Application Of The Problem-Solving Model SOCW 6060

Application Of The Problem-Solving Model

Application Of The Problem-Solving Model

Abstract: The purpose of the study was to investigate the effectiveness of a three-phased self-directed model in enhancing the social problem-solving skills and the levels of self-determination of students with ASD. A total of 44 junior high school students with ASD were assigned to either an experimental group (n 24) receiving the three-phased self-directed instruction or a no specific treatment control group (n 20). Data analysis included bivariate tests and hierarchical linear modeling to analyze teacher- and student-rated scores of social problemsolving (2 domains) and self-determination (4 domains). The findings of this study suggested that after controlling for cognitive functioning and peer/teacher support, (a) students who received the instruction significantly improved their social problem-solving skills when rated by teachers, as compared to those who had not received the intervention; and (b) the participants receiving the self-directed social problem-solving model intervention also made improvements in several domains of self-determination albeit results were not significant. The significant group-by-time effects on social problem-solving implied the effectiveness of the social problemsolving model, meaning that students with ASD became more self-directed problem solvers with the completion of the three phases of intervention.

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The problem-solving model was first laid out by Helen Perlman. Her seminal 1957 book, Social Casework: A Problem-Solving Process, described the problem-solving model and the 4Ps. Since then, other scholars and practitioners have expanded the problem-solving model and problem-solving therapy. At the heart of problem-solving model and problem-solving therapy is helping clients identify the problem and the goal, generating options, evaluating the options, and then implementing the plan.

Because models are blueprints and are not necessarily theories, it is common to use a model and then identify a theory to drive the conceptualization of the client’s problem, assessment, and interventions. Take, for example, the article by Westefeld and Heckman-Stone (2003). Note how the authors use a problem-solving model as the blueprint in identifying the steps when working with clients who have experienced sexual assault. On top of the problem-solving model, the authors employed crisis theory, as this theory applies to the trauma of going through sexual assault. Observe how, starting on page 229, the authors incorporated crisis theory to their problem-solving model.

In this Final Case Assignment, using the same case study that you chose in Week 2, you will use the problem-solving model AND a theory from the host of different theoretical orientations you have used for the case study.

Application Of The Problem-Solving Model

You will prepare a PowerPoint presentation consisting of 11 to 12 slides.

To prepare:

• Review and focus on the case study that you chose in      Week 2. (Jake Levy Case Study)
• Review the problem-solving model, focusing on the five steps of the problem-solving model formulated by D’Zurilla on page 388 in      the textbook.
• In addition, review this article listed in the Learning      Resources: Westefeld, J. S., & Heckman-Stone, C. (2003). The      integrated problem-solving model of crisis intervention: Overview and      application. The Counseling Psychologist, 31(2), 221–239.      https://doi-org.ezp.waldenulibrary.org/10.1177/0011000002250638

Presenting your PowerPoint presentation that addresses the following:

• Identify the theoretical orientation you have selected      to use.
• Describe how you would assess the problem orientation      of the client in your selected case study (i.e., how the client perceives      the problem). Remember to keep the theoretical orientation in mind      in this assessment stage.
• Discuss the problem definition and formulation based on      the theoretical orientation you have selected.
• Identify and describe two solutions from all the      solutions possible. Remember, some of these solutions should stem from the      theoretical orientation you are utilizing.
• Describe how you would implement the solution. Remember      to keep the theoretical orientation in mind.
• Describe the extent to which the client is able to      mobilize the solutions for change.
• Discuss how you would evaluate whether the outcome is      achieved or not. Remember to keep the theoretical orientation in mind.
• Evaluate how well the problem-solving model can be used      for short-term treatment of this client.
• Evaluate one merit and one limitation of using the problem-solving model for this case.

Your 11- to 12-slide PowerPoint presentation should follow these guidelines: