This study investigated whether depressed students suffer from a deficit in interpersonal problem‐solving and attempted to specify the hypothesized deficit using a qualitative analysis of problem‐solving strategies. Twenty depressed students were compared with 20 nondepressed controls with respect to the strategies they developed on a Situation Specific Problem‐Solving Inventory. Results supported the hypothesis of a problem‐solving deficit in depressed students. Although depressed students seemed to have an adequate definition of the problem and the target, they showed a significant lack of action‐oriented strategies.

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