Social problem-solving

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 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, procrastination, 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. == Benefits and deficits ==

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. self-injurious behaviors, and increased worrying. Negative problem orientation and impulsive-careless problem solving styles have been commonly displayed by persons with personality disorders. Inpatients with Schizophrenia have also been observed to have deficits in social problem-solving skills. == Therapy and intervention ==

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 autism 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 areas of measured social problem-solving skills. ==References==