The Design and Effects of "Problem-Solving Training Program" for Junior High School Students
Date Issued
2007
Date
2007
Author(s)
Lo, Shih-Yang
DOI
en-US
Abstract
After reviewing the problem-solving model and related training program in Psychology area, the Interpersonal Problem-Solving Training Program (IPSTP) was designed to improve adolescents’ basic cognitive abilities, abilities of anger-control, and problem-solving proper. This study aimed to exam three targets: 1) the extent to which the training program improves junior high school students’ interpersonal problem-solving competences; 2) the extent to which the training program improves junior high school students’ adaptation to the school; 3) the influence of gender on the effects of the training program.
The subjects were senior students from one of the junior high school students in Taipei and classified into Experiment group (n = 63) and Control group (n = 52). By using quasi-experiment design, the experiment group had to finish nine training courses whereas the control group had not to. “Interpersonal problem-solving capability questionnaire” and “Taiwan relationship inventory for child and adolescents” were to used to compare students’ competences of interpersonal problem-solving and adaptation to school in Experiment group and Control group before and after the training program.
The main findings of the study were:
1. The IPSTP significantly improved the Experiment group’s interpersonal problem-solving competences.
2. The IPSTP did not significantly improve the Experiment group’s adaptation to school.
3. Before the training program, girls’ problem-solving qualities were significantly higher than boys’. After the training program, boys and girls’ interpersonal problem-solving competences were significantly improved in different ways, but the degrees of improvement did not attain to a significant level.
IPSTP can significantly improve the interpersonal problem-solving competences, but can not significantly improve the adaptation to school.
There might be three causes of this insignificancy: 1) the interval between test and retest was too short to allow the change happen; 2) the interpersonal problem was not the students’ main stressor; 3) the “orienting responses” were not designed in the training program. In the future we can overcome these three limitations and further to evaluate the validness of this training program. But according to our results, we can still recommend to popularize interpersonal problem-solving training to help students to solve social problems and adapt to school effectively.
Subjects
問題解決
人際問題解決
人際問題
生氣控制
學校適應
problem-solving
interpersonal problem-solving
interpersonal problem
anger control
school adaptation
Type
other