Means–Ends Problem Solving Procedure [MEPS-10]

Description

The Means–Ends Problem Solving Procedure (MEPS-10) is a widely used psychometric instrument for assessing the cognitive ability to solve interpersonal problems. Its purpose is to examine whether an individual can identify effective strategies and organize a sequence of actions leading from a problematic situation to a desired outcome.

The MEPS-10 consists of ten hypothetical social scenarios or stories in which an initial situation and a successful final outcome are presented. The intermediate steps leading to problem resolution are omitted, and participants are asked to complete them by proposing appropriate strategies, decisions, and behaviors that could lead to the desired outcome.

This procedure enables the assessment of social reasoning, flexibility in decision-making, planning ability, and effective management of interpersonal conflicts. The instrument has been used in clinical psychology, educational psychology, psychiatry, cognitive rehabilitation, and research on social adjustment.

Data Analysis

Analysis of MEPS-10 data is based on both qualitative and quantitative evaluation of participants’ responses to each story. Unlike most Likert-type questionnaires, MEPS scoring requires a specialized coding system based on the scoring procedures described by the instrument developers.

Assessment primarily includes:

• the number of appropriate strategies or means generated,
• the number of inappropriate or ineffective strategies,
• responses containing no meaningful problem-solving strategies,
• recognition of possible obstacles,
• incomplete or insufficient responses.

Statistical analysis may include:

• calculation of an overall problem-solving score,
• descriptive statistics such as mean, standard deviation, and median,
• assessment of internal consistency using Cronbach’s alpha,
• exploratory and confirmatory factor analysis,
• between-group comparisons using t-tests, ANOVA, Mann–Whitney U, or Kruskal–Wallis tests,
• correlation analyses using Pearson’s or Spearman’s coefficients,
• linear and logistic regression analyses,
• structural equation modeling (SEM) when MEPS scores are incorporated into more complex research models.

Statistical analyses may be conducted using IBM SPSS Statistics, R, Jamovi, JASP, Stata, as well as structural equation modeling software such as AMOS, Mplus, and LISREL.

Use of Results

MEPS-10 results provide information about the cognitive processes an individual uses when dealing with social problems and interpersonal conflicts.

The instrument may be used for:

• assessment of interpersonal and social problem-solving skills,
• evaluation of social and cognitive functioning,
• assessment of therapeutic and psychoeducational interventions,
• investigation of relationships between social problem solving and mental health,
• research on depression, anxiety, antisocial behavior, and social adjustment,
• evaluation of cognitive rehabilitation and social-skills programs.

Objective

The primary objective of the Means–Ends Problem Solving Procedure (MEPS-10) is to assess an individual’s ability to generate effective action plans for solving interpersonal problems.

More specifically, the instrument aims to:

• assess the ability to develop step-by-step solutions,
• examine flexibility in social reasoning,
• evaluate the effectiveness of coping and problem-solving strategies,
• investigate the ability to anticipate potential obstacles,
• contribute to understanding cognitive mechanisms associated with social adjustment and decision-making.

Calibration and Psychometric Properties

The Greek adaptation of the MEPS was conducted in a sample of 150 university students aged 18–26 years from the Universities of Athens and Thessaly and the Technological Educational Institute of Athens. The adaptation process included translation, back-translation, and cultural adaptation by a group of bilingual psychologists. Factor analysis identified a general factor, supporting the unidimensional structure of the Greek version.

The reliability of the instrument was supported by relatively high internal consistency coefficients (0.84 and 0.82), while test–retest reliability coefficients ranged from 0.43 to 0.64, depending on the retest interval.

The validity of the MEPS has also been supported by factor-analytic investigations in different populations, suggesting that the individual stories assess a common underlying cognitive ability: effective interpersonal problem solving.

Applications in Research and Clinical Practice

The MEPS-10 has been used extensively in research examining social cognitive functioning, depression, anxiety disorders, delinquent behavior, psychological resilience, and social adjustment skills.

It has also been applied in clinical assessments, social-skills training programs, and cognitive-behavioral interventions because it allows structured evaluation of how individuals generate solutions to realistic interpersonal situations.

The MEPS should be interpreted as a measure of interpersonal cognitive problem-solving ability rather than as a stand-alone diagnostic instrument. Its results are most informative when considered together with other psychological, behavioral, and clinical measures.

References

Platt, J. J., & Spivack, G. (1975a). Unidimensionality of the Means–Ends Problem-Solving (MEPS) Procedure. Journal of Clinical Psychology, 31, 15–16.

Platt, J. J., & Spivack, G. (1975b). The MEPS Procedure Manual: A Measure of Interpersonal Cognitive Problem-Solving Skill. Hahnemann University.

Platt, J. J., & Spivack, G. (1977). Measures of Interpersonal Problem-Solving for Adults and Adolescents. Hahnemann University.

Spivack, G., Platt, J. J., & Shure, M. B. (1976). The Problem-Solving Approach to Adjustment: A Guide to Research and Intervention. Jossey-Bass.

Kleftaras, G. (2000). Interpersonal problem-solving of means-ends thinking, frequency and strength of pleasant and unpleasant activities and symptoms of depression in French older adults. Physical & Occupational Therapy in Geriatrics, 17(4), 43–63.