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Problem solving involves accurately: (a) seeing that there is a problem; (b) deciding what type of problem it is (which determines much about the eventual solution); (c) presenting (a) solution(s) to the problem. What needs to be grasped immediately is that solutions are the end product of a series of complicated interrelated operations. Teenage alcoholism, as a problem, is viewed very differently according to whether one is: (a) a teenager who drinks moderately, heavily, or not at all; (b) a police officer; (c) a legislator; (d) a parent of a teenage alcoholic; (e) a parent of a teenager who drinks illegally but within their limits; (f) a parent of a teenager who does not drink; (g) a teacher; (h) a youth worker; (i) a seller of alcohol; (j) a member of the medical profession; (k) a social worker; (l) a counsellor. In many disciplines, professionals use problem solving models which enable users to check certain steps along the road to eventual solution. One of the best known and most useful problem solving methods within legal education is the model devised by Twining and Miers (1991), replicated in Twining and Miers (1999). Seven steps from identification through diagnosis, prescription and implementation aimed at solution are given as follows. 7.6.1 Problem solving model (1) CLARIFICATION of individual’s standpoint, role, objectives, general position; (2) PERCEPTION by individual of the facts constituting the situation; (3) EVALUATION of one or more of the elements making the situation undesirable, obstructive, bad…in other words, ‘what’s the problem?’; (4) IDENTIFICATION of a range of possible solutions to the perceived problem; (5) PREDICTION of: (a) the cost of each option; (b) obstacles associated with each option; (6) PRESCRIPTION choosing a solution to the problem; the construction of an effective policy for solving the problem; (7) IMPLEMENTATION of that policy.
DOI link for Problem solving involves accurately: (a) seeing that there is a problem; (b) deciding what type of problem it is (which determines much about the eventual solution); (c) presenting (a) solution(s) to the problem. What needs to be grasped immediately is that solutions are the end product of a series of complicated interrelated operations. Teenage alcoholism, as a problem, is viewed very differently according to whether one is: (a) a teenager who drinks moderately, heavily, or not at all; (b) a police officer; (c) a legislator; (d) a parent of a teenage alcoholic; (e) a parent of a teenager who drinks illegally but within their limits; (f) a parent of a teenager who does not drink; (g) a teacher; (h) a youth worker; (i) a seller of alcohol; (j) a member of the medical profession; (k) a social worker; (l) a counsellor. In many disciplines, professionals use problem solving models which enable users to check certain steps along the road to eventual solution. One of the best known and most useful problem solving methods within legal education is the model devised by Twining and Miers (1991), replicated in Twining and Miers (1999). Seven steps from identification through diagnosis, prescription and implementation aimed at solution are given as follows. 7.6.1 Problem solving model (1) CLARIFICATION of individual’s standpoint, role, objectives, general position; (2) PERCEPTION by individual of the facts constituting the situation; (3) EVALUATION of one or more of the elements making the situation undesirable, obstructive, bad…in other words, ‘what’s the problem?’; (4) IDENTIFICATION of a range of possible solutions to the perceived problem; (5) PREDICTION of: (a) the cost of each option; (b) obstacles associated with each option; (6) PRESCRIPTION choosing a solution to the problem; the construction of an effective policy for solving the problem; (7) IMPLEMENTATION of that policy.
Problem solving involves accurately: (a) seeing that there is a problem; (b) deciding what type of problem it is (which determines much about the eventual solution); (c) presenting (a) solution(s) to the problem. What needs to be grasped immediately is that solutions are the end product of a series of complicated interrelated operations. Teenage alcoholism, as a problem, is viewed very differently according to whether one is: (a) a teenager who drinks moderately, heavily, or not at all; (b) a police officer; (c) a legislator; (d) a parent of a teenage alcoholic; (e) a parent of a teenager who drinks illegally but within their limits; (f) a parent of a teenager who does not drink; (g) a teacher; (h) a youth worker; (i) a seller of alcohol; (j) a member of the medical profession; (k) a social worker; (l) a counsellor. In many disciplines, professionals use problem solving models which enable users to check certain steps along the road to eventual solution. One of the best known and most useful problem solving methods within legal education is the model devised by Twining and Miers (1991), replicated in Twining and Miers (1999). Seven steps from identification through diagnosis, prescription and implementation aimed at solution are given as follows. 7.6.1 Problem solving model (1) CLARIFICATION of individual’s standpoint, role, objectives, general position; (2) PERCEPTION by individual of the facts constituting the situation; (3) EVALUATION of one or more of the elements making the situation undesirable, obstructive, bad…in other words, ‘what’s the problem?’; (4) IDENTIFICATION of a range of possible solutions to the perceived problem; (5) PREDICTION of: (a) the cost of each option; (b) obstacles associated with each option; (6) PRESCRIPTION choosing a solution to the problem; the construction of an effective policy for solving the problem; (7) IMPLEMENTATION of that policy.
ABSTRACT
Teenage alcoholism, as a problem, is viewed very differently according to whether one is: (a) a teenager who drinks moderately, heavily, or not at all; (b) a police officer; (c) a legislator; (d) a parent of a teenage alcoholic; (e) a parent of a teenager who drinks illegally but within their limits; (f) a parent of a teenager who does not drink; (g) a teacher; (h) a youth worker; (i) a seller of alcohol; (j) a member of the medical profession; (k) a social worker; (l) a counsellor. In many disciplines, professionals use problem solving models which enable users to check certain steps along the road to eventual solution. One of the best known and most useful problem solving methods within legal education is the model devised by Twining and Miers (1991), replicated in Twining and Miers (1999).
