ARTICLE INFO

Article Type

Original Research

Authors

Sadri Damirchi   E. (* )
Asadi Shishegaran   S. (1)






(* ) Educational Sciences Department, Educational Sciences & Psychology Faculty, University of Mohaghegh Ardabili, Ardabil, Iran
(1) Educational Sciences Department, Educational Sciences & Psychology Faculty, University of Mohaghegh Ardabili, Ardabil , Iran

Correspondence

Address: Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Daneshgah Street, Ardabil
Phone: +98 (45) 31505645
Fax: +98 (45) 33520457
e.sadri@uma.ac.ir

Article History

Received:  June  19, 2016
Accepted:  November 13, 2016
ePublished:  November 21, 2016

BRIEF TEXT


Iraqi imposed war against Iran led researches and experts in mental health problems to closely witness the psych-neurological problems in the survivors and their relatives especially their wives and children [1].

… [2-14]. Social skills are often considered as a complex series of skills including communication, problem-solving and decision making, assertiveness, interaction with peers, and groups and self-management [15]. … [16-22].

This study aimed to determine the effectiveness of social-emotional skills training program on anger management and social problem-solving in the veterans` children.

This study is a quasi-experimental research with pretest-post design and control group.

This study was carried out in all the veterans` sons who were educating in Shahed High School in Ardebil city in 2015.

A total of 30 adolescents whose names had been given by school, were selected through simple random sampling and were randomly assigned to two groups of control and experimental (n=15 in each group). Inclusion criteria were: age range between 14-17 years old, consent for participation in this study, continuous presence in training sessions, and lack of physical and psychological disorders; Exclusion criteria were lack of tendency for continuing the participation in the study and absence of more than three sessions in this research.

The used instruments in this study were Anger Control and Social Problem-Solving Questionnaires. Anger Control Questionnaire: This questionnaire has eight questions and is scored based on the Likert Scale. Participants must specify their answers among five degrees (totally disagree, disagree, neutral, agree and totally agree) that each answers are given the scores of 1, 2, 3, 4, and 5 respectively. The score range is between 8 and 40. The low score on this questionnaire shows the less ability of the participants in controlling the anger. Hajati et al. obtained the alpha coefficients of 0.60 and the retest reliability coefficient of 0.58 for the Anger Control Questionnaire [23]. Social Problem-Solving Questionnaire: Revised Social-Problem Solving Inventory Short Form (SPSI-R), is a self-report instrument and has 25 questions and is scored on five-degree Likert Scale of “no means” (score 1) to “very high” (score 5). Its purpose is to measure social problem-solving skills and its subscales include Positive Orientation to problem (PPO), Negative Orientation to Problem (NPO), Rational Problem-Solving (PRS), Impulsive/Careless Style (ICS), and Avoidance Style (AS). This scale is based on the previous work by D`Zurilla et al. (2003). Two subscales of positive orientation to the problem and rational problem solving are considered as constructive problem-solving subscales and are scored positively. However, other subscales including impulsive-careless style, avoidance style, and negative orientation to the problem are considered as inefficient problem-solving subscales and are scored negatively (inverted). Therefore, based on this instrument, the” good ability of problem-solving” is determined by achieving high scores in PRO, RPS, and low scores in ISC, NPO, and AS. While, the “weak” social problem-solving ability is determined by achieving low scores in PRO and RPS and high scores in ICS, NPO, and AS. Test-retest reliability for this scale is between 0.68 and 0.91 and its Cronbach`s alpha coefficient is between 0.69 and 0.95. The construct validity of the questionnaire using confirmatory factor analysis and correlation with other measures of problem-solving and overlapping psychological constructs has been confirmed. In Iran, Mokhberi et. al. obtained the alpha coefficient of 0.85 for five measured factors and test-retest reliability of 0.88 for the Shortened Social Problem-Solving Questionnaire. Also, the factorial structure study by Mokhberi et al., indicates the five above mentioned factors. All validity analyses has confirmed SPSI as a Social Problem-Solving Inventory [24]. Both groups completed the questionnaires of anger control and Social Problem Solving Ability Inventory a week before the study. Then, the experimental group received 12 sessions of one hour teaching of social-emotional skills. However, the control group received no training. A week after the implementation of training sessions, both groups completed the above questionnaires again. This educational program was based on Sadri Damirchi emotional-social skills training book [25]. Training of these skills is derived from Bar-On theoretical pattern, proposed principles by Goleman, Kessel social-emotional learning program, Chris life Skills Training Program, and UNESEF Life Skill Training Program (Table 1). Analysis of data was carried out using Multivariate Analysis of Covariance Test in SPSS 16 Software. To run the Analysis of Covariance, first its pre-assumptions (Levin Test and Box Test) were evaluated. The results of the Box Test confirmed the general assumption of homogeneity of variance-covariance. Levine test results, also, showed that the variances of the two groups in both studied variables are equal in the level of society. Therefore, in order to investigate the effect of social-emotional skills training in the increase of anger management and the ability of problem solving and reduction of the inefficient problem-solving ability, the multivariate analysis of covariance was used.

The mean age of the experimental and the control groups were 14.53±1.26 and 14.62±1.36 years. After controlling the effects of pretest, there was a significant difference between the posttest mean scores of the two groups in each of the variables of anger management, positive orientation to problem-solving, logical problem-solving, negative orientation to problem-solving, impulsive/carelessness style and avoidance style. That is to say that the social-emotional training skills was effective on the increase of anger control, positive orientation to the problem, and logical problem-solving, and decrease of negative orientation to the problem, impulsive/carelessness style, and avoidance style in the veterans` children (p<0.001, Table 2).

The results of this study was consistent with the other studies in terms of decreasing anger and behavioral problems in the different groups that the studies by Turner et al. [26], Mark et al. [27], - Betlow [28], Pajares and Chank [29], and Jalil-Abkenar et al. [30] can be mentioned [31-32].

It is suggested that in the future studies, in addition to the removal of the current study, this training be used in the group of adolescents to remove the psychological stress of these adolescents and training classes are hold to make their parents familiar with this period life of their children and the stress they have to tolerate along with the injury of their fathers.

One of the limitations of this study was that the samples were limited to the veterans` children in the Shahed High School in Ardebil that the results are not generalizable to the target population; it needs researches in higher level with the comparison of the two genders. Also, the lack of follow-up resulted in not measuring the continuity of the effect of social-emotional skills training in this study.

Teaching social-emotional training skills is effective in the increase of anger management and constructive problem-solving and the decrease in the ability of inefficient problem-solving in the veterans’ children.

All the authorizes of educational system and Shahed School in Ardebil who cooperated with us in the implementation of this research are strongly appreciated.

Non-declared

Informed consent was taken for all the participants in the study. Also, to observe research ethical issues, all the social-emotional skills training sessions were hold for the control group after finishing this study.

All the financial sources of this research have been provided by the researches.

TABLES and CHARTS

Show attach file


CITIATION LINKS

[1]Nasiri A, Khosravi S, Ghaderi Z, Vafaei T, Esmaeili M. The effectiveness of group training of problem solving to decrease identity crisis of girl teenagers (devotee‘s daughters). Iran J War Public Health. 2010;3(1):37-43. [Persian]
[2]Shokoohi yekta M, Zamani N, Mahmoudi M, Pourkarimi J, Akbari Zardkhane S. Surveying the impact of cognitive -behavioral intervention on high school students’ control of anger. Clin Psychol Personal. 2015;2(11):61-70. [Persian]
[3]Power MJ, Tarsia M. Basic and complex emotions in depression and anxiety. Clin Psychol Psychother. 2007;14(1):19-31.
[4]Oraki M, Vaziri Nasab B, Alipour A. The effectiveness of cognitive - behavioral anger control based on mental health in infertile women. J Urmia Univ Med Sci. 2015;26(8):652-62. [Persian]
[5]Whitney M. Effects of videotaped wife delivered barbs, relaxation, and coping statements on irrational thinking and anger in maritally distressed men. East Garden City: Hofstra University; 2010.
[6]Kisac I. Anger provoking reasons on high school and university students. Proc Soc Behav Sci. 2009;1(1):2202-6.
[7]Miotto P, Pollini B, Restaneo A, Favaretto G, Preti A. Aggressiveness, anger and hostility in eating disorders. Compr Psychiat. 2008;49(4):364-73.
[8]Elgar FJ, Arlett C, Groves R. Stress, coping and behavioral problems among rural and urban adolescents. J Adolesc. 2003;26(5):574-85.
[9]Musante L, Treiber FA. The relationship between anger-coping styles and lifestyle behaviors in teenagers. J Adolesc Health. 2000;27(1):63-8.
[10]D’Zurilla TJ, Chang EC, Sanna LJ. Selfesteem and social problem-solving as predictors of aggression in college students. J Soc Clin Psychol. 2003;22(4):424-40.
[11]Nezu A, D Zorila TJ. Problem-solving training. In: Dobson KS, editor. Handbook of cognitive behavioral therapies (3rd edition). New York: Guiford Press; 2009.
[12]Ebrahimi H, Barzanjeh Atri S, Ghavipanjeh S, Farnam A, Gholizadeh L. The effect of training problem-solving skills on coping skills of depressed nursing and midwifery students. J Caring Sci. 2013;2(1):1-9.
[13]Khalili SH, Gholamali Lavasani M, Azad Farsane Y. The study of the effectiveness of group training problem-solving skills, on anger control high school students. Appl Psychol Res Q. 2015;6(1):1-10. [Persian]
[14]Squires J. The importance of early identification of social and emotional difficulties in preschool children. Center for International Rehabilitation; 2003. Available from: http://eip.uoregon.edu/asqse/pdf/ImportEarly_IdenCIR.pdf
[15]Agaliotis I, Kalyva E. Nonverbal social interaction skills of children with learning disadilities. Res Dev Disabil. 2008;29(1):1-10.
[16]Mendez J, McDermott P, Fantuzzo J. Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations. Psychol Sch. 2002;39(1):111-23.
[17]Payton JW, Wardlaw DM, Graczyk PA, Bloodworth MR, Tompsett CJ, Weissberg RP. Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. J Sch Health. 2008;70(5):179-85.
[18]Bayrami M, Movahedi Y. The effectiveness of social skills training on psychological capital among university students of Tabriz City. Q J Soc Work. 2015;4(1):30-7. [Persian]
[19]Movallali G, Barati R, Taheri M. Efficacy of Social Skills Training on the Reduction of Verbal and Nonverbal Aggression in Male Students with Intellectual Disability. J Child Ment Health. 2015;1(1):57-66. [Persian]
[20]Ratcliffe B, Wong M, Dossetor D, Hayes S. Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools. Res Autism Spectr Disord. 2014;8(12):1722-33.
[21]Peculea L, Bocos M. development of social and emotional skills through intervention programs among adolescents. Proc Soc Behav Sci. 2013;79:618-23.
[22]Gresham FM, Van MB, Cook CR. Social skills for teaching replacement behaviors: Remediating acquisition deficits in at risk student. Behav Disord. 2006;31(4):363-77.
[23]Hajati FA, Akbarzadeh N, Khosravi Z. Effects of cognitive-behavioral treatment program combined with a positive approach on the prevention of juvenile violence in Tehran. Psychol Stud. 2008;4(3):35-56. [Persian]
[24]Mokhbery A, Dortaj F, Dareh Kordi A. Evaluation of psychometric questionnaires and standardization of social problem solving ability. J Edu Measur. 2010;1(4):56-73. [Persian]
[25]Sadri Damirchi E, Esmaili Ghazivaloii F. Effectiveness of social- emotional skills training on cognitive emotion regulation and social skills in children with learning disabilities. J Learn Disa. 2016;5(4):141-7. [Persian]
[26]Turner NE, Mcdonald J, Somerset M. Life skills, mathematical reasoning and critical thinking: A curriculum for the prevention of problem gambling. J Gambl Stud. 2008;24(3):367-80.
[27]Fraser MW, Galinsky MJ, Smokowski PR, Day SH, Terzian MA, Rose RA, et al. Social information-processing skills training to promote social competence and prevent aggressive behavior in the third grades. J Consult Clin Psychol. 2005;73(6):1045-55.
[28]Betlow Mb. The effect of social skills intervention on the emotional intelligence of children with limited social skills [Dissertation]. South Orange, New Jersey: Seton Hall University; 2005.
[29]Pajares F, Miller D. Role of self-efficacy and beliefs self-concept in mathematical problem solving: A path analysis. J Educ Psychol. 1994;86(2):193-203.
[30]Jalil-Abkenar SS, Ashouri M, Afrouz GH. The effect of social behaviors training on improvement of the social skills of adolescents with intellectual disability. J Rehabil. 2013;14(3):31-41. [Persian].
[31]- Delgado-Casas C, Navarro JI, Garcia-Gonzalez-Gordon, R, Marchena E. Functional analysis of challenging behavior in people with severe intellectual disabilities. Psychol Rep. 2014;115(3):655-69.
[32]Thornton S. Children solving problem. U.S.A.: Harvard College; 1995.
[33]Fung D, Howe C. Liberal studies in Hong Kong: A new perspective on critical. Think Sk Creat. 2012;7(2):101-11.