Current cognitive-behavioural sexual offender treatment programmes request that offenders recall detailed information regarding cognitions, emotions and behaviour in relation to their offending as a means of addressing issues such as claiming responsibility for the offence, social skills training and relapse prevention. However, it was hypothesised that should this offender group demonstrate overgeneralised autobiographical memory recall the efficacy of these fundamental treatment components would be restricted. Therefore, convicted male sexual offenders against children were recruited in order to investigate autobiographical memory recall, and its association with attributional style and social problem-solving. Twelve offender participants completed the Autobiographical Memory Test (AMT; Williams & Broadbent, 1986), Internal, Personal, and Situational Attributions Questionnaire (IPSAQ; Kinderman & Bentall, 1996a) and the Social Problem-Solving Inventory - Revised (SPSI-R; D'Zurilla, Nezu & Maydeu-Olivares, 1997). Demographic data were collected using a general information questionnaire devised by the researcher and the Beck Depression Inventory (BDI; Beck, Rush, Shaw & Emery, 1979) and the Symptom Checklist - 90 -R (SCL-90-R; Derogatis, 1994) were implemented in order to screen for depression and general psychopathology. Twelve male non-offender control participants were also recruited who matched the offender participants on age and level of intellectual ability based on the Raven's Standard Progressive Matrices (SPM; Raven, 1976). The results indicated that the offender group recalled significantly more overgeneral event memories than the control sample, and that this difference prevailed when depressed mood was controlled for. The offender group was also found to endorse 4 negative problem orientation (NPO) and avoidance style (AS) problem-solving strategies significantly more than the control group, and scored significantly poorer on overall social problem-solving (SPS) ability on the SPSI-R. However, when depressed mood was controlled for only a non-significant trend remained suggesting that the offender group implemented avoidance strategies more than the controls. Although, no significant group differences were found for attributional style, the data did highlight greater external attribution for positive than negative events suggestive of a selfblaming cognitive bias in the offender group, which is not consistent with the sexual offence literature. It is postulated that overgeneralised autobiographical memory recall in the offender group is associated with the use of a cognitive style implemented during development in order to defend against negative affect as a result of deviant sexual interests and in some instances a history of childhood sexual abuse (CSA). It is also proposed that a tendency towards avoidance is associated with and exacerbates overgeneral memory recall.

In a series of studies, rural and urban suicides were compared and the psychological factors underlying suicidal behaviour investigated. In the first study suicides in a Nfid-Wales county were examined and contrasted with a group of urban suicides. The pattern of rural suicides was found to differ from the urban suicides. Rural suicides were more evenly spread through the age bands, mostly married and used more violent means of death. Farmers comprised a large proportion of rural suicides and seem to differ from rural suicides in general in that 88% were over 45 years of age, most died of hanging, only 13% left notes and they had no record of previous suicide attempts. The factors that might cause farmers stress were examined. This showed that farmers found form filling and adjusting to government policy most stressful. Isolation was relatively unimportant as a stressor. In the third study the role of mood and problem solving in suicidal behaviour was investigated in three matched groups (suicidal, psychiatric control and non-psychiatric control). The suicidal group was found to display a careless and impulsive problem solving style and unique deficits in decision making and generation of alternative solutions. They were also more depressed, angry and confused. The problem solving deficits remained even when the effects of the mood differences were removed. The last study investigated the relationship between autobiographical memory and problem solving and found the suicidal group to be significantly more overgeneral in their memories, they produced fewer means and less effective problem solving solutions and these deficits were found to persist over time. These results were interpreted as support for these factors being trait features or alternatively requiring more time to recover. The findings were incorporated into a revised version of the "Cry of Pain" model of suicidal behaviour (Williams, 1997).

The purpose of the current study was to examine the mediating role of social problem solving skills in explaining the relationship between early aggression and later behavior problems. Additionally, the moderational role of social problem solving skills was also examined. The criteria proposed by Baron and Kenny (1986) and Holmbeck (1997) were followed to test the mediational and the moderational models. Regression analyses were conducted to examine the relationship between early aggression and social problem solving skills, social problem solving skills and later behavior problems, and early aggression and later behavior problems. Results indicated that social problem solving skills do not mediate the relationship between early aggression and later behavior problems. However, social problem solving skills do moderate this relationship. Further, it was the number of categories generated as opposed to the number of solutions that was the better predictor. The clinical and theoretical implications of these findings are discussed. / Master of Science

There is no research on the assessment or treatment of help-seeking behaviors for individuals with acquired brain injury (ABI). The current study evaluated the efficacy of a group treatment protocol, NICE (Noticing you have a problem, Identifying the information you need for help, Compensatory strategies, Evaluating progress), to train help-seeking for adults with ABI when lost. Theoretical and treatment components from two empirically validated interventions that target social problem solving and social competence were adapted to develop the NICE group treatment protocol. A single subject modified variant of a nonconcurrent and multiple probe multiple baseline across participant cohort design was used to examine sensitivity to treatment effects for seven persons with ABI. The overall findings suggest that the NICE group treatment has potential to improve help-seeking when wayfinding. This dissertation supports further investigation of the NICE group treatment to train help-seeking skills.

The current study took a multi-method approach to examine the influence of temperament on children’s social problem solving (SPS) abilities and, in turn, whether SPS skills are a mechanism through which early temperament influences later social and academic adjustment. Participants included 270 children. Maternal reports of temperament were collected when the children were 2, 3, and 4 years old. At age 5, children were observed while interacting with an unfamiliar peer during an SPS task. At age 7, children were directly assessed on their academic achievement and completed measures of social adjustment. Both reactive and self-regulatory aspects of temperament related to the development of SPS, however, SPS did not relate to adjustment outcomes. Future studies may consider the use of a global SPS coding scheme that captures the integration of various SPS related skills. There was no direct effect of shyness on academic achievement, adding to the mixed literature on the relation between shyness and academics. There was also no direct effect of shyness on child self-report of social adjustment, suggesting that children rated high in shyness are likely forming mutual friendships with their peers, leading to self-perceptions of good friendship quality. Taken together, results suggest that shyness may not always be a risk factor for poor developmental outcomes. There was a positive direct effect of self-regulation on academic achievement, however, no effect on social adjustment. These results suggest that the various dimensions of self-regulation may relate differently to developmental outcomes.

Numerous cognitive, personality and situational factors have been found to be related to aggression. Understanding how these factors interrelate is essential to predicting violence and critical to the assessment and treatment of offenders with violent histories. Previous research has suggested a potential role for social problem solving as a mediator between impulsivity and aggression (McMurran et al., 2002). Additionally, it is well established that aggression is more likely to occur in the context of alcohol use (Collins, 1993; Reiss & Roth, 1993; Lipsey, Wilson, Cohen & Derzon 1997). Based on existing literature, a model of aggression was developed involving impulsivity, social problem solving and alcohol dependency. Utilizing path analysis with multiple regression, a mediational model of aggression was assessed on a sample of 179 provincially incarcerated offenders, 87% of whom were Aboriginal and 45% of whom had a previous conviction of domestic abuse. The data suggest that social problem solving, alcohol dependency and impulsivity are all important in understanding and predicting aggression. Social problem solving does not appear to act as a mediator in the relationship between impulsivity and aggression, although preliminary results suggest that impulsivity, may serve the function in this relationship and in the manifestation of aggression. The implications of these findings for our understanding about human factors contributing to aggression and for further advancement of treatment programs are provided.

Numerous cognitive, personality and situational factors have been found to be related to aggression. Understanding how these factors interrelate is essential to predicting violence and critical to the assessment and treatment of offenders with violent histories. Previous research has suggested a potential role for social problem solving as a mediator between impulsivity and aggression (McMurran et al., 2002). Additionally, it is well established that aggression is more likely to occur in the context of alcohol use (Collins, 1993; Reiss & Roth, 1993; Lipsey, Wilson, Cohen & Derzon 1997). Based on existing literature, a model of aggression was developed involving impulsivity, social problem solving and alcohol dependency. Utilizing path analysis with multiple regression, a mediational model of aggression was assessed on a sample of 179 provincially incarcerated offenders, 87% of whom were Aboriginal and 45% of whom had a previous conviction of domestic abuse. The data suggest that social problem solving, alcohol dependency and impulsivity are all important in understanding and predicting aggression. Social problem solving does not appear to act as a mediator in the relationship between impulsivity and aggression, although preliminary results suggest that impulsivity, may serve the function in this relationship and in the manifestation of aggression. The implications of these findings for our understanding about human factors contributing to aggression and for further advancement of treatment programs are provided.

Caregivers of children with chronic illnesses or disabilities face challenges in their various roles as parents and providers of ongoing medical needs that often impact the daily life of the family. Research has shown that many of these caregivers experience emotional distress and psychological maladjustment due to multiple factors associated with being a caregiver. Little research has looked specifically at a unique group of caregivers of children with severe neurodisabilities who require varying degrees of respiratory care including ventilator support. This present study utilized data collected at the Arkansas Center for Respiratory Technology Dependent Children (ACRTDC) outpatient clinic. The data describes the prevalence of caregiver-reported experiences related to general health and psychological adjustment. It was hypothesized that this specific group of caregivers would report relatively high levels of distress related to disability severity and resulting respiratory care management plan. It was further hypothesized that family coping and constructive versus dysfunctional problem-solving styles would be predictive of general and mental health outcomes. Hierarchical regression analyses were used to test these hypotheses. Descriptive statistics revealed that the caregivers reported symptoms that were comparable to those of the general population. Neither demographic variables nor respiratory care management scores were predictive of scores associated with somatic complaints, depressive symptoms, anxious symptoms, general health and mental health. Caregivers differed on criterion variables based on differences in one of the coping subscales that measured social support, self-esteem and psychological stability. This relationship was observed on scores of somatization, depression, general health and mental health, but not with anxiety. Social problem-solving scores accounted for significant variance in scores of caregiver distress above that accounted for by family coping. Only negative problem orientation (NPO) accounted for a significant proportion of variance in scores of caregiver health and well-being. This strong relationship was observed on scores of somatization, depression, anxiety and mental health but not general health. Implications of results and directions for future studies are presented.

Traditional classrooms in which children are expected to sit down quietly and listen to the teacher are not attractive to students in the era of technology. Therefore, researchers have started to study the possibilities of applying modern approaches to educational contexts. The interactive nature and the attractive virtual environment of computer games have made them a high-potential context for learning purposes. Sitting in a classroom is challenging for students with Attention Deficit Hyperactivity Disorder (ADHD)because of their inattentiveness, impulsivity, and hyperactivity, so that they distract easily.However, researchers have discovered that children with ADHD are not distracted when playing computer games. Therefore, computer games can be beneficial learning contexts that can attract ADHD children’s attention in order to teach them. So far, a large number of studies have been conducted to help ADHD children. Some researchers have worked on cognitive-training approaches to improve skills such as eye gaze, emotion recognition, and working memory enhancement of ADHD children. In addition to the core deficits associated with ADHD, children with ADHDalso face difficulties in social situations, because they are not equipped with the required social skills. Therefore, they face many problems in society that they cannot solve. Consequently, they face peer rejection or social isolation and other mental health problems. Social problem solving is a step-by-step process. For ADHD children, learning the different steps of social problem solving is difficult because they are inattentive. Moreover, acting upon the steps is also hard for ADHD children because they are impulsive. We developed a simulation game, named TARLAN, wherein different steps of solving a social problemare taught to ADHD children. We designed and developed real life scenarios in which children can practise, in order to enable them to apply what they have learnt from the game to real-life situations.TARLAN was designed in three phases, from the elementary level to more advanced levels in order to help the ADHD child gradually become an independent problem solver in society. That happens by building strong scaffolding around the child’s learning on the elementary level and remove it in the more advanced levels. This scaffolding/levelling within games has positive learning outcomes. Forty children with ADHD aged 8-12 were randomly allocated to two interventions, a computer-based intervention in which children worked with TARLAN and another intervention which was a standard psychological intervention. We also had a control group in which 20 children without ADHD also worked with TARLAN. The effectiveness of our game in improving social skills as well as problem behaviour of ADHD children was evaluated using the Social Skills Improvement System (SSIS), which is a standard psychologicalmeasure. The results of the SSIS showed that TARLANimproves children’s social acquisition and problem behaviour significantly more than a more expensive standard intervention led by a psychologist (role playing).Moreover, after analysingdata collected during the study,we found out that TARLANimproved children’s performance: the ADHD children reached the same performance level as children without ADHD after working with the game. These results open up the possibility of using games as helpful tools in teaching important life-changing subjects that are hard for ADHD children to learn from traditional approaches. Therefore, the educational life of ADHD children can be changedfrom a challenging experience into a rewarding and attractive experience and time and money can be saved.

The study analyzed the impact of a social skills intervention pogram with adolescent students with learning disabilities attending a school for dyslexia in central Texas. Participants of the study were 8 students aged 11 through 13. Participants were equally assigned to the intervention and control groups based on their schedules. A six-session social skills intervention program was provided to students in the intervention condition during their enrichment hours, while the control students continued to attend their regular classroom activities during this period. Non-parametric test statistics (Wilcoxon signed-rank Test and Mann Whitney U) were utilized to assess within group differences from pre- to post-test and between group differences, respectively. The results of the study suggested that even though no statistically significant differences between control and intervention groups were observed at the pre-test, scores on the Social Problem Solving Inventory-Adolescent, at post-test indicated that the intervention group significantly outperformed the control group. Neither the control nor the intervention group demonstrated any significant improvement from pre- to post-test. / text