Effectiveness of interpersonal problem-solving program on social skills and self-esteem of slow-paced adolescents

Document Type : Original Article

Authors

1 Assistant professor, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran

2 Assistant Professor, Department of Psychology, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran

3 M. A. Psychology and Education of Special Children, Azad University Science & Research Branch, Tehran, Iran

Abstract

The purpose of this study was to investigate the effectiveness of interpersonal problem-solving training on social skills and self-esteem of slow-paced adolescents. This study was conducted through a quasi-experimental research with a pretest-posttest and a control group design. The statistical population included all slow-paced girl students in 2019 year in Shahriar City. From among these, 30 students were selected and randomly assigned to the experimental (n=15) and control (n=15) groups. Social Skills Rating System- teacher forms (SSRS) and Rosenberg Self-Esteem Scale (SES) were used as dependent variable measuring tools. The participants of the experiment group received the interpersonal problem solving intervention program in 10 sessions for 60 minutes. The obtained data was analyzed using Multiple Analysis of Covariance (MANCOVA). Results indicated that the intervention had statistically significant effects on enhancing cooperation, assertiveness, self-control and overall social skill (P<0.05), as well as improving the self-esteem (P<0.05) of the students in the experimental group. According to the findings, it can be concluded that interpersonal problem-solving training can be effective in enhancing social skills and self-esteem of slow-paced adolescents.

Keywords

References

Ailey, S. H., Miller, A. M., & Fogg, L. (2014). Social problem solving in staffed community homes among individuals with intellectual disabilities and their staff. Journal of Mental Health Research in Intellectual Disabilities. 7(3), 208-228.
Cote, D. L., Jones, V. L., Barnett, C., Pavelek, K., Nguyen, H., & Sparks, S. L. (2014). Teaching problem solving skills to elementary age students with autism. Education and Training in Autism and Developmental Disabilities. 49(2), 189-199.
D’Zurilla, T. J., Maydeu-Olivares, A., & Gallardo-Pujol, D. (2011). Predicting social problem solving using personality traits. Personality and Individual Differences. 50(2), 142-147.
Didaskalou, E., Vlachou, A., & Stavrousi, P. (2015). Defining, identifying and assessing social and personal skills difficulties of students with special educational needs: The special education teachers’ perspectives. Innovative Practice and Interventions for Children and Adolescents with Psychosocial Difficulties and Disorders, (1th Ed.). Cambridge Scolars.
Erwin, E. J., Maude, S. P., Palmer, S. B., Summers, J. A., Brotherson, M. J., Haines, S. J., ... & Peck, N. F. (2016). Fostering the foundations of self-determination in early childhood: A process for enhancing child outcomes across home and school. Early Childhood Education Journal. 44(4), 325-333.
Fettig, A., Schultz, T. R., & Ostrosky, M. M. (2016). Storybooks and beyond: Teaching problem solving skills in early childhood classrooms. Young Exceptional Children. 19(3), 18-31.
Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System Manual. Circle Pines, MN: American Guidance Services. Inc. Publishers building.
Gresham, F., & Elliott, S. N. (2007). Social skills improvement system (SSIS) rating scales. San Antonio, TX: Pearson Education Inc.
Gusmão, E. C. R., Matos, G. S., Alchieri, J. C., & Chianca, T. C. M. (2019). Social and conceptual adaptive skills of individuals with Intellectual Disability. Revista da Escola de Enfermagem da USP. 53, e03481-e03481.
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2013). Exceptional Learners: Pearson New International Edition: An Introduction to Special Education. Pearson Higher Ed.
Kirk, S., Gallagher, J. J., Coleman, M. R., & Anastasiow, N. J. (2011). Educating exceptional children. Cengage Learning.
Mäkikangas, A., Kinnunen, U., & Feldt, T. (2004). Self-esteem, dispositional optimism, and health: Evidence from cross-lagged data on employees. Journal of Research in Personality. 38(6), 556-575.
Musavimoghadam, S. R., & Nasrallahi, H. (2015). Effectiveness of Social Skills Training, Problem Solving Method to Reduce Behavioral Problems Mentally Retarded Students from Elementary School Boy City of ILAM. Mediterranean Journal of Social Sciences. 6(6 S6), 143.
Nelson, D. W., & Sim, E. K. (2014). Positive affect facilitates social problem solving. Journal of Applied Social Psychology. 44(10), 635-642.
Rokach, A. (2018). Strategies of coping with loneliness throughout the lifespan. In Love, romance, sexual interaction (pp. 225-244). Routledge.
Rosenberg, M. Conceiving the self. (1979) New York: Basic Books.
Smeijers, D., Vrijsen, J. N., Van Oostrom, I., Isaac, L., Speckens, A., Becker, E. S., & Rinck, M. (2017). Implicit and explicit self-esteem in remitted depressed patients. Journal of Behavior Therapy and Experimental Psychiatry. 54, 301-306.
Soufi, S., Damirchi, E. S., Sedghi, N., & Sabayan, B. (2014). Development of structural model for prediction of academic achievement by global self-esteem, academic self-concept, self-regulated learning strategies and autonomous academic motivation. Procedia-Social and Behavioral Sciences. 114(1), 26-35.
Swann Jr, W. B., Chang-Schneider, C., & Larsen McClarty, K. (2007). Do people's self-views matter? Self-concept and self-esteem in everyday life. American Psychologist. 62(2), 84-94.
Vlachou, A., & Stavroussi, P. (2016). Promoting social inclusion: a structured intervention for enhancing interpersonal problem‐solving skills in children with mild intellectual disabilities. Support for Learning. 31(1), 27-45.
Vlachou, A., Stavroussi, P., & Didaskalou, E. (2017). Problem-solving training: an intervention program for enhancing interpersonal problem-solving skills in children with intellectual disabilities. Hellenic Journal of Psychology. 14(2), 114-138.
 
Empowering Exceptional Children
Volume 10, Issue 4
May 2020
Pages 75-87

Files

History

  • Receive Date: 03 February 2020
  • Revise Date: 30 March 2020
  • Accept Date: 20 April 2020

Share

How to cite

Statistics