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Showing 2 results for Social Skills
Comparison of the Effectiveness of Emotional and Social related on the Reduction of Aggression Symptoms in Delinquent Adolescents Boy in North Khorasan and Razavi Provinces
Abolfazl Bakhshi Pour, Farzaneh Mikaeli, Ali Isazadegan,
Volume 10, Issue 4 (3-2019)
Abstract
Introduction: Training based on emotional regulation and social skills strategies is one of the most important factors in the desirable growth of the personality of delinquent adolescents. The present study aims to compare the education based on emotional regulation strategies with social correlational education in reducing the aggression symptoms in delinquent adolescents. North Khorasan and Razavi.
Methods: Using a research design, a semi-experimental design with pre-test and post-test design with control group, 45 offender adolescents were selected and randomly assigned to three groups of 15 One person (two experimental and one control group). And participated in 10-session-based portal-based emotional correlations and portal-based 8-session social correlations. All three groups completed the aggression questionnaire (Arnold H. Bass and Mark Perry) before and after the intervention.
Results: The results of multivariate and single-variable covariance analysis showed that the difference between the moderated averages of the two experimental and control groups in the education based on emotional regulation and social skills education was statistically significant in reducing aggression. Moreover, Educational interventions for emotional adjustment toward social skills training show a greater reduction in the distribution of juvenile delinquents.
Conclusions: Based on emotional regulation strategies based on social skills training, it is one of the fundamental correlations of aggression reduction. It is possible to design basic interventions based on cognitive emotion regulation strategies with social skills training. Basic steps in the psychological empowerment of delinquent adolescents.

Designing an Educational App and its Effectiveness on Improving Children with Autism Spectrum Disorders Signs
Azita Soltanian Bojnourd, Ali Jahangiri,
Volume 11, Issue 3 (12-2019)
Abstract
Introduction: Autism disorder is a disorder characterized by stereotypic behaviors associated with social failure disorders. The purpose of this study was to design an educational application and its effectiveness in reducing the syndrome of children with autism.
Methods: It was a quasi-experimental study (pre-test, post-test with control group). The statistical sample of this study was 30 autistic children aged 7 to 12 years with autism who were randomly divided into intervention and control groups. First, both groups were subjected to pretest by Garz test. Then, the intervention group was trained under 10 sessions of one hour, but the control group did not take any activity and at the end of the Garz test as a post-test, they were used on both groups. Data were analyzed using covariance analysis.
Results: Research findings showed that there is a significant difference the mean of the intervention group and the control group in the posttest after moderating the mean of the pretest, and the application of the mean score of the intervention group in social, social, and social skills was 5.93, 4.87, 4.8 in the pretest to 3.13, 2.4 and 2.87 in the post-test (P < 0.001).
Conclusions: The results show that the performance of communication, social skills and stereotypical behaviors has been enhanced with the use of the Picture Exchange Communication Systems (PECS) and the use of this application can be used in teaching children autism spectrum.

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