A self-administered problem-solving skill training video for nonclinical families with teens is evaluated. The study focuses on the generalization of skills to naturalistic family conversations and the program's social validity: potential iatrogenic aggravation of family problems, perceived effectiveness, and program enjoyment. Seventy families with young teens were randomly assigned to two treatment groups. One group (skill) viewed a skill training program that included information about the human immunodeficiency virus (HIV). Another group (control) viewed a similar program that lacked the skill training component. Family conversations were recorded in the families' homes before (pretest), two weeks after (posttest), and four months after (follow-up) the families received the programs. In an associated study, the skill group demonstrated greater levels of skill than controls in role-plays. In the present study, skill families demonstrated greater knowledge of problem-solving than controls at posttest and follow-up (p < .001). Analysis of the conversations revealed generally superior skill performance in the skill group. Significant group differences in skill were found in naturalistic conversations about previously discussed problems at posttest (p < .05). Performance differences in conversations about novel topics were not significant. No significant skill differences were observed at follow-up. Correlations of skill measures from the role-play and conversation assessments revealed moderate behavioral consistency (r = -.02 to .37). The conversation analysis revealed no significant group differences in the number of families showing increases or decreases in their use of degrading comments after program exposure, but a somewhat significantly greater number of skill families demonstrated a reduction in the number of additional problems raised in their conversations at posttest and follow-up (p = .06). No significant group differences were found in observer ratings of problem-solving effectiveness, measures of parent problem-solving confidence, family ratings of the program's effects on their ability to cope with family problems, program enjoyment, or satisfaction with the management of family problems. Implications for the development of effective, socially valid, self-help, media programs are discussed. / Ph. D.

The present study compares two types of treatments designed to reduce suicidal ideations: social problem-solving therapy and supportive therapy. Social problem-solving therapy is based on research indicating that suicidal individuals have deficits in problem-solving skills in general and in interpersonal problem-solving skills, in particular. Supportive therapy was chosen as a comparative treatment to control for nonspecific effects of problem-solving therapy and to provide an ethical alternative treatment. The results indicated that problem-solving therapy was more effective than supportive therapy for reducing depression and for improving interpersonal problem-solving self-efficacy at posttest. At 3 month follow-up there continued to be differences between the groups in depression, but not in problem-solving self-efficacy. In addition, at follow-up problem-solving therapy was more effective than supportive therapy for reducing hopelessness and loneliness. Although there were no differences between the groups on severity of suicidal ideations, within group analyses revealed that problem-solving therapy significantly reduced severity of ideations over time. The findings suggest that social problem-solving therapy is a more effective treatment than supportive therapy for reducing depression, hopelessness, and loneliness of suicidal individuals. This may be due to social problem-solving deficits being a key problem for suicidal individuals. Although there are several limitations to the study, such as small sample sizes, it provides an example of treatment research with suicidal individuals. Similar studies would be useful to further evaluate empirically-based treatments for suicidal individuals. / Ph. D.

M.A. / Children are so often seen as unproductive, dependents that are vulnerable and not responsible for their own actions. Children are in fact individuals in the process of development that can learn to act in a responsible way and to manage their lives. Because children are in the process of development and change, it is a challenge for the therapist to meet the unique needs of the child. This study was developed as a response to a need under social workers for structure in the handling of children with adaptation problems. Social workers need more than just techniques that can be utilized with children in therapy. They also need guidelines on the best techniques to utilize in different phases of the process. This programme aimed at developing an integrated model for child therapy that can be utilized for children who have experienced trauma, who have difficulties adapting to new circumstances, who have behavioural problems or who are in need of personal skills. The Intervention Design and Development Model of Rothman and Thomas (1994) was utilized in the development of the new technological item. The different phases used in the development of the model for child therapy were the following: The problem analysis and planning phase, which included the planning of the study and the setting of goals for the study. The information gathering and synthesis phase, which included an investigation into the available sources for the development of new technology for child therapy. The first focus of the actions in this phase was to identify applicable sources that could be utilized to formulate a theoretical basis for the new technology. The theoretical basis served as a frame of reference to identify the most important aspects of a child that a therapy model should take into account. The next focus was to select existing interventions and technologies that could be used to formulate a practice model that would address the needed aspects of a child. The design phase, consisted of setting a preliminary product. The evaluation phase, which included the implementation of the pilot test and both the process and outcome evaluation. The aim of this phase was to test the programme and to see what can be done to improve on the results and to refine the final product. The implementation and dissemination phase which concluded the study by setting the final product ready for distribution. This product, a model for Functional child therapy, does not provide a recipe for child therapy, nor does it only help children to work through present traumas. The main focus of the model is to help children to become unique individuals within a world that is dominated and structured by adults. Children learn with this model not just to react on adult behaviour, but to become active, responsible role players in their own world.

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M.Ed. (Educational Psychology) / Youth form the foundation of society, hence physical as well as emotional stability are vital to their positive development. Currently the changing political and social situation in South Africa is closely associated with unrest and violence. This results in large numbers of black youths being exposed to traumatic incidences. Research indicates that trauma and its related stress can be a causative factor in the development of emotional disturbances and in particular the post traumatic stress disorder. In our new multicultural educational environment it has come to the attention of educational psychologists at educational aid centres that large numbers of traumatised black pupils are in need of assistance. The increasing numbers of traumatised pupils have serious emotional problems, and are now experiencing scholastic problems. The intention of the study was to develop a creative pedotherapeutic programme and to apply it with the purpose of reducing post-traumatic stress symptoms in black pupils. The point of departure of the programme was based on the assumption that the child always requires education. Hence any assistance can only be meaningful in a pedotherapeutic situation. The transcultural nature of the situation was taken into account when applying the programme. Possible obstructions and difficulties were anticipated and corrected by means of creative aid techniques. The programme was applied to four black standard five pupils enrolled at a Model 0 School in Johannesburg. By means of a structured questionnaire symptoms associated with post-traumatic stress disorder, were diagnosed. The creative pedotherapeutic aid programme was then applied during nine sessions extending over a period of nine weeks. The same questionnaire was later applied to determine the extent of the reduction of the stress symptoms. The test results indicated a reduction in intensity of several symptoms as well as symptom reduction in general. It was also reported that the scholastic performances of the four pupils had increased. A higher level of cognitive and emotional functioning was observed.