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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.

Definition:

Problem Solving is the process of identifying, analyzing, and finding effective solutions to complex issues or challenges.

Key Steps in Problem Solving:

• Identification of the problem: Recognizing and clearly defining the issue that needs to be resolved.
• Analysis and research: Gathering relevant information, data, and facts to understand the problem in-depth.
• Formulating strategies: Developing various approaches and plans to tackle the problem effectively.
• Evaluation and selection: Assessing the viability and potential outcomes of the proposed solutions and selecting the most appropriate one.
• Implementation: Putting the chosen solution into action and executing the necessary steps to resolve the problem.
• Monitoring and feedback: Continuously evaluating the implemented solution and obtaining feedback to ensure its effectiveness.
• Adaptation and improvement: Modifying and refining the solution as needed to optimize results and prevent similar problems from arising in the future.

Skills and Qualities for Effective Problem Solving:

• Analytical thinking: The ability to break down complex problems into smaller, manageable components and analyze them thoroughly.
• Creativity: Thinking outside the box and generating innovative solutions.
• Decision making: Making logical and informed choices based on available data and critical thinking.
• Communication: Clearly conveying ideas, listening actively, and collaborating with others to solve problems as a team.
• Resilience: Maintaining a positive mindset, perseverance, and adaptability in the face of challenges.
• Resourcefulness: Utilizing available resources and seeking new approaches when confronted with obstacles.
• Time management: Effectively organizing and prioritizing tasks to optimize problem-solving efficiency.

Department of Psychology

You are here, alan kazdin.

Note: Professor Kazdin is not accepting graduate students.

Our clinical-research group has focused on the diagnosis, assessment, and treatment of childhood psychiatric disorders, especially Oppositional-Defiant Disorder and Conduct Disorder. We have developed, evaluated, and provided two evidence-based treatments (parent management training, cognitive problem-solving skills training) for clinically referred children and adolescents. Our work has been designed to understand the nature and scope of child dysfunction, parent, family, and contextual factors in which child dysfunction is embedded. We have studied family engagement in treatment, premature termination from treatment, barriers that influence parent participation and treatment outcome and factors during treatment (e.g., parent expectations, therapeutic alliance) that can be mobilized to improve treatment outcomes. In additional to providing treatment to clinically referred children, we have helped parents with the normal challenges of child rearing. We have provided our intervention in New Haven but also throughout the world live, on-line in individual treatment sessions. We could not meet the need and developed a free-online course to help parents with the challenges of everyday child rearing https://www.coursera.org/learn/everyday-parenting .

Although my work with parenting has continued, I have made a shift in focus to address what is referred to as the “treatment gap.” This is the gap between the proportion of people in need of psychological services and the proportion that receives them. The large majority of people in need of services in the United States and worldwide receive no treatment at all—neither evidence-based nor non-evidence-based treatment. Overtime, it became clear that developing evidence-based treatments, while obviously important, would be of little value if we cannot deliver the many we now have to those individuals in need. Consequently, my interest has shifted from developing evidence-based treatments to models of delivery, that is, how these treatments are provided to people in need. There are several models of delivery (e.g., task shifting, best-buy interventions, disruptive innovations, Entertainment education, and others) that draw from many disciplines outside of clinical psychology. These models have evidence in their behalf, can be scaled so that treatment reaches many people, and can reach those individuals who are especially unlikely to receive services (e.g., individuals of color and ethnic minorities, victims of violence, children, adolescents, and the elderly).

I work extensively with the media (TV, radio, print and internet) to bring psychological science to the public on issues related to child psychiatric disorders and mental health, parenting and discipline, stress management, school violence, bullying, and ways to promote child positive child development.

Cognitive Remediation Therapy: 13 Exercises & Worksheets

This can result in concentration, organizational, and planning difficulties that impact their quality of life and independent living.

Cognitive Remediation Therapy (CRT) helps by increasing awareness of intellectual difficulties and improving thinking skills. While originally designed for people with thinking problems associated with schizophrenia, it has also proven successful for those with other diagnoses (Bristol Mental Health, n.d.).

CRT works by encouraging a range of exercises and activities that challenge memory, flexible thinking, planning, and concentration problems.

This article explores CRT and its potential to help clients and includes techniques, activities, and worksheets to build effective therapy sessions.

Before you continue, we thought you might like to download our three Positive CBT Exercises for free . These science-based exercises will provide you with detailed insight into Positive CBT and give you the tools to apply it in your therapy or coaching.

This Article Contains:

What is cognitive remediation therapy (crt), how does cognitive remediation work, 8 techniques for your sessions, 7 exercises, activities, & games, 6 helpful worksheets and manuals, implementing online crt programs, 3 best software programs for helping your clients, a take-home message.

“Cognitive remediation is a behavioral treatment for people who are experiencing cognitive impairments that interfere with daily functioning” (Medalia, Revheim, & Herlands, 2009, p. 1).

Successful cognitive functions, including memory, attention, visual-spatial analysis, and abstract reasoning, are vital for engaging with tasks, the environment, and healthy relationships.

CRT improves cognitive processing and psychosocial functioning through behavioral training and increasing individual confidence in people with mental health disorders (Corbo & Abreu, 2018). Training interventions focus on the skills and supports required to “improve the success and satisfaction people experience in their chosen living, learning, working, and social environments” (Medalia et al., 2009, p. 2).

Exercises typically focus on specific cognitive functions, where tasks are repeated (often on a computer) at increasing degrees of difficulty. For example:

• Paying attention
• Remembering
• Being organized
• Planning skills
• Problem-solving
• Processing information

Based on the principles of errorless learning and targeted reinforcement exercises , interventions involve memory, motor dexterity, and visual reading tasks. Along with improving confidence in personal abilities, repetition encourages thinking about solving tasks in multiple ways (Corbo & Abreu, 2018).

While initially targeted for patients with schizophrenia, CRT is an effective treatment for other mental health conditions , including mood and eating disorders (Corbo & Abreu, 2018).

CRT is particularly effective when the cognitive skills and support interventions reflect the individual’s self-selected rehabilitation goals. As a result, cognitive remediation relies on collaboration, assessing client needs, and identifying appropriate opportunities for intervention (Medalia et al., 2009).

Cognitive remediation vs cognitive rehabilitation

CRT is one of several skill-training psychiatric rehabilitation interventions. And yet, cognitive remediation is not the same as cognitive rehabilitation (Tchanturia, 2015).

Cognitive rehabilitation typically targets neurocognitive processes damaged because of injury or illness and involves a series of interventions designed to retrain previously learned cognitive skills along with compensatory strategies (Tsaousides & Gordon, 2009).

While initially done in person, they can subsequently be performed remotely as required (Corbo & Abreu, 2018; Bristol Mental Health, n.d.).

Well-thought-out educational software provides multisensory feedback and positive reinforcement while supporting success, choice, and control of the learning process. Its design can target either specific cognitive functions or non-specific learning skills and mechanisms (Medalia et al., 2009).

CRT successfully uses the brain’s neuroplasticity and is often more effective in younger age groups who haven’t experienced the effects of long-term psychosis. It works by increasing activation and connectivity patterns within and across several brain regions involved in working memory and high-order executive functioning (Corbo & Abreu, 2018).

The Neuropsychological Educational Approach to Cognitive Remediation (NEAR) is one of several approaches that provide highly individualized learning opportunities. It allows each client to proceed at their own pace on tasks selected and designed to engage them and address their cognitive needs (Medalia et al., 2009).

NEAR and other CRT techniques are influenced by learning theory and make use of the following (Medalia et al., 2009):

• Errorless learning Encouraging the client to learn progressively, creating a positive experience without relying on trial and error.
• Shaping and positive feedback Reinforcing behaviors that approximate target behaviors (such as good timekeeping) and offering rewards (for example, monthly certificates for attendance).
• Prompting Using open-ended questions that guide the client toward the correct response.
• Modeling Demonstrating how to solve a problem.
• Generalizing Learning how to generalize learned skills to other situations.
• Bridging Understanding how to apply skills learned inside a session outside  in everyday life.

Encouraging intrinsic motivation (doing the tasks for the satisfaction of doing them rather than for external rewards) and task engagement are also essential aspects of successful CRT programs (Medalia et al., 2009).

Therapy is most effective when it successfully supports clients as they transfer learning skills into the real world.

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Cognitive remediation techniques must be selected according to the skills and needs of the client and typically fall into one of three major intervention categories (Medalia et al., 2009):

• Planning exercises, such as planning a trip to the beach to practice cognitive strategies
• Cueing and sequencing , such as adding signs or placing reminder notes at home to encourage completing everyday tasks (for example, brushing teeth)

Such techniques rely on several key principles, including “(1) teaching new, efficient, information processing strategies; (2) aiding the transfer of cognitive gains to the real world; and (3) modifying the local environment” (Medalia et al., 2009, p. 5).

• Restorative approaches Directly target cognitive deficits by repeating task practices and gradually increasing difficulty and complexity; along with regular feedback, they encourage accurate and high levels of performance.

Practice is often organized hierarchically, as follows:

• Elementary aspects of sensory processing (for example, improving auditory processing speed and accuracy)
• High-order memory and problem-solving skills (including executive functioning and verbal skills)

This technique assumes a degree of neuroplasticity that, with training, results in a greater degree of accuracy in sensory representations, improved cognitive strategies for grouping stimuli into more meaningful groups, and better recall.

• Repetition and reaching for increasing levels of task difficulty
• Modeling other people’s positive behavior
• Role-play  to re-enact experienced or imagined behavior from different perspectives
• Corrective feedback to improve and correct unwanted or unhelpful behavior

Complex social cognitive processes are typically broken down into elemental skills for repetitive practice, role-play, and corrective feedback.

Professor Dame Til Wykes: cognitive remediation therapy

It is vital that activities within CRT are interesting and engaging for clients. They must foster the motivation required to persevere to the end of the task or game.

The following three games and puzzles are particularly valuable for children and adolescents (modified from Tchanturia, 2015):

SET is a widely available card game that practices matching based on color, shape, shading, etc.

Clients must shift their thinking to identify multiple ways of categorizing and grouping cards, then physically sort them based on their understanding.

It may be helpful to begin with a limited set of cards to reduce the likelihood of the clients becoming overwhelmed by the game or finding it less enjoyable.

2. Rush Hour

Rush Hour is another fun game that balances problem-solving skills with speed.

Puzzles start simple and increase in complexity, with additional elements involved. Skills developed include problem-solving and abstract thinking, and the game requires a degree of perseverance.

Other activities require no specialist equipment and yet can be highly engaging and support clients in learning transferable skills (modified from Tchanturia, 2015).

• Bigger picture thinking This involves the client picturing a shape in their minds or looking at one out of sight of the therapist. They then describe the shape (without naming it), while the therapist attempts to draw it according to the instructions. This practice is helpful with clients who get overwhelmed by detail and cannot see the bigger picture.
• Word searches Word searches encourage the client to focus on relevant information and ignore everything else – an essential factor in central coherence. Such puzzles also challenge memory, concentration, and attention.
• Last word response Last word response is a challenging verbal game promoting cognitive flexibility. The first player makes up and says a sentence out loud. Each subsequent player makes up a new sentence, starting with the last word of the previous player’s sentence. For example, ‘ I like cheese’ may be followed by the next player saying, ‘ Cheese is my favorite sandwich ingredient ,’ etc.
• Dexterity Using your non-dominant hand once a week (for example, combing your hair or brushing your teeth) stimulates different parts of your brain, creating alternative patterns of neuron firing and strengthening cognitive functions.

The following therapy worksheets help structure Cognitive Remediation Therapy sessions and ensure that the needs of clients are met using appropriately targeted CRT interventions (modified from Medalia et al., 2009; Medalia & Bowie, 2016):

Client referral to CRT

The Cognitive Remediation Therapy Referral Form captures valuable information when a client is referred from another agency or therapist so that the new therapist can identify and introduce the most appropriate CRT interventions. The form includes information such as:

Primary reasons

Secondary reasons

• Self-confidence
• Working with others
• Time management
• Goal-directed activities

Cognitive Appraisal for CRT

The Cognitive Appraisal for CRT form is helpful for identifying and recording areas of cognitive processing that cause difficulty for the client and require focus during Cognitive Remediation Therapy sessions.

Clients are scored on their degree of difficulty with the following:

• Paying attention during conversation
• Maintaining concentration in meetings
• Completing tasks once started
• Starting tasks
• Planning and organizing tasks and projects
• Reasoning and solving problems

Software Appraisal for CRT

The Software Appraisal for CRT form helps assess which software would be most helpful in a specific Cognitive Remediation Therapy session. It provides valuable input for tailoring treatment to the needs of the client.

For example:

• Level of reading ability required
• Cognitive deficits addressed by the software
• What is the multimedia experience like?
• How much input is required by the therapist?

Appraisal records become increasingly important as more software is acquired for clients with various cognitive deficits from multiple backgrounds.

Software Usage for CRT

The Software Usage for CRT form helps keep track of the software clients have tried and how effectively it supports them as they learn, develop, and overcome cognitive deficits.

The client considers the software they use and whether they practiced the following areas of cognition:

• Concentration
• Processing speed
• Multitasking
• Logic and reasoning
• Organization
• Fast responses
• Working memory

Thought Tracking During Cognitive Remediation Therapy

Thought Tracking During Cognitive Remediation Therapy is valuable for identifying and recording the client’s goals for that day’s Cognitive Remediation Therapy session and understanding how it relates to their overall treatment goals.

Planning to Meet Goals in CRT

The Planning to Meet Goals in CRT worksheet is for clients requiring support and practice in planning, goal-setting, and goal achievement.

Working with the client, answer the following prompts:

• What goal or project are you working toward?
• What date should it be completed by?
• Are there any obstacles to overcome to complete the goal?
• Are there any additional resources required?
• Then consider the steps needed to achieve the goal.

Other free resources

Happy Neuron provides several other free resources that are available for download .

Consider the five Cs when selecting online CRT programs (modified from Medalia et al., 2009):

• Cognitive – What target deficits are being addressed?
• Client – What interests and level of functioning does the client have?
• Computer – What computing requirements and compatibility factors need to be considered?
• Context – Does the software use real-world or fantasy activities and environments? Are they age and cognitive ability appropriate?
• Choice – Is the learner given choice and options to adapt the activity to their preferences?

Once you’ve ordered the software, give it a thorough review to understand when it is most appropriate to use and with whom.

For online CRT programs to be effective as teaching tools and activities, they should include the following features (modified from Medalia et al., 2009, p. 53):

• Intrinsically motivating
• Active use of information
• Multisensory strategies
• Frequent feedback
• Control over the learning process
• Positive reinforcement
• Application of newly acquired skills in appropriate contexts
• Errorless learning – challenging yet not frustrating

Therapists must become familiar with each program’s content and processes so that targeted deficits are fully understood and clients are engaged without confusion or risk of failure.

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A great deal of software “targets different skills and offers a variety of opportunities for contextualization and personalization” (Medalia et al., 2009, p. 43).

We focus on three suppliers of extensive CRT software resources below (recommended by Medalia et al., 2009).

1. Happy Neuron

Happy Neuron provides a wide variety of online brain training exercises and activities to stimulate cognitive functioning in the following areas:

• Visual-spatial

When you’re performing well, the exercises become increasingly difficult.

The exercises are grouped into the following areas:

• Brain speed
• People skills
• Intelligence

3. Games for the Brain

Cognitive difficulties, such as challenges with paying attention, planning, remembering, and problem-solving, can further compound and exacerbate mental health issues

While initially created for schizophrenia, CRT is also valuable for other mental health problems, including eating and mood disorders. Treatments are effective in one-to-one and group sessions, and lessons can be transferred to the outside world, providing crucial gains for a client’s mental wellbeing and social interaction.

Through repeated and increasingly challenging skill-based interventions, CRT benefits cognitive functioning and provides confidence gains to its users. The treatment adheres to learning theory principles and targets specific brain processing areas such as motor dexterity, memory, and visual-spatial perception, along with higher-order functioning.

Involving clients in treatment choices increases the likelihood of ongoing perseverance, engagement, and motivation as activities repeat with increasing degrees of difficulty.

This article offers a valuable starting point for exploring CRT and its benefits, with several worksheets and forms to encourage effective treatment.

We hope you enjoyed reading this article. For more information, don’t forget to download our three Positive CBT Exercises for free .

• Bristol Mental Health. (n.d.). Cognitive remediation therapy: Improving thinking skills . Retrieved December 15, 2021, from http://www.awp.nhs.uk/media/424704/cognitive-remediation-therapy-022019.pdf
• Corbo, M., & Abreu, T. (2018). Cognitive remediation therapy: EFPT psychotherapy guidebook . Retrieved December 15, 2021, from https://epg.pubpub.org/pub/05-cognitive-remediation-therapy/release/3
• Medalia, A., & Bowie, C. R. (2016). Cognitive remediation to improve functional outcomes . Oxford University Press.
• Medalia, A., Revheim, N., & Herlands, T. (2009). Cognitive remediation for psychological disorders: Therapist guide . Oxford University Press.
• Tchanturia, K. (2015). Cognitive remediation therapy (CRT) for eating and weight disorders . Routledge.
• Tsaousides, T., & Gordon, W. A. (2009). Cognitive rehabilitation following traumatic brain injury: Assessment to treatment. Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine , 76 (2), 173-181.

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What our readers think.

To my surprise this is a treatment that has not been discussed in the area I live and work. I just stumbled upon this when I was researching cognitive impairments with schizophrenia. I currently work on a team with multiple mental health professionals that go out into the community, to work with people diagnosed with Schizophrenia. It seems like most of what we do is manage and monitor symptoms. Are you aware of anyone or any agency in Buffalo, NY that uses this method of treatment? I am trying to figure out how to get trained and use it in practice, if that is possible. Any help will be greatly appreciated.

This looks like the treatment my daughter needs. She has struggled for years with the cognitive problems associated with depression. How do we find a therapist near us who can use these techniques?

I’m sorry to read that your daughter is struggling. You can find a directory of licensed therapists here (and note that you can change the country setting in the top-right corner). You’ll also find that there are a range of filters to help you drill down to the type of support you need: https://www.psychologytoday.com/us/therapists

I hope you find the help you need.

– Nicole | Community Manager

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Bright IDEAS: Problem-Solving Skills Training

Program Synopsis

Designed to reduce the emotional distress in mothers of children recently diagnosed with cancer, this coping skills training teaches a five-step problem-solving approach applicable to situations commonly encountered during pediatric cancer treatment. The study showed improvements in various problem-solving skills and mood and stress symptoms.

Program Highlights

Program materials.

Preview, download, or order free materials on a CD

Program Developer

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Program Developer Contact

For inquiries related to staff training, please contact the Principal Investigator (P.I.), Olle Jane Sahler, at: [email protected] .

Featured Profile

Learn more about this program and the developer who created it

Program Scores

Mothers of children newly diagnosed with cancer are at increased risk for distress and symptoms of anxiety and depression associated with discovering their child has a potentially life-threatening illness. The stresses may stem from fear of their child's death, the daily demands of medical care, economic burdens associated with treatment, and family tensions. High levels of distress in mothers at the beginning of their child's cancer treatment may interfere with decisions about the administration of complex medical therapies. It is therefore crucial to help a mother reduce her emotional distress as soon as possible after her child is diagnosed with cancer.

The Program

Bright IDEAS: Problem-Solving Skills Training (PSST) is an eight session intervention that reduces emotional distress in mothers of children recently diagnosed with cancer. The letters in IDEAS represent the five essential steps of the PSST problem-solving approach.  The "I" stands for "identify the problem"; "D" stands for "determine the options"; "E" is for "evaluate options and choose the best"; "A" is for "act"; and "S" is for "see if it worked." PSST uses a generic, cognitive-behavioral coping skills training approach applicable to situations commonly encountered during pediatric cancer treatment. The intervention, which makes use of a manual, is delivered as weekly, 60 minute instructional sessions during regularly scheduled pediatric oncology clinic appointments or extended hospitalizations.

Optimum maternal engagement is gained by focusing on problems the mother identifies as especially relevant to her and her family. This approach also enables the mother and interventionist to review the appropriateness of selected solutions over time and changing circumstances.  The first session of PSST establishes a relationship between the mother and interventionist and introduces the problem-solving steps. The manual is presented and the mother is asked to identify relevant problems, choosing the most pressing one to work on first. The mother and interventionist work on the selected problem jointly, incorporating an analysis chart and a chart of possible solutions and potential barriers. As homework, the mother is asked to carry out the solution she ranked as most likely to succeed. Subsequent sessions continue to review homework assignments, work on the problem identified, and discuss the need for a supportive partner to assist in developing problem-solving skills after the intervention ends. 

Time Required

Training: Interventionists participate in a 1-2 day (8-16 hours) training workshop and are required to receive ongoing supervision of intervention delivery at a rate of 1 hour per 4 hours of client contact.

Program Implementation: Implementation occurs over an 8-week period and involves: --Weekly, 1 hour sessions --Variable at-home time to complete homework assignments following each session

Intended Audience

PSST targets mothers of children recently diagnosed with cancer.

Suitable Settings

The intervention is suitable for implementation in medical-center-based oncology centers and outpatient oncology clinics during regularly scheduled pediatric appointments for medical treatment or during extended pediatric hospitalizations.

Required Resources

Interventionists are mental health professionals with master's degrees or doctoral candidates in psychology. 

The following materials are required:  --Instructor/parent manual (English) --Parent manual (Spanish) --Parent pocket workbook (English) --Parent pocket workbook (Spanish) --Parent pocket worksheets (English) --Parent pocket worksheets (Spanish) --Parent individual handouts (Spanish) --Current Problems Inventory (English) --Current Problems Inventory (Spanish)

For information on cost and staff training, please contact the Principal Investigator (P.I.) for this program.  The P.I.'s contact information can be viewed on the Products page .

About the Study

A multisite randomized clinical study investigated the effects of the Bright IDEAS intervention on problem-solving skills and symptoms of mood disturbance, posttraumatic stress, and depression in mothers of children recently diagnosed with cancer. A total of 430 English-speaking and Spanish-speaking mothers were randomly assigned to either the PSST intervention or the usual triaged psychosocial care routinely provided at pediatric cancer care centers following a comprehensive assessment by a mental health professional within a few days of the diagnosis. The participating mothers were 51% White, 26% Hispanic, 6% African American, 2% American Indian, 2% Asian, and 13% other-mixed ethnicity. 

Four self-report interview scales were used to measure changes in problem-solving skills, mood, and posttraumatic stress symptoms:

--Social Problem-Solving Inventory-Revised (SPSI-R), a 52-item instrument that measures  5 dimensions of problem-solving skill - a positive or negative problem-solving orientation and 3 strategic styles of problem solving (i.e., rational, impulsivity-carelessness, or avoidance) - on a 5-point scale that ranges from 1 (not at all true) to 5 (extremely true). The total score (0-20) is the weighted average of the 5 subscores, with higher scores indicating better problem-solving skills.

--Profile of Mood States (POMS), a 65-item inventory of positive and negative adjectives  rated on a 5-point scale that ranges from 1 (not at all) to 5 (extremely) to describe mood-related feelings during the prior week. The POMS inventory generates seven subscales: tension/anxiety, depression/dejection, anger/hostility, fatigue, confusion, vigor, and friendliness. These subscales combine to produce a total POMS score, with higher scores reflecting greater mood disturbance (i.e., negative affectivity).

--Impact of Events Scale, Revised (IES-R), a 22-item measurement tool for posttraumatic stress symptoms that generates subscales on intrusive thoughts, avoidance, and hyperarousal symptom frequency in response to a specific event during the prior week. The total score is the sum of the three subscales, with higher scores indicating more posttraumatic stress symptoms.

--Beck Depression Inventory-II (BDI-II), a 21-item self-report instrument that measures depressive symptoms during the prior week. Total scores vary from 0 to 63 and indicate whether depression is minimal (0-13), mild (14-19), moderate (20-28), or severe (29-63).

The instruments were administered to participating mothers in both conditions at three time points: baseline, prior to randomization (T1); at the end of the PSST intervention or 10-12 weeks after baseline for the usual psychosocial care comparison (T2); and 6 months postbaseline (T3). Although mothers assigned to PSST and mothers receiving usual psychosocial care did not differ in any baseline demographic characteristics, PSST mothers had higher scores on the Positive Problem Orientation subscale of the SPSI-R than mothers receiving usual psychosocial care at baseline.

Key Findings

• Mothers assigned to the PSST intervention reported increased problem-solving skills (higher total score on the SPSI-R; p=.017), less use of a negative (e.g., angry, anxious, depressed) problem-solving orientation (p=.003), and less use of an avoidance problem-solving style (p=.013) than mothers assigned to the usual psychosocial comparison from baseline to the first follow-up assessment 10-12 weeks postbaseline.  PSST mothers who were single (single vs. married or living with a partner; p=.05) and younger (25 years old vs. 35 and 45 years old; p=.05) reported larger increases in problem-solving skills (SPSI-R).

• Mothers assigned to the PSST intervention continued to report less use of a negative (e.g., angry, anxious, depressed) problem-solving orientation (p=.016) and less use of an avoidance problem-solving style (p=.026) than mothers assigned to the usual psychosocial comparison at the second, 6-month postbaseline follow-up. However, maternal reports of total problem-solving skills no longer differed between conditions at the 6-month postbaseline follow-up.

• Mothers assigned to the PSST intervention reported less total mood disturbance (total POMS score; p<.001), fewer symptoms of depression (BDI-II; p<.001), and fewer posttraumatic stress symptoms (IES-R total; p<.001) than mothers assigned to the usual psychosocial care comparison from baseline to the first follow-up assessment 10-12 weeks postbaseline.

• Mothers assigned to the PSST intervention continued to report fewer symptoms of depression (BDI-II; p<.001) and fewer posttraumatic stress symptoms (IES-R total; p<.001) than mothers assigned to the usual psychosocial comparison at the second, 6-month postbaseline follow-up. However, maternal reports of total mood disturbance on the POMS no longer differed between conditions at the 6-month postbaseline follow-up.
• In general, Spanish-speaking mothers reported larger improvements in total problem-solving skills (SPSI-R), less mood disturbance (POMS), fewer depression symptoms (BDI-II), and fewer posttraumatic stress symptoms (IES-R total) than English-speaking mothers, at both follow-up assessments (10-12 weeks and 6 months postbaseline), regardless of condition assignment.

Publications

Sahler,O.J.; Fairclough,D.L.; Phipps,S.; Mulhern,R.K.; Dolgin,M.J.; Noll,R.B.; Katz,E.R.; Varni,J.W.; Copeland,D.R.; Butler,R.W. (2005). Using problem-solving skills training to reduce negative affectivity in mothers of children with newly diagnosed cancer: report of a multisite randomized trial. Journal of Consulting and Clinical Psychology, 73 (2), 272-283.

Sahler, O. J. Z., Varni, J. W., Fairclough, D. L., Butler, R. W., Noll, R. B., Dolgin, M. J., Phipps, S., Copeland, D. R., Katz, E. R., & Mulhern, R. K. (2002). Problem-solving skills training for mothers of children with newly diagnosed cancer: A randomized trial. Journal of Developmental and Behavioral Pediatrics, 23 (2), 77-86.

Sahler OJZ, Dolgin MJ, Phipps S, Fairclough DL, Askins MA, Katz ER, Noll RB, Butler RW. (2013). Specificity of problem-solving skills training in mothers of children newly diagnosed with cancer: Results of a multisite randomized clinical trial. Journal of Clinical Oncology, 31 (10), 1329-1335.

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Artificial Intelligence

The 10 skills psychologists need to thrive in the age of ai, exploring the latest research on the essential skills required to stay relevant..

Posted March 20, 2024 | Reviewed by Lybi Ma

• AI is transforming psychology, psychologists must evolve their skills to complement technological innovation.
• Studies emphasize developing skills to stay relevant—social, decision-making, and physical.
• Creativity, compassion, curiosity, collaboration, and critical thinking are essential.
• Physical abilities and sensorimotor skills are also differentiators.

As artificial intelligence continues to develop, many of us can't help but wonder if an algorithm might soon make our jobs obsolete. For psychologists, this possibility is scary. How could cold, unfeeling technology ever replace the emotional intelligence , creativity , and person-to-person connectedness that are so core to what we do?

The unsettling truth is that AI is already augmenting and encroaching on the roles and functions of psychologists. AI is used in everything from psychological testing and screening job candidates to performance analysis and even therapy and coaching . To avoid obsolescence, psychologists must cultivate the skills that set us apart from AI.

According to recent studies, there are three sets of essential skills that psychologists need to develop to remain relevant amidst continued automation and augmentation:

• social skills
• creative decision-making skills
• physical abilities

Let's delve deeper into each category.

The Social Skills AI Can't Match

At the heart of our profession lies our ability to empathize, collaborate, and build meaningful relationships. While AI can analyze data, it falls short of fostering genuine human connections. Recent studies highlight three key social skills vital for thriving in the AI age: compassion, collaboration , and relationship building.

• Compassion: This entails reading social and emotional cues and responding with empathy. Despite AI advancements, humans seek understanding and warmth from their peers. Only humans possess the emotional intelligence required to build rapport and empathize with others on a profound level.
• Collaboration : It's the ability to work cooperatively in a coordinated way. AI is essentially a self-contained system, unable to engage in the free-flowing exchange of meaningful ideas. True innovation emerges from diverse backgrounds coming together to share insights. Effective collaboration requires fostering open communication and aligning teams toward a common goal.
• Relationship Building : The ability to build deep, trust-based relationships is a profoundly human skill that will only become more valuable as technological change accelerates. Psychologists adept at relationship building create cultures of rapport that empower people to thrive. Authentic relationships foster resilience and creative energy that cannot be replicated by technology alone.

The Creative Decision-Making Skills Humans Hold

Despite AI's computational power, it lacks the crucial cognitive capabilities inherent to the human mind. Skills like creativity, curiosity, critical thinking, intuition, and problem-solving set us apart. In their studies, Chuang and Eubanks emphasize the importance of these skills for future-proofing HR professionals and psychologists.

• Creativity refers to the ability to transcend traditional ideas and develop innovative, imaginative solutions to complex problems. While algorithms can follow rules and find patterns, true creativity requires making novel associations between unrelated concepts.
• Curiosity refers to the continuous drive to learn, grow, and explore new concepts. Young children are endlessly curious as they explore the world around them, constantly asking, Why ? But as we get older, that innate curiosity often gets dampened. To stay vital in the AI age, we must fight that tendency and cultivate a mindset of relentless questioning. Curiosity fuels a deeper understanding of the world and helps us to see things in fresh ways. It helps us identify underlying patterns, challenge faulty assumptions, and solve complex problems from new angles.
• Critical thinking refers to the application of logic, reasoning, and critical analysis to help make more reasoned judgments. To thrive alongside AI, we must maintain our ability to think critically, question assumptions, and apply our judgment in nuanced situations. Unlike algorithms that just process instructions, we have the unique capacity to recognize context, see shades of grey, and adapt our thinking based on new inputs.
• Intuition draws on instincts and gut feelings to guide our choices in high-stakes situations. Intuition allows us to navigate ambiguity, process complexity on an embodied level, and factor in subtle social and emotional dynamics that are difficult to quantify. In scenarios overflowing with potential variables and unknowns—which AI's rules-based approaches struggle with—human intuition provides a real-time guidance system that can cut through information overload to help make better decisions. Those with finely tuned intuitive faculties can make tough judgment calls, trusted to weigh incomplete data and diverse contexts in cognitively flexible ways.
• Problem-solving refers to the ability to draw on all the aforementioned factors to analyse complex issues from different perspectives—to determine the root causes of problems, propose and critically evaluate potential solutions, and implement solutions to solve problems. In environments where AI handles the more standardized work, elite human problem-solvers will be needed to tackle the atypical, the ambiguous, and the unprecedented. Their ability to connect disparate ideas, challenge assumptions, and generate breakthrough ideas from the yet-unknown will be an irreplaceable complement to AI's capabilities.

Our Enduring Physical Capabilities

Studies reveal a significant advantage humans hold over AI in sensorimotor skills and physical flexibility. These embodied intelligence skills are essential for tasks requiring environmental awareness, adaptability, and seamless mind-body integration.

• Physical flexibility refers to our ability to engage in a wide range of motion, as well as muscle dexterity
• Sensorimotor skills refer to aspects like our hand-eye coordination, our fluid movements, and our ability to navigate the physical world with carefully nuanced gestures

From assembly lines to operating rooms, our combination of delicate physical control and quick decision-making allows us to excel where rigid robotics still struggle. We remain unmatched in tasks requiring environmental awareness, physical adaptability, and seamless mind-body integration.

Bringing Human Brilliance to the Future of Work

In navigating the evolving landscape of work, one thing is abundantly clear: the future belongs to those who harness the power of human ingenuity. As AI continues its rapid ascent, it's not about competing against machines but rather collaborating with them. By embracing and honing our uniquely human skills—such as empathy, creativity, critical thinking, and physical adaptability—we pave the way for a future where technology augments rather than replaces our capabilities.

Chuang, S. (2024). Indispensable skills for human employees in the age of robots and AI. European Journal of Training and Development , 48 (1/2), 179-195.

Eubanks, B. (2022). Artificial intelligence for HR: Use AI to support and develop a successful workforce . Kogan Page Publishers.

Llewellyn E. van Zyl, Ph.D. , is a professor of positive psychology at the Optentia Research Unit within the North-West University and is attached to the Eindhoven University of Technology.

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