بررسی اثربخشی آموزش مهارتهای زندگی به شیوه گروهی بر مشکلات بین فردی و احساس تنهایی دانشآموزان دختر مقطع متوسطه دوم تبریز
محورهای موضوعی : تحقیقمریم زیرک پور نامی ور 1 , سعید نجارپور استادی 2
1 - دانش آموخته کارشناسی‌ارشد، گروه روانشناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.
2 - استادیار گروه روانشناسی، واحد شبستر، دانشگاه آزاد اسلامی، شبستر، ایران
کلید واژه: مهارتهای زندگی, مشکلات بین فردی, احساس تنهایی و دانشآموزان دختر,
چکیده مقاله :
پژوهش حاضر با هدف بررسی اثربخشی آموزش مهارت های زندگی به شیوه گروهی بر مشکلات بین فردی و احساس تنهایی دانش آموزان دختر مقطع متوسطه دوم تبریز انجام شد. پژوهش به روش نیمه آزمایشی با طرح پیش آزمون- پس آزمون، پیگیری با گروه کنترل انجام گردید. به همین منظور، یک مدرسه از ناحیه دو آموزش و پرورش، به صورت تصادفی ساده انتخاب شد و پرسشنامه های مشکلات بین فردی (IIP-32) و احساس تنهایی اشر، هایمل و رنشاو، در بین دانش آموزان اجرا شد (پیش آزمون). از بین دانش آموزانی که نمره آنان در هر دو پرسشنامه، یک انحراف معیار بالاتر از میانگین بود، نمونه های پژوهش با روش هدفمند، انتخاب شد. آزمودنی ها به صورت تصادفی به دو گروه آزمایش و کنترل تقسیم شدند و آزمودنی های گروه آزمایش به مدت 12 جلسه 90 دقیقه ای تحت آموزش مهارت های زندگی با الگوی دهگانه به شیوه گروهی قرار گرفتند، اما گروه کنترل هیچگونه مداخله ای دریافت نکرد. در آخرین جلسة آموزش، هر دو گروه به پرسشنامه ها پاسخ دادند (پس آزمون). یک ماه بعد، آزمودنی های گروه آزمایش مجدداً پرسشنامه ها را تکمیل نمودند (پیگیری). داده ها با استفاده از روش آماری کوواریانس یک متغیری، t همبسته و تحلیل واریانس با اندازه گیری مکرر تحلیل شدند. یافته ها نشان داد که آموزش مهارت های زندگی بر کاهش مشکلات بین فردی و احساس تنهایی گروه آزمایش اثربخش بود و این کاهش در مرحلة پیگیری یک ماهه نیز پایدار مانده بود. بنابراین، با آموزش مهارت های زندگی می توان مشکلات بین فردی و احساس تنهایی دانش آموزان را کاهش داد.
The aim of this study was to investigate the effectiveness of group life skills training on interpersonal problems and loneliness of female high school students in Tabriz. The research was conducted by quasi-experimental method with pretest-posttest design and follow-up with the control group. For this purpose, a school from the two education districts was selected by simple random sampling and the Interpersonal Problems Questionnaire (IIP-32) and Asher, Heimel and Renshaw's Feeling of Loneliness were administered to students (pre-test). Among the students whose scores in both questionnaires were a standard deviation higher than the average, the research samples were selected by purposive method. Subjects were randomly divided into experimental and control groups and subjects in the experimental group were trained in life skills training with a ten-pattern pattern for 12 sessions in a group manner for 12 sessions, but the control group did not receive any intervention. In the last training session, both groups answered the questionnaires (post-test). One month later, the subjects in the experimental group completed the questionnaires again (follow-up). Data were analyzed using one-way covariance and paired t-test. The results showed that life skills training was effective in reducing interpersonal problems and feelings of loneliness in the experimental group (P <0.01) and this reduction remained stable in the one-month follow-up phase.
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_||_Abo-Elyzeed, S., Abd El-Menem, S., & Harfush, A. E. (2019). Effect of an interpersonal problem solving intervention on problem solving skills and self-esteem in patients with schizophrenia. Egyptian Nursing Journal. 16(2): 59-69.
Ahmadi, S. A. (2013). Adolescent and youth psychology. Tehran: Nakhostin [In Persian]
Berck, L. (2020). Development Psychology. Translate by Yahya Seyyed mohammadi. Tehran: Arasbaran. [In Persian]
Botvin, G. & Griffin, K. W. (2014). Life skills training: preventing substance misuse by enhancing individual and social competence. New Dir Youth Dev. 11(141): 57-65.
Botvin, G. & Griffin, K. W. (2004). Life skills training: empirical findings and future directions. Journal of primary prevention. 25(2): 211-232.
Cheek, J. M., & Melchior, L. A. (1990). Shyness, self-esteem, and self-consciousness. In H. Leitenberg (Ed.), Handbook of social and evaluation anxiety (pp. 47–82).
Davarpanah, F. (2004). Standardization of the revised version of the UCL Loneliness Scale (for girls 12 to 18 years old in Tehran). Master Thesis, Allameh Tabatabaei University [In Persian].
Duval, S., & Wicklund, R. A. (1972). A theory of objective self awareness. Academic Press.
Engen, H. G., & Anderson, M. C. (2018). Memory control: A Fundamental mechanism of emotion regulation. Trends in Cognitive Sciences, 22(11): 982-995.
Farmahini Farahani, M & Pidad, F. (2016). Life skills. Tehran: Shabahang. [In Persian].
Fath, N., Azad Fallah, P., Rasool-zadeh Tabatabaei, s., & Rahimi, C. (2013). Validity and Reliability of the Inventory of Interpersonal Problems (IIP-32). Clinical Psychology, 5(3): 69-80 [In Persian].
Feshbach, N. D. (1997). Empathy: The formative years-- Implications for clinical practice. In A. C. Bohart & L. S. Greenberg (Eds.), Empathy reconsidered: New directions in psychotherapy (pp. 33–59).
Gong, X., & Paulson, S. E. (2017). Effect of family affective environment on individuals' emotion regulation. Personality and Individual Differences, 117(3): 144-149.
Gresham, F. M. & Elliott, S. N. (1984). Assessment & Classification of Children's Social Skills: A review of methods & issues. School Psychology Review, 13, 292-301.
Hardie, E. & Tee Yi, M. (2007). Excessive Internet Use: The Role of Personality, Loneliness and Social Support Networks in Internet Addiction. Australian Journal of Emerging Technologies and Society, 5(1): 34-47.
Harji, O., Saunders, C., & Dixon, D. (2018). Social skills in interpersonal communication. Translated by Khashayar Beigi & Mehrdad Firoozbakht. Tehran: Roshd [In Persian].
Hasani, J., & Taheri, M. (2014). Investigating the factor structure, validity and validity of the Persian version of the short form of the list of interpersonal problems. Journal of Psychology. 18(3): 308-326 [In Persian].
Hasani J, Andarkhor H, & Tedadi Y. (2009). Investigation of the relationship between the emotional intelligence and interpersonal problems. RPH. 2(4):11-24 [In Persian].
Hojjat, S.K., Sajedi, M., Rezaei, M., Noruzi Khalili, M., Rahimi, A., & Ein beige, E. (2016). The effect of Assertiveness skill training on self-esteem and loneliness of female students with addicted parents. Journal of North Khorasan University of Medical Sciences. 8(4): 675-684 [In Persian].
Hong, F. Y., Huang, D. H., Lin, H.Y., & Chiu, S. L. (2014). Analysis of the psychological traits, Facebook usage, and Facebook addiction model of Taiwanese university students. Telematics and Informatics, 31(4): 597-606.
Horowitz, L.M. (2004). Interpersonal foundations of psychopathology. Washington, DC: American Psychological Association.
Horowitz, L. M., Rosenberg, S. E., Baer, B. A., Ureno, G., & Villasenor, V. S. (1988). Inventory of interpersonal problems: psychometric properties and clinical applications. See comment in PubMed Commons belowJ Consult Clin Psychol, 56(6): 885-92.
Hoseinchari, M., & Khayer, M. (2002). Evaluating the effectiveness of a scale for measuring loneliness in middle school students. Social Sciences and Humanities, Shiraz University. 19(1): 46-59 [In Persian].
Jones, W. H., Briggs, S. R., & Smith, T. G. (1986). Shyness: Conceptualization and measurement. Journal of Personality and Social Psychology, 51(3): 629–639.
Karimi, P., Mohamadiyan, F., Veisani, Y., & Aibod, S. (2020). Effects of Interventional Training Program on Interpersonal Skills in Female Teenagers: A Case Control Study. Journal of Comprehensive Pediatrics. 11(4): e81539.
Kwon, K., Kupzyk, K., & Benton, A. (2018). Negative emotionality, emotion regulation, and achievement: Cross-lagged relations and mediation of academic engagement. Learning and Individual Differences, 67(2): 33-40.
Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., Linney, C., McManus, N, M., Borwick, C., & Crawley, E. (2020). Rapid Systematic Review: The Impact of Social Isolation and Loneliness on the Mental Health of Children and Adolescents in the Context of COVID-19. J Am Acad Child Adolesc Psychiatry. 2020 Nov; 59(11): 1218–1239.
Madanipour, K., Hagge Ranjbar, F., Kakavand, A., & Sanayizaker, B. (2011). The relationship between attachment style and optimism and loneliness in 9-12-year-old students in Karaj. Health and Psychology. 1(1): 93-110 [In Persian].
Mehrabizade Honarmand, M., Hoseinpour, M., & Mehdizadeh, L. (2010). The effectiveness of life skills training in increasing the marital adjustment of married women 20-40 years old. Education and Learning Studies. 2(1): 125-139 [In Persian].
Mirdrikvand, F., Panahi, H., & Sadat Hoseyni Ramaghani, N. (2016). Loneliness of The Elderly: The Role of Communication Skills, Social Support and Functional Disability. Aging Psychology, 2(5): 103-113 [In Persian].
Mirzayi, S., & Hasani, J. (2013). The effectiveness of life skills training in reducing adolescents' interpersonal problems. Education Research. 10(43): 129-145 [In Persian].
Moradi Amin, F., & Jamshidi, L. (2014). The Relationship between Emerging Harm of Internet Addiction and Loneliness of Islamic Azad University Students in the Academic Year 2012-2011 in Hamadan. Women and family studies. 24(2): 25-39 [In Persian].
Mu, G. M., Hu, Y., & Wang, Y. (2017). Building resilience of students with disabilities in China: The role of inclusive education teachers. Teaching and Teacher Education, 67(3): 125-134.
Panayiotou, G., Panteli, M., & Theodorou, M. (2016). Predictors of Loneliness in a Sample of College Men and Women in Cyprus: The Role of Anxiety and Social Skills. Psychology, Community & Health, 5(1): 16.
Pillai, R. (2012). The importance of life skills education for children and adolescents. Mind the young minds. Retrieved from
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