WHAT IS AN EFFECTIVE PROBLEM SOLVING STRATEGY?

"I think I have told you, but if I have not, you must have understood, that a man [or woman] who has a vision is not able to use the power of it until after he [or she] has performed the vision on earth for the people to see."

Black Elk

GOALS: 6.1: To increase awareness of problem solving and its importance;

6.2: To provide an example of effective problem solving;

6.3: To provide an opportunity to practice using the problem-solving process.

COMMENT: Ask the participants if they have any questions from the module on Being Supportive. Allow approximately 6 minutes for questions and, if you need more time, ask the participants to save their questions until the end of the module.

ACTIVITY 6.1: Presentation

TIME: 20 Minutes

Among First Nations people, problem solving has traditionally been collective as opposed to individual as it is in majority culture. This means when a person has a problem it is the community that tries to solve the problem as if everyone within this community has a stake in the outcome (e.g. one community member's problem is everyone's problem). The healing circle, within the context of a long house, is an ideal place for the community to come together and help someone solve a personal issue. However, the problem, once defined, can be solved through a variety of problem solving paradigms. The difference is that anyone in the circle can contribute their ideas and the problem can be examined using the medicine wheel (e.g. physical, cognitive, emotional and spiritual). Unlike the other skills in the helping process, problem solving is made up of a number of separate steps. Some theorists suggest the whole helping process is problem solving (Carkhuff, 1969). Others do not even use the term problem solving, but call it structuring (Egan, 1976; Ivey, 1983). For the purpose of the peer counselling training, the term problem solving will be used.

A problem is defined in most dictionaries as a difficult or perplexing matter or a proposition to be worked out. This definition assumes problems can be a source of pain, frustration, or anxiety, yet it also assumes a problem is something to be solved. Not all problems can be solved through personal interventions, yet Frankl (1963) suggests that even if you cannot do something about a problem you can do something about how you will deal with the problem. For example, you may not do anything about cancer, but you can change the way you cope with it.

It is assumed a problem is difficult to deal with because a pattern of behaviour has developed which prevents people from considering ways of resolving the problem. In other words, a problem cannot be solved until the cyclical pattern of behaviour is broken. This usually cannot be done until people have had a chance to define the problem, inventory for information, conceptualize a goal, tally strengths and weaknesses, and implement a form of action. Action consist of deciding on a course of alternatives and possessing the ability to evaluate those alternatives.

In examining how problem solving relates to the other helping skills, let us review the important aspects of the two phases of the helping process. The first phase, characterized by an inward movement, is called the exploratory phase. The two basic tasks in this phase are to establish a helping relationship and define the problem. The intensity used in this phase depends on the willingness of the people in opening up the type of problem, and the skill of the people. The initial part of the exploratory phase is devoted to the establishment of a relationship between the peer support giver and person and subsequently to explore the presenting problem. The skills used to do this are attending, empathy, questioning, self-disclosure, reflection of meaning, and concreteness. The main purpose of these skills is to define the problem and explore it once the final stage of the exploratory phase is reached. It should be noted that this phase does not follow a step-by-step approach but is cyclical.

The second phase of the helping process, characterized by an outward movement, is called the action-oriented phase. In this phase, the peer support giver continues to use all the skills from Phase I and the skills of concreteness, confrontation, and problem solving. The emphasis in the initial stage of this phase is to get people to take some action to remedy the problem. The peer support giver assists people with inventorying any information concerning the problem. Next, based on the information inventoried, a goal is formulated. Those with a problem are assisted in exploring strengths before moving to the action step. In the action step, alternatives for achieving the desired goal are brainstormed. To insure the desired alternatives are carried out in the most effective way, a method of evaluation is designed. The last step is an exploration of commitment. In other words, when are people going to carry out the action? Problem definition, information gathering, goal setting, and utilizing strengths are generally followed in a sequence, although in certain situations some of the steps can be by-passed.

Definition of the Problem: The definition stage sounds like an obvious step for the peer support giver. In actuality it is easier said than done. Although it is possible for the peer support giver to say "What is the problem?," the answer might not lead to the actual problem. This happens for several reasons. Many people are in what is called a double-bind. On one hand they want to talk about their problem, but on the other hand they do not want to talk about the problem. There is relief in solving a problem, yet there is also embarrassment and a feeling of weakness in not being able to solve a problem on their own.

Another difficulty is that people are often not exactly certain of what the problem is. They feel pain and can describe the situation which sets the problem off, but they cannot pinpoint the underlying cause. In other words, they can describe the symptoms but not the ailment. For example, a person can describe the pain of loneliness caused by the loss of a friend, yet not be able to see that it is their inability to make friends that has caused the problem. In addition, people may not be able to admit the problem. For example someone who abuses alcohol, may say: "I drink because I am depressed! I'm not an alcoholic."

The peer support giver tries to clarify the problem by first letting people tell their story. In the telling of the story, the peer support giver identifies feelings and actions, then weaves these into context. The main aspect of the definition of the problem stage is the owning of the problem by people. The peer support giver should try to get people to state the problem in their own words. In doing this, the peer support giver may have to assist in compartmentalizing each aspect of the problem. This helps to make the problem more workable for the person.

Information Gathering: The gathering-of-information step is crucial in focusing on the expected goal used to overcome the problem. One method of gathering information is to use a focusing technique established by Ivey (1983). This technique allows the peer support giver to direct the flow of conversation toward a specific goal or with a framework which gets the maximum amount of information. The peer support giver could either focus on any one of the five areas or could explore all five as a method of gathering information.

The five focus points are the person, the problem, the other person, the peer support giver/person relationship, and the cultural/ environmental problems. Person focus refers to all aspects of the person's feelings, actions, and behaviour. The problem focus can be explored by asking who, where, what, how, and why. The other person focus relates to how the person has been affected by another person or persons. While the person is always in focus, significant aspects of other people in relationship to the person are also a focal point. The peer support giver/person focus relates to significant reactions that come up in the interview. Exploring how the person reacts to the peer support giver, or vice versa, can shed insight on how the person copes in other situations. The cultural/environmental focus refers to the broader more inconspicuous issues or those issues buried beneath the psychological surface. These issues could be ethnic, health, sexual, etc.

Goal Setting: Goal setting is discovering where people want to go. In the end, it is the person who knows what he/she wants to achieve. There are several ways the peer support giver can assist people to focus on a goal. One is through the use of communication skills such as summarization. That is, summarizing what the person has said. Another approach is asking variations of the following questions:

What would you like to achieve?

What would be an ideal solution?

Where would you like to go with this?

Can you tell me what you would like to have happen?

Utilizing Strengths: The strategy behind the utilizing- strengths step is to identify the potential of people. Many times people experience a great deal of pain and ,therefore, cannot see the strengths they possess. Being aware of your strengths can assist in solving the situation. What the peer helper does is focus on either the strengths or, alternatively, on the weaknesses of the person. Some of the alternatives eventually chosen may be impossible because they require certain abilities, which people may not possess. The underlying assumption behind this stage is that people hold the "key" to solving the problem; thus, exploring past successes can bring up strengths and alternatives.

According to Cormier and Cormier (1986) there are three areas which can be explored for information: behavioral assets, cognitive coping skills, and self-management skills. Some questions that might help direct people toward these areas are:

1. What do you do when you don't act this way?

2. What are some of the things you say to yourself about this?

3. Where do your strengths lie?

4. What happens when you reward yourself for something?

Plan of Action: The plan of action can be divided into three steps. The first step is exploration of alternatives. There may be several alternatives that would help solve the problem; therefore, the peer support giver tries to identify as many as possible. One method of generating alternatives is to ask the person for a perfect solution. When generating alternatives, people should be made to think in terms of actions, thoughts, and feelings. To give the alternatives clarity, ask people to be specific in terms of time, place, with whom, and how often.

The next step involved with the plan of action is evaluation. Evaluation refers to the process of understanding how well an alternative worked. This process most likely will occur after the alternative has been put into effect. A method of evaluating an alternative is to ask open-ended questions like:

If the alternative was found to be a failure, the person could explore how and why the alternative failed. The peer support giver will have to be supportive during this process, but it can be pointed out to people that mistakes are often a way of learning. The peer support giver can help discover the flaw in the alternative and either correct it, move to another alternative, or brainstorm for alternatives which can be more easily achieved.

During the process of the action plan it is all right for the peer support giver to assist in the generating of alternatives. Sometimes people need the input of others as they may be so overwhelmed by the process. The important thing to remember is to try to get people to generate their alternative. Doing this assists people to take responsibility for themselves. In the process, if the plan works, they will feel good about the success because it was their solution. Conversely, if the plan failed, it may be perceived as being your fault. Remember, the peer support giver is operating on the assumption that people know more about their own problem, abilities, and how to overcome or cope with that problem than you do.

Another important point to remember is that the problem- solving model may not necessarily follow the sequence outlined here. The model is only a framework. Sometimes you will have to go back to the beginning to define the problem, because during the process of working on one issue another more important issue comes up. You must, therefore, be flexible in working problems through.

The problem-solving steps are only a framework, but to remember the steps, think of:

D - Definition of the problem .

I - Information gathering .

G - Goal setting .

U - Utilizing coping skills .

P - Plan of action: Alternatives and evaluation .

This mnemonic device, DIGUP, can be used as a means to remember the process of finding a solution. In other words, to find the answer, you must gently dig within people to find the truth.

Comment: After the lecture, ask the participants if they have any questions. Be sure not to spend too much time on answering questions, because the modeling and practice will not only answer some of them, but will enable them to find the answers by doing.

ACTIVITY 6.2: Brainstorming the Problems

TIME: 15 Minutes

DIRECTIONS: Ask the participants to think of all of the problems they have encountered at school and list them on a black board. After the list has been compiled. Ask them to examine the list and identify the most common problems with an asterisk. Next, ask them to identify the most difficult or challenging problems with a star. The purpose of this activity is to provide all of the participants with an idea of the kinds of problems they might be working with as peer support givers. In addition, the list of problems, particularly with those identified as challenging, can be used to help them identify professional individuals or groups in the school or community that they can either refer people to or visit to get more information.

ACTIVITY 6.3: Modeling

TIME: 20 Minutes

DIRECTIONS: Ask one of the participants to role play a problem or present any issue that is on their mind. What you want to do is demonstrate how you will talk to a person using the problem-solving process outlined in the lecture (DIGUP). If participants have any difficulties thinking of an issue to role play or present, you could suggest: loneliness, sadness on the loss of a friend, or anger about declining grades. Because of the specificity of the DIGUP modeling it may take longer than you anticipate, so remember to complete the process.

At the conclusion of the modeling, ask participants to give you feedback using the four feedback guidelines. Be sure to reinforce feedback and gently make suggestions to those who do not use it effectively. Remind the participants that they will make mistakes, but that making mistakes is one of the most effective ways of learning.

ACTIVITY 6.4: Helping 'Circle'

TIME: 30 Minutes

DIRECTIONS: Ask the participants to get in a circle. Ask for a volunteer to role play a problem of his or her choice. Divide the remainder of the participants into equal groups and assign each group to one of the steps in the problem solving paradigm DIGUP. Each of the groups are to focus on a presenting problem using their assigned part (e.g. D - Definition of the problem; I - Information gathering; G - Goal setting; U - Utilizing coping skills; P - Plan of action. Present a problem they, as peer support givers, might experience. Each of the groups are to work as a team, asking questions, making responses that will help them cover their assigned task. Whenever, you feel the group has finished, let the next group have a chance, until every group has finished. The purpose is to provide everyone with an opportunity, working as a team, to experience the process. Afterwards, the group can process the experience focusing on those responses that were helpful. Be sure to stress that the problem solving paradigm is a flexible framework that should follow the natural course of events. In other words, the problem solving paradigm should follow the problem, not the problem following the paradigm.

ACTIVITY: 6.5: Problem Solving Practice

TIME: 60 Minutes

DIRECTIONS: Ask the participants to get into a triad, with each participant taking one of the following roles: peer support giver, person, and observer. The peer support giver is to use the problem-solving approach, the person is to present some issue or problem, and the observer is to give feedback using the feedback guidelines. The observer should be the time-keeper, with the role play lasting 10 minutes and the feedback 5 minutes. After 15 minutes ask the participants to change roles, until everyone in the triad has had a turn in each role. You may have to give the participants some suggestions on issues or problems to present. Some possibilities are someone:

1. feeling lonely and isolated;

2. with low self-esteem;

3. who wants to drop out of school;

4. with low grades.

ACTIVITY 6.6: Discussion of Personal Problem Solving

TIME: 20 Minutes

DIRECTIONS: This activity is designed to provide an overview of how the participants have solved problems in the past. Begin by asking them to recall situations in which they solved a problem in an ineffectual manner. You will probably get responses like: "I did the first thing I thought about" or "I did nothing and luckily everything worked out." Write down their responses, paying attention to the characteristics of their actions. Now ask them to recall a time in which the problem was solved in an effective manner. Write down their responses, paying attention to steps they took. You will probably get responses like: defining the problem, thinking of alternatives, and carrying them through. Summarize the steps to effective problem solving.

ACTIVITY 6.7: Case Study: Group Problem Solving

TIME: 45 Minutes

DIRECTIONS: Ask the participants to get into small groups composed of 5 people each. Give each group the following case and ask them to design a strategy for helping the person find a solution to the problem. Ask them to use the DIGUP problem solving strategy.

CASE: Tom is a 24 year old native from a small northern community. He is the first person from his community to attend University. After 1 semester, his grades are below average, and he is becoming very discouraged. He would like to drop out for awhile, but feels bad about doing this because he knows his family and community are proud that he is at University. Your task is to help him come to grips with the issue and create a plan that will bring a satisfactory solution to the problem. How would you use the DIGUP model in helping Tom find a solution? In considering a strategy, what resources might be available in the community to help Tom?

Give each of the groups about 15 minutes to work on the issue. Next, ask the groups to share their problem solving ideas. Ask each of the groups what parts of the DIGUP paradigm were most difficult to use.

[Note: An alternative possibility is to ask the groups to pick a problem they have run across and use the DIGUP strategy to solve the problem. Advise them to keep the problem simple.]

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|Page Updated: May 2, 2000 |