Search

ABSTRACT Individuals with gender dysphoria (GD) often exhibit suicidal inclinations. In the present study, we investigated the scope of suicidal ideation and attempts and the roles of perceived social support, stress, and psychological distress in mediating social problem‐solving and suicidality in individuals with GD. Two hundred and five adults with GD (110 GD assigned female at birth [AFAB]; 95 GD assigned male at birth [AMAB]) completed a self‐report survey including questions about suicide ideation and attempts, as well as the General Health Questionnaire (GHQ‐12), Multidimensional Scale of Perceived Social Support (MSPSS), Perceived Stress Scale (PSS), and Social Problem‐Solving Inventory‐Revised (SPSI‐R). We utilized correlation, regression, and mediation analyses to assess models. Overall, both suicidal ideation (for AFAB = 61.8%; for AMAB = 61.1%; p = 0.91) and suicide attempts (for AFAB = 43.6%; for AMAB = 37.9%; p = 0.41) were common in individuals with GD. The two groups did not differ in GHQ‐12, PSS, and SPSI‐R total scale scores, but AMAB scored lower on the MSPSS total score. Perceived social support, perceived stress, and psychological distress partially mediated social problem‐solving and suicidal ideation, whereas perceived stress and psychological distress fully mediated social problem‐solving and suicide attempts. There is a need to develop interventions to improve the psychological well‐being of people with GD. Current results suggest that problem‐solving therapy may effectively suit the need to manage suicidality in people with GD. [ABSTRACT FROM AUTHOR]

The aim of the study is to explore the characteristics of social problem-solving, coping strategies and assertive communication among 5th- and 7th-grade students (N = 378). Communication is assessed with the Assertiveness Questionnaire (AQ, Gaumer Erickson et al., 2016), social problem-solving with the Social Problem-Solving Inventory – Revised (SPSI – R, D'Zurilla et al., 2002) and coping strategies with the Ways of Coping Questionnaire (WCQ, Lazarus & Folkman, 1988). The results show that mostly significant differences can be found between pre-adolescents and early adolescents in the three social fields. Low belief in problem-solving is more common among older students, and – besides the age difference – there are a number of areas where boys and girls differ, even among younger students. The SEM clearly identifies strong links between communication, coping strategies and problem solving. The results provide a more nuanced picture of boys' social problem-solving, coping strategies and communication and the relation between them than before. [ABSTRACT FROM AUTHOR]

The social problem-solving literature has long been criticized for its overreliance on self-report measures and relative lack of cross-method validation. In response, the present study evaluated a comprehensive self-monitoring measure, the Problem-Solving Self-Monitoring (PSSM) form, which has rarely been used in research and has not undergone formal psychometric evaluation despite its potential for enhanced ecological validity. The PSSM incorporates self-report and self-observational methods to assess social problem-solving attitudes and abilities. An examination of the convergent and incremental utility of the PSSM in predicting depressive symptoms and solution effectiveness was included as part of the evaluation. Undergraduate students (N = 330) completed diary entries of problematic situations they encountered, and their attempts to solve them, over a two-week span. They also completed well established self-report measures of social problem-solving and depression. A principal component analysis of the PSSM items yielded three factors, all of which coincided with the social problem-solving model and demonstrated adequate internal consistency. With some exceptions, the derived factor scores converged with self-report measures of SPS ability and predicted depression symptoms and solution effectiveness ratings. The factor scores contributed unique variance to the prediction of depression symptoms and effectiveness ratings after controlling for the two self-report measures, evidencing incremental utility. Taken together, the results highlight promising avenues for future research on social problem-solving attitudes and abilities evaluated with self-monitoring measures. [ABSTRACT FROM AUTHOR]

The relationship between social problem-solving (SPS) and depression is well-established. Negative problem orientation (NPO) has consistently emerged as the strongest predictor of depression as compared to the other SPS dimensions. The present study sought to replicate previous findings that demonstrate the predominance of NPO over the remaining SPS dimensions in predicting depression and to assess whether NPO contributes any unique variance to the prediction of depression after controlling for demoralization. Undergraduate students (N = 410) completed self-report measures assessing SPS, demoralization, and depression. Controlling for gender, two hierarchical regression models were tested to predict depression, in which the order of entry of the variables was reversed. In the first model, NPO emerged as a significant predictor, but it was subsequently displaced by demoralization. In the second model, NPO failed to account for unique variance in depression when it was entered after demoralization. Therefore, these findings support the conceptualization of demoralization as a higher-order construct reflective of nonspecific distress that encapsulates the core features of NPO. Future research is needed to establish a clearer understanding of the distinct features and interrelationships between these constructs to improve precision of diagnostic assessments and interventions for depression. [ABSTRACT FROM AUTHOR]

ABSTRACT The aim of the study was to explore parents' and teachers' opinions about preschoolers' social problem‐solving and the role of parents' educational attainment and family structure in social problem‐solving, comparing these results in Hungary (n = 162) and Vojvodina (n = 147). We used Strengths and Difficulties Questionnaire (SDQ) and Social Problem‐Solving Parent/Teacher Questionnaire (SPSQ) for the latter drawing on the social problem‐solving model of Chang et al. which has two processes, problem orientation (positive, negative) and three problem‐solving styles (rational, impulsive, avoidant). Based on the results, parents' and teachers' evaluations are generally different, in both samples' parents perceive children as much more prosocial than teachers, and teachers have a more negative perception of children's attitude towards problem‐solving than parents. The triangulation research—where mothers, fathers and teachers evaluated the children—revealed several differences in the perceptions of parents and teachers in Vojvodina and Hungary. One of our findings from the comparison showed that frequency of positive problem orientation in SPS was differently perceived in both samples by the raters: according to which Vojvodina mothers and fathers found these higher in 4‐year‐olds, additionally in 5‐year‐olds by fathers, while in Hungary, this was perceived only by teachers in 5‐ and 6‐year‐olds. In both the Hungarian and the Vojvodina samples, parental education explained the psychological factors examined differently. The main message of the research is that there are significant differences in the perceptions of both parents and teachers, but also of mothers and fathers in both samples, and this is particularly true in the case of externalising problems. [ABSTRACT FROM AUTHOR]

Researchers have increasingly worked to identify relevant ecological factors that can help prevent the development of depressive symptoms among adolescents. However, the underlying mechanisms of these factors are not fully understood. In this study, the effect of childhood abuse and trauma on the depressive symptoms of Chinese adolescents and its underlying mechanisms were examined, in terms of the mediating role of hopelessness and the moderating role of social problem-solving abilities. A sample of 786 college students participated in this study. The results showed that adolescents who were abused and traumatized as children had higher levels of depressive symptoms than others; furthermore, this relationship was mediated by hopelessness, while the path between hopelessness and depressive symptoms was moderated by their social problem-solving abilities. The results extend the findings of previous studies by revealing the underlying mechanisms between childhood abuse and trauma and Chinese adolescents' depressive symptoms. The study has important implications for social work services regarding adolescents who have experienced childhood abuse and trauma. [ABSTRACT FROM AUTHOR]

Copyright of Hungarian Medical Journal / Orvosi Hetilap is the property of Akademiai Kiado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Suicide attempt is one of the important problems of general world health. The present study aimed to investigate the effectiveness of dialectical behavior therapy on social problem-solving, difficulty in emotion regulation, impulsiveness, and resilience in suicide attempts in Ilam Province, Iran. Materials & Methods: This research was a quasi-experimental design with experimental and control groups. The study population consisted of 457 people from Ilam province who committed suicide attempts. A sample of 40 subjects was selected and randomly assigned to two groups (20 experimental and 20 control). The pretest was performed on both groups. Then, the intervention was performed on the experimental group in 12 sessions (1 h), and the control group did not receive any intervention. After the intervention, a post-test was performed in two groups. The research tools included the D’Zurilla social problem-solving scale, Gratz & Roemer difficulties in emotion regulation scale, Barratt impulsiveness scale, and the Connor-Davidson resilience scale questionnaires. Moreover, multivariate covariance analysis was used to analyze the data. Results: The results of the covariance analysis indicated that there was a significant difference between the post-test mean scores of the experimental and control groups in the variables, including social problem-solving (F=430), emotional regulation difficulty (F=94.714), impulsiveness (F=72.404), and resilience (F=11.168), with all variables showing significance at P<0.001. Conclusion: The results indicate that dialectical behavior therapy can be used to increase social problem-solving skills and resilience, as well as to decrease difficulty in emotion regulation and impulsiveness in people who commit suicide attempts. [ABSTRACT FROM AUTHOR]

Objective: This study examined the contributions of shame and posttraumatic stress disorder (PTSD) symptoms to two dimensions of social problem‐solving. Method: A sample of 426 women who were seeking mental health assistance following experiences of intimate partner violence completed self‐report and clinician measures. Separate path analyses were conducted for problem orientation and problem‐solving styles. Results: In the model examining problem orientation, higher levels of shame were significantly associated with lower levels of positive problem orientation (f2 = 0.32) and higher levels of negative problem orientation (f2 = 0.92), with large effects noted. PTSD symptoms were significantly, positively associated with negative problem orientation (f2 = 0.3, large effect). When examining problem‐solving styles, shame showed a significant negative association with rational style (f2 = 0.08, small effect) and significant positive associations with impulsive style (f2 = 0.45, large effect) and avoidant style (f2 = 0.48, large effect). PTSD symptoms did not return significant associations with any of the three problem‐solving styles. Conclusion: Results indicate that shame holds notable associations with both dimensions of social problem‐solving, relative to PTSD symptoms, and are discussed in light of current models of post‐trauma functioning. Implications for clinical care and early intervention efforts are highlighted. [ABSTRACT FROM AUTHOR]

Emotional adjustment and problem-solving are crucial in the daily life of adolescents. This study aimed to explore the effects of emotion regulation intervention on social problem-solving skills in hard-of-hearing adolescents. The present research was a semi-randomized controlled trial design. Thirty hard-of-hearing adolescents were randomly selected from schools for the deaf in Isfahan, Iran. They were randomly allocated to control (n = 15) or intervention (n = 15) groups. The second group attended the 8-session emotion regulation training, while the first group did not attend this intervention. These groups filled out the Social Problem-Solving Inventory (SPSI) pre and post-treatment. The data were analyzed using the Analysis of Covariance (ANCOVA). The results indicated that emotion regulation positively and significantly influenced social problem-solving in hard-of-hearing adolescents (p =.001). This research suggests that emotion regulation intervention can promote problem-solving skills in hard-of-hearing adolescents. Therefore, this intervention has positive consequences and may act as a buffer against the daily problems of these adolescents. [ABSTRACT FROM AUTHOR]

Copyright of Iskolakultúra is the property of University of Szeged, Faculty of Arts & Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Social problem-solving skills (SPS) are essential to child development, especially for kunjing children without sufficient parental care (KCw/oSPC). This study aimed to design and implement a group-based pilot intervention programme to improve KCw/oSPC's SPS and assessed its effectiveness. This pilot intervention was a randomised controlled trial, fifty-seven KCw/oSPC at seventh grade (aged twelve to thirteen years) were recruited and randomly assigned into experimental (n  = 24) and waiting (n  = 33) groups. All participants in the experimental group received SPS training, whilst the waiting group did not receive any services at the research stage. Both pre- and post-test data about participants' SPS from both groups were analysed with Mann–Whitney–Wilcoxon and Wilcoxon signed-rank tests, respectively. Results indicated that KCw/oSPC's SPS in the experimental group improved significantly, with large effect size (Cohen's d  =   1.15). This pilot study, although with limitations, contributed to informing future social work intervention studies and practice to promote KCw/oSPC's SPS in Mainland China and worldwide. [ABSTRACT FROM AUTHOR]

This paper presents an instrument designed to assess the Social Problem-Solving Self-Efficacy of freshmen engineering students. This instrument included 34 items and comprised of 5-dimensions: rational problem solving (RPO), positive problem orientation (PPO), avoidance style (AS), negative problem orientation (NPO) and impulsivity or carelessness style (ICS). This instrument was administered in the fall 2019 to freshmen engineering students at a large private southern Indian university. Exploratory factor analysis revealed 4-factors: positive approach towards problems (PAP), AS, NPO and ICS. For these 4-factors, Cronbach's alpha ranged between 0.63 to 0.87. t-test was conducted on the 4-factors to find the differences related to gender, background, and prior experience. For PAP, participants with prior experience reported higher self-efficacy than the participants without experience. For AS and NPO, participants without prior experience reported higher self-efficacy than the participants with experience. However, there were no significant difference on the four factors with respect to gender and background. [ABSTRACT FROM AUTHOR]

Adverse social experiences are often linked to suicidal behavior in adolescence, perhaps particularly for girls. Social problem-solving abilities may indicate more or less adaptive responses to adverse social experiences that contribute to adolescent girls' risk for suicidal behavior. While social problem-solving is implicated in cognitive and behavioral theories of suicidal behavior, prior work is largely cross-sectional and examines bivariate associations between social problem-solving, assessed in neutral conditions, and suicidal behavior. Using a novel performance-based task, this study assessed social problem-solving in adolescent girls (N = 185, Mage = 14.66, SD = 1.41) before and after an experimentally simulated social stressor and examined associations between social problem-solving and past-year suicidal behavior. Prospective analyses tested whether greater changes in specific social problem-solving domains following the social stressor predicted greater likelihood of suicidal behavior over a 9-month follow-up in contexts of elevated, real-life interpersonal stress. Results revealed that adolescent girls who showed greater changes (i.e., reflecting declines) in problem-solving effectiveness following acute social stress were more likely to exhibit suicidal behavior over the following 9 months, but only if they also experienced elevated interpersonal stress in real life. State-dependent changes in social problem-solving may indicate a cognitive vulnerability following social stress that, in combination with cumulative interpersonal stress in real life, distinguishes adolescent girls at heightened risk for future suicidal behavior. Findings demonstrate the importance of examining suicide risk factors under conditions that may more closely mirror the interpersonal contexts in which adolescents' risk for suicidal behavior may be elevated. General Scientific Summary: Suicide is the second leading cause of death among adolescents, and rates of suicide attempts are particularly high among adolescent girls. This study suggests that deficits in social problem-solving, particularly in problem-solving effectiveness, in contexts of elevated, real-life interpersonal stress may distinguish adolescent girls at greater risk for future suicidal behavior. Findings highlight the importance of studying state-dependent changes in suicide risk factors under conditions that may more closely mirror the interpersonal contexts in which adolescents' risk for suicidal behavior may be heightened. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore the characteristics of social problem-solving, coping strategies, and assertive communication among 5th grade and 7th grade students (N = 378). Communication was assessed using the Assertiveness Questionnaire (AQ, Gaumer Erickson et al., 2016), social problem-solving was assessed using the Social Problem-Solving Inventory-Revised (SPSI-R, D'Zurilla et al., 2002), and coping strategies were assessed using the Ways of Coping Questionnaire (WCQ, Folkmann & Lazarus, 1988). Results show mostly significant differences between 5th and 7th graders in the three social domains. Negative problem orientation is more prevalent among older students and, in addition to age differences, there are a number of areas where boys’ and girls’ scores differ even among younger students (e.g., confrontation is more prevalent among girls, avoidance among boys). The results provide a more nuanced picture of boys’ problem solving, communication, and their relationship than previous findings. [ABSTRACT FROM AUTHOR]

Abstract Background Suicidal behaviors are major public health concerns that affect large numbers of youth, leaving not only the youth but also their parents, family, friends, and peers in constant wailing. This study aimed to investigate the prevalence, psychosocial correlates, and perspectives of youths’ suicidal behaviors. A concurrent mixed-methods descriptive study was used in carrying out this study. This study was conducted at Zagazig University, Al Sharkia Governorate. A stratified multi-stage cluster sampling technique was used to enroll 364 youths. Four tools were used to collect quantitative data. They were as follows: The Youth Profile Questionnaire, composed of two parts (socio-demographic data and youth characteristics), the Suicide Behaviors Questionnaire-Revised (SBQ-R), Social Problem-Solving Inventory-Revised Short Form (SPSI-R-SF), and the Short Version of the World Health Organization Quality of Life (WHOQOL-BREF). For the qualitative part, focus group discussions were conducted to explore youths’ perspectives on the phenomenon of suicidal behaviors. Results Quantitative findings revealed that 25% of the youth participants had a significant risk for suicidal behaviors. Being female, in the first years of practical faculties and having no friends are significantly correlated with suicidal behaviors. Further, the quality of life had a statistically significant negative correlation with suicidal behaviors. Qualitative findings were discussed under one main category: youths’ perspectives about suicidal behaviors (pressure/escaping tool, seeking help/ending pain, attention-grabbing behavior, and stain for life). Conclusions According to this mixed-methods study, youths’ suicidal behaviors are prevalent multifaceted phenomena that certain factors have been correlated with. It is suggested that female sex, having no friends, and academic stressors are risk factors for suicidal behaviors. Also, the quality of life was introduced as a protective factor against suicidal behaviors. Therefore, it is recommended to implement prevention and management approaches to realize the complexity of the phenomena of suicidal behaviors among youth; these approaches target the youths themselves (mental health promotion and strategies for coping with stress) and the population (careful media coverage, limit access to suicidal methods, and raise the awareness about mental illness).

Treating social problem-solving as a construct comprised of a number of components enables us to examine patterns formed by the components. However, variable-centered research has paid little attention to exploring these patterns to date. A person-centered approach may enable us to identify distinct profiles for groups. Our study aimed to investigate whether it is possible to establish homogeneous profiles for groups based on social problem-solving factors (positive and negative orientation, rationality, impulsivity, and avoidance). Furthermore, the study sought to explore whether there is any difference among these groups regarding self-efficacy, a fundamental component of social problem-solving. We used cluster analysis to examine social problem-solving and self-efficacy among 543 Hungarian secondary school students and 277 Hungarian university students. We identified three homogeneous groups that had shared characteristics in the two age samples (optimistic–hasty; optimistic–reflective; resigned–procrastinator). Four further groups were identified among adolescents (resigned–distancer; insecure–reflective; insecure–hasty; resigned–brooder); and an additional three among young adults (optimistic–modest; tense–hasty; tense–reflective). The relationships among the social problem-solving factors and self-efficacy differed among the profiles. Taking into account the profiles explored in this study may help identify groups that need improvement, and contribute to interventions being better suited to the needs of a particular group.

This study aims to examine the mediating effects of social problem-solving (SPS) and coping efficacy (CE), the essential internal belief sets of self-system processes, on the relationship between cumulative risk (CR) and adolescent mental health. Chinese adolescents (grades 10–11; N = 675, female = 391) completed measures assessing CR, SPS, CE, anxiety and depression, and life satisfaction at two time points. To attribute the effects of CR on mental health to the modeled processes, we applied a short-term longitudinal design to collect data on CR, the mediators, and mental health. We also used multi-group confirmatory factor analysis and multi-group structural equation modeling to test for measurement and model invariance with respect to gender before we combined and analyzed subgroup data. The results indicated that gender did not influence the strength of the associations in the models for males and females. CR predicted Time 2 anxiety and depression and life satisfaction while controlling for Time 1 mental health. Furthermore, SPS and CE and CE alone mediated the relationship between CR and prospective life satisfaction. These findings suggest that severe adversity may lead to low life satisfaction and high anxiety and depression in adolescents. Severe adversity may also lead to low life satisfaction through compromised SPS and CE. The findings provide preliminary evidence for an intervention approach targeting SPS and CE to promote adolescents' life satisfaction. [ABSTRACT FROM AUTHOR]

Researchers have established the long-term negative impact of adverse childhood experiences (ACEs) on mental health. Evidence also shows that different types of ACEs often co-occur and that ACEs profiles have differential impact on mental health. However, this prior research has often omitted first-generation Latino immigrants—a growing segment of the population, with potentially higher risk for ACEs, decreased access to mental health services, and increased risk for remaining in poor mental health. In this study, we conducted a cluster analysis using a sample of 336 Latina immigrant to examine: (1) patterns of ACEs, and (2) the mediating role of social problem-solving in the association between ACEs and mental health (depression, anxiety, and post-traumatic stress disorder symptoms [PTSD]) and life satisfaction. We identified 5 clusters: (a) Global ACEs (n = 52, 15.5%), (b) Community Violence and Physical Abuse (n = 80, 23.8%), (c) Physical and Emotional Abuse (n = 72, 21.4%), (d) Household Dysfunction with Physical and Emotional Abuse (n = 56, 16.7%), and (e) Low ACEs (n = 76, 22.6%). The clusters differed by social problem-solving, chronic life burden, mental health, and life satisfaction. Compared to the Low Abuse cluster, the Community Violence and Physical Abuse, and Global ACEs clusters were significantly more likely to have higher depression, anxiety, and PTSD symptoms. Social problem-solving was independently associated with all mental health variables and life satisfaction, and mediated the association between ACEs and depression and anxiety for those in the Community Violence and Physical Abuse cluster. Our study sheds light on how ACEs are experienced by Latina immigrants. Social problem-solving also emerged as a significant determinant of mental health and life satisfaction, and may be a point of intervention for improving mental health in this population. [ABSTRACT FROM AUTHOR]

The study develops and evaluates the interpersonal problem-solving inventory for elementary school students (IPSI). In particular, the study employs a multidimensional interpersonal problem-solving model that is based on the cognitive-affective-behavioral approach to construct a process measure of interpersonal problem-solving inventory for 4th and 5th grade students, especially for elementary school settings in Vietnam. The inventory is a 4-point Likert-type scale consisting of 44 items and five dimensions. The IPSI was administered to a total elementary student sample that consisted of 786 Vietnamese elementary students in fourth and fifth grades (ages: 9–12, M = 10.11, SD = 0.75). The reliability of the IPSI was reported (Cronbach's α = 0.90; McDonald's ω = 0.82). EFA was conducted on the first dataset to explore the emerging factor structure of the IPSI. The EFA results suggested an exclusive five-factor solution. CFA was examined on the second dataset to define the theory-driven five-factor structure of the IPSI. The CFA findings indicated that the IPSI consented to the five-factor structure as similar as the EFA results. The assessment of the five-factor model endorsed that five of the six global fit indices (χ2/df = 1.406 < 2, P < 0.001; CFI = 0.928; TLI = 0.924; GFI = 0.875; RMSEA = 0.032 < 0.05; and SRMR = 0.049 < 0.05) are statistically acceptable, suggesting a good fitting model. The results suggest that the scale has acceptable internal reliability and construct validity. Applicability and limitations of the IPSI are discussed. Subsequent studies and possible improvements are proposed. Highlights: The IPSI scale was developed to assess individual problem-solving skills of elementary-age school students to real-life interpersonal issues. The construct validity of the IPSI scale for Vietnamese fourth and fifth grade student samples were analysed using EFA and CFA techniques. The results of examining Cronbach's coefficient alpha levels indicated that the subscale scores on the IPSI verify good internal consistencies. [ABSTRACT FROM AUTHOR]

Background: Suicidal behaviors are major public health concerns that affect large numbers of youth, leaving not only the youth but also their parents, family, friends, and peers in constant wailing. This study aimed to investigate the prevalence, psychosocial correlates, and perspectives of youths' suicidal behaviors. A concurrent mixed-methods descriptive study was used in carrying out this study. This study was conducted at Zagazig University, Al Sharkia Governorate. A stratified multi-stage cluster sampling technique was used to enroll 364 youths. Four tools were used to collect quantitative data. They were as follows: The Youth Profile Questionnaire, composed of two parts (socio-demographic data and youth characteristics), the Suicide Behaviors Questionnaire-Revised (SBQ-R), Social Problem-Solving Inventory-Revised Short Form (SPSI-R-SF), and the Short Version of the World Health Organization Quality of Life (WHOQOL-BREF). For the qualitative part, focus group discussions were conducted to explore youths' perspectives on the phenomenon of suicidal behaviors. Results: Quantitative findings revealed that 25% of the youth participants had a significant risk for suicidal behaviors. Being female, in the first years of practical faculties and having no friends are significantly correlated with suicidal behaviors. Further, the quality of life had a statistically significant negative correlation with suicidal behaviors. Qualitative findings were discussed under one main category: youths' perspectives about suicidal behaviors (pressure/escaping tool, seeking help/ending pain, attention-grabbing behavior, and stain for life). Conclusions: According to this mixed-methods study, youths' suicidal behaviors are prevalent multifaceted phenomena that certain factors have been correlated with. It is suggested that female sex, having no friends, and academic stressors are risk factors for suicidal behaviors. Also, the quality of life was introduced as a protective factor against suicidal behaviors. Therefore, it is recommended to implement prevention and management approaches to realize the complexity of the phenomena of suicidal behaviors among youth; these approaches target the youths themselves (mental health promotion and strategies for coping with stress) and the population (careful media coverage, limit access to suicidal methods, and raise the awareness about mental illness). [ABSTRACT FROM AUTHOR]

A multiple probe design across participants was used to evaluate the effectiveness of progressive time delay (PTD) during small group instruction to teach social problem-solving to preschoolers and to assess generalization to novel contexts. PTD was used to teach children to both name and use a variety of problem-solving solutions. Target participants, all of whom exhibited challenging behavior or were at risk for social skill deficits, were paired with a typically developing peer for small group instructional sessions. During sessions, children were presented with scenarios involving simple social problems and were asked, "What could you do?" After naming an appropriate solution, participants were prompted to use the solution. Results indicate the use of PTD during small group instruction was effective for teaching social problem-solving to preschoolers, generalized to novel contexts and maintained following the withdrawal of the intervention. Limitations, areas for future research, and implications for practice are discussed. [ABSTRACT FROM AUTHOR]

Social workers are tasked with the heavy responsibility of addressing societal problems and helping people in need, so the ability to solve a wide range of problems efficiently and effectively is essential for their daily responsibilities. Although recent studies have provided evidence for the salutary effects of psychological capital (PsyCap), including hope, efficacy, resilience and optimism, on job performance and well‐being, the mechanism through which PsyCap operates has not been empirically examined. Adopting the social problem‐solving theory, this study proposes that PsyCap is a positive psychological resource that enhances the ability to solve work problems, which provides an explanation for how PsyCap can produce work‐related benefits. Due to hopeful, efficacious, resilient and optimistic attributes, social workers who possess a high level of PsyCap are expected to engage in rational problem‐solving. Since social workers who possess a low level of PsyCap have less psychological resources to deal with job demands, they are expected to engage in impulsivity‐carelessness and avoidance strategies. A 2‐wave longitudinal study with a 3‐month interval was conducted on a sample of 400 full‐time social workers in Hong Kong. Cross‐lagged analysis showed that PsyCap at T1 increased rational problem‐solving and decreased avoidance at T2. These effects were nonreciprocal. A follow‐up qualitative study was conducted to contextualise and enrich the quantitative findings. In‐depth interviews revealed that social workers faced task‐related, interpersonal and organisational problems. They took an active or passive approach to problems depending on their level of PsyCap. Theoretical and practical implications for the social service sector are discussed. [ABSTRACT FROM AUTHOR]

Objective: Veterans with psychotic disorders often experience employment difficulties. Job tenure is highly variable with shorter tenure frequently tied to interpersonal difficulties in the workplace. The present study sought to address this problem by examining the efficacy of social cognition skills training (SCST) and social problem solving skills training (SPSST) interventions, implemented sequentially, and added to usual VA employment services (augmented vocational rehabilitation [VR]). Method: Participants were 91 Veterans with schizophrenia and other psychotic disorders who were recently enrolled in one of three types of VA employment services (incentive therapy, transitional work, supported employment), and randomized 1:1 to augmented VR versus control VR. Training for the augmented VR group included 12 weeks of SCST plus 6 weeks of work-related SPSST; training for the control VR group included a control intervention (symptom management training) matched in instructional format and length of training to the SCST and SPSST interventions. All participants received baseline and posttraining measures of social cognition. For those who got jobs, the primary work outcome measures were social skills work behavior and job tenure. Results: Results showed a significant group x time interaction favoring the augmented VR group on measures of social cognition and social skills work behavior, but there were no significant differences in job tenure. Conclusions and Implications for Practice: The findings for workplace social skills support a promising new direction for enhancing work outcomes in this population; the null effect on job tenure may have been due to high job retention rates across the three types of employment service programs. Impact and Implications: The results from the study showed that a two-phase intervention that targeted social cognition and workplace social problem-solving deficits improved social cognition and workplace social behavior, but not job tenure, in Veterans with psychotic disorders participating in a VA vocational rehabilitation program. The findings on workplace social skills support a promising new direction for enhancing work outcomes in this clinical population. [ABSTRACT FROM AUTHOR]

Objectives: Psychosocial late effects among survivors of pediatric brain tumors are common. For school-aged survivors, social skills deficits and isolation present a particular challenge. Social problem-solving is a social skill that is an important determinant of social outcomes and may yield a potential target for intervention.Methods: School-aged youth (N = 65) 8-12 years of age (10.59 ± 1.36 years; 55.4% female, 86.2% white) who were 5.23 (SD = 2.44, range 2-10.9) years post-treatment for a brain tumor completed the Attributions and Coping Questionnaire, a measure of social problem-solving that uses vignettes to assess attribution of intent, subsequent emotional response, and imagined behavioral response to an interpersonal problem. Youth also completed self-reports of social functioning (PROMIS Peer Relationships, Self-Perception Profile). A caregiver completed additional measures of child social functioning (NIH Toolbox-Emotion Measures).Results: Survivors attributed unpleasant situations to accidental causes (neutral attribution) and responded in ways that prioritized the friendship (appeasement) or relied on adult intervention. Self-reported social functioning was higher among those who were less likely to avoid challenging social problem-solving situations.Conclusions: Findings identified characteristic social problem-solving approaches among survivors, including a tendency to attribute ambiguous situations to accidental causes and to request adult assistance and/or maintain social relationships. This may indicate a possible avenue for intervention, with a focus on increasing survivors' understanding of the causes of potentially negative peer interactions and reducing their reliance on adults. [ABSTRACT FROM AUTHOR]

Background: Research on the role of social problem-solving in the relationship between autistic traits and depression is still in its nascent stage and more detailed research is required. Methods: We aimed to investigate the mediating role of problem-solving in the relationship between autistic traits and depression. A sample of 376 university students were assessed on depression, problem-solving and autism-spectrum quotient in 2019 at Shahed University, Tehran, Iran. Results: Social problem-solving played the role of a partial mediator in the relationship between autistic traits and depression. Positive problem orientation and negative problem-solving style fully mediated the effects of autistic traits on depression. Conclusion: Since people with autistic traits have deficits in problem-solving strategies, they may be vulnerable to symptoms of depression. Increasing the ability of positive problem-solving and decreasing negative problem orientation may serve as a buffer against depression in people with autistic traits.

Social problem-solving (SPS) involves the cognitive-behavioral processes through which an individual identifies and copes with everyday problems; it is considered to contribute to anxiety and depression. The Social Problem-Solving Inventory Revised is a popular tool measuring SPS problem orientations and problem-solving styles. Only a negative problem orientation (NPO) is considered strongly related to anxiety and depression. In the present study, we investigated the detailed connections among the five components of SPS and 14 anxiety-depression symptoms and specified the role of NPO and other components in the anxiety-depression network. We employed network analysis, constructed circular and multi-dimensional scaling (MDS) networks, and calculated the network centrality, bridge centrality, and stability of centrality indices. The results were as follows: (1) the MDS network showed a clustering of anxiety and depression symptoms, with NPO and avoidance style components from SPS being close to the anxiety-depression network (demonstrated by large bridge betweenness and bridge closeness); (2) the NPO and positive problem orientation from SPS were most influential on the whole network, though with an opposite effect; (3) strength was the most stable index [correlation stability (CS) coefficient = 0.516] among the centrality indices with case-dropping bootstraps. We also discussed this network from various perspectives and commented on the clinical implications and limitations of this study. [ABSTRACT FROM AUTHOR]

Students face several challenges when transitioning to a new school level. This necessitates an exploration of the personal features supporting their adjustment, which may provide valuable insights for intervention programs and counseling services at institutions. We employed a sample of 9th- to 10th-grade high school students (N = 255) and 1st- to 2nd-year university students (N = 320) and adopted a longitudinal design to examine the relation between their social problem-solving, life satisfaction and school well-being and how they change in a new institutional environment during the first year. The participants answered the Hungarian version of the Social Problem-Solving Inventory–Revised, the Negative Problem Orientation Questionnaire, the Satisfaction with Life Scale and the School Well-being Questionnaire. The results revealed a similar pattern in social problem-solving and negative problem orientation among high school and university students. Positive problem orientation decreased while negative problem orientation and avoidance increased. Negative orientation toward social problems significantly affected life satisfaction and well-being in school. This study then discussed the implications of these findings for interventions supporting students' social problem-solving and well-being. [ABSTRACT FROM AUTHOR]

This study was conducted to examine the predictor effect of parents' emotional literacy level on the emotion regulation and social problem-solving skills of children. The sample comprised 480 individuals, including 240 children aged 4–6 years, who attend independent kindergartens in Ankara province, and 240 parents. Data were collected using the General Information Form, the Emotion Regulation Checklist, the Wally Social Problem-Solving Detective Game Test and the Emotional Literacy Scale. The Pearson correlation coefficient and multiple regression analysis were used for data analysis. According to the results, there is a significant correlation between the emotion regulation skills of a child and the emotional literacy skills of the parent. Furthermore, the emotional literacy level of the parent predicts the emotion regulation skills of the child. However, there is no significant correlation between the parent's emotional literacy skills and the child's social problem-solving skills. [ABSTRACT FROM AUTHOR]

This study examined the relationship between perfectionism and subjective well-being (SWB) and dimensions of social problem-solving ability. The Almost Perfect Scale-Revised (APS-R), Social problem-solving Inventory-Revised (SPSI-R) and Satisfaction with Life Scale (SWLS) were used to conduct a questionnaire survey of 202 Chinese adults. The results found that: (1) Subjective well-being was significantly negatively correlated with the discrepancy dimension of perfectionism and was also significantly negatively correlated with the negative problem orientation of social problem-solving. (2) The discrepancy dimension reflected in maladaptive perfectionism was significantly positively correlated with the negative aspects of social problem solving (Negative Problem Orientation, NPO; Impulsivity-Carelessness Style, ICS; and Avoidance Style, AS). (3) The negative problem orientation (NPO) dimension in SPSI-R, as a partial mediator, mediated the negative correlation between maladaptive perfectionism and subjective well-being. In conclusion, perfectionism and social problem-solving ability had different degrees of influence on the SWB of Chinese adults, and attention could be paid to dealing with discrepancy and how to reduce negative problem-solving tendency in education and clinical practice. [ABSTRACT FROM AUTHOR]

This study examined the relationship between perfectionism and subjective well-being (SWB) and dimensions of social problem-solving ability. The Almost Perfect Scale-Revised (APS-R), Social problem-solving Inventory-Revised (SPSI-R) and Satisfaction with Life Scale (SWLS) were used to conduct a questionnaire survey of 202 Chinese adults. The results found that: (1) Subjective well-being was significantly negatively correlated with the discrepancy dimension of perfectionism and was also significantly negatively correlated with the negative problem orientation of social problem-solving. (2) The discrepancy dimension reflected in maladaptive perfectionism was significantly positively correlated with the negative aspects of social problem solving (Negative Problem Orientation, NPO; Impulsivity-Carelessness Style, ICS; and Avoidance Style, AS). (3) The negative problem orientation (NPO) dimension in SPSI-R, as a partial mediator, mediated the negative correlation between maladaptive perfectionism and subjective well-being. In conclusion, perfectionism and social problem-solving ability had different degrees of influence on the SWB of Chinese adults, and attention could be paid to dealing with discrepancy and how to reduce negative problem-solving tendency in education and clinical practice.

Background: Several inventories have been developed to assess social problem‐solving. However, these instruments originally developed for adult or adolescence and do not capture the full range of main interpersonal relationships over which elementary students resolve daily life interpersonal problems and apply elementary‐age typical responses. Therefore, the development of a valid scale to measure interpersonal problem‐solving ability in elementary school students is warranted. Aims: This study aimed to develop and perform a preliminary psychometric evaluation of an interpersonal problem‐solving inventory for elementary school students (IPSIE). Samples and Methods: The IPSIE was administered to elementary student samples that consist of 516 Vietnamese elementary school students in grades 3–5. This study examined the reliabilities of International problem behaviour (IPB) and interpersonal problem‐solving inventory (IPSI) as well as the construct validity of IPSI. The construct validity of IPSI was investigated by using exploratory factor analysis (EFA) to explore the emerging factor structure of the data. The confirmatory factor analysis (CFA) was utilized to fit the data. Results: The reliabilities of IPB and IPSI were assessed by calculating internal consistencies (Cronbach's α = 0.79 vs. 0.90, McDonald's ω = 0.79 vs. 0.82). The EFA results suggested that the IPSI has two‐factor structure. The CFA was reexamined to define theory‐driven five‐factor structure of the IPSI's data. The CFA findings indicated that the scores of IPSI have the five‐factor structure as expected with acceptable global fit indices (CFI: 0.943, TLI: 0.939, RMSEA: 0.030, and RMR: 0.046). The concurrent validity of IPSI was tested by calculating correlations between the IPSI and SPSI‐R scores (r =.667) and the IPSI and SPSTE‐A scores (r =.482). Conclusions: These finding figures suggest that overall the scales of IPSIE are well‐functioning measures with good psychometric properties. Caution and limitations of IPSIE are discussed. Future study and possible applicability are suggested. [ABSTRACT FROM AUTHOR]

Cognitive distortions are conceptualized as one of the most potent predictors of suicide. However, little is known about the mediating and moderating mechanisms linking cognitive distortions and suicidal ideation. The present study examined a prospective moderated mediation model linking cognitive distortions and suicidal ideation, with drug use, social problem-solving, and perceived burdensomeness as the mediators and childhood sexual abuse as the moderator. Participants included 150 homeless youth who participated in a randomized clinical trial for suicide intervention. Participants were assessed at baseline, 3, 6, and 9 months post-baseline. We analyzed the data using a multiple-group path model. Findings showed that social problem-solving and perceived burdensomeness sequentially mediated the association between cognitive distortions and suicidal ideation regardless of childhood sexual abuse, whereas drug use mediated the association between cognitive distortions and suicidal ideation only among youth reporting no history of sexual abuse. Findings highlight how coping processes, both adaptive and maladaptive, operate differently to predict suicidal ideation contingent on the effects of childhood sexual abuse in the context of cognitive distortions. Findings also underscore the importance of addressing the effects of childhood abuse to facilitate the efficiency of interventions that seek to reduce suicidal ideation among a vulnerable population. Public Policy Relevance Statement: Findings from this study suggest different coping processes that can be targeted in suicide prevention interventions for homeless youth. Further, it is important to understand and address the effects of childhood abuse in order to facilitate the efficiency of related suicide prevention interventions among a high-risk group of youth. [ABSTRACT FROM AUTHOR]

THE ROLE OF EMOTION REGULATION AND PARENTAL ATTENTION ON SOCIAL PROBLEM-SOLVING OF BOARDING SCHOOL'S ADOLESCENT. This study aimed to know the correlation of emotion regulation and parental attention to social problem solving of boarding school adolescents. The research subjects were 65 students of SMAN CMBBS who were selected by simple random sampling method. The instruments used are social problem-solving scale, emotion regulation scale, and parental attention scale. Data were analyzed by multiple regression analysis. The results showed that there was a significant correlation between emotion regulation and parental attention with social problem solving for SMAN CMBBS adolescents, with p = 0.00 (R = 0.699). Partial correlation test proves that there is a significant correlation between emotional regulation and social problem solving for SMAN CMBBS adolescents (p = 0.00; rx1y = 0.549). Partial correlation also proves that there is a significant relationship of parental attention to social problem solving for adolescent CMBBS (p = 0.032; rx2y = 0.268). This study concludes that there is a significant correlation between emotion regulation and parental attention to social problem solving of SMAN CMBBS adolescents.

Background: Patients with severe alcohol use disorder (SAUD) demonstrate multifaceted impairments in social cognition abilities, including emotional decoding or Theory of Mind. Such impairments are associated with real‐life interpersonal difficulties, which in turn could contribute to the persistence of SAUD. However, little is known regarding how patients with SAUD make decisions in a social context and this literature has not been comprehensively reviewed. Objectives: The main aim of this paper was to conduct the first review specifically focusing on social decision‐making abilities in SAUD. Following PRISMA guidelines for scoping reviews, we describe existing knowledge regarding the difficulties experienced by patients with SAUD during social interactions. Our second objective was to propose perspectives for future research, based on the shortcomings identified in the available literature. Design: We searched three online databases (PubMed, PsycINFO, and Scopus) and identified 14 papers using behavioral tasks to assess social decision making in patients with SAUD. Results: Included studies assessed social decision making through three paradigms: (1) economic games (four papers), (2) moral dilemmas (four papers), and (3) interpersonal problem‐solving (six papers). Results indicated that patients with SAUD behave differently from controls in all three paradigms. Conclusions: Previous studies suggested large‐scale social decision‐making impairments or biases in SAUD. However, in light of the limited number of studies available and of the restricted set of processes measured, we call for the extension of this field through more ecologically relevant and model‐based paradigms in order to elucidate the underlying mechanisms of these effects. [ABSTRACT FROM AUTHOR]

Individuals' success depends on their ability to understand, balance and manage their own and others' emotions. Employees frequently encounter social problems in real life, and they should find alternative solutions by managing their emotions in the face of these problems. The general aims of this study are to investigate the effect of emotional intelligence and self/ everyday creativity on social problem--solving skills and to determine the mediating role of self/ everyday creativity in the correlation between emotional intelligence and social problem--solving. The study was carried out cross-- sectionally with the participation of the students of the Department of Health Management. Social Problem Solving Skills Scale, Kaufman Domains Creativity Scale and Emotional Intelligence Trait Scale were used as data collection tools. As a result of the analysis, it was determined that there are significant, moderate and positive relationships between emotional intelligence and self / daily creativity and social problem solving, and daily creativity has a mediating effect on the relationship between emotional intelligence and social problem solving. This study is important in determining the effect of emotional intelligence on self/ everyday creativity and social problem solving skills. [ABSTRACT FROM AUTHOR]

We investigated whether preschoolers' social-emotional competencies predict their peer relationships and academic achievements during grade one. Measures of cool and hot executive functions, theory of mind, social-problem-solving, and peer acceptance were administered to a sample of 48 preschoolers (M = 77.91 months). Academic achievement and peer acceptance were assessed at the end of Grade 1. A path analysis revealed that cool and hot executive functioning during preschool had a direct impact on academic achievement in elementary school and an indirect effect on peer acceptance via the theory of mind and social-problem-solving, respectively. Further, peer acceptance in preschool had a positive direct effect on peer acceptance during grade one. These findings indicate the vital role of social-emotional competencies on peer relationships and academic achievement. Future study should include additional measures to examine the effect of preschooler's cool and hot executive functions on later school adjustment. [ABSTRACT FROM AUTHOR]

Background: Depression has a profound effect on quality of life (QoL) and is associated with rumination, hopelessness and social difficulties. It is important to explore novel intervention techniques that may reduce depression, and also improve rumination, hope and QoL. Aims: In this brief clinical report, we report the findings of two pilot randomized controlled trials examining the feasibility of a potentially important novel clinical technique (MEmory Specificity Training, MEST) on depression, social problem-solving (Study 1), rumination, hope and QoL (Study 2). Method: In Study 1, Iranian women with depression (n = 24) completed the Beck Depression Inventory-II and Means-Ends Problem-Solving test at baseline, post-training and 2-month follow-up. In Study 2, female students with moderate depression (n = 24) completed the Ruminative Response Scale, Adult Hope Scale and Short-Form Health Survey at baseline and post-training. Assessors were blind to group allocation. In both studies participants were randomly assigned to MEST or a non-active control group. Results: In both studies, MEST was found to be feasible and associated with low drop-out rates and high rates of self-reported patient and group facilitator satisfaction. There was preliminary evidence that MEST may bring about clinical benefit in terms of depression, social problem-solving (Study 1), QoL, rumination and hope (Study 2). Conclusions: MEST is a promising technique in the treatment of depression. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to examine whether social problem solving (SPS) would relate to posttraumatic growth (PTG), particularly new life possibilities in breast cancer survivors. Participants included 85 women who had undergone surgical intervention for breast cancer at least 6 months prior to study participation. Participant ages ranged from 29 to 88 years. The majority of the sample was White (86%), married (58%), and had received at least some postsecondary education (73%), and all participants spoke English. This IRB-approved cross-sectional study was part of a larger study examining psychosocial protective and risk factors in breast cancer survivors at a university-affiliated private hospital. We hypothesized that better SPS ability would relate to PTG new possibilities above and beyond age, annual income, and time since surgery. Results from this study indicate that a positive problem orientation and lack of impulsive/careless problem-solving style appear to play a role in posttraumatic growth among breast cancer survivors, particularly in developing beliefs about one's ability to positively change one's life. Given the established benefits of active/approach coping in cancer populations, it makes sense that similar interventions such as problem-solving therapy, a cognitive-behavioral therapy that includes challenging and reframing negative beliefs about self and situation, may promote new possibility beliefs in this population. [ABSTRACT FROM AUTHOR]

Background: The contemporaneous association between avoidant style, a maladaptive social problem-solving strategy, and adolescent suicidal ideation has been well established. However, the mechanisms underlying this association are not well understood. Using cross-lagged panel modeling, the present study examined whether depressive symptom severity mediates the relation between avoidant style and severity of suicidal ideation. The specificity of depressive symptom severity as a mediator was also evaluated by simultaneously testing whether avoidant style mediates the association between depressive symptom and suicidal ideation severity.Methods: The sample included 110 adolescents enrolled in a randomized controlled clinical effectiveness trial. Avoidant style as well as depressive symptom and suicidal ideation severity were assessed via self-report with the Social Problem-Solving Inventory-Revised, Children's Depression Scale-2, and Suicidal Ideation Questionnaire-Junior, respectively, at baseline, 3-and 6-months.Results: After accounting for participant age, sex, and treatment condition, path analyses supported the specificity of 3-month depressive symptom severity as a mediator of the association between baseline levels of avoidant style and 6-month suicidal ideation severity.Limitations: Results may not be generalizable to non-clinical samples. Causality cannot be inferred from study results. Data were exclusively collected via self-report.Conclusions: Findings suggest that avoidant style is indirectly related to suicidal ideation through depressive symptom severity. Thus, treatment targeted at improving social problem-solving skills, particularly avoidant style, may help reduce depressive symptoms and lower suicide risk. [ABSTRACT FROM AUTHOR]

Maladaptive social problem-solving (SPS) plays a significant mediating role in the negative impact of stressful life events on wellbeing. With a basis in D'Zurilla and Nezu's (Problem-solving therapies, 2nd ed., The Guilford Press, New York, pp. 211–245, 2001) relational/problem-solving model of stress and wellbeing, we examined interrelations amongst stress, SPS, and gastrointestinal (GI) symptoms and tested several mediational models: maladaptive forms of SPS as mediators of the relationship between stress and GI symptoms, and stress as a mediator of maladaptive forms of SPS and GI symptoms. Undergraduates (N = 345) completed the Perceived Stress Scale, the Social Problem-Solving Inventory-Revised, and the Birmingham IBS Symptom Questionnaire. Pearson correlation coefficients revealed that all measures were significantly related in the expected directions. Stress was a significant mediator in the models with maladaptive SPS dimensions as independent variables, but SPS did not mediate the stress/GI symptom relationship. Results demonstrate links amongst stress, SPS, and GI symptoms, and suggest that poorer SPS leads to higher levels of stress, which, in turn, increases GI symptom severity. [ABSTRACT FROM AUTHOR]