life skills

Aim: The purpose of this study was to investigate the effectiveness of life skills training on personal-social adjustment and psychological capital of high school students in Tehran during 1397. Methodology: The method used in this study was applied in terms of purpose and in terms of data collection, a quasi-experimental design with pretest-posttest design with control group and random sampling. The statistical population consisted of all female secondary school students in 1397. Using random sampling, 30 students in both experimental and control groups (15 subjects) and control (15 subjects) were considered as the sample size. The experimental group received 8 life skills training sessions, and the control group did not receive any treatment. In order to collect information, two questionnaires, personal-social adjustment (California, 1953) and McGee's Psychological Capital questionnaires (2011) were used. In order to determine the reliability of the questionnaire, Cronbach's alpha coefficient was used and the coefficient for each questionnaire was higher than 0.7. Content validity was also used to assess the validity of the questionnaire, which was approved by the relevant experts. Data analysis was performed using SPSS software in two sections: descriptive and inferential (covariance analysis). Findings: Findings showed that life skills training increased personal and social compatibility of students. Based on the results of the findings, life skills training increased the psychological capital and its components in students(P> .0 / 01). Conclusion: Therefore, it seems that life skills training can enhance students' adaptation and provide effective techniques for increasing psychological capital.

This study aimed to determine the effectiveness of acceptance and commitment therapy (ACT) and life skill intervention on problem-solving style and relationship beliefs in male divorce applicants with worry symptoms. A quasi-experimental pre-test and post-test design were used in this research with two experimental groups and one control group. The statistical population of this study consisted of all male divorce applicants who referred to Iranmehr Counseling Center in Aliabad Katoul in 2018. The convenience sampling method was used to select samples from people who responded positively to the call, among whom 45 men were selected with scores higher than the mean on the Penn State Worry scale (1990), and randomly divided into two experimental groups and one control group (each group consisted of 15 people). Data were analyzed using SPSS-24 software and one-way and multivariate analysis of covariance.<strong> </strong>The research findings showed that life skill training (problem-solving) had a significant effect on problem-solving style and relationship beliefs and its subscales (P<0.05). ACT intervention also had a significant effect on both variables and their subscales (P<0.05).<strong> </strong>As a result, it can be stated that ACT and life skill interventions are effective on problem-solving style and relationship beliefs in male divorce applicants with worry symptoms.

Social health, as one of the three pillars of health, is a requirement for having a useful, effective, and satisfactory personal life and social health of members of a community, especially effective and constructive strata such as students, is a necessity for the dynamism, prosperity, and promotion of that community. Therefore, this study aimed to examine the effectiveness of World Health Organization-based life skills training on resilience and social health among sixth-grade male elementary school students. It was a quasi-experimental study followed by a pretest-posttest design with a control group regarding its research method. The current study had a statistical population including all sixth-grade male elementary school students in Zahedan in the academic year 2017-2018. To collect data, a corpus of 30 people was selected using available sampling. 9 sessions of life skills training were conducted on an experimental group; however, a control group was on a waiting list. Afterward, a pretest was carried out on both groups. Connor and Davidson Resilience Scale (2003) and Keyes Social Health Inventory (2004) were asked to complete in pretest and posttest. For data analysis, analysis of covariance. Results indicated that mean scores of resilience and social health obtained by the experimental group increased compared to those of the control group. Accordingly, it can be noted that life skills training promoted resilience and social health among the male students. According to the findings, it can be concluded that life skills training can be applied to enhance levels of resilience and social health among students.