Document Type : Research Paper
Author
School of psychology Kharazmi university and Institute of cognitive science studeies
Abstract
This study was conducted to determine the effect of oriented problem solving training on behavioral problems among students. Research design was real experimental, of a kind pretest, posttest, follow-up with the control group.
Total of 120 students with an average age and grade 11 and 5 were selected by random sampling method and with random assignment were divided into two experimental groups (n=60) and control (n=60). After 10 training sessions to parents and teachers, the experimental group was trained family/school oriented problem-solving program for three months. For data collection were used from grading scale behavioral problems (Gresham & Elliot, 1990) in the three forms of students, parents and teachersAccording to the report's students, parents and teachers in three step pre-test and posttest (on three months) and follow-up (on one month) that in the experimental group there was a significant difference between the scores of pretest and posttest scores on the subscales of behavioral problem, but there wasn't a significant difference between the scores of posttest and follow-up on the subscales of behavioral problem. So family/school oriented problem solving training impact on students' behavioral problem and problem solving training has great importance as a preventive program.
Keywords
بخشایش، ع؛ دهقان زردینی، ر. (1392). اثربخشی آموزش مهارت حل مساله بر کاهش مشکلات رفتاری دانشآموزان. مجله علوم رفتاری، 7، (4)، 353-347.
خوشکام، ز؛ ملکپور، م؛ مولوی، ح. (1387). اثربخشی آموزش حل مساله گروهی بر مهارت‌های اجتماعی دانشآموزان با آسیب بینایی. پژوهش در حیطه کودکان استثنایی، 8، (2)، 156-141.
شکوهییکتا، م؛ پرند، ا. (1387). آموزش روش حل مساله به مادران و تأثیر آن بر روابط خانوادگی. مجله خانواده پژوهی، 4، (1)3، 16- 5.
شکوهییکتا، م؛ زمانی، ن. (1391). کاربرد آموزش برنامه حل مساله بین فردی در کاهش رفتارهای مشکل‌ساز دانشآموزان دیرآموز: مطالعه تک آزمودنی. مجله روش‌ها و مدلهای روانشناختی، 8، 55-71.
شکوهییکتا، م؛ سالم، ص؛ به‌پژوه، ا؛ رستمی، ر؛ پرند، ا. (1389). تأثیر آموزش مهارت حل مساله بر میزان مهارت‌های اجتماعی کودکان با اختلال نارسایی توجه/ بیش فعالی. مجله روانشناسی و علوم تربیتی، 3، 37- 50.
شکوهییکتا، م؛ اکبری زردخانه، س؛ سهراب پور، غ. (1394). اثربخشی کارگاه آموزشی کودک اندیشمند بر شیوه‌های فرزندپروری والدین و مشکلات رفتاری کودکان پیش‌دبستانی. فصلنامه سلامت روانی کودک، 2، (3)، 19-9.
گنجی، م. (1394). روانشناسی کودکان استثنایی بر اساس DSM-5. تهران: انتشارات ساوالان.
مکموران، م؛ مک گوائر، ج. (2005). حل مساله اجتماعی و ارتکاب جرم رویکردهای درمانی جدید به بزهکاری، ترجمه زینب خانجانی و عبدالله فیروزیان (1391). تهران: انتشارات روشنک.
منصور، م. (1391). روانشناسی ژنتیک تحول روانی از تولد تا پیری. تهران . انتشارات سمت .
Abdulmalik J; Ani C; Ajuwon A; Omigbodun O. (2016). Effects of problem‑solving interventions on aggressive behaviours among primary school pupils in Ibadan, Nigeria. Child Adolesc Psychiatry Ment Health. Doi: 10.1186/s13034-016-0116-5.
Achenbach, T.M; Dumenci, L; Rescorla, L. (2005). DSM-Oriented and Empirically Based Approaches to Constructing Scales from the Same Item Pools (in press).
Agran, M; Wehmeyer, M. (2005). Teaching problem solving to students with mental retardation. In M. L. Wehmeyer & M. Agran (Eds.), Mental retardation and intellectual disabilities teaching students using innovative and research-based strategies .Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Austad, CS. (2009). Counseling and psychotherapy today: Theory, practice and research. New York: McGraw Hill.
Bandura, A., Walters, R. H. (1959). Adolescent aggression. New York: Ronald.
Bauer, N. S; Webster-Stratton, C. (2006). Prevention of behavior disorder in primary care. Cur Opine Pediatrics, 6, 654-660.
Bayazit, I. (2013). An Investigation of Problem Solving Approaches, Strategies, and Models Used by the 7th and 8th Grade Students when Solving Real-World Problems. educational sciences: theory & practice,13(3).1920-1927.
Beck, S. R., Williams, C., Cutting, N., Apperly, I.A. & Chappell, J. (2016). Individual differences in children’sinnovative problem-solving are notpredicted by divergent thinking or executive functions, philosophical transactions. Phil. Trans. R. Soc. B 371: 20150190. pp 1-11.
Best, J. R., Miller, P.H. & Jones, L. L. (2009). Executive functions after age 5: Changes and correlates. Developmental review, 29: 180-200.
Bilchik, S. (1999). Minorities in the juvenile justice system. 1999 National Report Series. Juvenile Justice Bulletin.Department of Justice, Washington, D.C. Office of Juvenile Justice and Delinquency Prevention, 1-15.
Blanchard-Fields, F. (2007). Problem Solving and Emotion: An Adult Developmental. Perspective, Current Directions in Psychological Science, 16(1), 26-31.
Cassidy, T., Taylor, L. (2005). Coping and psychological distress as a function of the bully victim dichotomy in older children. Social Psychology of Education, 8(3), 249–262.
Cote D, Pierce F.T, Higgins K, Miller S, Tandy R and Sparks S. (2010). Increasing skill performances of problem solving in students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(4), 512-524.
Demaray, M. K. (1995). Social skills assessment: A comparative evaluation of six published rating scales. School Psychology Review, 24 (40), 648-671.
Fabiansson, E.C & Denson, T.F. (2015). Anger, Hostility and Anger Management. Encyclopedia of Mental Health (Second Edition) Pages 64-67.
Feindler, E.L & Weisner, S. (2006). Yout anger management treatment for school violence prevention. In S.R. Jimerson & M. Furlong (Eds), Handbook of school violence and school safety: From Research to practice 353-363. Mahwah, NJ, US: Lawrence Erlbaum Associates.
Glago, K.D; Mastropieri, M.A; Scruggs, T.E. (2009). Improving problem solving of elementary students with mild disabilities. Remedial and Special Education, 30, 372-380.
Greene R, Ablon S, Monuteaux M.C, Goring J.C, Henin A.C, Raezer-Blakely L, Edwards G, Markey J, Rabbitt S. (2004). Effectiveness of collaborative problem solving in affectively dysregulated children with oppositional-defiant disorder: initial findings. Journal of Consulting and Clinical Psychology, 72(6), 1157–1164.
Gresham, F. M & Elliott, S. N. (1990). Social skills rating system. San Antonio, TX: Pearson.
Haggerty, K., Kosterman, R. (2012). Helping parents prevent problem ehavior. Better: Evidence-Based Education, 4(3), 22-23.
Hallahan, D. P., Kauffman, J.M. (2011). Exeptional Learners: An Introduction Exceptional Children. New York: Prentice Hall.
Herrmann, D. S., McWhirter, J. (2003). Anger & aggression management in young adolescents: An experimental validation of the SCARE program. Education & Treatment of Children, 26 (3), 273-299.
Immordino-Yang, M. H; Silvan, L. (2010). Admiration for virtue: Neuroscientific perspectives on a motivating emotion. Contemporary educational psychology, 35(2), 110-115.
Jobe-Shields, F. (2015). Parent–Child Automaticity: Links to Child Coping and Behavior and Engagement in Parent Training. Journal of Child and Family Studies, Volume 24, Issue 7, pp 2060-2069.
Kanning, U.P. (2006). Development and validation of a German-language version of the interpersonal competence questionnaire) ICQ). European Journal of Psychological Assessment, 32(1), 43-51.
Kimberly, B. (2009). The characteristics of effective teachers. In Back Kimberly, Teaching and Learning. http://www.edubook.com/the-caracter is tics-of-effective-teachers/8 69.
Levesque, R.J. (2012). Encyclopedia of Adolescence. Springer New York: Illustrated.
Levitt, J.M., Saka, N., Roamanelli, L. H; Hoagwood, K. (2007). Early identification mental health problem in schools. Journal of School Psychology, 45, 163–191.
Lochman, J. E; Dodge, K. A. (1994). Social cognitive processes of severely violent, moderately aggressive, and nonaggressive boys. Journal of Consulting and Clinical Psychology, 62, 366-374.
Miller, P.H. (2011). Theories of developmental psychology. United States of America- New York: Catherine Woods.
Mitkovska, S.J. (2010). The need of continuous professional teacher development. A Stip, Bulevar JNA 4/13. www.sciencedirect.com.
Morales López, Y. (2011). Inputs for the incorporation of the UNESCO guidelines on ICT competency standards for teachers: The training of teachers of mathematics in Central America.. Universidad de Oviedo. 39(1), 3-12.
O'Reilly, M. F; Lancioni, G; Gardiner, M; Tiernan, R; Lacy, C. (2002). Using a problem-solving approach to teach classroom skills to a student with moderate intellectual disabilities within regular classroom settings. International Journal of Disability, Development and Education, 49 (1), 95-104.
Pahl, K.M, Barrett PM. (2010). Preventing anxiety and promoting social and emotional strength in preschool children: a universal evaluation of the Fun FRIENDS Program. Advances in School Mental Health Promotion, 3(3), 14-25.
Schilling, Samantha. S. (2016). Child Adult Relationship Enhancement in Primary Care: A randomized trial of a parent training for child behavior problems. Academic Pediatrics, S1876-2859(16). 30335-7.
Semple, R. J. (2005). Mindfulness-based cognitive therapy for children: A randomized group psychotherapy trial developed to enhance attention and reduce anxiety. Dissertation Abstracts International, 66 (9), 5105.
Shahim, S. (1999). Correlations between parents’ and teachers’ ratings of social skills for a group of developmentally disabled children in Iran. Psychological Reports, 85, 863-866.
Shahim, S. (2001). Reliability of the Social Skills Rating System in a group of Iranian children. Psychological Reports, 89, 566-570.
Shure, M. B. (2000). Can Problem Solve (ICPS): An Interpersonal Cognitive Problem Solving Program for Children? Affiliated with MCP: Hahnemann University.
Shure, M. B. (2001).}I Can Problem Solve (ICPS): An Interpersonal Cognitive Problem Solving Program for Children. Residential Treatment for children and you, 18, 3- 14.
Shure, M. B; Healey, K. N. (1993). Interpersonal problem solving and prevention in urban fifth and sixth–grader. Paper presented at the American Psychological Association. 33, 25-55.
Siu, A. H; Shek, D. L. (2005). Relations between social problem solving and indicators of interpersonal and family well-being among Chinese adolescents in Hong Kong. Social Indicators Research, 71, 517-539.
Smeit, J. G., Rote, W. M. (2015). What do mothers want to know about teens' activities? Levels, trajectories, and correlates. Journal of Adolescence, 38, 5-15.
Sukhodolsky, G; Golub, A; Stone, C; Orban, L. (2004). Dismantling anger control training for children: a randomized pilot study of social problem solving skills training components. Journal of Behavior Therapy. 36(1), 15-23.
Veenstra, R., Lindenberg, S., Oldehinkel, A., De Winter, F., Verhulst, C., & Ormel, J. (2007). Prosocial and antisocial behavior in preadolescence: Teachers’ and parents’ perceptions of the behavior of girls and boys. International Journal of Behavioral_ Development._ Retrieved September 20, 2007 from_www.sagepub.com.
Wiley, J; Jarosz, A. F. (2012). Working memory capacity, intentional focus, and problem solving. Current Directions in Psychological Science, 21(4), 258–262.
)