Description

The Social Means-Ends Problem-Solving Procedure (MEPS-10) is a structured, psychological tool designed to assess an individual’s social problem-solving ability. Originally developed by Platt and Spivack in 1975, it has undergone various refinements to improve its utility in both clinical and research settings. The MEPS-10 focuses specifically on how people solve interpersonal problems by evaluating their ability to generate effective and goal-directed solutions to social situations.

Structure of the MEPS-10

The procedure consists of ten brief social dilemmas, each of which is designed to measure how well individuals can generate a sequence of steps (means) to achieve a desired interpersonal outcome (ends). Each scenario involves a character faced with a problem or challenge, and the participant must articulate how the character should solve the issue.
For example, a scenario might present a situation where a person is feeling isolated after moving to a new city. The participant’s task would be to explain how this person can form new friendships and establish social connections. The responses are scored based on several criteria:
Relevance: The solutions provided should logically relate to the problem and are judged on their effectiveness.
Plausibility: The solutions must be realistic and attainable.
Sequence: The steps provided must follow a coherent and orderly progression toward the desired goal.

Analysis of Responses

The analysis of MEPS-10 responses typically involves both quantitative and qualitative approaches:
Quantitative Scoring: Responses are rated on pre-defined criteria, such as the number of steps involved, relevance to the problem, and overall effectiveness.
Qualitative Analysis: Responses may also be analyzed for themes such as creativity, social competence, and emotional intelligence. More sophisticated analysis can be conducted using coding frameworks to categorize the types of solutions offered (e.g., avoidance vs. proactive engagement).
The MEPS-10 is frequently used in psychological research to measure social problem-solving abilities across different populations, such as individuals with depression, anxiety, personality disorders, or those who have experienced traumatic brain injuries. It helps researchers and clinicians to evaluate both deficits and strengths in social cognition and can be useful in designing therapeutic interventions.

Application of MEPS-10 Data

The data derived from the MEPS-10 can be applied in various settings:
Clinical Diagnosis and Intervention: By identifying deficiencies in social problem-solving, clinicians can tailor interventions to help patients develop more adaptive social skills.
Educational and Vocational Training: The tool can be used to enhance social skills training in educational or work settings, especially for individuals who struggle with interpersonal relationships.
Research on Social Cognition: It allows researchers to explore how different populations approach problem-solving and to compare abilities across groups.

Calibration

The calibration process for MEPS-10 is critical for ensuring the validity and reliability of the tool. This process typically involves the following steps:
Standardization of Scenarios: The ten scenarios are carefully constructed to ensure that they reflect common social challenges across a variety of cultures and contexts.
Inter-rater Reliability: In order to maintain consistent scoring, researchers often establish inter-rater reliability, where multiple raters score the same set of responses to ensure consistency.
Validity Testing: The MEPS-10 has been tested for both content validity (i.e., whether the scenarios adequately represent common social challenges) and construct validity (i.e., whether it accurately measures the intended construct of social problem-solving).
Norm Development: Normative data is collected from a broad range of individuals in order to create benchmarks for what constitutes typical or atypical problem-solving abilities.

Bibliography

Platt, J. J., & Spivack, G. (1975). Manual for the Means-Ends Problem-Solving Test (MEPS). University of Pennsylvania, Philadelphia.
Marx, B. P., Williams, M. J., & Claridge, G. (1992). Social problem-solving and its relationship to social functioning. Journal of Clinical Psychology, 48(1), 21-29.
D’Zurilla, T. J., Nezu, A. M., & Maydeu-Olivares, A. (2004). Social problem-solving: Theory and assessment. In P. M. Leveque (Ed.), Problem-solving therapy. New York: Springer.
Nezu, A. M., & Ronan, G. F. (1988). Social problem-solving as a mediator of stress and coping. Journal of Cognitive Therapy and Research, 12(1), 5-19.
Heppner, P. P., Witty, T. E., & Dixon, W. A. (2004). Problem-solving appraisal and psychological adjustment. Journal of Counseling Psychology, 31(4), 18-23.