scholarly journals Interpersonal problem solving skills training's effect on the adolescents' living in orpanhages constructive problem-solving and the level of trait anger

2011 ◽  
Vol 1 (4) ◽  
pp. 01-10 ◽  
Author(s):  
Ahmet Bedel ◽  
Ramazan Arı
Keyword(s):  
Problem Solving ◽  
Experimental Research ◽  
Skills Training ◽  
Trait Anger ◽  
Control Group ◽  
Problem Solving Skills ◽  
Interpersonal Problem ◽  
Post Test ◽  
Interpersonal Problem Solving ◽  
Test Control

The purpose of this study is to examine the effect of the interpersonal problem solving skills training on the adolescents' living in the orphanages constructive problem-solving skills and the level of trait anger. Pre-test post test control group experimental research design was used, there were 8 subjects in the experiment group and 15 subjects in the control group. For the collection of data Interpersonal Problem Solving Inventory and Trait Anger Scale was used. To decide differencies between group on scores Mann Whitney U test were conducted. The data of the research have shown that interpersonal problem solving skills training has the effect on the increase of the level of the experiment group adolescents' constructive problem solving skills and a significant reduce in the level of trait anger.

scholarly journals The effectiveness of argumentation-assisted STEM practices

2018 ◽  
Vol 13 (3) ◽  
pp. 259-274 ◽  
Author(s):  
Bekir Yildirim ◽  
Cumhur Türk
Keyword(s):  
Problem Solving ◽  
Qualitative Data ◽  
Attitude Scale ◽  
Control Group ◽  
Mixed Design ◽  
Problem Solving Skills ◽  
National Education ◽  
Post Test ◽  
Quasi Experimental ◽  
Test Control

This study aimed to determine STEM practices assisted by argumentation-based learning, the attitudes and the opinions of the students towards STEM, their perception of problem-solving skills and the argumentation qualifications. In the research, the mixed design has been implemented. The quasi-experimental design with pre-test and post-test control group has been conducted in the quantitative dimension. The research group consists of 55 students—studying at a state school affiliated to Mus Provincial Directorate of National Education. In the study, the qualitative data were collected using ‘STEM attitude scale’ and ‘problem solving skill perception scale’; and the quantitative data were obtained using ‘STEM interview form’ and ‘Written Argumentation Form’. The results show STEM practices have been observed to be effective in improving the attitudes of the students towards STEM and their problem-solving skills. Also, the opinions of the students are positive and the argumentation qualities of the students are at the first level during the practices. Keywords: STEM, argumentation, problem solving, attitude

IPT-AST Overview

2016 ◽  
pp. 9-15
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Problem Solving ◽  
Prevention Program ◽  
Theoretical Basis ◽  
Adolescent Depression ◽  
Skills Training ◽  
Interpersonal Psychotherapy ◽  
Problem Solving Skills ◽  
Depression Prevention ◽  
Interpersonal Problem ◽  
Interpersonal Problem Solving

Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) is an adolescent depression prevention program that teaches communication and interpersonal problem-solving skills to improve relationships. IPT-AST is rooted in the theory that depression occurs in an interpersonal context. This primarily group-based intervention helps adolescents learn ways to resolve conflicts, negotiate with others, and strengthen important relationships. This chapter describes the theoretical basis, key components, and structure of this intervention. In addition, there is a discussion of the leader’s role in implementing the program.

scholarly journals PENERAPAN PENDEKATAN PROBLEM SOLVING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA BERDASARKAN LEVEL SISWA

2019 ◽  
Vol 11 (1) ◽  
pp. 82
Author(s):  
Husna Husna ◽  
Fona Fitry Burais
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Post Test ◽  
Better Than ◽  
Test Control

Problem-solving is a process or thinking activity to solve a problem. Mathematical problem-solving skillis needed for students both in the process of understanding mathematics itself and in everyday life. The problem solving can beachieved by implementingthe learning using a problem-solving approachwhich trains students to deal with various problems including individuals and group problemsto be addressed individually or together. This learning is oriented towards the investigation and discovery which is solving the problems. It is the basis for students to solve problems critically, systematically, logically, and creatively as well as the ability to collaborateeffectively and to present fundamental knowledge which in turn can improvethe solving skill. This study aimed to examine whether the improvement of mathematical problem-solving skillof students learned with the problem-solving approach wasbetter than students taught using the conventional learning. The improvement was examined based on the students’ levels. This study applied a pre-test and post-test control group design. The population of the study was Year 7 students of one of the junior high schools in Pidie, Indonesia, consisting of seven classes in 2017/2018.Two classes, a control, and an experimental class were selected as the sample through purposive sampling technique. The instrument used to obtain the data is the mathematical problem-solving skill test.The data was then analyzed by employing a two-way ANOVA test using SPSS. The results of the study showed that the improvement of mathematical problem-solving skill of the students learning with the problem-solving approach is better than the students experiencing the conventional learning, reviewed based on student levels. There is no interaction between the learning models and student levels on mathematical problem-solving skills. The resultsare expected to be used as a reference for mathematics teachers to apply the problem-solving approach in the learning process to improve mathematical problem-solving skills.

The Effect of Acceptance and Commitment and Problem-Solving Skills Training on Reducing Emotional Divorce

2022 ◽  
Author(s):  
Ailin Shahabi ◽  
Abbas Rahmati ◽  
Noshirvan Khezri Moghadam
Keyword(s):  
Problem Solving ◽  
Skills Training ◽  
Mean Value ◽  
Family Counseling ◽  
Analysis Of Covariance ◽  
Therapeutic Interventions ◽  
Control Group ◽  
Problem Solving Skills ◽  
Statistical Population ◽  
Post Test

Introduction: This study aimed to investigate the effectiveness of the acceptance, commitment and problem-solving skills training on reducing the emotional divorce and the marital frustration. Method: The research method, with regard to the quasi-experimental nature of the subject, was selected with a pre-test post-test design with a control group. The statistical population was the couples attending the Family counseling centers in Kerman city in 2019. The study sample involved 30 participating couples who were selected using convenience sampling and were divided into two experimental and control groups. Training the acceptance, commitment and problem-solving was presented to the couples in the experimental group during eight two-hour sessions. The educational content was about couples' problems in marital relationships, choosing a common marital value and offering a solution based on it, and identifying internal and external barriers to action based on values. To assess the subjects in both groups, the Emotional divorce questionnaire, and the Marital Frustration questionnaire Completed before and after the intervention. In order to analyze the data, mean value, standard deviation (SD), and multivariate analysis of covariance (MANCOVA) were used. SPSS version 22 was further used. The significance level of the study was considered to be p=0.05. Results: The results of the covariance analysis for the participants who were 30-60 years old couples with at least five years of marital experience showed that training the acceptance, commitment and problem-solving was effective on reducing the emotional divorce and frustration. While the mean value of emotional divorce for the pre-test was (M=14.33), the results for the post-test changed to (M=11.80). Marital frustration was also changed from (M=48.93) in the pre-test to (M=44.60). Conclusions: According to the results, maybe we need to consider a more serious role for training the acceptance, commitment and problem-solving in the educational and therapeutic interventions related to reducing the emotional divorce and the marital frustration of the couples.

scholarly journals USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS

2019 ◽  
Vol 18 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Burcu Alan ◽  
Fikriye Kirbağ Zengin ◽  
Gonca Keçeci
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Service Science ◽  
Control Group ◽  
Problem Solving Skills ◽  
Teaching Knowledge ◽  
Mixed Method Design ◽  
Post Test ◽  
And Control ◽  
Experimental Group

In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.

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