The Effectiveness of Interpersonal Problem Solving Skills Training on Social Problems of Preschool Students

Document Type : Research Paper

Authors

1 Department of Psychology, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

2 Member of Young Researchers Club of Islamic Azad University, Kermanshah Branch

Abstract

Social problem solvingis a process that children are trying to find effective and adaptive solutions to issues that are encountered in everyday life. The purpose of this study was to investigate the effect of problem-solving skills training on social problem solving of preschool student. A quasi-experimental design was a pre-test, post-test, and follow-up with control group. 30 preschool students were selected by available sampling method. They were randomly divided into two experimental and control groups. The short version of the revised list social problem of D’Zurilla (2004) were used to measure social problem solving. The data were analyzed by repeated measurement analysis. The results of this study support the use of interpersonal problem solving. The results showed that problem solving skills training had a significant effect on decreasing negative orientation, avoidance problem solving style and impulsivity problem solving style and increasing the positive orientation and logic of problem solving style of preschool students (p <0.05). The results of the follow-up were similar. An interpersonal problem-solving program is proposed as an important framework for understanding and developing mental and social health in preschool children.

Keywords

Full Text

حل مسئله اجتماعی فرایندی است که کودکان به ­واسطه آن تلاش می ­کنند برای مسائلی که در زندگی روزمره با آن مواجه می­ شوند، راه­ حل ­های موثر و انطباقی پیدا کنند. هدف از پژوهش حاضر بررسی اثربخشی آموزش برنامه حل مسئله بین فردی بر حل مسئله اجتماعی دانش آموزان پیش دبستانی بود. روش پژوهش شبه آزمایشی، با طرح پیش ‌آزمون، پس‌ آزمون و پیگیری یک ­­ماهه با گروه کنترل بود. 30 دانش ­آموز پیش دبستانی به ‌صورت نمونه ‌گیری در دسترس انتخاب، و به ‌صورت تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. برای جمع‌ آوری اطلاعات از مقیاس حل مسئله اجتماعی دزوریلا (2004) استفاده شد. تجزیه‌ و تحلیل داده‌ ها با استفاده از تحلیل اندازه ­گیری مکرر انجام شد. نتایج پژوهش حاضر از به ‌کارگیری حل مسئله بین فردی پشتیبانی می ‌کند. نتایج نشان داد که آموزش مهارت ­های حل مسئله بین فردی تأثیر معناداری در کاهش جهت گیری منفی، سبک حل مسئله اجتنابی و سبک حل مسئله تکانشگری/بی دقتی و افزایش جهت ­گیری مثبت و سبک حل مسئله منطقی دانش آموزان پیش دبستانی دارد (05/0 >P ). نتایج آزمون پیگیری مشابه بود. برنامه حل مسئله بین فردی به ‌عنوان یک چارچوب با اهمیت برای فهم و توسعه سلامت روانی و اجتماعی در کودکان پیش دبستانی پیشنهاد می ‌شود.

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Journal of Applied Psychological Research
Volume 9, Issue 4
July 2018
Pages 159-175

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History

  • Receive Date: 19 March 2019
  • Accept Date: 19 March 2019
  • First Publish Date: 19 March 2019
  • Publish Date: 20 February 2019

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