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Um, Lee, and Lim: Effects of a Problem-Solving Program on Problem-Solving Ability, Self-Esteem, and Depression for Middle School Girls
Original Article

Journal of Korean Academy of Psychiatric and Mental Health Nursing 2010; 19(3): 318-328.

Published online: 30 September 2010

DOI: https://doi.org/10.12934/jkpmhn.2010.19.3.318

Effects of a Problem-Solving Program on Problem-Solving Ability, Self-Esteem, and Depression for Middle School Girls

Hwa-Yoon Um1, Haejung Lee2, Yeonjung Lim3

1Health Educator, Sajik High School, Korea.

2Professor, College of Nursing, Pusan National University, Korea.

3Research Assistant, College of Nursing, Pusan National University, Korea.

Address reprint requests to: Lee, Haejung, Yangsan Campus of Pusan National University, College of Nursing, 3-3 Beomeo-ri, Mulgeumeup, Yangsan 626-770, Korea. Tel: 82-51-510-8344, Fax: 82-51-510-8308, haejung@pusan.ac.kr

Received 18 May 2010       Revised 15 September 2010       Accepted 15 September 2010

© 2010 The Korean Academy of Psychiatric and Mental Health Nursing

(open-access):

This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Purpose

The purpose of this study was to analyze effects of a problem-solving program on problem-solving ability, self-esteem, and depression for middle school girls with depression.

Methods

This quasi-experimental study was designed with a nonequivalent control group pre-post test. The research participants were middle school girls (N=82; experimental group=32, control group=50) whose CES-D score was higher than 24. The problem solving program consisted of 10 sessions (90 min/session) was composed of introduction, problem orientation, problem solving skills, case application, and ending. The outcomes were measured by the Social Problem-Solving Inventory-Revised (SPSI-R), Rosenberg Self-Esteem (RSE), and Center for Epidemiologic Studies Depression Scale (CES-D).

Results

The experimental group showed significantly higher levels of problem solving ability (t=3.10, p=.003) and lower depression levels (t=-2.60, p=.011) than the control group after completing the program. The levels of self-esteem of the experimental group were improved after the program but the changes in self-esteem were not reached to the significant levels when compared with those of control group (t=1.64, p=.104).

Conclusion

Based on this study, problem-solving program is very effective to middle school girls with depression. Therefore, providing problem-solving program as an intervention to promote mental health of adolescents with depression should be considered.

Keywords: Problem solving, Self concept, Depression

Figures and Tables

Table 1

Problem Solving Program

jkapmhn-19-318-i001
Table 2

Characteristics of the Participants

jkapmhn-19-318-i002

Exp.=experimental group; Cont.=control group.

†Multiple response.

Table 3

Levels of Problem-Solving Ability, Self-esteem, and Depression at Pretest

jkapmhn-19-318-i003

Exp.=experimental group; Cont.=control group.

†Increasing of the value means decreasing of problem-solving ability.

Table 4

Effects of the Problem Solving Program on Problem-solving Ability, Self-esteem, and Depression (N=82)

jkapmhn-19-318-i004

PPO=positive orientation; NPO=negative orientation; RPS=rational problem-solving style; ICS=impulsive careless style; AS=avoidance style; Exp=experimental group; Cont=control group; Post-pre=mean scores at post test-mean scores at pre test.

†t-test for changed score between pre-post test; ‡Experimental group paired t-test: t=-3.62, p<.001; Control group paired t-test: t=-2.77, p<.05; §Increasing of the value means decreasing of problem-solving ability.

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