Leadership Skills Training for Chinese Secondary Students in Hong Kong: Does Training Make a Difference?

2003 ◽  
Vol 14 (3) ◽  
pp. 166-174 ◽  
Author(s):  
David W. Chan
Keyword(s):  
Hong Kong ◽  
Problem Solving ◽  
Secondary Students ◽  
Leadership Training ◽  
Social Problem ◽  
Divergent Thinking ◽  
Public Speaking ◽  
Skills Training ◽  
Social Problem Solving ◽  
Self Report

A sample of 116 Chinese secondary students nominated by their schools to participate in university gifted programs in Hong Kong were assessed on their divergent thinking and leadership characteristics prior to their admission to programs. Sixty of these students participated in the Creative Leadership Training Program (CLTP), and 56 joined other non-leadership training programs. The 2 groups of students did not differ on the pretraining assessment of general measures of divergent thinking and self-report leadership qualities. To evaluate the effectiveness of the leadership training, CLTP participants were also assessed on specific measures of interpersonal communication, public speaking, and social problem solving before and after the leadership training. The general findings indicated that CLTP participants gained confidence as leaders, especially in skill areas of communication and public speaking, and in regulating emotions and generating alternatives in social problem solving. The limitations of the pre- and postmeasures comparison and the need to develop program components for the enhancement of leadership flexibility and goal orientation are discussed

scholarly journals Identifying the Links Between Trauma and Social Adjustment: Implications for More Effective Psychotherapy With Traumatized Youth

2021 ◽  
Vol 12 ◽  
Author(s):  
Sayedhabibollah Ahmadi Forooshani ◽  
Kate Murray ◽  
Nigar Khawaja ◽  
Zahra Izadikhah
Keyword(s):  
Young Adults ◽  
Problem Solving ◽  
Social Adjustment ◽  
Social Problem ◽  
Past Research ◽  
Social Problem Solving ◽  
Self Report ◽  
Future Research ◽  
Cognitive Avoidance ◽  
Refugee Immigrants

Background: Past research has highlighted the role of trauma in social adjustment problems, but little is known about the underlying process. This is a barrier to developing effective interventions for social adjustment of traumatized individuals. The present study addressed this research gap through a cognitive model.Methods: A total of 604 young adults (aged 18–24; living in Australia) from different backgrounds (refugee, non-refugee immigrant, and Australian) were assessed through self-report questionnaires. The data were analyzed through path analysis and multivariate analysis of variance. Two path analyses were conducted separately for migrant (including non-refugee and refugee immigrants) and Australian groups.Results: Analyses indicated that cognitive avoidance and social problem solving can significantly mediate the relation between trauma and social adjustment (p < 0.05). The model explaining this process statistically fit the data (e.g., NFI, TLI, CFI > 0.95). According to the model, reacting to trauma by cognitive avoidance (i.e., chronic thought suppression and over-general autobiographical memory) can disturb the cognitive capacities that are required for social problem solving. Consequently, a lack of effective social problem solving significantly hinders social adjustment. There were no significant differences among the Australian, non-refugee immigrant and refugee participants on the dependent variables. Moreover, the hypothesized links between the variables was confirmed similarly for both migrant (including refugee and non-refugee immigrants) and Australian groups.Conclusion: The findings have important implications for interventions targeting the social adjustment of young individuals. We assert that overlooking the processes identified in this study, can hinder the improvement of social adjustment in young adults with a history of trauma. Recommendations for future research and practice are discussed.

Sixteen years of the Brooklands Thinking Skills Offender Programme

2017 ◽  
Vol 8 (3) ◽  
pp. 132-143 ◽  
Author(s):  
Gareth Hickman ◽  
Su Thrift ◽  
Rani Dhaliwal ◽  
Chénelle Taylor
Keyword(s):  
Locus Of Control ◽  
Problem Solving ◽  
Social Problem ◽  
Thinking Skills ◽  
Evidence Base ◽  
Social Problem Solving ◽  
Self Report ◽  
Problem Solving Skills ◽  
Treatment Pathway ◽  
Content Type

Purpose The purpose of this paper is to report on the Brooklands Thinking Skills Offender Programme (BTSOP), a social problem-solving skills group programme developed and provided to people with intellectual disabilities (IDs) detained in conditions of medium and low security. The programme has been running and evolving since 2001 and has undergone consistent development over this time. Within the past five years, there have been significant developments of the Secure Service Treatment Pathway and the current paper describes the integration of the BTSOP within this new pathway model. Design/methodology/approach The programme was evaluated over five years using self-report psychometric measures related to treatment targets. Evaluation data in relation to attrition rates, discharges, transfers, treatment engagement and recidivism are also provided from a 16-year period. The updated treatment pathway and a description of the programme are provided. Findings Results showed statistically significant improvements in Rational Problem Solving, increased internal locus of control and decreased external locus of control. Reflection on the limitations and challenges to outcome assessment in this area is offered. Originality/value This paper builds on the existing evidence base of interventions focused on developing social problem-solving skills in offenders and presents evidence of the effectiveness of such programmes with offenders with IDs.

Social Problem-Solving Skills Training for Adults With Mild Intellectual Disability: A Multiple Case Study

2008 ◽  
Vol 25 (2) ◽  
pp. 97-108 ◽  
Author(s):  
Gillian Anderson ◽  
Nikolaos Kazantzis
Keyword(s):  
Psychological Distress ◽  
Intellectual Disability ◽  
Problem Solving ◽  
Social Problem ◽  
Skills Training ◽  
Preliminary Evidence ◽  
Social Problem Solving ◽  
Mild Intellectual Disability ◽  
Problem Solving Skills ◽  
Multiple Case

AbstractSocial problem-solving training has been successful in improving maladaptive behaviour and problem-solving skills for individuals with intellectual disability. However, in contrast to individuals without intellectual disability there has been only one study that has examined whether social problem-solving training can improve psychological distress in individuals with intellectual disability and a psychiatric diagnosis. Three participants from a vocational community centre with mild intellectual disability, comorbid mental illness, and challenging behaviour, participated in 15 individually delivered sessions of social problem-solving training. Social problem-solving skill, behaviour, and psychological distress measures were used to assess outcome. All three participants showed improvement in social problem-solving skills, and two participants showed improvement in depression. Improvement was maintained at 4-week follow-up. The results provide preliminary evidence that social problem-solving training could be an effective intervention tool for the treatment of psychological distress in individuals with mild intellectual disability.

scholarly journals Cognitive, Emotive, and Cognitive-Behavioral Correlates of Suicidal Ideation among Chinese Adolescents in Hong Kong

2010 ◽  
Vol 10 ◽  
pp. 366-379 ◽  
Author(s):  
Sylvia Y.C.L. Kwok ◽  
Daniel T. L. Shek
Keyword(s):  
Hong Kong ◽  
Social Skills ◽  
Problem Solving ◽  
Suicidal Ideation ◽  
Social Problem ◽  
Emotional Competence ◽  
Social Problem Solving ◽  
Cognitive Behavioral ◽  
Regression Analyses ◽  
Standard Regression

Utilizing Daniel Goleman's theory of emotional competence, Beck's cognitive theory, and Rudd's cognitive-behavioral theory of suicidality, the relationships between hopelessness (cognitive component), social problem solving (cognitive-behavioral component), emotional competence (emotive component), and adolescent suicidal ideation were examined. Based on the responses of 5,557 Secondary 1 to Secondary 4 students from 42 secondary schools in Hong Kong, results showed that suicidal ideation was positively related to adolescent hopelessness, but negatively related to emotional competence and social problem solving. While standard regression analyses showed that all the above variables were significant predictors of suicidal ideation, hierarchical regression analyses showed that hopelessness was the most important predictor of suicidal ideation, followed by social problem solving and emotional competence. Further regression analyses found that all four subscales of emotional competence, i.e., empathy, social skills, self-management of emotions, and utilization of emotions, were important predictors of male adolescent suicidal ideation. However, the subscale of social skills was not a significant predictor of female adolescent suicidal ideation. Standard regression analysis also revealed that all three subscales of social problem solving, i.e., negative problem orientation, rational problem solving, and impulsiveness/carelessness style, were important predictors of suicidal ideation. Theoretical and practice implications of the findings are discussed.

Social Problem-Solving Skills Training for Incarcerated Offenders

2001 ◽  
Vol 25 (2) ◽  
pp. 163-188 ◽  
Author(s):  
Michael L. Bourke ◽  
Vincent B. van Hasselt
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Skills Training ◽  
Social Problem Solving ◽  
Problem Solving Skills

scholarly journals Impact of social problem-solving training on critical thinking and decision making of nursing students

BMC Nursing ◽  
2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Soleiman Ahmady ◽  
Sara Shahbazi
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
Social Problem ◽  
Cognitive Skills ◽  
Skills Training ◽  
Social Problem Solving ◽  
T Test ◽  
Experimental Group

Abstract Background The complex health system and challenging patient care environment require experienced nurses, especially those with high cognitive skills such as problem-solving, decision- making and critical thinking. Therefore, this study investigated the impact of social problem-solving training on nursing students’ critical thinking and decision-making. Methods This study was quasi-experimental research and pre-test and post-test design and performed on 40 undergraduate/four-year students of nursing in Borujen Nursing School/Iran that was randomly divided into 2 groups; experimental (n = 20) and control (n = 20). Then, a social problem-solving course was held for the experimental group. A demographic questionnaire, social problem-solving inventory-revised, California critical thinking test, and decision-making questionnaire was used to collect the information. The reliability and validity of all of them were confirmed. Data analysis was performed using SPSS software and independent sampled T-test, paired T-test, square chi, and Pearson correlation coefficient. Results The finding indicated that the social problem-solving course positively affected the student’ social problem-solving and decision-making and critical thinking skills after the instructional course in the experimental group (P < 0.05), but this result was not observed in the control group (P > 0.05). Conclusions The results showed that structured social problem-solving training could improve cognitive problem-solving, critical thinking, and decision-making skills. Considering this result, nursing education should be presented using new strategies and creative and different ways from traditional education methods. Cognitive skills training should be integrated in the nursing curriculum. Therefore, training cognitive skills such as problem- solving to nursing students is recommended.

The Role of Social Problem Solving, Criminal Attitude, and ADHD in Aggression Among Incarcerated Youth in Hong Kong

2019 ◽  
Vol 64 (4) ◽  
pp. 396-416
Author(s):  
Jonathan S. F. Lau ◽  
S. W. Hung ◽  
Eva Y. W. Kwong
Keyword(s):  
Hong Kong ◽  
Problem Solving ◽  
Social Problem ◽  
Social Problem Solving ◽  
Psychological Services ◽  
Incarcerated Youth ◽  
Hierarchical Regression ◽  
Young Offenders ◽  
Adhd Symptoms ◽  
Negative Problem Orientation

It is not atypical for young offenders to use aggression to handle problems. This exploratory study examined the contribution of social problem-solving deficit, criminal attitude, and attention-deficit/hyperactivity disorder (ADHD) symptoms to aggression among incarcerated young offenders in Hong Kong. Correlational and regression analyses were conducted to identify factors that help to predict aggression. To control for the influence of ADHD symptoms, hierarchical regression analysis was conducted to reexamine the contribution of the identified factors. The results showed that negative problem orientation (NPO) and contemptuous attitudes toward the law, court, and police (LCP) helped to predict aggression at the current moment and 3 months later. After controlling for ADHD symptoms, only LCP but not NPO remained a significant predictor of both current and near-future aggression. This finding suggests that the contribution of criminal attitude to aggression tends to be independent of the effects of ADHD and social problem-solving deficit. We conclude by discussing the theoretical and practical implications of conceptualizing aggression and improving psychological services for young offenders.

scholarly journals Has Creativity Research Become a Trivial Pursuit?

2015 ◽  
Vol 2 (1) ◽  
pp. 44-48
Author(s):  
Todd Lubart ◽  
Xavier Caroff
Keyword(s):  
Problem Solving ◽  
Recent Work ◽  
Social Problem ◽  
Divergent Thinking ◽  
Social Problem Solving ◽  
Creative Potential ◽  
Creativity Research ◽  
Target Article ◽  
Trivial Pursuit ◽  
Visual Graphic

AbstractBased on Glăveanu’s target article, issues raised about the psychometric approach to creativity research are examined. Criticisms of divergent thinking tests, such as the unusual uses of an object test, are examined. Arguments supporting the theoretical and practical utility of divergent thinking tests are presented. It is furthermore suggested that tests are best conceived and used in contextualized ways. The example of measures of divergent thinking which were designed for managers is presented. Finally, the psychometric approach encompasses many aspects of creativity beyond divergent thinking, as illustrated by recent work on the evaluation of creative potential (the EPoC battery). In the EPoC assessment, both divergent-exploratory thinking and convergent-integrative thinking are measured in a range of contextual domains, such as the visual-graphic, verballiterary, social problem solving ones. This work contrasts with the simplistic, and restrictive view of the unusual uses of an object test as the epitome of the psychometric approach to creativity.

Sign in / Sign up

Export Citation Format

Share Document