Social problem-solving

Effective problem-solvers are able to analyse problems and respond with solutions that have a high potential for success (D’Zurilla, Nezu and Maydeu-Olivares, 2004). Since everyone faces difficult situations, problem-solving is a skill that most adults and children develop naturally, through human interaction, and use regularly in a variety of situations. Social problem-solving, ie solving problems that involve interpersonal relationships, is not dissimilar to other forms of problem-solving. Examples of practical and intellectual problem-solving might include an adult who assembles a new gadget, decides which car to purchase or determines how to clean the house before going to work in the morning. A child might use problem-solving skills to decide what to get their father for his birthday or to complete a challenging assignment. Most people have enough natural problem-solving ability to solve these everyday problems with adequate results.

Problems involving interpersonal relationships are especially complex and, when they are not handled appropriately, can result in hurt feelings, frustration, anger, anxiety, guilt or confusion. For example, adults may struggle with how to respond to an insult from a colleague, talk to neighbours about an excessive noise problem, or handle a misbehaving child. Likewise, pupils may have trouble responding to being teased at school, handling a punishment perceived as unfair or dealing with an angry friend.

For some, however, problem-solving does not always come naturally. Many pupils with BESD find it difficult to solve complex interpersonal problems (Kendall, 1993). Some pupils, who find it hard to develop positive social relationships with peers and adults, can suffer long-term negative effects. For those with special educational needs, or those at risk of school failure, their inability to solve problems effectively and efficiently in social situations creates a range of ever-increasing difficulties. If these are left untreated, they can lead to failure at school, poor employment histories and even mental health problems in adulthood (Kauffman, 2001).