The Effect of Life Skills Training on Social and Coping Skills, and Aggression in High School Students
Novelty in Biomedicine,
Vol. 7 No. 3 (2019),
1 May 2019
AbstractBackground: Adolescence is known as a stressful period in the process of growth which they experience a lot of emotional, physical and cognitive changes at the same time. It is important to develop life skills in this age group. The goal of the study was whether life skills training affect the social and coping skills and aggression in high school students.
Materials and Methods: A total of 100 high school students entered the study using a pretest-posttest assessment. All received life skills training (including coping skills, social skills and aggression control) during four sessions that each lasted 120 minutes. To compare the results before and after life skills training, four questionnaires including the individual characteristics of the study samples, the aggression test, the social skills test, and the coping skills checklist were used.
Results: Life skills training had a positive and significant effect on social and coping skills. The results also showed there was a significant decrease in aggression among students.
Conclusion: It is necessary to implement life skills training programs for a better and comprehensive development in students. Moreover, considering the formation of personality at an early age and the current situation of society, learning these skills at an early age seems more desirable.
- Life skills
- Social skills
- Coping skills
- High school
How to Cite
Amiriy Barmakohi A. Training life skills for decreasing depression. J Iran Psychol. 2009;5(20):297-306.
Sadeghi Movahed F, Narimani M, Rajabi S. The Effect of Teaching Coping Skills in Students' Mental Health. J Ardabil Univ Med Sci. 2008;8(3):261–9. [Persian]
Lahsaeizadeh A, Moradi G. The Examination of Relation to between Coping Strategies and Aggression Behavior on Youths: A Case study of Islam Abad-e-qarb. J Applied Sociol. 2010;21(2):1-18. [Persian]
Steinmayr R, Crede J, McElvany N, Wirthwein L. Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects. Front Psychol. 2016; 6: 1994.
Mehrabizade MH, Taghavi SF, Attari YA. Effect of group assertive training on social anxiety, social skills and academic performance of female students. J Behav Sci. 2009;3(1):17-8. [Persian]
Yusefi F, Kheiri M. An investigation of the reliability and validity of Matson’s evaluative scale of social skills and a comparison of female and male performances in this scale. J Human and Social Sciences of Shiraz University. 2003;18(2):147-58. [Persian]
Stanton G. Development social and life skills. Erc No: Ed 217125.
Eslami AA, Rabiei L, Afzali SM, Hamidizadeh S, Masoudi R. The effectiveness of assertiveness training on the levels of stress, anxiety, and depression of high school students. Iranian Red Crescent Medical Journal. 2016;18(1):1-10.
Stalker K. Managing Risk and Uncertainty in Social Work: A Literature Review. J Social Work. 2003;3(2):211–33.
Hadadi S, Badri R. A study the Effects of life Skills Instruction on Coping Strategies. J Instruction and Evaluation. 2013;6(21):79-94. [Persian]
Nasr Esfahani AR, Fatehizadeh M, Fathi F. The Position of Students’ Essential Social Skills in Middle School’s Core Studies’ Textbooks. Daneshvar Raftar. 2005;11(9):49-64.
Parsa M. Motivation. 2nd ed. Tehran, Payame Noor University. 2013;23-37. [Persian]
Langari MR. Compare of aggression rate in migrant student male and who they aren’t. [Dissertation]. Iran. Tehran: Faculty of Education, Tarbiat Moalem University; 2010. [Persian]
Mohammadi N. A preliminary study of the psychometric properties of buss and Perry’s aggression. J Social Science and Humanities of Shiraz University. 2006;4(25):135-52. [Persian]
Ghodraty M. Compared the effects of cooperative learning with individual learning in the memory, the understanding, analysis, assessment and information science faculty teach fifth grade students in Qom [dissertation]. Tehran: Allameh Tabatabai University; 2001. [Persian]
Ghorbani L. Compared the effects of cooperative learning with traditional learning on the academic achievement of English language teaching third grade students [dissertation]. Tehran: Allameh Tabatabaei University; 2001. [Persian]
Gillies RM. The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction. 2003;14(2):197-213. [Persian]
Tajik A. Compared the effects of cooperative learning and individual learning and achievement in scientific information memory third-grade students [dissertation]. Tehran: Azad University of Tehran; 2004. [Persian]
Johnson D, Johnson RT. Cooperative learning. Washington: College of Education and Human Development; 2001
Aslavyn R. Summarized the research on collaborative learning. Faghihi F, translator. J Educ. 1992;2(30). [Persian]
Merrell KW, Gimpel GA. Social skills of children and adolescents: conceptualization, assessment and treatment, New Jerscy: Lawrence Erlbaum Associates, Inc; 1998.
Peterson K, Peterson S. Creating safe and caring Elementary schools. School safety, and fall. 1993; 11-15.
Eieser JR, Vanderpligt J. Attitudinal and social factor s in adolescent smoking: in search of peer group influence. J applied social psychol. 1984;14:348-63.
Kaplan RM, Chadwick MW, Schimmel LE. Social learning intervention to promote metabolic control in type 1 diabetes mellitus: private experiment results, diabetes care; 8:152-5.
Lamb, J., Puskar, K.R., Sereik, A., Corcoran, M.N., & et al. (1998). School based intervention to promote coping in rural teens. MCN. 1985;23(4):186-93.
Milne B, Joachim G, Niedhardt S. A stress management programme for inflammatory bowel disease patients. J Adv Nur. 1986;11:561.
Parker JC, Smarr KL, Buckelew SP, Stucky RC. Effects of stress management on clinical outcome in rheumatoid arthritis. Arthritis Rheum. 1995;38:1807.
Foruzandeh N, Delaram M. Effects of cognitive behavioral therapy on the coping strategies of non-medical students of Shahrekord University of medical sciences. J Shahrekord Univ Med Sci. 2003;5(3):26-34. [Persian]
Samari A, Lalee Faz H, Askari A. An investigation on supportive resources and coping styles with stressors in university students. J Fundamentals of Mental Health. 2006;8(32):97-107. [Persian]
Day Arla L. Gender differences in perceptions of stressors and utilization of social support among university students. Canadian Journal of behavioral sciences. 2003;49:339-48.
Taramian F, Mahjouie M, Fathi T. Life Skills (Persian), second edition, Tehran, Tarbiat Publications; 2008.
Rapee M, Thompson S. The effect of situational structure on the social performance of socially anxious and non-anxious participants. J Behavior Therapy and Experimental Psychiatry. 2008;33(2):91-102.
Mohammadi M, Farhoudian A. Aggression in Juvenile Delinquents and Mental Rehabilitation Group Therapy Based on Acceptance and Commitment. Iran Rehab J. 2015;13(2):5-9. [Persian]
Golchin, M. Tendency toward aggression in adolescents and the role of family. J Qazvin Univ Med Sci. 2002;6(1):36-41. [Persian]
Jenaabadi H, Nastiezaie N. A comparison of aggression, anxiety and depression in high school students in Saravan city. J Urmia Nursing and Midwifery Faculty. 2011;9(3):148-56. [Persian]
Tarshizi M, Saadatjoo S. Relationship between aggression and demographic characteristics secondary school students in Birjand. Mod Care. 2012;9(4):355-63. [Persian]
Nichols TR, Graber JA, Brooks-Gunn J, Botvin GJ. Sex differences in overt aggression and delinquency among Urban minority middle school students. J Appl Dev Psychol. 2006;27(1):78-91.
- Abstract Viewed: 495 times
- PDF Downloaded: 161 times