فهرست مطالب seyed ali musavi asl

We need social skills to succeed in interpersonal relationships. Positive emotions and self-satisfaction are the results of success in these relationships. This study aimed to Compare the Effectiveness of Brain-Based Learning and Creative Thinking in Improving Students' Social Skills of ninth grade high school male students in Bonab city.

The type of quasi-experimental research was pre-test -post-test and the statistical population of this study was ninth-grade male students in the academic year 1399-1400 in Bonab city. Among these students, 45 were selected by cluster random sampling. Students were randomly divided into three groups of 15 in two experimental groups and one control group. The number of training sessions was 15 sessions of 45 minutes for each experimental group. Data were collected using the Keramati Social Skills Development Questionnaire (2007). The obtained data were analyzed by analysis of covariance and SPSS-26 software.

Findings obtained from analysis of covariance showed that training classes are effective in increasing the social skills of experimental groups. Also Creative thinking 39.2% and brain-based education 37.9%   explained the variance of social skills scores.

Based on the findings of this study, it can be concluded that the training of brain-based learning and creative thinking has a significant effect (p<0.05) on social skills and has promoted it in experimental groups. Also, the effect of creative thinking in promoting social skills has been more than brain-based learning.

positive psychology is a scientific approach with a focus on strengths instead of weaknesses, building the good in life instead of repairing the bad. Therefore, the present study aims to evaluate the effectiveness of positive psychotherapy. Orientation on sense of coherence, self-efficacy, psychological well-being and resilience was performed in nurses.

This study was an experimental study with pre-test-post-test design with control and follow-up group. 30 Nurses were selected through convenient sampling. Subsequently, the participants were randomly divided into two groups of 15 people. The experimental group received positive psychology training whereas the control group did not receive any treatment. Both groups were evaluated before and after the intervention and in the follow-up stage through Antonsky Coherence Questionnaire, Connor and Davidson Resilience Scale, Reef Psychological Welfare Questionnaire and General Self-Efficacy Scale.The Data were analyzed using repeated measure (ANOVA).

The results of analysis showed that positive psychology training led to a significant increase in resilience, psychological well-being and sense of coherence in nurses. The results of follow-up test also showed that this method has enough stability and sustainability. However, no significant difference was observed between the intervention and control groups regarding self-efficacy.

According to the findings of this study, positive psychology interventions can be used to promote sense of coherence, psychological well-being and resilience in nurses.