Problem Solving (Rabenstein)

Rafael Rabenstein

rafael@rabenstein.net

Lack of problem-solving skills occurs in a variety of mental disorders, especially executive function disorders such as in psychosis, ADHD, and in depressive episodes. This intervention can be brought in a group or individual setting. The advantage of a group is the solution competence of the group participants. Improving problem-solving skills also has an impact on self-efficacy. D’Zurilla & Goldfried describe the 7 steps of problem solving already in 1971 (see Figure 31: Problem Solving Process), however there are also problem solving schemes with 6 steps (see Figure 32: Problem Solving Scheme in 6 Steps).

Figure 31: Problem solving process

Numerous studies can be found on the evidence of problem solving, such as the metanalyses by Cuijpers et al 2008 and Holloway et al. 2015.

There are 7 principles of problem solving, problems are natural, think before you solve, most problems can be solved, take responsibility for your problems, consider what you can and cannot change, (solution) behavior must be social and lawful, and solutions should be possible and implementable by yourself.

Problem solving can be offered as part of individual therapy as well as a problem solving group. In groups, there is the advantage of having a variety of problem-solving skills available to the participants. Enclosed are the 7 steps of problem solving in overview and in detail:

7 steps of problem solving:

  1. Identify and recognize problems
  2. Problem definition, target definition
  3. Development of possible solutions
  4. Evaluation of possible solutions
  5. Selection of the best solution option
  6. Planning and implementation
  7. Evaluation of the solution attempts
  1. Identify and recognize problems

This step is primarily about improving the recognition and naming of problems. The aim is to support the perception and naming of stressful feelings and thoughts. Likewise, one’s own behavior should be reflected upon and observed in a mindful manner. Self-observation tools such as emotion logs or behavioral analyses can be used to support this.

  • Tips for conducting a problem-solving group: At the beginning, it is possible to collect information about who has had a difficult, stressful situation and, by asking and specifying questions, to identify feelings and thoughts and to clarify whether these can be processed in a problem-solving process.
  • Problem definition, target definition

Once a problem has been identified, the next step is to formulate the problem and the target state as precisely as possible. First of all, it must be clarified whether the solution of the problem is within one’s own discretion, can be solved with one’s own means. Furthermore, it is a problem that can be solved with the process of problem solving. If a problem is extensive, it must be divided into sub-aspects and intermediate goals.

  • Tips for conducting a problem-solving group: this step sometimes takes longer, often problems are mentioned that are more likely to be met with acceptance strategies, i.e. cannot be changed. Furthermore, it often takes longer to formulate the problems precisely and also to work out goals concretely.
  • Development of possible solutions

This step is about collecting as many solution ideas as possible, even unusual ones have a place here. In the sense of brainstorming, these alternative solutions should simply be collected. Likewise, similar situations from the past can be asked about and what was tried then.

  • Tips for running a problem-solving group: This is where a group can be a particularly valuable resource. Group members should name their own ideas for solutions, if desired by the person concerned
  • Evaluation of possible solutions

Once a list of alternative solutions has been compiled, each solution strategy should be evaluated individually. Of particular importance is whether it leads to the desired target state, whether it is realistically feasible, and whether it is at the discretion of the person concerned to apply this solution strategy. It has been proven to evaluate the solution strategies with ++, +, +/-, -, –.

  • Tips for running a problem-solving group: again, it is a good idea to involve the group members and use them as a resource.
  • Selection of the best solution option

Now the best alternative solution is to be selected, i.e. the one that promises the greatest cost/benefit. It may also make sense to rank the solution alternatives, depending on the evaluation

  • Tips for running a problem-solving group: The group can also be supportive here
  • Planning and implementation

Now it’s a matter of concrete planning. Difficulties and obstacles should be discussed. It can consistently make sense to put the planning in writing.

  • Tips for running a problem-solving group: the group can also be supportive here and also help with problems with planning
  • Evaluation of the solution attempts

Once the alternative solution has been applied, the next step is to evaluate the attempted solution. Once the goal has been achieved, the success should be reinforced, and strategies for self-reinforcement can be developed. If the attempt has not been successful, the next alternative solution can be planned. Or it turns out that the problem definition was not precise enough, or a completely different problem definition is necessary.

  • Tips for running a problem-solving group: the group can be an important source of feedback. Support can also be provided in the search for difficulties.

Figure 32: Sample oil dissolution scheme in 6 steps

Literature:

Bell, A C; D’Zurilla, T J (2009). Problem-solving therapy for depression: a meta-analysis. Clinical psychology review. Vol: 29, Issue: 4, Page: 348-53

Bryce, D., Whitebread, D. (2012). The development of metacognitive skills: evidence from observational analysis of young children’s behavior during problem-solving. Metacognition Learning 7, 197-217

Cuijpers, P., van Straten, A., Andersson, G., & van Oppen, P. (2008). Psychotherapy for depression in adults: A meta-analysis of comparative outcome studies. Journal of Consulting and Clinical Psychology, 76(6), 909-922.

D’Zurilla, T. J., & Goldfried, M. R. (1971). Problem solving and behavior modification. Journal of Abnormal Psychology, 78(1), 107-126.

Dugas, M.J., Letarte, H., Rhéaume, J. et al. (1995). Worry and problem solving: Evidence of a specific relationship. Cogn Ther Res 19, 109-120.

Edith E. Holloway, Jing Xie, Bonnie A. Sturrock, Ecosse L. Lamoureux, Gwyneth Rees. (2015). Do problem-solving interventions improve psychosocial outcomes in vision impaired adults: A systematic review and meta-analysis. Patient Education and Counseling. Volume 98, Issue 5. pages 553-564.

Heppner, P. P. (1978). A review of the problem-solving literature and its relationship to the counseling process. Journal of Counseling Psychology, 25(5), 366-375.

Kazdin, A. E. (2003). Problem-solving skills training and parent management training for conduct disorder. In A. E. Kazdin & J. R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents (p. 241-262). The Guilford Press.

Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive parenting: Establishing early foundations for social, communication, and independent problem-solving skills. Developmental Psychology, 42(4), 627-642

Malouff, John M; Thorsteinsson, Einar B; Schutte, Nicola S (2007). The efficacy of problem solving therapy in reducing mental and physical health problems: A meta-analysis. Clinical psychology review. Vol: 27, Issue: 1, Page: 46-57

Medalia, A; Revheim, N; Casey, M. (2002). Remediation of problem-solving skills in schizophrenia: evidence of a persistent effect. Schizophrenia research. Vol: 57. Issue: 2-3, Page: 165-71.