problem–solving skills training

Autism Spectrum Disorder (ASD) is a developmental condition of the brain. ASD is divided by impairment into social interactions (interventions) and repetitive and specific behaviors. All develop before the child is three years old. Social developmental disabilities distinguish ASD and overlapping disorders from other developmental disorders. Individuals with ASD have social ills that prevent them from adequately understanding others' feelings. They also encounter behavioral problems. The mothers of children with ASD have decreased self–efficacy compared to their counterparts with pervasive biopsychological developmental disorders. Thus, the relationship between a child's condition and family functioning is reciprocal; instead of addressing a child with special needs, it is necessary to consider families with special needs. This is because a child with developmental issues challenges the family communication system. Under the influence of the dynamics resulting from a child with ASD, the communication function of the family is disturbed. It is necessary to target the communication functions of the family beyond the child. Teaching problem–solving skills and informing families about the problems of children with particular disorders is among the measures that can improve children's behavioral and psychological performance. Therefore, the present study aimed to determine the effects of problem–solving skills training for mothers on behavioral problems in children with ASDs.

This was a quasi–experimental study with pretest–posttest and a control group design. The study's statistical population consisted of all mothers of children with ASDs and high level of performance, referring to child care centers with ASD in Tehran City, Iran, in 2018. Of them, 30 eligible volunteers were included in the convenience sampling method and randomly assigned to the test and control groups (n=15/group). Research instruments included the Child Behavioral Problems Scale (Achenbach, 1991) and the ASSQ Autism Scope Test (Ehler et al., 1993). The problem–solving skills training intervention was performed on the experimental group for 2 months (8 sessions), 1 session per week, and 2 sessions per meeting. The obtained data were analyzed in SPSS using univariate Analysis of Covariance (ANCOVA) at a significance level of 0.05.

The obtained results indicated that after removing the pretest effect, the mean scores of introvert behaviors, including anxiety/depression (p</em><0.001), isolation/depression (p</em><0.001), physical complaints (0.001), outward behaviors, including law–breaking behaviors (p</em><0.001), aggressive behavior (p</em><0.001), and other behavioral problems, such as social problems (p</em><0.001), thinking problems (p</em><0.001), issues note (p</em><0.001), there was a significant difference between the study groups in the posttest.

Based on the current research findings, problem–solving skills training for mothers with children with ASD and a high level of performance can be used; it effectively improves the problems of input and output behaviors.

In numerous developing countries, job satisfaction is among the main components influencing employee behavior in organizations. Job satisfaction, in multiple departments and service organizations, causes occupational motivation in employees and improves their approach to work in the organization. Furthermore, the quality of work life represents an organizational culture or management practices; based on which, employees generate self–governing, responsibility, and self–esteem and perform their work and duties under more appropriate conditions. An ability, i.e, considered in organizations is problem–solving skills. Thus, this study aimed to evaluate the effects of problem–solving skills training on the quality of work life and job satisfaction among employees.

This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of the study consisted of all employees of Nimroz Energy Engineering Company in 2020. In total, 30 employees of the company were selected via a convenience sampling method and randomly assigned to the experimental and control groups (n=15/group). The inclusion criteria of the study included providing informed consent forms and interest in participating in the study, attending regular meetings, having ≥3 years of work experience, having at least a diploma degree, not having an acute physical illness, not having any disruptive conditions, such as disability or substance abuse, not having severe mental illnesses and personality disorders diagnosed by the Diagnostic and Statistical Manual of Mental Disorders–Fifth Edition (DSM–5), not using psychiatric drugs, and obtaining a higher than mean score in the research questionnaires; i. e., the Job Satisfaction Questionnaire–Short Form (Brayfield & Rothe, 1951) (mean:57) and the Work Quality of Life Scale (Walton, 1973) (mean:105). The exclusion criteria of the study were absence from >2 sessions and the lack of motivation to actively participate in courses. For the experimental group, a five–step problem–solving skills training program (Glover and Dixon, 1984) was performed in 8 ninety–minute sessions. No intervention was performed in the control group. The obtained data were analyzed using descriptive statistics, including frequency, percentage, mean and standard deviation, as well as inferential statistics, such as Multivariate Analysis of Covariance (MANCOVA) and univariate Analysis of Covariance (ANCOVA). Data analysis was performed in SPSS at the significance level of 0.05.

The collected results suggested that after eliminating the pretest effects, there was a significant difference between the experimental and control groups in the quality of working life and its subscales (i.e., fair & adequate pay, safe & healthy work environment, human capabilities development, growth opportunity & continuous security, social integration & cohesion, legalism, general living space, the social dependence of working life) (p<0.001) as well as job satisfaction (p<0.001). The effect size of problem–solving training on increasing the quality of work life and job satisfaction of employees was measured as 0.72.

Based on the present study results, problem–solving skills training can increase job satisfaction and quality of work life among employees.

Adolescence is one of the most important stages of life in which a person's personality is established and formed. Most behavioral disorders and maladaptations after adolescence are due to lack of attention to the sensitive period of adolescence and lack of proper guidance in the process of growth and development. This negligence leads to incompatibility and adaptation to the environment and the occurrence of various deviations in various dimensions for adolescence (1). The aim of this study was to compare the effectiveness of happiness education and problem-solving skills training on social anxiety and self-compassion in adolescents.

The present study was a quasi-experimental study of pre-test and post-test with two experimental groups and an unbalanced control group. The statistical population of this study was all female students studying in the academic year 1396-97 in Tehran in the second secondary (high school) number of 2325 people. Using random sampling method, a sample size of 60 people (20 people in the happiness training group, 20 people in the problem solving training group and 20 people in the control group) were selected. In order to collect research data, the questionnaire of social anxiety styles of Connor et al. (2) and self-compassion of Reese, Pamir, Neff and Wengachet (3) were used. First, the pre-test was performed using the mentioned questionnaires from all three groups (happiness education test, problem solving skills test and control). Then, the first experimental group was trained in problem solving using the protocol prepared based on "Problem Solving and Decision Making Book" (4), Life Skills Book (5), 9 sessions and 1 2-hour session per week. The second experiment was performed according to the protocol prepared by the happiness training program based on the "Fordyce method" (1997, quoted by Pahlavan 2009), in 7 sessions and 1 2-hour session per week. After the intervention, post-test was performed in all three groups. The obtained data were analyzed by analysis of covariance.

The results of multivariate analysis of covariance and LSD comparative test indicate that happiness and problem-solving skills training affect adolescents' own social anxiety and compassion.

There is also a difference between the effectiveness of happiness education and problem solving skills training on social anxiety and self-compassion in adolescents. The effectiveness of problem-solving skills training on social anxiety and self-compassion in adolescents is higher than the effectiveness of happiness training.

Education has always been among the most essential aspects of society. Besides, students are a critical element of this system. A psychological characteristic that provides the conditions for students to achieve their educational goals is to pay attention to academic self-concept. Academic self-concept is individualschr('39') general attitude toward their abilities respecting school learning. Thus, academic self-concept and achievement motivation are important in individuals’ future careers. Problem-solving methods could modify studentschr('39') attitudes on all associated issues and even daily problems, and to some extent, increase motivation in them. The current study aimed to investigate the effects of problem-solving skills training on academic self-concept and its components (general self-concept, academic, & non-self-concept), as well as achievement motivation and its components (social interest, effort, admiration, exemplary, competitiveness, & social power) in the tenth-grade male students with low academic self-concept and achievement motivation.

This was a quasi-experimental study with a pretest-posttest and a control group design. The study statistical population was all male students in the first high school of Rigan City, Iran, (N=320). In total, 40 students with low self-concept and motivation (divided into the experimental & control group) were selected through the convenience sampling method. The study inclusion criteria were the willingness of parents and their children to participate in the research and complete the Academic Self-Concept Questionnaire (Rogers, 1951) and the Achievement Motivation Questionnaire (Harter, 1981); obtaining the desired scores based on the aforementioned scales to detect low achievement motivation and low academic self-concept; having healthy eyesight and hearing, and not having mental and behavioral disorders. The study exclusion criteria included the lack of initial willingness to participate in the research and failing to complete the Motivation and Self-Concept Questionnaire; the lack of obtaining the desired score from the questionnaires used to identify low motivation and low self-concept, absence from >2 sessions in special education sessions, the presence of any disease, medication use, or conditions affecting the intervention process. The stages of problem-solving skills training were per Dchr('39')Zurilla and Goldfried model (1971). The problem-solving skills training program was then implemented for two months, in 6 two-hour sessions for the experimental group; however, the controls received no training. The intervention program was based on the steps of teaching with problem-solving concepts; sensitizing students to the problems around them and identifying them; identifying the main emotions and orientation; defining and formulating the problem; providing innovative and appropriate solutions through the spectral determination of probable answers and the possibility of choosing the most effective answer; deciding and implementing solutions, and evaluating the method of implementing the training in the tests. One week after the end of the problem-solving skills training session, the scales were re-completed by the experimental and control groups. The obtained data were analyzed using Analysis of Covariance (ANCOVA) at a significance level of 0.05 in SPSS.

The principal results of the present research indicated that problem-solving skills training has increased the academic self-concept in the experimental group; i.e., due to the adjusted mean academic self-concept scores of the experimental group, compared to those of the controls. These results were significant for the components of academic self-concept (p<0.001), i.e., general self-concept (p<0.001), school self-concept (p<0.001), and non-school self-concept (p<0.001). Furthermore, problem-solving skills training has increased the achievement motivation in the experimental group, due to the adjusted mean scores of the experimental group, compared to those of the controls. These results were based on the components of achievement motivation (p<0.001), which included social interest (p<0.001), effort (p<0.001), admiration (p<0.001), competitiveness (p<0.001), and social power (p<0.001).

Problem-solving skills training improved the investigated studentschr('39') academic self-concept and achievement motivation. Therefore, educational planners are recommended to incorporate such training into studentschr('39') curricula, to help them solve their daily, and especially academic, problems; consequently improving their life satisfaction.

The purpose of this study was to investigate the effectiveness of training problem solving skills in order to decrease depression and bullied-victimized among male students in third grade guidance school in ministry of education
20 students were selected on simple random sampling from among students of third grade guidance school in ministry of education. Those were tested through the B.V.S and B.D.I scales for participate in problem solving skills training and divided into two groups (control, experimental) randomly. Problem solving skills training were administrated to the experimental group in eight 60 minutes sessions. The control group did not receive any training. All two groups completed the study’s scales after the training. Bully Victimization Scale (BVS) and Beck Depression Inventory (BDI), were used. Data were analyzed using co-variance test (pre test- post test with control group).
the results of co-variance test in post test assessment showed significant difference between the variables in the two groups.
problem solving skills training is effective in order to decrease depression and bullied-victimized among students.

Mood Bipolar Disorders(BD) are associated with unstabilities in patients&#039; interpersonal interactions which in the long term may result in impairments in their social adjustment. Problem solving skills training, both in individual and group settings have been found effective on improving social adjustment. However, few studies have evaluated the efficacy of such approaches in social adjustment of patients with BD. This study was carried to assess the efficacy of problem solving skills training in the group setting on improvement of social adjustment in patients suffering BD.

Participants were 45 female patients with BD, aged 25-30 year old who were randomly selected among patients referred to rehabilitation centers of Isfahan in 2006. Participants were randomly assigned to two intervention and one control groups. In the first intervention group only patients received the education but in the second one along with patients, family members separately received the training too. No training was performed for control group. BD diagnosis was confirmed according to two psychiatrists&#039; and the author&#039;s diagnostic interviews. In all three groups patients remained on their medications during the study. Wineland Social Adjustment Test were administered to the three groups before the intervention and then interventions groups received problem solving skills training by Hawthorn method in ten sessions. Wineland Social Adjustment test were again administered to patients of the 3 groups after the last intervention session and also later as a follow up post-test. Data were analyzed through SPSS-software using ANCOVA tests.

After intervention, social adjustment mean scores were significantly higher in both intervention groups than in the control group (P

Group problem solving skills training can improve social adjustment in patients with BD. This intervention can be considered as a part of these patients&#039; treatment protocol in the long term.