The effectiveness of social skills training on improving social Well-being Bullying Students

Subject Areas : Tectonostratigraphy

nasser sobhi-gharamasleki ¹ , saeed pourabdol ² , seyed hamed sjjadpour ³

1 - عضو هیات علمی و قایم مقام معاونت آموزشی سازمان نظام روانشناسی و مشاوره کشور
2 - Ph.D student in clinical psychology. shahed university
3 - Ph.D student in clinical psychoogy, Shahed university of Tehran

Received: 2018-11-20 Accepted : 2019-02-19 Published : 2019-01-21

Keywords: social skills, social well-being, bullying,

Abstract :

bullying is one of the problems in teens that can be seen in schools. therefore, the purpose of this study was to evaluate the effectiveness of social skills training on improving social well-being of bullying students. the type of this research is was an experimental study with the pre-test, post-test one with control group design. research population included all male 1th grade secondary school students with bullying (case study: 1th grade male secondary school students with bullying in Tehran city in 2017). research sample included 40 Bullying Students who were selected through accicdental sampling and classified into two groups: experimental group (n=20 subjects) and control group (n=20 subjects). for data collection we used social well-being scale, bully/victim questionnaire. the results of maltivariate analysis of variance (MANCOVA) showed the social skills training positive effect on improving on the social well-being in bullying students. based on the findings of this study can be considered because of that social skills training can develop to adaptive behaviors and empathy. thus, this can result in positive effect on improving on well-being in this students.

References:

Afshari, A., Barzegari, A., & Esmali, A. (2017). Prevalence of high-risk behaviors among students based on demographic variables. journal of psychology new ideas, 1 (4), 29-42.

Aghayosofi, A., Fathiashtiyani, A., Aliakbari, M., & Imanifar, H. (2016). The study of effectiveness reality therapy approach based on choice theory on marital conflict and social Well-Being. Quarterly journal of woman, 7(26), 1-20.

Ahadi, B., Mirzaee, P., Narimani, M., & Abolghasemi, A. (2009). The Effect of Training Social Problem-solving Strategies on Social Adjustment and Academic Performance among Secondary Shy students. Journal of Exceptional Children, 9 (3),193-202.

Alicheshmealiaei, M., Tathabadi, J., Tahmasian, K., & Dehghanfar, H. (2015). Effectiveness of Social Skills Training on Decreasing Aloneness and Increasing Peer Acceptance. Journal of Psychological Models and Methods, 6 (19), 61-80.

Alizadehfard, S. (2018). The Effectiveness of social skills training program on theory of mind and social behaviors of children with nonverbal learning disorder. Journal of Learning Disabilities, 7(4), 105-129.

American Psychiatric Association. (2013). Diagnostic and statistic manual of mental disorders-Text revision (4th ed.). Washington, DC: Author.

Atadokht, A., Norozi, H., & Ghaffari, O. (2014). The effect of social problem-solving training on psychological well-being and resiliency of students with learning difficulties. Journal of Learning Disabilities, 3(2), 92-108.

Attari, Y., Shahniyalagh, M., Kochaki, A. M., & Bashlidha, K. (2006). The Effect of Social Skills Training on the Individual and Social Adjustment of Juvenile Offenders in Gonbad-e-Kavus County. Journal of Educational Sciences and Psychology, 3 (3) 25-46.

Atik, G. Ö. K. H. A. N. (2006). The role of locus of control, self-esteem, parenting style, loneliness, and academic achievement in predicting bullying among middle school students. Unpublished master’s thesis, Middle East Technical University, The Graduate School of Social Science, Ankara, Turkey.‏

 Behamin, M., &  Kouroshnia, M. (2018). The mediating role of loneliness in the relationship between social skills and social adjustment among adolescents. Journal of Psychological Models and Methods, 8(29), 253-268.

Chalmeh, R. (2013). Psychometrics Properties of the Illinois Bullying Scale (IBS) in Iranian Students: Validity, Reliability and Factor Structure. Journal of Psychological Models and Methods,3(11),39-52.

Cook, C. R., Gresham, F. M., Kern, L., Barreras, R. B., Thornton, S., & Crews, S. D. (2008). Social skills training for secondary students with emotional and/or behavioral disorders: A review and analysis of the meta-analytic literature. Journal of Emotional and Behavioral Disorders, 16(3), 131-144.‏

Delavar, A. (2005). Theoretical and practical foundations of research in the humanities and social sciences, Tehran: Roshd publication.

Farhadi, A., movahedi, Y., azizi, A., GhasemiKeli, F., & kariminejad, K. (2015). The Effectiveness of Social Skills, Training on Promoting the Theory of Mind in Aggressive Adolescents. Social Cognition, 3(6), 55-66.

Farrokhi, H., Mostafapour, V., & Sohrabi, F. (2017). The Effectiveness of Teaching Based on Theory of Mind and Social Skills Training on Syptoms of Children with Coduct Disorder. Journal of Child Mental Health, 4 (2),14-24.

Garmaroudi, G. R., & Vahdaninia, M. (2006). Social health: An investigation into social skills among students. Payesh, 5 (2),147-153. 

Gresham, F. M., Van, M. B., & Cook, C. R. (2006). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31(4), 363-377.‏

Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone: Cooperative, competitive, and individualistic learning. Prentice-Hall, Inc.‏

Karamatee, M. R. (2002). The Effect of Participatory Learning on the Development of Social Skills and Learning of Mathematical Lessons. Doctoral thesis, Tehran University of Tarbiat Moallem.

Kartal, H. (2009). The ratio of bullying and victimization among Turkish elementary school students and its relationship to gender and grade level. Journal of Social Sciences, 20(2), 109-119.‏

Keyes, C. L. (2006). Mental health in adolescence: Is America's youth flourishing?. American journal of orthopsychiatry, 76(3), 395-402.‏

Keyes, C. L. M. (1998). Social well-being. Social psychology quarterly, 121-140.‏

Lynam, D. R. (1997). Pursuing the psychopath: Capturing the fledgling psychopath in a nomological net. Journal of abnormal psychology, 106(3), 425.‏

Oliveira, F. R., de Menezes, T. A., Irffi, G., & Oliveira, G. R. (2018). Bullying effect on student’s performance. EconomiA, 19(1), 57-73.‏

Olweus, D. (1996). The revised Olweus bully/victim questionnaire. University of Bergen, Research Center for Health Promotion.‏

Olweus, D., & Limber, S. P. (2010). Bullying in school: Evaluation and dissemination of the Olweus Bullying Prevention Program. American Journal of Orthopsychiatry, 80(1), 124-134.‏

Olweus, D. (1987). Bully/victm problems among school children in Scandinavi. PK Smith and S. Sharp. Great Britain, Rutledge, 302-315.‏

Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Cambridge, MA: Blackwell Publishers.

Rezapour, M., Soori, H., & Khodakarim, S. (2014). Testing Psychometric Properties of the Perpetration of Bullying and Victimization Scales with Olweus Bullying Questionnaire in Middle Schools. Journal of Safety Promotion and Injury Prevention, 1(4), 212-221.

Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of personality and social psychology, 57(6), 1069.‏

Sadock, B. J., & Sadock, V. A. (2007). Delirium, dementia, and amnestic and other cognitive disorders. Sadock BJ, Kaplan HI, Sadock VA. Kaplan and Sadock’s synopsis of psychiatry: behavioral sciences/clinical psychiatry. Philadelphia, PA: Lippincott Williams and Wilkins, 319-372.‏

Safarinia, Majid. (2012). Social psychology and personality tests. Tehran: Arjmand Publications.

Seddiq Karkaj, N., & Aghdasi, A. N. (2017). The Effectiveness of Social Skills Training on Academic Adjustment, Academic Performance and Social Adequacy in Secondary School femal Students in Tabriz Secondary School. journal of psychology new ideas, 1 (4), 1-11.

Shetgiri, R., Lin, H., & Flores, G. (2013). Trends in risk and protective factors for child bullying perpetration in the United States. Child Psychiatry & Human Development, 44(1), 89-104.‏

Soliemani, E. (2018). Effectiveness of life skills training on adaptation and impulsivity (inattention, motor, and disorganization) in bullying students. Journal of School Psychology, 6(4), 45-69.

Soroushzadeh, S. H. (2012). The Effectiveness of Olive's Prevention Program on Social Skills and Self Esteem among Elementary School Students in Isfahan. Master's thesis. University of Mohaghegh Ardabili.

Van Vugt, E. S., Deković, M., Prinzie, P., Stams, G. J. J. M., & Asscher, J. J. (2013). Evaluation of a group-based social skills training for children with problem behavior. Children and Youth Services Review, 35(1), 162-167.‏

Vaughn, S., Kim, A. H., Morris Sloan, C. V., Hughes, M. T., Elbaum, B., & Sridhar, D. (2003). Social skills interventions for young children with disabilities: A synthesis of group design studies. Remedial and Special Education, 24(1), 2-15.‏

Watson, T. S., & Skinner, C. H. (2001). Functional behavioral assessment: Principles, procedures, and future directions. School Psychology Review, 30(2), 156-172.‏