جستجوی مقالات مرتبط با کلیدواژه « توانایی حل مسئله اجتماعی » در نشریات گروه « پزشکی »

Background and Students with intellectual disabilities are among those who are weak in the ability to cope with social problems and encounter many problems when confront with social situations. The purpose of the present study was to compare the social problems solving ability in girl students with intellectual disability and normally developing peers.
The research method was causal-comparative study. The sample size of this study included 134 subjects (67 students with intellectual disability and 67 normally developing students) that subjects with intellectual disability were selected by convenience sampling method and normally developing subjects were selected by multi-stage random sampling method from public and special education centers. Social problem-solving inventory-revised (SPSI-R) (D’Zurilla et al, 2002) was used to gather of data. The collected data were analyzed using independent t-test and multivariate analysis of variance.
The results showed that girl students with intellectual disability and normally developing peers had a significant difference in the total score of social problem solving ability and its subscales (P Therefore, it can be concluded that intellectual disability, in addition to the negative effect on cognitive function, also affects social development. Therefore, the teaching of the ability to solve social problems to students with intellectual disabilities in different environments as well as the empowerment of their families is necessary.

The purpose of this study was to investigate the effectiveness of social-emotional skills program on anger control and social problem-solving ability in adolescent’s whit drug dependency was done in 2016 in Tabriz.
The research method was quasi-experimental study with pretest-posttest control group. Statistical population included all male whit drug dependency were covered by the Correction and Rehabilitation Center at 2016in Tabriz. Therefore, 28 subjects were chosen by available sampling from all male and were placed randomly in experimental group (n = 14) and control group (n = 14).Then, the social¬-emotional skills programs, was administered to the experimental group in 12 sessions and the control group was not receive any training. The control anger and social problem-solving ability questionnaires were used for data collection. Data analysis was achieved through the Covariance statistical test.
result showed that the social¬-emotional skills training had been effective on increasing of anger control and creative problem-solving in experimental group at posttest and decreasing the inefficient problem-solving.
based on this result it can be concluded that the social-emotional skills training had been effective on increasing of anger control and social problem-solving and decreasing the inefficient problem-solving in adolescent’s whit drug dependency.