“Presentation to the Board” Problem-Solving Appraisal and Academic Achievement Christina Farrier & Beth Scott Roberts

Context of the Problem  Students have many stressors – poverty, unemployment, homelessness, etc. Children must be able to problem-solve in order to learn, grow, and achieve.  Why is problem-solving important? By helping individuals actively confront problems, regulate emotions while problem solving, and feeling confident to resolve problems, it “buffers” the negative impact of stress/hassles. All problems arising from either daily activities or developmental stages require effective problem-solving skills in order for individuals to maintain a life that they find satisfying (Arslan, 2005).

Theoretical Basis  Cognitive and developmental in nature  McWhirter et al. (2004) recommend problem-solving skills as part of life skills competency training, and critical school competency, appropriate for fourth, fifth, and 6 th grade.  If children perceive themselves as competent in problem-solving, they will likely fulfill that “prophecy,” preventing a negative feedback loop of failure followed by low expectations from teachers, parents, and the children themselves (Blair & Diamond, 2008).Blair & Diamond, 2008

Intervention Program  Primary prevention: integrated across curriculum for all 4 th and 5 th graders  “Booster” in 6 th grade  3 dimensions of problem-solving  Problem solving confidence  Approaching or avoiding problems  Belief in ability to control emotions

Problem-Solving Confidence  Belief in ability to effectively cope with a wide range of problems  Associated with academic achievement  Teacher as “community organizer” helps create a classroom where students experience success together

Intervention FocusActivityTeacher RoleStudent Role Problem-Solving Confidence Collective Classroom Efficacy. (Putney & Broughton, 2011 )Putney & Broughton, 2011 “Community Organizer” Creates classroom environment of respect and accountability Autonomous participant, accountable to the group. Responsible for asking “probing questions”, etc. Active participant in development of group norms and problem solving.

Approaching or Avoiding Problems  Tendency to approach problems is associated with positive coping strategies  Students generate many alternate solutions  Hypothetical and “real life” problems  Link solutions with possible consequences

Intervention Focus ActivityTeacher RoleStudent Role Approaching/A voiding Problems Solution- generation across curriculum (derived from IPCS, p ) (McWhirter, 2007)McWhirter, 2007 Provides positive problem-solving experiences across curriculum in hypothetical and “real life” situations. Facilitates “means-ends” thinking. Engages with other students in small groups, generating many possible solutions to a problem. Identifies consequences related to solutions.

Personal Control  “believing one is in control of one’s emotions and behaviors while solving problems”  Develop skills to control impulsive behaviors, to recognize and cope with feelings  Decision-making skills

Intervention FocusActivityTeacher RoleStudent Role Personal ControlPsycho-education and Skill Development (McWhirter, 2007)McWhirter, 2007 Along with support staff, teaches identification and recognition of feelings. Teaches and demonstrates effective strategies for impulse control, coping with feelings, and decision-making skills. Practices and applies skills in both academic and social (interpersonal) situations.

Program Evaluation  Problem Solving inventory (PSI)  Well established measure  Reliability (consistent)  Validity (measures the 3 components of problem-solving)  Pre-test/post-test  Test Scores over time

Conclusion  This program will help students learn problem-solving skills that they can use in a variety of settings. The goal of this program is to increase both their problem-solving appraisal as well as increasing their academic achievement.