Effect of Problem-Solving Training
Condition: Child Development Disorders, Pervasive; Problems Psychosocial; Mother-Infant Interaction
MeSH terms: Developmental Disabilities; Child Development Disorders, Pervasive
Study type: Interventional

Summary: 
      The aim of this study, therefore, is to determine the effect of problem-solving training on
      the interpersonal problem-solving skills of mothers with special needs children. This study
      was a parallel randomized controlled trial. The mothers were sorted into control and
      experimental groups (40 experimental and 40 control groups). A personal information form and
      the Interpersonal Problem Solving Inventory (IPSI) were used to collect data in this
      research. The participants in the experimental group gived to problem solving training
      program while the control group was not exposed to any intervention.The data in the control
      and experimental groups were homogeneously distributed. There was no significant difference
      in the pre-training test scores for any of the dimensions , but the post-training test scores
      were significantly higher in the experimental group than in the control group. Intragroup
      analysis with the Wilcoxon sign-rank test showed that there were significant differences
      between the pre-training and post-training test scores in the experimental group.
      Interpersonal problem-solving skills can be improved by providing problem-solving training to
      the mothers of children with special needs. Based on the findings of this study, it is
      recommended that psychiatric nurses provide training to protect and improve the well-being of
      children with special needs and their families.
    

Detailed description: 
      Design Data Collection Instruments A personal information form and the Interpersonal Problem
      Solving Inventory were used to collect data in this research.

      Personal Information Form This form was prepared by the researcher, and consists of eight
      questions that cover the following information: mother's age, mother's education level,
      income level, family type, number of children, diagnosis of the child with special needs, age
      of the child with special needs, and gender of the child with special needs.

      Problem-Solving Training Program The researchers prepared the content of the training program
      based on relevant published literature, and the training program has been verified by three
      experts. The training was conducted by a researcher who is an expert in the field of
      psychiatric nursing. Before the start of the training, the mothers in the experimental group
      were taken to the meeting room and were asked to answer a preliminary test. The day and time
      for the training, which was conducted at the center, were then scheduled. The participants in
      the experimental group were divided into five groups of eight participants each according to
      the number of days they visited the center. The training was conducted face to face in the
      meeting room of the special education and rehabilitation center. Within the scope of the
      study, problem-solving training was conducted for the mothers in the experimental group in
      the study once a week for 10 weeks. The duration of each training session was 60-90 minutes.
      The weekly training sessions for all the experimental groups were completed on the same day.

      In the first session of the problem-solving training, the group members met each other, set
      the rules for the training sessions, and defined the purpose of the meeting. The second and
      third sessions covered problem orientation, general problem-solving approaches, and
      alternative solutions. In the fourth and fifth sessions, the importance of recognizing and
      expressing feelings in real life was discussed. Additionally, the problem-solving styles of
      the members were discussed, with a focus on whether they had an inattentive, impulsive
      problem-solving style. In the sixth and seventh sessions, the avoidant style of problem
      solving, which is a negative problem-solving style, was discussed. Further, participants were
      asked to reflect on their problem-solving style. In the eighth and nineth sessions,
      problem-solving dialogue in fictitious and real-life situations was discussed. The skills
      learned were reviewed through a question-and-answer format. The tenth (and last) session was
      a general evaluation.

      The pre-training test was conducted on the same day in the experimental group and the control
      group. The control group did not receive any training, and there was no interaction between
      the experimental group and the control group during the training period. When the training
      was completed in the experimental group, the post-training test was conducted in both groups
      of participants on the same day at the center.
    

Intervention name(s): Problem-Solving Training
Intervention type(s): Behavioral
Intervention description(s): Within the scope of the study, problem-solving training was conducted for the mothers in the experimental group in the study once a week for 10 weeks. The duration of each training session was 60-90 minutes.
Allocation: Randomized
Intervention model: Parallel Assignment
Masking: Triple (Participant, Care Provider, Outcomes Assessor)
Primary purpose: Other
Keywords: Mothers; Problems Psychosocial