The Effectiveness Of Mindfulness-Based Intervention On Improving Social Skills In The Middle School Students With Conduct Disorder

The purpose of this study was to determine the effectiveness of mindfulness-based intervention on improving social skills in the middle school students with conduct disorder.

This study was a semi-experimental study with pretest-posttest and control group design.The statistical population consisted of all male students from first to third grade of the first secondary school in Tabriz city in the academic years of 2018-2019. From this population, were selected a sample size of 40 people using children symptom inventory (CSI-4) and diagnostic and clinical interview by multi-stage cluster sampling and purposeful sampling method and were randomly assigned to the experimental and control groups. Data were collected during pre-test and post-test stage of the Matson evaluation of social skills with youngsters (MESSY). Data analysis was performed using covariance analysis in SPSS version 25.

Data analysis showed that mindfulness-based intervention resulted in a significant difference between groups in social skills (73%) and in appropriate social skills 58%, inappropriate asserliueness 18% and impulsive act 43%. But there was no significant effect on overconfidant and jealousy/miscellaneous between groups (p> 0.05).

it can be suggested that mindfulness-based intervention increases social skills (appropriate social skills, inappropriate asserliueness and impulsive act) in students with conduct disorder