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adolescent" "tienePdf" => "en" "tieneTextoCompleto" => "en" "tieneResumen" => "en" "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "S405" "paginaFinal" => "S407" ] ] "contieneResumen" => array:1 [ "en" => true ] "contieneTextoCompleto" => array:1 [ "en" => true ] "contienePdf" => array:1 [ "en" => true ] "autores" => array:1 [ 0 => array:2 [ "autoresLista" => "Alfunnafi’ Fahrul Rizzal, Budi Anna Keliat, Ice Yulia Wardani" "autores" => array:3 [ 0 => array:2 [ "nombre" => "Alfunnafi’ Fahrul" "apellidos" => "Rizzal" ] 1 => array:2 [ "nombre" => "Budi Anna" "apellidos" => "Keliat" ] 2 => array:2 [ "nombre" => "Ice Yulia" "apellidos" => "Wardani" ] ] ] ] ] "idiomaDefecto" => "en" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S1130862121000073?idApp=UINPBA00004N" "url" => "/11308621/00000031000000S2/v2_202104141019/S1130862121000073/v2_202104141019/en/main.assets" ] "itemAnterior" => array:17 [ "pii" => "S113086212100005X" "issn" => "11308621" "doi" 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"apellidos" => "Hardayati" ] 1 => array:1 [ "apellidos" => "Mustikasari" ] 2 => array:2 [ "nombre" => "Ria Utami" "apellidos" => "Panjaitan" ] ] ] ] ] "idiomaDefecto" => "en" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S113086212100005X?idApp=UINPBA00004N" "url" => "/11308621/00000031000000S2/v2_202104141019/S113086212100005X/v2_202104141019/en/main.assets" ] "en" => array:19 [ "idiomaDefecto" => true "titulo" => "An improvement in ability of adolescent drug users to solve problems through problem-solving therapy" "tieneTextoCompleto" => true "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "S400" "paginaFinal" => "S404" ] ] "autores" => array:1 [ 0 => array:4 [ "autoresLista" => "Adek Setiyani, Budi Anna Keliat, Mustikasari" "autores" => array:3 [ 0 => array:2 [ "nombre" => "Adek" "apellidos" => "Setiyani" ] 1 => array:4 [ "nombre" => "Budi Anna" "apellidos" => "Keliat" "email" => array:1 [ 0 => "ba_keliat@ui.ac.id" ] "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">*</span>" "identificador" => "cor0005" ] ] ] 2 => array:1 [ "apellidos" => "Mustikasari" ] ] "afiliaciones" => array:1 [ 0 => array:2 [ "entidad" => "Faculty of Nursing Universitas Indonesia, Depok, West Java, Indonesia" "identificador" => "aff0005" ] ] "correspondencia" => array:1 [ 0 => array:3 [ "identificador" => "cor0005" "etiqueta" => "⁎" "correspondencia" => "Corresponding author." ] ] ] ] "resumenGrafico" => array:2 [ "original" => 0 "multimedia" => array:7 [ "identificador" => "fig0005" "etiqueta" => "Figure 1" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr1.jpeg" "Alto" => 541 "Ancho" => 2091 "Tamanyo" => 65547 ] ] "descripcion" => array:1 [ "en" => "<p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">Implementation of nursing intervention and PST.</p>" ] ] ] "textoCompleto" => "<span class="elsevierStyleSections"><span id="sec0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0015">Introduction</span><p id="par0005" class="elsevierStylePara elsevierViewall">The prevalence of adolescent's drugs user is increasing from year to year. This habit will give impact to the adolescent relating to health issues, academic problems, family relationships, social issues and even a legal issue.<a class="elsevierStyleCrossRefs" href="#bib0100"><span class="elsevierStyleSup">1,2</span></a> Hence, because adolescent drug users experience the adverse effects, they surely need treatment which can increase their adaptive coping mechanisms.</p><p id="par0010" class="elsevierStylePara elsevierViewall">Psychosocial stressors faced by drug users are higher, and the drug users are more likely to use coping mechanisms focused on emotion.<a class="elsevierStyleCrossRef" href="#bib0110"><span class="elsevierStyleSup">3</span></a> Maladaptive coping mechanisms will lead to relapse in adolescent drug use even though they have already attended rehabilitation. Adolescent drug users who have adaptive coping mechanisms are capable of maintaining the condition without drugs.<a class="elsevierStyleCrossRef" href="#bib0115"><span class="elsevierStyleSup">4</span></a> So adolescent drug users should get interventions that can increase their adaptive coping mechanisms.</p><p id="par0015" class="elsevierStylePara elsevierViewall">The strategies will use cognitive and behavioral approach so as to train the ability to overcome the problems, which tend to increase the risk of relapses, such as trauma, mental health problems, negative behavior, and family problems, by identifying and building the adolescents’ self-protection skills for adolescents.<a class="elsevierStyleCrossRef" href="#bib0120"><span class="elsevierStyleSup">5</span></a> An improvement in the ability of adolescent drug users to solve problems effectively can maintain the condition without drugs and prevent relapse after attending rehabilitation.</p><p id="par0020" class="elsevierStylePara elsevierViewall">PST (PST) is part of cognitive-behavioral therapies that aims to improve the ability of effective coping mechanisms in individual, improve coping skills focus on the task but can reduce the ability of coping focus on ego or emotion.<a class="elsevierStyleCrossRefs" href="#bib0125"><span class="elsevierStyleSup">6,7</span></a> PST are to identify the problems, set realistic and achievable goals, specify an alternative way to solve identified problems, establish guidelines for decision-making, evaluate and select a solution, implement the solution that has been selected, and lastly to evaluate the results.<a class="elsevierStyleCrossRef" href="#bib0135"><span class="elsevierStyleSup">8</span></a></p><p id="par0025" class="elsevierStylePara elsevierViewall">The research was conducted at RSKO Jakarta, RS Marzoeki Mahdi Bogor and BNN Lido. Adolescent drug users who follow the rehabilitation in Jakarta RSKO is an average of 65–70 people per year with a prevalence of relapse by 20% in 2016, aged 15–20 years.<a class="elsevierStyleCrossRef" href="#bib0140"><span class="elsevierStyleSup">9</span></a> This number was still relatively smaller than the number of drug users who seek treatment at BNN Lido 2016, accounting to 33.267 people.<a class="elsevierStyleCrossRef" href="#bib0145"><span class="elsevierStyleSup">10</span></a></p></span><span id="sec0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0020">Method</span><p id="par0030" class="elsevierStylePara elsevierViewall">This study used the quasi-experimental method pre-post test without control, trough the combination of nursing interventions and PST. Samples are 30 adolescents, were taken using consecutive sampling, with inclusion criteria were adolescents aged 13–20 years, following rehabilitation, and did not have a psychotic diagnosis. Data retrieval was done from March to May 2019, which involved nurses from each room.</p><p id="par0035" class="elsevierStylePara elsevierViewall">The data collect used two questionnaires. Questionnaire A is a questionnaire of respondent characteristics, and Questionnaire B is a Social Problem-Solving Inventory-Revised (SPSI-R) questionnaire that is used to measure problem-solving skills and consists of 51 statements with the Guttsman scale (11). The increase of Positive Problem Orientation (PPO) and Rational Problem Solving (RPS) showed that both components of resolving the issue is increasingly being used to solve the relapse problem. While the increase of Negative Problem Orientation (NPO), Impulsive/Careless (IC), and Avoidance Style (AS) scores showed that these three components was no longer used in solving the relapse problem. SPSI-R questionnaire has been translated into Indonesian, and its validity and reliability have been tested (SPSI-R Cronbach alpha 0.864).</p><p id="par0040" class="elsevierStylePara elsevierViewall">After given informed consent, the researcher gave nursing intervention and PST with 5 sessions of PST in four meetings. Respondents should answer the post-test questionnaire after receiving the PST. One respondent took an average of seven meetings. The provision of intervention is illustrated in <a class="elsevierStyleCrossRef" href="#fig0005">Fig. 1</a>.</p><elsevierMultimedia ident="fig0005"></elsevierMultimedia><p id="par0045" class="elsevierStylePara elsevierViewall">The data was analyzed using the central tendency test, Paired <span class="elsevierStyleItalic">T</span>-test, and Repeated ANOVA to determine the effect of PST on problem-solving abilities. This research has passed the ethical test by the Faculty of Nursing Universitas Indonesia Research Ethics Committee on the research proposal, which is stated in the certificate of passing ethics with letter number of 58/UN2.F12.D/HKP.02.04/2019.</p></span><span id="sec0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0025">Results</span><p id="par0050" class="elsevierStylePara elsevierViewall">The average age of respondents is 19 years with the age range of 14–20 years; the biggest number of respondents is male (76.7%); relapse happens due to craving (43.3%); no family history of drug abuse (77.3%); no family member has symptoms of mental disorders (80%) and most of their friends are drug users (90%).</p><p id="par0055" class="elsevierStylePara elsevierViewall">The effects of nursing interventions and PST on the ability to solve problems are presented in <a class="elsevierStyleCrossRef" href="#tbl0005">Table 1</a>. The results showed that the ability of adolescent drug users to solve was sufficient (an average of 27.07) before receiving the nursing intervention and PST, but the ability improved slightly after receiving nursing intervention to an average of 30.63. However, this score is still considered sufficient.</p><elsevierMultimedia ident="tbl0005"></elsevierMultimedia><p id="par0060" class="elsevierStylePara elsevierViewall">The analysis result showed that the average problem-solving ability increased significantly after receiving nursing interventions and PST (the mean is 34.04).</p><p id="par0065" class="elsevierStylePara elsevierViewall">The analysis of problem-solving abilities is presented in <a class="elsevierStyleCrossRef" href="#tbl0010">Table 2</a>. Before receiving the nursing intervention, there were only 7 adolescents with good problem-solving skills, 19 adolescents having sufficient ability, and 4 adolescents having poor problem-solving ability. After the intervention, adolescents who have a good ability to solve problems decreased to 6 people and whom have sufficient ability to increase to 24 people. In addition, there was no adolescent having a poor ability to solve problems after receiving the nursing intervention. After receiving nursing interventions and PST, adolescents who have good problem-solving skills increased to 13 people and who had sufficient abilities decreased to 17 people.</p><elsevierMultimedia ident="tbl0010"></elsevierMultimedia></span><span id="sec0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0030">Discussion</span><p id="par0070" class="elsevierStylePara elsevierViewall">The ability to solve the problem of adolescent drug users who attended rehabilitation before getting an intervention was in a sufficient category (an average of 27.07). 63% of adolescent drug users had enough problem-solving ability.</p><p id="par0075" class="elsevierStylePara elsevierViewall">A good problem-solving ability can keep adolescents from negative behavior. Adolescents with good problem-solving skills use effective ways to solve their problems even though they sometimes use ineffective ways when they do not find an effective alternative solution, they consider that the outcome of problem-solving alternatives are worthless or they are not sure weather the effective alternative can resolve the issue,<a class="elsevierStyleCrossRefs" href="#bib0150"><span class="elsevierStyleSup">11,12</span></a> so they still need interventions that can help to maintain required problem-solving ability.</p><p id="par0080" class="elsevierStylePara elsevierViewall">Individuals with poor problem-solving abilities can’t determine alternative solutions when facing situations that pose a risk to drug abuse behavior,<a class="elsevierStyleCrossRef" href="#bib0150"><span class="elsevierStyleSup">11</span></a> so they tend to solve problems using the previous method, including using drugs again.</p><p id="par0085" class="elsevierStylePara elsevierViewall">The inability to recognize problems and determine alternative solutions increases the relapse risk in adolescent drug users. Therefore, adolescents need to be trained to be able to recognize and determine alternative solutions to their problems. Nursing interventions can be used to improve the ability to solve problems with drug users.</p><p id="par0090" class="elsevierStylePara elsevierViewall">Problem-solving ability in adolescent drug users increased significantly by 6.97% after getting nursing intervention, but still in the sufficient category. The ability to solve problems after getting nursing intervention showed that there were no adolescents with bad problem-solving ability. In addition, the number of adolescents with sufficient problem-solving ability increased to 24 people but adolescents with good ability decreased to 6 people.</p><p id="par0095" class="elsevierStylePara elsevierViewall">The improvement in ability to solve problems after nursing interventions is accompanied by an increase in RPS skill, but a decrease in PPO skill. RPS allows individuals to solve problems systematically. This effective and systematic way in solving problems uses 4 skills, include defining problems, making alternative solutions, making decisions and implementing alternative solutions.<a class="elsevierStyleCrossRef" href="#bib0160"><span class="elsevierStyleSup">13</span></a> Other research revealed that there was a relationship between RPS skills and personality and drug abuse behavior in adolescents.<a class="elsevierStyleCrossRef" href="#bib0150"><span class="elsevierStyleSup">11</span></a></p><p id="par0100" class="elsevierStylePara elsevierViewall">The tendency of adolescents to immediately fulfill their desires often ignores the impact that will occur due to drug abuse. RPS helps adolescents to solve problems by considering goals to be achieved, as well as the obstacles and impacts they will experience from each alternative solution. Adolescents with RPS skills can see that drug abuse will have greater negative impacts compared to the positive impact so that adolescents will not use drugs as a way of solving problems.</p><p id="par0105" class="elsevierStylePara elsevierViewall">A decline in the ability to use PPO skill after getting nursing intervention can be caused by several factors. PPO is related to the expectations, beliefs, and abilities of individuals to solve problems effectively.<a class="elsevierStyleCrossRef" href="#bib0165"><span class="elsevierStyleSup">14</span></a> Other studies stated that PPO is closely related to optimism and positive feelings, thus it can improve adaptive coping capabilities.<a class="elsevierStyleCrossRef" href="#bib0170"><span class="elsevierStyleSup">15</span></a> Researchers found that a decline in one's ability to do PPO was associated with a lack of confidence in adolescents to change the behavior of drug use due to some unpleasant withdrawal experiences.</p><p id="par0110" class="elsevierStylePara elsevierViewall">The problem-solving ability in adolescent drug users increased significantly after getting nursing interventions and PST by 25.86%, but this percentage was still categorized as sufficient. Relating to problem-solving ability, it's shown that the number of adolescents with good problem-solving skills after getting nursing interventions and PST was 13 persons, and other 17 adolescents had sufficient problem-solving skills.</p><p id="par0115" class="elsevierStylePara elsevierViewall">This result strengthens the results of previous studies. Research showed that PST was effective in improving problem-solving abilities and was able to reduce depression caused by physical illnesses.<a class="elsevierStyleCrossRef" href="#bib0135"><span class="elsevierStyleSup">8</span></a> Another study showed that PST had a positive impact on mental status and coping mechanism.<a class="elsevierStyleCrossRef" href="#bib0175"><span class="elsevierStyleSup">16</span></a></p><p id="par0120" class="elsevierStylePara elsevierViewall">The CAB method helps adolescents to recognize the problem more deeply. This is related to the emotional consequences when facing problems, the situations triggering the problems which will arise negative/irrational beliefs. Research showed that it is one of the stress management that can improve adolescent efficacy.<a class="elsevierStyleCrossRef" href="#bib0180"><span class="elsevierStyleSup">17</span></a> Irrational beliefs influence behavior, so adolescents tend to do irrational things like running away from home and abusing drugs. Researchers try to change irrational beliefs to be rational by convincing adolescents that these views or thoughts are incorrect, and that parents still love and care for them.</p><p id="par0125" class="elsevierStylePara elsevierViewall">The SSTA method prevents adolescents from rushing into making decisions by eliminating negative thoughts that may arise when facing problems. It also helps adolescents to calm themselves before making a decision for solving problems. PST helps adolescents recognize problems and determine alternative solutions to problems with the CAB and SSTA methods, so adolescents will no longer show impulsiveness, carelessness, and avoidance when facing problems.</p><p id="par0130" class="elsevierStylePara elsevierViewall">IC is an effort to solve destructive problems, where a person tends to think in a rush and not careful.<a class="elsevierStyleCrossRef" href="#bib0170"><span class="elsevierStyleSup">15</span></a> Adolescents usually resolve the problems with the solution comes to their mind firstly, without considering the consequence. Adolescents who have good problem-solving skills will not use IC to solve problems because they will recognize the problem and consider the consequence.</p><p id="par0135" class="elsevierStylePara elsevierViewall">A decline in the use of AS shows that adolescents do not avoid when facing problems. AS is a result of severe anxiety, characterized by being passive and apathetic in solving problems.<a class="elsevierStyleCrossRef" href="#bib0185"><span class="elsevierStyleSup">18</span></a> The results of research conducted by Oxman et al. showed that PST is able to reduce the use of AS.<a class="elsevierStyleCrossRef" href="#bib0190"><span class="elsevierStyleSup">19</span></a> The results of this study indicate that adolescents do not avoid problems anymore, but try to find ways to solve problems effectively.</p></span><span id="sec0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0035">Conclusion</span><p id="par0140" class="elsevierStylePara elsevierViewall">The results show that nursing intervention has been able to improve problem-solving skills by improving the use of RPS skill, but need to be combined with other therapies to improve PPO, such as PST. Nursing intervention combined with PST can improve problem-solving skills in adolescents significantly, by reducing their impulsiveness, carelessness, and avoidance toward problems.</p></span><span id="sec0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0040">Conflict of interest</span><p id="par0145" class="elsevierStylePara elsevierViewall">The authors declare no conflict of interest.</p></span></span>" "textoCompletoSecciones" => array:1 [ "secciones" => array:10 [ 0 => array:3 [ "identificador" => "xres1496459" "titulo" => "Abstract" "secciones" => array:1 [ 0 => array:1 [ "identificador" => "abst0005" ] ] ] 1 => array:2 [ "identificador" => "xpalclavsec1358820" "titulo" => "Keywords" ] 2 => array:2 [ "identificador" => "sec0005" "titulo" => "Introduction" ] 3 => array:2 [ "identificador" => "sec0010" "titulo" => "Method" ] 4 => array:2 [ "identificador" => "sec0015" "titulo" => "Results" ] 5 => array:2 [ "identificador" => "sec0020" "titulo" => "Discussion" ] 6 => array:2 [ "identificador" => "sec0025" "titulo" => "Conclusion" ] 7 => array:2 [ "identificador" => "sec0030" "titulo" => "Conflict of interest" ] 8 => array:2 [ "identificador" => "xack524167" "titulo" => "Acknowledgements" ] 9 => array:1 [ "titulo" => "References" ] ] ] "pdfFichero" => "main.pdf" "tienePdf" => true "fechaRecibido" => "2020-09-15" "fechaAceptado" => "2020-09-21" "PalabrasClave" => array:1 [ "en" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Keywords" "identificador" => "xpalclavsec1358820" "palabras" => array:3 [ 0 => "Adolescent" 1 => "Drug user" 2 => "Problem-solving therapy" ] ] ] ] "tieneResumen" => true "resumen" => array:1 [ "en" => array:2 [ "titulo" => "Abstract" "resumen" => "<span id="abst0005" class="elsevierStyleSection elsevierViewall"><p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">This study aims to determine the effect of problem-solving therapy (PST) on the ability to solve problems and relapse risk in adolescent drug users. This study used the quasi-experimental pre-post test without the control method with PST as an intervention. The study was conducted on 30 adolescent drug users in RSKO Jakarta, RSMM, and BNN Lido. Data retrieval was carried out from March to May 2019. The instrument was used by the Revised Social Problem-Solving Inventory (SPSI-R). Data were analyzed using central tendency, Paired <span class="elsevierStyleItalic">T</span>-test, and Repeated Anova. The problem-solving ability has increased after the adolescent drug users receive PST. PST can increase the use of PPO and decrease the use of IC habit as well as AS in problem-solving. PST can be an alternative in improving the quality of mental nursing care, especially for addiction nursing.</p></span>" ] ] "NotaPie" => array:1 [ 0 => array:2 [ "etiqueta" => "☆" "nota" => "<p class="elsevierStyleNotepara" id="npar0005">Peer-review under responsibility of the scientific committee of the 4th International Conference for Global Health (ICGH) in conjunction with the 7th Asian International Conference in Humanized Health Care (AIC-HHC). Full-text and the content of it is under responsibility of authors of the article.</p>" ] ] "multimedia" => array:3 [ 0 => array:7 [ "identificador" => "fig0005" "etiqueta" => "Figure 1" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr1.jpeg" "Alto" => 541 "Ancho" => 2091 "Tamanyo" => 65547 ] ] "descripcion" => array:1 [ "en" => "<p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">Implementation of nursing intervention and PST.</p>" ] ] 1 => array:8 [ "identificador" => "tbl0005" "etiqueta" => "Table 1" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "detalles" => array:1 [ 0 => array:3 [ "identificador" => "at1" "detalle" => "Table " "rol" => "short" ] ] "tabla" => array:1 [ "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col"> \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " colspan="3" align="center" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Mean</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col"><span class="elsevierStyleItalic">p</span> value \t\t\t\t\t\t\n \t\t\t\t\t\t</th></tr><tr title="table-row"><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Variable \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">BeforeTKN \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">AfterTKN \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">AfterTKN+PST \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " colspan="5" align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleItalic">Problem-solving ability</span></td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleHsp" style=""></span><span class="elsevierStyleItalic">PPO</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">4.67 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">3.27 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">3.80 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">0.008 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleHsp" style=""></span><span class="elsevierStyleItalic">RPS</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">11.00 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">13.43 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">13.37 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">0.004 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleHsp" style=""></span><span class="elsevierStyleItalic">NPO</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">4.67 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">5.53 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">5.60 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">0.113 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleHsp" style=""></span><span class="elsevierStyleItalic">IC</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">4.57 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">4.57 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">6.33 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">0.001 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleHsp" style=""></span><span class="elsevierStyleItalic">AS</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">3.63 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">3.80 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">5.00 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">0.002 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " colspan="5" align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleItalic">Composite</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">27.07 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">30.63 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">34.07 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">0.001 \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab2571025.png" ] ] ] ] "descripcion" => array:1 [ "en" => "<p id="spar0015" class="elsevierStyleSimplePara elsevierViewall">Changes in problem-solving ability of adolescent drug users in 2019 (<span class="elsevierStyleItalic">n</span><span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>30).</p>" ] ] 2 => array:8 [ "identificador" => "tbl0010" "etiqueta" => "Table 2" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "detalles" => array:1 [ 0 => array:3 [ "identificador" => "at2" "detalle" => "Table " "rol" => "short" ] ] "tabla" => array:1 [ "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td-with-role" title="\n \t\t\t\t\ttable-head\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col">Variable \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col">Category \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " colspan="2" align="center" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Before TKN</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " colspan="2" align="center" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">AfterTKN</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " colspan="2" align="center" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">AfterTKN<span class="elsevierStyleHsp" style=""></span>+<span class="elsevierStyleHsp" style=""></span>PST</th></tr><tr title="table-row"><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black"><span class="elsevierStyleItalic">N</span> \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">% \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black"><span class="elsevierStyleItalic">N</span> \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">% \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black"><span class="elsevierStyleItalic">N</span> \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">% \t\t\t\t\t\t\n \t\t\t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " rowspan="3" align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Problem solving ability</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Good \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">7 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">23.3 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">6 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">20.0 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">13 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">43.3 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Sufficient \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">19 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">63.3 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">24 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">80.0 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">17 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">56.7 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Bad \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">4 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">13.3 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">0 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">0 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">0 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="char" valign="\n \t\t\t\t\ttop\n \t\t\t\t">0 \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab2571024.png" ] ] ] ] "descripcion" => array:1 [ "en" => "<p id="spar0020" class="elsevierStyleSimplePara elsevierViewall">Category of problem-solving ability of adolescent drug users in 2019 (<span class="elsevierStyleItalic">n</span><span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>30).</p>" ] ] ] "bibliografia" => array:2 [ "titulo" => "References" "seccion" => array:1 [ 0 => array:2 [ "identificador" => "bibs0015" "bibliografiaReferencia" => array:19 [ 0 => array:3 [ "identificador" => "bib0100" "etiqueta" => "1" "referencia" => array:1 [ 0 => array:1 [ "referenciaCompleta" => "National Institute on Drug Abuse. 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An improvement in ability of adolescent drug users to solve problems through problem-solving therapy
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Faculty of Nursing Universitas Indonesia, Depok, West Java, Indonesia