scholarly journals Social problem-solving plus psychoeducation for adults with personality disorder

2007 ◽  
Vol 190 (4) ◽  
pp. 307-313 ◽  
Author(s):  
Nick Huband ◽  
Mary McMurran ◽  
Chris Evans ◽  
Conor Duggan
Keyword(s):  
Problem Solving ◽  
Personality Disorder ◽  
Social Functioning ◽  
Social Problem ◽  
Anger Expression ◽  
Social Problem Solving ◽  
Problem Solving Therapy ◽  
Problem Solving Skills ◽  
Intention To Treat ◽  
The Social

BackgroundSocial problem-solving therapy may be relevant in the treatment of personality disorder, although assessments of its effectiveness are uncommon.AimsTo determine the effectiveness of a problem-solving intervention for adults with personality disorder in the community under conditions resembling routine clinical practice.MethodParticipants 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.ResultsIn 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.ConclusionsProblem-solving plus psychoeducation has potential as a preliminary intervention for adults with personality disorder.

scholarly journals Can deficits in social problem-solving in people with personality disorder be reversed?

2007 ◽  
Vol 190 (4) ◽  
pp. 283-284 ◽  
Author(s):  
M. J. Crawford
Keyword(s):  
Cost Effectiveness ◽  
Problem Solving ◽  
Personality Disorder ◽  
Social Functioning ◽  
Social Problem ◽  
Healthcare Workers ◽  
Research Evidence ◽  
Social Problem Solving ◽  
The Social

SummaryResearch evidence is beginning to emerge that social problem-solving can improve the social functioning of people with personality disorder. This approach is particularly important because it may be relatively easy to train healthcare workers to deliver this intervention. However, the costs and cost-effectiveness of social problem-solving need to be established if it is to be made more widely available.

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.

The social problem-solving skills of anxious-withdrawn children

1995 ◽  
Vol 7 (2) ◽  
pp. 323-336 ◽  
Author(s):  
Shannon L. Stewart ◽  
Kenneth H. Rubin
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Social Problem Solving ◽  
Social Goals ◽  
Failure Rates ◽  
Laboratory Setting ◽  
Target Groups ◽  
Problem Solving Skills ◽  
Social Competencies ◽  
The Social

AbstractThe purpose of this investigation was to contrast the social competencies of groups of extremely withdrawn and average children. Fifty-five kindergarten, Grade 2 and Grade 4 children were observed during dyadic play in a laboratory setting. Results indicated that (a) withdrawn children displayed fewer social problem-solving initiations, produced fewer socially assertive strategies, and were less successful in their attempts, compared to their more sociable age-mates; (b) average children experienced fewer failures in meeting their social goals with increasing age but withdrawn children did not; (c) the discrepancy in failure rates for “high cost” social goals between the two target groups increased with increasing age; and (d) withdrawn children were less likely than average children to reinitiate a social problem-solving attempt subsequent to failure.

Cognitive Versus Social Rigidity in Old Age: Implications for Therapy

1985 ◽  
Vol 4 (2) ◽  
pp. 59-65
Author(s):  
Doris Christoph ◽  
Anita K.F. Li
Keyword(s):  
Problem Solving ◽  
Old Age ◽  
Social Problem ◽  
The Elderly ◽  
Social Problem Solving ◽  
Placebo Control ◽  
Problem Solving Skills ◽  
Cognitive Rigidity ◽  
Personal Adjustment ◽  
The Social

ABSTRACTThe present study examined the interrelationships among cognitive and social rigidity, intelligence and personal adjustment in old age, and evaluated a six-week training program teaching social problem-solving skills to the elderly. Ninety-eight subjects, aged 60.9 to 88.0 years, were randomly assigned to the treatment, placebo control, and the waiting-list groups. Subjects were pretested on the TBR Opposites test (cognitive rigidity), the social MEPS (social rigidity), WAIS Vocabulary, and Adjustment of Old Age scales; and post-tested on social rigidity and adjustment The hypothesis that cognitive rigidity is independent of social rigidity was not fully supported. Adjustment to old age was found to be significantly related to social rigidity and, to a lesser degree, to cognitive rigidity. Only treatment subjects showed an overall, significant pre- to post-training improvement on social MEPS scores. The findings suggest that social rigidity is amenable to change.

scholarly journals Enhancing the Social Problem Solving Skill by Implementing the Social Inquiry Learning Model in Primary School

2019 ◽  
Vol 1 (2) ◽  
pp. 95-114
Author(s):  
Slamet Widodo ◽  
Achmad Anang Darmawan
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Inquiry Learning ◽  
Learning Model ◽  
Social Problem Solving ◽  
Class Action ◽  
Learning Activity ◽  
Problem Solving Skills ◽  
Social Inquiry ◽  
The Social

The research was conducted on the basis of skills that must be mastered by students still limited to the low-level thinking. It was because the learning process conducted not to develop and to improve the skill of solving the problem. The purpose of this study was to describe the increase in the social problem-solving skills of students. The method of the research was class action research with instruments of the observation sheet, test and questionnaire sheet.There are 24 students of the 5th graders of elementary as the subjects of this research. The data analysis techniques were quantitative and qualitative descriptions. The conclusion of the research was that the social inquiry learning model could improve social problem-solving skills students. In the learning activity, the teacher was the facilitator by observing, guiding, and assessing the students’ activities in solving the problems. The activities of the students in solving the students were defining the problems, finding the alternative in solving the problems, choosing the most appropriate way, predicting the solution and evaluating. After the lesson was over, the students were happy and giving positive response because they were involved directly in solving the problems.

scholarly journals APPLICATION OF SOCIAL INQUIRY LEARNING MODEL TO IMPROVE SOCIAL PROBLEM-SOLVING SKILL TO THE STUDENTS OF CLASS V A SDN JERUK 2 SURABAYA

2017 ◽  
Author(s):  
Slamet Widodo
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Social Problem ◽  
Inquiry Learning ◽  
Learning Model ◽  
Social Problem Solving ◽  
Class Action ◽  
Problem Solving Skills ◽  
Social Inquiry ◽  
The Social

The research was conducted on the basis of skills that must be mastered by students still limited to the low-level thinking. It was because the learning process conducted not to develop and to improve the skill of solving the problem. Therefore, researcher wanted to improve the quality of learning by applying social inquiry learning model. The purpose of this study were to describe the activities of teachers and students in learning process, to describe the development in the social problem-solving skills of students, and to develop students’ response to the learning process.The method of the research was class action research through four recycle stages, namely planning of class action, implementation of class action learning, observation, and reflection. Subject and location of the research was students of class V A SDN Jeruk 2 Surabaya consisting of 25 students. The instruments were the observation sheet, test and questionnaire sheet. The data analysis technique was quantitative and qualitative description. This research was conducted for three cycles. The result was obtained from the analysis of the data showed that the activity of teachers in the cycle I 90 %, the cycle II 93 %, and the cycle III 97%. The activitiy of students in the cycle I 75,8 %, the cycle II 91 %, and the cycle III 95%. For the improvement of social problem-solving skills of students in the cycle I 78 %, the cycle II 87,5 %, and the cycle III 93 %. The response of students to the learning process showed good results, students could easily understand the lesson. The conclusion of the research was that the social inquiry learning model could improve social problem-solving skills. It was proven when students could solve the social problems, students' skill is progressive in each cycle. The results of this research could be the reference and the alternative learning of social studies.

scholarly journals 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

2016 ◽  
Vol 20 (52) ◽  
pp. 1-250 ◽  
Author(s):  
Mary McMurran ◽  
Mike J Crawford ◽  
Joe Reilly ◽  
Juan Delport ◽  
Paul McCrone ◽  
...  
Keyword(s):  
Problem Solving ◽  
Personality Disorder ◽  
Adverse Events ◽  
Social Functioning ◽  
Social Problem ◽  
Community Mental Health Services ◽  
Clinical Effectiveness ◽  
Social Problem Solving ◽  
Usual Treatment

BackgroundIf effective, less intensive treatments for people with personality disorder have the potential to serve more people.ObjectivesTo 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.DesignMultisite two-arm, parallel-group, pragmatic randomised controlled superiority trial.SettingCommunity mental health services in three NHS trusts in England and Wales.ParticipantsCommunity-dwelling adults with any personality disorder recruited from community mental health services.InterventionsUp 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.Main outcome measuresThe 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.ResultsThere 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).LimitationsThere 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.ConclusionsWe 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.Future workWe aim to investigate adverse events by accessing centrally held NHS data on deaths and hospitalisation for all PEPS trial participants.Trial registrationCurrent Controlled Trials ISRCTN70660936.FundingThis project was funded by the National Institute for Health Research (NIHR) Health Technology Assessment programme and will be published in full inHealth Technology Assessment; Vol. 20, No. 52. See the NIHR Journals Library website for further project information.

scholarly journals Enhancing the Social Problem Solving Skill by Implementing the Social Inquiry Learning Model in Primary School

2020 ◽  
Vol 1 (2) ◽  
pp. 95-114
Author(s):  
Slamet Widodo ◽  
Achmad Anang Darmawan
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Inquiry Learning ◽  
Learning Model ◽  
Social Problem Solving ◽  
Class Action ◽  
Learning Activity ◽  
Problem Solving Skills ◽  
Social Inquiry ◽  
The Social

The research was conducted on the basis of skills that must be mastered by students still limited to the low-level thinking. It was because the learning process conducted not to develop and to improve the skill of solving the problem. The purpose of this study was to describe the increase in the socialproblem-solving skills of students. The method of the research was class action research with instruments of the observation sheet, test and questionnaire sheet.There are 24 students of the 5th graders of elementary as the subjects of this research. The data analysis techniques were quantitative and qualitative descriptions. The conclusion of the research was that the social inquiry learning model could improve social problem-solving skills students. In the learning activity, the teacher was the facilitator by observing , guiding, and assesing the student's activities in solving the problem.  The activities of the students in solving the students were defining the problems, finding the alternative in solving the problems, choosing the most appropriate way, predicting the solution and evaluating. After the lesson was over, the students were happy and giving positive response because they were involved directly in solving the problems. 

scholarly journals Enhancing the Social Problem Solving Skill by Implementing the Social Inquiry Learning Model in Primary School

2019 ◽  
Vol 1 (2) ◽  
pp. 95-114
Author(s):  
Slamet Widodo ◽  
Achmad Anang Darmawan
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Inquiry Learning ◽  
Learning Model ◽  
Social Problem Solving ◽  
Class Action ◽  
Learning Activity ◽  
Problem Solving Skills ◽  
Social Inquiry ◽  
The Social

The research was conducted on the basis of skills that must be mastered by students still limited to the low-level thinking. It was because the learning process conducted not to develop and to improve the skill of solving the problem. The purpose of this study was to describe the increase in the social problem-solving skills of students. The method of the research was class action research with instruments of the observation sheet, test and questionnaire sheet.There are 24 students of the 5th graders of elementary as the subjects of this research. The data analysis techniques were quantitative and qualitative descriptions. The conclusion of the research was that the social inquiry learning model could improve social problem-solving skills students. In the learning activity, the teacher was the facilitator by observing, guiding, and assessing the students’ activities in solving the problems. The activities of the students in solving the students were defining the problems, finding the alternative in solving the problems, choosing the most appropriate way, predicting the solution and evaluating. After the lesson was over, the students were happy and giving positive response because they were involved directly in solving the problems.

Personality Disorder Traits as a Moderator of Poor Social Problem-Solving Skills and Depressive Symptoms

2014 ◽  
Vol 35 (2) ◽  
pp. 103-110 ◽  
Author(s):  
Erin Sheets ◽  
Morganne Kraines
Keyword(s):  
Depressive Symptoms ◽  
Problem Solving ◽  
Personality Disorder ◽  
Social Problem ◽  
Social Problem Solving ◽  
Self Report ◽  
Personality Pathology ◽  
Problem Solving Skills ◽  
Performance Based Assessment ◽  
The Relationship

This investigation examined whether Cluster B and Cluster C personality disorder symptoms moderate the relationship between social problem-solving skills and depressive symptoms. Participants were 102 young adults, assessed for personality disorder traits and depressive symptoms. Participants completed a novel performance-based assessment and a self-report measure of social problem-solving skills. Multiple regression models indicated that at moderate to lower levels of personality pathology, social problem-solving deficits were associated with depressive symptoms, whereas at higher levels of personality pathology there was not a similar relationship. These findings highlight the importance of both social problem-solving approaches and personality characteristics in understanding the complex network of risk factors for depression.

Sign in / Sign up

Export Citation Format

Share Document