@2024 Afarand., IRAN
ISSN: 2008-2630 Iranian Journal of War & Public Health 2020;12(2):85-91
ISSN: 2008-2630 Iranian Journal of War & Public Health 2020;12(2):85-91
Effectiveness of Social and Communication Skills Training Using Cognitive-Behavioral Approach on Psychological Well-being and Happiness of Female Students with Martyred and Veteran Parents in Shahrekord, Iran, Governmental Universities
ARTICLE INFO
Article Type
Original ResearchAuthors
Mahmoudi Eshkaftki F. (1)Ghazanfari A. (*1)
Solati S.K. (1)
(1) Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord , Iran
Correspondence
Address: Department of Psychology, Shahrekord Branch, IslamicAzadUniversity, Rahmatieh Street, Sharkord, Iran. Postal Code: 8858163388Phone: +98 (38) 33720101
Fax: -
aghazan5@yahoo.com
Article History
Received: January 13, 2020Accepted: May 4, 2020
ePublished: June 17, 2020
ABSTRACT
Aims
Psychological well-being can affect different aspects of people's lives through the positive development of emotions. The aim of this study was to investigate the effectiveness of social and communication skills training using cognitive-behavioral approach on psychological well-being and happiness of female students with martyred and veteran parents in Shahrekord governmental universities.
Materials & Methods The research was a quasi-experimental study that was conducted as a pretest-posttest-follow up with a control group on 50 female students with martyred and veteran parents in Shahrekord governmental universities in 2018-19. Research tools included the Ryff and Keynes Psychological Well-Being Questionnaire and the Oxford Happiness Questionnaire. The interventions were performed in 10 sessions of 90 minutes for the experimental group. Data were analyzed using repeated measures analysis of variance using SPSS 22 software.
Findings There was no significant difference between the two groups in the pretest stage (p>0.05). The mean scores of psychological well-being and happiness in the experimental group had a significant increase in the posttest stage compared to the control group (p<0.05). The results of repeated measures analysis of variance showed that the mean scores of psychological well-being and happiness, regardless of the effect of grouping during the posttest and follow up stages, changed significantly (p<0.05).
Conclusion Group training of social and communication skills with a cognitive-behavioral approach leads to increased psychological well-being and happiness of female students with martyred and veteran parents.
Materials & Methods The research was a quasi-experimental study that was conducted as a pretest-posttest-follow up with a control group on 50 female students with martyred and veteran parents in Shahrekord governmental universities in 2018-19. Research tools included the Ryff and Keynes Psychological Well-Being Questionnaire and the Oxford Happiness Questionnaire. The interventions were performed in 10 sessions of 90 minutes for the experimental group. Data were analyzed using repeated measures analysis of variance using SPSS 22 software.
Findings There was no significant difference between the two groups in the pretest stage (p>0.05). The mean scores of psychological well-being and happiness in the experimental group had a significant increase in the posttest stage compared to the control group (p<0.05). The results of repeated measures analysis of variance showed that the mean scores of psychological well-being and happiness, regardless of the effect of grouping during the posttest and follow up stages, changed significantly (p<0.05).
Conclusion Group training of social and communication skills with a cognitive-behavioral approach leads to increased psychological well-being and happiness of female students with martyred and veteran parents.
Keywords:
Well Being ,
Happiness ,
Social Skills ,
Communication Skills ,
Cognitive-Behavioral Therapy ,
CITATION LINKS
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[33]Seo K, Kwon M. Study on the effects of interpersonal- communication competence and family communication patterns on academic resilience. Indian J Sci Technol. 2016;9(40):1-7.
[2]Cabrera N, Volling B. Fathers are parents, too! widening the lens on parenting for children's development. Child Dev Perspect. 2018;12(3):1-6.
[3]Longobardi E, Spataro P, Ross-Arnaud C. Relations between theory of mind, mental state language and social adjustment in primary school children. Eur J Dev Psychol. 2016;13(4):424-38.
[4]Hosseinlu A, Kazemian S. The predictive role of individual supportive factors in the happiness of blind students. J Cognit Anal Psychol. 2017;8(28):53-61. [Persian]
[5]Demby KP, Riggs SA, Kaminski PL. Attachment and Family Processes in Children's Psychological Adjustment in Middle Childhood. Family Process. 2019;56(1):234-49.
[6]Salehi A, Abedini M. Examine the relationship between happiness and academic success of students educational spaces Mazandaran province with emphasis on the role of educational planning. J Educ Plan Stud. 2018;7(13):121-45. [Persian]
[7]Lau EYH, Chan KKS, Lam CB. Social support and adjustment outcomes of first-year university students in Hong Kong: Self-esteem as a mediator. J Coll Stud Dev. 2018;59(1):129-34.
[8]Wilks SE, Spivey CA. Resilience in undergraduate social work students: Social support and adjustment to academic stress. J Soc Work Educ. 2010;29(3):276-88.
[9]Folke C, Carpenter SR, Walker B, Scheffer M, Chapin T, Rockström J. Resilience thinking: Integrating resilience, adaptability and transformability. Ecol Soc. 2010;15(4):20.
[10]McLafferty M, Mallet J, McCauley V. Coping at university: The role of resilience, emotional intelligence, age and gender. J Quant Psychol Res. 2012;1(1):1-6.
[11]Mwangi CN, Ireri AM, Mwaniki EW, Wambugu SK. Relationship among type of school, academic resilienve and academic achievement among secondary school student in Kiambu county. Int J Soc Sci. 2017;3(3):1092-107.
[12]Han L, Zhao SY, Pan XY, Liao CJ. The impact of students with left-behind experiences on childhood: The relationship between negative life events and depression among college students in China. Int J Soc Psychiatry. 2017;64(1):56-62.
[13]Jones CJ, Peskin H. California psychological inventory (CPI): Encyclopedia of Personality and Individual Differences. Berlin: Springer; 2017.
[14]Hatami M, Heravi M, Ahadi H. Evaluation of psychometric parameters of happiness questionnaire. Educ Measurement Q. 2020;3(150):1- 22. [Persian]
[15]Kamalmanesh A, Mardepour M. An evaluation of post-traumatic stress disorder among war survivors. Health Res J Baqiyatallah Hosp. 2017;2(2):87-98. [Persian]
[16]Ribeiro IJS, Pereira R, Freire IV, Oliveira BG, Casooti CA. et al. Stress and Quality of Life among University Students: A Systematic Literature Review. Health Professions Educ. 2018; 4(2): 70-77.
[17]Cohan L, Stein M. Relationshipof resilience to personality, coping and psychiatric symptoms in young adults. J Behav Res Ther. 2006;44(3):585-99.
[18]Hatami S, Kavusian J. The effectiveness of life skills training on adjustment (social, educational, emotional) of martyrs children. J Sch Psychol. 2013;2(2):44-57. [Persian]
[19]Gokel O, Dagli G. Effects of social skill training program on social skills of young people. J Math Sci Technol Educ. 2017;13(11):7365-73.
[20]Gheirati E, Shabaniyafar A, Akhlaghi M, Peyman N. Relationship between communication skills and mental health in students of Mashhad University of Medical Sciences. J Sch Health Inst Health Res. 2016;14(3):61-72. [Persian]
[21]Delavar A. Research methods in psychology and educational sciences. Tehran: Virayesh; 2009. [Persian]
[22]Ryff C, Keyes C, Hughes D. Status inequalities, perceived discrimination, and eudaimonic well-being: Do the challenges of minority life hone purpose and growth?. J Hea Soc Behav. 2003;44(3):275-91.
[23]Bayani A, Mohamadkochaki A. Validity and reliability of the psychological well-being scale. Iran J Psychiatry Clin Psychol. 2008;14(2):146-51. [Persian]
[24]Argylr M, Crossland J. The dimensions of positive emotions. Br J Soc Psychol. 1987;26(2):127-37.
[25]Alipoor A, Agahheris M. Reliability and validity of the oxford happiness in ventor. J Dev psychol. 2007;3(12):287-98. [Persian]
[26]Alipoor A, Nourbala A. A Preliminary Evaluation of the Validity and Reliability of the Oxford Happiness Questionnaire in Students in the Universities of Tehran. Iran J Clin Psychol. 1999;5(1-2):55-66. [Persian]
[27]Gresham F, Van MB, Cook CR. Social skills for teaching replacement behaviors: Remediating acquisition deficits in at risk student. Behav Disord. 2006;31(4):363-77.
[28]Yalcin B, karahan T. Effects of a couple communication program onmarital adjustment of the American boord of family medicine. J Am Boord Fam Med. 2007;20(4):36-44.
[29]Coskun YD, Garipağaoğlu C, Tosun U. Analysis of the relationship between the resiliency level and problem solving skills of university students. Procedia-Soc Behav Sci. 2014;114:673-80.
[30]Lybomiraky S, Ross L, Hcdonic consequences of social comparison. A contrast of happy and unhappy people. J Perssoc Psychol. 1997;73(11):41-67.
[31]Alizadeh G, Moradi A. Investigating the relationship between psychological happiness and well-being and attitudes toward language. J Shahed Univ. 2017;15(2):69- 87. [Persian]
[32]Greca AML, Lai BS, Joormann J, Auslander BB, Short MA. Children's risk and resilience following a natural disaster: Genetic vulnerability, posttraumatic stress, and depression. J Affect Disord. 2013;151(3):860-7.
[33]Seo K, Kwon M. Study on the effects of interpersonal- communication competence and family communication patterns on academic resilience. Indian J Sci Technol. 2016;9(40):1-7.