A Review of Social Problem-Solving Interventions

Merrill, Kristen L.; Smith, Stephen W.; Cumming, Michelle M.; Daunic, Ann P.

doi:10.3102/0034654316652943

Cited by 51 publications

(31 citation statements)

References 60 publications

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“…Despite the different foci of problem-solving structures, Merrill et al (2017) emphasize the general importance of sequencing instruction when teaching problem-solving. For our goal of developing an epistemological framework, this means that such a framework should be based on a well-justified structure.…”

Section: Structuring Problem-solvingmentioning

confidence: 99%

A framework to foster problem-solving in STEM and computing education

Priemer

Eilerts

Filler

et al. 2019

Research in Science & Technological Education

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Background: Recent developments in STEM and computer science education put a strong emphasis on twenty-first-century skills, such as solving authentic problems. These skills typically transcend single disciplines. Thus, problem-solving must be seen as a multidisciplinary challenge, and the corresponding practices and processes need to be described using an integrated framework. Purpose: We present a fine-grained, integrated, and interdisciplinary framework of problem-solving for education in STEM and computer science by cumulatively including ways of problem-solving from all of these domains. Thus, the framework serves as a tool box with a variety of options that are described by steps and processes for students to choose from. The framework can be used to develop competences in problem-solving. Sources of evidence: The framework was developed on the basis of a literature review. We included all prominent ways of domain-specific problem-solving in STEM and computer science, consisting mainly of empirically orientated approaches, such as inquiry in science, and solely theory-orientated approaches, such as proofs in mathematics. Main argument: Since there is an increasing demand for integrated STEM and computer science education when working on natural phenomena and authentic problems, a problem-solving framework exclusively covering the natural sciences or other single domains falls short. Conclusions: Our framework can support both practice and research by providing a common background that relates the ways, steps, processes, and activities of problem-solving in the different domains to one single common reference. In doing so, it can support teachers in explaining the multiple ways in which science problems can be solved and in constructing problems that reflect these numerous ways. STEM and computer science educational research can use the framework to develop competences of problem-solving at a finegrained level, to construct corresponding assessment tools, and to investigate under what conditions learning progressions can be achieved.

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Section: Structuring Problem-solvingmentioning

confidence: 99%

A framework to foster problem-solving in STEM and computing education

Priemer

Eilerts

Filler

et al. 2019

Research in Science & Technological Education

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“…Moreover, to support social problem solving, various intervention methods, such as the Fast Track Program (e.g. Conduct Problems Prevention Research Group, 2004) have been developed (Merrill, Smith, Cumming, & Daunic, 2017). To support children's academic and social adjustment, it is crucial for educators to use varied approaches.…”

Section: Discussionmentioning

confidence: 99%

Preschool social-emotional competencies predict school adjustment in Grade 1

Nakamichi

Nakazawa

2019

Early Child Development and Care

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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. ARTICLE HISTORY

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“…Ketidakmampuan mengelola emosi negatif juga mengarahkan pada ketidakmampuan menyelesaikan masalah dengan tepat tanpa melibatkan perilaku agresi. Seringkali remaja dengan emosi yang cenderung tidak stabil (Santrock, 2011) menyelesaikan masalah dengan melibatkan agresi yang dianggap sebagai reaksi wajar sesuai situasi-situasi yang sering mereka lihat di lingkungan sekitar dan media (Merrill, Smith, Cumming, & Daunic, 2016). Meskipun tidak secara eksplisit reaktif, pengaruh teman sebaya dalam jejaring sosial menunjukkan agresi adalah perilaku yang dapat diserap melalui pemodelan kontak yang melibatkan agresi oleh orang-orang sekitar, terutama teman sebaya (Faris & Ennett, 2012).…”

Section: Pendahuluan Latar Belakangunclassified

Penerapan Group Anger Management Dan Problem Solving Training Dalam Menurunkan Agresi Pada Remaja Di Lpka

Ivonika

Verauli

2020

JMISHUMSEN

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Aggression is a behavior that includes intention to hurt others both physically and psychologically. Some risk factors that play an important role in aggression are lack of anger control and problem solving. Anger management training and problem solving training can improve the ability to manage and express anger in a socially competent behavior, and solve problems with the right considerations without involving aggressive behavior. Problem solving skills are important for adolescents. This study aims to determine whether the application of group anger management and problem solving training can reduce aggressive behavior among male adolescents in LPKA. The five study participants had records of aggressive behavior from young age to adolescence and often resolved problems through aggressive behavior. The anger management and problem solving training group lasted for 8 sessions. This study uses mixed method one group pre-test post-test design. Evaluations were conducted using Draw-A-Person Test, BAUM, and Aggressive Behavior Scale before and after the intervention. The results of this study indicate that the five participants showed a decrease in aggressive behavior scores. Changes between pre-test and post-test of Draw-A-Person Test and BAUM can be seen from changes in drawing of person made by participants based on the size, location of the drawing, shape, lines, and attributes of the drawing. Perilaku agresi adalah suatu kategori perilaku yang ditunjukkan dengan niat untuk menyakiti orang lain baik secara fisik maupun secara psikologis. Beberapa faktor risiko yang memainkan peran penting dalam perilaku agresi adalah kurangnya kemampuan pengendalian kemarahan dan pemecahan masalah. Pelatihan anger management dan problem solving training dapat meningkatkan kemampuan mengelola dan mengekspresikan kemarahan dalam bentuk perilaku yang kompeten secara sosial, serta memecahkan masalah dengan pertimbangan yang tepat tanpa melibatkan perilaku agresi. Kemampuan pemecahan masalah juga merupakan komponen dalam keterampilan hidup yang penting bagi remaja. Penelitian ini bertujuan untuk mengetahui seperti apakah penerapan group anger management dan problem solving training dapat menurunkan perilaku agresi pada remaja pria di LPKA. Kelima partisipan penelitian ini memiliki latar belakang perilaku agresi sejak usia sekolah hingga remaja dan seringkali menyelesaikan masalah dengan melibatkan perilaku agresi. Group anger management dan problem solving training yang dijalankan oleh partisipan berlangsung selama 8 sesi. Penelitian ini menggunakan mixed method one group pre-test post-test design. Evaluasi dilakukan menggunakan Draw-A-Person Test, BAUM, dan Skala Perilaku Agresi sebelum dan sesudah intervensi dilaksanakan. Hasil penelitian ini menunjukkan bahwa kelima partisipan mengalami penurunan skor perilaku agresi. Perubahan dalam evaluasi pre-test dan post-test Draw-A-Person Test dan BAUM dapat dilihat dari perubahan gambar orang yang dibuat oleh partisipan berdasarkan aspek ukuran, letak gambar, bentuk, coretan garis, dan atribut pada gambar.

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A Review of Social Problem-Solving Interventions

Cited by 51 publications

References 60 publications

A framework to foster problem-solving in STEM and computing education

A framework to foster problem-solving in STEM and computing education

Preschool social-emotional competencies predict school adjustment in Grade 1

Penerapan Group Anger Management Dan Problem Solving Training Dalam Menurunkan Agresi Pada Remaja Di Lpka

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