“Presentation to the Board” Problem-Solving Appraisal and Academic Achievement

1. “Presentation to the Board”Problem-Solving Appraisal and Academic Achievement Christina Farrier & Beth Scott Roberts

2. 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).

3. 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).

4. 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

5. 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

7. 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

9. 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

11. 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

12. 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.