“presentation to the board” problem-solving appraisal and academic achievement

“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.