Comparison of the Effectiveness of FRIENDS’s Psychological Education, Short-Term Solution-Oriented Counseling and Aerobic Exercise on Students' communication Skills

Subject Areas : Journal of Excellence in counseling and psychotherapy

Alireza  Arkian ¹ (Instructor, Department of Psychology, Ilam Branch, Islamic Azad University, Ilam, Iran.)
Mohsen  Jadidi ² (Associate Professor, Department of Psychology, Shahr-e-Quds Branch, Islamic Azad University, Shahr-e-Quds, Iran.)
Zainab  Mihandost ³ (Assistant Professor, Department of Psychology, Ilam Branch, Islamic Azad University, Iran.)

Received: 2022-02-07 Accepted : 2022-07-05 Published : 2022-11-22

Keywords: communication skills, Friends, Fitnessgram, SFBT,

Abstract :

Purpose: The aim of this study was to compare the effectiveness of FRIENDS psychological training, short-term solution-oriented therapy, and aerobic exercise (FitnessGram) on students’ communication skill. Methodology: The present study was quasi-experimental research with pretest and posttest-follow-up stages and control group. The statistical population of this study included all adolescents aged 13 to 15 years old in the first grade of Tehran State High School in Kahrizak Education District in the academic year of 2019-2020. Forty students were selected as our sample with non-convenience sampling method utilizing G*Power software. The subjects were assigned randomly into 3 intervention groups and control group. First experimental group trained by the researcher for nine 60-minute group sessions of FRIENDS program; SFBT intervention implemented based on Gutterman advanced techniques for Solution-Focused Counseling Protocol in eight 90-minute group sessions; and the last experiment group trained in FitnessGram exercises nine-60 minutes sessions in three weeks. Barton communication questionnaire used to gather research data.Findings: Recruited data analyzed by MANOVA. Results showed a significant difference between the intervention groups in terms of communication skills in the pretest-posttest on feedback, verbal, and auditory subscales (p<0.009), (p<0.006),  (p<0.001) respectively; Also in pretest and follow-up stage, feedback subscale (p<0.008) and auditory subscale (p<0.002) showed a significant difference between the intervention groups.Conclusion: Findings indicated that students could benefit psychoeducations in academic settings in order to improve their communication skills.

References:

Anderson AN, Kennedy H, DeWitt P & et al. (2014). Dance/movement therapy impacts mood states of adolescents in a psychiatric hospital. The Arts in Psychotherapy, 41(3), 257-262. [Link]

Andersson G. (2009). Using the Internet to provide cognitive behaviour therapy. Behaviour research and therapy, 47(3), 175-180.

Arai Y & Hisamichi S. (1998). Self-reported exercise frequency and personality: a population-based study in Japan. Perceptual and Motor Skills, 87(3_suppl), 1371-1375. [Link]

Bannink FP. (2007). Solution-focused brief therapy. Journal of contemporary psychotherapy, 37(2), 87-94. [Link] [Persian]

Barrett PM, Cooper M & Guajardo JG. (2014). Using the FRIENDS Programs to promote resilience in cross-cultural populations. In Resilience interventions for youth in diverse populations (pp. 85-108). Springer, New York, NY. [Link]

Barrett PM, Lowry-Webster & Turner, C. (2000a). FRIENDS program for children: Group leaders manual. Brisbane: Australian Academic Press. [Link]

Brosnahan J, Steffen LM, Lytle L & et al. (2004). The relation between physical activity and mental health among Hispanic and non-Hispanic white adolescents. Archives of pediatrics & adolescent medicine, 158(8), 818-823. [Link]

Çiçek G. (2018). Quality of Life and Physical Activity among University Students. Universal Journal of Educational Research, 6(6), 1141-1148. [Link]

Corcoran J & Pillai V. (2009). A review of the research on solution-focused therapy. British Journal of Social Work, 39(2), 234-242. [Link]

Currie KD, Thomas SG & Goodman, J. M. (2009). Effects of short-term endurance exercise training on vascular function in young males. European journal of applied physiology, 107(2), 211-218. [Link]

Engel GL. (1977). The need for a new medical model: a challenge for biomedicine. Science, 196 (4286), 129-36. doi: 10.1126/science.847460. [Link]

Engel GL. (1981, January). The clinical application of the biopsychosocial model. In The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine (Vol. 6, No. 2, pp. 101-124). Oxford University Press. [Link]

Gallegos-Guajardo J, Ruvalcaba-Romero NA, Chavez-Amavizca & et al. (2020). Evaluation of the Fun FRIENDS program with a sample of Mexican children. Pensando Psicología, 16(1), 1-21. doi: https://doi.org/10.16925/2382-3984.2020.01.03 [Link]

Garcia LMR, Toni, CGDS, Batista A & et al. (2019). Evaluation of the Effectiveness of the FUN FRIENDS Program. Trends in Psychology, 27, 925-941. [Link]

Heidari M, Pour SB, Makvandi & et al. (2016). Studyingthe Effectiveness of the FRIENDS Program Training on Promoting Social Skills of Children in Shiraz City. International Journal of Humanities and Cultural Studies (IJHCS)​ ISSN 2356-5926, 1058-1070. [Link].

Hotta K, Behnke BJ, Arjmandi B & et al. (2018). Daily muscle stretching enhances blood flow, endothelial function, capillarity, vascular volume and connectivity in aged skeletal muscle. The Journal of physiology, 596(10), 1903-1917. [Link]

Jobli EC, Gardner SE, Hodgson AB & et al. (2015). The review of new evidence 5 years later: SAMHSA's National Registry of Evidence-based Programs and Practices (NREPP). Evaluation and program planning, 48, 117-123. [Link]

Maljanen T, Paltta P, Härkänen T & et al.(2012). The cost-effectiveness of short-term psychodynamic psychotherapy and solution-focused therapy in the treatment of depressive and anxiety disorder during a one-year follow-up. Journal of Mental Health Policy and Economics. [Link]

Mir Mohammad Sadeghi M. (2004). The role of communication skills training on self-esteem and interpersonal relationships of homeless male adolescents living in boarding schools in Tehran. Master Thesis in Clinical Psychology. University of Rehabilitation Sciences and Social Welfare [Persian]

Mudd JE. (2000). Solution-focused therapy and communication Skills Training: An integrated approach to couples therapy (Doctoral dissertation, Virginia Tech). [Link]

Murphy JJ. (2015). Solution-Focused Approaches. Counselingand Psychotherapy, 279.

Ninan D. (2009). Persistence and the first-person perspective. Philosophical Review, 118(4), 425-464. [Link]

O'Hanlon B, O'Hanlon WH & Weiner-Davis M. (2003). In search of solutions: A new direction in psychotherapy. WW Norton & Company. [Link]

Pahl K & Barrett, P. (2010). Preventing Anxiety and Promoting Social and Emotional Strength in Preschool Children: A Universal Evaluation of the Fun FRIENDS Program. Advances in School Mental Health Promotion, 3 (3), 14-25 [Link]

Pavoski G, de Salvo Toni C, Batista & et al. (2018). Prevenção universal e promoção de saúde em grupo de crianças a partir do Método FRIENDS. Psico, 49(2), 148-158. [Link]

Petitpas AJ, Van Raalte JL, Cornelius & et al. (2004). A life skills development program for high school student-athletes. Journal of primary prevention, 24(3), 325-334. [Link]

Phillips SR & Silverman S. (2015). Upper elementary school student attitudes toward physical education. Journal of Teaching in Physical Education, 34(3), 461-473. [Link]

Rankinen T, Church T, Rice T & et al. (2007). Effect of endothelin 1 genotype on blood pressure is dependent on physical activity or fitness levels. Hypertension, 50(6), 1120-1125. [Link]

Schuch FB, Vasconcelos-Moreno MP, Borowsky C & et al. (2011). Exercise and severe depression: preliminary results of an add-on study. Journal of affective disorders, 133(3), 615-618. [Link]

Sherman D. (2019). Solution Focused Brief Expressive Arts Therapy. Retrieved from: http://digitalcommons.lesley.edu [Link]

Stallard P, Skryabina E, Taylor G & et al. (2014). Classroom-based cognitive behaviour therapy (FRIENDS): a cluster randomised controlled trial to Prevent Anxiety in Children through Education in Schools (PACES). The Lancet Psychiatry, 1(3), 185-192 [Link]

Touzandeh Jani H, Sedighi K, Nejat H & et al. (2017). The relative effectiveness of cognitive-behavioral self-esteem training on students' social adjustment. [Link]

Williams L. (2019). Solution-Focused Brief Therapy and Students' Behaviors. Retrieved from: http://opus.govst.edu [Link]

Yoshikawa E, Nishi D & Matsuoka YJ. (2016). Association between regular physical exercise and depressive symptoms mediated through social support and resilience in Japanese company workers: a cross-sectional study. BMC Public Health, 16(1), 1-8. [Link]