Encouraging Problem Solving in Orientation and Mobility

Perla, Fabiana; O'Donnell, Betsy

doi:10.1177/0145482x0409800105

Cited by 12 publications

(10 citation statements)

References 5 publications

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“…Social problem-solving is defined as the ability to: generate possible solutions to typical problems of daily life, choose a solution likely to yield positive results, and evaluate the consequences of the choice (D'Zurilla & Nezu, 2007). A problemsolving model is suitable for arranging transportation (Perla & O'Donnell, 2004) in that to effectively travel to work, employees must identify transportation options; evaluate cost, reliability, and convenience of each option; select an option and possibly a backup plan; and assess the effectiveness and suitability of the options. This 25-item instrument was administered at pre-and posttest and has established reliability and construct validity (D'Zurilla, Nezu, & Maydeu-Olivares, 2002).…”

Section: Social Problem-solving Inventory Revised (Spsi-r)mentioning

confidence: 99%

A Customized Transportation Intervention for Persons with Visual Impairments

Crudden

Antonelli

O’Mally

2017

Journal of Visual Impairment & Blindness

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Introduction Transportation can be an employment barrier for persons with disabilities, particularly those with visual impairments. A customized transportation intervention for people with visual impairments, based on concepts associated with customized employment, was devised, implemented, and evaluated. Methods A pretest and posttest intervention and comparison group design evaluated changes in participants’ social problem-solving skills, transportation self-efficacy, and transportation knowledge. Participants worked with a transportation coordinator to plan and secure work-related transportation. Surveys assessed participant satisfaction with the intervention. Results The intervention group had significantly higher scores for social problem-solving skills at posttest after considering pretest scores. The intervention group responded favorably to measures of satisfaction with the intervention. Discussion The customized transportation intervention had a positive effect on social problem-solving skills and the participants were satisfied with the intervention, although the impact of the intervention on employment outcomes remains unclear. Attrition in the study and lack of a random sample mean the results must be interpreted with caution. Implications for practitioners Engaging individuals with visual impairments in discussions about transportation to work may educate them about new options or assist them in thinking of unexplored options. Persons who appear to have good problem-solving skills and confidence in their abilities may still benefit from these discussions.

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Section: Social Problem-solving Inventory Revised (Spsi-r)mentioning

confidence: 99%

A Customized Transportation Intervention for Persons with Visual Impairments

Crudden

Antonelli

O’Mally

2017

Journal of Visual Impairment & Blindness

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“…Problem-solving is a cognitive process by which the individual tries to find a suitable solution to a problem (19). Problem-solving is a coping and practical skill-enhancing self-esteem and it is related to personal adjustment.…”

Section: Introductionmentioning

confidence: 99%

Designing an Educational Mindfulness Program and Its Effectiveness on Students' Cognitive, Emotional and Educational Processes

et al. 2019

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Background: Entrance to a university is associated with a range of stressful academic, cognitive and emotional resources, and students may be frustrated and conflicted when experiencing these pressures as well as they may exhibit a range of psychological responses. Objectives: This study aimed at designing an educational program for mindfulness and its effectiveness in students' cognitive, emotional, and educational processes. Methods: The study was conducted by descriptive-correlational method among third-year medical students of Tehran University of Medical Sciences in 2017-18. The statistical population included 250 people. The sample size was determined at 30 patients by power analysis method for conducting a quasi-experimental intervention with two 1.5-month and 3-month follow-up. Data collection tools included Bauer's mindfulness questionnaire (2006), Cassidy and Long's Scale of Problem-Solving (1996), Maslach burnout inventory (2002), Dillon and Grout academic alienation scale (1976), and Grant and Langford self-reflection and insight scale (2002). Cronbach's alpha coefficients of tools in this study were 0.75 for Bauer's questionnaire, 0.70 for Cassidy and Long's scale, 0.70 for Maslach, 0.73 for Grant and Langford, and 0.71 for Dillon and Grout. The intervention program was designed based on the Roeser and Schunert-Reichl (2016) mindfulness program. The face validity of the program was assessed by Fortalza Tool (2017) and a pilot study was carried out. Results (P < 0.01) were significant, indicating the acceptance of the designed package. Descriptive statistics and homogeneity tests, analysis of variance (ANOVA) and repeated measures multivariate analysis were performed with SPSS 23 software for statistical investigation. Results: The findings showed that at P < 0.01, mindfulness training program had a significant positive effect on all components of problem-solving ability and academic alienation. Mindfulness do not affect the environmentalism of emotional mindfulness (P < 0.05) and the pessimism component of academic burnout (P < 0.05). In all of the components, the sphericity assumption of the spatial distribution and the Levin test and the normal distribution were observed. Conclusions: Mindfulness education program can affect students' cognitive and emotional processes and can be effective in reducing educational problems such as academic burnout and academic alienation, meanwhile, in increasing problem-solving and emotional mindfulness. It is recommended that this educational program should be implemented for new students of the universities.

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“…Problem-solving is a cognitive process by which the individual tries to find a suitable solution for the problem (Perla & O' Donnel, 2004). In problem-solving, finding a specific solution for a specific problem is not that much important, the thing that matters is to find an abstract rule or principle that can be generalized for other situations (Khoshkam, Malekpoor, & Molavi, 2008).…”

Section: Introductionmentioning

confidence: 99%

Comparison of the Effectiveness of the Transactional Analysis, Existential, Cognitive, and Integrated Group Therapies on Improving Problem-Solving Skills

Ghanbari-e-Hashem-Abadi¹,

Bolghan-Abadi²,

Vafaei-e-Jahan³

et al. 2011

PSYCH

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Problem-solving is one of the necessities of life in twenty first century. Therefore, Psychologists consider it as a skill that everyone must learn it. The purpose of the present study is to compare the effectiveness of the transactional analysis, existential, cognitive, and integrated group therapies on improving problem-solving skills. For this purpose, 65 subjects of the clients who were referring to the Ferdowsi University of Mashhad's Mental Health Centre were selected randomly and subjects placed in 5 groups in random assignment method (13 participants in each group). The research method is Pre-test/Post-test control group design. To gather the data, Long & Cassidy's problem solving styles questionnaire (1996) was used. In the descriptive level, the data were analyzed using mean and standard deviation, and in the inferential level Analysis of Covariance test (ANCOVA) was used. The results of data analysis were indicative of the fact that after modifying pretest scores, there was a significant difference between group's subjects. The results showed that group therapies were effective on improving problem-solving skills and that cognitive and integrated group therapies were more effective on improving problem-solving skills comparing to other groups. Regarding the results of the present study, it can be concluded that transactional analysis, existential, cognitive and integrated group therapies were effective on improving problem-solving skills of the clients who were referring to the Ferdowsi University of Mashhad's Mental Health Centre.

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Encouraging Problem Solving in Orientation and Mobility

Abstract: Problem solving is generally viewed as a process that involves a number of specific phases or skills. Models from the field of social problem solving often describe a number of interacting

Cited by 12 publications

References 5 publications

A Customized Transportation Intervention for Persons with Visual Impairments

A Customized Transportation Intervention for Persons with Visual Impairments

Designing an Educational Mindfulness Program and Its Effectiveness on Students' Cognitive, Emotional and Educational Processes

Comparison of the Effectiveness of the Transactional Analysis, Existential, Cognitive, and Integrated Group Therapies on Improving Problem-Solving Skills

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