Module 5—Problem-Solving (Sessions 13–15)

This chapter is designed to help clinicians teach clients an efficient, step-by-step approach for problem-solving. Family members are first taught to systematically examine their beliefs and values to help them identify issues worth tackling (e.g., to pick their battles wisely). Next, clients are taught a systematic technique, using detailed handouts, for operationalizing their chosen problems, identifying the best solution or set of solutions, and developing a plan to implement the solution/s. In subsequent sessions, clinicians are instructed to help families revise their implementation strategy, if needed, or move on to tackle a new problem. Several examples of relevant problem-solving homework assignments that families can complete together are provided. The chapter concludes with a case example of problem-solving with a Jewish mother and her adult daughter.

Multiple Soliton Solutions of the Sawada-Kotera Equation with a Nonvanishing Boundary Condition and the Perturbed Korteweg de Vries Equation by Using the Multiple Exp-Function Scheme

The Sawada-Kotera equation with a nonvanishing boundary condition, which models the evolution of steeper waves of shorter wavelength than those depicted by the Korteweg de Vries equation, is analyzed and also the perturbed Korteweg de Vries (pKdV) equation. For this goal, a capable method known as the multiple exp-function scheme (MEFS) is formally utilized to derive the multiple soliton solutions of the models. The MEFS as a generalization of Hirota’s perturbation method actually suggests a systematic technique to handle nonlinear evolution equations (NLEEs).

ARE COMMUNICATION STRATEGIES FREQUENTLY USED IN SPEAKING CLASS?

<p>Communication strategy is the way to help the speakers when facing difficulties in communication using English as a second language. This case study, at the first year students of English Department, aims to know the most frequent students’ strategies to communicate in speaking activity in speaking class. It is found that thirteen communication strategies were used by the students in speaking English class, but not all of the communication strategies were used in every conversation, but only certain communication strategy was used. It depends on the materials difficulties. Furhermore, the most frequent communication strategies is stalling or time gaining strategy. As they need some time to think and then continue talking after they find the right words they need to communicate. This findings is in line with the propossed theory stated that communication strategy is defined as a systematic technique employed by a speaker to express his or her meaning when facing certain difficulties in communication.</p>