiveness on problem solving in children with neurodevelopmental disorders.
Material & Methods: In this study, a multimedia training program with a neuropsychological approach was first developed and the content validity of the tool was confirmed by experts. The effectiveness of the program was then evaluated in a quasi-experimental study with a pre-test, a post-tesand a follow-up phase. The participants in this study were children with neurodevelopmental disorders whose male students were studying in Tehran in the academic year of 1400-1401. The children were examined using the Tehran Stanford-Binet Intelligence Test, and 100 children with neurodevelopmental disorders were selected based on the available sampling method and randomly divided into two groups, the experimental group and the control group. The experimental group completed 24 -training sessions that focused on a multimedia training program with a neuropsychological approach. Each session took place five times a week and lasted 90 minutes. The instrument used in this research were London Tower Test (Shalis,1982) , which was used as a pre-test, post-testand for the follow-up studies. The data were then analyzed using repeated measurement tests and multivariate analysis of variance (MANCOVA).
Findings: The results showed that the multimedia training program can influence the problem-solving skills (p≤0/01) of children with neurodevelopmental disorders. It also showed that the effect of this instruction was constant even after 1/5 months.
Conclusion: multimedia training program with Neuropsychological approach enhance problem solving of Children with neurodevelopmental disorders.
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