Problem-solving workshop training.

Abstract

This study assessed the effects of intensive problem-solving training on outcomes related to counseling. Fifty undergraduates who expressed a need for and willingness to participate in a problem-solving workship were randomly assigned to one of three groups: a treatment group, a pretest-posttest control group, and a posttest-only control group. Treatment consisted of didactic presentations, group discussions, and directed practice in five iVj-hour sessions that were designed for systematic training in five stages of problem solving. Dependent variables were generation of alternatives, decision-making skill, and subjects' perceptions of their problem-solving skills. Results indicated that training did influence the quality of response, but training did not increase the number of subjects' alternatives. Subjects participating in the workshop also described themselves as using fewer impulsive behaviors during problem solving than nonparticipant controls. No differences were found among groups on their ability to make effective choices from among a set of alternatives. Implications for future research are discussed.Problem solving is of special concern to professionals who are interested in helping other people deal with issues that are particularly troublesome (Krumboltz, 1965). There are two possible levels of intervention for counselors in assisting individuals confronted by problems: (a) identifying solutions for the specific problem situation and (b) providing the client with a set of generalizable problem-solving skills that will allow the client to solve a wide range of problems. The effects of procedures in solving discrete problem situations have been well documented in research in psychology (cf. Davis, 1966) and have received some support in counseling (Bergin & Garfield, 1971;Krumboltz & Thoresen, 1976). However, the generalizability of these solutions and the improved ability of clients to deal withThe order of author's names was determined randomly. Special thanks are due Deb Lansworth, Sibyl Olsen, Jeff Greene, and Joe Walton for serving as workshop facilitators.

Counseling Psychology: Career Interventions, Research, and Theory

“…In addition, the strong tendency to fi nd some positive effects for both diffuse interventions (Brenner & Gazda-Grace 1979, Snodgrass & Healy 1979, Young 1979) and specifi c interventions (Galassi & Galassi 1978, Dixon et al 1979, Hollandsworth & Sandifer 1979, Speas 1979) occurs because the average client knows so little about career decision making and career problems that a small amount of new information and support makes a difference.…”

Problem‐Solving Training as Prevention with College Students

“…A third approach has been to combine problem-solving skill training with some other intervention, such as anxiety management. Most of the training studies have been primarily remedial in nature, although a few could be construed as preventive (e.g., Dixon, Heppner, Petersen, & Ronning, 1979;Parnes & Meadow, 1960). Whereas these training studies have been reviewed by subject population or target behavior (D'Zurilla & Nezu, 1982), they have not been reviewed by the training methodology employed.…”

“…Two evaluative studies showed class members learned problem-solving skills (e.g., generation of quality ideas) and maintained that training over a year as compared to a control group (Meadow & Parnes, 1959;Parnes & Meadow, 1960). Dixon et al (1979) assessed the effects of problem-solving training on college student volunteers. They found that the treatment group outperformed the control groups on quantity of ideas generated and on self-appraisal of problem-solving skills.…”

Personality Consistency and Perceived Problem‐Solving Behavior and Attitudes: An Extension of Holland's Typology

“…Because counseling is a process of learning how better to solve personal and career problems, it seems logical that more needs to be known about the dynamic interplay among personality types and perceived problemsolving attitudes and behavior. Much research has concentrated on identifying variables-both internal and external-thought to affect problem-solving ability (Colgrove, 1968;Dixon, Heppner, Petersen, & Ronning, 1979;Janis & Mann, 1977;Maier, 1970;Platt, Siegel, & Spivack, 1975;Skinner, 1974). What is also needed, however, is an innovative diagnostic instrument that will aid in identifying the essence of a client's vocational problem-solving attitude and behavior.…”