Comparison of the Effectiveness of Family Education with Glasser's Reality Therapy Approach and Ellis's Rational-Emotional-Behavioral Approach on Social Adjustment in Elementary Students by promoting Family Performance

The aim of this study was to Comparison of the Effectiveness of Family Education with Glasser's Reality Therapy Approach and Ellis's Rational-Emotional-Behavioral Approach on Social Adjustment in Elementary Students by promoting Family Performance . The statistical population consisted of all parents and students of the fifth and sixth grades of the three regions of Kermanshah, which among them, 75 students with their parents were selected, based on multistage random sampling method and they were randomly assigned to three groups. The first group based on Glasser's reality therapy, and the second group based on Ellis's rational-emotional-behavioral approach were received the necessary training for two and a half months, and the control group was received no intervention during this period. The data were analyzed according to one-variable and multi-variable Covariance analysis and LSD post hoc test. The results showed that family education based on reality therapy approach and rational-emotional-behavioral approach on family function (P<0.01) and social adjustment of children (P<0.01, F=30.14) are effective. However, the mean difference in the family function scores between the first and second groups was not significant (M=0.04, P>0.05). Also, the mean difference in the scores of social adjustment of children between the first and second groups was not significant (M=1. 56, P>0.05). As a result, it can be concluded that family education with Glasser's reality therapy approach and Ellis's rational-emotional-behavioral approach on social adjustment of children by promoting family performance are effective but there is no significant difference between the effectiveness of them.