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What Is Problem-Solving Therapy?

Arlin Cuncic, MA, is the author of The Anxiety Workbook and founder of the website About Social Anxiety. She has a Master's degree in clinical psychology.

Daniel B. Block, MD, is an award-winning, board-certified psychiatrist who operates a private practice in Pennsylvania.

Verywell / Madelyn Goodnight

Problem-Solving Therapy Techniques

How effective is problem-solving therapy, things to consider, how to get started.

Problem-solving therapy is a brief intervention that provides people with the tools they need to identify and solve problems that arise from big and small life stressors. It aims to improve your overall quality of life and reduce the negative impact of psychological and physical illness.

Problem-solving therapy can be used to treat depression , among other conditions. It can be administered by a doctor or mental health professional and may be combined with other treatment approaches.

At a Glance

Problem-solving therapy is a short-term treatment used to help people who are experiencing depression, stress, PTSD, self-harm, suicidal ideation, and other mental health problems develop the tools they need to deal with challenges. This approach teaches people to identify problems, generate solutions, and implement those solutions. Let's take a closer look at how problem-solving therapy can help people be more resilient and adaptive in the face of stress.

Problem-solving therapy is based on a model that takes into account the importance of real-life problem-solving. In other words, the key to managing the impact of stressful life events is to know how to address issues as they arise. Problem-solving therapy is very practical in its approach and is only concerned with the present, rather than delving into your past.

This form of therapy can take place one-on-one or in a group format and may be offered in person or online via telehealth . Sessions can be anywhere from 30 minutes to two hours long.

Key Components

There are two major components that make up the problem-solving therapy framework:

Applying a positive problem-solving orientation to your life
Using problem-solving skills

A positive problem-solving orientation means viewing things in an optimistic light, embracing self-efficacy , and accepting the idea that problems are a normal part of life. Problem-solving skills are behaviors that you can rely on to help you navigate conflict, even during times of stress. This includes skills like:

Knowing how to identify a problem
Defining the problem in a helpful way
Trying to understand the problem more deeply
Setting goals related to the problem
Generating alternative, creative solutions to the problem
Choosing the best course of action
Implementing the choice you have made
Evaluating the outcome to determine next steps

Problem-solving therapy is all about training you to become adaptive in your life so that you will start to see problems as challenges to be solved instead of insurmountable obstacles. It also means that you will recognize the action that is required to engage in effective problem-solving techniques.

Planful Problem-Solving

One problem-solving technique, called planful problem-solving, involves following a series of steps to fix issues in a healthy, constructive way:

Problem definition and formulation : This step involves identifying the real-life problem that needs to be solved and formulating it in a way that allows you to generate potential solutions.
Generation of alternative solutions : This stage involves coming up with various potential solutions to the problem at hand. The goal in this step is to brainstorm options to creatively address the life stressor in ways that you may not have previously considered.
Decision-making strategies : This stage involves discussing different strategies for making decisions as well as identifying obstacles that may get in the way of solving the problem at hand.
Solution implementation and verification : This stage involves implementing a chosen solution and then verifying whether it was effective in addressing the problem.

Other Techniques

Other techniques your therapist may go over include:

Problem-solving multitasking , which helps you learn to think clearly and solve problems effectively even during times of stress
Stop, slow down, think, and act (SSTA) , which is meant to encourage you to become more emotionally mindful when faced with conflict
Healthy thinking and imagery , which teaches you how to embrace more positive self-talk while problem-solving

What Problem-Solving Therapy Can Help With

Problem-solving therapy addresses life stress issues and focuses on helping you find solutions to concrete issues. This approach can be applied to problems associated with various psychological and physiological symptoms.

Mental Health Issues

Problem-solving therapy may help address mental health issues, like:

Chronic stress due to accumulating minor issues
Complications associated with traumatic brain injury (TBI)
Emotional distress
Post-traumatic stress disorder (PTSD)
Problems associated with a chronic disease like cancer, heart disease, or diabetes
Self-harm and feelings of hopelessness
Substance use
Suicidal ideation

Specific Life Challenges

This form of therapy is also helpful for dealing with specific life problems, such as:

Death of a loved one
Dissatisfaction at work
Everyday life stressors
Family problems
Financial difficulties
Relationship conflicts

Your doctor or mental healthcare professional will be able to advise whether problem-solving therapy could be helpful for your particular issue. In general, if you are struggling with specific, concrete problems that you are having trouble finding solutions for, problem-solving therapy could be helpful for you.

Benefits of Problem-Solving Therapy

The skills learned in problem-solving therapy can be helpful for managing all areas of your life. These can include:

Being able to identify which stressors trigger your negative emotions (e.g., sadness, anger)
Confidence that you can handle problems that you face
Having a systematic approach on how to deal with life's problems
Having a toolbox of strategies to solve the issues you face
Increased confidence to find creative solutions
Knowing how to identify which barriers will impede your progress
Knowing how to manage emotions when they arise
Reduced avoidance and increased action-taking
The ability to accept life problems that can't be solved
The ability to make effective decisions
The development of patience (realizing that not all problems have a "quick fix")

Problem-solving therapy can help people feel more empowered to deal with the problems they face in their lives. Rather than feeling overwhelmed when stressors begin to take a toll, this therapy introduces new coping skills that can boost self-efficacy and resilience .

Other Types of Therapy

Other similar types of therapy include cognitive-behavioral therapy (CBT) and solution-focused brief therapy (SFBT) . While these therapies work to change thinking and behaviors, they work a bit differently. Both CBT and SFBT are less structured than problem-solving therapy and may focus on broader issues. CBT focuses on identifying and changing maladaptive thoughts, and SFBT works to help people look for solutions and build self-efficacy based on strengths.

This form of therapy was initially developed to help people combat stress through effective problem-solving, and it was later adapted to address clinical depression specifically. Today, much of the research on problem-solving therapy deals with its effectiveness in treating depression.

Problem-solving therapy has been shown to help depression in:

Older adults
People coping with serious illnesses like cancer

Problem-solving therapy also appears to be effective as a brief treatment for depression, offering benefits in as little as six to eight sessions with a therapist or another healthcare professional. This may make it a good option for someone unable to commit to a lengthier treatment for depression.

Problem-solving therapy is not a good fit for everyone. It may not be effective at addressing issues that don't have clear solutions, like seeking meaning or purpose in life. Problem-solving therapy is also intended to treat specific problems, not general habits or thought patterns .

In general, it's also important to remember that problem-solving therapy is not a primary treatment for mental disorders. If you are living with the symptoms of a serious mental illness such as bipolar disorder or schizophrenia , you may need additional treatment with evidence-based approaches for your particular concern.

Problem-solving therapy is best aimed at someone who has a mental or physical issue that is being treated separately, but who also has life issues that go along with that problem that has yet to be addressed.

For example, it could help if you can't clean your house or pay your bills because of your depression, or if a cancer diagnosis is interfering with your quality of life.

Your doctor may be able to recommend therapists in your area who utilize this approach, or they may offer it themselves as part of their practice. You can also search for a problem-solving therapist with help from the American Psychological Association’s (APA) Society of Clinical Psychology .

If receiving problem-solving therapy from a doctor or mental healthcare professional is not an option for you, you could also consider implementing it as a self-help strategy using a workbook designed to help you learn problem-solving skills on your own.

During your first session, your therapist may spend some time explaining their process and approach. They may ask you to identify the problem you’re currently facing, and they’ll likely discuss your goals for therapy .

Keep In Mind

Problem-solving therapy may be a short-term intervention that's focused on solving a specific issue in your life. If you need further help with something more pervasive, it can also become a longer-term treatment option.

Get Help Now

We've tried, tested, and written unbiased reviews of the best online therapy programs including Talkspace, BetterHelp, and ReGain. Find out which option is the best for you.

Shang P, Cao X, You S, Feng X, Li N, Jia Y. Problem-solving therapy for major depressive disorders in older adults: an updated systematic review and meta-analysis of randomized controlled trials . Aging Clin Exp Res . 2021;33(6):1465-1475. doi:10.1007/s40520-020-01672-3

Cuijpers P, Wit L de, Kleiboer A, Karyotaki E, Ebert DD. Problem-solving therapy for adult depression: An updated meta-analysis . Eur Psychiatry . 2018;48(1):27-37. doi:10.1016/j.eurpsy.2017.11.006

Nezu AM, Nezu CM, D'Zurilla TJ. Problem-Solving Therapy: A Treatment Manual . New York; 2013. doi:10.1891/9780826109415.0001

Owens D, Wright-Hughes A, Graham L, et al. Problem-solving therapy rather than treatment as usual for adults after self-harm: a pragmatic, feasibility, randomised controlled trial (the MIDSHIPS trial) . Pilot Feasibility Stud . 2020;6:119. doi:10.1186/s40814-020-00668-0

Sorsdahl K, Stein DJ, Corrigall J, et al. The efficacy of a blended motivational interviewing and problem solving therapy intervention to reduce substance use among patients presenting for emergency services in South Africa: A randomized controlled trial . Subst Abuse Treat Prev Policy . 2015;10(1):46. doi:doi.org/10.1186/s13011-015-0042-1

Margolis SA, Osborne P, Gonzalez JS. Problem solving . In: Gellman MD, ed. Encyclopedia of Behavioral Medicine . Springer International Publishing; 2020:1745-1747. doi:10.1007/978-3-030-39903-0_208

Kirkham JG, Choi N, Seitz DP. Meta-analysis of problem solving therapy for the treatment of major depressive disorder in older adults . Int J Geriatr Psychiatry . 2016;31(5):526-535. doi:10.1002/gps.4358

Garand L, Rinaldo DE, Alberth MM, et al. Effects of problem solving therapy on mental health outcomes in family caregivers of persons with a new diagnosis of mild cognitive impairment or early dementia: A randomized controlled trial . Am J Geriatr Psychiatry . 2014;22(8):771-781. doi:10.1016/j.jagp.2013.07.007

Noyes K, Zapf AL, Depner RM, et al. Problem-solving skills training in adult cancer survivors: Bright IDEAS-AC pilot study . Cancer Treat Res Commun . 2022;31:100552. doi:10.1016/j.ctarc.2022.100552

Albert SM, King J, Anderson S, et al. Depression agency-based collaborative: effect of problem-solving therapy on risk of common mental disorders in older adults with home care needs . The American Journal of Geriatric Psychiatry . 2019;27(6):619-624. doi:10.1016/j.jagp.2019.01.002

By Arlin Cuncic, MA Arlin Cuncic, MA, is the author of The Anxiety Workbook and founder of the website About Social Anxiety. She has a Master's degree in clinical psychology.

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3.1: Interventions and Problem Solving

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Page ID 43048

Vera Kennedy
West Hills College Lemoore

Social issues impair social functioning and negatively impact the lives of individuals, groups, and organizations (Bruhn and Rebach 2007). People effected by a particular social issue may face a variety of obstacles and challenges associated with the problem including labeling, stigma, discrimination, and isolation. Sociological practitioners work to address the problem by changing the social setting, arrangement, norms, and behaviors surrounding the issue and the people involved. A sociological practitioner may serve as the facilitator of this social change, a broker by acting on the behalf of others for change, or a clinician by providing direct services or help to change the situation of individuals and families.

There are six approaches most commonly used by sociological and other professional practitioners, communities, and clients to address social problems and create change. To resolve or improve situations, different problems require different approaches based on the client needs and social resources available to them. Each sociological approach incorporates a different level of analysis to assess the problem with a specific focal area of intervention. When social change requires different levels of analysis, sociological approaches must identify and explore multiple solutions across continuums. Not all approaches result in an expeditious solution. Sociological approaches and interventions take planning and time to implement and can take years to gain permanent change or improve people’s lives.

Process of Intervention

Regardless of approach, sociologists follow an incremental process of intervention to remedy a social problem. Each sociological approach includes a process of intervention that includes an assessment, planning, implementation, and evaluation phase. There are no timelines of completion defined within each phase. Rather the sociological practitioner, clients, and other impacted individuals or groups set deadlines and completion parameters based on context and need.

The first phase examines the social problem and needs of those it impairs. This is an investigative stage to gather information and understand the situation to define the problem (Bruhn and Rebach 2007). A sociological practitioner must first identify the presenting problem and client(s). The presenting problem refers to the client’s perspective of the problem as they see it in their own words (Bruhn and Rebach 2007). The assessment is a discovery phase of the history and evolution of the problem within the geographic region to find out who is seeking help and why. The assessment also helps determine the role or involvement of the sociological practitioner in the intervention.

An assessment is a case study guided by the nature of the problem and clients (Bruhn and Rebach 2007). Data collection may include interviews, focus groups, surveys, and secondary analysis (e.g., analytic data, educational records, criminal records, medical files, etc.). Findings and results are presented and discussed with clients and other involved parties to formulate solutions and objectives of intervention.

The next stage in the process is to plan the steps for achieving intervention objectives. The plan is a formal (written) agreement among interventionists (including the sociological practitioner) and client(s) outlining the objectives and roles and responsibilities of each person involved. The plan will include observable, measurable objectives that include: 1) subject and verb stating the condition to achieve, 2) amount or percentage of reduction or improvement of the condition, and 3) timeframe or deadline for completion (Bruhn and Rebach 2007). Both process and outcome objectives must be delineated in the plan. Process objectives will focus on program operations or services, and outcome objectives concentrate on the results of the intervention against baseline data (i.e., data collected prior to intervention). Interventionists and clients work together to develop a plan so everyone has an equal voice and understanding of their duties, obligations, and work to complete in the implementation phase.

Consider a social problem you would like to address in your community. Conduct secondary analysis of the issue to identify the presenting problem, clientele, and existing community services. Explore nonprofit and public agencies in your community working on the problem you chose to help you gather information.

After completing your analysis, draft four observable, measurable objectives of intervention for the problem and population you wish to address. Two objectives must focus on process and two on outcomes. All outcomes must include a verb and subject stating the condition to achieve, amount or percentage of reduction or improvement of the condition, and timeframe or deadline for completion.

The third phase in the process centers on implementation. In this stage, the plan commences according to the steps outlined in the formal agreement. Implementation puts the plan into action by following the proposed sequence and schedule. This phase engages strategies in order to accomplish objectives. For example, solving chronic poverty in your community might require employing several strategies such as improving K-12 education, increasing higher education enrollments and job skills training, providing access to health care, and developing employment opportunities. During the implementation phase, interventionists and collaborators will initiate and work on each strategy for change.

The final phase in the process of intervention is evaluation. Sociologists use evaluation to find out if a program, service, or intervention works (Steele and Price 2008). There are two types of evaluation. A process or formative evaluation gathers information to help improve or change a program, service, or intervention. Did everything occur and work according to plan? Sociological practitioners work with clients to determine program strengths, weaknesses, and areas of improvement to strengthen or adapt the program (Steele and Price 2008). An outcome or summative evaluation measures the impact of the program, service, or intervention on clients or participants. Were benchmarks achieved or changes made? Practitioners measure changes in clients over the duration of their participation from start to completion. The impact evaluation determines if change occurred, any unintended outcomes, and the long-term effects.

Evaluation is an ongoing task tracking program progress from beginning to end (Bruhn and Rebach 2007). Interventionists and practitioners must monitor the program continuously to ensure the service or intervention is advancing toward change, and adjustments or alternatives are deployed to increase effectiveness in a timely manner. The goal of evaluation is to know why a program, service, or intervention succeeded or failed to reform or adapt present and future support and solutions. Evaluation is a mechanism of continual improvement by regularly providing information and identifying unintended consequences.

Evaluation requires both quantitative and qualitative data (see page 5) using a variety of data collection methods and tools to gather information (e.g., tests, questionnaires, archival data, etc.). Data collection tools vary from program to program, sometimes tools exist to conduct an evaluation, and other times practitioners must develop them (Viola and McMahon 2010). Practitioners lead in the development of data collection protocols, tools, and instruments for review by participants (e.g., clients and community members) before they are ready to use.

As a contributing member of an evaluation team, sociological practitioners (see page 3) must be aware of role-conflict . It is imperative to avoid role-conflict in a participatory evaluation model. In other words, practitioners must be aware of their role within the evaluative context or situation as to whether one is serving as a researcher, practitioner, or interventionist (i.e., clinical sociologist). It is difficult to implement the scientific method (process and procedures) in the field within the standards of academic research when serving as a practitioner (Bruhn and Rebach 2007). Sociological practitioners or interventionists do not always have control over the evaluation research, study environment, or time to complete an evaluative study as prescribed by the scientific method.

The Workforce Internship Networking (WIN) Center at West Hill College Lemoore in California connects and supports students and alumni by providing employment, occupational readiness, and job placement information and resources to advance personal career goals. The WIN Center provides a space for employers and students to connect. At the WIN Center, students and alumni receive skills training, employment and internship application assistance, and support in creating a professional profile.

Describe why it might be important to evaluate the WIN Center.
Considering the importance of evaluating college campus programs, how often would you recommend evaluating the WIN Center’s programs and services? What should the evaluation examine?
What role could program monitoring play in the overall evaluation of the WIN Center?
If you were responsible for overseeing program monitoring and the evaluation of the WIN Center, what data would you collect to assess its impact?

In addition, evaluations may cause tension between practitioners (interventionists) and evaluation associates. Interventionists are responsible for providing data and keeping records while implementing program activities. Conflicting demands for an interventionists’ time and energy during the program implementation process may lead to a delay in gathering and sharing data with evaluators. Evaluation is not always equally valued, and some interventionists may consider evaluation unimportant or a threat to their work or process resulting in uncooperative behavior or interest.

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7. Developing an Intervention

This toolkit provides supports for developing core components of a community intervention and adapting them to fit the context.

Statement of the community problem/goal to be addressed
Specific behaviors of whom that need to change
Improvements in community-level outcomes that should result Related resources : Proclaiming Your Dream: Developing Vision and Mission Statements Creating Objectives
Direct observation of the problem or goal
Conducting behavioral surveys
Interviewing key people in the community
Reviewing archival or existing records Related resources : Developing a Plan for Identifying Local Needs and Resources Collecting Information About the Problem Conducting Surveys Conducting Interviews Using Public Records and Archival Data
Targets of change or prioritized groups for whom behaviors or outcomes should change
Agents of change or those implementing the intervention Related resources : Identifying Targets and Agents of Change: Who Can Benefit and Who Can Help
Personal contacts - Who will you speak with about what?
Interviews - What questions will you ask of whom about the problem or goal and possible interventions?
Focus groups - From what groups will you seek what kinds of information?
Community forums - What public situations would present an opportunity for you to discuss the problem or goal, and how will you use the opportunity?
Concerns surveys - What questions of whom will you ask about the problem or goal and potential solutions? Related resources : An Introduction to the Problem Solving Process Analyzing Root Causes of Problems The "But Why?" Technique Conducting Interviews Conducting Focus Groups Conducting Public Forums and Listening Sessions Conducting Concerns Surveys
Those for whom the current situation is a problem. Who is affected by the issue, problem, or goal?
The negative (positive) consequences for those directly affected and the broader community. What effect does the problem or issue have on the lives of those affected?
Personal and environmental factors to be influenced (i.e., people's experience and history; knowledge and skills; barriers and opportunities; social support and caring relationships; living conditions that put them at risk for or protect them from experiencing certain problems).
The behavior or lack of behavior that causes or maintains the problem. What behaviors of whom would need to change for the problem (or goal) to be eliminated (addressed).
Who benefits and how from the situation staying the same (economically, politically).
The conditions that need to change for the issue to be resolved (e.g., skills, opportunities, financial resources, trusting relationships).
The appropriate level at which the problem or goal should be addressed (e.g., by individuals, families, neighborhoods, city or county government), and whether the organization has the capacity to influence such changes). Related resources : Defining and Analyzing the Problem Collecting Information About the Problem Identifying Targets and Agents of Change: Who Can Benefit and Who Can Help Understanding Risk and Protective Factors: Their Use in Selecting Potential Targets and Promising Strategies for Interventions Identifying Strategies and Tactics for Reducing Risks Creating Objectives
A description of what success would look like. How will the community or group be different if the intervention is successful?
Those goals the intervention is targeted to accomplish. How will you know if your intervention is successful?
The specific objectives the intervention will achieve. What will change by how much and by when? Related resources : Creating Objectives
Potential or promising “best practices” for your situation (consider various available databases and lists of “best” or evidence-based practices)
How strong is the evidence that each potential “best practice” caused the observed improvement? (Rather than other associated conditions or potential influences)
Whether the “best practice” could achieve the desired results in your community
Whether the conditions (e.g., time, money, people, technical assistance) that affect success for the “best practice” are present
(Based on the assessment) The “best practice” or evidence-based approach to be tried in your situation (Note: If no “best practices” are known or appropriate to your situation, follow the steps below to design or adapt another intervention.) Related resources : Generating and Choosing Solutions Criteria for Choosing Promising Practices and Community Interventions
Providing information and enhancing skills (e.g., conduct a public information campaign to educate people about the problem or goal and how to address it)
Modifying access, barriers, exposures, and opportunities (e.g., increase availability of affordable childcare for those entering work force; reduce exposures to stressors)
Enhancing services and supports (e.g., increase the number of centers that provide health care)
Changing the consequences (e.g., provide incentives to develop housing in low-income areas)
Modifying policies and broader systems (e.g., change business or public policies to address the goal) Related resources : Creating Objectives Developing an Action Plan Providing Information and Enhancing Skills Modifying Access, Barriers, and Opportunities Changing the Physical and Social Environment Enhancing Support, Incentives, and Resources Changing Policies
Identify the mode of delivery through which each component and element of the intervention will be delivered in the community (e.g., workshops for skill training). Related resources : Developing an Action Plan Putting Your Solution into Practice
Indicate how you will adapt the intervention or "best practice" to fit the needs and context of your community (e.g., differences in resources, cultural values, competence, language). Related resources : Adapting Community Interventions for Different Cultures and Communities Designing Community Interventions
What specific change or aspect of the intervention will occur?
Who will carry it out?
When the intervention will be implemented or how long it will be maintained?
Resources (money and staff) needed/ available?
Who should know what about this? Related resources : Developing an Action Plan
Test the intervention and with whom
Assess the quality of implementation of the intervention
Assess results and consequences or side effects
Collect and use feedback to adapt and improve the intervention
Implement the intervention, and monitor and evaluate the process (e.g., quality of implementation, satisfaction) and outcomes (e.g., attainment of objectives). Related resources : A Framework for Program Evaluation: A Gateway to the Tools

Problem-Solving Theory: The Task-Centred Model

Living reference work entry
First Online: 12 April 2022
Cite this living reference work entry

Blanca M. Ramos 5 &
Randall L. Stetson 6

Part of the book series: Social Work ((SOWO))

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This chapter examines the task-centred model to illustrate the application of problem-solving theory for social work intervention. First, it provides a brief description of the problem-solving model. Its historical development and key principles and concepts are presented. Next, the chapter offers a general overview of the crisis intervention model. The task-centred model and crisis intervention share principles and methods drawn from problem-solving theory. The remainder of the chapter focuses on the task-centred model. It reviews its historical background, viability as a framework for social work generalist practice, as well as its applicability with diverse client populations and across cultural settings. The structured steps that guide task-centred implementation throughout the helping process are described. A brief critical review of the model’s strengths and limitations is provided. The chapter concludes with a brief summary and some closing thoughts.

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Ramos, B.M., Stetson, R.L. (2022). Problem-Solving Theory: The Task-Centred Model. In: Hölscher, D., Hugman, R., McAuliffe, D. (eds) Social Work Theory and Ethics. Social Work. Springer, Singapore. https://doi.org/10.1007/978-981-16-3059-0_9-1

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22 Best Counseling Interventions & Strategies for Therapists

Counseling is highly beneficial, with “far-reaching effects in life functioning” (Cochran & Cochran, 2015, p. 7).

While therapeutic relationships are vital to a positive outcome, so too are the selection and use of psychological interventions targeting the clients’ capability, opportunity, motivation, and behavior (Michie et al., 2014).

This article introduces some of the best interventions while identifying the situations where they are likely to create value for the client, helping their journey toward meaningful, value-driven goals.

Before you continue, we thought you might like to download our three Goal Achievement Exercises for free . These detailed, science-based exercises will help you or your clients create actionable goals and master techniques to create lasting behavior change.

This Article Contains:

What is a counseling intervention, list of popular therapeutic interventions, how to craft a treatment plan 101, 13 helpful therapy strategies, interventions & strategies for career counseling, 2 best interventions for group counselors, resources from positivepsychology.com, a take-home message.

“Changing ingrained behavior patterns can be challenging” and must avoid or at least reduce the risk of reverting (Michie et al., 2014, p. 11).

The American Psychological Association (n.d., para. 1) describes an intervention as “any action intended to interfere with and stop or modify a process, as in treatment undertaken to halt, manage, or alter the course of the pathological process of a disease or disorder.”

Interventions are intentional behaviors or “change strategies” introduced by the counselor to help clients implement problem management and move toward goals (Nelson-Jones, 2014):

Counselor-centered interventions are where the counselor does something to or for the client, such as providing advice.
Client-centered interventions empower the client, helping them develop their capacity to intervene in their own problems (for example, monitoring and replacing unhelpful thinking).

Creating or choosing the most appropriate intervention requires a thorough assessment of the client’s behavioral targets, what is needed, and how best to achieve them (Michie et al., 2014).

The selection of the intervention is guided by the:

Nature of the problem
Therapeutic orientation of the counselor
Willingness and ability of the client to proceed

During counseling, various interventions are likely to be needed at different times. For that reason, counselors will require a broad range of techniques that fit the client’s needs, values, and culture (Corey, 2013).

In recent years, an increased focus has been on the use of evidence-based practice, where the choice and use of interventions is based on the best available research to make a difference in the lives of clients (Corey, 2013).

“Clients are hypothesis makers and testers” who have the reflective capacity to think about how they think (Nelson-Jones, 2014, p. 261).

Helping clients attend to their thoughts and learn how to instruct themselves more effectively can help them break repetitive patterns of insufficiently strong mind skills while positively influencing their feelings.

The following list includes some of the most popular interventions used in a variety of therapeutic settings (modified from Magyar-Moe et al., 2015; Sommers-Flanagan & Sommers-Flanagan, 2015; Cochran & Cochran, 2015; Corey, 2013):

Detecting and disputing demanding rules

Rigid, demanding thinking is identified by ‘musts,’ ‘oughts,’ and ‘shoulds’ and is usually unhelpful to the client.

For example:

I must do well in this test, or I am useless. People must treat me in the way I want; otherwise, they are awful.

Clients can be helped to dispute such thinking using “reason, logic, and facts to support, negate or amend their rules” (Nelson-Jones, 2014, p. 265).

Such interventions include:

Functional disputing Pointing out to clients that their thinking may stand in the way of achieving their goals
Empirical disputing Encouraging clients to evaluate the facts behind their thoughts
Logical disputing Highlighting the illogical jumps in their thinking from preferences to demands
Philosophical disputing Exploring clients’ meaning and satisfaction outside of life issues

Identifying automatic perceptions

Our perceptions greatly influence how we think. Clients can benefit from recognizing they have choices in how they perceive things and avoiding jumping to conclusions.

Creating self-talk Self-talk can be helpful for most clients and can target anger management, stress handling, and improving confidence. For example:

This is not the end of the world. I’ve done this before; I can do it well again.

Creating visual perceptions Building on the client’s existing visual images can be helpful in understanding and working through problematic situations (and their solutions).

One simple exercise to help clients see the strong relationship between visualizing and feeling involves asking clients to think of someone they love. Almost always, they form a mental image along with a host of feelings.

Visual relaxation is a powerful self-helping skill involving clients taking time out of their busy life to find calm through vividly picturing a real or imagined relaxing scene.

Creating better expectations

Clients’ explanatory styles (such as expecting to fail) can create self-fulfilling prophecies. Interventions can help by:

Assessing the likelihood of risks or rewards
Increasing confidence in the potential for success
Identifying coping skills and support factors
Time projection Imagery can help by enabling the client to step into a possible future where they manage and overcome difficult times or worrying situations.

For example, the client can imagine rolling forward to a time when they are successful in a new role at work or a developing relationship.

Creating realistic goals

Goals can motivate clients to improve performance and transition from where they are now to where they would like to be. However, it is essential to make sure they are realistic, or they risk causing undue pressure and compromising wellbeing.

The following interventions can help (Nelson-Jones, 2014):

Stating clear goals The following questions are helpful when clients are setting goals :

Does the goal reflect your values? Is the goal realistic and achievable? Is the goal specific? Is the goal measurable? Does the goal have a timeframe?

Helping clients to experience feelings

Counseling can influence clients’ emotions and their physical reactions to emotions by helping them (Nelson-Jones, 2014):

Experience feelings
Express feelings
Manage feelings
Empty chair dialogue This practical intervention involves the client engaging in an imaginary conversation with another person; it helps “clients experience feelings both of unresolved anger and also of weakness and victimization” (Nelson-Jones, 2014, p. 347).

The client may be asked to shift to the empty chair and play the other person’s part to explore conflict, interactions, and emotions more fully (Corey, 2013).

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“Counselors and counseling trainees make choices both concerning specific interventions and about interventions used in combination” (Nelson-Jones, 2014, p. 223).

Through early and continued engagement with the client throughout the counseling approach , the counselor and client set specific, measurable, and achievable goals and create a treatment plan with a defined intervention strategy (Dobson, 2010).

The treatment plan becomes a map, combining interventions to reach client goals and overcome problems – to get from where they are now to where they want to be. However, no plan should be too fixed or risk preventing the client’s progress in their ‘wished-for’ direction. Rather, it must be open for regular revisit and modification (Nelson-Jones, 2014).

Counseling and therapeutic treatment plans vary according to the approaches used and the client’s specific needs but should be strength-based and collaborative. Most treatment plans typically consider the following points (modified from GoodTherapy, 2019):

History and assessment – E.g., psychosocial history, symptom onset, past and present diagnoses, and treatment history
Present concerns – The current concerns and issues that led the client to counseling
Counseling contract – A summary of goals and desired changes, responsibility, and the counseling approach adopted
Summary of strengths – It can be helpful to summarize the client’s strengths, empowering them for goal achievement.
Goals – Measurable treatment goals are vital to the treatment plan.
Objectives – Goals are broken down into smaller, achievable outcomes that support achievement during counseling.
Interventions – Interventions should be planned early to support objectives and overall goals.
Tracking progress and outcomes – Regular treatment plan review should include updating progress toward goals.

While a vital aspect of the counseling process is to ensure that treatment takes an appropriate direction for the client, it is also valuable and helpful for clients and insurance companies to understand likely timescales.

“Depression is one of the most common mental health disorders with a high burden of disease and the leading cause of years of life lost due to disability” (Hu et al., 2020, p. 1).

Exercise interventions Research has shown that even low-to-moderate levels of exercise can help manage and treat depression (Hu et al., 2020).
Gratitude Practicing gratitude can profoundly affect how we see our lives and those around us. Completing gratitude journals and reviewing three positive things that have happened at the end of the day have been shown to decrease depression and promote wellbeing (Shapiro, 2020).
Behavioral activation Scheduling activities that result in positive emotions can help manage and overcome depression (Behavioral Activation for Depression, n.d.).

Anxiety can stop clients from living their lives fully and experiencing positive emotions. Many interventions can help, including:

Understanding your anxiety triggers Interoceptive exposure techniques focus on reproducing sensations associated with anxiety and other difficult emotions. Clients benefit from learning to identify anxiety triggers, behavioral changes, and associated bodily sensations (Boettcher et al., 2016).
Using a building image Clients are asked to form a mental image of themselves as a building. Their description of its state of repair and quality of foundation provides helpful insight into the client’s wellbeing and degree of anxiety (Thomas, 2016).

Grief therapy

Grief therapy helps clients accept reality, process the pain, and adjust to a new world following the loss of a loved one. Several techniques can help, including (modified from (Worden, 2018):

Creating memory books Compiling a memory book containing photographs, memorabilia, stories, and poems can help families come together, share their grief, and reminisce.
Directed imagery Like the ‘empty chair’ technique, through imagining the missing loved one in front of them, the grieving person is given the opportunity to talk to them.

Substance abuse

“There has been significant progress and expansion in the development of evidence-based psychosocial treatments for substance abuse and dependence” (Jhanjee, 2014, p. 1). Psychological interventions play a growing role in disorder treatment programs; they include:

Brief optimistic interventions Brief advice is delivered following screening and assessment to at-risk individuals to reduce drinking and other harmful activities.
Motivational interviewing This technique involves using targeted questioning while expressing empathy through reflective listening to resolve client ambivalence about their substance abuse.

Marriage therapy

Interventions are a vital aspect of marriage therapy , often targeting communication skills, problem-solving, and taking responsibility (Williams, 2012).

They can include the following interventions:

Taking responsibility It is vital that clients take responsibility for their actions within a relationship. The counselor will work with the couple, asking the following questions, as required (modified from Williams, 2012):

How have you contributed to the relationship’s problems? What changes are needed to improve the relationship? Are you willing to make the changes needed?

Create an action plan Once the couple agrees, the changes will be combined into a plan, with specific actions to help them achieve their goal.

Helping cancer patients

“There is no evidence to suggest that having counseling will help treat or cure your cancer”; however, it may help with coping, relationship issues, and dealing with practical problems (Cancer Research UK, 2019, para. 16).

Several counseling interventions that have proven helpful with the psychological burden include (Guo et al., 2013):

Psychoeducation Sharing the importance of mental wellbeing and coping with the client and involving them in their cancer treatment can reduce anxiety and improve confidence.
Cognitive-Behavioral Therapy Replacing incorrect or unhelpful beliefs can help the client achieve a more positive outlook regarding the treatment.

Career counselors help individuals or groups cope more effectively with career concerns, including (Niles & Harris-Bowlsbey, 2017):

Career choice
Managing career changes and transitions
Job-related stress
Looking for a job

While there are many interventions and strategies, the following are insightful and effective:

Creating narratives Working with clients to build personal career narratives can help them see their movement through life with more meaning and coherence and better understand their decisions. Such an intervention can be valuable in looking forward and choosing the next steps.
Group counseling Multiple group sessions can be arranged to cover different aspects of career-related issues and related emotional issues. They may include role-play or open discussion around specific topics.

The ultimate goals are usually to “help group members respond to each other with a combination of therapeutic attending, and sharing their own reactions and related experiences” (Cochran & Cochran, 2015, p. 329).

Examples of group interventions include:

Circle of friends This group intervention involves gathering a child’s peers into a circle of friendly support to encourage and help them with problem-solving. The intervention has led to increased social acceptance of children with special needs (Magyar-Moe et al., 2015).
Group mindfulness Mindfulness in group settings has been shown to be physically and mentally beneficial (Shapiro, 2020). New members may start by performing a body-scan meditation where they bring awareness to each part of their body before turning their attention to their breathing.

17 Tools To Increase Motivation and Goal Achievement

These 17 Motivation & Goal Achievement Exercises [PDF] contain all you need to help others set meaningful goals, increase self-drive, and experience greater accomplishment and life satisfaction.

Created by Experts. 100% Science-based.

We have many free interventions, using various approaches and mediums, that support the counseling process and client goal achievement.

Nudge Interventions in Groups The group provides a valuable setting for exploring the potential of ‘nudges’ to alter behavior in a predictable way.
Developing Interoceptive Exposure Therapy Interventions This worksheet explores the sensations behind panic attacks and phobias.
Therapist Interoceptive Exposure Record Use this helpful log to track interoceptive exposure interventions.
Motivational Interviewing This template uses the five stages of change to consider the client’s readiness for change and the appropriate interventions to use.
Breaking Out of the Comfort Zone Making changes typically requires clients to step out of their comfort zone. This worksheet identifies opportunities to embrace new challenges.

More extensive versions of the following tools are available with a subscription to the Positive Psychology Toolkit© , but they are described briefly below:

Benefit finding

Psychological research has identified long-term benefits to using benefit finding, with individuals reporting new appreciation for their strengths and building resilience (e.g., Affleck & Tennen, 1996; Davis et al., 1998; McMillen et al., 1997).

Begin by talking about a traumatic event.
Focus on the positive aspects of the experience.
Consider what the experience has taught you.
Identify how the experience has helped you grow
Self-compassion box

Self-compassion is a crucial aspect of our psychological wellbeing, made up of showing ourselves kindness, accepting imperfection, and paying attention to personal suffering with clarity and objectivity.

Step one – Begin by recognizing the uncompassionate self.
Step two – Select self-compassion reminders.
Step three – Redirect attention to self-compassion.
Step four – Reflect on creating more self-compassion in life.

Over time, the client should see the gaps closing between where they are now and where they want to be.

If you’re looking for more science-based ways to help others reach their goals, check out this collection of 17 validated motivation & goal achievement tools for practitioners. Use them to help others turn their dreams into reality by applying the latest science-based behavioral change techniques.

Counseling uses interventions to create positive change in clients’ lives. They can be performed individually but typically form part of a treatment or intervention plan developed with the client.

Each intervention helps the client work toward their goals, strengthen their capabilities, identify opportunities, increase motivation, and modify behavior.

They aim to create sufficient momentum to support change and avoid the risk of the client reverting, transitioning the client (often one small step at a time) from where they are now to where they want to be.

While some interventions have value in multiple settings – individual, group, career, couples, family – others are specific and purposeful. Many interventions target unhelpful, repetitive thinking patterns and aim to replace harmful thoughts, unrealistic expectations, or biased thinking. Others create a possible future where the client can engage with what might be or could happen , coming to terms with change or their own negative emotions.

Use this article to explore the range of interventions available to counselors in sessions or as homework. Try them out in different settings, working with the client to identify their value or potential for modification.

We hope you enjoyed reading this article. Don’t forget to download our three Goal Achievement Exercises for free .

Affleck, G., & Tennen, H. (1996). Construing benefits from adversity: Adaptational significance and dispositional underpinnings. Journal of Personality , 64 , 899–922.
American Psychological Association. (n.d.). Intervention. In APA dictionary of psychology . Retrieved February 27, 2022, from https://dictionary.apa.org/intervention
Behavioral Activation for Depression. (n.d.). Retrieved February 16, 2022, from https://medicine.umich.edu/sites/default/files/content/downloads/Behavioral-Activation-for-Depression.pdf
Boettcher, H., Brake, C. A., & Barlow, D. H. (2016). Origins and outlook of interoceptive exposure. Journal of Behavior Therapy and Experimental Psychiatry , 53 , 41–51.
Cancer Research UK. (2019). How counselling can help . Retrieved February 28, 2022, from https://www.cancerresearchuk.org/about-cancer/coping/emotionally/talking-about-cancer/counselling/how-counselling-can-help
Cochran, J. L., & Cochran, N. H. (2015). The heart of counseling: Counseling skills through therapeutic relationships . Routledge, Taylor & Francis Group.
Corey, G. (2013). Theory and practice of counseling and psychotherapy . Cengage.
Davis, C. G., Nolen-Hoeksema, S., & Larson, J. (1998). Making sense of loss and benefiting from the experience: Two construals of meaning. Journal of Personality and Social Psychology , 75 , 561–574.
Dobson, K. S. (Ed.) (2010). Handbook of cognitive-behavioral therapies (3rd ed.). Guilford Press.
Guo, Z., Tang, H. Y., Li, H., Tan, S. K., Feng, K. H., Huang, Y. C., Bu, Q., & Jiang, W. (2013). The benefits of psychosocial interventions for cancer patients undergoing radiotherapy. Health and Quality of Life Outcomes , 11 (1), 1–12.
GoodTherapy. (2019, September 25). Treatment plan . Retrieved February 27, 2022, from https://www.goodtherapy.org/blog/psychpedia/treatment-plan
Hu, M. X., Turner, D., Generaal, E., Bos, D., Ikram, M. K., Ikram, M. A., Cuijpers, P., & Penninx, B. W. J. H. (2020). Exercise interventions for the prevention of depression: a systematic review of meta-analyses. BMC Public Health , 20 (1), 1255.
Jhanjee, S. (2014). Evidence-based psychosocial interventions in substance use. Indian Journal of Psychological Medicine , 36 (2), 112–118.
Magyar-Moe, J. L., Owens, R. L., & Conoley, C. W. (2015). Positive psychological interventions in counseling. The Counseling Psychologist , 43 (4), 508–557.
McMillen, J. C., Smith, E. M., & Fisher, R. H. (1997). Perceived benefit and mental health after three types of disaster. Journal of Consulting and Clinical Psychology , 65 , 733–739.
Michie, S., Atkins, L., & West, R. (2014). The behaviour change wheel: A guide to designing interventions . Silverback.
Nelson-Jones, R. (2014). Practical counselling and helping skills . Sage.
Niles, S. G., & Harris-Bowlsbey, J. (2017). Career development interventions . Pearson.
Shapiro, S. L. (2020). Rewire your mind: Discover the science + practice of mindfulness . Aster.
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Thomas, V. (2016). Using mental imagery in counselling and psychotherapy: A guide to more inclusive theory and practice . Routledge.
Williams, M. (2012). Couples counseling: A step by step guide for therapists . Viale.
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Provide Psychosocial Skills Training and Cognitive Behavioral Interventions

What to Know

Psychosocial skills training and cognitive behavioral interventions teach specific skills to students to help them cope with challenging situations, set goals, understand their thoughts, and change behaviors using problem-solving strategies.

Psychosocial skills training asks students to explore whether their behaviors align with their personal values. Cognitive behavioral interventions teach students to identify their own unhelpful thoughts and replace them with thoughts that are more helpful. Students might practice helpful coping behaviors and find positive activities to try. Doing these things can improve their mood and other symptoms of mental distress.

Districts and schools can deliver interventions in one-on-one settings, small groups, and classrooms. Some interventions focus on concepts that are also taught in social skill and emotional development programs, like self-control and decision-making. A counselor or therapist can lead these programs.

What Can Schools Do?

Promote acceptance and commitment to change.

Schools can help promote acceptance and positive behavior change for students through psychosocial skills training and dialectical behavior therapy. Psychosocial skills training asks students to explore whether their behaviors align with their personal values. Students who see that their behavior does not match their values can decide to make behavior changes. These trainings also help students accept what they cannot change and focus on what they can change. Dialectical behavior therapy teaches mindfulness, acceptance, and commitment skills.

Approaches using acceptance and commitment to change are associated with increases in students’ coping skills and decreases in depression and physical symptoms of depression.

Provide Cognitive Behavioral Interventions

Cognitive behavioral interventions for schools often include multiple sessions. They can be used for one student or a small group. Sessions often follow a standardized manual of activities to help students examine their own thoughts and behaviors. The interventions can include asking students to share what they learn about their thoughts and behaviors with their parents and other people. In some interventions, session leaders focus on a specific topic. Other interventions target mental health symptoms, like depression, anxiety, or post-traumatic stress.

Cognitive behavioral interventions can improve students’ mental health in many ways, including decreasing anxiety, depression, and symptoms related to post-traumatic stress.

LARS & LISA
Tools for Getting Along Curriculum—Behavior Management Resource Guide
Cognitive Behavioral Intervention for Trauma in Schools (CBITS )
Bounce Back
Brief Intervention for School Clinicians
Skills for Academic and Social Success
Building Confidence

Engage Students in Coping Skills Training Groups

Coping skills training groups use principles of cognitive behavioral intervention to teach students skills to help them handle specific problems. Students can also use these skills to help them cope when their lives are changing. Similar to social, emotional, and behavioral learning programs, coping skills training often focuses on building resilience, or being able to “bounce back” when bad things happen. Students can practice skills outside of the small group, like they would with social skills and emotional development lessons.

Coping skills training groups can increase coping skills for students and decrease anxiety and depression.

Journey of Hope
High School Transition Program

Focus on Equity

Students who have been exposed to trauma may receive trauma-focused or trauma-informed interventions in school. Cognitive behavioral interventions that are trauma-informed meet the unique needs of students exposed to traumatic experiences. These interventions teach problem-solving and relaxation techniques and help reduce trauma-related symptoms, including behavioral challenges. Trauma-informed interventions can also improve students’ coping strategies.

Implementation Tips

Cognitive behavioral interventions and psychosocial skills training help with many kinds of student needs. They can be used at multiple grade levels. Leaders can:

Work with school mental health staff to find ways for students to practice their new behaviors and coping skills.
Use the Multitiered Systems of Support (MTSS) framework to ensure that students are appropriately matched with classroom, small-group, or individual interventions that meet their needs.

Want to Learn More?

For more details on MTSS and providing psychosocial skills training and cognitive behavioral interventions, see Promoting Mental Health and Well-Being in Schools: An Action Guide for School Administrators [PDF - 3 MB]

Increase Students’ Mental Health Literacy
Promote Mindfulness
Promote Social, Emotional, and Behavioral Learning
Enhance Connectedness Among Students, Staff, and Families
Support Staff Well-Being

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Math Interventions

Introduction
Subitizing Interventions
Counting Interventions: Whole Numbers Less Than 30
Counting Interventions: Whole Numbers Greater Than 30 (Place Value)
Counting Interventions: Fractions
Counting Interventions: Decimals
Composing and Decomposing Numbers Interventions
Rounding Interventions
Number Sense Lesson Plans
Addition and Subtraction Facts
Multiplication and Division Facts
Computational Fluency Lesson Plans
Understanding the Problem Interventions
Planning and Executing a Solution Interventions
Monitoring Progress & Reflecting on a Solution Interventions
Problem-Solving Process Interventions

Problem-Solving Process

Response to error: using the problem-solving process, feedback during the lesson, strategies to try after the lesson.

Problem-Solving Lesson Plans
Identifying Essential Variables Interventions
Direct Models Interventions
Counting On/Back Interventions
Deriving Interventions
Interpreting the Results Interventions
Mathematical Modeling Lesson Plans
Math Rules and Concepts Interventions
Math Rules and Concepts Lesson Plans

A student who has difficulty understanding the problem, planning and executing a solution , self-monitoring progress toward a goal, and evaluating a solution will benefit from intervention around the problem-solving process. The following interventions support students in internalizing this process from start to finish. This page includes intervention strategies that you can use to support your students in this area. Remember, if you're teaching a full process from start to finish, you probably want to use the Self-Regulated Strategy Development approach, which spreads explicit instruction of a full process across a series of intervention lessons. As you read, consider which of these interventions best aligns with your student's strengths and needs in the whole-learner domains.

Self-Regulated Strategy Development

Self-Regulated Strategy Development (or SRSD) is one way to teach the problem-solving process. The SRSD model "requires teachers to explicitly teach students the use of the strategy, to model the strategy, to cue students to use the strategy, and to scaffold instruction to gradually allow the student to become an independent strategy user." (Reid, Leinemann, & Hagaman, 2013). The steps of teaching SRSD are slightly different from the steps of explicit instruction because, in SRSD, each step must be mastered before the next one is started. For example, you might spend an entire lesson on Developing Background Knowledge before moving on to Discuss It (see below). The longterm goal of SRSD is for students to be able carry out the strategy independently, and so time is dedicated to teaching each step of the strategy in such a manner as enables students to internalize the material.

Teaching SRSD model requires six steps:

Develop Background Knowledge. Define the key ideas that students need to know in order to apply the strategy.
Discuss It. Tell the student what the strategy is called, and describe each step.
Model It. Use a think-aloud to demonstrate the strategy.
Memorize It . Internalize strategy.
Support It. Gradually release responsibility to students.
Independent performance. Give students opportunities to practice strategy without support.

SRSD Explicit Instruction Six-Step Model:

To support your students' ability to apply SRSD, you should start by explicitly teaching the six-step model. Keep in mind that this type of explicit instruction may take place over a number of days.

Step 1: Set the Context for Student Learning and Develop Background Knowledge.

Introduce Word Problem Mnemonics, and discuss the use of the mnemonic: "Today you will be learning a new trick to help you solve problems. This strategy is called CUBES." (Teacher gets out chart paper and markers and writes down C, U , B, E, and S vertically.) "CUBES is a self-regulated strategy, which means that you will learn to memorize the strategy and use it without my support. Let's go through each step of CUBES and see how it will help you go through the problem-solving process. First, C-Circle the Numbers" (Teacher write this next to C.) "U - Underline important words." (Teacher writes next to U.) B- Box the question " (Teache r writes next to B). E- Eliminate unnecessary information. S - Solve and Check. (Teacher writes these terms next to E and S). "Now, what do we need to know when we are doing CUBES? We need to know which words are important. We also need to eliminate unnecessary information" (Teacher goes on to define these terms.)

Step 2: Discuss It.

Discuss the significance and benefits of using CUBES. Discuss and determine goals for using the strategy. At this point, students can examine their past work to set an individual goal: "So, how is a self-regulated strategy going to help us? Well, it gives us an easy way to remember the five steps to solving the problem. How else does it help us?" (Teacher elicits student responses.) "When we are using a SRSD, we ask ourselves questions to make sure we are following the steps. We call these self-statements. My self-statements are 'What's my first step?' and 'What am I supposed to do now?' I ask myself self-statements so I can make sure that I am using each step of the strategy, and that I don't miss any steps." (Teacher and students discuss benefits of self-statements.) "Now let's take some time to set goals for using this strategy...." (Teacher and students set goals, such as "students will each have two self-statements they use when employing the CUBE strategy.")

Step 3: Model It.

The teacher models the strategy using think alouds and self-statements: "Watch as I show you what CUBES looks like when I use it. See if you can notice my self-statements. What am I supposed to do? I'm supposed to to follow the five steps to solve a problem. What is my first step? C. That's right, C. I need to circle the numbers. I'll do that now, and then check that off my CUBE S list. (Teacher circles numbers). Okay, I'm going to check my CUBES list again. I've already completed C. Now, on to U. I have to Underline important words. (Teacher continues to model the entire CUBES process with 1- 3 problems. The session ends. Teacher starts Model It with new problems on Day 2.)

Step 4: Memorize It .

Students memorize the mnemonic and each of the steps of CUBES. The idea is that the students will not be able to implement the strategy if they cannot recall the steps. "Next, we are are going to take some time to memorize each step. What is C?" "Circle the numbers!"What is U?" (Teacher completes this process for all the letters. At this time, students also write the mnemonic down so they can use it as a reference. If they need to, they can come up with a beat or a chant to remember the mnemonic.)

Step 5: Support It.

In step 5, the teacher gradually releases responsibility to the students. This is the most important stage, especially for struggling readers. In order for students to be able to implement this strategy on their own, they must be supported as needed. Graham, Harris, Mason, and Friedlander (2008), SRSD experts and authors, often tell their teachers, "Please Don't P.E.E. in the Classroom - P ost, E xplain, E xpect. Success with SRSD depends on using all the stages for students who have difficulty with [reading]." SRSD instruction and implementation are only successful when students are given multiple opportunities to practice using their strategy with teacher support before trying it on their own. "Let's read the next problem and do CUBES together this time..." Teacher follows the steps of gradual release to transfer responsibility to students. The teacher first engages students with guided support. She might read the problem and allow students to complete different parts of the strategy. Then, students might do CUBES in groups. This part of the strategy might take multiple days, until students are effectively completing the strategy by using self-statements.

Step 6: Independent Practice

In the final step, students practice using the strategy independently. "Now, you are ready to use CUBES on your own! Remember to use your self-statements, like What do I do next? and What am I supposed to do now? and I'll look at my CUBES sheet to see what I do next. as you employ this strategy!" Teacher circulates and provides support for students who are not yet ready to work independently.

Activity A: Word Problem Mnemonics

One way to support your student's problem-solving ability is to teach her a mnemonic for a series of steps to take whenever she encounters a story problem. The following brief, developed by the Evidence Based Intervention Network at the University of Missouri, describes this strategy. As you read, consider how each mnemonic breaks down the problem-solving process.

Click here to read the brief.

Word Problem Mnemonics in Action

In the video below, Emily Art explicitly models how to use the word mnemonic, CUBES, to teach the problem solving process.

As you watch, consider: How do mnemonics support a student's ability to independently carry out the problem solving process?

Another strategy to use to teach your student the problem-solving process is called Self-Organizing Questions. Gifford (2005) advocates for teaching students a series of questions to ask themselves that will guide them through the problem-solving process. Read through each prompt below and consider its purpose.

Getting to Grips: What are we trying to do?
Connecting to Prior Knowledge: Have we done anything like this before?
Planning: What do we need?
Considering Alternative Methods: Is there another way?
Monitoring Progress: How does it look so far?
Evaluating Solutions: Does it work? How can we check? Can we make it better?

Self-Organizing Questions in Action

Give the student a problem. Then, go through the six self-organizing questions to guide the student through the problem-solving process. This example refers to the problem below.

Lamont had 14 pumpkin seeds. He also had 32 apple seeds. He planted 41 of the seeds. How many seeds did Lamont have left?

Teacher: We are going to use the self-organizing questions to solve this problem. Frank, what are we trying to do?

Frank: We are trying to figure out how many seeds Lamont has left, after he plants the pumpkin and apple seeds.

Teacher: Let's think about similar problems we've had in the past. Have we done anything like this before?

Frank: Yes, yesterday, we solved a problem about how many baseball and soccer balls Jamie had.

Teacher: So, what do we need to do to plan to solve this problem?

Frank: We need to add up the total number of seeds, and then subtract how many he planted.

Teacher: Is there another way to solve this problem?

Frank: We could probably draw it, or use manipulatives to help us.

Teacher: Okay, go ahead and execute it! How does it look so far?

Frank: It's working for me. I added the types of seeds together, which gave me 46. Then, I subtracted the 41 seeds he planted. That gave me 5 seeds leftover, which seems about right.

Teacher: How can we check our answer?

Frank: I'll see if I can add it back up. My solution was 5, so I'll add that to 41, which gives me 46. Then, I'll add the number of seeds he had total, which gives me 46! So, it matches!

Activity C: Solve It

If your student has particular struggles with understanding the problem, use Solve It, which is an explicit approach to teaching the problem-solving process, with an emphasis on understanding what the problem is about. The following brief, developed by the Evidence Based Intervention Network at the University of Missouri, describes this strategy. As you read, consider how this approach supports student understanding of problems.

Click here to read the brief.

Solve It in Action Read the sample lesson plan (Montague, 2006) below to see what Solve It looks like in action. For your reference, click here to access a self-regulation script for students.

SolveItLesson.pdf

Gifford, S. (2005). Teaching mathematics 3-5: Developing learning in the foundation stage. Berkshire: McGraw-Hill Education. Graham, S., & Harris, K.R. (2005). Writing better: Effective strategies for teaching students with learning difficulties. Baltimore, Maryland: Paul H. Brookes Publishing Co. Hughes, E.M. (2011). Intervention Name: Solve It! Columbia, Mo: The Evidence Based Intervention Network, The University of Missouri. Retrieved from https://education.missouri.edu/ebi/math-acquisition/ Hughes, E.M. & Powell, S. (2011). Intervention Name: Word-Problem Mnemonics. Columbia, Mo: The Evidence Based Intervention Network, The University of Missouri. Retrieved from https://education.missouri.edu/ebi/math-acquisition/ Montague, Marjorie. (2006). Self-regulation strategies for better math performance in middle school. In M. Montague and A. Jistendra (Eds.), Teaching mathematics to middle school students with learning disabilities. New York: The Guilford Press. Reid, R., Lienemann, T. O., & Hagaman, J. L. (2013). Strategy instruction for students with learning disabilities. New York: The Guilford Press.

Think about the following scenario, which takes place after a teacher has explicitly taught a student to use the problem-solving process. The following example refers to the problem below.

Lamont had 14 pumpkin seeds. He also had 32 apple seeds. He planted 41 of the seeds. How many seeds did Lamont have left? Teacher: "Now that you understand the problem, what are you doing to do next?" Student: "Solve it! 41-32 = 9. He had nine seeds left."

In such a case, what might you do?

When you are planning your lessons, you should anticipate that your student will make errors throughout. Here are a series of prompts that you can use to respond to errors. Keep in mind that all students are different, and that students might respond better to some types of feedback than to others.

If your student struggles to meet your objective, there are various techniques that you might try in order to adjust the activity so as best to meet your student's needs.

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Next: Problem-Solving Lesson Plans >>
Last Updated: Feb 14, 2024 6:46 PM
URL: https://relay.libguides.com/math-interventions

Intervention based on science of reading, math boosts comprehension, word problem-solving skills

English learners with math difficulty showed improvement following culturally-responsive training.

New research from the University of Kansas has found an intervention based on the science of reading and math effectively helped English learners boost their comprehension, visualize and synthesize information, and make connections that significantly improved their math performance.

The intervention, performed for 30 minutes twice a week for 10 weeks with 66 third-grade English language learners who displayed math learning difficulties, improved students' performance when compared to students who received general instruction. That indicates emphasizing cognitive concepts involved in the science of reading and math are key to helping students improve, according to researchers.

"Word problem-solving is influenced by both the science of reading and the science of math. Key components include number sense, decoding, language comprehension and working memory. Utilizing direct and explicit teaching methods enhances understanding and enables students to effectively connect these skills to solve math problems. This integrated approach ensures that students are equipped with necessary tools to navigate both the linguistic and numerical demands of word problems," said Michael Orosco, professor of educational psychology at KU and lead author of the study.

The intervention incorporates comprehension strategy instruction in both reading and math, focusing and decoding, phonological awareness, vocabulary development, inferential thinking, contextualized learning and numeracy.

"It is proving to be one of the most effective evidence-based practices available for this growing population," Orosco said.

The study, co-written with Deborah Reed of the University of Tennessee, was published in the journal Learning Disabilities Research and Practice .

For the research, trained tutors developed the intervention, developed by Orosco and colleagues based on cognitive and culturally responsive research conducted over a span of 20 years. One example of an intervention session tested in the study included a script in which a tutor examined a word problem that explained a person made a quesadilla for his friend Mario, giving him one-fourth of it, then needed to students to determine how much remained.

The tutor first asked students if they remembered a class session in which they made quesadillas, what shape they were and demonstrated concepts by drawing a circle on the board, dividing it into four equal pieces, having students repeat terms like numerator and denominator, and explaining that when a question asks how much is left, subtraction is required. The students also collaborated with peers to practice using important vocabulary in sentences. The approach both helps students learn and understand mathematical concepts while being culturally responsive.

"Word problems are complex because they require translating words into mathematical equations, and this involves integrating the science of reading and math through language concepts and differentiated instruction," Orosco said. "We have not extensively tested these approaches with this group of children. However, we are establishing an evidence-based framework that aids them in developing background knowledge and connecting it to their cultural contexts."

Orosco, director of KU's Center for Culturally Responsive Educational Neuroscience, emphasized the critical role of language in word problems, highlighting the importance of using culturally familiar terms. For instance, substituting "pastry" for "quesadilla" could significantly affect comprehension for students from diverse backgrounds. Failure to grasp the initial scenario can impede subsequent problem-solving efforts.

The study proved effective in improving students' problem-solving abilities, despite covariates including an individual's basic calculation skills, fluid intelligence and reading comprehension scores. That finding is key as, while ideally all students would begin on equal footing and there were little variations in a classroom, in reality, covariates exist and are commonplace.

The study had trained tutors deliver the intervention, and its effectiveness should be further tested with working teachers, the authors wrote. Orosco said professional development to help teachers gain the skills is necessary, and it is vital for teacher preparation programs to train future teachers with such skills as well. And helping students at the elementary level is necessary to help ensure success in future higher-level math classes such as algebra.

The research builds on Orosco and colleagues' work in understanding and improving math instruction for English learners. Future work will continue to examine the role of cognitive functions such as working memory and brain science, as well as potential integration of artificial intelligence in teaching math.

"Comprehension strategy instruction helps students make connections, ask questions, visualize, synthesize and monitor their thinking about word problems," Orosco and Reed wrote. "Finally, applying comprehension strategy instruction supports ELs in integrating their reading, language and math cognition… Focusing on relevant language in word problems and providing collaborative support significantly improved students' solution accuracy."

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Story Source:

Materials provided by University of Kansas . Original written by Mike Krings. Note: Content may be edited for style and length.

Journal Reference :

Michael J. Orosco, Deborah K. Reed. Supplemental intervention for third-grade English learners with significant problem-solving challenges . Learning Disabilities Research & Practice , 2024; 39 (2): 60 DOI: 10.1177/09388982241229407

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Intervention based on science of reading, math boosts comprehension, word problem-solving

Students working on math problems at a chalkboard.

Mon, 04/29/2024

Mike Krings

LAWRENCE — New research from the University of Kansas has found an intervention based on the science of reading and math effectively helped English learners boost their comprehension, visualize and synthesize information, and make connections that significantly improved their math performance.

The intervention, performed for 30 minutes twice a week for 10 weeks with 66 third-grade English language learners who displayed math learning difficulties, improved students’ performance when compared to students who received general instruction. That indicates emphasizing cognitive concepts involved in the science of reading and math are key to helping students improve, according to researchers.

“Word problem-solving is influenced by both the science of reading and the science of math. Key components include number sense, decoding, language comprehension and working memory. Utilizing direct and explicit teaching methods enhances understanding and enables students to effectively connect these skills to solve math problems. This integrated approach ensures that students are equipped with necessary tools to navigate both the linguistic and numerical demands of word problems,” said Michael Orosco, professor of educational psychology at KU and lead author of the study.

“It is proving to be one of the most effective evidence-based practices available for this growing population,” Orosco said.

The study, co-written with Deborah Reed of the University of Tennessee, was published in the journal Learning Disabilities Research and Practice.

Orosco , director of KU’s Center for Culturally Responsive Educational Neuroscience, emphasized the critical role of language in word problems, highlighting the importance of using culturally familiar terms. For instance, substituting "pastry" for "quesadilla" could significantly affect comprehension for students from diverse backgrounds. Failure to grasp the initial scenario can impede subsequent problem-solving efforts.

The study proved effective in improving students’ problem-solving abilities, despite covariates including an individual’s basic calculation skills, fluid intelligence and reading comprehension scores. That finding is key as, while ideally all students would begin on equal footing and there were little variations in a classroom, in reality, covariates exist and are commonplace.

The research builds on Orosco and colleagues’ work in understanding and improving math instruction for English learners . Future work will continue to examine the role of cognitive functions such as working memory and brain science , as well as potential integration of artificial intelligence in teaching math.

“Comprehension strategy instruction helps students make connections, ask questions, visualize, synthesize and monitor their thinking about word problems,” Orosco and Reed wrote. “Finally, applying comprehension strategy instruction supports ELs in integrating their reading, language and math cognition… Focusing on relevant language in word problems and providing collaborative support significantly improved students’ solution accuracy.”

Media Contacts

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