Problem solving begins by identifying the situation pupils wish to solve and their
personal goals. Defining the problem is essential to generate alternatives and solve it
successfully. This is why a problem must be discussed in detail. It is recommended to use
questions that facilitate the problem exploration and its correct definition such as:
In what way is this truly a problem?
For whom is this situation a problem?
What would happen if the problem would not exist?
Is there anything that could worsen the problem?If in the definition stage several people are identified as being involved (teachers,
classmates, family members), it is necessary to integrate their opinions. When the
purposes of nature of the problem (e.g. career-related, emotional, interpersonal, financial)
have been established, pupils must define it specifically in behavioural terms. The more
specifically defined and the better outlined, the greater the chances of solving the
problem. For example, “My classmates are angry with me” or “I don’t know what high
school to go to” are only vaguely defined and no plausible alternative solutions can be
identified. The specific definition of a problem (e.g. “I don’t know what are the high
schools where I could learn history in more depth”), facilitate solution generation. It is
recommended that big, complex, ambiguous problems be broken into smaller problems or
purposes, each of them becoming a goal for problem solving.
Once the problem has been defined or its purpose set, the next stage is to generate as
many solutions as possible to solve the situation or reach the goal. Pupils are encouraged
to be creative, not to evaluate or censure ideas and solutions occurring to them. All
solutions are initially accepted, since it is assumed that inadequate or totally inappropriate
ideas may lead to identifying new or unusual solutions. Pupils who tend to be very critical
of themselves need further practice in solution generation without being eliminated from
the group at the very beginning. These situations may constitute an opportunity for the
counsellor to approach their (excessive) self-critical thinking and give pupils homework
that will enhance the development of self-image and the feeling of self-effectiveness.
Once the list of alternative solutions has been compiled, each solution in part is evaluated
function of problem solving efficiency. This evaluation can be standardized by the
systematic analysis of advantages and disadvantages of each alternative. After
assessment, the best solution or solution combination is chosen. It occasionally happens
that the best solution is evident right after analysing the advantages and disadvantages. At
other times, no solutions appear to be superior to the rest. For example, several solutions
appear to be equally efficient, and in situations involving more than one person
disagreements may arise with respect to the best solution. In these cases, the best
alternative frequently appears as a result of combining several solutions, constructing a
new variant of the ones discussed, or choosing several alternatives and setting up a testing
protocol.