Problem-Solving Therapy: operation and characteristics

This therapy proposed by D'Zurilla and Goldfried optimizes the way we solve problems.

On many occasions, problems are a source of stress that reduces our personal well-being. To solve them, Problem Solving Therapy was born in 1971 Problem Solving Therapythe most accepted model of problem solving in psychotherapy, formulated by D'Zurilla and Goldfried.

This is a type of therapy oriented to the patient to learn to identify his or her problem and to create effective strategies to solve it, through the learning of a series of strategies to solve it.This is a type of therapy oriented to the patient learning to identify his problem and to create effective strategies to solve it, through the learning of a series of skills, while the therapist advises him in its implementation. Let's see what phases the therapy proposes and what each one consists of.

Problem Solving Therapy: characteristics

D'Zurilla and Goldfried's therapy stems from the influences of earlier models such as the social competence model, the cognitive-behavioral approach, the transactional stress model and the interest in creativity. such as the social competence model, the cognitive-behavioral approach, the Transactional Model of stress and the interest in creativity.

According to the authors, the term "problem solving'' implies those cognitive or overt processes that offer a variety of effective alternative responses to a problem situation. Such processes increase the probability of selecting among them the most effective one.

Thus, it is a cognitive-affective-behavioral process whereby the person tries to identify or discover an effective coping solution or response to a particular problem. This concept was addressed by D'Zurilla and Goldfried in 1986/1993 and also by D'Zurilla and Nezu in 2007.

On the other hand, it is worth mentioning that emotional responses may facilitate or inhibit the execution of problem solvingdepending on some variables.

Problem solving skills

Problem Solving Therapy is made up of three different types of skills: general, specific and basic. Let's take a look at them:

1. General

These are problem-oriented skills, and they are used in the first phase of therapy (problem-oriented phase), as we will see below. They are general cognitions such as perceiving the problem, attributing causality to it, valuing it and engaging with it.

2. Specific

These are the "intermediate" skills used by the patient (between the general and basic ones), and are put into practice in very specific situations.

3. Basic

These are the most specific skills in problem solving, and are used in the phases following the first one, in order to define the problem, generate alternatives, make a decision, apply the solution and test its usefulness. and check its usefulness.

Stages of therapy

Problem Solving Therapy is divided into five stages, each of which is composed of one or more of the three types of skills mentioned above. These stages are:

1. Problem Orientation.

It is about accepting the problems one has, and focuses on the importance of recognizing them and not running away, maintaining a positive attitude towards them. In this stage the motivational component is very important.. The most important variables in this phase are four:

• Problem perception (recognition and labeling).
• Causal attribution of the problem (influences its valuation).
• Appraisal of the problem (personal control; significance for social and personal well-being).
• Time commitment/effort and personal control.

These variables are in turn the general skills used in this phase, consisting of general problem-oriented cognitions.

2. Definition and formulation

In this phase of Problem Solving Therapy the importance of defining the problem well is emphasized; according to the authors, if the problem is well defined, half of it is solved. The variables or steps in this stage are:

• Gathering relevant information relevant information about the problem (type or nature).
• Establishing a realistic goal. realistic.
• Re-evaluation the importance of the problem.

Here the basic skills, which are the most specific in problem solving, are used. Specifically, at this stage, the skills of problem sensitivity and perspective taking are used, which make it possible to define and formulate the problem adequately.

3. Generation of alternatives

In this stage, three principles derived from Guidford's principles derived from Guidford's divergent production and Osborn's brainstorming method.. Basic skills are also used in this stage.

The three principles proposed in this phase are:

3.1. Quantity principle.

The more ideas that are proposed, the better.The more ideas proposed, the better, and the more likely it is that some of them will be useful or effective.

3.2. Principle of postponement of judgment.

A person will will generate better solutions if he or she does not have to evaluate them at the at that very moment.

3.3. Principle of variety

The more varied the ideas are, the better, and the more the more likely it is that one will be effective..

4. Decision-making

Here the best proposal(s) or idea(s) are selected, based on anticipated consequences; The results are then evaluated and the implementation of the proposed ideas or strategies is planned. proposed.

As in the previous phases, basic problem-solving skills are also used here; specifically three: alternative thinking (thinking about alternatives), means-end thinking (thinking about means to reach the objectives) and consequential thinking (thinking about the consequences of the proposed solutions).

5. Execution and verification

Finally, in the last phase of Problem Solving Therapy, the outcome and effectiveness of the chosen solution in the real problem situation is evaluated. This phase consists of four components or sub-phases:

• Execution: the solution is put into practice.
• Self-observationSelf-observation: one observes one's own behavior and its results.
• Self-evaluation: the result obtained is compared with the predicted result.
• Self-reinforcementself-reinforcement: one's own behavior or performance is reinforced.

Bibliographical references:

• Bas, F. (1992). Cognitive-behavioral therapies: a second critical review. Clínica y Salud, COP Madrid, 3(2).
• Feixas, G; Miró, T. (1993). Approaches to psychotherapy. An introduction to psychological treatments. Ed. Paidós. Barcelona.
• Bados, A. and García, E. (2014). Resolución de problemas. Facultat de Psicologia, Universitat de Barcelona, 1-34.