scholarly journals Interpersonal Problem-solving Skills Analysis: 5–8 Years Old Children’s Different Variables

2021 ◽  
Vol 8 (3) ◽  
pp. 28-41
Author(s):  
Perıhan Tugba Seker ◽  
Enes Furkan Celebi
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Quantitative Research ◽  
Interpersonal Relations ◽  
Personal Information ◽  
Validity And Reliability ◽  
Problem Solving Skills ◽  
Quantitative Research Methods ◽  
Interpersonal Problem ◽  
Interpersonal Problem Solving

This study evaluates the interpersonal problem-solving abilities of 5-8 years old children in terms of different variables. The differentiation of interpersonal problem solving skills of 5-8 years old children attending preschool and 1st grade of primary school according to the demographic characteristics (child's gender, parents’ age, parents' education, parents’ occupation) was investigated. From among the quantitative research methods the survey model was employed. The research study group is composed of 5-8 years old children during the 2020-2021 school year in independent kindergarten, preschool and the first two grades of primary school, which are affiliated with the Directorate of National Education in Ercis District of Van-Turkey. The data of the research was collected by the “Personal Information Form” developed by the researcher and the “Child Interpersonal Relations and Attitudes Assessment (CIRAA)” developed by Holliman (2010) which was adapted to Turkish after being tested for validity and reliability. 452 children were subjected to the “Child Interpersonal Relations and Attitudes Assessment (CIRAA)” and “Personal Information Form” during the data collection process. Materials in the scale were directed to only one of the parents of 452 children and the answers given were marked. According to the research results, children’s interpersonal problem-solving abilities differ significantly in terms of gender as a variable. It has been observed that the interpersonal problem-solving abilities of children differs significantly in terms of the occupation of the father, as well as the the age and education level of the mother. In subsequent studies, comparative studies are recommended, together with the measurement tools applied by children.

IPT and IPT-A

2018 ◽  
pp. 23-42
Author(s):  
Laura J. Dietz ◽  
Rebecca J. Weinberg ◽  
Laura Mufson
Keyword(s):  
Problem Solving ◽  
Interpersonal Psychotherapy ◽  
Basic Principles ◽  
Problem Solving Skills ◽  
Role Transitions ◽  
Interpersonal Problem ◽  
Empirically Supported ◽  
Interpersonal Problem Solving ◽  
Family Based ◽  
Educational Component

Chapter 2 of Family-based Interpersonal Psychotherapy (FB-IPT) for Depressed Preadolescents presents the basic principles of interpersonal psychotherapy (IPT) and of interpersonal psychotherapy for depressed adolescents (IPT-A), empirically supported interventions for depression in adults and adolescents. IPT is a structured, time-limited treatment for depression that identifies one of four interpersonal problem areas (i.e., grief, role transitions, role disputes, and interpersonal deficits) that may be related to an individual’s onset of symptoms. IPT seeks to reduce depression by helping patients improve their relationships with others through effective communication and interpersonal problem-solving. IPT-A is a developmental adaptation that is designed to treat adolescents, ages 12 to 18 years, with depression. Both models include three phases of treatment (initial, middle, and termination), as well as a large psych educational component and a focus on helping depressed patients acquire better communication and problem-solving skills.

COMT Val158Met polymorphism is related with interpersonal problem solving in schizophrenia

2010 ◽  
Vol 25 (6) ◽  
pp. 320-322 ◽  
Author(s):  
A. Üçok ◽  
M. Öztürk ◽  
Z. Duman ◽  
G. Saruhan-Direskeneli
Keyword(s):  
Problem Solving ◽  
Performance Test ◽  
Rating Scale ◽  
Poor Performance ◽  
Continuous Performance Test ◽  
Wisconsin Card Sorting Test ◽  
Card Sorting ◽  
Problem Solving Skills ◽  
Interpersonal Problem ◽  
Interpersonal Problem Solving

AbstractObjectiveThe aim of this study was to investigate associations between COMT Val158Met polymorphism, and interpersonal problem solving capacity and cognitive functions in schizophrenia.MethodsCOMT Val158Met polymorphism was studied with ARMS-PCR method in 99 outpatients with schizophrenia. Brief Psychiatric Rating Scale was used to assess symptom severity. The Assessment of Interpersonal Problem Solving Skills (AIPSS) was used to evaluate problem solving capacity. Continuous Performance Test (CPT) and Wisconsin Card Sorting Test (WCST), were used to measure cognition.ResultsPatients with Met/Met genotype had higher AIPSS subscores for detecting the problem, than those with Val/Val at baseline (p = 0.02). Met allele was also found to be related with higher AIPSS-receiving skills (p = 0.04). Val allele was found to be related with more commission errors in CPT (p = 0.03). There was no relation between Val158Met polymorphism and WCST and clinical measurements.ConclusionOur findings suggest that Val allele might be related to poor performance on detecting the interpersonal problems, and attention in schizophrenia.

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