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positive outcomes and an exit from the problem solving process for this particular instance. When a negative outcome occurs, a person with rational problem solving skills is more likely to begin the cycle of problem-solving again. This time with the intent of finding a more appropriate solution or to redefine the problem. On the other hand, a negative problem solving orientation is likely to lead towards impulsive-careless or avoidant problem-solving styles. An impulsive-careless style is defined as narrowed, rash, thoughtless, speedy, and incomplete attempts at problem solving. An avoidance style to problem-solving is characterized by inaction,
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for solutions and applying these skills to find the best solutions available. This model has been expanded by McFall and
Liberman and colleagues. In these variations social problem-solving is considered to be a multi-step process including the adoption of a general orientation, defining the problem, brainstorming for solutions, decision making, and follow up stages.
33:
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Based on the above model, it is hypothesized that a positive problem orientation leads to rational problem-solving skills. A rational problem-solving style is defined as a sensible, thoughtful, and methodical application of effective problem-solving skills. This, in turn, is most likely to result in
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one's problem orientation is specifically related to levels of psychological stress and adjustment. Of course, the opposite generally leads to negative outcomes. A lack of social problem-solving skills and a negative problem orientation can lead to depression and suicidality in children and adults,
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Social problem-solving involves various abilities and skills which lead to adaptive outcomes for several different populations. In general, effective problem-solving skills can have several benefits. These skills can increase situational coping and reduce emotional distress. Research has shown that
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and young neuro-typical children have been shown to increase their social problem-solving skills through a computer interface. Social problem-solving therapy has also been integrated into intervention packages for law offenders with personality disorders. Participants were shown to improve in most
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The problem orientation may be positive and constructive to the problem solving process or negative and therefore dysfunctional in the process. Problem-solving proper is known as the second major process in social problem-solving. This process refers to the skills and techniques one uses to search
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as it occurs in the natural environment. More specifically it refers to the cognitive-behavioral process in which one works to find adaptive ways of coping with everyday situations that are considered problematic. This process in self-directed, conscious, effortful, cogent, and focused. Adaptive
114:, and attempts to shift responsibility to others. Both of these styles are hypothesized to lead towards negative outcomes more often in the Social Problem-Solving Process. When negative outcomes occur, a person with an impulsive-careless or avoidant skill set is more likely to give up.
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social problem-solving skills are known to be effective coping skills in an array of stressful situations. Social problem-solving consists of two major processes. One of these processes is known as problem orientation. Problem orientation is defined as the
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Social problem-solving theory and processes have been used in intervention and therapeutic processes. In fact, a supportive problem-solving approach to therapy has been shown to be very effective in the reduction of depression symptoms. Children with
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Bernard-Opitz, V; Sriram, n; Nakhoda-Sapaun, S. (2001). "Enhancing social problem solving in children with autism and normal children through computer-assisted instruction".
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Belzer, K.D.; D'Zurilla, T.J.; Maydeu-Olivares, A. (2001). "Social problem solving and trait anxiety as predictors of worry in a college student population".
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D'Zurilla, T.J.; Sheedy, C.F. (1991). "Relation between social problem-solving ability and subsequent level of psychological stress in college students".
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McMurran, M; Dugga, C.; Christopher, G.; Huband, N. (2007). "The relationships between personality disorders and social problem solving in adults".
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Maydeu-Olivares, A; D'Zurilla, T.J. (1996). "A factor-analytic study of the Social
Problem Solving Inventory: An integration of theory and data".
127:, and increased worrying. Negative problem orientation and impulsive-careless problem solving styles have been commonly displayed by persons with
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Nock, M.K.; Mendes, W.B. (2008). "Physiological arousal, distress tolerance, and social problem-solving deficits amon adolescent self-injurers".
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McMurran, M; Fyffe, McCarthy; Duggan, Latham (2001). "Stop & Think: Social problem-solving therapy with personality-disordered offenders".
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54:
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Nezu, A.M.; Perri, M.G. (1989). "Social problem-solving therapy for unipolar depression: An initial dismantling investigation".
190:"Social problem-solving deficits and hopelessness, depression, and suicidal risk in college students and psychiatric inpatients"
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Bellack, A.S.; Sayers, M.; Mueser, K.T.; Bennett, M. (1994). "Evaluation of social problem solving in schizophrenia".
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D'Zurilla, T.J.; Nezu, A.M. (1990). "Development and preliminary evaluation of the Social
Problem-Solving Inventory".
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that states a
Knowledge (XXG) editor's personal feelings or presents an original argument about a topic.
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one holds about problems in everyday life and ones assessment of their ability to solve said problems.
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Nezu, A.M. (1986). "Efficacy of a social problem-solving therapy approach for unipolar depression".
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Liberman, R.P.; Mueser, K.T.; Wallace, C.J.; Jacobs, H.E.; Eckman, T.; Massel, H.K. (1986).
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Becker-Weidman, E.G.; Jacobs, R.H.; Reinecke, M.A.; Silva, S.G.; March, J.S. (2010).
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Sadowski, C; Kelley, M.L (1993). "Social
Problem Solving in Suicidal Adolescents".
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McFall, R.M. (1982). "A review and reformulation of the concept of social sills".
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Problem-Solving therapy: A social competence approach to clinical intervention
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have also been observed to have deficits in social problem-solving skills.
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D'Zurilla, T.J.; Change, E.C.; Nottingham, E.J.; Faccini, L. (1998).
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