problem-solving method

The body of research shows that teachers’ educational style and type of thinking can have fundamental effects on children. This study set out to evaluate the effectiveness of the Child Development Educational Program on improving teachers' educational styles. The present quasi-experimental study had a pre-test, post-test design without a control group. The sample included the teachers of 7-11 year-old students in a private school in Tehran who were selected through convenience sampling method. The Teacher Educational Style Questionnaire was used as the pretest and the sample participated in 5 two-hour weekly sessions. After the workshop, the post-test was administered and the research data were analyzed via dependent t-test. Results revealed that the child development workshop could significantly increase the problem-solving method in teachers and decrease their scores on the three other methods, namely punishment and reprimand, advice without explanation, and advice with explanation (p<0.001). In general, the findings showed that the Child Development Educational Program played a significant role in improving the educational style of teachers. When teachers participate in such educational programs, they learn alternative solutions to punishment or advice and encourage their students to solve various problems.

Teaching problem-solving skills and parental self-efficacy enable the parents to deal effectively and logically with problematic behaviors of a child in different situations. However this is, can your child's law-abiding and thoughtful educational program make it possible for you?

The purpose of this study was to investigate the effectiveness of teaching Thinking Child Program on problem solving and parenting self-efficacy.

The research was quasi-experimental with pretest and posttest design without control group. The sample of this study was parents of children aged 4 to 7 years old of non profit schools in Tehran in 97-98 academic year, who were selected by available sampling method for participating in the “Thinking Child Program” workshops. The research tools were Hepner-Petersen Problem-Solving Questionnaire(1982) and Parental Self-Efficacy Questionnaire(1996). The intervention program was organized as a workshop in 9 sessions, one session of two hours per week.

The findings of the present study showed that after the implementation of the “Thinking Child Program”, the mean scores of problem-solving (in problem-solving components, problem-solving confidence, approach-avoidance style, and personal control) in mothers indicated an increase in their post-test scores (P=0/0001). In addition, the mean scores of parenting self-efficacy in pre-test and post-test of mothers indicate a significant increase in post-test scores (P= 0/01).

The results of this study indicate that teaching “Thinking Child Program” could change problem solving and self-efficacy of mothers at a significant level after the program intervention. Based on the increase in scores, it can be concluded that mothers' training had a positive effect on choosing appropriate behaviors and solutions

The repeated incidence of behavioral problems in children may negatively affect their development or facilitate antisocial behaviors and crime in the long term, but problem is, whether these behaviors may influenced by controlling children’s environmental conditions.   This study examined the effects of teaching the Raising a Thinking Child (RTC) program to parents on parenting self-efficacy and children's behaviors. These programs are based on the interpersonal problem-solving approach. The research method was single group quasi-experimental with pre and post design.  To this end, samples of 64 parents (34 mothers and 21 fathers) of pre-school and elementary-school children were selected through convenience sampling. A workshop was held once a week for 9 two-hour sessions. Data collection instruments were Eyberg’s (1978) Child Behavior Inventory (ECBI) and Dumka's Parenting Self-Agency Measure (PSAM). the findings confirmed the effects of the RTC program on behavior problems (0.01< p), however, this program did not significantly affect parenting self-efficacy. It can be concluded that, parents who can find effective problem-solving methods, evaluate a variety of interpersonal options, and reflect these options in their behaviors, raise children with better problem-solving skills.

This study examined the effectiveness of problem-solving workshops on parenting styles and family problem solving. The study sample consisted of 51 mothers whose children enrolled in private schools in Tehran. These 2-hours workshops were conducted once a week for 9 sessions by experienced trainers. The quasi-experimental design with pre-test and post-test without control group was used. Parenting style questionnaire and family problem solving scale were used in this study. Results indicated the effectiveness of the program, so that for the scale of parenting styles, the four subscales of problem solving, suggestions, explanations and punishments showed significant differences at the level of p

The purpose of the present study was to investigate the efficacy of problem solving training in reducing behavioral problems and improving executive functions and problem solving skills in interpersonal relations of slow learner students in fourth and fifth grades. Sample comprised of 21 students (11 girls and 9 boys). Program was taught two sessions per week for three months. To evaluate the training program, we used Alternative Solution Skills and the Tower of London tests. Five problematic behaviors of these students were observed in the classrooms; complaining, arguing, bullying and intimidating, aggression, and not being able to take turn, in three steps of baseline, intervention and follow-up were observed in class. Results using T test procedure indicated that intervention program was significantly effective in increasing scores on “relevant solutions”, “relevant category” and “problem solving”. Also the results of a repeated measure statistical method for behavioral problems revealed significant differences among means in three steps: baseline, intervention, and follow-up for complaining, arguing, and not being able to take turn. Therefore, the training program has been effective in reducing such behaviors. On the other hand, the results did not show statistically significant differences in the means of bullying, intimidating, and aggression.

The aim of the present study was to investigate effectiveness of anger control and problem solving training on mental health and teaching style of pre-school teachers. The sample included 32 female teachers of pre-school centers in Tehran. The design of the study is quasi-experimental with single group pre-test and pos-test design. Training workshops were held once a week for 21 sessions and every session lasted for two-hours. The intervention package used in this study included two parts: teaching problem solving and anger management training. Assessment tools included Mental Health Inventory- 28, State- Trait Anger Expression Inventory, and Teaching Style. Before and after workshops, questionnaires were completed by the teachers. Results showed that teachers participation in the workshops lead to the increase of their scores on problem solving, and decrease on aggression, depression, anxiety and stress. Both means of well-being and psychological distress factors in pre-test and pos-test stages showed significant differences, however, subscales of anger temperament, anger control-in, and anger control-out between the two stages showed no significant differences. The results revealed that the intervention package was effective, though permanent changes of personality characteristics need more time and effort.

In the present study، the effectiveness of interpersonal problem solving training to improve social skills and problem solving ability amongst preschool children and first- grade students was evaluated. This study was conducted using a quasi-experimental method using a pretest/post-test without a control group. The population sample comprised 32 preschool students (9 girls and 23 boys) and 20 first-grade students (9 girls and 11 boys) who were enrolled in the study as unavailable sample. The Shure’s cognitive problem-solving program known as “I can problem solve” was taught in each class for four months by the teachers. The intervention was evaluated using the Alternative Solution Skills and Social Skills Rating System-parent and teacher forms. Our results from the repeated measure analysis comparing the pre-test and post-test scores indicated that intervention program was significantly effective in increasing total scores of social skills (parent and teacher forms)، cooperative skills (teacher form)، responsibility (parent form)، assertiveness (teacher and parent forms) and self-control (teacher form). Moreover، the intervention program was shown to significantly increase the scores on “relevant solutions” and “relevant category”. Meanwhile، changes in the means of the sub-factors “cooperation”، “self-control” in the parents form and “relevant solutions” were not statistically significant. In line with earlier body of evidence، our findings confirmed the effectiveness of interventions based on cognitive problem solving in social relationships. This survey discusses the importance of problem solving skill training، as part of school’s curriculum، and effectiveness of problem solving training on child behaviors and academic performance.