@2024 Afarand., IRAN
ISSN: 0000-0000 Iranian Journal of Isaar Studies 2017;1(3):107-113
ISSN: 0000-0000 Iranian Journal of Isaar Studies 2017;1(3):107-113
Impact of Teaching Life Skills (Perception of Problem Solving and Decision Making) on Hopefulness and Happiness of Martyrs and Veterans Children
ARTICLE INFO
Article Type
Original ResearchAuthors
Zahmati M. (*)(*) Humane Sciences Department, Humane Sciences Faculty, Garmsar Branch, Islamic Azad University, Garmsar, Iran
Correspondence
Article History
Received: May 23, 2017Accepted: August 1, 2017
ePublished: September 5, 2017
ABSTRACT
Aims
Life skills teaching programs are the applications of psychology in various personal and social fields, held with the aim of promoting mental and physical health and preventing mental, physical and social harm. The aim of this study was to investigate the effect of life skills teaching (perception of problem solving and decision making) on hopefulness and happiness of martyrs and veterans children.
Materials & Methods In this applied semi-experimental research with the pre-test post-test with control group design, between 2015 and 2016, 40 children of martyrs and veterans in Tehran were selected by convenient sampling method and randomly assigned to the experimental and control groups (each group 20 people). To collect the data, standardized Oxford Happiness Questionnaire and Miller Hopefulness Questionnaire were used. The experimental group received 11 sessions life skills teaching (each session one hour) for 2 weeks (perceived problem solving and decision making) and the control group did not receive interventional control. The data were analyzed by SPSS 15, using multivariate variance analysis and multivariate and one-way covariance analysis.
Findings In the post-test stage, the mean scores of happiness and hopefulness variables increased, which were significant in the happiness variable compared to the control group (p=0.006, F=4.534), but there was no significant difference between the two groups regarding the hopefulness variable (p=0.246, F=0.864).
Conclusion Life skills teaching (perception of problem solving and decision making) is effective in increasing the happiness of martyrs and veterans children, but it does not affect their hopefulness increase.
Materials & Methods In this applied semi-experimental research with the pre-test post-test with control group design, between 2015 and 2016, 40 children of martyrs and veterans in Tehran were selected by convenient sampling method and randomly assigned to the experimental and control groups (each group 20 people). To collect the data, standardized Oxford Happiness Questionnaire and Miller Hopefulness Questionnaire were used. The experimental group received 11 sessions life skills teaching (each session one hour) for 2 weeks (perceived problem solving and decision making) and the control group did not receive interventional control. The data were analyzed by SPSS 15, using multivariate variance analysis and multivariate and one-way covariance analysis.
Findings In the post-test stage, the mean scores of happiness and hopefulness variables increased, which were significant in the happiness variable compared to the control group (p=0.006, F=4.534), but there was no significant difference between the two groups regarding the hopefulness variable (p=0.246, F=0.864).
Conclusion Life skills teaching (perception of problem solving and decision making) is effective in increasing the happiness of martyrs and veterans children, but it does not affect their hopefulness increase.
CITATION LINKS
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[19]Aghili SM, Ghasemi Z. Investigating the effect of life skills training (self-awareness, anger control, effective communication, dareness) on adaptation of high school girl students and pre-university students in Golestan province. Danesh Entezami Golestan. 2013;4(1):1-10. [Persian]
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[21]Salmaniyan F, Esphbodi Pardkolai K, Jamali M. the effectiveness of life skills training classes on increasing happiness and self-esteem in spouses of war veterans with severity of disability of 25-75% of Minoodasht City. Int J Econ Manag Soc Sci. 2014;3(12):902-4.
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[24]Magnani R, Macintyre K, Karim AM, Brown L, Hutchinson P, Kaufman C, et al. The impact of life skills education on adolescent sexual risk behaviors in KwaZulu-Natal, South Africa. J Adolesc Health. 2005;36(4):289-304.
[25]Taremiyan F, Mehriyar AH. Effectiveness of "life skills training program" in prevention of drug use among secondary school students. Zanhjan Univ Med Sci. 2008;16(4):77-88. [Persian].
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[29]Francis LJ, Brown LB, Lester D, Philipchalk R. Happiness as stable extraversion: A cross-cultural examination of the reliability and validity of the Oxford Happiness Inventory among students in the U.K., U.S.A., Australia, and Canada. Person Individ Differ. 1998;24(2):167-71.
[30]Alipoor A, Noorbala A. A preliminary evaluation of the validity and reliability of the oxford happiness questionnaire in students in the Universities of Tehran. Iran J Psychiatry Clin Psychol. 1999;5(1 & 2):55-66. [Persian]
[31]Sodani M, Nikroo T, Hossein Pour M. Effectiveness of group therapy on increasing the life expectancy and self-esteem of retired women in education. 2013;12(1):35-51. [Persian]
[32]JabarZadeh Gheshlagh R, Bazaziyan S, Shaghaghi F. The effectiveness of life skills training on rescuing female teachers. Third National Conference on Consultation. Khomeini Shahr: Islamic Azad University, Khomeini Shahr; 2012. [Persian]
[2]Shirkavand N, Gholami Heydari S, Arab Salari Z, Ashoori J. The impact of life skills training on happiness and hopefulness among patients with type II diabetes. J Diabetes Nurs. 2015;3(3):8-19. [Persian]
[3]Hosseini D. Mediating role of hope in the relationship between self-efficacy and mental health of elementary teachers [Dissertation]. Marvdasht: Islamic Azad University; 2011. [Persian]
[4]Mostafaei F. The relationship between hope and measurement and depression in elliptical persons and comparison with non-elliptic persons [Dissertation]. Tehran: University of Rehabilitation Sciences and Social Welfare; 2011. [Persian]
[5]Movaheddi Y, Babapour Kheyrodin J, Movaheddi M. The effectiveness of group training based on hope therapy approach on promoting hope and subjective well-being in students. J Sch Psychol. 2014;3(1):116-29. [Persian]
[6]Kermani Z, Khodapanahi MK, Heydari M. Psychometric features of hope Snyder's scale. J Appl Psychol. 2011;5(3):7-23. [Persian]
[7]Mozafarinia F, Amin Shokravi F, Hydarnia A. Relationship between spiritual health and happiness among students. Iran J Health Educ Health Promot. 2014;2(2):97-108. [Persian]
[8]Azimzadeh P, Hosseini Mehr A, Rahmani O. The relationship between the five-factor model of personality and happiness among university students. Q J Educ Psychol. 2011;2(2):1-12. [Persian]
[9]Safari Sh. Investigating the level of happiness and its relationship with demographic variables among students. J Mod Indust Psychol. 2010;1(1):1-10. [Persian]
[10] Jamali T, Abbasi R. The relationship between religious orientation and happiness in students of Payame Noor University. First International Congress on Religion and Culture. Qom: Cultural Engineering Management Center of the Public Culture Council. 2014.
[11]Siamian H, Naeimi O, Shahrabi A, Hassanzadeh R, Âbazari MR, Khademloo M, et al. The status of happiness and its association with demographic variables among the paramedical students. J Mazandaran Univ Med Sci. 2012;21(86):159-66. [Persian]
[12]Argyle M, Lu L. The happiness of extraverts. J Person Soc Psychol. 1990;11(10):1011-7.
[13]Diener E. Frequently asked question; A primer for reporters and newcomers [Internet]. Ed Diener; 2009 [updated 2002 Apr; cited 2015 May]. Available from: https://internal.psychology.illinois.edu/~ediener/faq.html
[14]Keshavarz A, Vafaeyan M. Investigating effective factors on happiness. Andishe va Raftar. 2007;2(3):51-62. [Persian]
[15]World Health Organization. Life skills education for children and adolescents in schools [Internet]. Geneva: World Health Organization; 1948[updated 1994 Apr; cited 2015 May]. Available from: http://www.orientamentoirreer.it/sites/default/files/materiali/1994%20OMS%20lifeskills%20edizione%201994.pdf
[16]Monadi M. Family sociology: An analysis of the daily routine and the interior of the family. Tehran: Danzhe Publisher; 2006. [Persian]
[17]Niyaz Azari K, Amouyi F, Maddah MT, Barimani A. The study assessment life skills students of Islamic Azad University of Sari branch. Q J Educ Psychol. 2010;1(3):33-46. [Persian]
[18]Sajedi S, Atash pour SH, Kamkar M, Samsam Shariat MR. The effect of life skills training on interpersonal relationship, self esteem and assertiveness of blind girls in the Fatemeh Zahra Institute of Isfahan. 2009;39(1):14-26. [Persian]
[19]Aghili SM, Ghasemi Z. Investigating the effect of life skills training (self-awareness, anger control, effective communication, dareness) on adaptation of high school girl students and pre-university students in Golestan province. Danesh Entezami Golestan. 2013;4(1):1-10. [Persian]
[20]Khalatbari J, Azizzade Haghighi F. The effect of lifeskills and coping strategies with stress training on mental health of girl students. Knowl Res Appl Psychol. 2011;12(44):29-37. [Persian]
[21]Salmaniyan F, Esphbodi Pardkolai K, Jamali M. the effectiveness of life skills training classes on increasing happiness and self-esteem in spouses of war veterans with severity of disability of 25-75% of Minoodasht City. Int J Econ Manag Soc Sci. 2014;3(12):902-4.
[22]Rezaei S, Vahdat R. Zeinali A. Relationship of self-regulation, information technology and life skills with university students’ creativity. J Appl Sci Agric. 2014;9(3):1308-13
[23]Lopis EJ, Barrry M, Hosman C. Mental health promotion works: A rview. Promot Educ. 2005;12(2-Suppl):9-21.
[24]Magnani R, Macintyre K, Karim AM, Brown L, Hutchinson P, Kaufman C, et al. The impact of life skills education on adolescent sexual risk behaviors in KwaZulu-Natal, South Africa. J Adolesc Health. 2005;36(4):289-304.
[25]Taremiyan F, Mehriyar AH. Effectiveness of "life skills training program" in prevention of drug use among secondary school students. Zanhjan Univ Med Sci. 2008;16(4):77-88. [Persian].
[26]Delavar A. Theoretical and practical foundations of research in humanities and social sciences. Tehran: Roshd; 1999. [Persian]
[27]Frankford Ch, Nachmiyas D. Methods of research in the social sciences. Larijani F, Fazeli R, Sarookhani B, translators. Tehran: Soroush Publisher; 2011. [Persian].
[28]Argyle M, Martin M, Lu L. Testing for stress and happiness: the role of social and cognitive factors. In: Spielberger CD, Sarason IG, editors. Stress and Emotion. Washington DC: Taylor & Francis; 1995. pp. 173-87.
[29]Francis LJ, Brown LB, Lester D, Philipchalk R. Happiness as stable extraversion: A cross-cultural examination of the reliability and validity of the Oxford Happiness Inventory among students in the U.K., U.S.A., Australia, and Canada. Person Individ Differ. 1998;24(2):167-71.
[30]Alipoor A, Noorbala A. A preliminary evaluation of the validity and reliability of the oxford happiness questionnaire in students in the Universities of Tehran. Iran J Psychiatry Clin Psychol. 1999;5(1 & 2):55-66. [Persian]
[31]Sodani M, Nikroo T, Hossein Pour M. Effectiveness of group therapy on increasing the life expectancy and self-esteem of retired women in education. 2013;12(1):35-51. [Persian]
[32]JabarZadeh Gheshlagh R, Bazaziyan S, Shaghaghi F. The effectiveness of life skills training on rescuing female teachers. Third National Conference on Consultation. Khomeini Shahr: Islamic Azad University, Khomeini Shahr; 2012. [Persian]