A Comparison of the Effectiveness of Social-Emotional Learning Program and Social Problem-Solving Training on the Rate of Oppositional Defiant Disorder: An Assessment of Parents

The present research aims to compare the effectiveness of social-emotional learning program and social problem-solving training on the rate of oppositional defiant disorder. The statistical population included all the 3rd and 4th-grade male students with symptoms of oppositional defiant disorder in Isfahan city in the educational year 2010-2011. Using multistage sampling method, 45 subjects were selected from among the students of two random boy elementary schools. The participants were randomly assigned into three groups, each consisting of 15 students. The method applied in the research was that of quasi-experimental. The Oppositional Defiant Disorder Rating Scale and clinical interview were used to diagnose the disorder symptoms. Then, the two experiment groups received 7 sessions of two separate approaches of social-emotional learning and social problem-solving. The rate of oppositional defiant disorder symptoms was assessed in the three groups during two stages of pre-test and post-test. The data were analyzed using analysis of covariance. The results showed that the average scores of oppositional defiant symptoms in the two experiment groups was significantly lower than that of control group (p<0.001). The results also indicated that training both social-emotional and social problem-solving programs is effective in reducing the symptoms of oppositional defiant disorder. Therefore, the social-emotional learning and social problem-solving programs as the underlying skills of emotional intelligence, social learning and interpersonal relationships can be effective approaches in dealing with oppositional defiant disorder.