Worry, Beliefs about Worry and Problem Solving in Young Children

2011 ◽  
Vol 39 (5) ◽  
pp. 507-521 ◽  
Author(s):  
Charlotte Wilson ◽  
Claire Hughes
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Social Problem ◽  
Social Problem Solving ◽  
Developmental Factors ◽  
Problem Situations ◽  
Negative Beliefs ◽  
Solution Generation ◽  
Adults And Children ◽  
Pathological Worry

Background: Childhood worry is common, and yet little is known about why some children develop pathological worry and others do not. Two theories of adult worry that are particularly relevant to children are Davey's problem-solving model in which perseverative worry occurs as a result of thwarted problem-solving attempts, and Wells’ metacognitive model, in which positive and negative beliefs about worry interact to produce pathological worry. Aims: The present study aimed to test hypotheses that levels of worry in young children are associated with poor or avoidant solution generation for social problems, and poor problem-solving confidence. It also aimed to explore beliefs about worry in this age group, and to examine their relationships with worry, anxiety and age. Method: Fifty-seven young children (6–10 years) responded to open ended questions about social problem-solving situations and beliefs about worry, and completed measures of worry, anxiety and problem-solving confidence. Results: Children with higher levels of worry and anxiety reported using more avoidant solutions in social problem situations and children's low confidence in problem solving was associated with high levels of worry. Children as young as 6 years old reported both positive and negative beliefs about worry, but neither were associated with age, gender, or level of anxiety or worry. Conclusions: Results indicate similarities between adults and children in the relationships between problem-solving variables and worry, but not in relationships between beliefs about worry and worry. This may be due to developmental factors, or may be the result of measurement issues.

“But I had it first!” Young children, possession, and social problem solving

2020 ◽  
Vol 24 (2) ◽  
pp. 21-25
Author(s):  
Julie Treweek ◽  
Janette Kelly-Ware
Keyword(s):  
New Zealand ◽  
Problem Solving ◽  
Young Children ◽  
Social Problem ◽  
Teaching Practice ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Social Problem Solving ◽  
Problem Solve

This qualitative case study research explored children’s social disputes in one New Zealand kindergarten. The disputes typically related to the possession of resources and space. “First possession” was found to be significant, hence the name of this article. The notion that children have to experience “possession” and “ownership” to learn about these fundamental concepts was reinforced. Young children’s problem solving during peer disputes was identified and teachers were seen “stepping back”, thus providing children with time and space to work through their disputes. Teachers reading this article will recognise the importance of having a shared philosophy that drives teaching practice. They will also be provoked to consider how they support children to problem solve and work through their disputes with others, and consider video as a reflective tool for improving their practice.

Social Problem Solving and Strategy Use in Young Children

2008 ◽  
Vol 169 (1) ◽  
pp. 92-112 ◽  
Author(s):  
Vanessa A. Green ◽  
Antonius H.N. Cillessen ◽  
Ruth Rechis ◽  
Meagan M. Patterson ◽  
Julie Milligan Hughes
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Social Problem ◽  
Social Problem Solving ◽  
Strategy Use

Effects of a Negative Social Experience on the Emotional and Social-Cognitive Responses of Aggressive-Rejected Children

1989 ◽  
Vol 69 (2) ◽  
pp. 371-382 ◽  
Author(s):  
Frank Vitaro ◽  
Daniel Pelletier ◽  
Sylvain Coutu
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Social Cognitive ◽  
Social Problem Solving ◽  
Cognitive Responses ◽  
Problem Solving Skills ◽  
Problem Situations ◽  
The Social ◽  
Group 2 ◽  
Group 1

Social problem-solving skills of aggressive-rejected children are usually assessed through hypothetical situations in a neutral setting where little or no reference is made to the emotional aspects. The aim of this study was to evaluate the social problem-solving skills of 57 aggressive-rejected (Group 1) and 57 prosocial-popular (Group 2) children of both sexes in Grades 1 and 2 by using as problem situations what happened in standardized provocations involving them with a trained peer-accomplice. An individual interview, aimed at disclosing emotions felt during the provocations, intentions attributed to the accomplice and possible reactions if confronted again with the same provocations, was conducted immediately after the session for half the subjects of each group. The other subjects were interviewed after a 10-min. delay. Analysis showed that Group 1 subjects would be less verbally assertive than Group 2 subjects if confronted again with the same provocations. The first graders from Group 1 also attributed fewer positive intents to the author of the provocations than Group 2 classmates. Second graders of both groups attributed more negative and fewer positive intents to the peer-accomplice when the interview immediately followed the provocations than when it was delayed. Similarly, second grade boys interviewed right away were more prone to use physical and verbal retaliation if the provocations were to happen again. These results highlight the influence of emotions on the social reasoning skills of aggressive-rejected and nonaggressive-nonrejected children.

834-P: Understanding Risks for Depressive Symptoms among Caregivers of Young Children Newly Diagnosed with T1D: The Role of Social Support and Social Problem-Solving

Diabetes ◽  
2020 ◽  
Vol 69 (Supplement 1) ◽  
pp. 834-P
Author(s):  
CHRISTINE H. WANG ◽  
MANUELA SINISTERRA ◽  
NICOLE HERRERA ◽  
CARRIE TULLY ◽  
LAUREN CLARY ◽  
...  
Keyword(s):  
Social Support ◽  
Depressive Symptoms ◽  
Problem Solving ◽  
Young Children ◽  
Social Problem ◽  
Social Problem Solving ◽  
Newly Diagnosed

Problem Solving from Different Perspectives: An Investigation of Instructional Context on Social Problem-Solving Ability

1993 ◽  
Vol 7 (1) ◽  
pp. 49-61 ◽  
Author(s):  
David L. Penn ◽  
Will Spaulding ◽  
Debra A. Hope
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Priming Effect ◽  
Social Problem Solving ◽  
Personal Perspective ◽  
Problem Situation ◽  
Stage Model ◽  
Instructional Context ◽  
Solution Generation ◽  
Problem Solving Task

The Means-Ends Problem Solving task (MEPS) was used to assess the effect of instructional set on means-ends thinking. Half of the vignettes were presented from the perspective of a hypothetical individual and half from the subjects’ own personal perspective. Results showed that subjects instructed to respond from the perspective of the hypothetical other produced less socially appropriate responses when their own perspective was presented first. When the order of instructed perspective was reversed (i.e., hypothetical other first), no differences in response quality or quantity were found. This finding supports the use of the MEPS in its traditional form. Results from a second task (alternative solution generation), designed to assess the effect of priming across different social problem solving-tasks, revealed a facilitative priming effect. Individuals generated more solutions to a problem situation when the previous MEPS vignettes had been in the instructed perspective order of Other-Self. Implications of the study’s findings for a two-stage model of problem solving and clinical assessment are discussed.

Dimensions of marital conflict and children's social problem-solving skills.

1999 ◽  
Vol 13 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Sherryl H. Goodman ◽  
Bill Barfoot ◽  
Alice A. Frye ◽  
Andrea M. Belli
Keyword(s):  
Problem Solving ◽  
Marital Conflict ◽  
Social Problem ◽  
Social Problem Solving ◽  
Problem Solving Skills
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