Problem-Solving Style

This study aimed to determine the effectiveness of acceptance and commitment therapy (ACT) and life skill intervention on problem-solving style and relationship beliefs in male divorce applicants with worry symptoms. A quasi-experimental pre-test and post-test design were used in this research with two experimental groups and one control group. The statistical population of this study consisted of all male divorce applicants who referred to Iranmehr Counseling Center in Aliabad Katoul in 2018. The convenience sampling method was used to select samples from people who responded positively to the call, among whom 45 men were selected with scores higher than the mean on the Penn State Worry scale (1990), and randomly divided into two experimental groups and one control group (each group consisted of 15 people). Data were analyzed using SPSS-24 software and one-way and multivariate analysis of covariance.<strong> </strong>The research findings showed that life skill training (problem-solving) had a significant effect on problem-solving style and relationship beliefs and its subscales (P<0.05). ACT intervention also had a significant effect on both variables and their subscales (P<0.05).<strong> </strong>As a result, it can be stated that ACT and life skill interventions are effective on problem-solving style and relationship beliefs in male divorce applicants with worry symptoms.

Objective:   The aim of this study was to investigate the mediatory role of spiritual well-being in relationship attachment styles and adaptive problem-solving styles. Methods: The research method was the correlation of the type structural equation modeling. The population included all Undergraduate students Poldokhtar Higher Education Center who were studying in the academic year 2020-2021. 230 students participated in this study online and respond to Problem Solving Style (PSS), Adult Attachment Scale (AAS), and Spiritual Well-Being Scale (SWBS). Data analysis was performed using the Path analysis statistical method and by the SPSS-22, and AMOS-24 software. Results: The results showed that secure and avoidant attachment indirectly mediate the students' adaptive problem-solving styles by mediating spiritual well-being; ambivalent attachment does not, directly and indirectly, affect students' adaptive problem-solving styles. Secure and avoidant attachments directly affect spiritual well-being. Spiritual well-being also has a direct effect on adaptive problem-solving. Conclusion: Overall, the results of this study showed that spiritual well-being mediates the relationship between secure and avoidance attachment style with adaptive problem-solving styles. The findings of this study emphasize the role of the relationship between caregivers and the child in the formation of spiritual well-being and adaptive problem-solving styles.

Objective: The purpose of this study was to compare the effectiveness of problem-solving skills training based on the theories of Tolman and Bandura on the problem-solving styles of middle school students. Methods: The research method was quasi-experimental. The population consisted of all female first-year middle school students in Hamadan, with a sample size of 75 students (three groups of 25), selected through multi-stage cluster sampling. The D'Zurilla, Nezu, and Maydeu-Olivares problem-solving questionnaire (2000) was used for data collection. Problem-solving training sessions based on Tolman's theory followed a protocol provided by Tolman (1932), and those based on Bandura's theory followed a protocol by Bandura (1999), conducted over eight 60-minute weekly sessions for two months. Data were analyzed using Multivariate Analysis of Covariance (MANCOVA) and the Scheffé post hoc test. Findings: There were differences in the impact of training based on these theories on students' problem-solving styles (P < .01). Training based on Tolman's theory was more effective in reducing the use of negative and impulsive problem-solving styles compared to training based on Bandura's theory (P < .01). Conclusion: These trainings increased the use of positive and logical orientation styles and decreased the use of negative, avoidant, and impulsive styles among students.