The original Social Problem-Solving Inventory (SPSI) was introduced in 1990 based on theoretical problem-solving models developed by Thomas D'Zurilla and associates throughout the two previous decades. The most current version is the Social Problem-Solving Inventory-Revised (SPSI-R), copyrighted in 2000, and it is this version that will be reviewed. The SPSI-R has a long version, consisting of 52 questions, and a short form of only 25. While the original was available only in English, the SPSI-R is offered in both English and Spanish. All revised versions, including the long and short forms, were authored by D'Zurilla, Arthur Nezu, and Albert Mayeu-Olivares, and are currently published by Multi-Health Systems, Inc. The test is sold in kits, priced at $86 for a complete kit including the technical manual, 25 long version QuikScore™ forms, and 25 short version QuikScore™ forms. The Long Version kit may be purchased for $61 and the Short Version kit for $59, with both kits containing the technical manual and 25 of the appropriate scoring forms.
[...] Internal consistency data were collected only on the four normative samples (not including “distressed” populations), and for all five scales of social problem- solving ability, by re-scoring protocols from some of the earlier samples using only those items that had carried over into the revised version and then doing the factor and correlational analyses again (D'Zurilla, Nezu, & Mayeu-Olivares, 2002). The alpha coefficients ranged from .60-.95 with 26 of the 36 internal consistency estimates in the .80+ range. high coefficients may be explained by the repetition of the same items stated in a different way, which is an inherent characteristic of self-report formats (Lindsey, 2004).” Test-retest reliability estimates were reported as adequate to high (.68 to .91), for both a subsample of 138 of the young adult group (3-week period), and for an additional sample of 221 nursing students (6-week period). [...]
[...] (1990). Development and preliminary evaluation of the Social Problem-Solving Inventory [Electronic version]. Psychological Assessment: a Journal of Consulting and Clinical Psychology, 156-163. Retrieved on June from EBSCOHost website. D'Zurilla, T., Nezu, A., & Mayeu-Olivares, A. (2002). Manual for the Social Problem-Solving Inventory-Revised. Canada: MHS, [...]
[...] Summary Evaluation and Critique Strengths and Weaknesses As a screening device, used in conjunction with other assessments and methods for the purposes of gathering and adding to a body of information about an individual's ability to deal with stressful events or everyday problems in his or her life, the SPSI-R has merit. It is easy to administer, score, and interpret, and provides a clear picture of an individual's general social problem-solving style and his or her problem orientation, and there is where its primary strengths lie. [...]
[...] The issue of bias aside, the most significant weakness of the test is that it does not objectively measure an individual's social problem-solving skills, but rather measures how individuals view problems and themselves as problem solvers. Despite multiple studies and recent research into problem solving, there is still little information about whether self-appraisal of problem-solving skills reflects actual problem-solving skill or some other underlying construct, and if it does reflect problem-solving skills, whether or not such self-appraisal is accurate. However, it does appear that an individual's view of his or her problem-solving abilities is an important dimension of problem solving, and in this way, the SPSI-R retains much of merit and utility. [...]
[...] Higher scores in two of the scales are considered indicative of constructive or adaptive problem- solving behaviors; positive problem orientation measures a constructive problem solving cognitive set, and the rational problem solving scale assesses the rational or deliberate application of effective problem solving techniques. Conversely, higher scores in the other three scales indicate maladaptive or dysfunctional problem-solving abilities. The negative problem orientation scale taps into an inhibitive or dysfunctional cognitive set, the impulsive/careless style scale evaluates a problem- solving pattern identified by attempts to use narrow, impulsive, hurried, or incomplete problem-solving strategies, and the avoidance style scale assesses another dysfunctional pattern, characterized by passivity, dependency, and procrastination. [...]
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