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Showing 3 results for Life Skills
Roghayeh Assadi Gandomani, Samane Nasiri Varg, Abbas Nesayan,
Volume 3, Issue 3 (4-2017)
Abstract
Introduction: Physical disability is an inability to perform all or part of personal or social life activities because of congenital problems or defects in physical and mental potency. The impact of disability on social / psychological position of individuals is undeniable. The aim of this study was to evaluate the effect of life skills training on the adaptation and resilience in adolescents with physical disabilities.
Methods: Method of this study was quasi-experimental with pre-test and post-test with the control and experimental groups. The population of this study was all adolescents with physical disabilities in Shirvan city in 2015. The statistical sample was included 30 adolescents with disabilities who were selected through available sampling method, and then randomly assigned 15 adolescents in the experimental group and 15 adolescents in the control group. First conducted pretest on both of groups and then the experimental group received life skills training in 9 sessions (90 minutes). After training, post-test was conducted on both of groups.
Results: The results showed that life skills training had significant effect on adaptation and resilience in adolescents with physical disabilities (P < 0.05).
Conclusions: Learning life skills can be crucial for the success and adjustment in life. Children with disabilities may not be able to learn many of these skills without training. So we have to teach directly them these skills so that they can overcome life challenges and achieve more success.
Firoozeh Safarian, Mitra Kamiabi, Zahra Zare, Alireza Manzari Tavakoli,
Volume 9, Issue 2 (12-2022)
Abstract
Introduction: The Validation of Life Skills Questionnaire can help to assess life skills in ten-year-old children; Therefore, the aim of this study was to evaluate the validation of the electronic form of the Life Skills Scale in ten-year-old children.
Method: This study is a tool psychometry that the statistical population included all ten-year-old children in Kerman province. The number of samples was determined based on psychometric criteria to be 100 for the predictive validity section and 430 for the construct validity section. Research data were collected electronically through two questionnaires on the life skills of Cronin and Allen (2017) and the life skills of Sharma (2003) by sending the link of the questionnaire to the mobile phones of parents of children. Content validity, convergent, and construct validity methods were used to evaluate the validity of the scale. The reliability of the scale was assessed by internal consistency methods and class reliability.
Results: The results of exploratory factor analysis showed that the researcher-made scale consists of eight factors and has good validity and reliability. The second-order confirmatory factor analysis also confirmed the eight-factor model. This questionnaire was administered along with the short form of the Sharma Life Skills Scale (2003) which had a significant correlation between the two questionnaires also Cronbach's alpha coefficient for all questions and dimension questions were all greater than 0.7. Therefore, Cronin and Allen Life Skills Scale (2017) with 43 items has good reliability and validity in 10-year-old Iranian children.
Conclusion: The Cronin and Allen Life Skills Scale (2017) questionnaire can be used to assess life skills in ten-year-old children.
Mojgan Kashanizadeh, Mohsen Golparvar, Ilnaz Sajjadian,
Volume 9, Issue 4 (7-2023)
Abstract
Introduction: Emotional adjustment is very important for the better development of preschool children. The aim of this study was to compare the effectiveness of affective capital training and life skills training on emotional adjustment among 4-6-year-old children.
Methods: This research was a semi-experimental study with a pretest and posttest design with a control group. The statistical population was preschool children in preschool centers in the winter of 2022 in Isfahan, Iran. From them, 45 preschool children were selected by purposive sampling method and randomly assigned to two experimental groups and a control group (15 children for each group). emotional adjustment questionnaire of Thorlacius and Gudmundsson (2017) was used to assess the dependent variable in two stages. The two training groups were each trained for 10 sessions of 45 minutes and the control group did not receive any treatment. The data were analyzed by analysis of covariance and posthoc Bonferroni test.
Results: The results showed that there was a significant difference between affective capital training and life skills training with the control group in the two components of temper control and social assertiveness (p<0.01), but there was no significant difference between the two training groups (p>0.05). In the control of anxiety, there was no significant difference between affective capital training and life skills training in the control group (p>0.05).
Conclusion: According to the research results, affective capital training and life skills training are effective in increasing temper control and social assertiveness in preschool children. It is recommended that these two training be used for preschool children in preschool training centers.
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