جستجوی مقالات مرتبط با کلیدواژه « life-skills » در نشریات گروه « علوم انسانی »

The present study aimed to compare the effectiveness of couples therapy based on choice theory and life skills training on conflict resolution, reducing divorce tendency and increasing the resilience of couples affected by infidelity. This research was applied in terms of purpose and semi-experimental method which was conducted with pretest-posttest design with control group. . The statistical population of the present study included all couples affected by infidelity who referred to counseling centers in Hamadan in 2021 and the sample consisted of 48 people who were randomly assigned to two experimental and control groups (each group 8 couples). Data were collected from three questionnaires, conflict resolution styles (Rahim, 1983), and decreased divorce desire (Rozlet, Johnson & Morrow, 1986). And resilience (Carner and Davidson, 2003) was used to collect data, and intervention sessions were conducted based on choice theory based couple therapy (Glasser, 1999) and Chris Life Skills Training Program (1998, quoted by Yousefi, 2016). Multivariate analysis of variance (MANOVA) and SPSS software were used to analyze the data and investigate research hypotheses. The findings of the study showed that couples therapy based on choice theory and life skills training had a positive effect on conflict resolution, reduction of divorce tendency and increasing resilience in couples affected by infidelity and these programs can be used as a useful intervention in conflict resolution, reducing the tendency to divorce and increasing resilience.

The purpose was to compare the effects of Life Skills Training with and without Mindfulness Training on Experiential Thinking, and Negative Thoughts of youth with motor physical injuries. The research was experimental, with a pre-test, post-test, and follow-up design. The statistical population included male students with motor-physical injuries from the secondary exceptional high schools in Tehran. The research sample, due to the small size of the statistical population, included all the people of this population in the year 2021-2022. With the purposeful sampling method, 45 subjects were randomly assigned to two experimental and one control group. Group one received life skills training and group two, received life skills training plus mindfulness training. The control group did not receive any training. All three groups responded to the Rational-Experiential Inventory (Epstein & Pacini, 1999), Automatic Thoughts Questionnaire (Hollon & Kendall, 1980), before and after the training courses and a month after the end of them. In the end, the data was analyzed with One-way variance, repeated measurement variance analysis and multivariate covariance analysis methods. The comparison of the groups showed that both interventions had the same effects on the participants' rational ability, rational engagement, and experiential ability and negative thoughts. It can be said that both educational interventions lead to the strengthening of rational and experimental thinking systems and the reduction of negative thoughts, which is valuable in the case of youth with motor-physical injuries.

The purpose of this study was to develop a model for the transition of Iranian Olympic athletes from sports profession to social life. The method of this research was qualitative research with grounded theory approach. Data were collected using interviews and document review. After conducting 19 deep and semi-structured interviews with people with experience and rich experience in the field of Iranian Olympic sports, including managers, coaches, prominent athletes and sports scientists, the main categories were extracted after completing the coding process. Purposive and snowball sampling was done until theoretical saturation. After completing the findings, the background model was designed based on the systematic model of Strauss and Corbin (1994). Data analysis in three steps: open, axial and selective coding was achieved by using MAXQDA software. In the process of open coding, categories including causal factors, contextual factors, interfering factors, actions and strategies and consequences of the main category of research were extracted; Then, in the axial coding stage, the link between these categories under the headings of causal conditions (organizational capabilities of the country's sports, the athlete, information system, the level of support for the athlete, environment), contextual factors , intervening factors (athlete abilities and challenges of championship sport), effective strategies and consequences of applying strategies were determined in the form of coding paradigm; Then, in the selective coding phases, each component of the coding paradigm described, the line depicts, and the theory was created; Finally, the judgment propositions and strategic hypotheses of the research were formulated.

The present study was conducted with the aim of designing a life skills training package for children and determining its effectiveness on the social skills of primary school students. The research method was qualitative, Theme analysis according to Attride-Stirling (2001), and the research method in the quantitative part was semi-experimental with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population of the research was made up of 12698 primary school students of Shahrekord city in the academic year of 2021-2022. The sample in this research consisted of 109 students of the first year of elementary school who were selected by the available sampling method and randomly assigned to experimental and control groups (56 students in the experimental group and 53 students in the control group). The students in the experimental group received the life skills training package during 10 weeks in 10 sessions of 75 minutes as a group. The results showed that the life skills training package has sufficient content validity according to experts. Also, this training package had an impact on the social skills (P<0001; Eta=0.65; F=196.39) of social skills of primary school students. Based on the findings of the research, it can be concluded that the life skills training package by familiarizing students with their strengths and weaknesses, effective communication skills and empathy, emotion management, problem solving skills and creative thinking can be an efficient method to improve the social skills of primary school students be used.

The purpose of this research is to investigate the effectiveness of the solution-focused kids' skill method on the life and communication skills of mentally retarded children. The statistical population of the research included all mentally retarded children aged 9-13 who were referred to Omid Exceptional School in the period of 1401-02, located in Sari city. The sample size of the study includes 30 children who were randomly selected from the statistical population using the available sampling method and were placed into two experimental (15 people) and control (15 people) groups. The experimental group was trained in eight 60-minute sessions, twice a week with the designed protocol. The instrument used is Wayland's compromising behavior scale. The results showed that in the effectiveness of this protocol, the control and experimental groups had significant differences (P>0.001) in the two components of communication skills and life skills, and covariance analysis and Welch's analysis of variance were used to achieve this difference. This indicates the effectiveness of the protocol designed for the solution-oriented child skill training method on the communication skills and life skills of mentally challenged children. It can be concluded that the child's skill training approach is effective in expanding the communication skills and lives of mentally disabled children.

Proverbs represent the beliefs, attitudes, culture, traditions, knowledge and attention of a nation to various issues, quoted in the form of popular clich&eacute; and metaphorical statements. On the one hand, such aphoristic sentences depict the nation&rsquo;s beliefs, on the other hand, they potentially have a remarkable educational role. Proverbs cross people&rsquo;s mind and are uttered in different situations. In fact, proverbs are mostly used to taunt people and to inform them, or to emphasize something. Since there is a great relationship between the level of attention paid to life-skills in a nation and their culture, it is possible to find out how much that nation considers life-skills by studying common proverbs there. The present study dealt with 400 common Lori&rsquo;s proverbs of Kohkilouye and Boyerahmadi based on the level and manner of paying attention to the components of life-skills using a descriptive and analytical method. The results indicated that the constituents of communication-skills, critical-thinking and problem-solving had the highest frequency, and the components of creative-thinking and decision-making had the lowest one. Communication-skills were mostly informative, the components of other skills such as critical-thinking, problem-solving, and empathy were used more to taunt people. The constituents of the skill of managing negative emotions were used both for teaching and informing, and for taunting people.

This study aims to know the relationship between resilience and life skills of women heads of households in Isfahan city. The research is quantitative and of the survey method. The data collection tool in this research is 2 questionnaires. The face validity of this research tool has been done after the final edit and approval of the doctoral supervisor using the opinion of respected professors in the sociology department of the university, and also, the content validity has been confirmed by the judgment of experts. Additionally, the reliability of the research tool has been confirmed based on Cronbach's alpha test of 0.78 for the resilience questionnaire and 0.75 for life skills.The statistical population of this study includes women heads of households in Isfahan city the sample size in this research, using SPSS SAMPLE POWER software, is 270 people and the sampling method is quota sampling. The analytics tool for this research was SPSS & AMOS statistical software. The findings in this research show that 37% of the factors of changes in life skills are dependent on resilience variable and its components and the value of the significance level is also reported as 0.0001 in the output of the software and the box of regression weights. Therefore, life skills can be predicted based on resilience in the statistical population. Moreover, considering that resilience is a multi-dimensional concept, the general culture of the society, subcultures, families, schools, higher education institutions, and proper social supports can be effective in people's resilience ability

This study aims to investigate the effectiveness of philosophy for children (P4C) in the development of life skills in elementary school students. The research method was semi-experimental using pre-test and post-test with control group. The statistical population involved all the fifth-grade male students in public elementary schools in the city of Behbahan, Khuzestan, Iran, in the academic year 2022-2023, whose number was1409. Using the available sampling method, 60 students who scored lower on the life skills scale were selected and randomly divided into two experimental (30 people) and control (30 people) groups. In the next step, the experimental group was taught philosophy for 12 sessions of 45 minutes. The data collection tool was Saatchi et al.’s Life Skills Scale (2010). To analyze the data, univariate and multivariate analysis of covariance methods were used. According to the results, the use of philosophy for children has a positive and significant effect on the development of life skills (P<0.001, F=74.073), self-awareness skills (P<0.001, F=49.792), empathy (001 P<0.00, F=27.996), relationship management skills (P<0.001, F=84.163), communication skills (P<0.001, F=45.082), stress management and emotional management skills (P<0.001, F=46/441), goal-setting skill (P<0.001, F=40/492), problem solving skill (F=60/400, P<0/001), decision making skill (F=35/571, P<0/001) =), creative thinking skill (P<0.001, F=24.805) and critical thinking skill (P<0.001, F=65.750) in the considered students.

The aim of the current research is the effectiveness of life skills training on the psychological security and social adjustment of female student teachers of Farhangian University of Mazandaran. The current research method is an experimental research with a pre-test and post-test design with a control group and its statistical population, 1200 female students of Farhangian University of Mazandaran province, of which 280 students were randomly selected from among the units of Farhangian University of Sari province. Questionnaire Maslow's mental security and mental health SCL-25 were completed by all students and among them 40 people who got the lowest score were selected by purposive sampling and were randomly placed in two groups of 20 people and the skills Life was taught to the experimental group during 12 sessions, and after 6 weeks, a post-test was taken from both groups, then data analysis was done using the statistical method of covariance analysis. The results of the current research show that life skills training is effective on the mental health and mental security of female students of Farhangian University of Mazandaran province (p < 0.001; F = 165.349, 2:35, df) and the group effect size is 0.904. Has been achieved. The initial level of mental health and the initial level of mental security were effective with effect sizes of 0.438 and 0.587, respectively. As a result, life skills training has been effective on the psychological security and social adjustment of female student teachers at Farhangian University of Mazandaran.

Resilience is an ability and skill that enables a person to adapt to problems and challenges. This factor contributes to the positive development process of adolescence. The purpose of this research is to determine the relationship between basic psychological needs with resilience through the mediating role of self-efficacy in life skills in adolescence. This research was carried out using a descriptive and correlational research method in the form of a structural equation model. The statistical population included six grade male and female students in Bushehr high schools 503 students were selected using multi-stage cluster sampling method. The following questionnaires were used: Morris Self-Efficacy Scales (SEQ-C), DeCaroli John and Sagon Resilience Questionnaire (2014), Basic Psychological Needs Questionnaire (BSNQ); Guardia, Deci and Ryan, (2000). Structural equation model was used to analyze the data. Results of data analysis showed that the paths of basic psychological needs to self-efficacy in life skills and self-efficacy to resilience were significant in adolescence. Also, the path of basic psychological needs was significant indirectly through self-efficacy in life skills with resilience. According to the findings of this research, it can be concluded that as we approach late adolescence, the effect of basic psychological needs increases and self-efficacy performs its mediating role well during all three periods.

Happiness is one of the emotions that have received a lot of attention in positive psychology today, and sages and mystics have made great efforts in understanding and how to present and apply it in their words and works. For this reason, analyzing and properly presenting these views through examining the texts and introducing their precise characteristics to the audience can clarify the paths for positive thinking and happy living and through reflection, concentration, indoctrination and thinking in the teachings obtained from the texts. Literary and mystic, first clear the way of knowledge in the mind and finally by repeating the beliefs of these teachings, it can lead to a suitable solution to achieve happiness. With the same aim, this research examines the view of happiness and its connection with self-awareness in Rumi"s thoughts in his sonnets.

The method of research is to analyze the qualitative content of the theme and the statistical community of all the sonnets of Rumi known as sonnets of Shams

Molavi"s sonnets show the connection between happiness and self-awareness in various axes. Among them: knowing one"s original scheme, which leads to understanding human defections and abilities. Realizing one"s relationship with God and this world, the experience of love, according to Molavi, love for God and other people is the cause of happiness. Staying away from hostility and enmity and understanding the tenderness of love at a high level makes a person happy. Understanding and communication with nature, which sometimes leads to growth and freshness with self-awareness. Molavi sees the root of many joys within the human being. The self that must go through the superficial stages of cognition and reach self-awareness and belief.

Jalaluddin Mohammad Molavi is one of the mystics who have been able to invite his audience to live happily and get rid of the sad dependencies of existence by representing the visible and hidden cognitive images of happiness through his sonnets. This has emerged by drawing paths of self-awareness and knowledge of man in the world in a skillful texture and full of aesthetic symbols and sublime musical dimensions of speech in Rumi"s lyrics.

This study aimed to investigate the outcomes of life skills training on the mental health of elementary school children. This qualitative theoretical study recruited 26 curriculum planning graduates and elementary school principals and teachers in Bushehr Province, Iran selected via purposive sampling (snowball method). Data were collected through semi-structured interviews until reaching theoretical saturation. The validity and reliability of the research tools and collected data were confirmed through Holsti’s method and the Lincoln and Guba model. The core categories and subcategories extracted after analyzing the data were successful decision-maker (outcome of developing cognitive skills), rationality in all life matters (outcome of developing intellectual skills), useful family member - a competent global citizen (outcome of developing communication skills), and choosing the optimal lifestyle (outcome of developing emotional skills). According to our findings, “teaching life skills through the curriculum” ensures the mental health of elementary school children.

Improving individuals’ health indicates dynamism and progress in societies in today’s everchanging world (Mozata and Thomas, 2019). The rate of social changes and the expansion of mechanical life endanger the mental health of human society, and according to Orvati Aziz (2016), many people lack the necessary skills to face various life issues. As such, the World Health Organization presented a life skills training program to improve mental health and prevent psychosocial harm in children and adolescents (Shafiei et al., 2010).According to a UNICEF declaration (2015), teaching skills such as effective communication with others, self-awareness, decision-making, problem-solving thinking, critical thinking, and creative thinking guarantees people’s health. The WHO (2020) has also identified life skills training as the most cost-effective way to achieve physical and mental health.Most children receive formal education in the education system from the age of six. Adibmanesh and Sadr (2021) believe that elementary school is the period for a life skill training course and has a positive effect on the development of healthy personality and mental health of children. Jim (2021) believes that such a course has an effective role in establishing healthy relations with family members and peers, developing social relations, and improving their quality of life.At present, Iranian elementary schools enjoy an extracurricular course for life skills training called “Keramat (dignity) plan”. However, according to the interviewees, it depends mostly on the teachers’ tastes and has not yielded the desired result. Therefore, this study was conducted to investigate the effect of life skills training through the curriculum on the mental health of elementary school children.

This was a theoretical qualitative study based on the systematic theoretical approach, which has many applications in education. The study population included graduates of educational sciences (especially curriculum planning) who were serving as administrative experts, principals, and teachers in the elementary schools of Bushehr Province, of whom 26 were selected using purposive sampling (snowball method). Data were collected through raising the research question of “What are the effects of teaching life skills to elementary school children through the curriculum on their mental health?”. The study continued through semi-structured interviews until reaching theoretical saturation. Reaching theoretical saturation in qualitative research is considered the gold standard for ending sampling (Strauss & Corbin, 2014). Data were analyzed according to the systematic grounded theory in three coding stages as follows. In the open coding stage, all recorded interviews were transcribed verbatim and compared using a line-by-line analytical-comparative approach, and related concepts were tabulated. In the axial coding stage, concepts related to one axis were grouped together to form main categories and subcategories. In the selective coding stage, the final theory was developed based on the main categories. The validity and reliability of the research tool and data analysis were assessed according to Holsti’s method (observed agreement percentage) and based on the Lincoln and Guba evaluation model (1994) including four criteria of credibility, transferability, dependability, and confirmability.

The research findings based on the main categories and subcategories are as follows:A) “Successful decision maker” with the subcategory of “developing cognitive skills” including components of:Self-awareness skill: Being aware of your feelings and emotions, developing self-confidence and self-esteem, recognizing weaknesses and strengths, and developing knowledge of self and others.Decision making skill: Independence in decision making; ability to lead a team; successful in choosing a job, a friend, or a spouse; participating in group decision-making and humanitarian activities, and judgment based on reason.B) “Rationality in all life matters” with the subcategory of “Development of intellectual skills” with the components of:Creative thinking skill: Optimal use of potential abilities, smart look at the world, fostering a spirit of exploration and healthy competition, creating new ideas, and acquiring self-employment skills and financial independence.Problem-solving thinking skill: Faith in one’s abilities, optimal use of intellectual powers, finding the roots of problems, choosing the best solution among the available options, and getting help from experts.Critical thinking skill: Fostering a spirit of logical reasoning and being demanding, avoiding hasty judgment, ability to hear dissenting opinions, avoiding verbal violence, respecting different cultures, and saying no to tempting offers.C) “Useful family member - a competent global citizen” with the subcategory of “Developing communication skills” including components of:Interpersonal communication skill: Understanding the feelings of oneself and others, healthy communication with others, successful in family life, active presence in social groups, and healthy verbal and nonverbal communication in socializing with others.Effective communication with others skill: Pioneer in developing friendships and intimate relations, future career success, respect for different cultures and races, and observing privacy in communication.Empathy skill: Understanding the feelings and emotions of others, keeping secrets, boosting self-confidence in others, gaining the trust and empathy of others, and developing a human character.D) “Choosing the optimal lifestyle” with the subcategory of “Developing emotional skills” including components of:Stress management: Identifying and modulating stressors, strengthening the spirit of positive thinking, time management, and avoiding inappropriate ambitions.Emotion management: Recognizing and moderating different emotions in different situations; understanding the impact of emotions on health; reasonable acceptance and coping with failures and sorrows; making wise decisions in emotional situations; preventing emotional diseases; avoiding resentment, jealousy, and hatred; fostering emotional intelligence toward transcendence, and enjoying life.

he most important achievement of this research was the effective role of “training and learning” in ensuring people’s health, which is consistent with the research by Jim (2021), Nashida et al. (2019), Albert & Davia (2011), and Adibmanesh & Sadr (1400). The “successful decision-maker”, the outcome of learning self-awareness and decision-making skills, was in line with the views of Khanifar & Pourhosseini (2017) and the research of Nashida et al. (2019). The “Rationality in all matters of life”, the outcome of acquiring skills of creative thinking, problem-solving thinking and critical thinking, was consistent with the research by Butwin & Kanter (2000) and a UNICEF Declaration (2015). “The useful family member - a competent global citizen”, the outcome of acquiring skills of interpersonal communication, effective communication with others and empathy, was consistent with the results of research by Sinclair et al. (2008) and Javadipour et al. (2014). “Choosing the optimal lifestyle”, the outcome of acquiring stress management and emotion management skills, was consistent with the research by Hojjati et al. (2021) and the views of Gelman (2016). Also, the necessity of teaching life skills from elementary school was in accordance with the results of the research by Gholami & Javdani (2010) and Orvati Aziz (2010).

The purpose of this research was exploring the components of life skills in selected children's books. Among the books published for children, some are selected as the best books that parents, educators, and those who somehow deal with children accept them. These books were examined and analyzed to see the number and way of dealing with life skills. Content analysis method was used for this study. The statistical population consisted of children’s books and the sample were top winners the most awarded selected by purposeful sampling. The researcher selected fiction works that had won more awards in their own field and analyzed them based on the quality and extent of components of life skills. The results showed that empathy skills, creative thinking, communication skills, and critical thinking are the most frequent components in these books. In most of the investigated stories, the characters who had life skills were the successful and the characters who lacked skills failed at the end of the story.

Every social human being must acquire the ten life skills to an acceptable extent. If these skills are properly learned from childhood, they can lead to adaptable behavior towards others and the world around in adulthood. These skills can be taught to and institutionalized I children by the use of children's books, especially fiction books, which are powerful tools in this regard. This study aims at investigating the quantity and quality of life skills incorporated in the most-read books of children. The researchers seek the answer to this question: to what extent are life skills incorporated in children's books and how each skill is presented in the story?

Thepurpose of the current research was to provide a model of empowering life skills for children under the supervision of 24-hour well-being care centers. The research is applied in terms of purpose, qualitative and quantitative (mixed) in terms of data, and phenomenological in terms of study method. The statistical population included specialists in the field of child psychology who had work experience and familiarity with children, the well-being and injuries of these children, who were selected through targeted sampling in the form of snowball until theoretical saturation. First, by using in-depth interviews, the components of empowering life skills were identified and the training protocol was extracted, and then the tool was designed to measure the effectiveness of the model. In order to analyze the data, thematic analysis was used in the qualitative part, and exploratory factor analysis and convergent and divergent validity were used in the quantitative part.The data was analyzed through SPSS, MAXQDA and smart-pls software. The results showed that the life skills empowerment model includes 6 components (friendship, kindness, participation and cooperation skills, creative thinking skills, sense of responsibility and self-confidence) and 36 indicators, and the resulting model has convergent and divergent validity. was also accepted. Also, the obtained questionnaire had good validity and reliability.

One of the most important determinants of the improvement of mental health and psychological well-being of adolescents is their lifestyle, which can be effective in preventing social harm. Considering the role played by the students of every country play in its prosperity, it is an inevitable necessity to invest in their proper education.

The purpose of the current research was to investigate the role of Islamic lifestyle with a skill-based approach in improving psychological well-being.

Applied Research was used in this research. The study population included the secondary school students of Tehran city. Tools: Data collection tools included interviews and questionnaires(Kaviani's Islamic lifestyle and Ryff Scales of Psychological Well-Being).

The findings of this study highlight the necessity of using life skills training programs with Islamic approach to improve psychological well-being.

The results of educational interventions could lead to better performance, therefore, it is suggested to be used as an effective strategy in all educational centers of Iran.

This study was designed and conducted with the aim of analyzing the status of life skills of Tehran citizens separately into 18 life skills and with emphasis on comparing the skills of men and women. The present study is applied in terms of purpose and descriptive-survey in terms of method and its measurement tool is a questionnaire. The statistical population includes all citizens living in Tehran. Research questionnaires were distributed among a sample of 396 people through Google form. Findings showed that the best skills in Tehran citizens, respectively, in interpersonal relationships, data collection, public participation skills, while the skills of understanding the principles of freedom, justice and equality The skills related to human communication, creative thinking skills are in a lower status and in general, the general status of life skills of Tehran citizens with an average of 3.33 is slightly above average. In comparing and examining the differences in the skills of male and female citizens, the results of the t-test show that in problem-solving skills, public participation skills, critical thinking, understanding the principles of freedom, justice and equality, participating in activities that improve interests, skills Regarding the observance and application of safety points, the situation of women and men is different. Women are better off in problem-solving skills and public participation skills, but in understanding the principles of freedom, justice and equality, participating in activities that improve benefits, and skills related to observing and applying safety tips, men are in a higher position than women. Are located.

The aim of the present study was to determine the effectiveness of life skills training on communication skills, psycho-social security and dependence on social networks in female students with cyberspace addiction. This research is a semi-experimental type of pre-test-post-test design with a control group. The statistical population of secondary school female students with cyberspace addiction in Kalibar city, 74 students were selected from this population using the available method, and the cyberspace addiction questionnaire was completed, and the students whose scores in the cyberspace addiction questionnaire were Yang's cyberspace was in the range between 80 and 100 (cut score and as cyberspace addiction); 40 people were selected as a sample and were replaced in two experimental groups (20 people) and control group (20 people). In order to collect data, cyberspace addiction questionnaires, communication skills questionnaires, psychosocial security and social network addiction questionnaires were used. Data analysis was done by multivariate analysis of covariance test. The results showed that life skills training has an effect on dependence on cyberspace and its components (habit, addiction and high involvement) (P<0.05). Also, life skills training has an effect on psychosocial security and its components (self-confidence, feeling of unhappiness, environmental incompatibility and people's view of themselves) and communication skills and components (feedback, listening and verbal skills) (05 /0>P).

obesity has become a serious concern for public health, which will lead to many risk factors; The main purpose of this research was to determine the effectiveness of life skills on tolerance of failure, marital heartbreak and irritability in obese people.Research

The design of this semi-experimental research was of pre-test-post-test type. The statistical population of this research included all obese people referred to obesity clinic of Ghadir Mother and Child Hospital, simple random sampling method was selected and these people were randomly assigned to two control groups (30 people) and experiment (30 people) was assigned. For the experimental group, 10 sessions (60 minutes each session) of the life skills training course were conducted to collect information from Harrington's frustration tolerance questionnaires and Bass and Plomin's irritability questionnaires. The data were analyzed by multivariate covariance analysis and spss version 26 software.

The results indicated that the significance level of the statistical test of multivariate covariance analysis is smaller than the significance level (0.05); Therefore, there is a significant difference between failure tolerance and irritability of the two groups in the post-test phase, in other words, life skills training has a significant effect on improving failure tolerance and irritability in obese people.

Therefore, teaching life skills by improving and increasing failure tolerance of obese people can make them feel less frustrated and lonely. These people can have more control over their anger and stress and are able to share their needs, desires and interests with others.

In order to carry out a proper and principled propagation, in addition to the appropriate selection of speech topics and knowledge of the principles of propagation and speech, obtaining basic knowledge and information to start a propagation is an obvious thing for propagators. For this purpose, life skills training should be provided for propagators, so that they do not face problems in the path of propagation just because of a series of inconsistencies in propagation environments. Because in the first steps of propagation, because of lack of familiarity with the propagation environment, the propagators are faced with issues that arise in different and new environments immediately after the beginning of the propagation. This article aims to explain the role of life skills in the field of propagation and its importance. Now, the main question is what are the effects and fruits of life skills in propagation. In this article written in a descriptive method, we intend to study the role of life skills in propagation. The findings of this article suggest that by learning life skills, propagators can use effective methods to improve the quality of their propagation and acquire the necessary skills to have better and more effective propagation