Decision-making training: what it is, structure, and how to use it

Problems are an inherent part of life. The world we inhabit often presents us with complex situations that we have to deal with, and that provide the opportunity for the development of our potentialities.

However, we also know that difficulty solving problems is one of the main risk factors for the development of emotional disorders. The way we deal with them, therefore, is important for well-being.

Today there are methods of training in decision making that have extensive evidence on its functioning in multiple areas of life, and whose application is a key piece in many psychological treatment programs.

In this article we will review the Nezu and D'Zurilla model, as it is one of the best known and most effective. It was conceived in order to adapt to diverse contexts, in contrast to others whose range of application is more limited.

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Nezu and D'Zurilla's Decision Making Training

The problem solving program of these authors is a structured and sequential model, which stands out for its simplicity. It consists of 5 differentiated steps, and there is the possibility of going back to some of the stages already completed when certain circumstances are met, as will be detailed.

This intervention is included in the category of cognitive-behavioral treatments, and although it is easy to understand, mastering it requires practice.

The method is based on the rigorous analysis of the behaviors and coping strategies of people with an excellent ability to solve problems; but presented in operational, clear and reproducible terms. In this section, a review of all the steps will be made, detailing their characteristics.

Phase 1: Perception of the problem

The authors of this problem solving model stress the need to define exactly what problems are and what they are. the solutions, as well as the different styles that people use to face the circumstances that generate them stress. Understanding these concepts is an essential prior step to integrate the rest of the phases that make up the program, for which they are detailed below.

What is a problem

A problem is understood as any life situation that generates an adaptive response and that puts coping resources into operation to find its solution. Thus, the occurrence of a negative event, the loss of what is valued or estimated, conflicts (apparently conflicting decisions) can be considered as such. or in which the selection of an alternative implicitly implies the resignation of another or others) and frustration (appearance of obstacles that prevent the achievement of a goal).

The authors defend the idea that, in this phase, it is important to develop a perspective on the problems that implies considering them as a challenge, and not as a threat.

what is a solution

The solutions are all those behaviors that pursue the purpose of responding to a problem. Most of life's situations do not have a perfect solution., but rather the best of all possible ones, this being the one that is intended to be located and applied through decision-making training. Situations that are objectively modifiable will require direct actions, but those that are not will imply emphasizing their emotional consequences.

What are the basic coping styles?

Three basic coping styles can be distinguished: impulsive (a quick decision is made without weighing in depth all possible angles of the problem or without anticipating the consequences of the solution), avoidance (the implementation of a solution is delayed, delaying coping or denying the existence of the problematic fact) and the rational one (supposes a balance between the two previous ones and is the one that is pursued with the application of the program).

Other aspects to consider

The choice of a possible solution must be carried out contemplating not only the benefits and harms to the person, but also the impact that the decision adopted may have on the environment.

Likewise, there must be sufficient material resources to carry it out, and a level of commitment proportional to the entity of the problem must be assumed. It is recommended that in the first place it be applied to simple situations, progressively increasing the requirement of these.

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Phase 2: Problem definition

A well-defined problem is a half-solved problem.. Therefore, the first step that must be carried out is to write on a sheet of paper (or on a support similar physique), through a sentence as simple as possible (maximum twenty words), the problem we want tackle. It is a process in which you reflect on the situation, in order to capture all its nuances. At this point, not only the what must be assessed, but also the how, when and why.

With this step we will be able to transfer a complex situation, which is often difficult to define, to more operational and less ambiguous terms. We will manage to reduce uncertainty and be able to observe the facts in terms of greater objectivity. Reaching a wording that fits the reality of the problem can be difficult at first, but we must dedicate the necessary time until we consider that the written words reflect with sufficient precision what we occurs.

Along with the problem we can also write the objective to be pursued, using simple terms and realistic expectations (Because otherwise the risk of abandonment will increase). If the goal we are pursuing is too complex or its resolution takes excessive time, it is useful to break it down into smaller logical steps whose completion gradually brings us closer to she.

Phase 3: Generation of alternatives

In this phase, brainstorming or brainstorming is carried out, through which we elaborate all the action alternatives that occur to us to deal with the detected problem. This process is built on three principles: that of quantity (as many alternatives as possible), that of variety (approaching the situation from all its fronts) and that of delay of the trial (indiscriminate selection of "anything that comes to the mind").

Phase 4: Selection of an alternative

At this point, we should have a written problem and a more or less long list of possible alternatives. Some of them will probably have seemed stupid to us while we were thinking about them, but we must remember that this is the moment reserved for their detailed evaluation, and not before. Now what we must do is assess them using two coordinates: the positive/negative aspects and the short/long-term consequences.

To make it easier we can draw a cross on a landscape page, letting each line cross it completely and divide the space in four equal parts for each corner, namely: top left (short-term positive aspects), top right (long-term positives), bottom left (short-term negatives), and bottom right (long-term negatives). long term). In these spaces we will write everything that occurs to us, thinking in detail.

Each alternative will require its own grid, since all of them will have to be evaluated in the four possibilities mentioned. It is essential to bear in mind that we must incorporate into this process of reflection the potential consequences of the decision on third parties and/or oneself, as well as the economic or material feasibility of the possible solution on which one is pondering. It is key to dedicate the necessary time to this step.

Phase 5: Implementation of the alternative and evaluation

In phase 5 we will have a written problem, together with all the alternatives that occurred to us during the storm of ideas and the consequent process of reflection on their positive and negative aspects, in the short and long term term. The time has come to make a decision, and choose an action plan. There are two specific strategies for this, one quantitative and the other qualitative, but they are not mutually exclusive (both must be used to reach the final choice).

Quantitative analysis

This phase is aimed at obtaining an "objective" assessment of each alternative, which can give a clue about its quality. Starting from a score that is located at the zero value (neutral), we will add one point for each positive aspect detected and subtract one point for the negative ones. Thus, if an option has three good ones and two bad ones, the score that will be awarded will be one. This analysis offers only a raw score, which needs a complementary qualitative vision.

Qualitative analysis

For this analysis we will make a personal assessment of the pros and cons, since the weight of each one of them is subject to the values ​​and goals of each one of the people who develop the technique. It is important to make sure that they are consistent with the objectives that we set ourselves at the beginning of the exercise. The decision does not have to coincide with the quantitative assessment, although usually the one that is chosen tends to be the best valued from both perspectives.

And now that?

Once the alternative has been selected, it is necessary to commit to putting it into practice, since the analysis The previous one has been based on rationality and there is a high probability that it is the best of all the possible. It is very important to carry out a periodic evaluation of the consequences that the chosen solution is having for the development of the situation, and whether the resulting events satisfy the initially proposed objective or not.

It is possible that we observe that the chosen alternative, after some time, is not giving the expected results. In this case we have two options: keep it while we try to combine it with the second best option or decide to eliminate it and simply continue with the one that was next on the list. In the event that this new decision does not seem to be useful either, we can continue with the next one, until we find the appropriate one or notice that it does not appear on the list.

If we come to the definitive conclusion that none of the options provided allows us to improve the problem, we will return again to phase 3 (search for alternatives) and we will resume the process from this point. With this we will return to elaborate new possible solutions, with the added advantage that having entered more deep into the problem we will have an experience that we did not have before, so we will improve in this second chance.

If after this circumstance we come across a blocking situation again, maybe it's time to restart the process from the beginning. It may happen that the problem is not exactly described, or that the proposed objective is unrealistic. In any case, even if the solution seems elusive, as long as we persist in the search we will acquire greater skill in the procedure and we will automate the sequence from which compose.

Bibliographic references:

• Anzel, G. (2016). Problem-Solving Training: Effects on the Problem-Solving Skills and Self-Efficacy of Nursing Students. Eurasian Journal of Educational Research, 64, 231-246
• Nezu, A. and Nezu, C. (2001). Problem Solving Therapy. Journal of Psychotherapy Integration, 11(2), 187-205.