**3.6. Problem solving technique**

For a depressive child, problem solving is a serious difficulty; the main reason of difficulty consists of decision-making difficulty, depressed mood, absence of energy, and intense despair emotions seen in depression [85]. A similar situation applies to the anxious child. The child that faces with a problematic situation experiences serious problems in analyzing the problem and thinking of solutions due to anxiety and panic [86]. As a result, the child with internalizing disorder tends to perceive the problems as a trouble, unsolvable, or a serious threat. Such a distorted perception prevents the child from acting, negative emotions appear as a result of such avoidance, and problem becomes more insolvable [87].

Another purpose of CBT is teaching the child necessary practical skills to cope with problems that he/she may encounter every day, exist in real life, cause trouble, and must be actively addressed and solved. Problem solving technique enables the child to think of more than one solution, consider the possible results of every solution, and be able to gain decision-making skills on which solution to be selected [87, 88].

The problem-solving technique learned in childhood CBT involves similar techniques with the technique used in adults [88]. In the first step of the problem-solving technique, which consists of five steps in total, therapist encourages the child to see and accept problems as a part of daily life, and replace the avoidance reactions against these problems with more active coping behaviors. In the second step, operational definition of the problem is made with the child, and problem is formulated in detail. In the third step of technique, "brainstorming" is made regarding the alternative ways of solution, and a list is created for possible solutions. Each solution on the list is evaluated in detail with its pros and cons, the best way is selected for the solution of problem, and action is taken, in the fourth step. The last step is the evaluation stage; results of the way used for the solution of problem are evaluated [73, 76].

Firstly, problem-solving technique is theoretically explained to the child during therapy, then exercises are made using hypothetical examples in order for the child to externalize the problem and talk more comfortably, and lastly, real life events and problems in child's life are addressed. At this stage, the existing life problems of the child can be listed, and exercises can be started with the one selected by the child. Therapist undertakes an active role in the whole process, and shows how to address a problem by serving as a model. Rewarding the child in each problem that he/she solves successfully and achieves his/her target will increase motivation [50, 81, 89].
