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The purpose of the present research was to investigate the relationship between communication skills and management styles among educational managers of Rodan city. The present research method is applied in terms of objective and correlational in terms of descriptive method, and the statistical population of this research is all the education managers of Rodan city in the number of 200 people. The random sampling method is simple. The sample size was determined through Morgan table 132. library and field methods have been used to collect information; The data collection tool was a questionnaire. In this research, two standard questionnaires were used, including Barton J. communication skills questionnaire. E. (1990) and Luthans (1985) leadership style questionnaire. In order to determine the validity of the content of the questionnaires, the corrective opinions of experts and supervisors were used, and the reliability of the questionnaires was confirmed by calculating the Cronbach's alpha coefficient. The reliability obtained for the communication skills questionnaire was equal to 0.74 and for the leadership styles questionnaire was 0.92, which indicates the appropriate reliability of the research tool. In order to analyze the data, descriptive statistics and inferential statistics (Pearson's correlation test and regression analysis) were used, and SPSS software was used in this regard.The results of the research showed that there is a positive and significant relationship between the communication skills of managers and their management styles in the education organization of Rodan city. Also, based on the research findings, all 3 components of communication skills (listening skills, verbal skills, and feedback skills) have a significant relationship with management styles, and feedback skills have the highest correlation coefficient with the "management style" criterion variable.

 Both the right and left hemispheres of the brain are involved in many processes.  Paying attention to the capabilities of both hemispheres of the brain can lead to a brain-centered approach. This study aimed to determine the effectiveness of two-hemisphere brain training on concentration skills, social adaptation, and communication skills of sixth grade elementary school students. 

A quasi-experimental pre-test/post-test control group design was employed. The statistical population was sixth grade elementary school students in Mehriz city in the academic year 2023-2024. Twenty students were selected from two schools via multistage cluster random sampling and assigned to experimental (n=10) and control (n=10) groups. First, a pre-test was taken from both groups; Then the experimental group received the training course "Using the two hemispheres of the brain" (8 sessions of 70 minutes - two sessions per week). After completing the training course for the experimental group, a post-test was conducted for both groups. The data collection tools were the Barton (1990) Communication Skills Questionnaire, the Dakhanchi (1998) Social Adjustment Scale, and the Savari and Orki (2016) Concentration Skills Scale. Finally, the data collected from both groups were analyzed using SPSS software version 24 (analysis of covariance and its assumptions).

Multivariate analysis of covariance (MANCOVA) showed that two hemispheres brain training had a positive and significant effect on concentration skills, social adaptation and communication skills of the sixth grade students of Mehriz city. (p < 0.05)

Therefore, interventions that stimulate both hemispheres of the brain can affect students' success. As a result, it is suggested that elementary school teachers implement the process of teaching various topics in such a way that both hemispheres of the brain are activated in students.

The aim of thisstudy wasto evaluate the effectiveness of training communication skills with an emphasis on the teachings of Islam on marital satisfaction and emotional divorce in wives of veteransin Zahedan.

The research method was quasi-experimental with pre-test and post-test with control group. The statistical population of the study consistedofwives of veterans in Zahedan in 2022. 30 people were selected by voluntary sampling method based on inclusion criteria and randomly assigned to experimental and control groups. The instruments of this study included the divorce scale marital satisfaction (Enrich, 1998) and (Gutman, 1998). The training communication skills with an emphasis on the teachings of Islam program was presented to the experimental group on a twicei in weekly basis for eight 1.5-hour sessions, and the control group did not receive training. The data were analyzed using chi-square and multivariate analysis of covariance in SPSS26 statistical software.

The results showed that there is no significant difference between the two groups in terms of age, education and employment demographic variables (p<0.05). Other results showed that training communication skills with an emphasis on the teachings of Islam increased life satisfaction scores (p<0.001, F=54.341) and reduced emotional divorce scores (p<0.001, F=15.166) of in wives of veterans.

communication skills with an emphasis on the teachings of Islam training should be used as an effective intervention to improve life satisfaction and emotional divorce in wives of veterans.

The aim of the present study was to determine the effectiveness of peace educational intervention on self-control and communication skills of female student teachers. The present study was conducted using a quasi-experimental method with a pre-test-post-test design and a one-month follow-up with a control group. The statistical population included all female student teachers at Farhangian University of kohgiluyeh and boyer ahmad in the academic year 2024. For this purpose, 30 people were voluntarily selected and randomly assigned to two experimental and control groups. The research tools included the Jarabak Communication Skills Questionnaire (2004) and the Kendall-Wilcoxon Self-Control (1979) which were completed by both groups in three stages: pre-test, post-test, and follow-up. The peace education program was presented to the student teachers in the experimental group in 10 sessions of 60 minutes each for 5 consecutive weeks. Data were analyzed using repeated measures analysis of variance using SPSS version 22 software. The results showed that peace education was effective in female student teachers on self-control (F=4.327 and P=0.044) and communication skills (F=8.947 and P=0.005) in the post-test and follow-up stages. Finally, based on the results of this study, it can be said that peace education was effective in communication skills and self-control, and therefore, it is necessary for student teachers, professors and other professionals to be aware of these variables.

The present study was conducted with the aim of comparing the effectiveness of puppet play therapy and cognitive-behavioral play therapy on the social adaptation, communication skills and aggression of children with attention deficit/hyperactivity disorder (ADHD).

This is a semi-experimental research with a pre-test-post-test design with a control group. The research population included all elementary students of the second period (fourth, fifth and sixth) of schools in Bojnord City in the academic year 2022-2023. Overall, 45 people were selected by available sampling method and according to the entry and exit criteria, and were randomly divided into two experimental groups and one control group (15 people in each group). Participants in the pre-test stages of social adaptation scales (Throb et al, 1939), communication skills (Jerabek, 2004), Aggression (Buss and Perry, 1992) responded. Then during the intervention process of experimental groups, cognitive-behavioral play therapy intervention (Azerniushan et al., 2013); During 10 sessions and puppet play therapy intervention (Qaraei and Fatehabadi, 2013) received during 7 sessions and the control group received regular daily training.  After the end of the intervention, all the three groups responded to all the three scales again in the post-test stages. Data analysis was done using one-variable analysis of covariance using the SPSS 24 software.

The findings revealed that puppet play therapy was significantly more effective than cognitive-behavioral play therapy in increasing social adaptation, communication skills and reducing aggression.

According to the research results, it can be said that puppet play therapy plays an important role in increasing social adaptation and communication skills and reducing behavioral problems such as aggression in children with ADHD.
Keywords: Attention deficit/hyperactivity disorder (ADHD), Puppet play therapy, Cognitive-behavioral play therapy, Aggression, Social adjustment, Communication skills

The importance of interpersonal communication in today's world is recognized not only as an individual skill but also as a fundamental factor in social, personal, and professional processes. Having the ability to communicate effectively allows individuals to face challenges, promote their passion, and promote the best version of themselves as dynamic and effective members of modern societies. The present study aimed to investigate the effect of communication skills training on anger control and self-esteem of fourth-grade students of Mahdasht Elementary School, Karaj.

In terms of data collection and analysis method, the present study is a quasi-experimental study that was conducted with a pre-test-post-test design with a control group. The statistical population consists of 63 fourth-grade students of Mahdasht Elementary School in Karaj. 30 students were selected using the available sampling method and placed in two groups of 15 (in two experimental and control groups). The instruments used in this study are the questionnaire, the Bass and Perry Anger Control Questionnaire, and the Cooper Smith Self-Esteem Questionnaire.

Using the covariance test, it was determined that teaching communication skills has a significant effect on anger control, general self-esteem, family self-esteem, and social self-esteem of students.

Communication skills training can be used as an effective tool to improve anger control and increase self-esteem in fourth-grade students of Mahdasht Primary School, Karaj. The research findings indicate that strengthening communication skills enables students to better manage their feelings and emotions, especially anger, and as a result, establish healthier interpersonal relationships. These skills also increase their self-awareness and sense of worth and improve their self-esteem. Therefore, designing and implementing regular educational programs in this area can play a key role in the psychosocial development of students.

The main goal of the current research is to determine the fit of the causal model of psychological well-being based on resilience and self-expression with the mediation of interpersonal skills and mindfulness. The statistical population of the research included the students of different levels of psychology in North Tehran and East Tehran units of Tehran Azad University in the academic year 1401-1402, and a sample of 495 students was selected by random sampling method. 18-question psychological well-being standard questionnaires of Riff (1989), 25-questions of Connor and Davidson's resilience (2005) (CD-RIS) and 15-questions of Mattson's interpersonal communication skills (1983) were used. The results of the research showed that resilience has a significant and direct effect on psychological well-being with an impact coefficient (0.497). Also, resilience has an indirect effect on psychological well-being through the mediation of interpersonal skills (P<05). It can be concluded that the increase of individual skills and resilience leads to the promotion of psychological well-being of students, so universities should work more on the development of resilience and interpersonal skills.

Today, the Internet has become one of the most important tools in the lives of all people in society and has penetrated into various aspects of people's daily lives. The aim of the present study was to investigate the relationship between family Function and communication skills with Internet Romantic relationships by considering the mediating role of Cognitive Affect Regulation Strategies.

The present study was descriptive and correlational research. The statistical population in this study was all students of Urmia University, from which 250 people were selected using multi-stage cluster sampling method and the Internet Affective Relationships Assessment (IAR), Family Performance Questionnaire, Communication Skills Questionnaire and the Cognitive Affect Regulation Strategies Questionnaire answered. Data were analyzed using lisrel and spss software. Significance level was considered 0.05 for all tests.

The results of correlation coefficient showed that there is a negative relationship between family Function (r = -0.47) and communication skills (r = -0.21) with internet romantic relationships. There is also a positive relationship between family Function and communication skills (r = 0.28). Also, the results of structural equations showed that the mediating role of regulating negative Affect between communication skills and Internet romantic relationships is significant (t >1.96). The results also showed that the research model has a good fit.

Therefore, the results of the present research can be used to carry out plans and educational, therapeutic and clinical activities in the face of people who engage in harmful online behaviors such as online dating.

The purpose of this research was to investigate the relationship between communication skills and entrepreneurial skills among technical and professional students in Abhor city. This was an applied research with a correlational descriptive approach. The statistical population includes 1000 skilled learners, and 360 skilled learners were studied as a statistical sample using the stratified random sampling method. In this research, two standard tools Barton JE (1990) Communication Skills Questionnaire and Eileen Sahel Entrepreneurial Skills Questionnaire (2007) were used and the tools were calculated using Cronbach's alpha coefficient equal to 72% and 82%. In this research, total inferential statistics and Pearson's correlation coefficient tests were used. The results indicate that there is a positive and significant relationship between communication skills and entrepreneurial skills.

 This research was carried out to design and validate a problem-oriented curriculum model emphasizing the role of life skills in the first year of secondary school.

 The research method is mixed and exploratory. In the qualitative part, the qualitative content analysis method was used to design the model; in the quantitative part, the survey method was used to validate the model. The data was collected through upstream documents and scientific texts in 2000-2023. The method of data analysis in the qualitative part was inductive coding, and in the quantitative part, confirmatory factor analysis of the descriptive indices of mean, standard deviation, and Kendall's inferential test (W). After obtaining the proposed model through a researcher-made questionnaire, opinions were sought from 16 experts using the purposeful sampling method to validate the model. 

  Among the results obtained in this research, 70 core codes were related to the characteristics of the target elements: content, teaching, learning activities, grouping, resources, time, place, and evaluation. In the quantitative stage, after the confirmatory factor analysis, the researcher-made questionnaire was carried out by PLS software, and the obtained model, with 70 variables, was validated and presented after confirmatory factor analysis and proper fit, as well as checking the agreement of the experts. 

 As a result, implementing the problem-oriented curriculum plan emphasizing the role of the life skills of the first secondary students obtained in the first secondary schools can be very effective and in line with the educational goals.

Decisiveness skills give a person self-efficacy sense that can have a positive effect on his interactions with others and build confidence and self-esteem. Present study was conducted by designing stories related to communication skills and training philosophy program implementation to children to investigate its impact on assertiveness reduction of shy students. This was a quasi-experimental study with a pretest-posttest design with control group. One of the primary schools in District 1 of Yazd with 400 students was selected by the available sampling method. The Cambril and Reggie Expression Scale were used to assess assertiveness. The Stanford Shyness Scale was used to measure shyness. Findings were analyzed at both descriptive and inferential levels by analysis of covariance using SPSS2018 software. The results showed that teaching communication skills in the style of philosophy for children increases assertiveness (p<0.04) and reduces shyness (p<0.03). With pre-test control, there is a significant difference between the experimental and the control group in terms of shyness (p<0.03 and F=5.23). Teaching, due to constructive interactions between students can effectively increase assertiveness and thus reduce shyness. Therefore, it can be concluded that teaching communication skills through philosophy has a positive effect on child's shyness reducing and increasing his assertiveness.

The present study aimed to study the effectiveness of equine-assisted therapy (EAT) on the symptoms of children with Autism spectrum disorders.

The study population included children who were diagnosed as autistic in a rehabilitation center in Tabriz City, Iran during 2017-2018. For this purpose, using a quasiexperimental research design with pre-test and posttest and a control group, 20 children were randomly assigned into two groups (one experimental group and one control group). These two groups of children had been diagnosed with behavioral problems using Gilliam Autism Rating Scale (GARS). The experimental group was trained by horses and the control group did not receive any training. The data were analyzed using multivariate analysis of covariance (MANCOVA).

The results showed that EAT was not effective to improve the communication skills of children with Autism disorder; however, it increased the social skills of children with Autism disorder with an effect of 0.37. EAT influenced the stereotyped behaviors of children with an effect of 0.38.

Due to the fact that autistic children often prefer interactions with objects over interactions with people and respond positively to the presence of non-human living creatures. the positive effects of this treatment on children with autism spectrum can be explained.

The purpose of this research was to investigate the effectiveness of communication skills training on psychological capital and transformational leadership style in municipal managers. The statistical population of the research included 140 municipal managers of the 3rd district of Tehran, 30 of whom scored poorly in Luthans (2007) psychological capital questionnaire and Bass and Avolio's (1985) Multifactor Leadership Questionnaire. They were selected by convenience sampling and placed in experimental and control groups. The experimental group received McKay's (2009) communication skills training in 10 sessions. The findings showed that manager’s competence in communication skills effectively improves the scores of organizational psychological capital and their leadership style. Therefore, communication skills training increases psychological capital and transformative leadership style in managers.

The aim of this study was to evaluate the effectiveness of communication skills training on increasing the school bonding on Secondary school male students. The statistical population of this study included all male students of the first high school of Gorgan. 50 People was selected with two-step cluster sampling method and randomly assigned to experimental (25) or control group (25). The members of the experimental group received 8 sessions of 90 minutes receiving communication skills training according to Harji and Dixon's viewpoints, but the control group received no intervention. The data collection tool was a link to the school questionnaire (Springer & Associates, 2009). Multivariate covariance analysis (MANCOVA) was used to compare the averages. The results of covariance analysis showed that the communication skills increase the school bonding of students' in three dimensions: the supporting school relationships, student-school bonding, and student-student bonding. Therefore, it seems appropriate to consider communication skills in schools more seriously.

The present study was conducted with the aim of predicting marital satisfaction based on empathy, social cognition and communication skills with the mediating role of broad autism phenotype among parents of children with autism disorder.

The current research was descriptive-correlation and structural equations in terms of its fundamental purpose and in terms of data analysis. The statistical population of the present study included parents of autistic children in Tehran and Qazvin was in 2023, among whom 200 parents (based on the opinions of experts) were selected as the research sample using available sampling method. Data using whith marital satisfaction questionnaire (Hudson, 1992), empathy interest scale (Baron Cohen, 2003), mind reading scale through eyes (Baron Cohen, 2001), communication skills questionnaire (Queen Dam, 2004) and Autism in adults (Baron Cohen, 2001) was compiled. The collected data was analyzed by structural equation modeling (SEM) using AMOS software.

The results showed that the fit of the proposed conceptual model was confirmed. Examining the direct paths of the relationship between the investigated variables showed that the variables of empathy, social cognition and communication skills are related to marital satisfaction. The results of investigating the indirect paths showed that the broad phenotype of autism plays a mediating role in the relationship between the variables of empathy, social cognition and interpersonal skills with marital satisfaction in parents of autistic children.

The present study confirmed the proposed model and showed that parents of autistic children experience challenges in their marital relationship due to the problems they have in the field of empathy, social cognition and communication skills and as a result report lower marital satisfaction.

This research was conducted with the aim of predicting job conflict based on lesson planning literacy, transformational teaching, teaching self-efficacy and communication skills. The descriptive research method was correlation type. The statistical population of the study included 396 elementary school teachers of Kohnani city, 200 of whom were selected as a sample using stratified random sampling. In order to collect data, the questionnaire of job engagement, lesson planning literacy, transformational teaching, teaching self-efficacy and communication skills were used. The content validity and reliability of the questionnaires were obtained as 0.85, 0.90, 0.79, 0.89, and 0.82, respectively, and for data analysis, descriptive statistics methods (prevalence, mean, standard deviation) were used. and inferential statistics methods (normality tests, Pearson correlation coefficient and stepwise multiple regression) were used under spss software version 23. The results of data analysis showed that there is a significant relationship between curriculum planning literacy and job involvement, between teaching self-efficacy and job involvement, between transformative teaching and job involvement, and between communication skills and job involvement, and the components of lesson planning literacy, transformative teaching, teaching self-efficacy and Communication skills have the power to predict job engagement. The general result is that lesson planning literacy, transformational teaching, teaching self-efficacy and communication skills are among the variables that affect teachers' job involvement, and it is necessary for researchers in the field of education to have a special look at these variables.

The objective of this study was to qualitatively analyze the impact of soft skills training on the academic success of university students. This qualitative research was conducted using semi-structured interviews with 24 university students from Tehran. Participants were selected through purposive sampling to ensure a diverse representation. Data collection continued until theoretical saturation was achieved. The interviews were transcribed verbatim, and data were analyzed using thematic analysis to identify open, axial, and selective codes that represent the core themes related to the impact of soft skills training. The study identified several key themes that highlight the influence of soft skills on academic success. These include improved communication skills, enhanced self-awareness, better time management, and increased critical thinking abilities. The findings revealed that students who participated in soft skills training experienced higher motivation, reduced stress, and improved relationships with peers and faculty, all of which contributed to their academic success. The analysis also showed that these skills help in better problem-solving, effective decision-making, and overall academic resilience. Soft skills training plays a crucial role in enhancing students' academic performance by equipping them with essential non-technical skills that improve their ability to navigate academic challenges. The results underscore the importance of integrating soft skills development into higher education curricula to foster holistic student development and better prepare them for future professional success.

The present study examined the effect of communication skills training on family adaptability/cohesion and coping strategies in parents of female students with learning disabilities. The current research method was a pre-test-post-test experiment with a control group. The statistical population of this research included all parents of female students of the first period of high school with learning disabilities in the academic year of 2022-2023 in Ardabil city. For this purpose, the 30 parents of students with learning disabilities, according to the criteria of entering the research, were selected by the purposeful sampling method and randomly replaced in two experimental and control groups (15 people in each group). After conducting the pre-test using the Olson, Roussel, and Sprinkle family adaptability/cohesion assessment scale and the Billings and Moss coping strategies questionnaire, the experimental group received eight sessions (two sessions per week) of 75 minutes of the communication skills training program. At the same time, the control group did not receive any intervention program. The data were analyzed using SPSS.26 software and multivariate covariance analysis method. The results showed that communication skills training caused a significant difference between family adaptability/cohesion and coping strategies in parents of female students with learning disabilities. In other words, the effect of communication skills training in the experimental group has increased family adaptability/cohesion and coping strategies in parents of students with learning disabilities (P≤0.05). Therefore, it can be said that this application can be used to help parents and female students with learning disabilities

The aim of this study was to analyze the content of textbooks for teaching the Quran, mathematics, heavenly gifts, social studies, thinking and research, and work and technology of the primary education course (sixth grade) of the academic year 1399-99, based on communication skills and adaptive coping with descriptive methods. Type of content analysis was performed. The measurement tool was a researcher-made checklist whose validity was verified using experts' opinions and reliability was verified using Scott method (89.5) and reproducibility technique. The conceptual framework was designed in the form of 4 components and 20 indicators. The data from the content analysis were then analyzed using the three Shannon entropy steps. In all pages of the reviewed books (23 volumes, 2586 pages) 784 times the subject of life skills has been discussed, of which; The highest attention with 282 frequencies (36%) is related to the skill of "ability to establish adaptive interpersonal relationships" and the lowest attention with 137 times (17.5%) is related to the skill of "ability to cope with stress". Then, 208 times (26.5%) the skill of "ability to communicate effectively with others" and 157 times (20%) the skill of "ability to cope with emotions" have been considered in the above books. In these books, the highest importance factor is related to the skill of "ability to communicate effectively with others" (0.1739) and the lowest importance factor is related to "ability to cope with stress" (0.1465). The skill of "ability to cope with emotions" with a coefficient (1577%) is in the second priority and the skill of "ability to establish adaptive interpersonal relationships" with a coefficient of 0.1495 is in the third priority. The book "Teaching the Qur'an" in a total of six grades, 208 times; "Mathematics" 160 times; "Heavenly Gifts" has taught these skills 183 times and the book "Social Studies" a total of 174 times. According to the findings, it is concluded that it is mentioned in elementary school textbooks; More attention should be paid to the skills of coping with stress and excitement.