Effectiveness of interpersonal problem-solving program on Social Skills and Self-Esteem in slow-paced Adolescents

The purpose of this study was to investigate the effectiveness of interpersonal problem solving training on social skills and self-esteem in slow-paced Adolescents.

This study was conducted through a quasi-experimental research design with a pretest-posttest with the control group. Statistical population included all slow-paced girl students in 2019 year in Shahriar city. Of these, 30 students were selected by convenience sampling method and randomly were assigned to experimental (n=15) and control (n=15) groups. Social Skills Rating System- teacher forms (1990) and Rosenberg Self-Esteem Scale (1979) were used as dependent variable measuring tools. Participants of the experimental group received interpersonal problem solving intervention program in 10 sessions of 60 minutes.

Data analysis using covariance analysis and SPSS-22 software indicated statistically significant effect of the intervention program in enhancing cooperative skills, assertiveness, self-control and overall social skill (P<0/05), as well as improving the self-esteem ) P<0/05) of the students in the experimental group.

According to the findings, it can conclude that training of interpersonal problem solving training increases social skills and self esteem of slow-paced students.