Comparison of the Effectiveness of the Transactional Analysis, Existential, Cognitive, and Integrated Group Therapies on Improving Problem-Solving Skills

doi:10.4236/psych.2011.24048

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Psychology

2011. Vol.2, No.4, 307-311

Comparison of the Effectiveness of the Transactional Analysis,

Existential, Cognitive, and Integrated Group Therapies on

Improving Problem-Solving Skills

Bahramali A. Ghanbari-e-Hashem-Abadi1, Mustafa Bolghan-Abadi2,

Zahra Vafaei-e-Jahan3, Raheleh Maddah-Shoorcheh3,

Elaheh Maddah-Shoorcheh4

1Ferdowsi University of Mashhad, Mashhad, Iran;

2Family Counseling, Ferdowsi University of Mashhad, Mashhad, Iran;

3General Psychology, Ferdowsi University of Mashhad, Mashhad, Iran;

4Tabaran Institute Higher Education, Tabaran, Iran.

Email: [email protected]

Received January 15th, 2011; revised March 18th, 2011; accepted April 25th, 2011.

Problem-solving is one of the necessities of life in twenty first century. Therefore, Psychologists consider it as a

skill that everyone must learn it. The purpose of the present study is to compare the effectiveness of the transac-

tional analysis, existential, cognitive, and integrated group therapies on improving problem-solving skills. For

this purpose, 65 subjects of the clients who were referring to the Ferdowsi University of Mashhad’s Mental

Health Centre were selected randomly and subjects placed in 5 groups in random assignment method (13 par-

ticipants in each group). The research method is Pre-test/Post-test control group design. To gather the data, Long

& Cassidy’s problem solving styles questionnaire (1996) was used. In the descriptive level, the data were ana-

lyzed using mean and standard deviation, and in the inferential level Analysis of Covariance test (ANCOVA)

was used. The results of data analysis were indicative of the fact that after modifying pretest scores, there was a

significant difference between group’s subjects. The results showed that group therapies were effective on im-

proving problem-solving skills and that cognitive and integrated group therapies were more effective on im-

proving problem-solving skills comparing to other groups. Regarding the results of the present study, it can be

concluded that transactional analysis, existential, cognitive and integrated group therapies were effective on im-

proving problem-solving skills of the clients who were referring to the Ferdowsi University of Mashhad's Men-

tal Health Centre.

Keywords: Transactional Analysis Group Therapy, Existential Group Therapy, Cognitive Group Therapy,

Integrated Group Therapy

Introduction

Problem-solving is a cognitive process by which the indi-

vidual tries to find a suitable solution for the problem (Perla &

O’ Donnel, 2004). In problem-solving, finding a specific solu-

tion for a specific problem is not that much important, the thing

that matters is to find an abstract rule or principle that can be

generalized for other situations (Khoshkam, Malekpoor, &

Molavi, 2008). Problem-solving is a vital skill for life. Today in

all activities, the authorities are called for thinking in a high

level and problem-solving skills, whether in normal or compli-

cated activities. And most of them emphasize that prob-

lem-solving skills must be improved (Poshtiban, 2007). When

facing a Program, every individual uses a different method of

problem-solving. Methods of problem-solving are: helplessness

in solving a problem, problem-solving control, avoidance style,

creative style, problem-solving confidence and approach style.

The first there styles are called ineffective problem-solving

methods and the last three styles are called effective prob-

lem-solving methods (Cassidy & Long, 1996). Problem-solving

is a coping skill which increases self-confidence and has a

connection with good personal compatibility (Eizadi &

Scpasi-Ashtiani, 2010). In problem-solving approach, therapy

begins with focusing present goals. Focusing on present goals

probably persuades the clients to concentrate on the problem

and after that he/she will concentrate on the solutions.

Solutions are the results of conversations and each solution is

unique (Prochaska & Norcross, 2010). In the late 1960s and the

early 1970s, problem-solving started as a port of cogni-

tive-behavioral movement to modify behavior. D’Zurilla &

Aoldfried who are the founders of this method in on article at

American Psychological Association conference in 1968—em-

phasized on the necessity of teaching problem-solving skill in

the program of teaching social skills. Since then, this method is

used in a vast range of clinical counseling and psychotherapy

situations and positive results are reported (Nezu & D’zurrila,

2001).

Problem-solving is an intellectual process and is part of lar-

ger problem process that includes problem finding and problem

shaping. Considered the most complex of all intellectual func-

tions, problem-solving has been defined as higher-order cogni-

tive process that requires the modulation and control of more

routine or basic skills (Goldstein & Levin, 1987). Problem-

solving requires a variety of skills including clarifying informa-

B. A. GHANBARI-E-HASHEM-ABADI ET AL.

308

tion, programming and working methodically, checking out-

comes and trying alternative strategies (Muir, Beswick, & Wil-

liamson, 2008).

The issue of Problem-solving has attracted the attention of

many researchers. The findings show that it is not so much

important that people face problems and difficulties in their

lives, but the thing which is important is to behave correctly

when facing problems. Some people are not even able to solve

their routine Problems and when facing a trivial problem they

become embarrassed, upset and tense (Shokohi-Yekta &

Parands, 2008). According to the aforementioned materials, the

necessity of teaching problem-solving skill becomes evident.

The purpose of the present study is to find answers to this ques-

tion: Is there any difference on improving problem-solving skill

between the four therapy groups?

To achieve this goal, transactional analysis, existential, cog-

nitive and integrated group therapies were formed which were

based on teaching problem-solving skill. The hypothesis of the

study suggests that after group therapies, there is difference

between control group and experimental groups in the extent of

problem-solving skill. Similar studies in problem-solving skill

show that teaching problem-solving skill has been effective in

decreasing Parent-child conflicts (Moradi & Sanayi-e-zaker,

2006).

Shafea-Abad & shams (2000) found that problem-solving

skills instruction can significantly decrease the tendency to

suicide, frustration and negative feelings of the youths who

have attempted suicide. Heydori & Rasolzadeh (2007) used

teaching problem-solving skill decrease girl’s escape from

home and it was effective. Said et al., (2010) found that teach-

ing problem-solving skill to families with children who have

chronic asthma is effective on improving their life quality that

is related to the children’s health. A meta-analysis of the re-

searches done in the field of problem-solving therapies was

indicative of the fact that most of the problem-solving therapies

had positive results on treating depression (Cuijpers, Straten, &

Warmerdam, 2007). In another meta-analysis on the effective-

ness of problem-solving therapies in decreasing problems re-

lating to physical and mental health showed that all the studies

done in this area had a significant effect on decreasing psychi-

cal and mental health problems (Malouff, Thorsteinsson, &

Schutte, 2007).

The results of a study showed that cognitive group therapy

which was based on problem-solving has positive effects on

losing weight & changing lifestyle of middle-aged American

women (Murawsk et al., 2009). Cognitive functions and prob-

lem-solving skills have a significant difference between schizo-

phrenia and healthy people (Zanello, Perring, & Huguclet,

2006).

The purpose of the present study is to compare the effective-

ness of the transactional analysis, existential, cognitive, and

integrated group therapies on improving problem-solving skills.

The hypotheses of the study are:

1) At the end of group therapies, there is a significant differ-

ence is posttest scores of control group and experimental

groups.

2) At the end of group therapies, there is a significant differ-

ence in posttest scores of transactional analysis, existential,

cognitive, and integrated experimental groups.

Method

The present study is a Pre-test/Post-test control group design.

The population of the study was all clients who were referring

to the Ferdowsi University of Mashhad's Mental Health Centre.

From this population 65 subjects were selected randomly and

were placed in 5 groups in random assignment method (13

participants in each group).

Participants

The participants’ age of this study was between 18 to 30

years old. 33 subjects of them were master students (50.77%)

and 32 subjects of them (49.23%) were bachelor students. 34

subjects of the participants were females (52.31%) and 31 sub-

jects were males (47.69%). In cognitive group 8 females

(61.5%) and 5 males (38.46%), in integrated group 3 females

(23.08%) and 10 males (76.92%), in existential group 9 females

(69.23%) and 4 males (30.77%), in transactional analysis group

7 females (53.85%) and 6 males (64.15%), and in control group

7 females (53.85%) and 6 males (46.15%) participated.

Procedure

Methods of interventions were transactional analysis, exis-

tential, cognitive and integrated group therapies with teaching

problem-solving skills. Participants were randomly selected

among students who had referred to the Ferdowsi University of

Mashhad's Mental Health Centre. They were then randomly

divided into five groups of 13. Pretest measures were adminis-

tered prior to the intervention. The experimental groups re-

ceived eight 2-hourly intervention sessions which were weekly

apart and last in 8 weeks. The same measures were adminis-

tered at the posttest, which followed the last intervention ses-

sion.

Measure

Problem-solving styles questionnaire: this questionnaire

which was designed by Cassidy & long (1996) containers 24

Items that have two choices which totally evaluates 6 factors or

problem-solving styles. These factors are: 1) Helplessness style

which shows that the individual is totally helplessness in prob-

lematic situation. 2) Control style that reflects inner-outer con-

trol in problematic situations. 3) Creative style which shows

planning and considering various solutions. 4) Confidence style

that believes the individual can solve the problem. 5) Avoid-

ance style that reflects ignoring and rejecting the problem rather

than facing it. 6) Approach style that shows positive attitude

towards problems and tendency to face them.

Studies that result in designing and finding a norm are in-

dicative of the fact that this measure is a useful, valid and reli-

able instrument to evaluate problem-solving methods (Moham-

madi, 1997). Mohammadi and Sahebi (2001) reported the reli-

ability of this instrument using Cronbach’s alpha coefficient

that equaled 0.66. In a study conducted by Babapoor Kheyrodin

and Ezhey (2002) alpha coefficient was equal to 0.77. On the

other hand, with considering the reliability index as validity

coefficient (validity coefficient equals the second root of reli-

ability coefficient) then validity coefficient is 87% (Babapoor

kheyrodin & Ezhey, 2002).

B. A. GHANBARI-E-HASHEM-ABADI ET AL. 309

Results

Table 1 shows means of posttests (which are modified after

controlling the effect size of pretest) and standard deviation for

problem-solving styles. Regarding research hypothesis and

research method which was pretest-posttest experimental de-

sign with control group, to analyze the data analysis of covari-

ance test (ANCOVA) was used. Table 2 shows the results of

analysis of covariance.

The results of analysis of covariance on the effect of 4 meth-

ods of group therapies that was accompanied with teaching

problem-solving skills on improving problem-solving skills of

Table 1.

Estimated marginal means and Standard Deviation of Pro b lem solving styles.

group Approach Avoidance Confidence Creativity Control Helplessness

M* 3.99 2.04 3.71 3.76 3.33 1.26

Cognitive

SD** .15 .26 .21 .15 .175 .28

M 3.91 1.56 3.12 3.52 2.74 1.97

Integrative

SD .13 .28 .21 .15 .17 .29

M 3.70 2.61 3.50 3.71 3.54 .61

Existential

SD .13 .26 .21 .15 .17 .28

M 3.78 1.72 3.43 3.93 3.70 .59

Transactional

SD .13 .27 .21 .15 .17 .28

M 2.91 1.75 1.86 1.93 2.00 .59

Control

SD .13 .27 .21 .15 .17 .28

*Mean; **Standard Deviation.

Table 2.

Analysis of Covariance to contr o l for the effect size of pre test.

Adjusted R2

Observed Power Partial Eta Squaredp F Mean Square df Source Variables

.993 .257 <.000 20.41 4.23 1 Pretest

2.26 4 Group .46

1.000 .425 <.000 10.92

.21 59 Error

Approach

.989 .241 <.000 18.76 16.78 1 Pretest

2.21 4 Group .30

.671 .144 .054 2.48

.89 59 Error

Avoidance

.925 .168 .001 11.93 6.78 1 Pretest

5.76 4 Group .42

1.000 .407 <.000 10.13

.57 59 Error

Confidence

.992 .252 <.000 19.85 5.81 1 Pretest

8.62 4 Group .66

1.000 .666 <.000 29.46

.29 59 Error

Creativity

.997 .282 <.000 23.22 9.08 1 Pretest

6.32 4 Group .57

1.000 .523 <.000 16.15

.39 59 Error

Control

.904 .158 .002 11.03 10.91 1 Pretest

4.34 4 Group .21

.916 .230 .004 4.40

.99 59 Error

Helplessness

B. A. GHANBARI-E-HASHEM-ABADI ET AL.

310

Table 3.

Pairwise comparisons by Bonfe r r o n i post hoc test.

(I) group (J) group Helplessness Control Creative Confidence Avoidance Approach

MD** (I-J) MD (I-J) MD (I-J) MD (I-J) MD (I-J) MD (I-J)

Integrated −.71 .60 .24 .05 .476 .076

Existential .65 −.20 .052 −.33 −.570 .286

Transactional .66 −.37 −.16 -.26 .318 .190

Cognitive

Control .68 1.33* 1.84* 1.31* .285 1.07*

Existential 1.36* −.80* −.19 −.38 −1.046 .211

Transactional 1.37* −.96* −.41 −.31 −.157 .114

Integrated

Control 1.39* .73* 1.59* 1.26* −.191 1.00*

Existential .015 −.16 −.21 −.07 −.888 −.10

Existential Transactional .029 1.54* 1.78* 1.57* −.033 .79*

*The mean difference is significant at the .05 level; **Mean difference.

clients who were referring to the Ferdowsi University of Mash

had’s Mental Health Centre written in Table 2 shows that after

modifying the scores of problem-solving skills using analysis

of covariance test, there was a significant difference between

the scores of experimental groups and control group in ap-

proach style (F(4,59) = 20.41, P= < .000) Confidence style (F(4,59)

= 10.13, P = < .000), Creativity style (F(4,59) = 29.46, p = <.000),

Control style (F(4,59)=16.15, P = < .000) and Helplessness style

(F(4,59) = 4.40, P = .230) except avoidance style (F(4,59) = 2.48, P

= .054).

According to Table 2, the main effect of group therapy is

significant in all problem-solving styles except avoidance style.

Therefore, to compare pairwise of groups Bonferroni post hoc

test was used. According to Table 3 the results of Bonferroni

post hoc test showed that in confidence, approach, and creative

styles there was no significant difference between intervention

groups. In control style existential intervention group (I) was

more effective comparing integrated intervention group (J) (p =

0.018, MD1 = 0.80), and also transactional analysis intervention

group was more effective comparing integrated intervention

group (p = 0.002, MD = 0.96). In helplessness style integrated

intervention group (I) was more effective comparing existential

(J) and transactional (J) intervention groups. In avoidance style,

none of the intervention groups were effective on its improving.

Conclusion

The aim of the study is the comparing the effectiveness of the

transactional analysis, existential, cognitive, and integrated

group therapies on improving problem-solving skills. The re-

sults of the study show that transactional analysis, existential,

cognitive, and integrated intervention groups are effective on

improving problem-solving skills. It is to be noted that transac-

tional analysis and existential group therapies had better func-

tion comparing to integrated group therapy.

Discussion

Problem-solving intervention therapy has been effective in

reducing depression symptoms (Bell & D’Zurilla, 2009),

changing and improving child-rearing style (Shure & Spivack,

1978), reducing self-efficiency and improving students’ scores

(Dekovis & Buist, 2005), reducing family’s emotional contri-

bution (Shokohi-Yekta & Parand, 2008), reducing exam’s anxi-

ety and improving students’ educational issues (Eizadi &

Sepasi-Ashtiona, 2010), reducing symptoms of Attentions-

eficit/hyperactivity disorder (Neshatdoost, Kalantari, & Solati,

2001). Since group therapies were based on problem-solving

and the results of group therapies were effective on improving

problem-solving styles, therefore, it can be concluded that these

group interventions or group therapies can improve student’s

problem-solving styles and it is hoped to result in improving

other psychic aspects. According to the previous studies the

problem-solving is an important skill in life, then individuals

have this skill can cope with your depression (Bell & D’Zurilla,

2009), can improve your parenting style (Shure & Spivack,

1978), have self-efficacy in your life (Dekovis & Buist, 2005),

and so on.

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