social problem solving activities

71+ Free Social Problem-Solving Scenarios

Do you have kiddos who struggle with their social problem-solving skills? Teach your students the simple process of how to solve a problem along with having them review how well their solution worked or didn’t work.

Why Teach Problem Solving Skills?

Learning to problem solve is an essential skill that is used not only throughout childhood but also into adulthood. Social problem solving is the ability to change or adapt to undesirable situations that arise throughout our day.

On a daily basis, a child will encounter social problems that they will need to solve.

Anything from:

arguing with another student
to hurting a friend’s feelings
to having a difficult conversation
working with others

Start with Small Problems

Many of the “problems” children encounter are often small problems which the child may be over-reacting to, such as wanting a different coloring crayon or wanting to be first in line, however, these small problems are still very real to the child.

Practicing problem-solving with these small problems can be a great learning opportunity. Children can practice problem-solving with a small problem which can help them learn how to handle bigger problems in the future.

Problem Solving Importance

Social problem-solving skills are critical to a child’s social interactions, personal and professional relationships. A child’s ability to handle change, cope with stress, and handle challenges improves with a child’s ability to successfully solve social problems.

The ultimate goal is that the child will be able to solve social problems all on their own, but until they can independently solve a problem they will need to learn how to communicate and self-advocate to positively solve their problems.

Steps to Problem Solving

Children can be taught how to problem solve through a guided process of breaking down the problem and using simple steps to solve the problem.

Learning specific steps to problem-solving can allow children to remember how to solve a problem when they become overwhelmed or stressed.

Although learning to solve a problem independently can take some time and practice it is well worth the investment to have a child who can eventually solve most social situations in a positive manner on their own.

What we learnt about solving problems is don't freak out, if one thing doesn't work , try something else out. And work together as a team. #melthammathsweek #MELTHAMPUPILVOICE @problemsolveit pic.twitter.com/iVm1Im4Aue — yr6melthamce (@yr6melthamce) February 4, 2019

Problem Solving Form

Teach your students the 4 steps to becoming a social problem-solver.

Identify the problem. For instance, start by having your student identify the social problem.
Create three solutions. Also, have your student come up with three different solutions that they could use to solve the problem that they identified.
Identify the consequences. Then, identify the consequence for each individual solution.
Pick the best solution. Lastly, have your student identify which of their three solutions is the best choice Then have your student put into words why they think that solution is the best solution.

Problem Solving Review Form

After your students go through the social problem-solver have them use the social problem-solving review form.

What happened. For instance, after your student tried their solution have them explain what happened next.
Review the results. Also, have your student identify whether or not their solution got them the results they wanted.
Use this solution again. Furthermore, have your student identify whether or not they would use this solution again in the future to solve the same or similar problem.
What would you do differently? Finally, have your student explain what they would do differently if they didn’t get the results they wanted or if they wouldn’t use that solution again in the future.

71+ Social Problem Scenarios + 6 Blank Scenarios

Use the 71 social problem-solving scenarios to have your students get great experience practicing how to solve a social problem.

Also, included are 6 blank scenarios. Then laminate them so you can use them over and over again. Therefore, create social problems that the student experiences and needs help solving.

Wordless Video teaching Problem Solving

Watch this super cute wordless animation with your students and have them discuss the problem they see and how to best solve the problem.

Use this as a fun practice example to get your students started towards learning how to problem-solve.

Demonstrate Through Modeling

Model and discuss empathy.

First and foremost, children need to understand how another person might be feeling in a given situation in order to become a good social problem solver. The student needs to learn how to “stand in someone else’s shoes” for a little bit.

One way you can work on this skill is during the reading time you can focus on how a particular character in the story might be feeling.

Ask questions, such as:

“How do they feel right now?”
“How would you feel in that same situation?”
“Why do you think they feel that way?”

Model Problem-Solving Skills as the Teacher

When you are faced with a problem you can solve the problem by thinking aloud for the students to hear how you solve a problem.

You can state the problem, then come up with possible solutions, then identify the possible consequences to each solution, then pick and explain why a solution is the best option.

For example, you could say, “I was hoping to take the class outside for a stress walk around the track before the reading test, but the problem is that it is raining outside. I could still take you outside, but then you will get wet, or we could walk the halls, but then we’d have to be really quiet because there are other classes learning, or we could just skip the walk and take the reading test, but then you might not do as well on the test. I think based on all of those solutions the best solution will be to walk the hallway, but you guys will have to promise to be quiet so that we don’t disrupt other classes.

Modeling the problem-solving process can be very helpful for the students to watch, observe, and later implement themselves.

Teach Communication

Have students communicate how they are feeling.

Teaching your students to share their emotions in a respectful way can improve their ability to problem-solve.

Have students use an “I” sentence frame, such as, “I feel _____ (insert feeling word) when _____ (identify what made you feel that way).”

For example, “I felt sad when Jackson broke my favorite pencil” or “I was mad when I wasn’t picked to be first in line.”

This way students can communicate how they are feeling using honest and open communication. Teaching students to appropriately communicate their emotions can help solve some social problems from the beginning.

Encourage Independency

Encourage your student to problem solve.

If your student is struggling to problem solve independently encourage them to do so using open-ended questions.

“How could you fix this problem?”
“What would be a fair solution?”
“What would happen if you used that solution?”

Let the Student try to Problem Solve Independently

Give your students the space to try and solve their own problems using the guided strategies. Try not to come running to their rescue for every little problem.

Some problems are small and a great opportunity for the student to learn and practice. If an adult does all of the problem solving for a student then what are they really learning?

Give your students the time and space they need to practice solving small problems on their own. Of course, if it is a bigger or more serious problem then have an adult help guide the problem-solving process.

Tell an Adult

Remind your students that there are still some problems that are too big for them to solve on their own and that it is okay to get help from an adult to solve big problems.

For example, if the student doesn’t feel safe, someone is being hurt physically or emotionally, or if they tried to solve a problem independently but it didn’t work and they need help. Let them know that it’s okay to tell an adult.

Teach How to Disagree and How to Make Up

Discuss how to disagree respectfully.

Remind your student that they won’t always agree with their teacher, friends, classmate, or parents and that’s okay. Even the people we like might have different opinions, interests, and likes than we do.

However, even if we disagree with someone we should still treat them with respect. Treating someone with respect means to not call them names, ignore them, yell or hit them. It means that you do try to create solutions that both parties can agree with and to apologize when we hurt others’ feelings.

Role-Play How to Make Up

Practice in everyday life how to make up after a social problem .

Students are really having to stretch their brains today. It's @NSPCC #NumberDay and @problemsolveit are challenging Y9 and 10 to solve the escape room boxes. It's not as easy as it looks! The promise of a few sweet treats for the winners seems to be helping though! pic.twitter.com/AxRRJnJIv2 — CongletonHS (@CongletonHS) February 2, 2018

Be sure to get your free social problem solver today below! I hope you and your students love this freebie.

Have your students use task card scenarios to help them identify how they and others might feel in different social scenarios. Be sure to discuss the problem, identify possible solutions, identify the consequences of those possible solutions, and then based on those consequences pick the best solution.

Make social problem-solving a game by telling the students that they are social detectives and that it is their job to use what they know about social rules to help them identify the possible and best solutions.

Start practicing today with 71+ free social problem social task cards! Do your students need more practice?

Be sure to check out my other freebie for 31 wordless animated videos to teach problem-solving and so much more.

Make Problem Solving Easier with this Freebie!

Download yours today to get started.

Get More Problem Solving Time Saving Materials

Next, be sure to check out the following time-saving materials to continue to teach your students how to solve their social problems in addition to this freebie.

Weekly Social Pragmatics Homework

Weekly problem-solving. Send home a weekly homework page that includes a problem-solving scenario plus an idiom and a conversational practice scenario.

Restorative Justice Problem Solving Flip Book

Restorative justice graphic visual. Use this graphic visual to help your student restore a social relationship after a social problem.

Self-Advocating Role-Play Scenarios

Self-advocating in high school. Teach your high schoolers the process to self-advocate for what they need.

5th-12th Grade Life Skills Problem Solving

Life skills problem-solving. In addition, this life skills differentiated bundle includes a problem-solving lesson plan.

I recommend you read Problem Solving Wheel: Help Kids Solve Their Own Problems , 61+ Free Fillable SLP Planner Pages 2020-2021 , 430+ Free Multisyllabic Words List Activity Bundle , or 432+ Free IEP Goal Bank to Save You Time posts because they include freebies as well and who doesn’t want more freebies!

Got questions? Leave a comment. Let’s chat!

Monday 30th of January 2023

Hello! I have entered my name and email twice (yesterday & today) to receive to 71+ Free Social Problem-Solving Senarios, but I have not received anything yet. Not even an email back to mine in order to subcribe. Thanks for your help! Tracy

Melissa Berg

Tuesday 31st of January 2023

Hi Tracy, Thanks so much for reaching out! Sorry about that. We went ahead and sent you an email with the PDF attached. Wishing you all my best, Melissa

Problem Solving Skills

Tuesday 30th of August 2022

I truly love your site. Excellent colors, theme and writing. Thanks for sharing.

Laura Ricca

Monday 11th of April 2022

Tuesday 12th of April 2022

Hi Laura, I'm glad you found this resource helpful. Melissa

Modified Mental Health and Suicide Prevention - Speech Therapy Store

Monday 11th of May 2020

[…] 71+ FREE SOCIAL PROBLEM-SOLVING SCENARIOS […]

Problem Solving Wheel: Help Kids Solve Their Own Problems - Speech Therapy Store

Monday 4th of May 2020

[…] 71+ Free Social Problem Solving Task Cards Scenarios […]

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Social Skills Activities that Teach Kids Problem-Solving

September 22 , 2021.

Social skills activities are important for children of all abilities. With this in mind, We Rock the Spectrum’s Social Skills Blog Series aims to provide insight into activities and practical tips that help instill social skills in children. In this article, we focus on the importance of problem-solving skills in children and introduce five fun and educational activities that can enhance their problem-solving skill set.

Autism Spectrum Disorder is a developmental disability in which children find it difficult to socialize and interact with others. Although autism comes in a variety of forms, many

kids have difficulty developing problem-solving skills. The combination of diminished communication, emotional, and self-regulation skills, all contribute to the child’s reduced skills. To be able to become well-rounded individuals, children of all abilities need to be given the opportunity and resources to learn proper problem-solving skills so that they can face challenges head-on later in life. With this in mind, we have put together a guide on the importance of problem-solving skills for both neurotypical children and children with autism.

Why is Problem-Solving Important?

Problem-solving deals with the ability to make decisions in tough or challenging situations. Children of all abilities need to learn how to properly handle each situation with problem-solving in order to become more independent and resilient. Having good problem-solving skills allow children to gain the patience and self-confidence they need to develop into capable individuals.

Problem-solving activities help children develop the skills they need to efficiently and effectively deal with complex issues and situations. In life, children will run into a variety of situations with differing contexts. Having the proper problem-solving skill set will allow children to learn how to handle every situation with ease. Once a child is able to effectively problem-solve, they will be able to better navigate their own personal problems and those of others as well. Additionally, a child will be able to identify a problem, develop different solutions, test different solutions, and analyze the results.

It is essential for parents or guardians to help boost problem-solving skills through a variety of sensory strategies. Here is a list of 5 fun activities that will teach children of all abilities how to build their problem-solving skills.

5 Activities that Teach Problem Solving

1. problems in a jar.

Problems in a Jar is a fun and creative way for children to explore different situations that can occur in the real world. This activity is designed to help kids generate solutions from one problem or circumstance. To begin, an adult will write one situation on a small sheet of paper, fold it, and place it in a jar. This continues until the jar is full. The child then picks a paper and reads off the problem. He/she must then come up with the best solution that solves the challenging scenario. This helps children think thoroughly about each possible solution independently.

2. Scavenger Hunt

Everyone loves a game of scavenger hunt! This group activity prompts children’s deduction skills based on clues and hints, which in turn, enhances their problem-solving skills. To start, divide children into groups of 2-3 and have them come up with a plan on which members look for which items. Children can also brainstorm together on where each item is located. This helps kids work together towards one goal while also nourishing their communication. Parents can also reward kids with small treats for every item they find on the scavenger hunt.

3. Impromptu Skits

Impromptu skits are a fun and engaging way for kids to think independently and with quick reactions. In this activity, children are given one situation wherein they have to reenact how the situation unfolds and how to solve the issue. This allows children to think about how to deal with each situation and see how it can be solved efficiently. After the skit, ask the children to explain their thought processes and correct them if there were any actions that were unnecessary. Children watching the skit will also be able to learn and understand how to best act in certain circumstances.

Puzzles are one of the best ways a child can stimulate their mind. Puzzles have multiple pieces that are all jumbled together. To solve a puzzle, children need to sort the pieces out and place them in their proper areas to be able to put the puzzle back together. This helps children develop memory recall and thought organization. To start off easy, children can work on puzzles with fewer pieces. Once they get the hang of it, they can move on to more difficult and complex puzzles to build their skill set.

5. Play With A Purpose TM

Having a space where your children will feel safe experimenting is vital to developing problem-solving skills quickly. We Rock the Spectrum’s Play With A Purpose™ stimulates and exercises a child’s sight, smell, taste, hearing, touch, vestibular system, and proprioception through positive physical, emotional, and social development. At We Rock the Spectrum, kids are able to play and interact together through arts and crafts, classes, our sensory equipment , and more to strengthen their problem-solving skills in an inclusive, sensory-safe environment.

Key Takeaways

Equipping all children with the proper problem-solving tools and resources at an early age will ensure they develop the skills they need to become versatile individuals. Children who are able to hone their problem-solving skills at their most important phase of development will be able to become more independent and know how to acclimate best to a multitude of situations in the long run. We Rock the Spectrum is a kids gym franchise that offers a wide range of fun and inclusive problem-solving activities through its specialized sensory equipment and Play With A Purpose™ program. Discover more about our mission by getting in touch with us today !

Autism Awareness

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33 Effective Social Skills Activities and Games for Kids (Young Children, Teens, Autism & Group Activities)

Looking for fun social skills activities to boost your kid’s socio-emotional development.

Social skills are an important part of kids’ socio-emotional development. Every day, we use our social skills to communicate and interact in society.

Children learn about norms and acceptable behaviors through their social interaction with parents, teachers and, later in childhood, peers. There are also a number of social skills activities for kids that will help us support this learning process.

Social Skills Activities for Kids_ Blog Banner showing kids

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33 Social Skills Activities for Kids

The following social activities are great for fun family game nights and for classroom activities. They are also great tools to help you work with kids on their social skills.

I’ve organized them into broad categories, following this social skills checklist .

Communicating
Recognizing and Expressing Emotions
Participating
Taking Care of Themselves & Others
Problem-Solving

For each social skill mentioned above, you will find different activities that may help with the developmen t of interpersonal skills.

This is the list of social skills games and activities that we will explore below (🎁 you can also download one of our suggested social skills activities at the end of the post:)

COMMUNICATION SKILLS ACTIVITIES

Conversation Role-Playing
Self-Introduction for Kids
Would you Rather Questions
Giving & Receiving Compliments
Puppet Show
Assertive Communication Role-Play / Worksheets
Personal Space Circle
Personal Space Worksheets
Recognizing Emotions / Emotions Flashcards Games & Activities
Emotions & Facial Expressions (Worksheets)

LISTENING SKILLS ACTIVITIES

Continue my Story
Guess what I’m Describing
Whole Body Listening Worksheets

EXPRESSING AND RECOGNIZING EMOTIONS

Drama Workshop
A Feelings Journal
Expressing Feelings with Emotion Cards

PARTICIPATING IN SOCIAL SITUATIONS

Conversation Ball
The Talking Stick

CARING AND SPEAKING UP FOR THEMSELVES

What Makes a Good Friend (Group Activity)
Things We Have In Common
Showing Interest: Questions about Others
Guess Fake or Real Apology
Write an Apology Letter
How Others Feel / Perspective-Taking
A Week of Kindness
Respect Charades (🎁 PDF download included)

PROBLEM-SOLVING IN SOCIAL SITUATIONS

Conflict Resolution Worksheet
Social Skills Board Game

SOCIAL SKILLS ACTIVITIES FOR AUTISTIC KIDS AND KIDS WITH DISABILITIES

Social Skills Groups
Social Clubs
Social Stories
Hidden Rules with Friends

Communication Skills Activities

VERBAL COMMUNICATION ACTIVITIES

Skill: Starting, maintaining, and finishing a conversation

Activity 1: Role-playing conversations

What is role-playing? It is acting out a particular person, character or situation. It is a technique used often when training new skills and in psychotherapy.

It works really well when you are training kids in social skills, as it allows them to practice a new skill in a safe environment before they expose themselves to real-life situations. Consequently, you will see it mentioned in several suggested social skills activities.

In this activity, you will be role-playing with your kids or students different everyday communication situations like:

starting a conversation with the kid sitting next to you
wrapping up a conversation so the kid agrees on meeting / playing again.

Just a few examples that you can use:

Conversation starters Give them a few lines that they can use at school:
What did you do this weekend?
What games do you play at home?
What is your favorite food / game / place?
Should we play this again sometime?

If you run out of ideas, or would like to make it a bit more fun, you can download our free printable conversation cubes (it includes 5 different topics and a blank template for you to explore any area of interest)

Alternatively, you can also consider these foam conversation cubes (36 engaging questions and an activity guide)

Activity 2: Role-playing self-introductions

Being able to introduce themselves is an essential skill that helps kids feel confident, and provides opportunities to make friends and meet new people.

There are many situations when children may need to introduce themselves to a group, most likely their classroom or an activity group.

Activity: Create a list of introductory questions and ask them to introduce themselves Write a list of things for them to answer about themselves (favorite food, sport, names of their friends, how old they are). They can write down or draw depending on their age / writing ability

Related Reading: Self-Introduction Activities and Worksheets for Kids

Activity 3: Would you rather

“Would you rather” is a fun conversation game that offers a choice between two answers.

This games is so fun that even a quiet child can turn into a chatterbox.

Do you need some ideas? -> Check out our 114 Would you Rather questions for kids

Skill: Giving and receiving compliments

Activity 4: Role-playing giving and receiving compliments

In groups of two, each kid takes a turn saying something nice to the other person (e.g. I like your t-shirt, You did great today at maths), and the child that receives the compliment responds “Thank you very much”.

Activity 5: Puppet show

This is just a variation of a role-playing situation. You may use the puppet show idea for any of the previous social situations that we have mentioned (conversation starters, giving and receiving compliments).

Just as an example. I sometimes use my kid’s favorite soft toys (Puppy Dog Pals) and represent conversations in which Bingo is having problems controlling his emotions and Rolly helps him through some of the calming strategies that we use at home.

Activity 6: Communicating Assertively

Assertiveness is an important communication skill that will improve your child’s social interactions and low self-esteem.

Assertive communication is not just about what we say. Nonverbal communication is just as important: making eye contact, keeping calm while speaking, and using a confident tone of voice.

Role-play how to communicate assertively in real-life situations. These assertive communication worksheets include tips and examples of assertive communication.

⇒ More info on assertive communication for kids

⇒ Other assertive communication resources: I-statements examples

NON-VERBAL COMMUNICATION SKILLS

Skill: Respecting personal space

Activity 7: The personal space circle

Draw a circle on a big sheet of paper. The inner circle will be the intimate space (1.5 feet radius), surrounded by personal space (4 feet radius) and the area outside will be the social space.

Put that paper on the floor. Take turns to role play conversations where kids speak to each other without trespassing in their personal spaces. (You may also use a string to create the circle or a hula hoop )

Activity 8: Personal space activities (worksheets)

This activity features personal space worksheets designed to help kids understand and respect boundaries in social interactions. It includes:

Social Story (Social Narrative) (two versions, with illustrations and a blank option)
20 Gorgeous Discussion Cards (two versions, with and without illustrations)
15 Role-Play Situations (two versions, list and cards)
My Personal Space Worksheet (Friends vs. Strangers)

Personal Space Activities for Kids including social stories, discussion cards, role-play situations and workshheets

NON-VERBAL COMMUNICATION & EMOTIONS /FEELINGS

Skill: Learning about facial expressions and body language

Activity 9 : Identifying facial expression and body language in Emotion Cards

You can use emotion cards to work on emotion recognition.

This is a set emotions flashcards with of 24 emotion labels and definitions. It also comes with useful suggestions on how to use them.

Activity 10: Emotions & Facial Expressions Workbook This Emotions & Facial Expressions workbook can be a great activity for younger kids, too (we developed this one ❤️)

Listening Skills Activities

Skill: Listening with complete attention

Activity 11 : Continue my story

We love storytelling at home. I make up new stories every single day for my child.

Stories can also be used for a fun activity that involves listening attentively.

One person in the group starts a story, and at some point of time stops and chooses who will continue the plot. The next person will take the story from there and will pass it to another one in due course.

Everybody needs to listen with full attention because they don’t know when their turn will come up.

Activity 12: Guess what I’m describing

Choose something that you will describe, for example, a lion. Then, share clues, one at a time, till somebody guesses what you are describing

“It is an animal / It has four legs / It lives in the wild / etc.”

Activity 13: Whole Body Listening Worksheets

“Whole Body Listening”, developed by Susanne Marie Poulette , is one of the most popular tools to teach younger kids active listening .

You can download this social development tool from this post: Listening Games and Activities for Kids (18 ideas!)

Expressing and Recognizing Emotions / Feelings

Skill: Expressing and recognizing feelings

Activity 14: Drama workshop.

Write down different emotions on slips of paper and put them in a bag. Taking turns each of you will take a slip of paper and role-play the emotion written on it.

The person role-playing practices the skill of expressing feelings

The people guessing are practicing emotion recognition.

Activity 15 : Keeping a feelings journal

Some kids may find expressing their feelings a bit difficult. A good way to get comfortable reflecting about feeling could be writing a feelings journal. This one is a great one for girls. And this one could be a nice guided journal for teens , with prompts and fun design.

Skill: Expressing feelings

Activity 16 : Emotion cards and real-life situations

With a set of cards portraying different situations, take turns to explain how would do you feel when you are in that specific situation.

These ones here are great.

The set includes 80 cards. Half of them are faces on white background (different ages, genders, and ethnicities) showing five different emotions (happy, sad, angry, disgusted and scared). The other 40 cards are real-life emotion-provoking situations. It also includes an activities booklet that provides instructions and ideas on how to build emotional awareness and social skills.

Tip: This option is a good idea if you want to work on different facial expressions on real people (the ones I mentioned in activity 7 are illustrations)

Participating (Social Skills Activity)

Taking turns

The beauty of this skill is that it can be practiced with any game you have at home. But just to give you another idea:

Activity 17: Answer the question when you get the ball

Conversation balls are great tools to help kids know about each other.

These balls have printed conversations prompts. There are several ways to play with them. You usually toss the ball and check under your thumb the question you need to answer.

You can also choose one of the questions and toss the ball around so that the kids wait for their turn to answer that question.

Conversation balls encourage the use of interpersonal skills (taking turns, eye contact, listening, responding).

Activity 18: The Talking Stick

The turn-taking stick (or talking stick) is literally just a little stick decorated in a cute way. Only the student holding the stick is able to talk. After they have spoken they can pass the stick to another student

Related Reading: 25 Fun Turn-Taking Activities for Kids

Caring / Speaking Up for Themselves

Skill: Making friends

Group Activity 19 : Brainstorming what makes a good friend

Some ideas to mention: kind, helpful, talk nicely to people, don’t exclude others, don’t say ugly things about others.

Activity 20: Things We Have In Common

This friendship activity is a great activity for breaking down barriers.

Kids are organized in small groups, ideally with a mix of kids that they aren’t already all friends. The group has to find a certain number of things that they all have in common.

Kids not only learn a lot about each other but become aware of how many things they may have in common with kids from different social groups.

Skill: Showing interest in others

Activity 21: Ask questions about the other person.

Organize the kids in pairs, and ask them to take turns asking questions about each other.

If the kids run out of ideas you can use conversation cards like these ones (120 questions divided into three kids’ theme topics)

Skill: Learning to Say I’m Sorry

Group Activity 22: Guess Fake or Real Apology

Play a guessing game where they need to figure out if an apology is real or fake.

Present different scenarios where an apology is necessary. Have the kids come up with various real and fake apologies.

Then, go in a circle and have them read their apologies for lots of laughs. Each time a kid reads an apology, the others need to guess if it was real or not, and what gave them the clues.

Activity 23: Write an Apology Letter

An apology letter allows your kid to put their feelings in writing and reflect on their actions and how they affect others.

Related Reading: Teaching Kids to Apologize (worksheets included)

Skill: Teach Empathy

Activity 24: Help kids take other people’s perspectives.

Perspective-taking activities may be quite enlightening and help them reflect on how others feel about a situation.

Select a set of situations your kids or students may encounter:

Joe makes a joke about how Tim’s hair looks. What is Tim thinking? How is Tim feeling?
Anna invites Emma and Lilly for a playdate but leaves out Kathy. Why do you think Anna left Kathy out. How did Kathy feel?

Related Reading: 21 Perspective-Taking Activities for Kids

Activity 25: A Week of Kindness

Create a kindness challenge. Choose a kindness activity to complete each day of the week.

Related Reading: 23 Fun Empathy Activities for Kids

Skill: Showing Respect

Activity 26: Respect Charades (PDF Download available)

Write down different examples of respectful behaviors on slips of paper and put them in a bowl. Students take turns drawing a slip of paper and acting out the behavior while others guess what it is. (!Be sure to download this fun social skill group activity at the end of this post)

Problem-Solving Activities

Skill: Problem Solving in Social / Group Context

Activity 27: Conflict Resolution Worksheet (Conflict-Handling Modes)

Conflict Resolution Strategies: Worksheet for Kids

This conflict resolution worksheet will enable work on the different conflict-handling modes:

collaborating
compromising
accommodating.

Identify a conflict scenario, and ask your students to write examples for each conflict resolution strategy.

You can download this worksheet from the following article:

20 Fun Conflict-Resolution Activities for Kids

Activity 28: Social Skills Board Games

Board games are a fun way to learn important social skills in a safe space with a small group of peers or with family members.

So, let’s add an example of a social skills board game to our list:

Social Skills Group Activities (6 Board Games)

The games target: morals, good manners, empathy, friendship, and emotional skills (showing emotions and managing emotions)

Social Skills Activities for Autistic Kids / Kids with Disabilities

One of the diagnostic criteria in Autism Spectrum Disorder is persistent deficits in social communication and social interaction across multiple contexts:

Deficits in social-emotional reciprocity
Deficits in nonverbal communicative behaviors used for social interaction
Deficits in developing, maintaining, and understanding relationships

Autistic kids, kids with ADHD, and those with certain disabilities may experience unique challenges in developing social skills and understanding social cues.

Since social skills deficits often accompany these diagnoses, helping our kids with autism develop these skills is an important part of our work as parents, educators, and health professionals.

Apart from the activities that you have already gone through, you may also consider helping your kid with the following activities:

Activity 29: Joining a Social Skills Group run by professional therapists

Check out if this type of activity is available in your community. We were really happy to discover that this was an actual possibility for us.

Activity 30: Joining a Social Club for Kids with Autism

Activity 31: Organize Play Dates at Home (guided play if your kid needs help in social interactions)

Activity 32: Social stories

Social stories, social scripts, or social narratives are short descriptions of a situation or event that also indicate the expected social behavior.

These stories assist kids who struggle with reading social cues (body language, voice tone, facial expression) or with understanding commonly accepted social rules.

Any social situation can be transformed into a social narrative.

An example of a social story (the stories often include visuals to help understand / reinforce the message) :

Paying at the supermarket checkout

First, I put all the items in my list in my supermarket trolley. Then I go to the check-out.
I place my items on the counter and the cashier scans them and puts them in my grocery bags.
The cashier tells my how much I need to pay and I use my credit card to pay for my shopping

Activity 33: Hidden Rules with Friends

We have used this card game with my son, but we don’t play it following the game’s suggested rules. My son loves us to explore and untangle whatever social problem the card presents:

What do you do if a friend invites you over for lunch and you don’t like the veggies?
What happens if you burp in public?

Tip: some people find the designs in these cards too simple. It has many blank cards to fill with other social situations that I don’t use. For us, they work as flashcards to explore social challenges in everyday situations.

If you are looking for lots of activities ideas, make sure you check this book below:

Social Skills Activities Ideas in Books

These books come with lots of ideas and activities to practice social skills at home, at school or in therapy setting:

The Shoulds and Should Nots: Photo Cards to Help Children Develop Social & Communication Skills

A picture book with 64 scenarios that build social-emotional learning, critical thinking, mindfulness, self-confidence, empathy, executive function, and critical consciousness.

50 Fun Exercises for Making Friends, Talking and Listening, and Understanding Social Rules
Over 75 Fun Games & Activities for Building Better Relationships, Problem Solving & Improving Communication

Other Social Skills Resources for Kids

A comprehensive list of Social Skills for Kids ( FREE poster included in that post).
Fun Social Skills Games for Kids
Empathy Activities for Kids
Conversation Starters
Roll the Question Dice Activity
Self-Introduction Worksheets for Kids
Conflict Resolution Activities for Kids
30 Activities to Teach Kids about Respect
32 Activities to Teach Kids Sharing Skills

Social Skill Activity (Download)

Other coping skills activities in this blog.

Anger management activities for kids
Self-esteem activities for teens & kids
Anxiety tips and activities

33 Social Skills Activities for Kids (Young Children, Teens & Kids with Autism)

Briar Jones

Love this, such an informative post! I’m not a parent myself, but am a Nanny to three little ones- so this has given me lots of fun ideas. Thank you! ?✨

Have you consider chess as one of the social skills activities? A child who realizes that one does not always win but also loses, learns humility and respect for other people. In addition to aiding analytical and developmental skills of the mind, playing chess is also a great excuse for socializing with other chess amateurs. Chess gives children the opportunity to make many new friends by participating in chess schools or local amateur tournaments. There are many advantages of playing chess from a young age. One thing your child will appreciate most is that playing chess is also great fun. With proper approach and proper tools, you can interest your kid in this marvelous game. One of the tool is to creat some interesting background stories, other tool is to practice specific movements and strategies, using special diagrams. In this case, I can recommend this book: chess-puzzles-for-kids-by-maksim-aksanov

Thank you for all your wonderful resources!

What a wonderful article for us mothers groping in the dark. You’re wonderful ! Many happy returns to your generosity in helping us. Feel blessed finding this post. ❤️

Great post! I absolutely love the idea of using games and activities to teach social skills to kids. As a teacher, I’ve found that incorporating fun and interactive activities into my lesson plans can help my students learn and retain information much better. I’m definitely going to try out some of these ideas with my students. Thanks for sharing!

Social Problem-Solving

Negotiation and Persuasion Skills
Personal and Romantic Relationship Skills

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The SkillsYouNeed Guide to Interpersonal Skills

Social problem-solving might also be called ‘ problem-solving in real life ’. In other words, it is a rather academic way of describing the systems and processes that we use to solve the problems that we encounter in our everyday lives.

The word ‘ social ’ does not mean that it only applies to problems that we solve with other people, or, indeed, those that we feel are caused by others. The word is simply used to indicate the ‘ real life ’ nature of the problems, and the way that we approach them.

Social problem-solving is generally considered to apply to four different types of problems:

Impersonal problems, for example, shortage of money;
Personal problems, for example, emotional or health problems;
Interpersonal problems, such as disagreements with other people; and
Community and wider societal problems, such as litter or crime rate.

A Model of Social Problem-Solving

One of the main models used in academic studies of social problem-solving was put forward by a group led by Thomas D’Zurilla.

This model includes three basic concepts or elements:

Problem-solving

This is defined as the process used by an individual, pair or group to find an effective solution for a particular problem. It is a self-directed process, meaning simply that the individual or group does not have anyone telling them what to do. Parts of this process include generating lots of possible solutions and selecting the best from among them.

A problem is defined as any situation or task that needs some kind of a response if it is to be managed effectively, but to which no obvious response is available. The demands may be external, from the environment, or internal.

A solution is a response or coping mechanism which is specific to the problem or situation. It is the outcome of the problem-solving process.

Once a solution has been identified, it must then be implemented. D’Zurilla’s model distinguishes between problem-solving (the process that identifies a solution) and solution implementation (the process of putting that solution into practice), and notes that the skills required for the two are not necessarily the same. It also distinguishes between two parts of the problem-solving process: problem orientation and actual problem-solving.

Problem Orientation

Problem orientation is the way that people approach problems, and how they set them into the context of their existing knowledge and ways of looking at the world.

Each of us will see problems in a different way, depending on our experience and skills, and this orientation is key to working out which skills we will need to use to solve the problem.

An Example of Orientation

Most people, on seeing a spout of water coming from a loose joint between a tap and a pipe, will probably reach first for a cloth to put round the joint to catch the water, and then a phone, employing their research skills to find a plumber.

A plumber, however, or someone with some experience of plumbing, is more likely to reach for tools to mend the joint and fix the leak. It’s all a question of orientation.

Problem-Solving

Problem-solving includes four key skills:

Defining the problem,
Coming up with alternative solutions,
Making a decision about which solution to use, and
Implementing that solution.

Based on this split between orientation and problem-solving, D’Zurilla and colleagues defined two scales to measure both abilities.

They defined two orientation dimensions, positive and negative, and three problem-solving styles, rational, impulsive/careless and avoidance.

They noted that people who were good at orientation were not necessarily good at problem-solving and vice versa, although the two might also go together.

It will probably be obvious from these descriptions that the researchers viewed positive orientation and rational problem-solving as functional behaviours, and defined all the others as dysfunctional, leading to psychological distress.

The skills required for positive problem orientation are:

Being able to see problems as ‘challenges’, or opportunities to gain something, rather than insurmountable difficulties at which it is only possible to fail.

For more about this, see our page on The Importance of Mindset ;

Believing that problems are solvable. While this, too, may be considered an aspect of mindset, it is also important to use techniques of Positive Thinking ;

Believing that you personally are able to solve problems successfully, which is at least in part an aspect of self-confidence.

See our page on Building Confidence for more;

Understanding that solving problems successfully will take time and effort, which may require a certain amount of resilience ; and

Motivating yourself to solve problems immediately, rather than putting them off.

See our pages on Self-Motivation and Time Management for more.

Those who find it harder to develop positive problem orientation tend to view problems as insurmountable obstacles, or a threat to their well-being, doubt their own abilities to solve problems, and become frustrated or upset when they encounter problems.

The skills required for rational problem-solving include:

The ability to gather information and facts, through research. There is more about this on our page on defining and identifying problems ;

The ability to set suitable problem-solving goals. You may find our page on personal goal-setting helpful;

The application of rational thinking to generate possible solutions. You may find some of the ideas on our Creative Thinking page helpful, as well as those on investigating ideas and solutions ;

Good decision-making skills to decide which solution is best. See our page on Decision-Making for more; and

Implementation skills, which include the ability to plan, organise and do. You may find our pages on Action Planning , Project Management and Solution Implementation helpful.

There is more about the rational problem-solving process on our page on Problem-Solving .

Potential Difficulties

Those who struggle to manage rational problem-solving tend to either:

Rush things without thinking them through properly (the impulsive/careless approach), or
Avoid them through procrastination, ignoring the problem, or trying to persuade someone else to solve the problem (the avoidance mode).

This ‘ avoidance ’ is not the same as actively and appropriately delegating to someone with the necessary skills (see our page on Delegation Skills for more).

Instead, it is simple ‘buck-passing’, usually characterised by a lack of selection of anyone with the appropriate skills, and/or an attempt to avoid responsibility for the problem.

An Academic Term for a Human Process?

You may be thinking that social problem-solving, and the model described here, sounds like an academic attempt to define very normal human processes. This is probably not an unreasonable summary.

However, breaking a complex process down in this way not only helps academics to study it, but also helps us to develop our skills in a more targeted way. By considering each element of the process separately, we can focus on those that we find most difficult: maximum ‘bang for your buck’, as it were.

Continue to: Decision Making Creative Problem-Solving

See also: What is Empathy? Social Skills

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Problem Solving Games, Activities & Exercises for Adults

By: Angela Robinson | Updated: February 13, 2024

Here is our list of the best problem solving games, activities and exercises for adults.

Problem solving games are activities that require players to use critical thinking skills to solve puzzles. Example activities include escape rooms, Sudoku, and murder mysteries. The purpose of these exercises is to sharpen reasoning and decision-making skills in group settings and to do team building with employees.

These activities are a subset of remote team games , found in problem solving books , and are similar to team puzzles , team building brain teasers and team riddles .

This article contains:

team building problem solving activities for employees
free problem solving games for adults
virtual problem solving activities for students
group problem solving activities
problem solving team builders

Here we go!

List of problem solving games & activities

From word and number puzzles to role-playing games, here is a list of inexpensive and free problem solving team builders that help groups practice the art of critical thinking and compromise.

1. Espionage! (Team Favorite)

For an exciting game of social deduction, check out Espionage! This thrilling experience will put your team’s wits and instincts to the test.

Espionage! offers the following:

a 90-minute session led by an experienced host
undercover teams of agents and spies
challenging puzzles, tasks, and maneuvers
team conversations to help uncover secret identities

The best part is we will bring all the necessary game materials to your preferred location. If you are interested in boosting communication and critical-thinking skills within your team, then consider Espionage!

Learn more about Espionage!

2. Art Heist: The Vanishing of Van Gogh (Hosted)

You can turn your team into skilled detectives with Art Heist: The Vanishing of Van Gogh! In this captivating mystery, participants will locate the stolen artwork, The Bedroom .

Key features of this experience include:

a 90-minute adventure led by a world-class host
detailed puzzles, clues, and mysteries to unravel
trails of evidence and hidden secrets
group discussions to find the art

Additionally, you can include a cocktail kit to spice up your event. Through Art Heist, you will enhance your team’s ingenuity and problem-solving skills!

Learn more about Art Heist: The Vanishing of Van Gogh .

Get our free team building toolbox

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3. War of the Wizards (Popular)

With War of the Wizards, teams roleplay as minions of powerful wizards to vanquish forces of evil. Participants will play thrilling games and go on a quest to restore harmony to the realm!

War of the Wizards offers the following:

a 90-minute journey guided by a distinguished host
immersive storytelling that transports players into a magical realm
engaging activities like world-building, role-playing games, and storytelling
opportunities for forming alliances, facing challenges, and going on quests

Through the power of imagination and teamwork, your team can overcome tasks and participate in an epic fantasy battle. To improve communication and bonds, include War of the Wizards in your agenda!

Learn more about War of the Wizards .

Sudoku is one of the most popular free problem solving games for adults. The objective of this game is to fill each box of a 9×9 grid so that every row, column, and letter contains each number from one to nine. The puzzle makes a great team challenge. To play Sudoku on Zoom, screen share the game board. Then, turn on the annotation features. Using the add text functions, participants can fill in the numbers on the grid.

We made a starter puzzle you can use in your next meeting or virtual team bonding session:

Here are more online Sudoku puzzles .

5. Crossword puzzles

Crossword puzzles are word games that ask players to fill in words based on clues. Words interconnect, and players must think critically about the surrounding words to select the right phrase for the space.

You can use an online crossword puzzle maker to create a custom puzzle. Here are a few themes you may want to consider:

teammates’ tastes and interests
company knowledge and history
industry terms and trends

Or, create a miscellaneous puzzle just for fun.

We made a sample puzzle you can use for your game:

To complete puzzles during online meetings, you can use the share screen function and add text through annotations.

Or, subscribers can play the New York Times’ daily crossword puzzle virtually . Dictionary.com also offers a free daily online crossword puzzle .

Check out more vocabulary games .

6. Online Escape Rooms

Escape rooms are timed games that get groups working together to solve puzzles. Traditionally, players enter a locked room and must complete all puzzles in an hour or two to unlock the door. However, groups can also play escape rooms online.

Digital escape rooms typically come in one of two forms: in a Zoom room and led by a host, or in a choose-your-own adventure format via Google Forms or websites. To play escape rooms virtually, enter a video meeting and follow the prompts, or screen share the Google Form and work out the puzzles together.

Check out our full list of online escape rooms .

7. Murder Mysteries

Murder Mysteries are story-based games that ask players to take on the roles of suspects or detectives while trying to identify a killer. These games often involve reading lines from a script, searching for clues, and occasionally solving puzzles to get hints.

These games make participants pay attention to conversations, analyze other characters’ behavior, and search for hidden meaning in the script. Players must use their powers of observation and logic to unravel the mystery.

Check out our list of Zoom murder mystery games .

8. Treasure Hunts

Treasure hunts are scavenger hunts with intention. While virtual scavenger hunts often ask players to collect random items, treasure hunts require participants to locate clues that lead to other prompts and hints. The game typically ends with players finding a treasure or solving a mystery, sometimes both.

The treasure hunt can have a specific theme such as secret agent missions or a hunt for pirate treasure, or you can run a more general hunt. Teammates can either compete simultaneously via Zoom call, or can play the hunt on an app individually and compete to beat each other’s scores.

Check out our list of treasure hunt apps .

9. Poem or story challenge

Most team building problem solving activities for employees revolve around science, math, and logic. Poem/story challenges rely on writing skills and are sure to appeal to the language lovers on your team.

Each player receives a limited word bank to use to create a story or poem. Then, players have a few minutes to craft their pieces. Afterward, everyone reads out or screen shares their creations.

Here are a few word challenge activities you can do remotely:

Found poems or stories : Participants make poems or stories out of words they find by visiting websites, searching emails, glancing out the window, or taking a walk or drive around the neighborhood.
Random word generators : Teammates use a random word generator to populate a word bank, and must use each word in the poem or story.
Poetry magnets : Group members make poems using poetry magnets. You can send poetry magnet sets to employees and assemble the verses on a cookie pan during a Zoom call. Or, teammates can play with poetry magnets online .
Page poems: Participants receive one page of a book or magazine, and must make a poem or story by blocking out other words so only the chosen text remains visible. This activity is part storytelling, part art, since story crafters can illustrate the pages as part of the design.
Ransom note stories or poems : Players cut out letters from magazines and must form new words to make poems and stories. Or, players can receive a mix of random letters, form words, and run the text through a ransom note generator .

These activities are suitable for teams and individual players.

10. Moral challenge

Some problems are ethical rather than factual. Moral judgment plays just as important a role in the decision-making process as technical prowess. Players can flex their moral problem-solving skills by tackling ethical dilemmas or social puzzles.

Here are some social problem solving games online:

Moral machine
Scruples – the game of moral dilemmas
Morality play

To play these games, either download the apps, or pull up the website and then screen share the prompts. These games are best played when discussed as a group, because the more belief systems and opinions, the harder an issue is to resolve. These exercises provide practice for real-life conflict resolution.

You can find similar challenges on our list of online personality tests .

11. Frostbite

Frostbite is a group game that hones team leaders’ communication skills while sharpening teammates’ listening and cooperation skills. The premise behind the game is that a group of explorers gets caught in a snowstorm and must build a shelter. Frostbite has paralyzed the leaders’ hands and snow-blinded the rest of the team. The leader must give the team instructions to build a tent that can resist arctic winds.

To play Frostbite, each teammate wears a blindfold. Then, the leader gives directions. Once the structures are complete, players turn on a fan to test whether tents can withstand the wind.

Frostbite is usually an in-person game, however you can also play virtually. In the remote version of the game, teammates construct tents out of cards and tape, while the leader surveys the scene on screen.

This exercise demonstrates the challenges of leading remotely, as teams need to operate with minimal oversight or supervisor observation. Therefore, instructions need to be clear and direct to be effective.

Check out more team building games .

12. Virtual Hackathons

Hackathons are events where participants have a set amount of time to design and pitch a new product or solution. This type of event originated in the programming world and is often used to create new apps, however you can apply the game to any industry or school subject.

Virtual hackathons are online versions of the event. Teams enter the competition, then work with each other via virtual meeting software or remote work communication platforms to design the solution. At the end of the competition, teams pitch ideas to a panel of judges and a winner is decided.

To run a virtual hackathon, first announce the theme of the event and collect sign-ups. So that no teams work ahead, hint at the general idea of the issue, and only explain the precise problem when the event begins. Then, give teams anywhere from a few hours to a few days to complete the project.

Discover more virtual hackathon ideas .

13. Improv games

Improv games are excellent problem solving activities. These exercises force participants to think and respond quickly to keep scenes moving in a logical and entertaining way.

Here are some good problem solving improv games:

Banned words : Performers cannot say certain words. Scene partners will conceive of situations that encourage the actors to use those words, and the actors must find alternatives, such as using synonyms or taking the scene in a new direction.

Scenes from a chat : Audience gives a suggestion for a scene, and players act the scene out. Though it’s a fictional and often ridiculous scenario, actors must react to the situation and solve the problem in order for the scene to end.

Miracle cure : Miracle cure is a quick-moving exercise that follows a simple format. One player declares, “I have a problem.” Another player responds, “I have a….[random object.]” The first player then replies, “great! I can use the [random object] to….” and describes how they will solve the problem.

Check out more problem-solving improv games .

14. Spaghetti Tower

The spaghetti tower is a classic team building game. Participants gather uncooked spaghetti and marshmallows, and must construct the tallest freestanding tower.

During the in-person version, players must construct one tall freestanding tower. However, for the virtual version of the game, players construct individual towers. You can send groups to breakout rooms for the build, then reconvene in the main room for judging. Teams are judged on three main factors: number of towers, height, and uniformity.

This version of the game not only tests the structural integrity of the tower, but also consistency and quality control. This exercise teaches teams to align and collaborate remotely, and produce a consistent product even when far apart.

15. What Would You Do?

What Would You Do? is a simple situational game that challenges participants to react to different circumstances. To play this game, read prompts one by one, and then ask participants to respond with gameplans. You can use the polling or raise hand feature to vote for the best option.

Here are some problem solving scenarios for adults or kids to use in the game:

Zombies attack and you have to find a place to hide.
You are at the zoo and the animals escape. Which one do you try to corral back into the pen first?
After waiting in line for hours, someone cuts in front of you last minute. The person appears to be visually and hearing impaired, and doesn’t notice your protests. An official announces that due to diminishing supply, this individual will be the last in line to be served.
You are eating a meal with important clients and/or your partner’s parents, and you want to impress. The individuals make you a dish that does not fit within your dietary restrictions, but you do not speak the same language and cannot explain why you do not want to eat.
An imposter has infiltrated the organization, who looks, speaks, and behaves exactly like you. How do you convince your peers that you are the original?

For similar dilemmas, check out this list of Would You Rather? questions.

16. Desert Island Survival

Desert Island Survival is a game that challenges players to prioritize. The premise is that players have been stranded on an island, and must decide what order to perform survival steps.

Here are the possible actions:

Set up shelter
Explore the island
Try to signal for help
Make weapons for self-defense
Build a raft to escape the island
Start a fire
Choose a group leader
Search for other survivors

All group members must agree on the order of the steps. Players should explain the reasoning for the order of each step while ranking the actions.

Another version of the game involves players receiving a list of 15 to 20 items, and selecting five or so to bring to the island. You can also vary the location of the game, substituting remote islands for destinations like outer space or the distant past.

17. Choose Your Own Adventure

Choose Your Own Adventure stories enable readers to determine the outcome of the story by making decisions. Each action has a consequence that takes the tale in a different direction. Participants can try to guess how the story may unfold by talking through the different choices. When completing the activity in a group setting, the majority of the team must agree on an action before moving forward in the story.

There are a few ways to facilitate these activities online:

Play an online role playing video game
Watch an interactive movie like Black Mirror: Bandersnatch
Read from a Choose Your Own Adventure book on Zoom
Click through a Choose Your Own Adventure platform
Create your own story using a Google Form

Whichever way you choose to do the exercise, you can use the screen share feature in your virtual meeting software so that listeners can more easily follow along.

18. MacGyver

MacGyver is a show where the hero escapes sticky situations by improvising tools out of unlikely materials. For example, in one episode the hero makes a telescope out of a newspaper, magnifying lens, and a watch crystal.

To play MacGyver, you can either list three to five objects participants can use, or challenge players to use items that are within arms reach.

Simply state a desired end result, such as “a way to open a locked door,” or “a getaway vehicle,” and then ask teams to explain what they will build and how they will build it. To make the activity more collaborative, you can give teams five or ten minutes in breakout rooms to strategize and design a prototype.

19. Dungeons & Dragons

Dungeons & Dragons is a roleplaying game where players pretend to be magical figures and creatures. One player serves as the dungeon master, who guides the game, while the other players pick characters and make decisions to move the story forward. Upon choosing a course of action, players roll a twenty-sided die to determine whether or not the plan succeeds. The game is story-based, the possibilities are nearly limitless, and truly creative problem solving options arise. Also, since gameplay is mostly verbal, Dungeons & Dragons is an easy activity to do over Zoom.

Here are the basic rules for Dungeons & Dragons .

20. Pandemic

Pandemic is a game that pits players against the forces of nature in a race to contain and control disease outbreaks. At the beginning of the game, each player receives a role such as containment specialist or operations expert. Participants must carry out the duties of their roles by choosing appropriate actions. Pandemic is a great game for groups because each team member has a clear part to play, and players must collaborate and work together instead of competing against each other.

To play the game online, you can use a Pandemic game app , or talk through the exercise while one attendee moves and displays pieces on the board.

Note: The subject of this game might hit too close to home for some players, considering recent history. You can find games with similar mechanics that deal with different subject matter, such as Forbidden Island.

Check out more team building board games .

21. Model UN

Model UN is one of the best virtual problem solving activities for students. This exercise casts participants in the role of international diplomats who must negotiate to solve realistic problems. Each player assumes the role of a country ambassador and must form alliances and propose solutions to solve crises.

Here are some sample Model UN scenarios:

Human rights violation by powerful country
Food shortage
Disease epidemic
Technology privacy violations
Civil war branching into surrounding countries
Natural disasters

Depending on the size of the group, participants either take on the part of an entire government of a country, or play a certain role within the government. To carry out the activity on Zoom, players can take turns giving speeches, message other countries privately via the chat, meet in breakout rooms to form alliances or have more intimate discussions, and use the polling feature to vote on propositions.

If politics does not resonate with your group, then you can alter the exercise by applying the same activity structure to a different theme, such as the Justice League, movie characters, business board members, or reality TV stars.

The main purpose of the exercise is to research, talk through problems, and compromise. As long as these elements are present, then the specifics of the setup do not matter.

There are many types of problem solving activities for adults. You can do online problem solving games, which require a different skill set than in-person problem solving. For instance, communication must be much clearer and more abundant when group members are far apart and unable to demonstrate or pick up physical cues.

Though many problem solving games include props and in-person elements, there are many games you can play together online. These exercises work well as educational tools as well as team bonding accelerators. Upon completion, participants are likely to feel a sense of accomplishment and increased confidence. These games are also great practice for real life conflict resolution, creative thinking and team building.

Next check out this list of connection games , this collection of crime-solving games , and this post with conflict resolution games .

We also have a list of the best decision making books and a list of team building problems for work .

Book wildly fun team building events with expert hosts

FAQ: Problem solving activities

Here are common answers to questions about group problem solving activities.

What are problem solving games?

Problem solving games are challenges that ask players to think critically and use logic to overcome issues or answer riddles. Examples include sudoku, murder mysteries, and spaghetti towers. These games are also known as “problem solving exercises”, “problem and solution games” and “group problem solving activities.”

What are the best problem solving games for groups?

The best problem solving games for groups include online escape rooms, moral challenges, and improv games.

What are some good problem solving team building activities for students?

Some good problem solving activities for students include crossword puzzles, choose your own adventure stories, and model UN.

How do you play problem solving games online?

The best way to play problem solving games online is to join a video call meeting to talk through the issue. Using the screen sharing and digital whiteboard features helps participants visualize the problem more clearly. Breakout rooms give teams the chance to discuss the issue more intimately.

Author: Angela Robinson

Marketing Coordinator at teambuilding.com. Angela has a Master of Fine Arts in Creative Writing and worked as a community manager with Yelp to plan events for businesses.

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18 Group Therapy Activities for Kids & Teens

While individual therapy is a fantastic resource for kids and teens seeking help with their struggles, group therapy can provide the social enrichment they need to thrive. Children struggling with grief, bullying, anxiety, and depression can benefit tremendously from group therapy activities.

Consider group therapy if your child struggles with interaction skills or cannot connect with others!

Understanding Group Therapy for Kids & Teens

Group therapy for kids and teens addresses specific shared goals, such as improving social skills or managing anxiety. Most groups won’t surpass ten participants and typically take the following forms:

Dialectical behavior therapy (DBT) . These therapy groups combine psychotherapy and skills training to improve emotional functioning in children.
Cognitive behavioral therapy (CBT) . These groups help adolescents restructure negative thinking patterns and habits.
Process groups. Children who have experienced psychosocial stressors or trauma may benefit from process groups that provide safe spaces and supportive environments.
Social skills groups. These groups may be best for you if your child needs to practice social skill-building exercises with age-appropriate peers.

Guidelines for Organizing Group Therapy Activities for Kids & Teens

Therapists organizing groups for kids and teens should prioritize creating a safe space. They should emphasize that anything shared within the group is confidential and set clear expectations for behavior and participation. Aim to group five to ten kids facing the same challenges together. For instance, you might assign children experiencing anxiety or social skills issues together to encourage shared experiences and streamline goals.

Keep things approachable and fun to encourage participation but understand that resistance is normal. Adolescents may be hesitant about therapy but regularly celebrating their successes can keep them motivated.

Icebreakers and Warm-Up Activities

Starting group therapy may seem scary, especially for a young child. Thus, providing safe and fun activities to get to know one another is essential.

Two Truths and a Lie

To play this popular game, participants must come up with three statements about themselves—one of which is a lie. The group must then guess which statement is true.

Two Truths and a Lie poses a fascinating look into people’s lives, putting their experiences into perspective.

Human Bingo

Facilitators must create bingo cards featuring various personal facts, such as “Owns a pet,” “Can play a musical instrument,” or “Can speak more than one language.” Participants must start conversations with their classmates to determine whether these facts hold for them.

Show and Tell

A person’s favorite thing can say a lot about them. For this activity, participants must bring their favorite item from home and explain what it means to them. These objects can be anything—a stuffed animal, a letter from a friend, a piece of jewelry, or whatever holds sacred meaning.

Skill-Building Activities

Being socially adept is necessary to survive in an increasingly competitive professional landscape. Being personable and learning to communicate as early as school age can positively equip a child for the future. Here are some skill-building activities you can incorporate into group therapy settings.

Goal-Setting

Therapy groups typically work toward a specific goal, such as overcoming trauma, processing grief, or learning to manage emotions. Thus, exploring these goals through a fun group activity can make them more approachable and motivate participants to succeed.

Facilitators can ask each child to keep a therapy journal and set shared and individual end goals. For structured goal-setting, use our DBT SMART Goals worksheet .

Role-Playing

Problem-solving can be challenging for children who struggle with conflict resolution. Thankfully, group therapy provides a safe space to roleplay scenarios like disagreeing with a friend or a challenging discussion with a parent without judgment.

Role-playing and feedback are essential in developing self-regulation and conflict-resolution skills [ * ].

They can receive guidance from the group therapist and get feedback from other participants. Role-playing imparts essential lessons in empathy and communication.

Lego-Building Communication Activity

In this activity, participants will learn the value of clear communication. Facilitators will divide participants into two groups. The first group will have a pre-built Lego building, and the other group will have the unbuilt pieces.

The first group will only provide instructions for the second group to help them recreate the figures accurately without seeing each other. It’s a fun game that tests active listening skills.

Expressive Arts Activities

Children who struggle to express themselves verbally may benefit from creative activities. Give these crafty exercises a shot.

Mandala-Making

Mandalas are an ancient concept representing wholeness and unity. Crafting them can be a highly therapeutic experience and inspire children’s imaginations.

Because the mandala-making process incorporates symmetry and flow, art therapists use it to restore balance and improve well-being [ * ]. Encourage participants to use any materials they find, such as paints, markers, and natural materials.

Self-Portraits

How a child draws or paints a self-portrait can reveal much about their perception of themselves. Encourage participants to share why they illustrated themselves in specific ways. Then, ask observers to share positive attributes of that person. It’s an excellent exercise for boosting self-esteem and self-confidence.

Vision Boards

Vision boards provide a more imaginative alternative to traditional goal-setting. Participants can use mixed media, such as magazine cutouts, photographs, and various coloring materials, to create a board representing their hopes, dreams, and desires.

Mindfulness and Relaxation Activities

Mindfulness plays an imperative role in any therapy setting. It can benefit both children and adults. Here are some approachable mindfulness activities you can try with adolescents.

Guided Meditation

Meditation has many proven benefits , from boosting happiness, improving sleep, reducing stress, and enhancing focus [ * ]. Facilitators can use guided meditation videos online or use techniques like:

4-7-8 breathing
Box breathing
Body scan meditation
Mantra meditation

Progressive Muscle Relaxation

When the body is relaxed, it allows us to relax the brain. Progressive muscle relaxation is a two-step technique that involves slowly tensing or tightening the muscles and completely relaxing to calm the body and reduce stress.

Breathing Exercises

Breathing exercises are necessary for kids and teens learning to manage intense emotions. They put individuals in a better, calmer place and more receptive mindset.

You can try various breathing exercises, such as bunny or deep belly breathing, to determine what works best for the group.

Group Bonding Activities

Adolescents must feel bonded to each other to flourish in group therapy settings. Here are a few activities that may bring participants closer together!

A trust fall is a powerful tool in group therapy sessions, regardless of age. Have each child pair up, then demonstrate the trust fall. This activity helps improve communication and opens up discussions about how trust is essential in friendships and other relationships.

Storytelling

Storytelling doesn’t just exercise the creative mind—it allows others a peek into a person’s characteristics and experiences. Facilitate this activity by providing a theme. For example:

Share a funny story involving your siblings.
Share a story about a time you had to make a tough decision.
Share a moment you felt most grateful in the last week.

What Makes a Home?

In this simple bonding activity, participants will build the ideal “home” together by taking turns writing words and characteristics on a simple drawing of a house. For example, they might write:

Joy and love
Togetherness

Another therapeutic activity involving a metaphorical house is our DBT House Worksheet , which allows clients to explore their values, emotions, hopes, and coping strategies represented by a specific room or level in the DBT house illustration.

Closing Session Activities

Some therapy sessions can be heavy, so participants should have opportunities to debrief and decompress. Here are some closing activities to try.

Gratitude Circle

Therapy sessions always give us much to be grateful for. At the end of each session, facilitate a quick gratitude circle and encourage participants to share their favorite takeaways.

5-Minute Journal

When sessions are intense, participants sometimes feel “all talked out.” Give them a chance to reflect privately in a five-minute journal session, during which they can free-write and revisit their thoughts later.

Positive Affirmations

Children should leave therapy sessions feeling motivated, fulfilled, and determined. To keep them in good spirits for the next session, end each session by reciting positive affirmations or mantras.

The Bottom Line

Group therapy is a great way to improve a child’s social skills in a safe and engaging environment. However, to have more productive and enriching sessions, you must tap into their shared interests, so exploring different group activities is key!

Explore our other social skills worksheets to get more ideas on group therapy activities.

Wagner BN. “Roleplaying to Develop Self-Regulation.” SOPHIA, 2016.
H Kim, S Kim, K Choe, JS Kim. “The Effects of Completing Mandalas on Mood, Anxiety, and State Mindfulness.” Art Therapy, 2020.
Gallant SN. “Mindfulness meditation practice and executive functioning: Breaking down the benefit.” Consciousness and Cognition, 2016.

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Solutions for Social Emotional Learning & Executive Functioning

Using Games to Teach Social Emotional Skills

November 18, 2018 by pathway2success 6 Comments

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Games to teach social emotional learning skills, including social problem solving, communication, empathy, and more. Games are a fun and interactive way to teach kids and young adults SEL skills! Perfect for small groups, morning meeting, or break time. #socialskills #socialemotionallearning #pathway2success

Games can be the perfect tool to introduce and teach social emotional learning skills to kids and young adults. These are the skills that help kids become more self-aware, develop positive relationships, show empathy towards others, manage emotions, use self-control, resolve conflicts, and make positive decisions. If you need more background on SEL, make sure you read up on the basics of social emotional learning .

So often, educators are so busy teaching our curriculum and content that we sometimes leave these skills behind. It’s so important to make real time for them and incorporate them into many of the activities you already do! For kids who struggle with some of these skills, learning them can be real work. With that said, it’s important to make learning these skills meaningful, interactive, hands-on, and fun. That’s why teaching social emotional skills in the form of a game just makes so much sense!

Here are several games (some I’ve purchase and some I’ve developed myself) that target these critical social emotional learning skills:

1. Social Problem Solving Board Game

Why It’s Important: Social problem-solving is our ability to understand a social situation and use reasoning to deal with it in the most socially appropriate way. We really use these skills every single day. At school, kids might have to problem-solve what to do when someone isn’t nice to them or when they see someone else breaking a rule and aren’t sure what to do. At home, they might use them when an adult tells them to clean their room but they don’t feel like it at the moment.

How It Works: This game focuses on considering a social problem, thinking about what it matters, considering choices and consequences, and ultimately making a decision that is best in the moment. Kids will roll a dice and work through a game board, picking up a situation card for each spot they land on. My favorite part is that kids will also act out scenarios which can help them to generalize the social skills over time.

2. Team Pictionary

Why It’s Important: Teamwork is a critical skill for all ages. This is a skill kids and young adults use throughout the school day, but also outside of school, whether it is during a sports game or playing a game with friends at home. While learning to work together as a team, kids also learn other valuable skills including assertive communication, how to listen, turn-taking, doing a fair share of the work, and how to respectfully disagree with each other. These are not only school skills, but life skills.

How It Works: Split up into two teams. Let each team pick an artist who will draw for their team. Let the artists pick a card with a phrase they will have to illustrate on paper or on the board. Let both artists draw at the same time, while their team tries to guess the correct phrase they are drawing. The catch is that the artist can only draw images and not words, so team members must work together to come up with what the artist is drawing. The team that guesses the phrase first wins! The game can continue again and again, as different artists from the group should be chosen.

3. Social Communication Board Game

Why It’s Important: Simply put, kids need to be able to communicate well with others. That includes having small talk with a classmate in the hallway, understanding nonverbal cues, holding a full conversation with peers at lunch, and using our social filter before we speak. Our communication skills have a huge impact on how we get along with others and develop relationships over time.

How It Works: This game is ideal for all kids, but especially those with social language challenges. Depending on which space kids fall on, they will have to decipher social cues from a real life photo, discuss what they would do or say in a situation, identify how they should think before they speak, or say a specific phrase in a variety of different tones. Since there are over 150 unique cards, kids can just play again and again while practicing these skills.

4. Empathy Board Game

Why It’s Important: Considering and understanding the feelings of others is a foundational skill that supports social success. In order to know the “right” or socially appropriate response to situations, we must first really understand how others feel. Developing empathy isn’t easy for all kids, especially those with social challenges and autism. It’s important to highlight situations by stopping to think how someone else might feel or think. While thinking about how you might feel in a situation is a good start, t’s critical to target how someone else might feel. That’s because true empathy is really about understanding someone else’s thoughts and feelings, which can often be different from our own.

How It Works: Students will work in partners and small groups to get through an empathy game board. For a person’s turn, they will roll the dice and spin the spinner. Their spot on the game board and the spinner will tell them how to answer each card. For example, they might have to answer: Why does it matter? How might they feel? What might they be thinking? What might you do? Students might also have to act out what they would do in that situation. There are over 150 unique situations that help kids discuss and build empathy over real-life scenarios.

5. Social Charades

Why It’s Important: A huge component to social awareness is learning to identify and understand the social cues of others. These social cues, including our body language and facial expressions, often inform others how we’re feeling, what we’re thinking, and what our intentions are.

How It Works: Create a list of different actions or have the kids come up with them themselves. Any action will do! Some examples might be waiting at the bus stop, sharpening your pencil, listening to music, running in a race, taking notes in class, and so on. The idea is that kids will randomly choose one action and act it out for the others to guess. By acting out these scenarios, students will need to consider what social cues would be aligned with that activity. Best of all, this is a quick activity you can do with just a few minutes of class time left that kids will love.

6. Roll & Spin a Coping Strategy

Why It’s Important: Being able to manage our emotions is a critical skill. We all experience tough emotions, setbacks, or challenges along the way. It’s just a natural part of life. How we handle those difficulties can make a big impact on our success. That’s why it’s so important to explicitly teach coping strategies and skills to manage our feelings on the spot. Sometimes, kids cannot self-soothe without being explicitly taught these strategies. Kids and young adults need to learn they can take a quick walk, write in a journal, take deep breaths, and use positive self-talk to calm themselves and feel better in moments of difficulty. Additionally, it’s important that kids practice these strategies when they are already calm so that they can really use them when they are emotionally overwhelmed.

How It Works: Using a one-page board, students will take turns rolling and spinning. Depending on what they roll and spin, they will fall on a space with a coping strategy that they will have to practice. Once they practice that strategy, they can cover up the spot with a chip. Note that students can have their own boards or share if you have different colored chips. The first person to get one whole row across wins! Ultimately, the idea is that kids are practicing a wide variety of coping strategies, giving them access to more skills when they truly need them.

7. Feelings Uno

Why It’s Important: Self-awareness is a critical skill that helps individuals understand their own emotions. In this activity, students can improve their emotional vocabularies by discussing a variety of different feeling words and what they mean. It also helps to normalize talking about different emotions and being comfortable sharing how we are feeling in the moment. Getting kids talking about emotions is key.

How It Works: This game just adds a simple twist to your normal Uno game, which all kids absolutely LOVE! Using the Uno colors, discuss what each of the colors might mean. Blue can stand for feeling sad, tired, bored, or sick. Green stands for feeling happy, calm, focused, and in control. Yellow means feelings frustrated, worried, or nervous. Finally, red should stand for angry. Every time a student plays a color of a card, teach them to use an emotion word that matches the color, share a time they felt that way, or discuss when someone might feel that way.

8. Executive Functioning Challenge

Why It’s Important: Executive functioning skills are the processes in our brain that help us accomplish tasks. Sometimes we might think of these skills as only related to academics, but that’s actually not true. Our executive functioning skills help us use our self-control to stop and think before saying something inappropriate, our flexibility to consider different solutions for social problems, and our time management to make sure we meet a friend on time. When executive functioning skills are stronger, kids and young adults have greater chance for success in school and beyond.

How It Works: This game can actually be played two different ways: partners and small groups, or as a full class. The idea is that students work through a game board, answering a variety of executive functioning questions as they head towards the finish line. The game cards have students completing executive functioning challenges, acting out situations, naming executive functioning skills used in a situation, and proving their knowledge about the skills themselves. For the full class version, kids can work in teams, collaborating on the answers and getting “points” to win the challenge.

9. Guess Who?

Why It’s Important: This game builds on many different social skills. As kids find out more clues about the mystery person, they are learning skills for conversations, turn-taking, and problem-solving.

How It Works: Kids and teens can play the game just as it is intended. Each partner will have a mystery character. The idea is that the other partner will ask multiple questions in an effort to try and discover the character. For example, they might ask, “Does your person wear a hat?” and “Does your person have blue eyes?”. Students will take turns until one player is able to identify the correct mystery person.

10. Self-Control Speedway

Why It’s Important: Self-control is the skill that helps us stop, think, and make positive choices. Kids and teens need lots of practice with self-control in low-stress moments (like games and casual discussions) so that they can effectively use the skills when they need them the most.

How It Works: Students will play the game by taking turn rolling the dice and moving forward on the game board. When they land on a spot, they will use the picture to tell them which card to pick up and read. Students will read the card to discuss the question or act out the scenario. Practice involves reading through real-life scenarios, practicing calm-down strategies, and more.

11. Partner Scrabble

Why It’s Important: Learning to work with others is a critical skill. In this game, students will learn to work together in a collaborative way to build words for the game board.

How It Works: Have students get with a partner or small team to play Scrabble. Each team will start with 7 letters, working to build the highest-earning words on the board. This game also builds on turn-taking and cognitive flexibility.

If you love the games I’ve put together, you can save by getting them as a whole set! This Social Emotional Learning Games Bundle gives practice with empathy, perspective-taking, executive functioning skills, communication, and more.

Use these games during break times, small groups, as an end of the week reward, or just a fun brain break. Kids will have fun but you’ll know you’re working on serious SEL skills that make a difference!

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⭐ Kristina 💖 SEL & Executive Functioning 💻 Blogger at www.thepathway2success.com 👩‍🏫 Special Educator turned Curriculum Specialist Links here 👇

11 Social Skills Worksheets for Seamless Social Interactions

And that’s okay.

All of us, at times, experience similar feelings and find making conversation difficult while we struggle to leave a good impression (MacLeod, 2018).

Social problems can be helped. Shyness and anxiety can be identified and managed, and conversation skills can be practiced and improved.

This article provides a wealth of worksheets for building and developing social skills in children, students, and adults. You can practice them individually, in counseling, and in group sessions to become socially skilled.

Before you continue, we thought you might like to download our three Positive Relationships Exercises for free . These detailed, science-based exercises will help you or your clients build healthy, life-enriching relationships.

This Article Contains:

2 best social skills worksheets for adults, developing social skills: 3 worksheets for children, 4 best activities for children and teenagers, helpful worksheets for students, 3 cbt worksheets to use with clients, group counseling activities, a look at social skills training in the workplace, resources from positivepsychology.com, a take-home message.

“After you accept that you’re still going to encounter some social unease from time to time, your aim should be to become socially functional” (MacLeod, 2018, p. 48).

The following are a few worksheets that cover a wide range of social skills and considerations and, when practiced, help increase self-knowledge and social awareness.

How to Support Your Friends

Friends are a crucial part of your social network. While they can provide valuable support mechanisms for you, you must equally be there for them when they need your help (Wendler, 2020).

The How to Support Your Friends worksheet examines a situation when a friend needed your support.

How did you respond?
How can you help them in the long term?
How can you practice self-care?

When providing support, it is essential that you (Wendler, 2020):

Remain present
Remember, this is not about you
Offer support rather than solutions
Accept their feelings, rather than tell them how to feel
Try not to panic

Healthy Relationships involve both giving and receiving, and an awareness and consideration of everyone’s needs.

High- and Low-Energy Social Skills

Social skills involve a great deal of nonverbal communication , such as how we stand, how loud we speak, and even the way we tilt our heads. Such cues can provide physical indicators of empathy and help show whether we are currently high or low in energy (Wendler, 2020).

One vital way to improve our social skills is to match our energy with our partner’s or the group we find ourselves in. For example, if we enter a meeting and everyone is excited about a new product launch, low energy may mean we fail to appear part of the team.

The High- and Low-Energy Social Skills worksheet helps us consider the energy exhibited by ourselves and others and whether we match those around us.

Think of a time when a friend, colleague, partner, or group was high in energy. How did you respond? High energy or low energy?

If you matched their energy, it showed empathy and most likely helped you mix and improve your social skills.

Note that there will be times when your circumstances or events prevent you from energy matching, and it is important to practice self-care.

The following worksheets are helpful exercises for children learning to be more socially adept and communicate successfully.

Self-Awareness for Children

Becoming more self-aware involves recognizing feelings, thoughts, and their impact on behavior (Fleming, 2021). Developing self-awareness can help children in social settings interact and be sure their needs are not overlooked.

The Self-Awareness for Children worksheet practices self-awareness and self-knowledge by asking the child (or group of children) a series of questions regarding how they are feeling and what they are thinking.

Becoming more self-aware can increase the child’s empathy and understanding of their own and others’ hopes, wishes, and needs.

Responsible Decision-Making for Children

Making a decision can be stressful, and not making one can be worse. Our choices often have social implications, building or damaging relationships, so they need to be taken carefully (Peters, 2018).

The Responsible Decision-Making for Children worksheet prompts the child to reflect on the likely social implications of their choices and how to show respect to themselves and others.

The important decisions we make can have far-reaching impacts. We should give ourselves time to gather information, consider the options and their impact, and seek the help needed.

Good Choices – Bad Choices for kids

When children have friends making bad choices that are potentially detrimental to themselves and the social groups around them, it can be all too easy to follow suit (Daniels & Rabar, 2019).

The Good Choices – Bad Choices worksheet can help children reflect on their friends’ poor decisions and how to react to the social pressure and the situation.

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Activities where children visualize, role-play, or work through social interactions and engagements can develop their understanding, awareness, self-confidence, and self-knowledge.

And “like any other skill, practice makes perfect” (Daniels & Rabar, 2019, p. 13).

The following activities can be adjusted according to the child’s age and should include appropriate support and supervision (modified from Daniels & Rabar, 2019):

Going blindfolded A lack of social skills can feel like walking around blindfolded. Find somewhere safe where the child feels comfortable. Blindfold them and ask them to attempt to make their way toward the door.

Once finished, tell them that, as with walking blindfolded, you may find you bump into things, sometimes feel lost, and need a little help as you develop your social skills.

People watching Creating narratives can help make sense of a complex social environment. Find a safe location where you can watch people and their lives drift by (perhaps a cafe or transit station). Ask the child to choose a person or couple and make up a story about their lives, including where they are going and why.

Ask the child to say what they saw and heard that helped them make up the story.

Questions to start conversations Striking up conversations with people they don’t know can be difficult for children (and adults too).

Sit with the child and write down a list of questions that could be helpful when starting conversations in various situations, for example:

Do you have any pets? What are their names? How was your weekend? What did you do?

Then practice the questions and conversation building in pairs.

Throwing it back It is useful to learn how to keep a conversation going. Explain to the child that one of the easiest ways to continue a conversation is when someone asks you a question, answer it, and then throw another one back. It’s like catching and throwing a ball.

Practice making up situations, questions, and answers in pairs.

For example:

What are you up to over the weekend? I am going swimming. What about you?

It’s a simple trick and can lead to the next point for discussion.

But it takes practice, and mistakes are inevitable.

The following two worksheets consider what friendship means to the individual and help clarify their self-concept.

What Does Friendship Mean to Me?

Use the What Does Friendship Mean to Me? worksheet to reflect on why friendship is so important to the individual. While increasing feelings of relatedness and closeness, understanding friendship can also help clarify social interactions and keep individual needs in mind.

Use this awareness to appreciate your friends and recognize when people are not showing you friendship.

Self-Concept for Conversations

Conversation is easier when you can speak clearly about who you are.

Use the Self-Concept for Conversations worksheet to summarize how you think about yourself. An explicit self-concept will make it easier to introduce yourself in social situations.

Revise the answers before meeting others in a social environment. They can lead to further conversations.

How to comfort a friend who is hurting (exactly what to say) – How Communication Works

Adopting the right mindset is crucial for dealing with anxiety, shyness, and the lack of confidence that causes social discomfort (MacLeod, 2018).

It’s important to recognize that it is not always the situation that causes the problem, but our beliefs regarding that situation.

The following worksheets provide three valuable techniques for considering and replacing unhelpful thinking:

ABC Functional Analysis By understanding both the causes and the effects of your client’s behavior , you can help them recognize social behavior standing in the way of their goals.
Coping Styles Formulation When confronted with challenging social situations, we sometimes attempt to escape or put up defenses. Understanding the problem and the existing coping style makes it possible to develop more adaptive coping strategies.
Graded Exposure Therapy Social situations can lead to fear and avoidance. Safe environments can be created to manage exposure and learn how to become more comfortable in difficult situations.

Sharing our insecurities

Discussing real or imagined socially awkward or difficult situations can help us understand our own and others’ fears and reflect on our coping strategies.

Within the group, discuss the following points and their impact (modified from MacLeod, 2018):

Accept that nervousness comes from valued goals Discomfort can be put in perspective and may even be worthwhile if pursuing something meaningful.
Accept that it’s okay to show what you are experiencing When we stop worrying whether we appear nervous or scared, anxiety loosens its grip.
Tell people when you feel shy or insecure Most people have been through similar experiences. Casually share your concerns and move on.
Recognize that it’s normal to get nervous There is nothing wrong with you. As humans, we are set up to have these feelings. Permit yourself to have them.

Ask the group to share experiences to normalize their insecurities.

Coping with social anxiety

A group setting is a great place to discuss complex social situations that cause anxiety and shyness. Individuals can share helpful strategies they adopt to manage difficult thoughts and feelings.

Discuss within the group how the following might help (modified from MacLeod, 2018):

Riding out the symptoms We don’t always need to escape or avoid the situation. For example, leading up to a presentation, nervousness may boost your energy and invigorate what you share.
Challenging your thinking Question whether the thinking that is feeding your anxiety is valid or helpful. Challenging your thoughts can reduce their effect.
Distracting yourself Find something else to focus on. Thinking through the plot of a favorite film, playing through a cherished piece of music in your head, or thinking about your children can take the focus off what is causing you upset and give you time to become calm.
Breathing exercises Breathing exercises where you breathe out more slowly than you breathe in can engage the parasympathetic system and settle your mind and body (Nestor, 2020). Take a few slow, deep breaths. Make the out-breath slow through pursed lips if it helps.

Ask the group to share other communication techniques that help them through social situations.

Telling a good story

Sharing personal stories can be a great way to build connections with the people you meet. However, start small. Begin with a semi-personal story and see how they react (Wendler, 2020).

Daniel Wendler (2020) suggests making the story enjoyable by sharing what was going on in your head at the time, rather than simply the facts. It will help the listener experience the narrative and build a connection with you.

Once finished, rather than continue by telling another story, share the spotlight so that everyone gets a turn.

The Telling a Good Story worksheet can help you think about the stories you could share in a social situation and identify the points to cover. Practice them with a partner or in front of the group and ask for their open and honest feedback. Not only is this practice helpful, but it provides valuable insight into what works well and what doesn’t.

Gaining valuable emotional awareness can help us relate to others personally and professionally. While emotional intelligence training benefits social skills in general, it is particularly valuable in the workplace (Goleman, 2018).

Here are some particularly relevant training options:

Emotional Intelligence Masterclass© Our masterclass is a complete, six-module emotional intelligence training template for helping professionals to understand and use their emotions in life-enriching ways. This masterclass will provide you with all the tools, materials, and knowledge required to make an impactful difference.
EI Masterclass: Embodied Emotional Intelligence Beyond EI teaches the principles behind emotional intelligence and how to practice them. You will learn to become more aware of what provides meaning in your own life while regaining control.

17 Exercises for Positive, Fulfilling Relationships

Empower others with the skills to cultivate fulfilling, rewarding relationships and enhance their social wellbeing with these 17 Positive Relationships Exercises [PDF].

Created by experts. 100% Science-based.

Improving social skills makes it possible to strengthen communication with friends, family, and colleagues and build stronger, enduring relationships.

Why not download our free emotional intelligence tool pack and try out the powerful tools contained within? Some examples include:

Building Emotional Awareness Use this valuable script and audio to foster your emotional intelligence by mindfully attending to current emotional states.
Decoding Emotions by Analyzing Speech, Body, and Face Accurately perceiving and understanding people’s emotions is a core component of emotional intelligence.

Other free resources include:

Conflict Resolution Checklist This 10-item checklist is a valuable method for ensuring conflict is resolved.
TRAPS to Avoid and TIPS for Success Adopt these helpful tips to avoid closed thinking and put in place productive, positive, and receptive communication

More extensive versions of the following tools are available with a subscription to the Positive Psychology Toolkit© , but they are described briefly below:

Small Talk to Build Connection

This tool helps people connect through practicing small talk with people they don’t yet know.

Many of us opt to keep to ourselves rather than strike up a conversation with a stranger, but it doesn’t have to be this way.

Step one – Identify the reasons for avoiding small talk.
Step two – Choose a context for engaging in small talk.
Step three – Find a topic for making the connection.
Step four – Find a time and a place to practice the approach.

The final stage is to evaluate the success of the approach.

Team Branding

Perceived, rather than actual, team branding is crucial for effective team performance.

We can foster team interactions by creating team identity.

Step one – In small groups, identify the team’s strengths.
Step two – Gather all the responses into cohesive headings.
Step three – Assign each small group a task such as creating a team name, slogan, mission statement, etc.
Step four – Have each team present their findings.

Reflect on the new team identity.

If you’re looking for more science-based ways to help others build healthy relationships, this collection contains 17 validated positive relationships tools for practitioners. Use them to help others form healthier, more nurturing, and life-enriching relationships.

Feeling socially uncomfortable – shy, nervous, and awkward – can prevent us from reaching our social and professional potential.

While it is something all of us have faced, we can work through it and build skills for seamless social interactions.

First, we must recognize that we are not likely to remove all of our insecurities. Second, we should remind ourselves that all of us feel a degree of discomfort at times, and it does not have to ruin social engagement.

Importantly, we should remember that social interactions require balance. Taking turns with the spotlight is crucial, and so is focusing on the needs of the parties involved.

We must also consider energy levels, self-awareness, the choices we make, and our self-concept if we are to build lasting, deep relationships with those we meet.

While getting to know new people is not easy, the investment is worthwhile, and practice will make it easier.

This article contains plenty of worksheets and tools to get you started and maintain your journey toward building the social skills to lead the life that is right for you. Good luck.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Relationships Exercises for free .

Daniels, N., & Rabar, S. (2019). Social skills activities for kids: 50 Fun activities for making friends, talking and listening, and understanding social rules . Rockridge Press.
Fleming, S. (2021). Know thyself . Basic Books.
Goleman, D. (2018). The first component of emotional intelligence. In Self-awareness (pp. 1–10). Harvard Business Review Press.
MacLeod, C. (2018). The social skills guidebook: Manage shyness, improve your conversations, and make friends, without giving up who you are . Author.
Matson, J. (2018). Handbook of social behavior and skills in children . Springer.
Nestor, J. (2020). Breath: The new science of a lost art . Penguin Books.
Peters, S. (2018). The silent guides: Understanding and developing the mind throughout life . Lagom.
Wendler, D. (2020). Improve your social skills . Author.

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Home » Blog » General » High School Social Problem Solving Lesson Plan

High School Social Problem Solving Lesson Plan

Why Focus on High School Social Problem Solving?

High school students need to develop resilience, empathy, assertiveness, and decision-making skills for productive social interactions. This High School Social Problem Solving Lesson Plan aims to facilitate that growth. It’s a surefire way to empower your students, boosting their confidence and overall mental well-being. Download this free worksheet mentioned in the lesson plan below.

Breaking Down the High School Social Problem Solving Lesson Plan

Let’s delve into the specifics of this lesson plan designed to develop social problem-solving skills in high school students. The beauty of this plan is that it requires no prep-time – you can dive right in!

Objective: To empower high school students with the essential strategies for solving social problems, making informed decisions, empathizing with others, and communicating assertively.

Materials: None – this is a discussion-based activity.

Duration: Roughly 1 hour

1. Identifying Social Problems (10-15 minutes)

Start with a discussion about the social problems high school students may encounter. This can be conducted in small groups or pairs.

2. Empathizing: Understanding Different Perspectives (10-15 minutes)

Choose a few scenarios from the previous discussion. Invite students to consider the various perspectives involved, promoting empathy and understanding.

3. Generating Solutions: Creative and Critical Thinking (10-15 minutes)

Now, guide students to brainstorm possible solutions for the chosen scenarios. Encourage them to consider the potential outcomes of each approach.

4. Decision Making: Evaluating Solutions (10-15 minutes)

Discuss the potential consequences of each solution. Teach students to weigh the pros and cons of each option, enabling them to make sound decisions.

5. Reflection: Learning Takeaways (5 minutes)

End with a reflection session. Invite students to share what they’ve learned and how they plan to apply these skills in real life.

Quick, No-Prep High School Social Problem Solving Activities

Role-Play Scenarios: Use role-playing to allow students to practice social problem-solving skills in real-time.
Daily Dilemmas: Start each session with a social problem or dilemma for students to solve, fostering practical learning.
Interactive Games: Incorporate games like ‘what would you do if…’ or ‘social problem-solving charades’ to make the learning process more engaging.
Everyday Speech Printable Problem-Solving Worksheet: Download the worksheet at the top of this post, discuss the five scenarios given, and have your students focus on coming up with multiple solutions, not just one for each problem.

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Best Problem Solving Activities for the Workplace

8 mins read

by Pete Ford

Updated On Jun 21, 2024

In today's rapidly evolving business world, the ability to solve problems effectively and efficiently is paramount. While it is crucial to understand the problem thoroughly, it is equally important not to overanalyze it to the point of inaction. Instead, the focus should be on identifying actionable solutions quickly and implementing them efficiently. Effective problem-solving capabilities enable teams to identify root causes, develop innovative solutions, and implement changes that drive business success. Tackling significant challenges head-on, even when the odds are not favorable, is essential for transformative results.

Moreover, cultivating a culture of problem-solving fosters a sense of autonomy and empowerment among employees. As team members improve their problem-solving skills, they become more independent, reducing the need for constant supervision. In addition, when individuals from diverse backgrounds and perspectives come together to tackle challenges, the synergy created can lead to groundbreaking solutions and significant advancements for the organizations.

Workplace Problem-Solving Activities

Just as you can't learn to write a novel solely by reading about it, or to swim merely by observing others, true mastery of problem-solving skills requires more than just theory. It demands immersion and action. That's why, when fostering problem-solving abilities in your employees, it's essential to engage them in practical exercises that simulate real-world challenges. Through engaging in challenging problem-solving scenarios and activities, teams develop the skills and confidence to effectively navigate real-world challenges.

According to a report by the World Economic Forum (WEF) , problem-solving skills are listed among the top skills required in the workplace by 2025. The problem solving activities for employees mentioned below are designed to enhance the critical thinking skills , creativity, and collaborative capabilities of your teams. These activities are not just problem solving exercises for teams, they are strategic investments in building a workforce that can navigate complexities, innovate solutions, and drive the organization towards its goals.

By engaging in structured problem-solving activities, teams learn to tackle challenges methodically and develop a proactive mindset essential for overcoming obstacles in today’s dynamic business environment.

We have carefully divided workplace problem solving activities into 3 distinct categories that cater to different aspects of problem-solving skills:

Team-Based Problem Solving Activities

Creative Problem-Solving Activities

Quick and easy problem-solving activities, team-based problem solving activities.

Team-Based Problem Solving Activities form the foundation for effective problem-solving within a team, emphasizing crucial elements like communication, trust, and collaboration. As Vusi Thembekwayo once remarked, “To achieve anything in business, you need relationships based on trust.” This quote underscores the significance of fostering a trusting environment where team members feel comfortable working together, leveraging each other's strengths to tackle challenges with greater efficiency and creativity.

Via Edstellar

1. “A Shrinking Vessel” Training Activity:

“A Shrinking Vessel” is a dynamic team-building exercise that challenges participants to adapt quickly to changing conditions. The activity involves employees standing within a defined space that gradually shrinks, requiring them to strategize and cooperate to stay within the boundaries.

How to Conduct the “A Shrinking Vessel” Activity:

Select a large, open area that can be marked with boundaries.
Use tape or rope to create a large initial boundary that all employees can comfortably stand within.
Gather all workers within the boundary.
Explain that the boundary will gradually shrink, and that workers must remain within the shrinking area.
Begin the activity by gradually reducing the size of the boundary every 2-3 minutes.
Use a predetermined signal (like a whistle) to indicate when the boundary is shrinking.
Continue to reduce the boundary until it becomes challenging for employees to stay within the area.
End the activity when it becomes impossible for them to stay within the boundary.

Key Takeaways

Employees learn to adapt quickly to changing constraints, enhancing their ability to communicate and collaborate effectively under pressure. This activity fosters creativity in problem-solving by requiring teams to develop strategies to navigate the shrinking space, encouraging flexibility and teamwork in dynamic environments.

2. “Marshmallow Spaghetti Tower” Training Activity:

“Marshmallow Spaghetti Tower” challenge is a creative and engaging activity where teams use spaghetti, tape, and string to build the tallest possible structure that can support a marshmallow on top.

How to Conduct the “Marshmallow Spaghetti Tower” Activity:

Gather the employees and divide them into teams.
Provide each team with 20 sticks of spaghetti, one yard of tape, one yard of string, and one marshmallow.
Ensure each team has a flat surface to work on.
Explain that teams have 18 minutes to build the tallest free-standing structure using the materials provided, with a marshmallow on top.
Start the timer and let teams begin constructing their towers.
Encourage teams to experiment with different designs and structural concepts.
Once the time is up, measure the height of each structure from the base to the top of the marshmallow.
Announce the winning team with the tallest structure.
Discuss the different strategies used by each of the teams and what they learned from the activity.

Key Takeaways:

Employees enhance their creative problem-solving skills by brainstorming and constructing innovative designs with limited resources. This activity emphasizes the importance of planning, adaptability, and teamwork, as the workforce must work together to build the tallest possible tower. Through trial and error, they learn to manage constraints and effectively communicate their ideas, fostering a collaborative approach to achieving shared goals.

3. “Egg Drop Challenge” Training Activity:

The “Egg Drop Challenge” is an exciting problem-solving activity where teams design and build a structure to protect an egg from breaking when dropped from a height.

How to Conduct the “Egg Drop Challenge” Activity:

Divide the employees into teams and provide each team with materials such as straws, tape, newspaper, rubber bands, and plastic bags.
Ensure each team has an egg and a designated drop zone.
Explain that the teams have 30 minutes to design and construct a protective device for their egg using the provided materials.
Start the timer and let the teams begin constructing their protective devices.
Encourage teams to think creatively and test their designs.
Drop each egg from a predetermined height (e.g., 10 feet) onto a hard surface.
Check if the egg survives the drop without breaking.
Discuss which designs were successful and why, focusing on the problem-solving processes used.

Employees develop innovative thinking and problem-solving skills by designing and building a structure to protect an egg from breaking when dropped. This activity highlights the importance of resource management, creative engineering, and teamwork as they must brainstorm, test, and iterate their designs. By analyzing the effectiveness of their structures and learning from failures, employees enhance their ability to tackle complex challenges and improve their collaborative problem-solving capabilities.

4. “Stranded” Training Activity:

“Stranded” is a strategic survival simulation where teams must plan and prioritize essential actions and resources to ensure their survival on a deserted island.

How to Conduct the “Stranded” Activity:

Divide the Employees into teams and provide each team with a list of hypothetical resources available on the island (e.g., rope, tarp, matches, water).
Explain a scenario that the teams are stranded on a deserted island and must decide how to use the available resources to survive.
Give teams 30 minutes to discuss and prioritize their actions and resource use.
Encourage them to consider factors like shelter, water, food, and signaling for rescue.
Have each team present their survival plan to all the teams participating in the activity.
Encourage the teams to ask questions and discuss each plan.
Discuss the strategies used by each team and what the teams learned about problem-solving and resource management.

The employees enhance their critical thinking and strategic problem-solving skills by planning survival strategies in a simulated deserted island scenario. This activity emphasizes the importance of prioritization, resource management, and adaptability in high-pressure situations. By collaborating on survival plans, employees learn to analyze available resources, make quick decisions, and work as a cohesive team to overcome complex challenges.

Creative problem-solving activities encourage teams to think outside the box and explore innovative solutions to challenges. These exercises help employees to break free from conventional thinking patterns and develop a more flexible, imaginative approach to problem-solving. By fostering creativity, these team building, problem solving activities can lead to more effective and unique solutions.

5. “Legoman” Training Activity:

“Legoman” is a communication-focused activity where one participant describes a pre-built Lego structure, and the rest of the team attempts to recreate it based on the verbal instructions alone. This game emphasizes the importance of clear and effective communication.

How to Conduct the “Legoman” Activity:

Pre-build a Lego structure and keep it hidden from the employees.
Divide the workers into teams and provide each team with the same set of Lego pieces.
Select one team member from each team to view the pre-built structure and describe it to their team without using their hands or showing the structure.
Start the timer and have the describer begin giving instructions to their team.
The rest of the teams should build the structure based solely on the verbal instructions given by their team members.
Once the time is up, compare each team’s structure with the original.
Discuss any discrepancies and the communication challenges faced by each team.
Discuss what worked well and what could be improved in the communication process.

From the “Legoman” activity, employees develop their communication and collaborative problem-solving skills by reconstructing a hidden Lego structure based solely on verbal descriptions. This exercise highlights the importance of precise communication, active listening, and teamwork. It also demonstrates how effective problem-solving relies on clear instructions and the ability to interpret and act on those instructions accurately. By engaging in this activity, teams learn to coordinate their efforts and improve their ability to tackle complex tasks collectively.

6. “Escape Room” Training Activity:

“Escape Room” is an immersive team adventure that requires participants to solve a series of puzzles and find clues within a set time to "escape" from a themed room.

How to Conduct the “Escape Room” Activity:

Create puzzles and hide clues within a designated room.
Set up a theme and backstory to make the activity engaging.
Divide employees into small teams.
Explain the objective that the teams should solve all the puzzles and escape the room within a set time (e.g., 60 minutes).
Start the timer and let teams begin solving the puzzles.
Monitor the teams, offering hints if they get stuck.
End the activity when a team escapes the room or when the time runs out.
Discuss the strategies used by the teams and the importance of teamwork and critical thinking.

The “Escape Room” activity emphasizes teamwork, critical thinking, and creative problem-solving as the workforce work together to solve puzzles and find clues within a set time limit. This activity demonstrates the importance of collaboration, strategic thinking, and effective communication in overcoming challenges. Employees learn to leverage each other's strengths, think under pressure, and develop a unified approach to problem-solving, making it a powerful tool for enhancing the teams’ dynamics and problem-solving capabilities in the workplace.

7. “Frostbite” Training Activity:

“Frostbite” is a survival-themed activity where teams are tasked with building a shelter in extreme conditions, simulating a scenario where one member is incapacitated. This exercise tests the team's ability to strategize and cooperate under pressure.

How to Conduct the “Frostbite” Activity:

Provide materials such as cardboard, tape, and blankets.
Divide the employees into teams and assign one team member of each team the role of having "frostbite," meaning they cannot use their hands.
Explain the scenario that teams must build a shelter that can hold all team members within a time limit.
Start the timer and let teams begin constructing their shelters.
Encourage teams to strategize and work around the constraint of the incapacitated member.
Evaluate the shelters based on stability and effectiveness.
Discuss the problem-solving techniques used under pressure and the importance of teamwork.

In the “Frostbite” activity, employees have to strategize and communicate effectively to build a shelter while managing the handicap of "frostbite," a condition that limits their hands' use. This activity teaches employees about adaptability, resourcefulness, and teamwork under constraints. In addition, it also teaches the value of resilience, creative problem-solving, and the ability to function efficiently despite physical or situational limitations. The experience underscores how overcoming obstacles through innovative thinking and teamwork can lead to successful outcomes in challenging environments.

8. “Blind Formation” Training Activity:

“Blind Formation” is a team-building exercise where participants are blindfolded and must form specific shapes or patterns based on verbal instructions from their teammates. This activity focuses on enhancing communication, trust, and coordination among team members.

How to Conduct the “Blind Formation” Activity:

Choose a large, open space where the workforce can move freely.
Prepare blindfolds for each employee.
Divide the employees into teams and explain to them that the objective is to form a specific shape or pattern while being blindfolded.
Assign one or more team members from each team as guides who will provide verbal instructions to their blindfolded teams.
Blindfold all the team members except the designated guides.
Ensure that the blindfolds are secure and that employees cannot see.
Start the activity by instructing the guides to direct their teammates to form the desired shape (e.g., a square, a triangle, or a circle).
Allow 10-15 minutes for the formation process.
Once the time is up or the shape is formed, remove the blindfolds and evaluate the accuracy of the formation.
Discuss the challenges that the teams faced during the activity and the effectiveness of the communication strategies used.

The “Blind Formation” activity emphasizes the importance of non-verbal communication, trust, and team coordination as the employees must rely on their senses and the guidance of their teammates to form shapes or patterns while blindfolded. This exercise teaches the value of clear instructions, active listening, and the ability to adapt quickly to feedback. It highlights how effective teamwork and trust can overcome communication barriers and achieve complex tasks, fostering a collaborative and supportive team environment.

Quick and easy problem-solving activities offer teams an efficient way to enhance their problem-solving skills without requiring a significant time investment. These problem solving games and activities are designed to be brief yet effective, promoting quick thinking, collaboration, and efficient problem resolution.

Engaging in quick problem-solving exercises helps teams cultivate the ability to think on their feet and make swift decisions. This rapid decision-making capability is essential for driving innovation and growth, as it enables teams to iterate quickly and adapt to changing circumstances.

9. “Line Up Blind” Training Activity:

“Line Up Blind” is a simple yet challenging activity where blindfolded participants must line up in a specific order (e.g., by height, age, or alphabetical order) without verbal communication. This exercise emphasizes non-verbal communication and cooperation.

How to Conduct the “Line Up Blind” Activity:

Choose a large, open space for the activity.
Explain the objective that the workers must line up in a specific order while blindfolded.
Clarify that height is the order criteria to be followed for the activity.
Blindfold all workers and ensure they cannot see.
Start the activity and allow employees to communicate non-verbally to find their position in the line.
Once the time is up, have the employees remove their blindfolds and check the accuracy of the line-up.
Discuss the strategies used by the workers for non-verbal communication and the challenges they faced.

The “Line Up Blind” activity focuses on enhancing non-verbal communication, trust, and problem-solving under constraints as employees must rely on alternative forms of communication and collaboration to line up by height while blindfolded. This exercise highlights the importance of clear, non-verbal cues and teamwork in solving problems when traditional communication methods are unavailable. It also emphasizes the value of trust among team members and the ability to adapt to unexpected challenges, fostering a supportive and innovative work environment.

10. “Reverse Pyramid” Training Activity:

“Reverse Pyramid” is a strategic activity where teams must invert a pyramid of cups following specific rules. This exercise encourages strategic planning, teamwork, and attention to detail.

How to Conduct the “Reverse Pyramid” Activity:

Divide the employees in teams and provide each team with a stack of cups arranged in a pyramid (base of four cups, then three, two, and one on top).
Explain to the teams that the objective is to invert the pyramid by following specific rules (e.g., only moving one cup at a time).
Start the timer and allow teams to begin inverting the pyramid.
Monitor the teams to ensure they follow the rules.
The activity ends when the pyramid is successfully inverted or the time runs out.
Discuss the strategies used by the teams and the challenges they faced.

The “Reverse Pyramid” activity focuses on strategic thinking, collaboration, and innovative problem-solving as employees work together to invert a pyramid of cups by following specific rules, requiring careful planning and coordination. This exercise demonstrates the importance of strategic planning, effective communication, and teamwork in achieving complex goals. By overcoming the challenges of the activity, workers learn to approach problems methodically, think creatively, and collaborate effectively, reinforcing the skills necessary for addressing real-world organizational challenges.

11. “Move It!” Training Activity:

“Move It!” is an engaging activity where teams must move an object from point A to point B using limited resources. This exercise promotes resourcefulness, teamwork, and creative problem-solving.

How to Conduct the “Move It!” Activity:

Select an object and designate a starting point (A) and an endpoint (B).
Divide employees into teams and provide teams with limited resources (e.g., ropes, planks, cardboard).
Explain the objective is to move the object from point A to point B using only the provided resources.
Give teams 10 minutes to plan their strategy.
Start the timer and allow teams to begin moving the object.
Monitor the teams to ensure they use only the provided resources.
The activity ends when the object reaches point B or the time runs out.
Discuss the strategies used by each team and the problem-solving processes that they followed.

As employees move an object from point A to point B using limited resources, the "Move It!" activity emphasizes the importance of resourcefulness, creativity, and collaborative problem-solving. This activity promotes innovative thinking and efficient resource management by encouraging employees to think creatively. This activity helps teams develop the ability to adapt quickly, think outside the box, and effectively coordinate their efforts to overcome challenges. By engaging in this exercise, employees enhance their problem-solving skills and learn to optimize the use of available resources to achieve common goals.

12. “Human Knot” Training Activity:

“Human Knot” is a classic team-building activity where participants form a human knot by holding hands with two different people across the circle.

How to Conduct the “Human Knot” Activity:

Have employees stand in a circle and extend their right hand to someone across the circle.
Repeat with the left hand, ensuring they hold hands with different people.
Explain the objective is to untangle the human knot without letting go of hands.
Start the timer and allow workers to begin untangling the knot.
Monitor the workers and provide encouragement.
The activity ends when the knot is untangled, or employees return to a single circle.
Discuss the communication and problem-solving strategies used by the employees.

The "Human Knot" activity fosters team collaboration and problem-solving skills by encouraging employees to communicate effectively and work together to untangle themselves. It highlights the importance of patience, strategic thinking, and collective effort in achieving a common goal. This exercise also builds trust and strengthens interpersonal relationships within the team, essential for seamless teamwork in a professional setting.

13. “Dumbest Idea Ever” Training Activity:

“Dumbest Idea First” is a brainstorming activity where employees initially suggest the worst possible ideas to solve a problem.

How to Conduct the “Dumbest Idea First” Activity:

Choose a problem or challenge for the brainstorming session.
Provide each worker with a pen and paper.
Explain the objective is to come up with the worst possible ideas to solve the problem.
Start the timer and allow employees to write down their dumbest ideas.
Encourage creativity and humor.
After 10 minutes, have the employee share their ideas with the rest of the group participating in the activity.
Discuss why the ideas are impractical and how they can be improved.
Encourage employees to refine the worst ideas into workable solutions.
Discuss the creative process and the benefits of starting with the worst ideas.

The "Dumbest Idea First" activity encourages creative thinking and open-mindedness by allowing employees to voice unconventional ideas without fear of judgment. It demonstrates the value of a safe and inclusive environment where all suggestions are welcomed, fostering innovation and out-of-the-box solutions. This exercise highlights the importance of embracing diverse perspectives to drive collective problem-solving and enhance team creativity.

How Problem Solving Skills Apply to Various Job Functions

1. problem solving skills for marketing teams:.

Marketing teams rely extensively on problem-solving skills to navigate critical challenges. One of their primary challenges would be to enhance lead conversions, where strategic analysis of funnel metrics and identification of bottlenecks are of utmost importance. Problem-solving skills enables them to devise tailored campaigns and initiatives that address specific barriers to conversion, thereby optimizing marketing efforts for measurable business impact.

Budget limitations often restrict marketing initiatives and resource allocation. Marketing teams need to creatively optimize spending, prioritize high-impact activities, and find cost-effective solutions to achieve desired outcomes. Problem-solving abilities enable them to analyze budget constraints, explore alternative strategies, negotiate effectively with vendors, and maximize ROI on marketing investments without compromising quality or effectiveness. Edstellar’s Marketing Excellence program is meticulously designed to help organizations maximize reach, drive engagement and nurture long-lasting consumer relationships.

2. Problem Solving Skills for Sales Teams:

Problem-solving skills enable sales professionals to navigate diverse customer needs effectively. Sales professionals often encounter conflicts or disagreements during negotiations or interactions with clients. Advanced problem-solving skills enable them to navigate these situations diplomatically, resolve conflicts amicably, and maintain positive relationships with stakeholders.

Problem-solving skills empower sales professionals to analyze market trends, identify emerging opportunities, and pivot strategies swiftly. Sales teams can utilize their skills to optimize resources effectively. Whether it's time management, budget allocation, or leveraging internal expertise, they can streamline operations and maximize efficiency in achieving sales objectives. Edstellar’s Sales Excellence program offers custom-crafted framework for organizations to amplify sales, expand profits, and enhance customer satisfaction.

3. Problem Solving Skills for Customer Service Teams:

Customer service teams encounter a wide range of customer issues and complaints on a daily basis. Problem-solving skills enable them to quickly analyze the root causes of these issues, identify appropriate solutions, and implement corrective actions.

By resolving issues promptly and effectively, customer service teams enhance customer satisfaction and loyalty. Not every customer issue can be resolved with a standard response. Problem-solving skills enable customer service teams to assess each situation individually, evaluate options, and tailor solutions to meet the specific needs and preferences of customers.

Satisfied customers are more likely to recommend the company to others, write positive reviews, and become loyal brand advocates. Problem-solving skills thus contribute to enhancing brand reputation and attracting new customers through word-of-mouth referrals. Edstellar’s Customer Service Excellence program is specially designed to improve customer satisfaction for an organization’s products or services.

4. Problem Solving Skills for Human Resources Teams:

HR professionals frequently encounter conflicts among employees or between employees and management. Problem-solving skills equip HR teams to identify the root causes of conflicts, facilitate constructive dialogue, and negotiate mutually beneficial resolutions. Problem-solving skills enable HR professionals to address recruitment challenges, such as skill shortages or competitive hiring markets, by devising innovative sourcing strategies and refining candidate selection processes.

Managing employee performance requires HR teams to address underperformance issues, set clear performance expectations, and provide constructive feedback. Problem-solving skills help HR professionals to assess performance gaps, identify underlying issues, and implement targeted improvement plans.

Problem-solving skills empower HR professionals to address workplace issues affecting morale, such as workload imbalances or communication breakdowns. Edstellar’s Human Resource Excellence program is designed to support organizations to improve employee retention, foster a highly engaged and productive workforce and boost organizational culture.

5. Problem Solving Skills for Operations Teams:

Operations teams are responsible for managing risks associated with supply chain disruptions, regulatory changes, or technological failures. Problem-solving skills enable them to anticipate potential risks, develop contingency plans, and swiftly address unforeseen challenges. This proactive risk management minimizes disruptions and ensures business continuity.

Problem solving skills activities facilitate effective collaboration across these functions by fostering clear communication, mutual understanding of objectives, and alignment on strategic priorities. Problem solving skills enable them to assess resource needs, allocate budgets effectively, and optimize the use of manpower and materials. By making informed decisions based on data-driven analysis, operations teams enhance resource utilization and achieve cost savings. Edstellar’s Operations Excellence program empowers organizations to optimize workflows, reduce operational costs, enhance productivity, and ensure swift and efficient decision-making.

6. Problem Solving Skills for Information Technology (IT) Teams:

Problem-solving skills enable IT teams to swiftly diagnose and resolve complex technical issues, minimizing downtime and ensuring seamless operations across the organization. From implementing cutting-edge technologies to enhancing cybersecurity measures, IT teams leverage their problem-solving capabilities to drive innovation and stay ahead in the technological space.

By understanding business needs, anticipating future trends, and prioritizing projects, IT teams ensure that their solutions contribute directly to achieving business objectives. These skills would be beneficial for cohesive teamwork, accelerating project delivery, and ensuring that IT solutions meet the diverse needs of the organization. Edstellar’s IT Excellence program is crafted to help organizations with key areas such as cyber security, cloud computing, and data analytics.

As teams journey through problem-solving training activities, they will discover the transformative power of practical learning experiences. It is important for employees to immerse themselves in these problem solving exercises in order to not only enhance their critical thinking abilities and collaboration skills but also cultivate a proactive mindset required to navigate today's complex business world.

At Edstellar, we understand the significance of honing problem-solving skills in fostering organizational success. Our courses are meticulously designed to bridge the skill gap and empower individuals to tackle challenges head-on. With a team of experienced trainers guiding them, employees can gain valuable insights and practical strategies to address real-world problems effectively.

By Pete Ford

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July 1, 2024
Positive Parenting

Picture this: It’s a sunny afternoon, and your backyard is a bustling kingdom. Your little one is a fearless pirate, navigating seas of grass, while their sibling builds a towering castle from mud and twigs. There are no rules, no instructions—just boundless creativity and joy.

This scene isn’t just adorable; it’s a vital part of childhood development. Welcome to the world of unstructured play , where your children’s imaginations take the lead and their growth knows no bounds.

Why unstructured play is a big deal

Unstructured play is essentially playtime without a set agenda . No instructions, no goals, just pure, unadulterated fun.

Here’s why it’s a game-changer for your little ones:

1. Boosts creativity and imagination

When kids are given the freedom to play without boundaries, their creativity soars. They come up with the wildest stories, build fantastical worlds, and turn simple objects into treasures.

2. Enhances problem-solving skills

Without a rulebook, children encounter and solve problems on the fly. It could be figuring out how to build the tallest block tower or negotiating who gets to be the dragon next.

These moments are goldmines for developing critical thinking skills.

3. Fosters social skills and emotional intelligence

Through unstructured play, kids learn to share, collaborate, and navigate social dynamics . It’s also a safe space for them to express emotions and understand others’ feelings. Think of it as a crash course in empathy and communication.

4. Encourages physical activity

Running, jumping, climbing—unstructured play gets kids moving. It’s a natural way for them to stay active and burn off some of that boundless energy (and maybe even get them to nap for once!).

5. Promotes independence and confidence

When children direct their own play, they learn to trust their instincts and make decisions. This builds self-confidence and a sense of independence that will serve them well as they grow.

Ideas for encouraging free play at home and outdoors

Create a play space at home

Set up a dedicated play area with a variety of toys, art supplies, and dress-up clothes. Keep it organized but flexible so kids can easily access and mix and match whatever catches their fancy.

Embrace the outdoors

Nature is the ultimate playground. Head to the backyard, park, or beach. Encourage your children to explore, collect rocks, build sandcastles, or just run wild. A simple stick can become a magic wand, and a pile of leaves can be a pirate’s treasure.

Limit screen time

Too much screen time can distract children from their creativity. Encourage your kids to put down the tablet and pick up a paintbrush, a book, or even a plain old cardboard box.

Join in the fun (but let them lead)

Play with your kids but let them take the lead. Follow their rules and see where their imaginations take you. You might find yourself in a dragon’s lair or a fairy kingdom, and trust us, it’s way more fun than checking your emails.

Provide open-ended toys

Opt for toys that can be used in multiple ways. Building blocks, Lego sets, and craft materials are perfect for sparking creativity and allowing kids to create whatever their heart desires.

Encourage group play

Invite friends over for playdates. Group play not only makes for a livelier environment but also teaches kids valuable lessons in sharing, cooperation, and teamwork.

Be a role model

Show your kids that it’s okay to play and be silly. Dance in the kitchen, make funny faces, and let your inner child out. Kids learn by watching, and if they see you having fun, they’ll be more inclined to join in.

Unstructured play is more than just fun and games—it’s a critical component of your child’s development. It nurtures their mind, body, and soul, helping them grow into well-rounded individuals. So, let’s celebrate the beauty of letting kids be kids.

After all, as every parent knows, they grow up way too fast. Let’s make sure they enjoy the journey with plenty of play along the way.

Now, go ahead and let your little ones loose. Who knows? They might just discover a new continent in the backyard or become the next Picasso with that finger paint.

More about Lingokids

The Lingokids universe provides original, award-winning, interactive content for kids, transforming how kids can learn. Lingokids creates games, songs, podcasts, videos, and activities that blend educational subjects with modern life skills to spark curiosity, imagination, and success in school—and beyond!

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Problem Solving Scenarios | Social Skills Activities for Teens

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Description

This is an activity pack of 42 problem solving task cards providing difficult social scenarios that students can work through. Practice using and applying problem solving skills to determine what to do in an everyday problem scenario.

This activity can be used for therapy sessions, social skills online groups, teachers, special education teachers and home-schooling parents.

This resource will help students work through the ability to put themselves in a situation, identify (and justify) an appropriate response, and learn to draw upon their own past experiences to apply them to future situations.

Would you rather these cards be in BOOM card format? Click here for the BOOM version of these cards instead.

SAVE TIME SESSION PLANNING!

These task cards will help to take therapy session planning and brainstorming OUT of your hands and should last you several therapy sessions. When mixed with other task card decks or therapy activities , this deck alone should last months for a weekly student!!

Very low prep (print and go, or even just read from your laptop/tablet!). A quick and easy "go to" to pull out from your therapy tool bag!

WHAT'S INCLUDED?

- A printable PDF with 42x task cards 42x different problem solving scenarios

- Coloured AND black and white versions included

WHO IS THIS FOR?

Regular education teachers, special education teachers, SLPs, OTs and other support professionals could all benefit from using these task cards with their students!These cards are specifically designed for middle and high school aged students.

HOW DO I USE THEM?

*These task cards can be used for an individual, a small group or a class*

Individual ideas:

o Side activity during a board game or other therapy activity!

o A “break” between therapy activities if the other activities are worksheet-heavy or targeting another skill!

o Use these cards as a therapy activity itself (I absolutely do!)

o “Warm up cards” for the start of each session.

o Quick assessment of skills.

o Homework.

o Use them as conversation prompts/starters.

You can even use them to simultaneously target additional skills like expressive language, speech, reading comprehension/decoding.

Small group and/or classroom ideas:

o Put the task cards up in different parts of the room (or outside!) and have students walk around with the room with their answer sheets and clip boards.

o Have students get into pairs and talk about their answers and thoughts together.

o Use a card or two each morning as part of a guided class discussion.

o Use the cards as a guide for an open ended quiz. Use the flashcards to ask the class the questions, and get the students to write their answers on a sheet to hand up.

Want this resource, but for your younger students? I've got you covered!

WANT TO ADD MORE TO YOUR "GO TO" TOOL BAG?

The below resources pair very well with this resource!

You can use them together, or one after the other to work on problem solving skills using scenarios for months! No scenarios are the same!

- Is it a big or small problem?

- Predicting consequences

- Do I keep the secret ... or tell an adult?

- Everyday problem solving scenarios set 1 and set 2

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Collaborative Problem-Solving in Knowledge-Rich Domains: A Multi-Study Structural Equation Model

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Published: 24 June 2024

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Laura Brandl ORCID: orcid.org/0000-0001-7974-7892 1 ,
Matthias Stadler 1 , 2 ,
Constanze Richters 1 ,
Anika Radkowitsch 3 ,
Martin R. Fischer 2 ,
Ralf Schmidmaier 4 &
Frank Fischer 1

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Collaborative skills are crucial in knowledge-rich domains, such as medical diagnosing. The Collaborative Diagnostic Reasoning (CDR) model emphasizes the importance of high-quality collaborative diagnostic activities (CDAs; e.g., evidence elicitation and sharing), influenced by content and collaboration knowledge as well as more general social skills, to achieve accurate, justified, and efficient diagnostic outcomes (Radkowitsch et al., 2022). However, it has not yet been empirically tested, and the relationships between individual characteristics, CDAs, and diagnostic outcomes remain largely unexplored. The aim of this study was to test the CDR model by analyzing data from three studies in a simulation-based environment and to better understand the construct and the processes involved ( N = 504 intermediate medical students) using a structural equation model including indirect effects. We found various stable relationships between individual characteristics and CDAs, and between CDAs and diagnostic outcome, highlighting the multidimensional nature of CDR. While both content and collaboration knowledge were important for CDAs, none of the individual characteristics directly related to diagnostic outcome. The study suggests that CDAs are important factors in achieving successful diagnoses in collaborative contexts, particularly in simulation-based settings. CDAs are influenced by content and collaboration knowledge, highlighting the importance of understanding collaboration partners’ knowledge. We propose revising the CDR model by assigning higher priority to collaboration knowledge compared with social skills, and dividing the CDAs into information elicitation and sharing, with sharing being more transactive. Training should focus on the development of CDAs to improve CDR skills.

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Avoid common mistakes on your manuscript.

Introduction

Collaborative skills are highly relevant in many situations, ranging from computer-supported collaborative learning to collaborative problem-solving in professional practice (Fiore et al., 2018 ). While several broad collaborative problem-solving frameworks exist (OECD, 2017 ), most of them are situated in knowledge-lean settings. However, one example of collaborative problem-solving of knowledge-rich domains is collaborative diagnostic reasoning (CDR; Radkowitsch et al., 2022 )—which aligns closely with medical practice—as this is a prototypical knowledge-rich domain requiring high collaboration skills in daily practice. In daily professional practice, physicians from different specialties often need to collaborate with different subdisciplines to solve complex problems, such as diagnosing, that is, determining the causes of a patient’s problem. Moreover, research in medical education and computer-supported collaborative learning suggests that the acquisition of medical knowledge and skills is significantly enhanced by collaborative problem-solving (Hautz et al., 2015 ; Koschmann et al., 1992 ). For problem-solving and learning, it is crucial that all relevant information (e.g., evidence and hypotheses) is elicited from and shared with the collaboration partner (Schmidt & Mamede, 2015 ). However, CDR is not unique to the medical field but also relevant in other domains, such as teacher education (Heitzmann et al., 2019 ).

The CDR model has been the basis of empirical studies and describes how individual characteristics and the diagnostic process are related to the diagnostic outcome. However, it has not yet been empirically tested, and the relationships between individual characteristics, diagnostic process, and diagnostic outcome remain mostly unexplored (Fink et al., 2023 ). The aim of this study is to test the CDR model by analyzing data from three studies with similar samples and tasks investigating CDR in a simulation-based environment. By undertaking these conceptual replications, we aspire to better understand the construct and the processes involved. As prior research has shown, collaboration needs to be performed at a high quality to achieve accurate problem solutions respectively learning outcomes (Pickal et al., 2023 ).

Collaborative Diagnostic Reasoning (CDR) Model

Diagnosing can be understood as the process of solving complex diagnostic problems through “goal-oriented collection and interpretation of case-specific or problem-specific information to reduce uncertainty” in decision-making through performing diagnostic activities at a high quality (Heitzmann et al., 2019 , p. 4). To solve diagnostic problems, that is, to identify the causes of an undesired state, it is increasingly important to collaborate with experts from different fields, as these problems become too complex to be solved individually (Abele, 2018 ; Fiore et al., 2018 ). Collaboration provides advantages such as the division of labor, access to diverse perspectives and expertise, and enhanced solution quality through collaborative sharing of knowledge and skills (Graesser et al., 2018 ).

The CDR model is a theoretical model focusing on the diagnostic process in collaborative settings within knowledge-rich domains (Radkowitsch et al., 2022 ). The CDR model is based on scientific discovery as a dual-search model (SDDS; Klahr & Dunbar, 1988 ) and its further development by van Joolingen and Jong ( 1997 ). The SDDS model describes individual reasoning as the coordinated search through hypothetical evidence and hypotheses spaces and indicates that for successful reasoning it is important not only that high-quality cognitive activities within these spaces are performed but also that one is able to coordinate between them (Klahr & Dunbar, 1988 ). In the extended SDDS model (van Joolingen & Jong, 1997 ) focusing on learning in knowledge-rich domains, a learner hypothesis space was added including all the hypotheses one can search for without additional knowledge. Although Dunbar ( 1995 ) found that conceptual change occurs more often in groups than in individual work, emphasizing the importance of collaborative processes in scientific thinking and knowledge construction, the SDDS model has hardly been systematically applied in computer-supported collaborative learning and collaborative problem-solving.

Thus, the CDR model builds upon these considerations and describes the relationship between individual characteristics, the diagnostic process, and the diagnostic outcome. As in the SDDS model we assume that CDR involves activities within an evidence and hypotheses space; however, unlike the SDDS in the CDR model, these spaces are understood as cognitive storages of information. Which aligns more to the extended dual search space model of scientific discovery learning (van Joolingen & Jong, 1997 ). In summary we assume that coordinating between evidence (data) and hypothesis (theory) is essential for successful diagnosing. Further, the CDR model is extended to not only individual but also collaborative cognitive activities and describes the interaction of epistemic activities (F. Fischer et al., 2014 ) and collaborative activities (Liu et al., 2016 ) to construct a shared problem representation (Rochelle & Teasley, 1995 ) and effectively collaborate. Thus, we define CDR as a set of skills for solving a complex problem collaboratively “by generating and evaluating evidence and hypotheses that can be shared with, elicited from, or negotiated among collaborators” (Radkowitsch et al., 2020 , p. 2). The CDR model also makes assumptions about the factors necessary for successful CDR. First, we look at what successful CDR means, why people differ, and what the mediating processes are.

Diagnostic Outcome: Accuracy, Justification, and Efficiency

The primary outcome of diagnostic processes, such as CDR, is the accuracy of the given diagnosis, which indicates problem-solving performance or expertise (Boshuizen et al., 2020 ). However, competence in diagnostic reasoning, whether it is done individually or collaboratively, also includes justifying the diagnosis and reaching it effectively. This is why, in addition to diagnostic accuracy, diagnostic justification and diagnostic efficiency should also be considered as secondary outcomes of the diagnostic reasoning process (Chernikova et al., 2022 ; Daniel et al., 2019 ). Diagnostic justification makes the reasoning behind the decision transparent and understandable for others (Bauer et al., 2022 ). Good reasoning entails a justification including evidence, which supports the reasoning (Hitchcock, 2005 ). Diagnostic efficiency is related to how much time and effort is needed to reach the correct diagnosis; this is important for CDR, as diagnosticians in practice are usually under time pressure (Braun et al., 2017 ). Both diagnostic justification and diagnostic efficiency are thus indicators of a structured and high-quality reasoning process. So, while in many studies, the focus of assessments regarding diagnostic reasoning is on the accuracy of the given diagnosis (Daniel et al., 2019 ), the CDR model considers all three facets of the diagnostic outcome as relevant factors.

Individual Characteristics: Knowledge and Social Skills

Research has shown that content knowledge, social skills, and, in particular, collaboration knowledge are important prerequisites for, and outcomes of, computer-supported collaborative learning (Jeong et al., 2019 ; Vogel et al., 2017 ). CDR has integrated these dependencies into its model structure. Thus, the CDR model assumes that people engaging in CDR differ with respect to their content knowledge, collaboration knowledge, and domain general social skills.

Content knowledge refers to conceptual and strategic knowledge in a specific domain (Förtsch et al., 2018 ). Conceptual knowledge encompasses factual understanding of domain-specific concepts and their interrelations. Strategic knowledge entails contextualized knowledge regarding problem-solving during the diagnostic process (Stark et al., 2011 ). During expertise development, large amounts of content knowledge are acquired and restructured through experience with problem-solving procedures and routines (Boshuizen et al., 2020 ). Research has repeatedly shown that having high conceptual and strategic knowledge is associated with the diagnostic outcome (e.g., Kiesewetter et al., 2020 ; cf. Fink et al., 2023 ).

In addition to content knowledge, the CDR model assumes that collaborators need collaboration knowledge. A key aspect of collaboration knowledge (i.e., being aware of knowledge distribution in the group; Noroozi et al., 2013 ) is the pooling and processing of non-shared information, as research shows that a lack of collaboration knowledge has a negative impact on information sharing, which in turn has a negative impact on performance (Stasser & Titus, 1985 ).

Finally, general social skills influence the CDR process. These skills mainly influence the collaborative aspect of collaborative problem-solving and less the problem-solving aspect (Graesser et al., 2018 ). Social skills are considered particularly important when collaboration knowledge is low (F. Fischer et al., 2013 ). CDR assumes that in particular the abilities to share and negotiate ideas, to coordinate, and to take the perspective are relevant for the diagnostic process and the diagnostic outcome (Radkowitsch et al., 2022 ; see also Liu et al., 2016 , and Hesse et al., 2015 ).

Diagnostic Process: Collaborative Diagnostic Activities

The diagnostic process is thought to mediate the effect of the individual characteristics on the diagnostic outcome and is described in the CDR model using collaborative diagnostic activities (CDAs), such as evidence elicitation, evidence sharing, and hypotheses sharing (Heitzmann et al., 2019 ; Radkowitsch et al., 2022 ). One of the main functions of CDAs is to construct a shared problem representation (Rochelle & Teasley, 1995 ) by sharing and eliciting relevant information, as information may not be equally distributed among all collaborators initially. To perform these CDAs at a high quality, each collaborator needs to identify information relevant to be shared with the collaboration partner as well as information they need from the collaboration partner (OECD, 2017 ).

Evidence elicitation involves requesting information from a collaboration partner to access additional knowledge resources (Weinberger & Fischer, 2006 ). Evidence sharing and hypothesis sharing involve identifying the information needed by the collaborator to build a shared problem representation. This externalization of relevant information can be understood as the novelty aspect of transactivity (Vogel et al., 2023 ). However, challenges arise from a lack of relevant information due to deficient sharing, which can result from imprecise justification and insufficient clustering of information. In particular, research has shown that collaborators often lack essential information-sharing skills, such as identifying information relevant for others from available data, especially in the medical domain (Kiesewetter et al., 2017 ; Tschan et al., 2009 ).

It is crucial for the diagnostic outcome that all relevant evidence and hypotheses are elicited and shared for the specific collaborators (Tschan et al., 2009 ). However, diagnostic outcomes seem to be influenced more by the relevance and quality of the shared information than by their quantity (Kiesewetter et al., 2017 ; Tschan et al., 2009 ). In addition, recent research has shown that the diagnostic process is not only an embodiment of individual characteristics but also adds a unique contribution to diagnostic outcome (Fink et al., 2023 ). However, it remains difficult to assess and foster CDAs.

Collaboration in Knowledge-Rich Domains: Agent-Based Simulations

There are several challenges when it comes to modelling collaborative settings in knowledge-rich domains for both learning and research endeavors. First, many situations are not easily accessible, as they may be scarce (e.g., natural disasters) or too critical or overwhelming to be approached by novices (e.g., some medical procedures). In these cases, the use of simulation-based environments allows authentic situations approximating real-life diagnostic problems to be provided (Cook et al., 2013 ; Heitzmann et al., 2019 ). Further, the use of technology-enhanced simulations allows data from the ongoing CDR process to be collected in log files. This enables researchers to analyze process data without the need for additional assessments with dedicated tests. Analyzing process data instead of only product data (the assessment’s outcome) permits insights into the problem-solving processes leading to the eventual outcome (e.g., Goldhammer et al., 2017 ). Second, when using human-to-human collaboration, the results of one individual are typically influenced by factors such as group composition or motivation of the collaboration partner (Radkowitsch et al., 2022 ). However, we understand CDR as an individual set of skills enabling collaboration, as indicated by the broader definition of collaborative problem-solving (OECD, 2017 ). Thus, the use of simulated agents as collaboration partners allows a standardized and controlled setting to be created that would otherwise be hard to establish in collaborations among humans (Rosen, 2015 ). There is initial research showing that performance in simulations using computerized agents is moderately related to collaborative skills in other operationalizations (Stadler & Herborn et al., 2020 ). Thus, computerized agents allow for enhanced control over the collaborative process without significantly diverging from human-to-human interaction (Graesser et al., 2018 ; Herborn et al., 2020 ). Third, in less controlled settings it is hard to ensure a specific process is taking place during collaborative problem-solving. For example, when using a human-to-human setting, it is possible that, even though we envision measuring or fostering a specific activity (i.e. hypotheses sharing), it is not performed by the student. Through using an agent-based simulated collaboration partner, we can ensure that all required processes are taking place while solving the problem (Rosen, 2015 ).

Summarizing, by fostering a consistent and controlled setting, simulated agents facilitate the accurate measurement and enhancement of collaborative problem-solving. Evidential support for the application of simulated agents spans a variety of contexts, including tutoring, collaborative learning, knowledge co-construction, and collaborative problem-solving itself, emphasizing their versatility and effectiveness in educational settings (Graesser et al., 2018 ; Rosen, 2015 ).

Research Question and Current Study

In computer-supported collaborative learning there has been the distinction between approaches addressing collaboration to learn and approaches focusing on learning to collaborate. Our study is best understood as addressing the second approach, learning to collaborate. We want to better understand CDR to be able to facilitate collaborative problem-solving skills in learners. Thus, in this paper, we examine what it takes to be able to collaborate in professional practice of knowledge-rich domains, such as medical diagnosing.

When solving diagnostic problems, such as diagnosing a patient, it is often necessary to collaborate with experts from different fields (Radkowitsch et al., 2022 ). In CDR, the diagnostic outcome depends on effectively eliciting and sharing relevant evidence and hypotheses among collaborators, who often lack information-sharing skills (Tschan et al., 2009 ). Thus, the CDR model emphasizes the importance of high-quality CDAs influenced by content and collaboration knowledge as well as social skills to achieve accurate, justified, and efficient diagnostic outcomes (Radkowitsch et al., 2022 ).

This study reviews the relationships postulated in CDR model across three studies to test them empirically and investigate the extent to which the relationships in the CDR model are applicable across studies . By addressing this research question, the current study contributes to a better understanding of the underlying processes in collaborative problem-solving.

We derived a model (Fig. 1 ) from the postulated relationships made by the CDR model. We assume that the individual characteristics are positively related to the CDAs (Hypotheses 1–3), as well as that the CDAs are positively related to the diagnostic outcome (Hypotheses 4–6). Further, we expect that the relationship between the individual characteristics and the diagnostic outcome is partially mediated by the CDAs (Hypotheses 7–15).

Visualization of hypothesized relationships between individual characteristics, collaborative diagnostic activities, and diagnostic outcome

We used data from three studies with similar samples and tasks investigating CDR in an agent-based simulation in the medical domain. The studies can therefore be considered conceptual replication studies. Furthermore, we decided to use an agent-based simulation of a typical collaboration setting in diagnostic reasoning, namely the interdisciplinary collaboration between an internist and a radiologist (Radkowitsch et al., 2022 ).

To test the hypotheses, three studies were analyzed. Footnote 1 Study A was carried out in a laboratory setting in 2019 and included medical students in their third to sixth years. Study B included medical students in their fifth to sixth years. Data collection for this study was online due to the pandemic situation in 2020 and 2021. In both studies, participation was voluntary, and participants were paid 10 per hour. Study C was embedded as an online session in the curriculum of the third year of medical school in 2022. Participation was mandatory, but permission to use the data for research purposes was given voluntarily. All participants took part in only one of the three studies. All three studies received ethical approval from LMU Munich (approval numbers 18-261, 18-262 & 22-0436). For a sample description of each study, see Table 1 . We would like to emphasize that none of the students were specializing in internal medicine, ensuring that the study results reflect the competencies of regular medical students without specialized expertise.

Each of the three studies was organized in the same way, with participants first completing a pretest that included a prior knowledge test, socio-demographic questions, and questions about individual motivational-affective characteristics (e.g., social skills, interest, and motivation). Participants then moved on to the CDR simulation and worked on the patient case. The patient case was the same for studies B and C, but was different for study A. The complexity and difficulty of the patient case did not vary systematically between the patient cases.

Simulation and Task

In the CDR simulation, which is also used as a learning environment, the task was to take over the role of an internist and to collaborate with an agent-based radiologist to obtain further information by performing radiological examinations to diagnose fictitious patient cases with the chief symptom of fever. Medical experts from internal medicine, radiology, and general medicine constructed the patient cases. Each case was structured in the same way: by studying the medical record individually, then collaborating with an agent-based radiologist, and finally reporting the final diagnosis and its justification again individually. For a detailed description on the development and validation of the simulation, see Radkowitsch and colleagues ( 2020 ).

Before working within the simulation, participants were presented with an instruction for the simulated scenario and informed what they were to do with it. Then, we instructed participants how to access further information in the medical record by clicking on hyperlinks, as well as how they could use the toolbar to make notes for the later in the process. Furthermore, we acquainted the students with how they could request further information through collaborating with a radiologist.

During the collaboration with an agent-based radiologist, participants were asked to fill out request forms to obtain further evidence from radiological examinations needed to diagnose the patient case. To effectively collaborate with radiologists, it is crucial for internists to clearly communicate the type of evidence required to reduce uncertainty (referred to as “evidence elicitation”) and share any relevant patient information such as signs, symptoms, and medical history (referred to as “evidence sharing”) as well as suspected diagnoses under investigation (referred to as “hypotheses sharing”) that may impact the radiologists’ diagnostic process. Only when participants shared evidence and hypotheses appropriately for their requested examination did they receive a description and evaluation of the radiologist’s radiologic findings. What was considered appropriate was determined by medical experts for each case and examination in preparation of the cases. Therefore, this scenario involves more than a simple division of tasks, as the quality of one person’s activity (i.e., description and evaluation of the radiologic findings) depends on the collaborative efforts (i.e., CDAs) of the other person (OECD, 2017 )

Measures—Individual Characteristics

The individual characteristics were measured in the pretest. The internal consistencies of each measure per study are displayed in Table 4 in the Results section. We want to point out that the internal consistency of knowledge as a construct—determined by the intercorrelations among knowledge pieces—typically exhibits a moderate level. Importantly, recent research argues that a moderate level of internal consistency does not undermine the constructs’ capacity to explain a significant amount of variance (Edelsbrunner, 2024 ; Stadler et al., 2021 ; Taber, 2018 ).

Content knowledge was separated into radiology and internal medicine knowledge, as these two disciplines play a major role in the diagnosis of the simulated patient cases. For each discipline, conceptual and strategic knowledge was assessed (Kiesewetter et al., 2020 ; Stark et al., 2011 ). The items in each construct were presented in a randomized way in each study. However, the items for study C were shortened due to the embedding of the data collection in the curriculum. Therefore, items with a very high or low item difficulty in previous studies were excluded (Table 2 ).

Conceptual knowledge was measured using single-choice questions including five options adapted from a database of examination questions from the Medical Faculty of the LMU Munich, focusing on relevant and closely related diagnoses of the patient cases used in the simulation. A mean score of 0–1 was calculated, representing the percentage of correct answers and indicating the average conceptual knowledge of the participant per medical knowledge domain.

Strategic content knowledge was measured contextually using key features questions (M. R. Fischer et al., 2005 ). Short cases were introduced followed by two to three follow up questions (e.g., What is your most likely suspected diagnosis?, What is your next examination?, What treatment do you choose?). Each question had eight possible answers, from which the learners were asked to choose one. Again, a mean score of 0–1 was calculated, representing the percentage of correct responses, indicating the average strategic content knowledge of the participant per domain.

The measure of collaboration knowledge was consistent across the three studies and specific to the simulated task. Participants were asked to select all relevant information for seven different patient cases with the cardinal symptom of fever (internal medicine). The patient cases were presented in a randomized order and always included 12 pieces of information regarding the chief complaints, medical history, and physical examination of the patient cases. We then assessed whether each piece of information was shared correctly (i.e. whether relevant information was shared and irrelevant information was not shared) and assigned 1 point and divided it by the maximum of 12 points to standardized the range of measure to 0–1. Then we calculated a mean score for each case and then across all cases, resulting in a range of 0–1 indicating the participants’ collaboration knowledge

The construct of social skills was consistent across the three data collections and was measured on the basis of self-report on a 6-point Likert scale ranging from total disagreement to total agreement. The construct was measured using 23 questions divided into five subscales; for example items, see Table 3 . Five questions aimed to measure the overall construct, and the other four subscales were identified using the complex problem-solving frameworks of Liu et al. ( 2016 ) and Hesse et al. ( 2015 ): perspective taking (four questions), information sharing (five questions), negotiation (four questions), and coordination (five questions). For the final score, the mean of all subcategories was calculated, ranging from 1 to 6, representing general social skills.

Measures—Collaborative Diagnostic Activities (CDA)

We operationalize CDAs in the pretest case in terms of quality of evidence elicitation, evidence sharing, and hypotheses sharing. The internal consistencies of each measure per study are displayed in Table 4 in the Results section.

The quality of evidence elicitation was measured by assessing the appropriateness of the requested radiological examination for the indicated diagnosis. An expert solution was developed to indicate which radiological examinations were appropriate for each of the possible diagnoses. If participants requested an appropriate radiological examination for the indicated diagnoses, they received 1 point for that request attempt. Finally, a mean score across all request attempts (maximum of 3) was calculated and scored. The final mean score was transformed into a binary indicator, with 1 indicating that all requested radiological examinations were appropriated and 0 indicating that inappropriate radiological examinations were also requested, due to the categorical nature of the original data and its skewed distribution, with a majority of responses concentrated in a single category.

The quality of evidence sharing was measured using a precision indicator. This was calculated as the proportion of shared relevant evidence out of all shared evidence. Relevant evidence is defined per case and per diagnosis and indicated by the expert solution. The precision indicator was first calculated per radiological request. We then calculated the mean score, summarizing all attempts in that patient case. This resulted in a range from 0 points, indicating that only irrelevant evidence was shared, to 1 point, indicating that only relevant evidence was shared.

The quality of hypotheses sharing was also measured using a precision indicator. For each patient case, the proportion of diagnoses relevant for the respective patient case to all shared diagnoses was calculated. Which diagnoses were considered relevant for a specific case was determined by an expert solution. As with evidence elicitation, this score was evaluated and converted into a binary variable, where 1 indicated that only relevant diagnoses were shared and 0 indicated that also irrelevant diagnoses were shared, due to the categorical nature of the original data and its skewed distribution, with a majority of responses concentrated in a single category.

Measures—Diagnostic Outcome

We operationalize diagnostic outcome in the pretest case in terms of diagnostic accuracy, diagnostic justification, and diagnostic efficiency.

For diagnostic accuracy, a main diagnosis was assigned to each patient case as expert solution. After working on the patient case and requesting the radiological examination, participants indicated their final diagnosis. To do this, they typed in the first three letters of their desired diagnosis and then received suggestions from a list of 249 possible diagnoses. Diagnostic accuracy was then calculated by coding the agreement between the final diagnosis given and the expert solution. Accurate diagnoses (e.g., hospital-acquired pneumonia) were coded as 1, correct but inaccurate diagnoses (e.g., pneumonia) were coded as 0.5, and incorrect diagnoses were coded as 0. A binary indicator was used for the final diagnostic accuracy score, with 0 indicating an incorrect diagnosis and 1 indicating an at least inaccurate diagnosis, due to the categorical nature of the original data and its skewed distribution, with a majority of responses concentrated in a single category.

A prerequisite for diagnostic justification and diagnostic efficiency is the provision of at least an inaccurate diagnosis. If a participant provided an incorrect diagnosis (coded as 0), diagnostic justification and diagnostic efficiency were immediately scored as 0.

After choosing a final diagnosis, participants were asked to justify their decision in an open text field. Diagnostic justification was then calculated as the proportion of relevant reported information out of all relevant information that would have fully justified the final accurate diagnosis. Again, medical experts agreed on an expert solution that included all relevant information to justify the correct diagnosis. The participants’ solution was coded by two independent coders, each coding the full data, and differences in coding were discussed until the coders agreed. We obtained a range from 0 points, indicating a completely inadequate justification, to 1 point, indicating a completely adequately justified final diagnosis.

Diagnostic efficiency was defined as diagnostic accuracy (non-binary version) divided by the minutes required to solve the case.

Statistical Analyses

To answer the research question, a structural equation model (SEM) was estimated using MPlus Editor, version 8 (Muthén & Muthén, 2017 ). We decided to use a SEM, as it is a comprehensive statistical approach widely used in psychology and educational sciences for its ability to model complex relationships among observed and latent variables while accounting for measurement error (Hilbert & Stadler, 2017 ). SEM support the development and verification of theoretical models, enabling scholars to refine theories and interventions in psychology and education based on empirical evidence, as not only can one relationship be investigated but a system of regressions is also considered simultaneously (Nachtigall et al., 2003 ).

We included all links between the variables and applied a two-step approach, using mean-adjusted and variance-adjusted unweighted least squares (ULSMV, Savalei & Rhemtulla, 2013 ) as the estimator and THETA for parametrization, first examining the measurement model and then the structural model. The assessment of model fit was based on chi-square (χ2), root mean square error of approximation (RMSEA), and comparative fit index (CFI). Model fit is generally indicated by small chi-squared values; RMSEA values of < 0.08 (acceptable) and < 0.06 (excellent), and CFI values ≥ 0.90. We do not consider standardized root mean squared residual (SRMR), because, according to the definition used in MPlus, this index is not appropriate when the sample size is 200 or less, as natural variation in such small samples contributes to larger SRMR values (Asparouhov & Muthén, 2018 ). For hypotheses 1–6, we excluded path coefficients < 0.1 from our interpretation, as they are relatively small. In addition, at least two interpretable path coefficients, of which at least one is statistically significant, are required to find support for the hypothesis. For hypotheses 7–15, specific indirect effects (effect of an individual characteristic on diagnostic outcome through a specific CDA) and total indirect effects (mediation of the effect of an individual characteristic on diagnostic outcome through all mediators) were estimated.

We reported all measures in the study and outlined differences between the three samples. All data and analysis code have been made publicly available at the Open Science Framework (OSF) and can be accessed at https://osf.io/u8t62 . Materials for this study are available by email through the corresponding author. This study’s design and its analysis were not pre-registered.

The descriptive statistics of each measure per study are displayed in Table 4 . The intercorrelations between the measures per study can be found in Appendix Table 7 .

Overall Results of the SEM

All loadings were in the expected directions and statistically significant, except for conceptual knowledge in internal medicine in study C (λ = 0.241, p = .120), conceptual knowledge in radiology in study A (λ = 0.398, p = .018), and strategic knowledge in internal medicine (λ = 0.387, p = .206) and radiology (λ = -0.166, p = .302) in study B. Standardized factor loadings of the measurement model are shown in Appendix Table 8 .

The SEM has a good fit for study A [ X 2 (75) = 74.086, p = .508, RMSEA = 0.00, CFI = 1.00], study B [ X 2 (75) = 68.309, p = .695, RMSEA = 0.000, CFI = 1.00], and study C [ X 2 (75) = 93.816, p = .070, RMSEA = 0.036, CFI = 1.00].

Paths between Individual Characteristics, CDAs, and Diagnostic Outcome

The standardized path coefficients and hypotheses tests for the theoretical model are reported in Table 5 . An overview of the paths supported by the data is shown in Fig. 2 .

Evidence on supported relationships between individual characteristics, collaborative diagnostic activities, and diagnostic outcome

Overall, the R 2 for the CDAs ranged from medium to high for evidence elicitation and evidence sharing, depending on the study, and were consistently low for hypotheses sharing across all three studies. Looking at diagnostic outcome, R 2 is consistently large for diagnostic accuracy and medium to large for diagnostic justification and diagnostic efficiency (Table 6 ).

The path from content knowledge to evidence elicitation was positive and > 0.1 in all three studies, as well as statistically significant in two of them; therefore, we consider Hypothesis 1a supported. The path from content knowledge to evidence sharing was positive and > 0.1 in two studies, as well as statistically significant in one of them; therefore, Hypothesis 1b is also supported. In contrast, the path from content knowledge to hypotheses sharing was indeed also positive in two studies, but as neither was statistically significant, we conclude that Hypothesis 1c was not supported. The path from collaboration knowledge to evidence elicitation was positive and > 0.1 in only one study, but also not statistically significant. Thus, we found that Hypothesis 2a was not supported. For the path from collaboration knowledge to evidence sharing, we found relevant positive and statistically significant coefficients in all three studies. Hypothesis 2b is therefore fully supported by the data. This is not the case for Hypothesis 2c, for which we found no coefficient > 0.1 for the path from collaboration knowledge to hypotheses sharing. For the path from social skills to evidence elicitation, we found positive coefficients > 0.1 in two out of three studies, of which one was also statistically significant. Thus, we consider Hypothesis 3a to be supported. For the path from social skills to evidence sharing, we again found one statistically significant positive coefficient, but in the other two studies it was < 0.1. Therefore, we do not consider Hypothesis 3b to be supported by the data. The same applies to the path from social skills to hypotheses sharing, where the coefficient is < 0.1 in two studies. We therefore do not consider Hypothesis 3c to be supported.

The path from evidence elicitation to diagnostic accuracy was statistically significant and large in magnitude in two out of three studies. Hypothesis 4a is therefore supported. The path from evidence elicitation to diagnostic justification was only positive and > 0.1 in one study, which was also not statistically significant. Therefore, we find no support for Hypothesis 4b. In contrast, the path from evidence elicitation to diagnostic efficiency was positive and statistically significant in two out of three studies, with one large effect. Hypothesis 4c is therefore supported. The path from evidence sharing to diagnostic accuracy was only positive and reasonably large in one study. Therefore, we do not find support for Hypothesis 5a. The path from evidence sharing to diagnostic justification was positive and > 0.1 in two studies as well as statistically significant in one of them, so Hypothesis 5b is supported. In contrast, we did not find a positive coefficient > 0.1 for the path from evidence sharing to diagnostic efficiency. Therefore, Hypothesis 5c is not supported by the data. Although we found coefficients > 0.1 in two studies for the path from hypotheses sharing to diagnostic accuracy, we found no support for Hypothesis 6a, as none of these was statistically significant. This is different for Hypothesis 6b, as we found two positive paths from hypotheses sharing to diagnostic justification, one of which was statistically significant and large. Finally, we found two positive paths from evidence sharing to diagnostic efficiency in three studies, one of which was statistically significant. Hypothesis 6c is therefore supported.

Indirect Effects between Individual Characteristics, CDA, and Diagnostic Outcome

Indirect effects of CDAs on the effect of individual characteristics on the diagnostic outcome in CDR were estimated to test hypotheses 7–15. Although we found a mediating effect of all CDAs (β = .31, p = .008), and specifically for evidence elicitation (β = .27, p = .021) from content knowledge on diagnostic accuracy in study C, and some significant overall and direct effects for other relationships (Appendix Table 9 ), none of these were consistent across all of the studies. Thus, we conclude no consistent support for any of the Hypotheses 7–15.

The aim of the current study was to investigate the extent to which the relationships specified in the CDR model (Radkowitsch et al., 2022 ) are applicable across studies, to better understand the processes underlying CDR in knowledge-rich domains. Not only is this exploration crucial for the medical field or collaborative problem-solving in knowledge-rich domains, but it also offers valuable insights for computer-supported collaborative learning research. Despite CDR’s specific focus, the principles and findings have relevant implications for understanding and enhancing collaborative processes in various educational and professional settings.

Specifically, we investigated how individual learner characteristics, the CDAs, and the diagnostic outcome are related. We therefore analyzed data from three independent studies, all from the same context, a simulation-based environment in the medical domain. Our study found positive relationships between content knowledge and the quality of evidence elicitation as well as the quality of evidence sharing, but not for the quality of hypotheses sharing. Furthermore, collaboration knowledge is positively related to the quality of evidence sharing, but not to the quality of evidence elicitation and the quality of hypotheses sharing. Social skills are only positively related to the quality of evidence elicitation. This underscores the multifaceted nature of collaborative problem-solving situations. Thus, effective CDR, a form of collaborative problem-solving, necessitates a nuanced understanding of the interplay between individual characteristics and CDAs.

The relevance of content knowledge for diagnostic competence is well established in research (Chernikova et al., 2020 ). To develop any diagnostic skills in knowledge-rich domains, learners need to acquire large amounts of knowledge and to restructure it through experience with problem-solving procedures and routines (Boshuizen et al., 2020 ). In the case of CDR this enables the diagnostician to come up with an initial suspected diagnosis, which is likely to be relevant information for the collaboration partner and to guide the further CDAs effectively. The finding that content knowledge only has a relation to the quality of evidence elicitation but none of the other CDAs can be explained by the fact that evidence elicitation is the least transactive CDA within the collaborative decision-making process. When eliciting evidence, the collaboration partner is used as an external knowledge resource (Weinberger & Fischer, 2006 ). So, despite being a collaborative activity, evidence elicitation is about what information from the collaboration partner is needed rather than what the collaboration partner needs. Thus, elicitation is less transactive than sharing, which is focused at what the collaboration partner needs.

Not only content knowledge but also collaboration knowledge is related to the quality of evidence sharing. This finding implies that collaboration knowledge may influence the CDR above and beyond individual content knowledge. It also supports the differentiation of knowledge types made in the CDR model (Radkowitsch et al., 2022 ). Thus, it is important to learn not only the conceptual and strategic medical knowledge that is required for diagnosing but also knowledge about what information is relevant for specific collaboration partners when diagnosing collaboratively. This finding underpins the importance of being aware of the knowledge distribution among collaboration partners and the relevance of the transactive memory (Wegner, 1987 ). Thus, for collaborative problem-solving in knowledge-rich domains—as for computer-supported collaborative learning more generally—knowledge and information awareness is crucial (Engelmann & Hesse, 2010 ).

Thus, the relevance of collaboration knowledge in collaborative problem-solving is an important finding of our study, highlighting that it is critical in facilitating effective collaborative processes and outcomes. The current findings emphasize the need for educational strategies that explicitly target the development of collaborative knowledge to ensure that learners have the knowledge and skills necessary to participate in productive collaborative problem-solving and computer-supported collaborative learning processes. In doing so, the CDR model emphasizes the need for learners to master collaborative skills and build shared problem representations to take full advantage of collaborative learning opportunities.

As CDR is conceptualized to be an interplay of cognitive and social skills (Hesse et al., 2015 ), we also assumed that social skills are related to CDAs. However, we only found evidence of the expected relationship between social skills and CDAs for the quality of evidence elicitation. One explanation could be that collaboration knowledge was relatively high in all three samples, outweighing the influences of general skills. This is consistent with the assumption of the CDR model that the influence of more general social skills is reduced with an increasing level of professional collaboration knowledge (Radkowitsch et al., 2022 ). When collaboration knowledge is available to the diagnosticians, it becomes more important than social skills. This finding again underlines the importance of collaboration knowledge, which can be seen as a domain- and profession-specific development of social skills. However, another explanation could be that, when collaborating with an agent, the effect of social skills decreases, as the agent was not programmed to respond to social nuances. The design of the simulation would thus buffer against the effect of social skills. Although the study by Herborn et al. ( 2020 ) found no differences between human-to-human and human-to-agent collaboration, this does not necessarily invalidate the potential variability in outcomes associated with the social skills incorporated into the agent. For a thorough investigation into the impact of social skills, the agent would need variable social abilities, enabling the variation of the importance of basic social skills for successful collaboration.

Further, we need to conclude that there is no support for a relationship between the individual characteristics and hypotheses sharing, as we found no stable support for the relationship between any of the individual characteristics and the quality of hypotheses sharing. One possible explanation could be that the binary precision measure used to operationalize quality in hypotheses sharing is not sensitive enough or is not capturing the relevant aspect of quality in that activity. Another explanation could be that there is no direct relationship between the individual characteristics and hypotheses sharing, as this relationship is mediated by evidence sharing and thus influenced by the activated knowledge scripts (Schmidt & Rikers, 2007 ).

Looking at the relationships between CDAs and the diagnostic outcome, the current results highlight the need to distinguish between primary (diagnostic accuracy) and secondary (diagnostic justification and efficiency) outcomes of diagnostic reasoning (Daniel et al., 2019 ). Achieving diagnostic accuracy, a purely quantitative outcome measure, is less transactive than other aspects of the diagnostic outcome. This is also where we find the link to evidence elicitation, as we consider this to be the least transactive CDA within the collaborative decision-making process. However, the ability to justify and reach this decision efficiently is then highly dependent on evidence sharing and hypotheses sharing, activities that are more focused on transactivity within CDR (Weinberger & Fischer, 2006 ).

Although individual learner characteristics are found to have an effect on CDAs, and CDAs impact the diagnostic outcome, the effect is not mediated by CDAs across studies. Thus, we assume that, for effective collaborative problem-solving in knowledge-rich domains, such as CDR, it is not enough to have sufficient content and collaboration knowledge; it is also necessary to be able to engage in high quality CDAs to achieve a high-quality diagnostic outcome. This is consistent with research on individual diagnostic reasoning, which shows that diagnostic activities have a unique contribution to the diagnostic outcome after controlling for content knowledge (Fink et al., 2023 ).

In summary, we explored evidence elicitation, evidence sharing, and hypotheses sharing as crucial CDAs. The findings revealed diverse associations of these CDAs with individual characteristics and facets of the diagnostic outcome, supporting the notion that the CDR-process involves a variety of different skills (instead of being one overarching skill). On the basis of these results, we propose categorizing CDAs into activities primarily focused on individual goals and needs (e.g., elicitation) and more transactive activities directly targeted at the collaborator (e.g., sharing). To enhance quality in CDAs, instructional support should be considered. For instance, providing learners with an adaptive collaboration script has been shown to improve evidence sharing quality and promote the internalization of collaboration scripts, fostering the development of collaboration knowledge (Radkowitsch et al., 2021 ). Further, group awareness tools, such as shared concept maps, should be considered to compensate for deficits in one’s collaboration knowledge (Engelmann & Hesse, 2010 ). However, what is required to engage in high-quality CDAs remains an open question. One starting point is domain-general cognitive skills. These could influence CDAs, particularly in the early stages of skill development (Hetmanek et al., 2018 ). Previous research showed that, in diagnostic reasoning, instructional support is more beneficial when being domain-specific than domain-general (Schons et al., 2022 ). Thus, there is still a need for further research on how such instructional support might look like.

Future Research

Although we used data from three studies, all of them were in the same domain; thus, it remains an open question whether these findings are applicable across domains. The CDR model claims that the described relationships are not limited to the medical domain, but rather are valid across domains for collaboratively solving complex problems in knowledge-rich domains. Future research should explore generalizability, for example, for teacher education, which is a distinct field that also requires diagnosing and complex problem-solving (Heitzmann et al., 2019 ).

Regardless of domain, the non-mediating relationship of CDAs between individual characteristics and diagnostic outcomes, as well as the found effects of the CDAs in the current study, suggests that an isolated analysis of CDAs does not fully represent the complex interactions and relationships among activities, individual characteristics, and diagnostic outcomes. Future studies might assess CDAs as a bundle of necessary activities, including a focus on their possible non-linear interactions. We propose to use process data analysis to account for the inherent complexity of the data, as different activities in different sequences can lead to the same outcome (Y. Chen et al., 2019 ). More exploratory analyses of fine-grained, theory-based sequence data are needed to provide insights into more general and more specific processes involved in successful solving complex problems collaboratively (Stadler et al., 2020 ).

As our results have shown, collaboration knowledge and thus awareness of the knowledge distribution among collaboration partners is highly relevant. While a recent meta-analyses showed a moderate effect of group awareness of students’ performance in computer-supported collaborative learning (D. Chen et al., 2024 ), it has so far not been systematically investigated in collaborative problem-solving. Thus, more research on the influence collaboration knowledge in collaborative problem-solving is needed.

Further, additional factors associated with success in collaborative problem-solving—not yet incorporated into the model and thus not yet investigated systematically—include communication skills (OECD, 2017 ), the self-concept of problem-solving ability (Scalise et al., 2016 ), and positive activating emotions during problem-solving tasks (Camacho-Morles et al., 2019 ).

Limitations

There are, however, some limitations to be considered. One is that we have only considered CDAs and how they relate to individual characteristics and outcomes. However, the CDR model also introduces individual diagnostic activities, such as the generation of evidence and the drawing of conclusions. These occur before and after the CDAs and may therefore also have an impact on the described relationships. However, we decided to focus on the CDAs within the CDR process because they are particularly relevant for constructing a shared problem representation, being central to CDR. Future research might consider these individual diagnostic activities, as they could, for example, further explain the how content knowledge is related to the diagnostic outcome.

Another limitation of the current analyses is the operationalization of quality for the CDAs. We chose the appropriateness of radiological examination for the indicated diagnosis for quality of evidence elicitation and precision for quality of evidence sharing and hypotheses sharing. However, all of these only shed light on one perspective of each activity, while possibly obscuring others. For example, it may be that content knowledge is not related to the precision of hypotheses sharing, but this may be different when looking at other quality indicators, such as sensitivity or specificity. However, we decided to use the precision aspect of activities, as research shows that collaborators often fail to identify relevant information, and the amount of information is not related to performance (Tschan et al., 2009 ). Future research may explore a broader variety of quality indicators to be able to assess the quality of CDAs as comprehensively as possible. It should also be noted that in study B a suppression effect (Horst, 1941 ) between hypothesis sharing and evidence elicitation artificially inflated the observed effect size. This is to be expected with process data that can be highly correlated and needs to be considered when interpreting the effect sizes.

In addition, it should be noted that the omega values obtained for the conceptual and strategic knowledge measures were below the commonly accepted threshold of 0.7. While we chose to use omega values as a more appropriate measure of reliability in our context, given the complex and multifaceted nature of the knowledge constructs, these lower-than-expected values raise important questions about the quality of the data and the robustness of the findings. Thus, it is important to understand that knowledge constructs, by their very nature, may not always exhibit high levels of internal consistency due to the diverse and interrelated components they encompass (Edelsbrunner, 2024 ; Stadler et al., 2021 ; Taber, 2018 ). This complexity may be reflected in the moderate omega values observed, which, while seemingly counterintuitive, does not invalidate the potential of the constructs to account for substantial variance in related outcomes. However, findings related to these constructs should be interpreted with caution, and the results presented should be considered tentative. Future research should further explore the implications of using different reliability coefficients in assessing complex constructs within the learning sciences, potentially providing deeper insights into the nuanced nature of knowledge and its measurement.

Another limitation of this study is related to the agent-based collaboration, as a predictive validation of collaborative problem-solving for later human-to-human collaboration in comparable contexts has not yet been systematically conducted. Although the agent-based collaboration situation used has been validated in terms of perceived authenticity, it still does not fully correspond to a real collaboration situation (Rosen, 2015 ). This could be an explanation for the low influence of social skills, as the setting might not require the application of a broad set of social skills (Hesse et al., 2015 ; Radkowitsch et al., 2020 ). In a real-life collaboration, the effects of social skills might be more pronounced. However, research showed that the human-to-agent approach did not lead to different results in collaborative problem-solving than the human-to-human approach in the 2015 PISA study, and correlations with other measures of collaborative skills have been found (Herborn et al., 2020 ; Stadler, Herborn et al., 2020 ). Future studies should specifically test the relevance of social skills for CDR in a human-to-human setting to strengthen the generalizability of our findings.

In conclusion, the current study highlights the importance of individual characteristics and CDAs as independent predictors for achieving good diagnoses in collaborative contexts, at least in the simulation-based settings we used in the studies included in our analysis. Collaboration knowledge emerged as a critical factor, demonstrating its importance over early acquired, general social skills. Therefore, it is imperative to revise the CDR approach by giving higher priority to the proficiency of collaboration knowledge compared with social skills. Furthermore, we conclude that, in simulation-based CDR, content knowledge does not play such a crucial role in predicting diagnostic success compared with many other educational settings, most probably because of the endless opportunities for retrying and revising in simulation-based learning environments.

With respect to CDAs, we suggest refining the perspective on the quality of CDAs and consider revising the CDR model by summarizing CDAs as information elicitation and information sharing, with the former being less transactive, and thus, less demanding than the latter. Adequate performance in both types of CDA is presumed to result in a high-quality shared problem representation, resulting in good diagnostic outcome. Collaborative problem-solving skills are highly relevant in professional practice of knowledge-rich domains, highlighting the need to strengthen these skills in students engaged in CDR and to provide learning opportunities accordingly. Further, the ability to effectively collaborate and construct shared problem representations is important, not only in CDR but also in collaborative problem-solving and computer-supported collaborative learning more in general, highlighting the need for integrating such skills into curricula and instructional design.

By emphasizing these aspects, we can improve the diagnostic skills of individuals in collaborative settings. Through advancing our understanding of CDR, we are taking a key step forward in optimizing collaborative problem-solving and ultimately contributing to improved diagnostic outcomes in various professional domains beyond CDR in medical education. In particular, integrating collaboration knowledge and skills into computer-supported collaborative learning environments can enrich learning experiences and outcomes in various knowledge-rich domains.

Please note that the data employed in this study have been used in previous publications (e.g., Brandl et al., 2021 ; Radkowitsch, et al., 2021 ; Richters et al., 2022 ). However, the research question and the results reported in this study are completely unique to this study.

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Open Access funding enabled and organized by Projekt DEAL. The research presented in this contribution was funded by a grant of the Deutsche Forschungsgemeinschaft (DFG, FOR 2385) to Frank Fischer, Martin R. Fischer and Ralf Schmidmaier (FI 792/11-1 & FI 792/11-2)

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Laura Brandl, Matthias Stadler, Constanze Richters & Frank Fischer

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Please note that the data employed in this study have been used in previous publications (e.g., Brandl et al., 2021; Radkowitsch, et al., 2021; Richters et al., 2022 ). However, the research question and the results reported in this study are completely unique to this study. An initial version of this article is presented as a poster at ISLS 2024.

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Brandl, L., Stadler, M., Richters, C. et al. Collaborative Problem-Solving in Knowledge-Rich Domains: A Multi-Study Structural Equation Model. Intern. J. Comput.-Support. Collab. Learn (2024). https://doi.org/10.1007/s11412-024-09425-4

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Social Problem-Solving

A Model of Social Problem-Solving

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Problem-Solving

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The skills required for rational problem-solving include:

Potential Difficulties

An Academic Term for a Human Process?

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