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“Presentation to the Board” Problem-Solving Appraisal and Academic Achievement. Christina Farrier & Beth Scott Roberts. Context of the Problem. - PowerPoint PPT Presentation
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“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 6th 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).
Intervention Program
Primary prevention: integrated across curriculum for all 4th and 5th graders
“Booster” in 6th 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 Focus Activity Teacher Role Student Role
Problem-Solving Confidence
Collective Classroom Efficacy. (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
Activity Teacher Role Student Role
Approaching/Avoiding Problems
Solution-generation across curriculum (derived from IPCS, p. 260-262) (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 Focus Activity Teacher Role Student Role
Personal Control Psycho-education and Skill Development (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.