Nazanin Fathi; Ali Naseri
Abstract
Background: Effective social skills are crucial for social interactions and relationships at every stage of life. The present study aimed to investigate the impact of life skills training through educational games on emotion regulation and social skills in primary school female students in Shiraz, Iran.Methods: ...
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Background: Effective social skills are crucial for social interactions and relationships at every stage of life. The present study aimed to investigate the impact of life skills training through educational games on emotion regulation and social skills in primary school female students in Shiraz, Iran.Methods: This study used a semi-experimental research design with a pre-test-post-test design along with a control group and a two-month follow-up. The study focused on all primary school female students in District Two of Shiraz, Iran in 2023. A total number of 72 primary school female students from the First, Second, and Third grades were conveniently selected. The study participants were randomly divided into two groups through a coin toss. In total, 36 students were included in the experimental group and 36 were placed in the control group. The experimental group took part in 12 weekly sessions, each lasting 45 minutes, in which they were taught using an educational game-based life skills training program. In contrast, the control group did not receive any form of training. Both groups completed the Emotion Regulation Checklist (ERC) and Gresham and Elliott Social and Behavioral Skills Questionnaire-Teacher Form during the pre-test, post-test, and follow-up stages. Finally, the data was examined using the paired T-test through SPSS version 28.Results: In the intervention group, the mean and standard deviation of adaptive emotional regulation was 22.08±3.22 in the pre-test and 23.14±3.47 in the post-test. The instability/negativity score was 30.72±3.95 in the pre-test and 28.28±3.75 in the post-test. Social skills were measured at 67.86±10.34 in the pre-test and 75.47±6.71 in the post-test, while behavioral skills were 26.89±6.95 in the pre-test and 27.67±7.55 in the post-test. The results of the covariance analysis test indicated that the effectiveness of life skills training intervention on adaptive emotional regulation was not statistically significant (F=2.52, P=0.117). However, the intervention did show significant effects on the instability/negativity variables (F=6.66, P=0.012), social skill dimension (P=0.002, F=10.55), and behavioral skill dimension (P>0.001, F=19.26).Conclusions: Teaching life skills based on educational games has led to improved emotion regulation and enhanced social skills of primary school female students in Shiraz, Iran. Therefore, it is recommended that education officials and school administrators use this approach to enhance emotion regulation and social skills in primary school female students.
Afsaneh Aslinejad; Maryam Abdoshahi; Malihe Naiemikia
Abstract
Background: Mindfulness is defined as the deliberate and non-evaluative awareness of the current moment. This study examined the effects of two training techniques, specifically strength-endurance and balance training, on mindfulness, aggression control, and emotion regulation in female high school students.Methods: ...
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Background: Mindfulness is defined as the deliberate and non-evaluative awareness of the current moment. This study examined the effects of two training techniques, specifically strength-endurance and balance training, on mindfulness, aggression control, and emotion regulation in female high school students.Methods: The study employed a quasi-experimental approach with a pretest and posttest design, conducted at a high school located in the 3rd district of Tehran, Iran in 2022. Among the 78 eligible female participants, 45 students were selected using a lottery method and were randomly assigned into three groups including body combat, body balance and control groups (each group including 15 participants). The experimental groups exposed to respected exercises for six weeks, with two weekly sessions lasting 45 to 60 minutes. The participants completed the Children and Adolescent Mindfulness Questionnaire (AAMS), the Aggression Questionnaire (AGQ), and the Cognitive Emotion Regulation Questionnaire (CERQ) in the pretest and posttest. Data analysis was conducted using SPSS version 26, employing ANOVA, paired t-test, ANCOVA, and LSD post hoc test.Results: BMI of the participants was 19.64±1.67. Results showed that in the posttest, body balance and body combat groups had significantly better scores than the control group in mindfulness (3.80±0.46, 3.52±0.68, and 2.95±0.35, respectively, P=0.023), aggression control (1.10±0.33, 1.57±0.47, and 1.77±0.32, respectively, P=0.001) and emotion regulation (5.62±0.52, 507±0.67, and 4.34±0.55, respectively, P<0.001). Moreover, body balance had significantly higher scores than body combat group in terms of mindfulness (P=0.041), aggression control (P=0.004) and emotion regulation (P<0.001).Conclusion: Body combat, and body balance training can be assumed as an important intervention for enhancing the mindfulness, aggression, and emotion regulation among female adolescents. These findings may have practical implications for school teachers, exercise psychologists and occupational therapists.
Seyedeh Malahat Athari; Mostafa Jannat Feridooni; Hadi Hashemi Razini
Abstract
Background: One reason for family breakups is failing to treat the problems of incompatible couples. The aim of this study was to compare the effectiveness of emotion regulation (ER) and logotherapy (LT) on the psychological distress of incompatible couples.Methods: This study used an experimental design ...
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Background: One reason for family breakups is failing to treat the problems of incompatible couples. The aim of this study was to compare the effectiveness of emotion regulation (ER) and logotherapy (LT) on the psychological distress of incompatible couples.Methods: This study used an experimental design with pre- and post-tests and a control group. The statistical population comprised all incompatible couples who had sought counseling services at Avaye Kherad, Neday Baran, and the Life Counseling Center in Sari City, Iran, in 2021. The research sample comprised 69 couples who were selected using purposive sampling and divided into two experimental groups (18 people in each group) and a control group (18 people). To collect data, the Depression, Anxiety, and Stress Scale (DASS) Questionnaire (Lovibond & Lovibond, 1995) was used. The collected data were analyzed using the ANCOVA test (with a significance level set at α=0.05) and SPSS version 25.Results: The results of the analysis showed that ER and LT were effective in reducing the psychological distress of incompatible couples. The mean depression score was significantly lower in the ER group (10.27±2.19) compared to the LT group (11.61±2.30) and the control group (15.05±2.38; P=0.001). The mean anxiety score was also significantly lower in the ER group (8.77±2.07) compared to the LT group (13.72±2.24) and the control group (13.94±2.18; P=0.004). The effectiveness of ER (10±1.87) in reducing stress was significantly higher than LT (13.38±2.59) and the control group (15.38±2.42; P=0.001).Conclusions: Based on the findings of this study, it can be concluded that emotion regulation and logotherapy can be effective therapies to reduce the problems of incompatible couples.
