کفایت اجتماعی

This research was conducted with the aim of determining the effectiveness of self-regulation training on self-perception, social competence and resilience of children with learning disabilities. The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the research was children aged 10 to 13 with learning disabilities in Dezful city in 2022. The sample size of the research included 30 of these children who were selected by purposeful sampling and according to the study entry and exit criteria and were randomly assigned to the experimental (15 people) and control (15 people) groups. The experimental group of self-regulation training (Kerami, Kerami and Hashemi, 2013) received eight weekly 90-minute sessions. The questionnaires used in this research included self-perception (Harter, 1982), social adequacy (Felner, 1990) and resilience (Connor and Davidson, 2003). Data were analyzed by multivariate covariance analysis using SPSS version 22 software. The findings showed that between the experimental and control groups in terms of self-perception (F>104.83; Eta=0.651), social competence (F>51.79; Eta=0.463), Resilience (F>44.58; Eta=0.476) had a significant difference (p>0.001). In other words, self-regulation training improved self-perception, social competence, and resilience. Based on the obtained results, it is recommended to psychologists to use trainings based on self-regulation in order to help improve self-perception, social adequacy and resilience of children with learning disabilities.

The aim of the present study was the effectiveness of cognitive therapy-based emotion regulation on problem solving and social competence of adolescents with behavioral disorders.The method of experimental research was of experimental type and pretest-posttest design with control group. The statistical population of the research included all the high school students of Nowshahr city in the academic year2016-2017whose number is2060.The research sample consisted of 36 students with behavioral disorders who were randomly selected among the students with behavioral disorders and were randomly assigned to two experimental and control groups.To collect data, the revised checklist of behavioral problems(RBPC)the short form of the social problem solving questionnaire(SPSI-R)and the social adequacy test(Flener et al,1990)were used. The results of covariance analysis showed that the cognitive therapy-based emotion regulation in the experimental group was associated with an increase in positive and logical problem solving and a decrease in negative, impulsive and avoidant problem solving and an increase in the social competence of adolescents with behavioral disorders(P<0/001).Based on the findings of this research, it can be concluded that by correcting the misbehavior cognition's and the methods of expression of emotions and problem solving style in adolescents with behavioral disorders, it improved the social adequacy in interacting with themselves, peers and other people;This, in turn, can affect their other relationships and correct their disordered behaviors.In the end, according to the findings of this research, it is suggested that the effectiveness of cognitive therapy based on emotion regulation on other disorders of children and adolescents should be considered.

Generalized anxiety disorder leads to a decrease in mental health and quality of life for people. Therefore the aim of this study was to investigate the relationship between emotional expressiveness and experiential avoidance with the mediation of social competence in students with generalized anxiety disorder in Mashhad.

The present study was a descriptive correlation in terms of applied purpose and data collection method. The statistical population of the research consisted of all the first and second grade high School students of Mashhad who were studying in 2022-2023. 210 students with symptoms of generalized anxiety were selected by cluster sampling method. To collect data, the generalized anxiety questionnaire of Spitzer et al (2006), Emotional Expressiveness questionnaire of King & Emmons (1990), Acceptance and Action Questionnaire (AAQ-II) of Bond et al (2011), and Social adequacy questionnaire of Felner et al (1990) were used. Data were analyzed using structural equation modeling analysis by SPSS 24 and Lisrel 8.8 software.

Based on the obtained results, the direct effect of positive emotion, intimacy and social adequacy variables on experiential avoidance is negative and significant and the direct effect of negative emotion expression variable on experiential avoidance is positive and significant (P<0/01). In addition to the direct effect, positive emotion, intimacy and negative emotion expression had an indirect effect on experiential avoidance through social adequacy. (P<0/01). Therefore, it can be said that the considered model had a good fit, in other words, social adequacy has a mediating role in the relationship between emotional expression and experiential avoidance in general anxiety disorder.

The aim of the research is to analyze the content of Plato's five treatises from the perspective of the attention paid to the social sufficiency intended by Felner. The research method is qualitative and content analysis type. Data collection tool, checklist and analysis unit, theme, were used. The findings show that out of 820 themes counted: cognitive skills with 471 frequency, behavioral skills with 211, motivational skills with 97 and emotional skills with 41 have the highest to the lowest amount. In the treatises of Laches, Ion and Protagoras, the most emphasis in cognitive skills is on the skill of knowledge and learning social skills, and in the treatises of Phaedon and Symposium on the skill of attitudes and beliefs, and the least attention in all treatises is on the skill of decision making. In behavioral skills, the most attention in the Treatise of Laches is to the skill of daring, and in the Treatises of Phaedon, Ion, Protagoras and Symposium to the skill of conversation, and the least amount of attention in the treatises of Laches, Phaedon, Protagoras and Symposium to the ability to Correct communication, and in the treatise of Ion, it has been used to help others. In emotional skills, the most attention was paid to the skill of controlling emotions and the least attention was paid to the skill of empathy. In the motivational skills, the most attention is paid to the skill of feeling efficient in.....

This study aimed to investigate the effectiveness of psychodrama on the social competence and the positive self-concept of male students with specific learning disorder.

The research was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population of the study included all male students studying in the eighth grade with specific learning disorder of Karaj in the academic year 2021-2022. To determine the sample size, first using a cluster random sampling method from the primary schools in District 3 of Karaj, a school was randomly selected and among 30 students who obtained lower scores in dependent variables, using They were selected by available sampling method and randomly assigned to experimental and control groups (experimental group of 15 people/control group of 15 people). The research instruments included the Colorado Learning Difficulties Questionnaire (2011), the Flener Social competence Questionnaire (1990), Piers-Harris Children’s Self-Concept Scale (1969), and Structured clinical interview based on DSM-5. Data analysis was performed using univariate and multivariate analysis of covariance in SPSS-26.

Findings showed that psychodrama was effective on social competence, self-concept and their components of male students (p<0.001).

According to the findings, it can be said that psychodrama was an effective way to improve the social competence and self-concept of students with specific learning disorder, so this method can be used in educational centers and schools.

The present study was conducted to determine the effectiveness of social competence training based on Felner’s model on academic self-efficacy and adjustment in students with poor academic achievement. The study has a quasi-experimental, pretest-posttest design with a control group. The statistical population consisted of all the 4000 male high school students in the city of Chaypareh, Iran, in academic year 2019-20. A total of 30 students were selected by convenience sampling according to the inclusion and exclusion criteria. Data were collected using the Adjustment Inventory for School Students (AISS) and the Morgan-Jinks Student Efficacy Scale (MJSES). According to the results, it can be argued that social competence training has had a significant effect on increasing academic self-efficacy and reducing the mean academic adjustment in the trial group and led to improvement in the students’ academic self-efficacy and adjustment.Introduction Poor academic achievement depends on many factors, one of which is academic self-efficacy. Academic self-efficacy refers to the individual’s confidence in his ability to perform certain academic tasks (Zhen et al., 2017). The framework for understanding how students' academic self-efficacy affects their academic achievement is rooted in Bandura's Social Cognitive Theory (SCT) (1997, as quoted by Doménech et al., 2017). Experts have also pointed out that academic self-efficacy is an important factor in improving academic adjustment (Bassi, Steca and Delle Fave, 2018).Various studies have been conducted with powerful findings targeting the improved performance of students with poor academic achievement, and one of the latest approaches in this field is social competence training. Studies on this subject have proposed that social competence can predict the level of self-efficacy very effectively (Rodgers, Markland, Selzler, Murray, & Wilson, 2014; Slavkovská, et al., 2014). Studies conducted by Laktarash et al. (2019) and Falahati (2018) have also shown that social competence training improves the mean scores of communication skills and social self-efficacy and adjustment significantly. Given all the above, the present study was conducted to find an answer to the question of whether social competence training based on Felner’s model affects academic self-efficacy and adjustment in students with poor academic achievement. The study hypotheses included: (1) Social competence training based on Felner’s model influences academic self-efficacy in students with poor academic achievement; (2) Social competence training based on Felner’s model influences academic adjustment in students with poor academic achievement. MethodsThis quasi-experimental, pretest-posttest, controlled study was conducted on a statistical population consisting of all the 4000 male high school students of Chaypareh, Iran, in academic year 2019-20. One out of the eight high schools in this town was randomly selected, and 30 students from that school who were willing to participate in the study and met the inclusion and exclusion criteria were selected and randomly assigned to the trial and control groups. The Adjustment Inventory for School Students (AISS) developed by Sinha & Singh in 1993 was used to measure the students’ academic adjustment (Esmaeelpour & Farzaneh, 2018). In another study, Hamid, Veisi and Sajadi (2013) confirmed the construct validity of the scale and reported its reliability coefficient as 0.81. The Morgan-Jinks Student Efficacy Scale (MJSES) designed by Jinks and Morgan in 1999 and standardized in Iran by Mazaheri & Sadeghi (2015) was used to assess the students’ academic self-efficacy. Morgan and Jinks confirmed the construct validity of the scale and reported its reliability coefficient as 0.82 (Mashayekhi-Dowlatabadi and Mohammadi, 2014).The social competence training package designed by Beyrami, Hashemi Nosratabad, Badri Gergeri & Dabiri (2016) based on the model by Felner et al. was used for the training intervention. After the selection and random assignment of the participants, both groups completed AISS and MJSES as the pretest under similar temporal and spatial conditions. The trial group then received the social competence training program based on Felner’s model, given by the researcher over twelve 75-minute sessions. Finally, the participants in both groups completed AISS and MJSES as the posttest. The results were analyzed in SPSS using multivariate covariance analysis (MANCOVA) after ensuring that the assumptions hold for the data.ResultsThe MANCOVA was used to assess the first hypothesis of the study. Before this test, the assumptions of covariance analysis were assessed. First, the normal distribution of the data was investigated using the Shapiro-Wilk test, and the results revealed the normal distribution of the data on academic self-efficacy and its dimensions. Then, the assumptions of homogeneity of variances were assessed using Levene’s test and the homogeneity of the variance-covariance matrix using Box’s M test. The results confirmed that the assumptions of homogeneity of the variances and homogeneity of the variance-covariance matrix hold for academic self-efficacy and its dimensions. Given the significance of Wilks’ Lambda test, the results of the multivariate tests in the two groups with regard to academic adjustment showed that social competence training based on Felner’s model is effective on academic self-efficacy in students with poor academic achievement.Table (1) shows the results of examining the homogeneity assumptions of the regression line slope and the linear relationship between the covariate and the dependent variable, which suggest that these assumptions hold for the dimensions of academic self-efficacy. Table (1) also shows that social competence training based on Felner’s model has caused a significant difference between the groups in the dimensions of talent (F=11.04, h2=0.306), effort (F=14.47, h2=0.367), and context (F=8.23, h2=0.248).The MANCOVA was used to find an answer to the second hypothesis of the study. Just as in the first assumption, the assumptions of this test were assessed before performing the ANCOVA. First, the normal distribution of the data was investigated using the Shapiro-Wilk test, and the results showed that the assumption of normal distribution of the data holds for academic adjustment. Then, the assumptions of homogeneity of variances were assessed using Levene’s test and the homogeneity of the variance-covariance matrix using Box’s M test. The results of these two tests showed that the assumptions of homogeneity of variances and homogeneity of the variance-covariance matrix hold for academic adjustment and its dimensions. Given the significance of Wilks’ Lambda test, the results of the multivariate tests in the two groups with regard to academic adjustment showed that social competence training based on Felner’s model is effective on academic adjustment in students with poor academic achievement.Table (2) shows the results of examining the homogeneity assumptions of the regression line slope and the linear relationship between the covariates and the dependent variable, which suggest that these assumptions hold for the dimensions of academic adjustment. Table (2) also shows that social competence training based on Felner’s model has caused a significant difference between the groups in the emotional (F=5.68, h2=0.185), training (F=10.16, h2=0.289), and social (F=7.06, h2=0.220) dimensions.Discussion and ConclusionThe results on the first hypothesis of the study confirmed the effect of social competence training based on Felner’s model on academic self-efficacy in students with poor academic achievement. To explain this result, it can be argued that academic self-efficacy is one of the most important factors with a prominent role in students’ academic achievement. The results on the second hypothesis confirmed that using social competence training based on Felner’s model has an effect on academic adjustment in students with poor academic achievement. To explain this finding, it can be argued that, after the social competence training intervention, the changes in social adjustment in different directions showed a significant difference between the trial and control groups. The limitations of this study included the lack of access to the students due to schools closing, which rendered the follow-up of the results impossible.Teachers are recommended to consider social competence training as a way for improving academic self-efficacy and adjustment in students with poor academic achievement.

The aim of this study was to evaluate the effectiveness of emotion therapy on psychological well-being, social acceptance and social adequacy of Varamin primary school teachers. The research method was quasi-experimental with pre-test-post-test design with a control group. The statistical population in this study included all primary school teachers in Varamin. The sample size of this study was equal to 30 teachers. The method available in the experimental and control groups was used to select the research samples. Data collection tools in this study were Carl Reef Psychological Welfare Questionnaire (2002), Crown and Marlowe Social Acceptance (1960), Flanner's Social Adequacy (1990) and Susan Johnson (1980) Emotional Couples Counseling Sessions. SPSS software and multivariate analysis of covariance tests were used to analyze the data. In this study, descriptive statistics were used to calculate the mean and standard deviation of research variables and show the frequency and related graphs, and inferential statistics were used to test the hypotheses. The results showed that emotion therapy is effective on psychological well-being, social acceptance and social adequacy of teachers.

Autism spectrum disorders (ASD) involve myriad aberrant perceptual, cognitive, linguistic and social behaviors. Lego therapy is one intervention that has been shown to encourage significant improvement in the social skills of children with autism spectrum disorder and reducing their autistic-type social behaviors. The definition of the Danish word Lego is to play well. Lego therapy is a social development program for children of autism spectrum, which is based on collaborative Lego play.
  

Many children with ASD lack communicative intent and desire to communicate for social purposes. Lego therapy uses play to develop social competency by creating opportunities to interact. Children work together to build Lego models in pairs or teams of three. It is argued that as a result, participants experience a greater motivation to initiate social contact and engage in sustained interactions with others. In this article investigated theoretical base, application, implementation levels and effectiveness of Lego therapy.

The purpose of the present research was to investigation of the effectiveness of mental immunization program on social competency of individuals with cerebral palsy in Tehran city. The present research was an experimental study by pre-test, post-test design with control group. The study population included of adolescents with cerebral palsy aged 16-18 years old. Subjects were selected by convenient sampling method. In this study were participated 30 adolescents with cerebral palsy. They were from middle socio-economical class. Subjects were divided into two groups by randomly method (experimental and control group), each of which was consisted of 15 adolescents. Experimental group received psychological immunization program in 10 sessions while control group did not. The instrument of present research was social competency questionnaire. The obtained data were analyzed by using multivariate analysis of covariance (MANCOVA) test with 22th version of statistical package for social sciences (SPSS). Findings: The findings of this research showed that there was significant increase in social competency scores mean of experimental group in the post intervention in comparison with control group (P<0.001). The mental immunization program instructional led to improve the social competency of individuals with cerebral palsy. Therefore, paying attention to the variables such as social competency is essential and planning for providing of psychological immunization program is a particular importance.

This research aiming to investigate the amount attention to the social competence components of Social studies curriculum in primary school. The research method is descriptive for identifying components and content analysis method has been used to study and analyze the social studies curriculum. The study statistical communities were the social studies textbooks of the third, fourth, fifth and sixth grades. Data collection tools were an Inventory of analyzing textbooks contents which Compiled after studying literature and legal contexts. And its validity has been determined by the Education Specialists and the relevant experts. The Content analysis unit had been pictures, paragraph and practicing. , findings indicate that:In the cognitive skill, the most emphasis in the fifth grade was 38.3, and the lowest in the third grade was 21.3 respectively. And the total average emphasis was 0/033/78, which was evaluated in a low level. In the Emotional Skills, the highest emphasis was placed in the third grade with0/0 7.2 and the lowest in the fourth grade with 0.4 and the mean total was 0/02.2 percent,. In The motivational skills, the most stressed in the fifth grade with 0/019.3 and the lowest fourth grade with0/0 7.2 The average of the total emphasis on the motivational component was 0/09.6 percent. And in the behavioral skills; the most emphasis was placed in the third grade with 0/011 and lowest fifth grade with the rate of 0/7 respectively, and the total average emphasis was 0/06., which in three skills is evaluated in a very low level.

The effect of teaching conflict resolution program on social competencies of children with attention deficit- hyperactivity disorder was studied. Using the semi-experimental research method( pre - post and follow up tests with control groups design), a sample of 30 students with ADHD were selected from 5th and 6th grades elementary schools from the city of Tehran-Iran and then assigned in to the experimental and control groups randomly . Children Symptom Inventory (CSI-4, parental form) and Felner”s Social Competence Inventory were used for diagnosis of ADHD condition and social competencies of research subjects . A conflict resolution program (Poushaneh & Sadri ,2014)was implemented for experimental group during 12 sessions ( 60 minutes for each session & twice a week). Complex Variance Analysis showed that a significant difference in social competency and all related components(cognitive , behavioral, emotional & motivational) between the experimental and control groups . The research findings showed that the conflict resolution program can increase the social competency of children with ADHD.

The purpose of the present research was to designing social skills training program and to study its effectiveness on social competence of students with high function Autistic (HFA) and non-verbal learning disorder (NLD). The research method was experimental. The statistical population consisted of all 7 to 14 students with HFA and NLD disorder who study in Tehran autism and learning disorders centers in 2016-2017 academic years. Twenty students (10 HFA children from April 2 center and also 10 NLD students form Tohid center) were randomly select as a sample by simple sampling from target population. Belini Social profile was used as an instrument for data collection. Social skills training program including behavioral, cognitive, emotional, communication, motivation, social stories, facial expiration were implemented in 12 sessions each for 90 minutes for the experimental group. The results of Multivariate analysis of covariance (MANCOVA) showed that both of the groups were affected by social skill program but NLD students were better than HFA Students in all components of Social competence.

The aim of the given research is a content analysis of the new edition of the experimental sciences text books in Iran elementary schools with respect to the social components competence. Research methodology was a combination of descriptive and survey analysis. Statistical Society including Experts in educational sciences totally 150 persons and the contents of six experimental sciences text books in Iran elementary schools which all participated in this research. So sampling method in the present research was counting all method. data collection tools were questionnaire and Inventory of the recorded data. The tools reliability were assessed and confirmed through referring to the experts and for the test Reliability of the Tools for questionnaire a correlation test was used and in order to Measure The reliability of the inventory records an agreement Coefficient was used. coefficient correlation was calculated 0/82 and coefficient agreement was 0/78 which is an indication of High reliability of research tools. The results of the study showed 60/53 percent of all contents of experimental sciences text book in Iran were conducted to the Social components competence that is a good ratio, but the weaken point existing in The imbalance between the Amount emphasis on the four components competences skills, of course this problem exists generally in all text books. This means that in all contents of the text books, the most emphasis was on the cognition skills and the less emphasis on the emotional skills.

Aim: The aim of This study investigate the relation between humor styles, emotional intelligence and social competence of university students. The study of correlation - descriptive. a sample of this study 395 student (196 male and 199 female) from faculties of science technical and humanities of universities Tehran, shahid beheshti and tarbiat moalem selected by cluster random sampling method. Measurement tools include: Humor Style Questionnaire (HSQ), Trait emotional intelligence (TET) and Social Competence Questionnaire-Revised (TCQ-R). Results based on correlation testing showed that: there were positive significant relation between positive humor styles (affiliative and self-enhancing) with emotional intelligence, social competence and their subscales, negative significant relation between negative humor styles (aggressive and self-defeating) with emotional intelligence and it subscales. There were a significant negative relation between self-defeating negative style and social competence, a significant negative relation between negative styles with some of the social competence subscales. There was a positive significant relation between emotional intelligence and social competence and their subscales, except subscales self-disclusor emotional control and optimism that there was no significant relationship. Result of multiple regression showed that emotional intelligence and self-enhancing style are predictors of social competence in students. the result of two-way ANOVA showed that sex variable influenced the negative humor styles. It was also found that Field of study had an impact on affiliative humor style.

Aim: The aim of this study was to investigate the effectiveness of life skills training on the social competency of slow paced students in Tehran.
The design of this study is quasi experimental with pre-test, post-test and control group. In this study, 40 slow paced boys between the ages of 13-15 years old, were selected by the convinient method. Subjects were assigned into two groups(experimental and control group) randomly, each consisting of 20 students. Experimental group received life skills training in 9 sessions, while control group did not receive any special treatment. The instruments used were Wechsler intelligence scale for children and social competency questionnaire. The obtained data were statistically analyzed by MANCOVA.
The findings of this research showed that there was a significant increase in social competency mean of experimental group in the post intervention in comparison with control group. Also, the results showed that life skills training had positive and significant effect on all subscales of social competency (cognitive skills, behavioral skills, emotional competency and motivational sets) in these students.
The social competency instructional program led to improvement in social competency of slow paced students. Therefore, planning for providing social competency instruction has a particular importance.

The aim of the present research was to determine the effectiveness of family- centered training based on social competence on social skills of children with intellectual disability.
This research is a quasi-experimental study by pre-test, post-test design and control group. The population of this study consists of 7-12 years old male children with intellectual disability and their parents in Shiraz in 2016. Sample groups included 40 male children with intellectual disability and their parents who were selected by simple random method from exceptional schools. Participants were divided into two groups (experimental and control group), each of which was consisted of 20 children, 20 mothers and 12 fathers. Experimental group received Family-centered training based on social competence in 12 sessions while control group did not. The instrument was social skills of children scale of Matson (1983). The obtained data were statistically analyzed by MANCOVA using SPSS (version 16).
The results findings showed that experimental and control groups had significant difference at least in one of subscales of the social skills of children scale (P It can be concluded that Family-centered training based on social competence has led to the improvement of social skills in children with intellectual disability. It is suggested that specialists improve social skills of children with intellectual disability by using the Family-centered training program based on social competence.

The aim of the present study was to examine the efficacy of Passport Program on self-esteem of students with learning problems.
The study design was quasi-experimental, with pre-test, post-test and control group. In this study, available sampling method was used and the sample consisted of 30 primary school students in grades 3 to 5 referred to the Imam Hossein Hospital and Goharmehr Clinic for their learning problems. The subjects were randomly assigned to two experimental and control groups. Passport Program was conducted for an hour and thirty minutes a session, for a total of eight sessions (in one month). To evaluate the effectiveness of the training program, Cooper Smith Self-Esteem Inventory and Social Skills Rating System (SSRS) – Student and Parent forms were utilized. Analysis of covariance and dependent T-test were used to analyze the data.
The results indicated that the scores of the total self-esteem and the subscale of academic self-esteem increased significantly in the experimental group compared to the control group. On the other hand, the scores of the social skills did not increase significantly, and these results support some of the previous studies. At the end of the present research report, the possible reasons for the insignificant intervention findings on social skills are discussed.
According to the results of this research and the necessity of increasing self-esteem of children with learning problems, it is suggested that the Passport Program can be used in the schools and health centers to help to improve the self-esteem of children with learning problems.

The aim of this study was to verify the impact of social competence on improvement behavioral performance of students with learning disorders. Current study is an experimental research with post-test and pre-test. Population of study includes all students with learning disability. Sample of study includes 30 students that were assigned randomly in two groups. First of all, the questionnaire of SSRS (social skills), the questionnaire of Ratter (social adaptations) and the questionnaire of Raydael (social competence) were filled out by parents. All students in experimental group passed 10 sessions of social competence program. One month after training, all teachers and parents were asked to fill out the same questionnaire again. There was significant difference between experimental and control group in terms of social skills, behavioral problems, social competence and social adaptation (P<0.05). It can be concluded that learning program based on social competence was cable to improve the students’ functions in the concept of social skills, behavioral problems, social competence and social adaptation.

The aim of present study is to compare the social competence ofmothes with and without stress who have hearing impaired students. This is a casual- comparative study. For this goal we use 121 students (girls and boys) by in access method from exceptional schools of Shiraz City. The instrument to stress from (Koh et. al. 2001)، and scale of social efficiency from (Cardigan، 2007). There is a meaningful difference in dimension of communication proficiency of students with stressfully mothers (p0. 05). It means that social competence is significantly better in students with calm mothers. It can be concluded that stress of mothers has a negative effects on social competence and communication skills.

The present study examined the effectiveness of mood regulation skills training on self concept and social competence of students with learning disabilities. Therefore, using a quasi-experimental design with pre-test and post-test and control group, 28 learning disabled students in Tehran were selected and randomly replaced to experimental and control groups. The social Competence Scale and Beck Self Concept scale (BSCT) as a pre-test and post-test questionnaire were evaluated, then the experimental group attended in 12 sessions of training mood regulation skills. Multivariate analysis of covariance was used to compare both posttests. The results showed significant difference in mean scores of pre-test and post-test of experimental and control groups. The present study indicated that mood regulation skills training is a useful program in improving self concept and social competence of students with learning disabilities.