farzane mikaeeli manee; behzad arzhangi; goldar yarmohammadishorgoli; Ali Esazadegan
Abstract
The purpose of this study was to compare the effectiveness of cognitive hope enhancing training and social skills training on reducing female high school students’ fear of negative evaluation and safe behavior. This semi-experimental study employed pretest- posttest design with control group. For ...
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The purpose of this study was to compare the effectiveness of cognitive hope enhancing training and social skills training on reducing female high school students’ fear of negative evaluation and safe behavior. This semi-experimental study employed pretest- posttest design with control group. For data collection Leary social phobia safety Behavior scale (SPSBS) and Pinto-Gouveia Salvador Brief fear of Negative Evaluation scale (BFNE) were used. The data were evaluated on the basis of scores located above the cut-off point. then Participants were randomly assigned into three groups (i.e., 15 students received trainings on cognitive hope enhancing, 15 students received trainings on social skills, and 15 students were considered a control group).The experimental groups received cognitive hope enhancing training and social skill training for eight 90-minute sessions hold once a week; while the control group did not receive any training. result Univariate analysis of covariance demonstrated that cognitive hope enhancing training and cognitive social skill training was effective on reducing students’ fear of negative evaluation and safe behavior .However, there was no significant difference between the two kind of training methods. According to the findings of the present piece of research work, it is suggested that the cognitive hope enhancing training and social skills training be offered as in-service trainings of schools counselors.
masume aminikhoo; Naser Aghabababei
Abstract
This study was conducted to determine the effect of group logo-therapy on self-esteem, social skills, and anxiety among adolescent girls in Tehran, Iran. The research was performed in a semi-experimental method with two groups (15 girls per group): one experimental group with logo-therapy and one control ...
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This study was conducted to determine the effect of group logo-therapy on self-esteem, social skills, and anxiety among adolescent girls in Tehran, Iran. The research was performed in a semi-experimental method with two groups (15 girls per group): one experimental group with logo-therapy and one control group with treatment as usual. The Coopersmith Self-Esteem Inventory, the Teenage Inventory of Social Skills, and Beck Anxiety Inventory have been applied to both groups in the pre- and post- intervention phases. Data were analyzed using Analysis of Covariance. Our results showed that group logo-therapy affected the levels of self-esteem and anxiety, but not social skills of these young girls. This study suggests that group logo-therapy may be useful for boosting some aspect of positive functioning of adolescent girls like self-esteem or reducing their negative feelings in response to anxiety but it may not be useful in improving their social skills. Implications of results have been discussed.
Mahsa Bahmani; Ebrahim Naeimi; Saeid Rezaie
Abstract
The purpose of this study was to determine the effectiveness of the interventional program of cognitive-behavioral games on social and emotional skills in children with high-performance autism disorders in Tehran. The research method was a semi-experimental, pre-test, post-test with control group. The ...
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The purpose of this study was to determine the effectiveness of the interventional program of cognitive-behavioral games on social and emotional skills in children with high-performance autism disorders in Tehran. The research method was a semi-experimental, pre-test, post-test with control group. The statistical population included all children with high-performance autism disorders in the year 1396-97 in Tehran. A total of 10 boys aged 5 to 15 years with high-performance autism disorders were selected by purposeful sampling and randomly placed in experimental and control groups. The profile of social autism skills (Blinney, Rezaie, 1391) and emotional checklist (self-made) were used to collect data. An interventional program of cognitive-behavioral games was conducted in 10 sessions, 60 minute for the experimental group. The results of this study showed that interventional program of cognitive-behavioral games significantly (p< 0/05), improved social and emotional skills. Given the effectiveness of the intervention program cognitive-behavioral games are recommended to be used continuously in educational and rehabilitation program for educational and rehabilitation centers.
Hadi Hashemi Razini; Minoo Karampoor
Volume 5, Issue 20 , December 2015, , Pages 161-185
Abstract
The purpose of this study was to investigate the effectiveness of Executive Functions Training Program on Social and Communication Skills of Children who have Autism spectrum disorders. This was a quasi-experimental research, and a pre-test, post-test, follow-up and control group. To do so, 10 Autisms ...
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The purpose of this study was to investigate the effectiveness of Executive Functions Training Program on Social and Communication Skills of Children who have Autism spectrum disorders. This was a quasi-experimental research, and a pre-test, post-test, follow-up and control group. To do so, 10 Autisms 7 to 12 years from special clinics of Beautiful Mind in Tehran city were selected by accessible sampling method. Wechsler Intelligence Scale for Children (WISC-IV) and Autism Spectrum Screening Questionnaire (ASSQ) for diagnosis of Autism were used and them were randomly distributed into experimental and control groups. Social and communication skills were assessed by Autism Treatment Evaluation Checklist (ATEC). Experimental group received executive Functions Training for 15 one hour sessions. For analyzing statistical data, a repeated measure is used. Results indicated that there is a meaningful difference between the social and communication skills in both control and experimental group in post-test and follow up stages. It could be concluded that Executive Functions Training is effective on Decrease Clinical Symptoms of Children who have Autism spectrum disorders and can be used as an effective intervention to eliminate or decrease clinical symptoms.
Rasoul Roshan Chesli
Volume 3, Issue 10 , February 2013, , Pages 73-94
Abstract
The effect of social competence training-based storytelling on social skills and behavioral problems of 8-10 year-old children with oppositional defiant disorder (ODD) is investigated in this study. This research is a semi-experimental design with pre-test, post-test, and control group. 45 children who ...
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The effect of social competence training-based storytelling on social skills and behavioral problems of 8-10 year-old children with oppositional defiant disorder (ODD) is investigated in this study. This research is a semi-experimental design with pre-test, post-test, and control group. 45 children who had received scores above the cut-point on oppositional defiant disorder subtest of Child Behavioral Checklist (CBCL) and whose problems were also confirmed by the Teacher Report Form (TRF) were selected. Then, Social Skills Rating System (Teacher Report Form) was administered to their teachers. A sum of 28 child with ODD who had received poor scores on social skills subtest of SSRS and whose behavioral problems were confirmed in behavioral problems subtest of SSRS was finally selected. Subjects were divided into control and experimental groups. The experimental group received social competence training-based storytelling for 15 sessions, each of which lasted 60 minutes. Upon the completion of the training, SSRS (Teacher Report Form) was administered as a post-test to both groups of teachers. The results were analyzed using Mann-Whitney U and indicated that teachers in the experimental group reported a significant increase in total score of social skills (p>0/001) and significant decrease in behavioral problems scores (p>0/01) of children with oppositional defiant disorder (ODD) as compared to the control group.
