problem-solving training

 The present study was conducted with the aim of determining the effectiveness of problem-solving training on drug addiction, mental health, and sensitivity to rejection in drug-dependent individuals. The semi-experimental research method was pre-test, post-test with a control group and a three-month follow-up. The statistical population of this study included people with a history of opioid use who referred to one of Nasim-Shahr addiction treatment centers in 1400. 40 qualified people were selected based on the entry and exit criteria and using the available sampling method and were randomly divided into two experimental and control groups. The data collection tool was substance abuse questionnaire (Salehifederdi and Barerfan, 2017), mental health questionnaire (Keyes, 2006) and rejection sensitivity questionnaire (Downey and Feldman, 1996). Both experimental and control groups were pre-tested using research tools. Then the experimental group received problem solving training during 8 sessions of 60 minutes, and no training was implemented for the control group. At the end of the interventions, both experimental and control groups were post-tested using research tools. A follow-up test was done after three months from both groups. The data were analyzed using the repeated measure analysis of variance test. The findings showed the effect of implementing the independent variable on the variables of craving for drugs (P = 0.001, F = 36.02), mental health (P = 0.001, F = 23.11) and sensitivity to rejection (F = 0.001). P = 0, F = 24/51) is significant.

The health status of each society’s members are of particular importance. Accordingly, paying attention to their mental health helps to improve their bio psychological health and their social functioning. However, in every community, some individuals encounter some problems that affect their bio psychological health. Recently, the behavioral issues of children, as a significant subject of psychology and psychiatry, have attracted much attention. Furthermore, they constitute a considerable part of the population of every society. Besides, numerous children experience emotional and behavioral problems, i.e., not only challenging to be resolved but also may continue into adulthood. Given the wide range of behavioral problems, there are several approaches to classifying them. The most common method of categorizing behavioral issues, introduced by Achenbach in 1991, concerns childrenchr('39')s behavioral problems in two broad categories; internalized behaviors (e.g., withdrawal, obsession, sadness, shyness, fear, & delusion) and externalized behaviors (e.g., behaviors against others and the environment, including aggression, contention, & the destruction of property). The present study aimed to investigate the effectiveness of treatment based on problem–solving training on externalized behavioral symptoms.

This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of this study was all middle school students of Tabriz City, Iran, in the 2018–2019 academic year. Of them, 30 students were chosen by convenience sampling technique and were randomly divided into the experimental and control groups. The inclusion criteria were age range of 12–15 years, no learning disorders, no mental disability, no visual, auditory or motor impairments, as well as no medical conditions, such as diabetes, epilepsy, or heart disease that may influence the research process. First, Pelham and Gnagy’s Disruptive Behaviors Rating Scale (DBRS) (1992) was administered to both study groups. The experimental group then received 8 sessions of 60–minute treatment based on problem–solving training. Next, both groups were evaluated using DBRS. Finally, the obtained data were analyzed using Multivariate Analysis of Covariance (MANCOVA) in SPSS.

is the collected data suggested significant differences between the experimental and control groups in Attention–Deficit/Hyperactivity Disorder (ADHD) (p<0.001), oppositional defiant disorder (p=0.049), conduct disorder (p=0.003), attention deficit (p=0.008), hyperactivity (p<0.001), and deceitfulness or theft (p=0.004) symptoms. The mean value of attention deficit, hyperactivity, ADHD, oppositional defiant disorder, deceitfulness or theft, and conduct disorder were lower in the experimental group than the controls. In addition, the calculated eta coefficient indicated that 95% of individual differences in the posttest scores of behavioral disorders belonged to the effectiveness of the provided treatment. However, there was no significant difference between the experimental and control groups in terms of aggression, the destruction of property, and serious violations of rules.

Based on the present study findings, providing treatment based on problem–solving training is effective in reducing externalized behavioral symptoms among individuals.