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

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 Skills Analysis: 5–8 Years Old Children’s Different Variables

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.

Context-Specific Interpersonal Problem-Solving and Suicidal Thoughts and Behaviors

Background: Interpersonal problem-solving difficulties constitute a suicide risk factor that may be particularly relevant among college students. Most studies have examined general interpersonal problem-solving; however, context-specific abilities may have greater clinical implications. Aim: This study examined whether individuals with and without a history of suicidal thoughts and behaviors differed in context-specific interpersonal problem-solving. Method: Undergraduate students ( n = 112) completed a brief interview and interpersonal problem-solving tasks with positive (e.g., initiating romantic relationship) and negative (i.e., physical revenge) resolutions. Results: Individuals with a history of suicide ideation generated more effective solutions and more alternatives in the negative-resolution scenario; no significant differences were identified for the positive-resolution scenarios. No group differences were found based on suicide attempt status. Limitations: Our results do not account for the mechanisms that influence problem-solving abilities in negative-resolution scenarios. Conclusion: Clinical efforts may benefit from targeting the translation of interpersonal problem-solving abilities to situations with positive resolutions.