scholarly journals THE RELATIONSHIP BETWEEN INTERPERSONAL PROBLEM SOLVING, POSITIVE - NEGATIVE AFFECT AND ANXIETY

2015 ◽  
Vol 57 (2) ◽  
pp. 121-133 ◽  
Author(s):  
Ahmet BEDEL ◽  
Keyword(s):  
Problem Solving ◽  
Negative Affect ◽  
Interpersonal Problem ◽  
Interpersonal Problem Solving ◽  
The Relationship

Interpersonal dysfunction in individuals high in chronic worry: relations with interpersonal problem-solving

2021 ◽  
pp. 1-16
Author(s):  
Bailee L. Malivoire ◽  
Naomi Koerner
Keyword(s):  
Problem Solving ◽  
Romantic Partner ◽  
Generalized Anxiety ◽  
Interpersonal Problem ◽  
Negative Beliefs ◽  
Interpersonal Dysfunction ◽  
Interpersonal Problem Solving ◽  
Problem Solving Process ◽  
The Relationship ◽  
Problem Solving Task

Abstract Background: Interpersonal dysfunction has been proposed as an important maintenance factor in chronic worry and generalized anxiety disorder (GAD). Perceptions of problems and the problem-solving process as threatening, and unhelpful (e.g. avoidant, impulsive) problem-solving styles are implicated in worry and have also been suggested to be associated with dysfunctional interpersonal styles. Aims: The present study assessed the relationships between interpersonal dysfunction and problem-solving orientation, approach, and effectiveness in a sample of individuals high in chronic worry and investigated the indirect effect of interpersonal dysfunction on GAD symptom severity through negative problem-solving beliefs and approaches. Method: Fifty-nine community participants completed questionnaires and an interpersonal problem-solving task. Results: Greater interpersonal dysfunction was significantly associated with greater negative problem-solving orientation and greater habitual avoidant and impulsive/careless problem-solving styles. Greater interpersonal dysfunction was associated with poorer effectiveness of solutions when the task problem involved conflict with a romantic partner. Negative problem-solving orientation fully mediated the relationship between interpersonal dysfunction and GAD symptoms. Conclusions: These findings support that problem-solving processes are implicated in interpersonal dysfunction and that negative beliefs about problem-solving account for the relationship between interpersonal dysfunction and GAD symptoms. Theoretical implications are discussed.

Interpersonal Problem-Solving Inventory for Elementary School Students

2021 ◽  
Author(s):  
Cong Khanh Nguyen ◽  
My Linh Thi Nguyen ◽  
Ha Thi Tran ◽  
Tam An Nu Nguyen
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
School Students ◽  
Interpersonal Problem ◽  
Interpersonal Problem Solving

Poor interpersonal problem solving as a mechanism of stress generation in depression among adolescent women.

1995 ◽  
Vol 104 (4) ◽  
pp. 592-600 ◽  
Author(s):  
Joanne Davila ◽  
Constance Hammen ◽  
Dorli Burge ◽  
Blair Paley ◽  
Shannon E. Daley
Keyword(s):  
Problem Solving ◽  
Stress Generation ◽  
Adolescent Women ◽  
Interpersonal Problem ◽  
Interpersonal Problem Solving

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.

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