A Critique of Problem-Solving Training: Where to From Here?

Over the past 20 years, a growing number of studies have accumulated which have become labeled as "problem-solving training studies," focused on an adult population (D'Zurilla, 1986; D'Zurilla & Nezu, 1982). The purpose of this paper is to examine the general issue of problem-solving training from several different avenues. First, problem-solving training studies are briefly reviewed and summarized. Second, the use of the stage sequential model as the predominant model in problem-solving training is discussed. The author considers how problem-solving training might be enhanced if alternative conceptualizations of problem solving are employed. Third, the operational definition of real life problem solving is described as one continued source of confusion in the problem-solving training literature. Finally, the author addresses the need for future researchers to consider individual versus group training, individual difference variables, and problem attributes as to how they impact training.