The study aims at the preliminary normalization of SOCIAL PROBLEM–SOLVING Inventory. To this end, 242 boy and 248 girl students from Islamic Azad University, Roudehen branch were administered SOCIAL PROBLEM–SOLVING Inventory using a 24-item scale by D’zurilla, Nezu, and Maydeu-Olivares. In the analysis of main components, five theoretical factors of SOCIAL problem-solving (positive orientation toward problem, negative orientation toward problem, rational solution of a problem, avoidance and inaccuracy style) were confirmed and the results of confirmatory factorial analysis from the obtained factorial structure were supported. Correlation coefficients are indicative of a convergence validity of this questionnaire. The coefficients of Cronbach’s Alpha for the factors of positive orientation toward problem, negative orientation toward problem, rational solution of a problem, avoidance and inaccuracy style were 0.80, 0.86, 0.90, 0.84 and 0.71, respectively. The results show the stability of SOCIAL PROBLEM–SOLVING Inventory and its validity for measuring its SOCIAL PROBLEM–SOLVING questionnaire among Iranian students.

In order to interstigate the factorial structure and Psychometry features of SOCIAL problem- Solving questionnaire (long revised form). 242 male students and 248 female students of Islamic University Roudehen Branch were tested. Analysis of the main components were approved 5 theoretical factors of SOCIAL problem- Solving (including positive ovientation toward problem, negative orientation toward problem, logical Solving of Problem, avoidance Style and impulsion/ Carelessness Style) and the resuit of approval factorial Structure was Supported. Correlation coefficients between factorsof SOCIAL problem- solving questionnaire and 24- question Scale Problem- Solving methods questionnaire of Kasidi and Long Shows the convergent reliability of- this questionnaire. (Cronbach reliability coefficients equaled 0.80, 0.90, 0.84, 0.71 for factors of positive orientation toward problem, logical Solving of problem, avoidance style and impulsion/ Carelessness style.) The results of this research show the consistency of factorial structure of SOCIAL problem- Solving measurement among Iranian students.

The purpose of the present study was to determine the effectiveness of problem solving training on quality of life and SOCIAL problem solving of gifted girls with less success than expected. In this research, using a semi-experimental method, two groups of experimental and control were participated in 3 phases; pre, post and follow-up (after 2 months) test. The target population was the number of all second-grade high school students in Karaj City's gifted student schools in the academic year of 95-96. One high school for gifted children was randomly selected out of 4 schools. In the statistical population, from 192 students, 57 students with Raven scores above 125, and the teacher-made achievement test score below 50 were selected. 30 of them who had lower scores in academic achievement were randomly assigned to two groups. To gather the data, SOCIAL problem-solving inventory (SPSI-R) (D, Zurilla & et al 2002) and the WHOQOL-BREF quality of life assessment (The World Health Organization, 1998) were used. The experimental group was regularly trained in problem solving skills during 8 sessions of 90 minutes of group counseling sessions, once in a week. In the inferential level Analysis of Covariance Test (ANCOVA) was used. Findings showed that the problem-solving education, significantly increased the quality of life and constructive SOCIAL problem solving in the experimental group compared to before training and control group. The education, could not significantly decrease no adaptive SOCIAL problem-solving in the experimental group. Group therapy was effective in the follow up session.

Introduction: To compare some characteristics of SOCIAL problem solving skills between normal schoolchildren and children with learning disabilities in the city of Tehran.Method: Sixty primary school children (30 normal students and 30 students with learning dis ability) from third, fourth, and fifth grades were assessed. The group with learning disabilities was selected using convenience sampling and the normal group was selected using randomized clustering method. The samples were matched for age, gender, grade, and IQ. The data were gathered using interviews with teachers, school and clinic files, Raven’s progressive Matrices, and the Test of Ambiguous Provocation Situations via individual interviews. Data were analyzed using independent t-test and x2 test.Results: The two groups showed significant difference regarding problem-solving goal, un-pleasant feelings toward peers, and self-efficacy in maintaining an assertive reputation.Conclusion: The findings showed that children with learning disabilities do not follow sociability goals such as problem solving in SOCIAL problem-solving situations. Their SOCIAL goals and self- efficacy perceptions usually end in withdrawal or aggressive responses.

The purpose of this study was to examine the impact of active teaching methods on the SOCIAL problem solving skills‚ and comparison of the impact of teaching method of problem solving and discovery on SOCIAL problem– solving skills of the fifth grade primary students in Kerman city. The research tool is a questionnaire which its test-retest reliability was between 0.68 to 0.91 and its alpha coefficient was between 0.69 to 0.95. The results showed that the grades of post- test performed for both groups of teaching method of problem solving and teaching method of discovery have a significant difference in the level of 0.05 with controlling pre-test influence statistically and it improves the average value of problem solving method more than this value in the discovery methods in these students by 95 percent. Significant difference has been showed between SOCIAL problem solving in the aspect of positive and negative orientation and in the aspect of being careless/ impulsiveness in those students who were taught by problem. Solving method with those students who were taught by the discovery method did not confirm. Significant difference in SOCIAL problem solving in the aspect of reasonable solution of problem and aspect of avoidance method in those students who were taught by problem-solving method with those students who were taught by the discovery method benefit to problem solving confirmed.

Background and aims: Nurses are vital healthcare team members, playing a crucial role in planning and implementing healthcare services within the healthcare system. Providing quality services by nurses, especially in intensive care units (ICUs), depends on strengthening clinical performance and timely and effective patient decision-making. The aim is to determine the effect of problem-solving skill training, utilizing Goldfried’s SOCIAL problem-solving model and the problem-solving method (PSM) model, on the clinical performance of ICU nurses. Methods: The present study employed a semi-experimental design. The statistical population of this study included nurses from Hajar and Ayatollah Kashani, as well as the ICU of Shahrekord University of Medical Sciences (SKUMS) in 2022. Fifty nurses were selected by convenience sampling and randomly divided into two groups. An educational intervention program designed to develop problem-solving skills, based on the Goldfried model, was implemented in six two-hour sessions. A written educational program for problem-solving skills was developed, also utilizing the problem-solving model. The PSM model was implemented in six two-hour sessions. Before, immediately after, and two months after the intervention, the Nurse’s Clinical Performance Questionnaire (NCPQ) was used to assess the clinical performance of ICU nurses. Results: The study’s results showed that the clinical performance of nurses in both groups (Goldfried’s model group and PSM group) improved two months after the intervention (P<0. 05). However, there was no significant difference in clinical performance between the two groups (P>0. 05). Conclusion: Medical center managers and officials can utilize problem-solving skills training based on the SOCIAL problem-solving model to enhance the performance of nurses and other hospital employees, thereby improving overall performance.