جستجوی مقالات مرتبط با کلیدواژه « مهارت های زندگی » در نشریات گروه « علوم تربیتی »

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.

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).

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.

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).

By implementing real and necessary skills derived from divine teachings, a peaceful life can be provided for anxious modern men. This study was conducted with the aim of rethinking the content of the life skills curriculum by Islamic education specialists for sixth grade students.

The current research is based on the use of a mixed method, including qualitative (conventional content analysis) and quantitative methods. The participants in the qualitative part were specialists in Islamic education, and the sample size was obtained through the snowball method with the participation of 17 people with the theoretical saturation of information. The second statistical population was comprised of 33 curriculum specialists who were selected through the Cochran formula. The opinion of the first group was received through a deep, semi-structured interview, and then the data was summarized and analyzed in three stages of coding. In the second group, information was gathered with a researcher-made questionnaire and analyzed using SPSS software with the one-sample t method. The quantitative validity was obtained in the form of face validity, and the reliability coefficient was found using Cronbach's method. At the end, the relevant designed model was approved and validated by specialists.

A desirable model of Islamic life skills curriculum content with 18 main and central categories was obtained.

The content should be provided for every student based on all dimensions of human existence, the realities of the living environment (differences, cultural and religious conditions), in order to create and strengthen national unity, with the help of local and oral literature and in a practical way instead of merely non-functional theoretical skills and with a balanced view of this world and the hereafter, with an artistic and aesthetic approach.

The aim of this study was to compare the effectiveness of life skills training with and without mindfulness training on the emotional-social competence of students with physical abilities. This study adopted a pre-test and post-test experimental design with one control group. The statistical population of the study included all male students in special high schools for the disabled in Tehran. A purposive sampling method was used and 45 students were selected as study participants, who were randomly assigned to two experimental groups and one control group. Group one received life skills training and group two received life skills training along with mindfulness training. All three groups answered the Social-Emotional Competence Questionnaire, before and after the training courses and one month after the end of the course. Data analysis was performed using repeated measures analysis of variance and multivariate analysis of covariance. The results showed that social-emotional competence, in general, and self-awareness, social awareness, and self-management, in particular, increased in group one compared to the control group. In group two, social-emotional competence and all its components increased. Overall, although social-emotional and cognitive competencies and their management increased significantly in both experimental groups, combining mindfulness training with life skills training did not have additional effects on the above-mentioned competencies. In brief, it can be said that life skills training can have beneficial effects on students with physical disabilities and enhance their social and emotional competencies.

Communication is one of the most basic skills you can thinkof And one of the most important fields of health in social life and the origin of culture And as contex and the basis of movement and human development That if it becomes viral Undoubtedly, the main foundation of life is slipping And satisfaction disappears from it The general purpose of the present research Improvement of effective communication skills among students has been considered. In order to achieve the main goal of the reasons for students' abnormal behavior And methods to reduce abnormal behavior of students are investigated.

The current research was conducted using a qualitative method with the research strategy and using action research. Research tools include interview and observation.

Based on the findings, Effective factors in communication skills was divided To factors related to lack of time for leisure time of children and teenagers, Too much attention and spending time in virtual networks Lack of media literacy in selectionthe right channels and virtual networks, Paying too much attention to the teachingand lessons of students and paying less attention to their education And being confined in virtual and satellite networks.

The findings of this study can be effective in reducing the challenges faced by Parents, teachers and educational officials. teachers and educational officials With appropriate modeling in the field of how to use effective communication, Provide a ready platform for more objective education.

This study aimed to provide a pattern of life skill education management for primary students based on trifurcation factors. In the quantitative phase, the statistical population included 1457 primary teachers of Rafsanjan. Applying Cochran formula, the sample size was estimated at least 304, which were selected by simple random sampling. In order to explain the results better and discover the hidden cases in quantitative phase, 13 depth interviews were conducted in qualitative phase through purposive sampling method in the form of snow-ball. The data-collection tool in the life skill education component and trifurcation factors was researcher-made questionnaire. Its reliability by confirmatory factor analysis, its face validity and reliability by Alpha Cronbach calculation were estimated respectively 830.0 and 81.0. The research executive pattern was analyzed using the collected data from questionnaire and also applying descriptive and inferential statistical skills. The research pattern was proposed with 15 life skill components and 10 trifurcation factor components. The results of the research show that textbooks as one of the components of trifurcation factors are among the most effective components on mental health promotion. It can predict 6 life skill components; communication, representable skills, self- responsibility, work ethics, management, and healthy life skills. And society as the other effective component from behavioral trifurcation factors, can predict 5 life skill components; decision-making, creative thinking, targeting, problem-solving, and self-consciousness. And the next effective component of trifurcation factors include family, television, and school. Each is capable to predict 3 life skill components

The present study seeks to design an optimal model for improving the life skills of elementary school students. This research was qualitative and phenomenological regarding the method. The participants in the present study were experts in the field of primary education, who were selected through purposive sampling. The interviews were conducted with 15 people until theoretical saturation was obtained in the data. The instrument used in the research was s semi-structured interview and data analysis was performed using qualitative content analysis of interpretive type. The findings indicated that life skills training to elementary students is done in the form of three general areas of knowledge, attitude and skills, and by four elements of purpose, content, method and evaluation. In addition, the findings showed that knowledge, attitude and ability have mutual relationships with each other. It was also mentioned that the elements of life skills curriculum are in a cyclical relationship that starts from the goal and ends with the content and then with the method and finally with the evaluation and the results. The result of the evaluation in the form of feedback leads to the formulation and revision of goals. Overall, the research findings showed that in teaching life skills to elementary school students. The designed model also indicated that the elementary school stage is the period of developing foundation for personality-structure, and formation of intellectual, social and emotional development and human personality and development of basic and motor skills, so it is necessary to curriculum life skills, knowledge dimensions, attitude and skills should be considered in parallel and equally.

The aim of this study was to investigate the effectiveness of group life skills training on interpersonal problems and loneliness of female high school students in Tabriz. The research was conducted by quasi-experimental method with pretest-posttest design and follow-up with the control group. For this purpose, a school from the two education districts was selected by simple random sampling and the Interpersonal Problems Questionnaire (IIP-32) and Asher, Heimel and Renshaw's Feeling of Loneliness were administered to students (pre-test). Among the students whose scores in both questionnaires were a standard deviation higher than the average, the research samples were selected by purposive method. Subjects were randomly divided into experimental and control groups and subjects in the experimental group were trained in life skills training with a ten-pattern pattern for 12 sessions in a group manner for 12 sessions, but the control group did not receive any intervention. In the last training session, both groups answered the questionnaires (post-test). One month later, the subjects in the experimental group completed the questionnaires again (follow-up). Data were analyzed using one-way covariance and paired t-test. The results showed that life skills training was effective in reducing interpersonal problems and feelings of loneliness in the experimental group (P <0.01) and this reduction remained stable in the one-month follow-up phase.

The role of technology and educational software in improving the quality of education and learning as key activities in education has been largely considered. Due to the importance of technology and educational software in learning processes, this study was conducted to investigate the effect of using computer educational software on life skills in preschool children. The method of the present study is causal-comparative and applied in terms of purpose. The statistical population of this study included preschool students in District five of Tehran in the year 1400. The statistical sample was recruited by non-probability method (available sampling). The individals were organized into two groups: a) those with experience in using computer educational software, and b) those without any experience in using computer educational software. The life skills questionnaire in children was utilized as the data collection instrument. The research data were analyzed using independent t-test by using SPSS version 22. The findings of this study showed that life skills among students with experience of using computer educational software were higher in comparison with students who had no experience of using computer educational software. It can be argued that computer educational software has a significant effect on life skills in preschool children.  The results showed the effectiveness of computer educational software on life skills in preschool children, so schools and preschools can use appropriate educational software programs in order to enhance life skills among children.

The purpose of this study is to provide a framework for curriculum for life skills training in elementary school. The method of this qualitative research is of exploratory type. The research population of 15 teachers of education system have been chosen through snowball sampling to achieve data saturation through semi-structured interview. Upgraded documents and documentation of observation have also been used. Findings show that: The main goal of life skills training is to improve individual-social skills of students,nowadays the fundamental need of students is citizenship nurture, student-centered and problem-based contents are among the most relevant contents that should be Combined with the main courses and new methods of education is taught by teachers who are qualified and have the necessary competencies (general, professional, specialized), and in order to evaluate the learning and institutionalizing of life skills in students, qualitative and descriptive evaluation methods and longitudinal studies of behavior and function should be used.

Social anxiety is the most common anxiety disorder that is evidenced by the high prevalence and absence of early diagnosis in many children, which sometimes lead them to refuse to go to school. Two groups of experimental were conducted in the statistical population of preschool children referring to counseling and psychology clinics.30 children were selected as sample from the clinics and completed the social anxiety questionnaire and among those who had the highest anxiety score. Subjects were selected and randomly assigned to different groups. The sample consisted of 8 individuals in the first independent variable group (play therapy) and 8 individuals in the second independent variable group (life skills training) for 8 sessions of 45 minutes. Results showed the mean scores. Pre-test and post-test were significantly different in the two groups of play therapy (0.05 level of significance) and life skills (0.01 level of significance) and play therapy and life skills were effective in reducing social anxiety (anxiety disorders and its components). There was also a significant difference between the mean scores of anxiety disorders in the two groups only at separation anxiety (significance level 0.01). Therefore, play therapy and life skills are two useful ways to treat and reduce social anxiety.

Islam introduces the most thorough and the perfect family system to the world. According to Islamic views, a family is the main pillar for human societies and therefore, family issues are taken into consideration in various legislation systems. It is important enough that in the Holy Quran even in the same verses that talk about divorce, there are teachings about protecting and stabilizing one's household and preventive skills to save a marriage.The aim of the present research is to extract the basic doctrine of compromising skills in a marital relationship, mentioned in the verses on divorce. These Quranic rulings will be conformed with the sayings and points of views of Ayat Allah Khamenei, the great leader of Iran. Among the results of this project, it is important to note that although these verses are referred to as the "divorce verses", which may be asumed to have focused on ending a marriage, they in fact provide ways to protect a family through instructions on God-centered ideologies, such as respecting a partner's rights, holding on to the best communication skills, preventing the partner's detriment, beneficence and accepting the truth in every issue.

The aim of this study was to investigate the effectiveness of life skills training (critical thinking) on ​​self-mastery and attitudes toward drug use in high school students. The quasi-experimental research design is a pre-test-post-test design with a control group. The statistical population was female high school students in District 4 of Tabriz in the academic year 2019-2020, from which 30 people were selected by purposive sampling and randomly divided into two experimental groups (15 people) and control group (15 people) Were replaced. Thus, the subjects in the experimental group were trained in life skills (critical thinking) for 10 sessions and the control group did not receive any training. Wade Addiction Acceptance Scale and Tangier Self-Mastery were used to collect data. Data were analyzed by analysis of covariance. The results showed that life skills training (critical thinking) have an effect on self-mastery and attitudes toward drug use in students. In fact, life skills training increases self-mastery and reduces students' positive attitude towards drug use. Therefore, learning life skills training has an important role in self-mastery and students' attitudes toward substance use.

Despite the profound changes which occurred in the lifestyles of modern societies still dealing with adversity and difficulty Natvannd.karshnasan Ansanhadr Unfortunately, many behavioral sciences also believe that life skills education programs, including programs to humans helps better life. The purpose of the pilot study method of pretest and post-test is experimental and control groups. The experimental method to infer cause and effect relationship between phenomena that are controlled Gyrnd.yafth, the positive effects of the training on students' skills in problem solving, self-esteem and their health have implications for the training, Inc. Visitors are able to conflicts with peers in a constructive manner to resolve and more interpersonal Yabnd.dadh popularity of this study suggest that public health and self-esteem in girls and boys has also trained more than untrained general health and self-esteem of girls and boys differ between Ndashtndv hypothesis was rejected and Sfrtayyd hypothesis, the next issue of public health and self-esteem between two groups of students trained and untrained influenced by the theory of gender as was changed after the data and hypotheses reject the null hypothesis was confirmed and proven public health and self-esteem of students trained and untrained girls and boys affected by gender has not changed, according to the findings of the study concluded The life skills training on self-esteem and general health of students trained more than untrainedstudents.

This research aimed to determine the effect of pre-marriage workshop of life skills training on quality of life in student couples. Present study was quasi-experimental with pre-test and post-test design with control group. Research population was student couples referred to Ahmadi health center affiliated to Shahid Beheshti university of Tehran in the first half of 2015 year. Sample research was consisted of 30 couples (60 persons) who were selected by available sampling method and assigned into two groups (each group 15 couples). The experimental group participated in 10 sessions of 120 minutes (two sessions a week) in the pre-marriage workshop of life skills training and the control group was on the waiting list for training. Data collected with World Health Organization quality of life questionnaire and analyzed by multivariate analysis of covariance method in SPSS-22 software. The findings showed that there was significant difference between the experimental and control groups in terms of quality of life and components of physical health, mental health, social relationship health and environmental health (P<0/05). This means that participation in pre-marriage workshop of life skills training led to significant increase quality of life and it’s all components in student couples, but had no significant effect on increasing their mental health. According to the results, to experts, planners and officials recommended to prepare the context and condition for using the pre-marriage workshop of life skills training to improve the quality of life in student couples.

The purpose of this study was to design a good model of life skills in high school talent centers. The pattern of life skills is an attempt, in the shadow of that, to encourage adolescents to use their creativity and to find effective ways to solve conflicts and problems in their lives. Life skills can also lead to personal actions, actions related to others and actions related to the environment, leading to greater health and greater health, more physical, mental, and social comfort. The significant effectiveness of the life skills model, including individual and social skills, requires executives, policy makers and educational planners to incorporate these trainings into school curricula. To the extent that life skills are considered key to success for young people tomorrow. In addition, given the importance that life skills have for dealing with everyday problems and the impact of its education on health, mental health, academic achievement and, in general, the improvement of individual and social life, as well as the important role that schools in preventing social harm, they will learn and improve mental health, so care must be taken in the education process. The present study was carried out with qualitative method and theory based on data. Data were collected using interviews. The statistical population consisted of scholarly and executive scholars in the field of brilliant talent schools. The field of study and the possession of relevant scientific papers, having managerial positions and executive experience in the field of brilliant talent schools were among the indicators for selecting the expert list. Sampling method was non-random sampling with purposeful selection with maximum diversity or heterogeneity. In this strategy, the researcher begins by identifying people who have the information related to the topic of the research, and so-called informants, and then selects a range of similar individuals in a manner that all types of people along or Enter one or more dimensions in the research. The sampling process in qualitative research is usually continued as long as the new interviews do not add further information to the previous cases, and the researcher will see repeat patterns of data. After providing the interview guide, the statistical sample was referred and the required data were collected using semi-structured interviews. Due to the novelty of research and possible data constraints, a triangulation approach was used to collect data. Triangulation refers to the process of using different approaches and resources to collect data in the research. Regarding the use of triangulation method (using multiple sources), in this research, various sources were used for data gathering, and then the concepts, categories and class were deduced. In this research, after saturation of 11 interviews with experts. Data collection was done in the form of a library and field. After completing the findings, the land model was designed based on the Glazer's approach. Primary codes have been collected based on connectivity in a collection and have received a conceptual label. Subsequent concepts are also assigned, according to the message they contain, to categories that each of these categories has their own specific meaning and according to the concepts they support. Differ from each other. In other words, open codes are converted into axial codes by common concepts. Finally, in this research, Guba and Lincoln (1989) metrics were used to discuss the validity and reliability of the instrument. For this purpose, during the coding, the review was carried out, the classification or confirmation of the results was carried out by referring to the subjects and confirmed by several experts. Eventually, all encoding process was performed using Max-Kyodata software version 2018. Based on the findings, 111 open-source codes were obtained from the interviews and were divided into four categories: 1. Objectives of education (Improving social skills, improving interpersonal skills, improving communication skills, preventing disorders and psychosocial problems, increasing social capital, rewarding national capital, familiarizing students with moral competencies, familiarizing students with competencies Social, problem solving, individual empowerment, coping with high-risk behaviors, physical health literacy, promotion of critical thinking, promotion of civic education, promotion of psychological abilities, promotion of academic literacy, reduction of anger and anxiety); 2. Content (beliefs , Identification, interaction and empowerment), 3) teaching methods (Training in the form of inviting scholars - Academic and educational outcomes - Participatory learning - Using active learning methods - Supplemental and extracurricular activities - Participation of students in knowledge production - Training in practice - Conducting workshops - Brain presentation - Analysis Situation and Case Study - Lecture - Role Playing - Educational Games) 4. Evaluation methods (View performance process - Self-evaluation - Valuation by peers - Executing assignments and activities - Family appraisal - Performing a project or research individually or collectively). Based on the results of this research, it is suggested that the resources of practical and practical life skills be provided and provided to the general public, especially teachers and students. Talk about life skills, in addition to the right to education, in other areas, such as premarital education or child-rearing skills, to be educated and promoted. This research, like all researches in the field of humanities, has been subject to some limitations, some of them are presented. In this regard, Krishna (2014) showed that coaches have gained a new experience in terms of course content, planning, preparation, assessment, and dealing with background factors in the classroom. It also showed that coaches in schools did not have enough support for teaching and learning new life skills, and that educators were very much encouraged by new skills in life skills and transfer of it to students. This study presented the optimal model of life skills for high school students. Therefore, its results can be generalized to other There are no graduates. Future researchers are recommended to study comparative educational skills of life skills in different countries, designing the optimal life skills model for students of different levels and designing the optimal life skills model for students in ordinary, non-governmental and non-profit schools. And investigate. According to these results, it is suggested that the model should be used to develop students' healthy personality, to provide and maintain mental health of students.