. Masoomeh Kazemi; . Maryam Amidi Mazaheri; . Akbar Hasan Zadeh
Volume 12, Issue 10 , November 2022, , Pages 1-7
Abstract
BACKGROUND: Social skills are necessary for teenagers to have good interactions, accept roles, andadapt to conditions in the community. The present study investigated the effect of ...
Read More
BACKGROUND: Social skills are necessary for teenagers to have good interactions, accept roles, andadapt to conditions in the community. The present study investigated the effect of cognitive‑behavioraleducational intervention on students’ social skills.MATERIALS AND METHODS: This experimental study was completed on 102 female studentsin Khomeini Shahr, Isfahan. Fifty‑seven students participated in the online cognitive‑behavioraleducational program of social skills for five sessions, and 57 students were assigned to the controlgroup. The data from the Matson Evaluation of Social Skills with Youngsters (for subjects aged4–18 years old) were collected before and 1 month after the interventional program. The data wereanalyzed using SPSS 25, independent t‑test, Mann–Whitney test, and Chi‑squared test.RESULTS: The independent t‑test showed that before the intervention, the total mean score ofsocial skills and its variables were not significantly different between the intervention and controlgroups (P > 0.05). However, after the intervention, the total mean score of social skills and thevariables of appropriate communication skills, relationship with peers, and impulsive behaviors in theintervention group was significantly more than the control group, but the mean scores of antisocialand arrogant behaviors (haughtiness) were not significantly different between the two times in theintervention and control groups.CONCLUSIONS: The results show that participation in educational intervention significantly increasedstudent’s social skills development; it is suggested to incorporate cognitive‑behavioral interventionin educational programs for adolescents.