Document Type : Original Article


1 Department of Health Education and Promotion, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran

2 Department of Biostatistics and Epidemiology, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran


BACKGROUND: Social skills are necessary for teenagers to have good interactions, accept roles, and
adapt to conditions in the community. The present study investigated the effect of cognitive‑behavioral
educational intervention on students’ social skills.
MATERIALS AND METHODS: This experimental study was completed on 102 female students
in Khomeini Shahr, Isfahan. Fifty‑seven students participated in the online cognitive‑behavioral
educational program of social skills for five sessions, and 57 students were assigned to the control
group. The data from the Matson Evaluation of Social Skills with Youngsters (for subjects aged
4–18 years old) were collected before and 1 month after the interventional program. The data were
analyzed 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 of
social skills and its variables were not significantly different between the intervention and control
groups (P > 0.05). However, after the intervention, the total mean score of social skills and the
variables of appropriate communication skills, relationship with peers, and impulsive behaviors in the
intervention group was significantly more than the control group, but the mean scores of antisocial
and arrogant behaviors (haughtiness) were not significantly different between the two times in the
intervention and control groups.
CONCLUSIONS: The results show that participation in educational intervention significantly increased
student’s social skills development; it is suggested to incorporate cognitive‑behavioral intervention
in educational programs for adolescents.


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