Tracing the development of representational flexibility and problem solving in fraction addition: a longitudinal study

This article focuses upon a new preventive approach designed to improve personal stress management skills. The Coping Enhancement Training (CET) is derived from the Couples Coping Enhancement Training (CCET) and encompasses both an individual and a dyadic aspect. In this study, only the individual element is described. The training is based upon the transactional stress concepts of Lazarus and his coworkers and the further development of this approach by Perrez and Reicherts (1992). Personal coping skills are practiced over a six-hour period by means of theoretical, diagnostic and practical work. This article presents the rationale and content of the program, as well as data concerning the effectiveness of this approach after a period of two years. The data shows that subjects participating in the program displayed better individual coping skills (e.g. active problem-solving and positive self-verbalization) after the training and that they relied upon dysfunctional coping strategies (e.g. rumination and blaming strategies) less often even after two years.

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Living strategies for disability in men ageing with HIV in Ontario, Canada: a longitudinal qualitative study

BMJ Open ◽

10.1136/bmjopen-2019-031262 ◽

2019 ◽

Vol 9 (8) ◽

pp. e031262

Author(s):

Patricia Solomon ◽

Kelly K O'Brien ◽

Rebecca McGuff ◽

Michelle Sankey

Keyword(s):

Social Support ◽

Longitudinal Study ◽

Problem Solving ◽

Older Men ◽

Self Management ◽

Sense Of Control ◽

Episodic Nature ◽

Problem Solve ◽

Living With Hiv ◽

Over Time

ObjectivesTo examine the living strategies used by older men living with HIV to deal with the episodic nature of disability and associated uncertainty, over time.DesignQualitative longitudinal study in which men living with HIV were interviewed on four occasions over 20 months.SettingMen were recruited from HIV community organisations in Canada.Participants14 men with a median age of 57.5 years and median time since diagnosis of 21.5 years.ResultsFive themes depict the living strategies used to deal with the episodic nature of disability and uncertainty over time. Actively engaging in problem-solving by prioritising and modifying activities and avoiding stress, advocating for support, being positive and future oriented, engaging in healthy pursuits and providing social support to others helped men to mitigate their disability. By following participants over time, we were able to gather insights into triggers of episodes of disability, and perceptions of the success of implementing their living strategies and avoiding uncertainty.ConclusionsParticipants used living strategies to deal with uncertainty and mitigate episodes of disability over time. This study supports the importance of programmes that promote self-management for older men living with HIV through helping them identify triggers of disability, set realistic goals and problem-solve. These may help build self-efficacy, increase sense of control, and decrease feelings of uncertainty and episodes of disability.

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Social isolation and social problem solving: A longitudinal study.

Journal of Consulting and Clinical Psychology ◽

10.1037/0022-006x.52.1.17 ◽

1984 ◽

Vol 52 (1) ◽

pp. 17-25 ◽

Cited By ~ 58

Author(s):

Kenneth H. Rubin ◽

Tina Daniels-Beirness ◽

Linda Bream

Keyword(s):

Longitudinal Study ◽

Problem Solving ◽

Social Isolation ◽

Social Problem ◽

Social Problem Solving

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The Acquisition of Addition and Subtraction Concepts in Grades One through Three

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.15.3.0179 ◽

1984 ◽

Vol 15 (3) ◽

pp. 179-202 ◽

Cited By ~ 3

Author(s):

Thomas P. Carpenter ◽

James M. Moser

Keyword(s):

Longitudinal Study ◽

Problem Solving ◽

Word Problems ◽

Simple Addition ◽

Formal Instruction ◽

Addition And Subtraction ◽

Physical Objects ◽

Four Levels

Children's solutions to simple addition and subtraction word problems were studied in a 3-year longitudinal study that followed 88 children from Grades 1 through 3. The children were able to solve the problems using a variety of modeling and counting strategies even before they received formal instruction in arithmetic. The invented strategies continued to be used after several years of formal instruction. Four levels of problem-solving ability were found. At the first level, children could solve problems only by externally modeling them with physical objects. Modeling strategies were gradually replaced with more sophisticated counting strategies. The results of the study are at variance with important aspects of models of children's performance proposed by Briars and Larkin and by Riley, Greeno, and Heller.

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