The Effect of Teaching Coping Skills According to CBT Based on Positive Psychology on Adjustment (Social, Emotional, academic) of the Students with Adjustment Problems

The aim of this study was to investigate the effect of teaching coping skills according to CBT based on positive psychology on adjustment (social, emotional, academic) of the students with adjustment problems.
It was an experimental study with pretest-posttest which was conducted on the first high school girl students who were at the age of 15-14 and had adjustment problems in 2014-2015 in Sari, using multi-stage random sampling. Introduced by teachers, performing tests and screening, 40 students were selected randomly and by using random arrangement, 20 were placed in the experimental group and 20 in the control group. Students both in the experimental and control group completed Sinha and Singh Adjustment questionnaire for pre-test and post-test. The students in the experimental group received coping skills training according to CBT based on positive psychology (Frydenberg, 2010b) for 14 sessions (two sessions per week 1.5 hours), while the control group had no training. Then, both groups were assessed. Data was analyzed by using Multivariate covariances and SPSS16
Analysis of covariances demonstrated a significant difference between experimental and control groups at post-tests (F=119/232, p Based on our findings, we can conclude that cognitive-behavioral coping training skills with positive-oriented approach can be an effective intervention method for increasing adjustment (Social, Emotional, academic) and therefore better efficacy in students with adjustment problems.