Document Type : Research Paper

Authors

Educational psychology. Roudehen Islamic Azad university, Tehran, Iran.

Abstract

The aim of this study was to determine the effectiveness of social problem solving skill training on academic performance and emotional and behavioral problems. The research method was quasi-experimental with pre-test, post-test and follow-up. The statistical population consisted of 600 fifth grade male students who were studying in Pishva city (Tehran province) in the 97-96 academic year and were screened through child behavior checklist (CBCL). Students with a T-score greater than 63 were randomly assigned to two groups of 15 experimental and control. The experimental group underwent social problem solving skill training interventions for 12 sessions of 50 minutes. After 3 months a follow-up test was performed. To collect data, child behavior checklist, teacher’s report form (TRF) and academic performance test was used. Significance of group differences according to pre-test, post-test and follow-up scores was evaluated by mixed analysis of variance test with repeated measures at a significance level of 0.05. The results of data analysis showed that there is a significant difference between the experimental and control groups in the mean of internalizing and externalizing emotional and behavioral problems and academic performance. The effect of time was also significant and pairwise comparison showed a significant difference between the scores of individuals in the three variables of internalizing and externalizing problems and academic performance in the pre-test and post-test stages, but the difference in scores in the post-test and follow-up stages was not significant. so, teaching social problem solving skill effected on academic performance and emotional and behavioral problems.

Keywords

ابوالمعالی، خدیجه. (1399). پیامدهای روان‌شناختی و آموزشی بیماری کرونا در دانش­آموزان و راهکارهای مقابله با آن‌ها. روان­شناسی تربیتی، 16(55)، 55-68.
اکبری زردخانه، سعید؛ منصورکیایی، نادر؛ زنگانه، علی محمد؛ عرفانی­فر، فاطمه؛ جلالت دانش، محسن؛ طیموری فرد، سید عین الله؛ شاهورانی، سیدمحمد؛ طهماسبی گرمتانی، سیامک و طیموری فرد، سیدعین­اله. (1398). ساختار عاملی، روابط بین عاملی و اعتبار نسخه مقدماتی مقیاس سلامت روان‌شناختی نوجوان- فرم گزارش معلم. اندیشه و رفتار، 14(53)، 67 – 76.
بخشایش، علیرضا و دهقان­زردینی، راضیه. (1392). اثربخشی آموزش مهارت حل مسئله بر کاهش مشکلات رفتاری دانش­آموزان. مجله علوم رفتاری، 7(4)، ۳۴۷ -۳۵۳.
چانگ، ادوارد؛ س، دزوریلا، توماس ج و سانا، لاورنس ج. (2004). حل مسئله اجتماعی: مروری بر نظریه پژوهش و آموزش. ترجمه ربابه نوری و محمدعلی نوری. تهران: انتشارات کتاب ارجمند با همکاری انتشارات ارجمند.
دادفـر، صـدیف (1390). اثربخـشی آمـوزش حـل مـسئله اجتمـاعی بـر خودکنترلی، خـود کارآمـدی و تکانشوری دانش­آموزان دارای استعداد اعتیاد. پایان­نامه کارشناسی ارشد، دانـشگاه آزاد اسلامی واحـد اردبیل.
جلیلیان، سهیلا؛ عظیم پور، احسان و جلیلیان، فریبا. (2016). اثربخشی برنامۀ آموزش فلسفه به کودکان بر پرورش توانایی حل مسئله و قضاوت اخلاقی در دانش‌آموزان. نشریه پژوهش‌های تربیتی، 3(32)، 80-101.‎
زهراکار، کیانوش؛ رضازاده، آزاده و احقر، قدسی. (1389). بررسی اثربخشی آموزش مهارت حل مسئله بر خود کارآمدی دانش آموزان دختر دبیرستان‌های شهرستان رشت‎. اندیشه‌های تازه در علوم تربیتی، 5(3)، 133-150
شهبازی، سارا و حیدری، محمد. (1391). تأثیر آموزش الگوی حل مسئله اجتماعی دزوریلا و گلد فراید بر مهارت حل مسئله دانشجویان پرستاری. نشریه پرستاری ایران، 25(76)، 1-9.
صابری، هایده (1387). همه‌گیرشناسی اختلالات عاطفی و رفتاری در کودکان مقطع ابتدایی. فصلنامه اندیشه و رفتار در روانشناسی، 2(7)، 34- 19.
عریضی، حمیدرضا و یزدخواستی، فریبا. (1390). هنجاریابی سه نسخه کودک، پدر/ مادر و معلم سیاهه رفتار کودک در شهر اصفهان. مجله روان‌پزشکی و روانشناسی بالینی ایران، 17(1)،70 -6.
عطادخت، اکبر؛ نوروزی، حمید و غفاری، عذرا. (1392). تأثیر آموزش حل مسئله‌ی اجتماعی در ارتقای بهزیستی روان‌شناختی و تاب‌آوری کودکان دارای اختلال یادگیری. مجله ناتوانی­های یادگیری، 2(2)، 92-108.
غریبی، حسن و بهاری‌زر، کیفسان. (1394). اثربخشی آموزش مهارت حل مسئله بر خودتنظیمی تحصیلی و اضطراب ریاضی دانش‌آموزان. نشریه علمی آموزش و ارزشیابی (فصلنامه)، 8(32)، 61-78.‎
فریزر، مارک دبلیو؛ نش، جیمزکی و گا لینسکی، مائداجی. (1394). مهارت‌های حل مسئله اجتماعی در کودکان. ترجمه: امید شکری و سید پیمان رحیمی‌نژاد. تهران: روانشناسی و هنر.
فریس­آبادی، لیلا؛ خسروی، معصومه و صباحی، پرویز. (1394). اثربخشی آموزش مهارت‌های ارتباطی بین فردی و حل مسئله اجتماعی بر بهبود رفتار سازگارانه و عملکرد تحصیلی دانش­آموزان دختر باکم توانی ذهنی. فصلنامه روانشناسی افراد استثنایی، 5 (18)، 101، 122.
گنجی، حمزه و امیریان، کامران. (1390). بررسی اثربخشی آموزش مهارت حل مسئله بر پیشرفت تحصیلی دانش آموزان پسر سال اول مقطع متوسطه شهرستان سنقر. مجله تحقیقات آموزشی، 3 (1)، 117- 134.
 مرسـلی، آزاده؛ احمـدی، فاطمـه و سـعادت، مهـدی. (1391). بررسـی تأثیر روش تـدریس حـل مـسئله در یادگیری فیزیک. سیزدهمین کنفرانس آموزش فیزیک ایران و سومین کنفرانس فیزیک و آزمایشگاه، دانشگاه زنجان. ص 139-131.
مینایی، اصغر. (1385). انطباق و هنجاریابی سیاهه رفتاری کودک آخنباخ، پرسشنامه خودسنجی و فرم گزارش معلم. پژوهش در حیطه کودکان استثنایی.6(1)، 558 -529.
 
 
 
Aberson, C. L., & Haag, S. C. (2007). Contact, perspective taking, and anxiety as predictors of stereotype endorsement, explicit attitudes, and implicit attitudes. Group Processes & Intergroup Relations, 10(2), 179-201.
Achenbach, T. M., Ivanova, M. Y., Rescorla, L. A., Turner, L. V., & Althoff, R. R. (2016). Internalizing/externalizing problems: Review and recommendations for clinical and research applications. Journal of the American Academy of Child & Adolescent Psychiatry, 55(8), 647-656.
Achenbach, T. M., & Rescorla, L. (2001). Manual for the ASEBA school-age forms & profiles: An integrated system of multi-informant assessment. Burlington, VT:: Aseba.
Albert, D., Belsky, D. W., Crowley, D. M., Latendresse, S. J., Aliev, F., Riley, B., ... & Dodge, K. A. (2015). Can genetics predict response to complex behavioral interventions? Evidence from a genetic analysis of the Fast Track Randomized Control Trial. Journal of Policy Analysis and Management, 34(3), 497-518.
Baker, S. R. (2003). A prospective longitudinal investigation of social problem-solving appraisals on adjustment to university, stress, health, and academic motivation and performance. Personality and Individual Differences, 35(3), 569-591.
Barnes, T. N., Wang, F., & O'Brien, K. M. (2018). A meta‐analytic review of social problem‐solving interventions in preschool settings. Infant and Child Development, 27(5), e2095.
Bell, A. C., & D'Zurilla, T. J. (2009). Problem-solving therapy for depression: a meta-analysis. Clinical psychology review, 29(4), 348-353.
Belzer, K. D., D’Zurilla, T. J., & Maydeu-Olivares, A. (2002). Social problem solving and trait anxiety as predictors of worry in a college student population. Personality and Individual Differences, 33(4), 573-585.
Berking, M., & Wupperman, P. (2012). Emotion regulation and mental health: recent findings, current challenges, and future directions. Current opinion in psychiatry, 25(2), 128-134.
Bornstein, M. H., Hahn, C. S., & Haynes, O. M. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades. Development and psychopathology, 22(4), 717., 22(4), 717-735
Brøndbo, P. H., Mathiassen, B., Martinussen, M., Heiervang, E., Eriksen, M., Moe, T. F., ... & Kvernmo, S. (2011). The strengths and difficulties questionnaire as a screening instrument for norwegian child and adolescent mental health services, application of UK scoring algorithms. Child and Adolescent Psychiatry and Mental Health, 5(1), 1-10.
Cramer, P. (2015). Change in children's externalizing and internalizing behavior problems: the role of defense mechanisms. The journal of nervous and mental disease, 203(3), 215-221.
Coreyog, S, D. (2000), Theory and practice. Brooks-Col.
Coplan, R. J., Prakash, K., O'Neil, K., & Armer, M. (2004). Do you" want" to play? Distinguishing between conflicted shyness and social disinterest in early childhood. Developmental psychology, 40(2), 244.
Çuhadaroğlu, F., Karaduman, A., Önderoğlu, S., Karademir, N., & Şekerel, B. (2003). Probleme dayalı öğrenme oturumları uygulama rehberi. Hacettepe Üniversitesi Tıp Eğitimi ve Bilişimi Anabilim Dalı, Ankara.
Dart, E. H., Furlow, C. M., Collins, T. A., Brewer, E., Gresham, F. M., & Chenier, K. H. (2015). Peer-mediated check-in/check-out for students at-risk for internalizing disorders. School Psychology Quarterly, 30(2), 229.
Denham, S. A., Bassett, H. H., Zinsser, K., & Wyatt, T. M. (2014). How preschoolers' social–emotional learning predicts their early school success: Developing theory‐promoting, competency‐based assessments. Infant and Child Development, 23(4), 426-454.
Dereli-Iman, E. (2014). The Effect of the Values Education Programme on 5.5-6 Year Old Children's Social Development: Social Skills, Psycho-Social Development and Social Problem Solving Skills. Educational Sciences: Theory and Practice, 14(1), 262-268.
D'Zurilla, T. J., & Sheedy, C. F. (1992). The relation between social problem-solving ability and subsequent level of academic competence in college students. Cognitive therapy and research, 16(5), 589-599.
D'zurilla, T. J., & Goldfried, M. R. (1971). Problem solving and behavior modification. Journal of abnormal psychology, 78(1), 107.
Eisenberg, N., Hernández, M. M., & Spinrad, T. L. (2017). The relation of self-regulation to children's externalizing and internalizing problems.
Fanti, K. A., & Henrich, C. C. (2010). Trajectories of pure and co-occurring internalizing and externalizing problems from age 2 to age 12: findings from the National Institute of Child Health and Human Development Study of Early Child Care. Developmental psychology, 46(5), 1159.
Farmer, T. W., Estell, D. B., Hall, C. M., Pearl, R., Van Acker, R., & Rodkin, P. C. (2008). Interpersonal competence configurations, behavior problems, and social adjustment in preadolescence. Journal of Emotional and Behavioral Disorders, 16(4), 195-212.
Fergus, T. A., Valentiner, D. P., Wu, K. D., & McGrath, P. B. (2015). Examining the symptom-level specificity of negative problem orientation in a clinical sample. Cognitive Behaviour Therapy, 44(2), 153-161.
Fergus, T. A., Latendresse, S. J., & Wu, K. D. (2019). Factor structure and further validation of the 20-item Short Form of the Obsessive Beliefs Questionnaire. Assessment, 26(6), 984-1000.
Franser, M., Galinsky, E., Smokowski, P., Day Tevzian, A., Rose, A. & Guo, S. (2006). Social information – processing skills training to promote competence and prevent aggressive behavior in the third grads. Conselling and clinical psychology, 73(6), 1045- 1055.
Fraser, M. W., Lee, J. S., Kupper, L. L., & Day, S. H. (2011). A controlled trial of the Making Choices program: Six-month follow-up. Research on Social Work Practice, 21(2), 165-176.
Goodman, S. H., Gravitt, G. W., & Kaslow, N. J. (1995). Social problem solving: A moderator of the relation between negative life stress and depression symptoms in children. Journal of Abnormal Child Psychology, 23(4), 473-485.
Gresham, F. (2015). Evidence-based social skills interventions for students at risk for EBD. Remedial and Special Education, 36(2), 100-104.
Guess, P. E., & McCane-Bowling, S. J. (2016). Teacher support and life satisfaction: an investigation with urban, middle school students. Education and Urban Society, 48(1), 30-47. 48 (1), 30-47
Hearn, C. S., Donovan, C. L., Spence, S. H., March, S., & Holmes, M. C. (2017). What’s the worry with social anxiety? Comparing cognitive processes in children with generalized anxiety disorder and social anxiety disorder. Child Psychiatry & Human Development, 48(5), 786-795.
Hegel, M. T., Barrett, J. E., & Oxman, T. E. (2000). Training therapists in problem-solving treatment of depressive disorders in primary care: Lessons learned from the" Treatment Effectiveness Project". Families, Systems, & Health, 18(4), 423.
Heimberg, R. G., Brozovich, F. A., & Rapee, R. M. (2014). A cognitive-behavioral model of social anxiety disorder. In Social Anxiety (pp. 705-728). Academic Press.
Houssa, M., & Nader-Grosbois, N. (2016). Could social cognition training reduce externalizing behaviors and social maladjustment in preschoolers. J Psychol Abnorm S, 1, 005.
Jackson, S. L., & Dritschel, B. (2016). Modeling the impact of social problem-solving deficits on depressive vulnerability in the broader autism phenotype. Research in Autism Spectrum Disorders, 21, 128-138
Kant, G. L., D'Zurilla, T. J., & Maydeu-Olivares, A. (1997). Social problem solving as a mediator of stress-related depression and anxiety in middle-aged and elderly community residents. Cognitive therapy and research, 21(1), 73-96. 
Kauffman, J. M., & Landrum, T. J. (2009). Politics, civil rights, and disproportional identification of students with emotional and behavioral disorders. Exceptionality, 17(4), 177-188.
Klein, D. N., Leon, A. C., Li, C., D'Zurilla, T. J., Black, S. R., Vivian, D., ... & Kocsis, J. H. (2011). Social problem solving and depressive symptoms over time: a randomized clinical trial of cognitive-behavioral analysis system of psychotherapy, brief supportive psychotherapy, and pharmacotherapy. Journal of consulting and clinical psychology, 79(3), 342.
Li, J., Fraser, M. W., & Wike, T. L. (2013). Promoting social competence and preventing childhood aggression: A framework for applying social information processing theory in intervention research. Aggression and Violent Behavior, 18(3), 357-364.
Linhares, M. B. M., & Martins, C. B. S. (2015). The self-regulation process on child development. Estudos de Psicologia (Campinas), 32(2), 281-293.
Maggin, D. M., Wehby, J. H., Farmer, T. W., & Brooks, D. S. (2016). Intensive interventions for students with emotional and behavioral disorders: Issues, theory, and future directions.
Marturano, E. M. (2013). A criança, a família, a escola e a transição para o ensino fundamental. In E. C. Konkiewitz (Ed.), Aprendizagem, comportamento e emoções na infância e adolescência: uma visão transdisciplinar, (pp. 47-68).
Martin Sanz, N., & Rodrigo, I. (2017). Exploring Academic Performance: Looking beyond Numerical Grades. Universal Journal of Educational Research, 5(7), 1105-1112.
McCord, R. (2015). ADHD and Social Impairment Among Children: Problem Solving Skills as a Potential Mediator.
McClure, K. S., Nezu, A. M., Nezu, C. M., O'Hea, E. L., & McMahon, C. (2012). Social problem solving and depression in couples coping with cancer. Psycho‐Oncology, 21(1), 11-19.
Merrill, K. L., Smith, S. W., Cumming, M. M., & Daunic, A. P. (2017). A review of social problem-solving interventions: Past findings, current status, and future directions. Review of Educational Research, 87(1), 71-102.
Montes, G., Lotyczewski, B. S., Halterman, J. S., & Hightower, A. D. (2012). School readiness among children with behavior problems at entrance into kindergarten: results from a US national study. European Journal of Pediatrics, 171(3), 541-548.
Morton, M., & Montgomery, P. (2011). Youth Empowerment Programs for Improving Self‐Efficacy and Self‐Esteem of Adolescents. Campbell Systematic Reviews, 7(1), 1-80.
Mayberry, L. S., & Heflinger, C. A. (2013). How caregivers make meaning of child mental health problems: Toward understanding caregiver strain and help seeking. Families in society, 94(2), 105-113.
Nezu, A. M., & D'Zurilla, T. J. (2006). Problem-solving therapy: A positive approach to clinical intervention. Springer Publishing Company.
Quay, H. C., & Peterson, D. R. (1983). Interim manual for the revised behavior problem checklist. Unpublished manuscript, University of Miami.
Romano, M., Moscovitch, D. A., Ma, R., & Huppert, J. D. (2019). Social problem solving in social anxiety disorder. Journal of anxiety disorders, 68, 102152.
Rubin, K. H., Fein, G., & Vandenberg, B. (1983). Play. In P. H. Mussen (Series Ed.), & E. M. Hetherington (Vol. Ed.), In Handbook of child psychology: Vol 4. Socialization, personality, and social development (4th ed., pp. 693–774). New York: Wiley.
Saint-Jean, M., Allain, P., & Besnard, J. (2019). A sociocognitive approach to social problem solving in patients with traumatic brain injury: a pilot study. Brain injury, 33(1), 40-47.
Slobodskaya, H. R. Competence, emotional and behavioral problems in Russian adolescents. European Child and Adolescent Psychiatry. 1999;13(8), 173-180.
Spere, K., Evans, M. A., Hendry, C. A., & Mansell, J. (2009). Language skill in shy and non-shy preschoolers and the effect of context. Journal of Child Language, 36, 53–71.
Van Loan, C. L., & Marlowe, M. (2013). Understanding and fostering teacher-student relationships to prevent behavior problems. A teacher’s guide to preventing behavior problems in the classroom, 57-80.
Van Loan, C. L., Garwood, J. D., Smith, S. W., & Daunic, A. P. (2019). Take CHARGE! A randomized controlled trial of a social problem-solving curriculum to support students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 27(3), 143-153.
Vasilevskaia, T. (2010). Social problem solving as a moderator in the relationship between pregnancy-specific stressors and depressive symptoms (Doctoral dissertation, Drexel University).
Walker, O. L., & Henderson, H. A. (2012). Temperament and social problem solving competence in preschool: Influences on academic skills in early elementary school. Social Development, 21(4), 761-779.
Wang, F., Christ, S. L., Mills-Koonce, W. R., Garrett-Peters, P., & Cox, M. J. (2013). Association between maternal sensitivity and externalizing behavior from preschool to preadolescence. Journal of applied developmental psychology, 34(2), 89-100.
Wentzel, K. R. (1991). Relations between social competence and academic achievement in early adolescence. Child development, 62(5), 1066-1078.
Yilmaz, M., & Tras, Z. (2019). The Investigation of Risk-Taking Behavior in Adolescents in Terms of Attachment Styles and Social Problem-Solving. Asian Journal of Education and Training, 5(2), 343-348.