EFFECTIVENESS OF SOCIAL- EMOTIONAL SKILLS TRAINING ON COGNITIVE EMOTION REGULATION AND SOCIAL SKILLS IN CHILDREN WITH LEARNING DISABILITIES

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SADRI DAMIRCHI E.; ESMAILI GHAZIVALOII F.

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Paper Information

Journal: JOURNAL OF LEARNING DISABILITIES Year:2016 | Volume:5 | Issue:4 Page(s): 59-86

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Title

EFFECTIVENESS OF SOCIAL- EMOTIONAL SKILLS TRAINING ON COGNITIVE EMOTION REGULATION AND SOCIAL SKILLS IN CHILDREN WITH LEARNING DISABILITIES

Author(s)

SADRI DAMIRCHI E. | ESMAILI GHAZIVALOII F. | Issue Writer Certificate

Keywords

SOCIAL- EMOTIONAL SKILLSQ1

COGNITIVE EMOTION REGULATIONQ1

SOCIAL SKILLSQ1

CHILDRENQ1

LEARNING DISABILITIESQ1

Abstract

Because of the role of social - emotional skills in emotion regulation and interpersonal interaction in CHILDREN, attention to it is very important, especially among CHILDREN with LEARNING DISABILITIES. Therefore, the present study aimed to investigate the effectiveness of SOCIAL- EMOTIONAL SKILLS Training on COGNITIVE EMOTION REGULATION and SOCIAL SKILLS in CHILDREN with LEARNING DISABILITIES. The research method was quasi-experimental study with pretest-posttest and a control group. The population included all male students with LEARNING DISABILITIES who referred to Learning Disability Centers in Urmia in 2014-2015 academic year. For this purpose, 30 male students were identified and selected using random sampling methods, and then randomly assigned to experimental (N=15) and control (N=15) groups. The experimental group received 12 sessions of SOCIAL- EMOTIONAL SKILLS Training (60-minuts per session). The tools used were Granefski and all COGNITIVE EMOTION REGULATION questionnaire (1999) and Matson SOCIAL SKILLS questionnaire (1983). Data analyzed using analysis of multivariate variance. The results of analysis of covariance showed a significant difference between two groups in positive and negative components of COGNITIVE EMOTION REGULATION (p<0.001). Also, the results showed a significant difference between two groups in components of SOCIAL SKILLS (p<0.001). According to the results, we can say that socio-emotional skills training increased the use of positive emotional strategies and improved the appropriate SOCIAL SKILLS, self-confidence and relationship with peers. These results are important references in the field of pathology and treatment of disability so that the training program can be used as an intervention in schools and health centers.

Cites

EFFECTIVENESS OF SOCIAL-EMOTIONAL SKILLS PROGRAM ON SOCIAL PROBLEM-SOLVING AND ANGER CONTROL IN VETERANS’ CHILDREN

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APA: Copy

SADRI DAMIRCHI, E., & ESMAILI GHAZIVALOII, F.. (2016). EFFECTIVENESS OF SOCIAL- EMOTIONAL SKILLS TRAINING ON COGNITIVE EMOTION REGULATION AND SOCIAL SKILLS IN CHILDREN WITH LEARNING DISABILITIES. JOURNAL OF LEARNING DISABILITIES, 5(4), 59-86. SID. https://sid.ir/paper/210196/en

Vancouver: Copy

SADRI DAMIRCHI E., ESMAILI GHAZIVALOII F.. EFFECTIVENESS OF SOCIAL- EMOTIONAL SKILLS TRAINING ON COGNITIVE EMOTION REGULATION AND SOCIAL SKILLS IN CHILDREN WITH LEARNING DISABILITIES. JOURNAL OF LEARNING DISABILITIES[Internet]. 2016;5(4):59-86. Available from: https://sid.ir/paper/210196/en

IEEE: Copy

E. SADRI DAMIRCHI, and F. ESMAILI GHAZIVALOII, “EFFECTIVENESS OF SOCIAL- EMOTIONAL SKILLS TRAINING ON COGNITIVE EMOTION REGULATION AND SOCIAL SKILLS IN CHILDREN WITH LEARNING DISABILITIES,” JOURNAL OF LEARNING DISABILITIES, vol. 5, no. 4, pp. 59–86, 2016, [Online]. Available: https://sid.ir/paper/210196/en

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