2024 Volume 27 Issue 2 Pages 177-191
[Introduction]
This study adopted two perspectives to review related research and discuss teaching methods that support the transfer of interpersonal problem-solving skills. First, it examined existing research on interpersonal problem-solving skills across various fields and reviewed the teaching status methods utilized in each. This aimed to determine whether the limited application of theories and findings from other fields of interpersonal relationships could explain the low generalization of social skills training outcomes. Second, the study reviewed research on learning science and problem-solving models, which offer growing insights into instruction methods that promote skill transfer. A developmental approach for cognitively unconstrained individuals should focus on generalizing behavior and emphasize transferring the learning content.
[Methods]
Literature was collected from discipline-specific reviews in four areas: social competence, social skills training, information-processing models of social problem-solving, and problem-solving therapy. Further, additional materials were incorporated through targeted literature searches as needed. Tables were created based on the collected materials to facilitate cross-disciplinary comparisons. Additionally, figures were produced and organized to illustrate the interrelationships among the different fields.
[Results]
Research on social competence, information-processing models of social problem-solving, problem-solving therapy, and social skills training was organized into six categories: “Definition or Outline,” “Purpose or Rationale,” “Historical Background of Research,” “Classification,” “Users, Participants, or Practitioners,” and “Research Methods and Educational Applications,” Key issues were identified within each category. The literature also provided recommendations for enhancing transfer in education, such as explicitly teaching models and thought processes, particularly when working with cognitively unconstrained adults.
[Discussion]
In learning science, instruction that promotes transferability must emphasize metacognition. This study first reviewed the Warp and Woof Model of problem-solving, developed by Matsuda in 2015, as a framework for informed instruction. It then examined research on teaching methods based on this model. Warp and Woof Model is currently being evaluated for its general applicability and transferability across various subjects and disciplines. Applying this model to teaching interpersonal problem-solving skills could help integrate learning science with research on interpersonal relationships.
[Conclusion]
Ongoing research that integrates learning science with the development of specific teaching methods for interpersonal problem-solving skills will contribute to effectively transferring these skills into daily interpersonal problem-solving interactions.
