scholarly journals Creating a list of psycho-social problems and solutions for patients with pancreatic cancer by applying the social problem-solving process

2015 ◽  
Vol 10 (3) ◽  
pp. 186-193 ◽  
Author(s):  
Mariko Shiozaki ◽  
Atsuko Sakami ◽  
Takayuki Satoh ◽  
Hidetoshi Eguchi ◽  
Masahiro Tanemura ◽  
...  
Keyword(s):  
Pancreatic Cancer ◽  
Problem Solving ◽  
Social Problem ◽  
Social Problems ◽  
Social Problem Solving ◽  
The Social ◽  
Problems And Solutions ◽  
Problem Solving Process

withdrawn, aggressive-antisocial, impulsive conduct, anxious-depressed, autism). Difficulty in making friends and getting along with peers was confirmed to be a very large problem for most of these children. One respondent noted that it was unclear whether difficulties with peers were a primary caus e or simply an effect of the other problems. Others stated that, along with other difficulties, their children lack social skills. Some component of the child's treatment plan, therefore, included the objectiv e of helping to enhance social skills toward more positive peer relating, while the child would be involved in therapy (individual or family) at the same time. In consultant work with children in schools, the author has ofte n found that a child who was in outside psychological therapy still needed direct help in the school setting to establish or maintain positiv e peer group relationships. Amon g the procedures utilized within the professional settings sampled, coaching and similar social skills instruction methods wer e well represented as were social problem solving (e.g.. Spivack & Shurc. 1974). The social problem solving procedure basically in-cludes instruction and practice in identifyin g a problem focus, generating alternative strategies, and considering the consequences of strategies. Both types of approaches often were combined with social or concrete reinforcers and a general supportive atmosphere t o enhance children's feelings of acceptance as the children were ac-quiring skills. A more typical approach, however, was to combine all oí the above methods to tailor a program considering the variety of difficulties in these children's social learning. This approach of diverse methods also included a focus on social skills that appeared to present particularly strong difficulties for children in these set-tings. The social skills goals included learning to assert oneself in orde r to be included, listened to and cooperated with; learning to cooperate and communicate more effectively, particularly in group situations: gaining control of impulsive lack of attention and of an-tisocial aggression: responding positively to peers: and participating more in activities. Direct instruction of these skills appeared to be more similar to the Oden and Asher or Ladd models, or Bornstein. Bellack. and Hersen (1977). especially with older children. Many programs also included direct cognitive training of the problem solving process, whereas perspective taking and consideration of consequences were originally more indirectly included in the coaching procedures. Role playing and use of cooperative activities (e.g.. Johnson. 1980) were also employed to enhance concrete

2014 ◽  
pp. 93-98
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Social Problem ◽  
Treatment Plan ◽  
Social Problem Solving ◽  
Social Skills Instruction ◽  
The Social ◽  
Making Friends ◽  
Group Relationships ◽  
Problem Solving Process

A Factor Analysis of the Social Problem-Solving Inventory using Polychoric Correlations 1The participation of Albert Maydeu-Olivares in this research was supported by a Fulbright-La Caixa scholarship. Parts of this paper were performed by the first author as part of his doctoral dissertion at the University of Barcelona, directed by Juana Gómez Benito.

1995 ◽  
Vol 11 (2) ◽  
pp. 98-107 ◽  
Author(s):  
Albert Maydeu-Olivares ◽  
Thomas J. D'Zurilla
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Social Problem Solving ◽  
Item Pool ◽  
Factor Analyses ◽  
Problem Orientation ◽  
Polychoric Correlations ◽  
The Social ◽  
Problem Solving Process ◽  
The University

The Social Problem-Solving Inventory (SPSI; D'Zurilla & Nezu, 1990 ) is a theory-driven instrument that was designed to measure two major hypothesized components of the social problem-solving process: (1) problem orientation and (2) problem-solving proper. In the present study, factor analyses using polychoric correlations were performed on the total item pool of the SPSI and its two major scales and seven subscales to examine the construct validity of the theoretical model underlying this inventory. The results indicate that the SPSI is actually measuring two different kinds of problem orientation (positive and negative) and three different problem-solving styles (a rational/systematic problem-solving style, an impulsive/careless style, and an avoidant style).

Gender differences in the social problem-solving performance of adolescents

Sex Roles ◽  
1987 ◽  
Vol 16 (5-6) ◽  
pp. 251-264 ◽  
Author(s):  
Laura O. Murphy ◽  
Steven M. Ross
Keyword(s):  
Gender Differences ◽  
Problem Solving ◽  
Social Problem ◽  
Social Problem Solving ◽  
The Social

Analysis of the Effect of a Social Problem-Solving Program on the Aggression of Children

2011 ◽  
Vol 21 (2) ◽  
pp. 142-153 ◽  
Author(s):  
Zarife Seçer ◽  
Hülya Gülay Ogelman
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Social Problem ◽  
Social Problem Solving ◽  
Indirect Aggression ◽  
Control Group ◽  
Group 13 ◽  
The Social ◽  
8Th Grade ◽  
Experimental Group

AbstractThe aim of this research was to establish the effect of a social problem-solving training program for 8th grade students. In the experimental group, 14 students were 14 years old and 1 student was 15 years old. In the control group, 13 students were 14 years old and 2 students were 15 years old. The Aggression Questionnaire (AQ) was administered to the students. The students in the experimental group were trained in the Social Problem-Solving program at school. The students in the Social Problem-Solving Training Program had statistically significant lower scores on physical aggression, anger, hostility, indirect aggression and total aggression than the students who did not undertake the program.

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