problem-solving skill

A direct relationship between infertility in women and their exposure to domestic violence has been reported, and several interventions have been suggested to reduce the exposure to violence in infertile women. The current study aims to assess the effect of problem-solving skill training (PSST) on the exposure of Iranian infertile women to domestic violence.

This is a quasi-experimental study with a pre-test/post-test/follow-up design using a control group, which was conducted in the infertility clinic of Shahid Akbarabadi Hospital affiliated to Iran University of Medical Sciences, Tehran, Iran. A total of 80 infertile women who had experienced domestic violence participated in this study. The samples were selected using a convenience sampling method and were divided into two groups of intervention (n=40) and control (n=40) by the block randomization method. The intervention group received PSST online at 4 sessions per week each for 2 hours. The samples were followed up two months after training. To collect data, a demographic and obstetric form and the Revised Conflict Tactics Scale (CST2) were used. Data analysis was done in SPSS v.16 software by using t-test, chi-square test, Fisher's exact test, Mann-Whitney U test, and Wilcoxon test.

Totally, 38 participants in the control group and 34 in the intervention group were followed up. Physical assault, psychological aggression, sexual coercion, sustained injury, and the negotiation did not show significant differences between the two groups before and after intervention (P>0.05). The mean of psychological aggression significantly increased after the intervention in both control (P=0.001) and intervention (P=0.026) groups.

PSST do not cause a significant difference in exposure to domestic violence between intervention and control groups of infertile women. The increase in exposure to psychological aggression in both groups after PSST can be due to the coincidence of the study with the COVID-19 pandemic. Further studies are recommended to provide PSST by face-to-face method along with exercises and group activities and teaching other skills such as communication skills.

Substance use disorder (SUD) is a disease in the treatment of which the biological and medical methods are emphasized, but social factors also play an effective role. This research has tried to investigate the relationship between problem-solving skill and successful quitting of SUD.

This was a causal-comparative research in which two groups, namely, drug addicts with successful quitting (n = 222) and those with unsuccessful quitting (n = 222) selected by multi-stage random sampling were compared. The research tool for measuring the problem solving skill was the Social Problem Solving Scale of D'Zurilla et al. (2002).

The findings showed that the mean problem-solving skill score and its five components were significantly higher in the successful quitting group than in the unsuccessful group. Based on the logistic regression results, the problem-solving skill (B=0.271, Wald=110.490 Sig=0.000, EXP (B) =1.76, Cox & Snell=0.457) will increase the chance of successful quitting 1.76 times and can explain 0.457 of the changes in the dependent variable.

It can be concluded that psychosocial factors are also effective in the treatment of the substance use disorder. This means that paying more serious attention to these factors will help to alleviate one of the basic social and public health problems of the society.

Attention–deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders among school children in the world. It has a negative impact on their social and academic performance, accompanied by symptoms of inattention and impulsivity. Because of complications and negative consequences of this disorder, including aggression, object manipulation, no control over behavior and emotions, high–risk behaviors, poor school performance, and academic failure, psychologists, psychotherapists, and educational experts have tried to address and treat this disorder by various methods. Research evidence has shown that behavioral skills training as an intervention–training program positively affects behaviors, emotions, and responsibility in ADHD children. Problem–solving is the foundation of the care process, and it is important to address and nurture this issue. In educational settings, the participatory learning method is one way to motivate students, control their emotions, and make them interested in classroom topics. Therefore, the present study compared the efficacy of training participatory learning method and problem–solving skill on educational motivation and controlling excitement in children with ADHD.

This is a quasi–experimental study with a pretest–posttest design with a control group. The study population was male primary sixth–grade school students with ADHD in the academic year 2018–19 in Tabriz City, Iran. The study subjects were selected by multi–stage cluster sampling method. Thus, first, one of the five education districts of Tabriz was randomly selected, and three schools were selected from the mentioned area. The sixth–grade classes were selected as the target group among the school classes. Initially, in a training session, teachers were asked to identify symptoms of ADHD. Then, focusing on the symptoms, the 38–item Connors Teacher Scale Questionnaire was presented, and screening was performed using this test. The students were also referred to a psychiatrist for more accurate identification to establish the final diagnosis of hyperactivity. The inclusion criteria were having ADHD, medication use, and the absence of any other mental, medical, or physical disorders. The exclusion criteria included absenteeism for more than two sessions and unwillingness to continue attending the study. The eligible students were divided into three groups. According to research specifications, the sample size includes 45 students, of which 15 are in two experimental groups and 15 are in the control group. Two experimental groups received intervention–education programs, but the control group did not receive any intervention. Group one (participatory learning group) included 15 students with ADHD who attended 10 sessions of 45 minutes of participatory learning training. The training summary performed by participants was also shared with parents. The researcher training package was used for participatory learning training, which included the concepts of participatory learning. The second group (problem–solving group) consisted of 15 ADHD subjects who received 10 sessions of 45 minutes of problem–solving skills. The third group (control group) comprised 15 ADHD subjects without intervention. The research tools consisted of Motivational Questionnaire (Harter, 1981) and Emotion Regulation Questionnaire (Gross and John, 2003). The results were analyzed statistically. Ultimately, the obtained data were analyzed by MANCOVA and Bonferroni post hoc test (α=0.05) using SPSS version 20 software.

The analysis of covariance showed a significant difference between the mean scores of academic motivation and emotion control in terms of the group by adjusting the effect of the pretest. In other words, participatory learning and problem–solving training were effective on academic motivation (p=0.028) and emotion control (p=0.01), and the effectiveness of the training was 64% and 74%, respectively. Also, in the posttest of variable academic motivation, the problem–solving skills training group (73.40) was higher than the participatory learning training group (29.84). Also, the difference of the adjusted means in the emotion control variable in the problem–solving skills training group (22.14) was less compared to the participatory learning training group (33.71).

According to the research findings, participatory learning is very effective in increasing emotion control, and problem–solving skills training is very effective in increasing the academic motivation of inactive students. Based on the need, these two educational methods can be used to promote the mental, social, and academic health of ADHD students.

Problem-solving skill and how to deal with problems، is necessary to avoid conflicts and domestic violence against women especially in pregnancy، as pregnant women are most vulnerable women victims of violence. This study aimed to determine differences problem-solving skills in women with and without domestic violence.

In this case-control study، 419 pregnant women were selected through stratified cluster sampling from primary healthcare of Tehran، and divided in non-violent (135) and violent (284 cases) groups. Data collection Tools were Demographic، the CTS2 (scale conflict resolution) and problem solving (Heppner and Peterson) questionnaire. To analyze the data، chi-square، Fisher's exact test، t-test was used.

71% (284 patients) of subjects had experienced violence in the past year. 93/3%، 64/4% and 54% of pregnant women had experienced psychological، physical and sexual، respectively. The results showed that، the element of self-confidence and personal control in problem-solving was statistically significant different، between groups (p<0. 001)، While difference in the element of avoidance-close to it (213/0 = P) and general problem solving (926/0 = P) was not significant.

Given that pregnant victims of violence have less self-confidence and personal control in solving the problems، so the strengthening of these two components can reduce the prevalence of domestic violence and its complications during pregnancy.