The Effectiveness of Social-Emotional Skills Training on Resilience and Adjustment of Male Adolescent Students in Boarding Schools

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Ghadiry Fatemeh; AALI SHAHRBANOO; AGHAMOHAMMADIAN SHARBAF HAMIDREZA

Title

The Effectiveness of Social-Emotional Skills Training on Resilience and Adjustment of Male Adolescent Students in Boarding Schools

Author(s)

Ghadiry Fatemeh | AALI SHAHRBANOO | AGHAMOHAMMADIAN SHARBAF HAMIDREZA | Issue Writer Certificate

Keywords

adjustmentQ1

boarding school studentsQ1

resilienceQ2

socialemotional skills trainingQ2

Abstract

Introduction Adolescence is a period of special vulnerability that is usually associated with an increased incidence of mental disorders from the mid to late stages (Sunitha, & Gururaj, 2014). The students living in boarding schools have many problems with their accommodation and conditions and face many stressful adverse events such as increased involvement with peers and adjustment problems (Gao, 2014). Based on the results of the study conducted by Hossey and Gao (2005), mental disorders and behavioral and educational problems are higher among the students and adolescents living in boarding schools than those living with their families. The results also showed that the students in boarding schools have lower self-esteem and poorer social skills. One of the internal factors that can help boarding school students to keep psychologically healthy, despite the difficulties they face at school, is their “ psychological resilience” . The boarding school students with higher "psychological resilience" are better able to adapt to the environment and this affects their social relationships and "academic performance" (Skinner, 1992). A contributing factor to the process of resilience and adjustment, in adolescents in general and those living in boarding school in particular, is social-emotional skills training that has emerged in the late twentieth century as a serious topic in the process of personal transformation (Crane, 2015/1396). The results of the study by Ratcliffe, Wong, Dossetor & Hayes (2014) showed that socialemotional skills training increases emotional skills and social competence, resulting in overall mental health. Previous studies corroborate the effectiveness of social-emotional skills training in enhancing the learners’ adaptability and the ability to communicate effectively and accept social responsibility; with this being a purpose of education to boost such abilities of the learners, it can be argued that social-emotional skills training is quite essential for them (Behpajuh, Soleimani, Afruz, & Lavasani, 2010). Thus, this study aimed at investigating the effect of social-emotional skills training on the resilience and adjustment of boarding school students. The findings of this study can be used by parents, teachers, and counselors to empower adolescents to pass this stressful period of life. Research Questions Does social-emotional skills training have a significant impact on the resilience and adjustment of male adolescent students in boarding schools? Methodology The study adopted a quasi-experimental design with pretest-posttest and control group. The statistical population consisted of the first high school male students in boarding schools in Neyshabur in the academic year 2017-2018, among whom 100 students were selected through available sampling method and completed the resilience and adjustment Scale. Subsequently, 30 students whose resilience and adjustment scores were lower than average were selected as the participants in the study. The justification for their selection was that they were found more in need of social-emotional training than others and could benefit more from the experiment involved in the study than others. The participants were randomly assigned to the experimental (N = 15) and control (N = 15) groups. The experimental group received 8 sessions of social-emotional skills training. Results The findings of the study showed a significant improvement in the resilience and adjustment of the students in the experimental group, as compared to those in the control group. Therefore, social-emotional skills training can significantly increase resilience and adjustment in boarding school students. Discussion and Conclusion Explaining the above findings, it can be argued that people with the emotional knowledge needed to cope with can identify their emotions can build positive relationships, make complex decisions, and enhance their conflict management skills (Adibsereshki et al., 2019). According to Judge (2005), positive interpersonal skills act as protective and supportive agents of resilience and produce valuable results in the coping process. In this regard, Howard, Dryden, and Johnson (1999) believe that the best way to enhance the students' resilience is to design curricula based on the principles of social-emotional skills training. According to the results of the present study, training social-emotional skills significantly increased the adjustment of the experimental group, revealing the effectiveness of social-emotional skills training. Therefore, the social-emotional skills training program helps individuals to increase their self-awareness, emotion recognition, interpersonal relationships, empathy, flexibility to changes, emotion control, and the ability to express themselves in the face of negative experiences and adapt successfully to the conditions. It can be argued that social-emotional skills training increases the resilience and adjustment in boarding school students and is especially necessary for teenage students in boarding schools, who have poor coping skills. Thus, schools should strive to implement resilience and adjustment strategies as part of their curriculum, and the curriculum, especially in boarding schools, should go beyond the formal one. Future research can focus on enhancing such skills for teachers in these schools. In addition, due to the limitations of the present research, follow-up study was not possible, and future studies can more effectively investigate the impact of this training program by conducting a follow-up study. Moreover, since the research instrument used in this study was a questionnaire, due to the limitations in explaining the results of the questionnaire, it is better to use behavioral observation of the boarding school students to evaluate the effect of the educational program.

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APA: Copy

Ghadiry, Fatemeh, AALI, SHAHRBANOO, & AGHAMOHAMMADIAN SHARBAF, HAMIDREZA. (2020). The Effectiveness of Social-Emotional Skills Training on Resilience and Adjustment of Male Adolescent Students in Boarding Schools. STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY), 11(2 (77-2) ), 71-87. SID. https://sid.ir/paper/382961/en

Vancouver: Copy

Ghadiry Fatemeh, AALI SHAHRBANOO, AGHAMOHAMMADIAN SHARBAF HAMIDREZA. The Effectiveness of Social-Emotional Skills Training on Resilience and Adjustment of Male Adolescent Students in Boarding Schools. STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY)[Internet]. 2020;11(2 (77-2) ):71-87. Available from: https://sid.ir/paper/382961/en

IEEE: Copy

Fatemeh Ghadiry, SHAHRBANOO AALI, and HAMIDREZA AGHAMOHAMMADIAN SHARBAF, “The Effectiveness of Social-Emotional Skills Training on Resilience and Adjustment of Male Adolescent Students in Boarding Schools,” STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY), vol. 11, no. 2 (77-2) , pp. 71–87, 2020, [Online]. Available: https://sid.ir/paper/382961/en

Scientific Information Database

ISSN: 2588-4824

Journal Paper

The Effectiveness of Social-Emotional Skills Training on Resilience and Adjustment of Male Adolescent Students in Boarding Schools