مریم صحراییان

Models are considered as frameworks for design, implementation and evaluation of programs which are implemented by health educators. The main purpose of this study was to survey the effect of applying the Better Life Options and BLOOM Model to promote life skills in third grade high school girls. The quasi-experimental study performed on the groups in two phases. In need assessment phase, we used multi-stage cluster sampling method to select 200 samples among the students, their parents with high school degrees, their teachers and counselors. In training phase, we selected 45 samples for each of the trial and control groups among the students. Data collection tools were three researcher-made need assessment questionnaires, for three respondents groups, and a questionnaire to assess knowledge, attitude, performance and advocacy of the samples about the self-awareness, effective communication with others and decision making skills. After need assessment and pre-test, the intervention as skills training in the form of lecture, slide show, group discussion and role playing for case group students and a lecture session for parents were conducted. One month after the educational intervention, case and control groups, were evaluated again. The mean difference scores of knowledge, (P=0.03), attitude (P=0.04), performance (P=0.03) and environmental support system (P=0.002) of the three skills mentioned in the case and control group were statistically significant. Using BLOOM empowerment model with components such as strengthening support system in the family, school environment and community in addition to training students, can be effective on life skills promotion.

Life skills and its training to individuals is one of the major factors for mental health development in community. The main purpose of this study was to evaluate knowledge, attitude and practice of the first three life skills priorities among third grade high school girls in terms of planning for the students’ educational programs. In a descriptive study, we first selected 200 respondents among the students, their parents and their schools’ experts in education for the life skills’ priority setting. Using multistage cluster sampling, we selected 180 the students to investigate their knowledge, attitude and practice. We used a priority-setting questionnaire which was designed by the researchers. We requested the respondents to prioritize 10 life skills. We also used three validate and reliable questionnaires to assess the students’ knowledge, attitude and practice. In the respondents’ opinions, self-awareness, effective communication with others and decision making skills were the first three life skills priority. The knowledge, attitude, and performance of the students was 58.9% (moderate level), 86.1% (desirable level), and 75.5% (moderate level), respectively. According to the results, although attitude of most of the students towards the prioritized life skills was good, their knowledge and practice of these skills was moderate. So, it seems revising the life skills’ content and training in high schools could be very important.