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Program Outcomes for Youth | ||||||||||||||||||||
Social
Competencies
![]() Problem Solving Roselyn K. Polk ![]() Introduction ![]() It has long been recognized that adolescence is a time of personal change and transition; a developmental period where the adolescent is faced with establishing social relationships that differ in many ways from those of childhood. In addition, adolescents are increasingly faced with developing the ability to solve social problems independently. Almost without exception, problems in adolescence involve interpersonal relationships and require the development and use of effective social skills. Interpersonal problems-solving has long been considered an important skill for adolescents to develop. Good problem-solving skills can promote healthier, pro-social decisions in a variety of areas that affect the adolescent, including those choices that affect their interpersonal relationships. Since many of these interpersonal relationship problems differ from those of childhood and thus, are essentially being encountered for the first time, they can bring with them a measure of personal difficulty and self-consciousness (Christoff, et. al, 1985). ![]() Ronning, McCurdy, & Ballinger (1984) argue persuasively for the importance of considering individual differences in problem solving. They contend that research concerned primarily with methods and knowledge acquisition is incomplete because the processes used when solving a problem may depend both on the characteristics of the problem and on the knowledge possessed by the problem-solver. Gange (1980) proposes that successful problem solving require intellectual skills, verbal knowledge, and cognitive strategies. Gange further suggests that these capabilities are learned and thus will vary among adolescents, but can be improved with proper training and instruction. ![]()
![]() Summary ![]() In order to assure a successful negotiation and navigation of adolescence, and a positive transition into a competent and successful adulthood, adolescents need to acquire a sufficient repertoire of problem-solving skills designed to enhance the choices they make and their interpersonal interactions. In making a successful transition it is necessary to master effective problem-solving skills during the developmental stage of adolescence. Enhancement of adolescent problem-solving skills, including intervention and training strategies, have included such procedures as standardized tests, individual and group computer programming, and problem-solving instruction on skills and attitudes (Dalton & Goodrum, 1991). Additionally, programs and practitioners have approached problem solving from a variety of context problem areas such as shyness (Christoff, Scott, Kelley, Schlundt, Baer, & Kelly, 1985), suicide (McLeavy, Daly, Ludgate, & Murray, 1994), delinquent behaviors (Leadbeater, Hellner, Allen, & Aber, 1989), acculturation (Garcia-Vazquez & Ehley, 1994), and gender differences (Murray & Ross, 1987). ![]() References ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]()
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