@2024 Afarand., IRAN
ISSN: 2008-2630 Iranian Journal of War & Public Health 2016;8(4):209-215
ISSN: 2008-2630 Iranian Journal of War & Public Health 2016;8(4):209-215
Effectiveness of Social-Emotional Skills Program on Social Problem-Solving and Anger Control in Veterans’ Children
ARTICLE INFO
Article Type
Original ResearchAuthors
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, ArdabilPhone: +98 (45) 31505645
Fax: +98 (45) 33520457
e.sadri@uma.ac.ir
Article History
Received: June 19, 2016Accepted: November 13, 2016
ePublished: November 21, 2016
ABSTRACT
Aims
The veterans and their families might face with many mental and behavioral problems due to the war outcomes. One of the problems is their children’s vulnerability at their adolescent. The aim of the study was to determine the effectiveness of the socio-emotional skills program training on anger control and social problem-solving skill in the veterans’ children.
Materials & Methods In the controlled pretest-posttest semi-experimental study, 30 male children of veterans, who studied at Shahed High School in Ardabil, were studied in 2015. The subjects, selected via simple random sampling method, were randomly divided into two groups including control (n=15) and experimental (n=15) groups. Data was collected by anger control and social problem-solving skill questionnaires. Twelve one-hour socio-emotional skill-training sessions were conducted in experimental group, while control group received no training session. Data was analyzed by SPSS 16 software using multi-variable covariance test.
Findings The effects of pretest stage having been controlled, the mean posttest scores of the groups were significantly different in anger control, positive orientation toward the problem, logical problem-solving, negative orientation towards the problem, impulsive/carelessness style, and avoidance style (p<0.001).
Conclusion The socio-emotional skills training enhance anger control and constructive problem-solving skill, while it reduces insufficient problem-solving skill in the veterans’ children.
Materials & Methods In the controlled pretest-posttest semi-experimental study, 30 male children of veterans, who studied at Shahed High School in Ardabil, were studied in 2015. The subjects, selected via simple random sampling method, were randomly divided into two groups including control (n=15) and experimental (n=15) groups. Data was collected by anger control and social problem-solving skill questionnaires. Twelve one-hour socio-emotional skill-training sessions were conducted in experimental group, while control group received no training session. Data was analyzed by SPSS 16 software using multi-variable covariance test.
Findings The effects of pretest stage having been controlled, the mean posttest scores of the groups were significantly different in anger control, positive orientation toward the problem, logical problem-solving, negative orientation towards the problem, impulsive/carelessness style, and avoidance style (p<0.001).
Conclusion The socio-emotional skills training enhance anger control and constructive problem-solving skill, while it reduces insufficient problem-solving skill in the veterans’ children.
CITATION LINKS
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[33]Fung D, Howe C. Liberal studies in Hong Kong: A new perspective on critical. Think Sk Creat. 2012;7(2):101-11.
[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.