P. Paul Heppner

Problem-solving appraisal, stress, hopelessness, and suicide ideation in a college population

This investigation expands the research linking problem-solving skills to suicide by examining the role of problem-solving appraisal. In Study 1,277 students enrolled in introductory psychology courses completed measures of problem-solvi ng appraisal, negative life stress, and suicide ideation. In Study 2, 382 students enrolled in introductory psychology courses completed measures of problem-solving appraisal, negative life stress, and hopelessness. The results from both studies suggest that problem-solving appraisal and negative life stress are significant independent predictors of suicide ideation and hopelessness. The results are discussed in terms of Schotte and Clums (1982, 1987) diathesis-stress-hopelessness model of suicidal behavior. Suicide is a growing concern in American society. This year approximately 28,500 people will commit suicide (Metropolitan Life Insurance Company, 1986). In essence, these statistics reflect, in large part, an inability to cope with the myriad of life demands, problems, and hassles. Moreover, issues relating to suicide are of considerable interest to therapists, with regard not only to protecting clients but also to attempts to understand the interpersonal and intrapersonal dynamics pertaining to suicide. Suicide research has increasingly focused on the role that

Problem-solving self-appraisal, depression, and Attributional Style: Are they related?

Whereas previous research linking problem solving and depression has focused on problem-solving skills related to laboratory tasks, the relationship between higher-order cognitive variables such as an appraisal of ones general problem-solving skills and depression has not been addressed. Likewise, while attributions of ones behavior have been linked to depression, it is unclear if attributions are related to problem-solving appraisal. The present study examined both of these research problems. Self-appraised effective or ineffective problem-solvers completed the following: Beck Depression Inventory, Feelings and Concerns Survey, Attributional Style Questionnaire, and Mooney Problem Checklist. Results indicated that (a) assessment of ones problem-solving skills are related to the number of personal problems reported, and to ratings of short- and long-term depression; (b) assessment of ones problem-solving skills do not seem to be linearly related to attributional style; and (c) attributional style is not linearly related to depression. Results are discussed in terms of real-life problem-solving processes and a more complex model of depression.

The Relationship of Problem-Solving Appraisal to Career Decision and Indecision.

Abstract This study examined the relationship of problem-solving appraisal to career decision making. More specifically, the study examined differences between those who appraised their problem-solving skills as positive versus negative on two career indecision instruments, the Vocational Decision Scale ( L. K. Jones & M. F. Chenery, 1980 , Journal of Counseling Psychology , 27 , 469–477) and the Career Decision Scale ( S. H. Osipow, C. G. Carney, J. Winer, B. Yanico, & M. Koschier, 1976 , Columbus, OH: Marathon Consulting & Press). Subjects who perceived themselves as positive problem solvers were (a) more confident about their decision-making ability and occupational potential, (b) more likely to have related their abilities to an occupational field, (c) less likely to view the source of indecision outside themselves, and (d) less likely to acknowledge antecedents of career indecision. The results support previous research which suggested that students who are decided may also need career planning assistance. More importantly, the results suggest that problem solving is related to career decision making, which may have important implications for career interventions.

Problem-Solving Self-Appraisal, Awareness, and Utilization of Campus Helping Resources

Utilizing resources in ones environment can be viewed as an important activity in the reallife problem-solving process. To test this logic, this study examined college students awareness and utilization of campus helping resources, particularly the counseling center, as a function of students problem-solving appraisal. Three hundred six undergraduate students representing all four classes completed the Problem-Solving Inventory and the Campus Resource Utilization Checklist, which assessed their awareness and utilization of 23 helping resources available on or near their campus. The results revealed that problem-solving appraisal was related to the awareness of, use of, and satisfaction with campus helping resources in general and that self-appraised ineffective problem solvers were less aware of, less satisfied with, and made use of fewer campus resources. Problem-solving appraisal did not relate to the awareness or use of the counseling center in particular. The results are discussed in terms of the applied problem-solving research, preventive interventions, methodological issues, and future research.

Examining the Generalizability of Problem-Solving Appraisal in Black South Africans

Two studies examined the generalizability of the Problem Solving Inventory (PSI; P. P. Heppner, 1988) through research with Black South African samples. Study 1 examined the generalizability of the factor structure of the PSI through confirmatory factor analysis. Study 2 examined the relationship between problem solving and psychological distress and tested a Problem-Solving Confidence mediational model of psychological distress through structural equation modeling. The estimates of the factor structure as well as other reliability and validity estimates provided strong support for the generalizability of the PSI to South African Black college students. The results also provided partial support for the mediational model of psychological distress.