جستجوی مقالات مرتبط با کلیدواژه "life skills" در نشریات گروه "پزشکی"

Life skills are a set of abilities designed by the World Health Organization to promote the quality of life and recommend it to all members of society. This study aimed to determine and evaluate the effective components of the life skills course.

The present research was a qualitative and of the phenomenology model. Using purposive based sampling method, 20 participants of life skills course were selected who met the studying criteria including the maximum absence of 2 sessions in a 10-session course, age over 18 years, and personal consent to participate in the study. Data were collected using semi-structured and individual open-ended interviews until data saturation was achieved. The recorded interviews were then handwritten and analyzed.

Qualitative analysis of the interviews led to the extraction of five themes: “cognitive and emotional self-awareness,” “group dynamics,” “content capability in conceptualization and operation of structures and processes,” “gaining insight and unconscious change,” and “self-compassion formation.

According to the obtained results, life skills training in a participatory and active method based on a coherent protocol in a context of intimacy, empathy and non-judgmental group atmosphere, leads to increased self-awareness and motivation and belief in the change in individuals. This underscores the need to focus on psychological education in a participatory and active manner.

Aging is a sensitive period that the examining of different aspects of mental health during this phase becomes very important. Having life skills and not having the feeling of inadequacy at this age can help older adults to spend a better time personally and socially and to play a more adaptive role in interpersonal communication. Therefore, this study was conducted with the aim of examining social adequacy of older adults based on the theory of mind through the mediating role of life skills. This was a descriptive- correlational study using structural equation modeling (SEM). The statistical population included all older adults living in care centers for older adults in Tabriz, Iran in the summer of 2023. The sample, selected using convenience sampling method, were 220 people who responded to Felner’s social adequacy, Qumrani et al.’s theory of mind, and Saatchi’s life skills questionnaires. The data were analyzed through Pearson’s correlation coefficient and SEM using SPSS-26 and Lisrel 8.8, respectively. The results revealed that there is a positive relationship between theory of mind with social adequacy and life skills, and there is also a positive relationship between life skills and social adequacy. Besides, life skills served a mediating role in the relationship between theory of mind and social adequacy. Therefore, it is concluded that by training and increasing life skills in older adults, their theory of mind and social adequacy can be improved, which may enhance their mental health.

The ever-increasing expansion of cyberspace has affected people's lives. The new generations who were born in this space, day by day, use cyberspace more and have formed a virtual lifestyle, so the purpose of this research is to investigate the effect of life skills training on the cognitive flexibility and social well-being of students’ dependence of cyberspace.

Methods and Materials: 

The design of this research is a semi-experimental type of pretest, posttest and follow-up with experimental and control groups. The statistical population of this research includes students’ dependence to cyberspace of Neyshabur city in the year 2022-2023. The sample of the research was selected using the convenience sampling method of 30 students’ dependence to cyberspace of Neyshabur city. Research tools included internet addiction questionnaire (Young, 1998), cognitive flexibility scale (Martin and Rubin, 1995), and social well-being questionnaire (Keyes, 1998). The life skills training program was taken from Zare et al. (2019) research, which was implemented in eight ninety-minute-sessions. Repeated measures analysis of variance was used to analyze the data. The data was analyzed using SPSS software

The results show that the life skills training program has been able to improve cognitive flexibility and social well-being among the students dependence of cyberspace.

Life skills training by improving cognitive, emotional and skill abilities increases the perception of emotions and provide adaptive responses that improve cognitive flexibility and social well-being of students.

Students with learning disabilities are at a lower level in terms of emotional development and social adjustment compared to normal students. Therefore, the present study was conducted with the aim of investigating the effectiveness of therapeutic intervention and life skills training on social adjustment of students with dictation disorder.

Methods and Materials: 

The current research was a semi-experiment with a pre-test-post-test design with a control group. The statistical population of this research included all the male and female students of the elementary third, fourth and fifth grades of the 3rd district of Tehran city in the academic year of 2021-2022 who were suffering from dictation disorder 20 students were selected using available sampling and randomly assigned to two experimental (10 people) and control (10 pepole) groups. The instrument of this study included Falah Chai's written test (1995), Wechsler intelligence scale for children fourth edition (1947), and Sinha and Singh adjustment questionnaire (1993). The experimental group received the training on life skills and treatment of dictation disorder during 8 sessions, but the control group did not receive any intervention. Analysis of multivariate covariance test was used to analyze the research data All statistical operations of the research were considered using SPSS version 24 software with a significance level of P<0.05.

The results of the research showed that after controlling for the effect of the pre-test, the difference between the pre-test and post-test scores of the two groups was significant for the variables of social, emotional and academic adjustment, and the mean scores of the experimental group in the variables of social, emotional and academic adjustment were significantly higher than the control group (P<0.05).

Therapeutic intervention and life skills training can be used to improve the social adjustment of students with dictation disorder.

The current generation of children requires more social skills and adaptability in their social environment than ever before. Accordingly, the present study was conducted to design a life skills training package for children and determine its effectiveness on the social adjustment of primary school students. The research method was qualitative, using theme analysis, and the quantitative part of the research was quasi-experimental with a pretest-posttest design, a control group, and a two-month follow-up period. The statistical population of the research consisted of 12698 primary school students in Shahrekord city in the academic year 2021-2022. A total of 109 students were selected by convenience sampling and randomly assigned to experimental and control groups. The students in the experimental group received the life skills training package over ten weeks in 10 sessions. The Social Adjustment Questionnaire (SAQ) was used as the measurement tool in this study. The data were analyzed through mixed ANOVA using SPSS23 software. The study showed that the life skills training package has sufficient content validity. Also, this training package significantly impacted the social adjustment of students (P<0001; Eta=0.58; F=149.17). The effect size of the present intervention on social adjustment was 0.58. Based on the findings, the life skills training package, by familiarizing students with their strengths and weaknesses, teaching effective communication skills and empathy, emotion management, problem-solving skills, and creative thinking, can be an efficient method of improving the social adjustment of primary school students.

Drug abuse is one of the most important health, social and economic problems in many countries, and the world has faced shocking statistics of its prevalence in society in the last three decades.

The aim of this study was to investigate the effectiveness of life skills training on the psychological well-being of drug abusers.

The current research was semi-experimental with a pre-test-post-test design with a control group. The statistical population includes all drug abusers in addiction treatment centers in Kermanshah during the years 2017 to 2019. From these people, 60 people were selected as available sampling and randomly placed in two experimental and control groups (30 people in each group). The research tools included Rif Psychological Well-being Questionnaire (1989) and 8-session life skills training intervention by Khalilan and Aflakifar (2016). Data were analyzed using SPSS version 28 software and multivariate covariance analysis.

The findings showed that life skills training had a significant effect on the dimensions of psychological well-being in the post-test and follow-up stages (P<0.05). Based on the results for the six dimensions of mental well-being, i.e. independence, mastery of the environment, personal growth, positive relationship with others, purposefulness in life and self-acceptance, respectively 0.24, 0.30, 0.31, 0.49, 0.67 and 0.39 in the average difference of the groups was due to the effect of the intervention.

Life skills training increases self-control and decreases positive attitude towards drug use in people. By learning life skills training, environmental mastery, independence and other psychological well-being structures can be promoted in people.

 In recent months, coronary heart disease, as a global concern, has created many problems for individuals. Everyone is talking about Coronavirus 2019 (COVID-19). Concerns about the disease have led to disorders such as coronary anxiety, fear, excessive stress, and disorders such as ASD anxiety (1). Coronary artery disease appears to have significant effects on the mental health of patients as well as recovering individuals. Azzazi Bojnourdi et al. (2012) in a study predicted coronary anxiety based on health and death anxiety in diabetic patients. Findings showed that positive cognitive emotion regulation strategies and death anxiety had a positive and significant relationship with their coronary anxiety (5). Silwal et al. (2020) also presented a study that found a significant relationship between coronary anxiety and personality traits (6).Coronary heart disease, or any disease due to unknownness, creates a state of fear in the body. The study of the role of stress in the disease indicates the existence of a bilateral effect; Just as illness affects stress, so does stress. Therefore, because a wide range of behaviors can affect stress, we can finally learn to control the progression of the disease (8). Nervousness and anxiety provide the ground for poor functioning of individuals, so by changing the evaluation system of the individual, the level of perceived stress can be changed (9). Depression is one of the most common and debilitating problems in acute and chronic patients that leads to dysfunction of individual functioning and social and interpersonal relationships (10). Various studies have shown that non-clinical depression is one of the most common psychological problems, especially during the period of overcoming the disease, which, if not addressed in a timely manner, reduces self-esteem, drug abuse, interpersonal relationships and anxiety disorders. (11).One of the effective methods to reduce depression, anxiety and stress, the effectiveness of which has been confirmed by many researchers, is life skills training (11). Life skills include the ability to set realistic goals, solve problems, make decisions and evaluate the consequences, and develop appropriate interpersonal and interpersonal skills. Acquiring this set of skills is essential to address the challenges of everyday life such as organizing personal affairs, controlling health care, pursuing educational, recreational, and engaging activities in positive social interactions (13). Acquiring the right social skills leads to acceptance. Becomes a group. So far, no specific study has been done on the status of mental health interventions, especially with a focus on life skills training among people recovering from coronary heart disease. Given the high levels of stress, anxiety, and depression among patients with coronary heart disease, the present study sought to answer the fundamental question of whether life skills training is effective in nonclinical depression and acute stress syndrome in people recovering from Covid-19 disease.

 The research method was quasi-experimental with pre-test and post-test design with control group. The statistical population of this study included 136 patients with covid-19 disease who recovered and were discharged after referring to Ayatollah Rouhani Medical and Educational Center in babol and hospitalized in the covid’s patient ward. Among them, 30 patients who met the inclusion criteria were selected and randomly assigned to two groups of 15 people. The instruments used in this study were Beck Depression Inventory II (2000) and Stanford Acute Stress Syndrome (1998). Therapeutic interventions based on propulsion skills training were performed for at least 8 sessions of 120 sessions per session. The control group did not receive any training. To test the hypotheses, analysis of covariance and SPSS software package were used.

 The results showed that life skills training among people recovering from covid-19 disease on the acute stress syndrome (P=0.001, F=127.68) and for and non-clinical depression (P = 0.001, F=28.07, respectively) had a significant effect.

 According to the results of the analysis of the research test, the effectiveness of life skills training on acute stress syndrome and non-clinical depression in patients recovering from Covid-19 disease was clarified. This research finding is based on the results of research by (1،4،5،6،7،12،17،18،19،20) were consistent. Social and ultimately the prevention of behaviors that are harmful to health, health and promote the level of mental health of individuals (16). People with Covid-19 disease learned in life skills training sessions the ability to set realistic goals, solve problems, make decisions and evaluate the consequences, and develop intrapersonal and interpersonal skills. Each of these 8 training sessions was accompanied by homework, which strengthened the individual's learning. The combination of these trainings and their consolidation increased people's mental health and consequently reduced their stress and depression symptoms (13). Life skills training also helps people to know their emotions and feelings well, to evaluate them carefully, to understand the logical and irrational thoughts related to them, and finally it becomes clear to them that efficient and inefficient thoughts are positive emotions and Negative leads them. When subjects become aware that it is themselves and their perceptions that influence positive and negative emotions to a large extent, they control them with the skills they have learned, thereby achieving emotional adjustment and achieving emotional adjustment. It will prevent depression.Regarding the control of emotions and behavior during stress, it should be said that the occurrence of any desirable or undesirable behavior in the human psychological organization is a function of a factor or factors, some of the most important of which are cognitive and behavioral factors; Therefore, in order to control, direct or manage a behavior, the activating factor or factors of that particular behavior must be identified in order to make the necessary correction or change according to it. Given that coronary heart disease is a common pain, we can help both ourselves and others if we develop the right beliefs and accept the reality of the situation and change our lifestyle (especially in the field of personal and preventive health). If we take action, then we will see that it will be easier to face the corona. Coronary heart disease or any new disease causes fear due to the unknown, and overcoming this stress by strengthening life skills training strengthens the immune system and promotes mental health of people recovering from coronary heart disease (20). This research is spatially limited to a specific part of Iran and this issue limits the spatial generalization of research. Therefore, it requires that this research be considered as a statistical population on a larger scale and by conducting a cluster or class sampling of the entire country and eliminate this spatial limitation. It is also suggested that life skills training be provided in the form of workshops, and in pre-discharge training for people recovering from coronary heart disease, life skills training packages focus on self-awareness, anger management, stress management, coping with negative emotions and solving the issue should be presented. Life skills training has a significant effect on the rate of acute stress syndrome and non-clinical depression among people recovering from covid-19 disease. Therefore, attention to the mental health status of patients with covid-19 disease and follow-up after recovery and treatment of depression and stress They will be effective in a non-pharmacological way using life skills training.

abstract

This research was conducted with the aim of comparing the effectiveness of teaching parenting techniques and life skills on the quality of life of mothers with children with ADHD.

For this purpose, 45 children from 6 to 12 years of age who were diagnosed with ADHD using the Connors scale (parent form) were referred to psychological clinics in Tehran and were selected by available sampling and divided into three groups of 15. They were divided. First, the quality of life questionnaire was implemented on three groups. Then the mothers of one group were trained in parenting techniques, the mothers of another group were trained in life skills, and the mothers of the last group were trained in combined training (parenting techniques and life skills). Finally, this questionnaire was re-administered for all three groups and the results were analyzed.

The results of covariance analysis showed that the quality of life of the three groups had a significant difference, that is, the quality of life of the people who were trained in life skills was significantly higher than those who were trained in parenting techniques or combined.

In order to improve the quality of life of mothers with children with ADHD, it is suggested to use life skills training.

Addiction negatively affects health, safety, economy, family structure, and human society. The delicate spirits of students at this age quickly become disturbed and deprive them of decision-making power. Therefore, this research aims to determine the effect of life skills training on students' attitudes toward drug and alcohol abuse. This research has an experimental pre-test and post-test design with a control group. One hundred twenty secondary school students of Mobarake City were selected by multi-stage cluster sampling. Sixty people participated in the experimental group and 60 in the control group. The groups were determined through random sampling. Half of the subjects were assigned to the first group (experimental group), where life skills training was provided as the independent variable. The other half of the subjects were assigned to the second group (control group) without any independent variable applied to them. The data analysis for the research study was conducted using SPSS 2021 statistical software. The analysis involved two sections: descriptive analysis and inferential analysis. a covariance statistical test was utilized as part of the inferential analysis. The hypothesis that "life skills training can change students' attitudes towards drug and alcohol abuse" has been confirmed. The analysis indicates a significant difference in students' attitudes based on the demographic characteristics of gender, age, having or not having an addicted family member, and having or not having an addicted friend. The life skills training program has effectively changed attitudes towards addiction among the male and female students in Mobarake City. Life skills training generally prevents smoking, alcoholic beverages, drug abuse, delinquency, aggression, and many other negative behaviors.

Due to the high prevalence of type 2 diabetes and the importance of health hardiness on the physical and mental health of these elderly people. This study aims to determine the effectiveness of life skills training on health hardiness, fasting, and two-hour blood sugar in the elderly with type 2 diabetes.

This was a semi-experimental study with a pre-test and post-test design with a control group. The study population consists of the elderly with type 2 diabetes members of Jahandidegan center in Shiraz, Iran in 2022. Based on the inclusion and exclusion criteria, 30 subjects were selected and randomly divided into two groups, one experimental and one control group.Elderly people who were suffering from type 2 diabetes were evaluated with a demographic form, revised health hardiness inventory-24, and an Avan home blood glucose meter. The experimental group underwent the intervention of 10 sessions of 75 minutes of life skills training, and the control group was waiting to receive the training after completing the study. Data analysis was conducted in the SPSS-24 using a single and multivariate covariance analysis at a significance level of p<0.05.

The findings showed elderly people with an average age of 68.17 years that the experimental and control groups were not significantly different in demographic indicators (P>0.05). Life skills training led to the improvement of health hardiness and two-hour blood sugar of the elderly with type 2 diabetes (p<0.005), but it had no effect on fasting blood sugar (p>0.05).

The present study showed that life skills training can increase health hardiness and decrease two-hour blood sugar in the elderly with type 2 diabetes. The use of this simple and useful method is recommended by mental health specialists and therapists in the field of geriatric rehabilitation.

Teaching life skills to children and adolescents is one of the key responsibilities of the education systems and families. Synectics teaching method is a new training approach to enhance creativity in individuals. These exercises are designed to enable the person to use creativity to understand metaphors and analogies for creating new (“groundbreaking”) alternatives. The present study aimed to assess the effectiveness of life skills training using the Synectics method on social tolerance, wisdom, and emotion control in junior high school male students.

The statistical population in this quasi-experimental study included all the first-year high school male students (n=5,000) in Hamadan, Iran, of whom 50 students (2 groups of 25 students) were selected using a multi-stage cluster sampling method. Social tolerance, wisdom, and emotion control questionnaires were used to collect data. The multivariate analysis of covariance and Scheffé’s post hoc test were used to analyze the collected data.

Based on the obtained results from Scheffé's test, the mean post-test scores in the group who were trained in social tolerance, wisdom, and emotion control for anger control, positive emotion control, depressed mood control, and adolescent anxiety control, using the Synectics method, were higher than the control group by 10.08, 28.16, 12.32,1.8, 11.64 and 96.13 scores, respectively.

Teaching life skills through Synectics method is considered an effective method in improving social tolerance, wisdom, and emotion control of adolescents, and it is suggested to use this method in designing educational interventions.

Physical and mental health are related to cognitive flexibility and quality of life in the elderly with type-2 diabetes. Therefore, this study aims at determining the effect of life skills training on cognitive flexibility and quality of life in the elderly with type-2 diabetes.

This study was a quasi-experimental study with a pre-test and post-test design with a control group. The population consists of the elderly with type-2 diabetes members of Jahandidegan daily Center in Shiraz, Iran in 2022. Based on the inclusion criteria, 30 subjects were randomly selected and assigned into experimental and control groups of 15 subjects. Elderly people, suffering from type-2 diabetes were evaluated with a demographic, Cognitive Flexibility Inventory, and Quality of Life Questionnaire. The experimental group went under 10 sessions of 75 minutes of life skills training and the control group was held back on training. Data were analyzed using multivariate analysis of covariance (MANCOVA).

The findings showed that life skills training led to the improvement of cognitive flexibility mean score (F=15.69, p<0.001) and quality of life mean score (F=52.18, p<0.001) of the elderly with type-2 diabetes.

The present study showed that life skills training can increase cognitive flexibility and quality of life in the elderly with type -2 diabetes. Therefore, mental health specialists are recommended to use this simple, useful, and low-cost method in the elderly with type-2 diabetes with cautious.

The present study was conducted with the aim of designing a life skills training package for children and determining its effectiveness on the academic achievement 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 academic achievement (P<0001; Eta=0.56; F=139.81) 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 academic achievement of primary school students be used.

Humans need essential skills to carry out their affairs in life. Human education alone is not the answer to real needs, but Islam has addressed both material and spiritual needs so that people can achieve mental, physical, social and moral health. This study was conducted with the aim of rethinking the objectives of teaching the Islamic life skills curriculum for sixth grade students.

This research is of a mixed type due to the use of a qualitative approach as well as a quantitative approach. The first statistical population was all specialists in Islamic education, the sample size was reached by snowball method with the participation of 17 people with the theoretical saturation of information. The second statistical population was 33 curriculum specialists from various universities in the western provinces of the country, 30 of whom were selected through Cochran. The opinion of the first group was collected through a deep, semi-structured interview, in the second group, the information was collected and validated with a researcher-made questionnaire. The quantitative validity of this research in the form of face validity and reliability coefficient using Cronbach's method is .702 is. Qualitative validity of the trinity method and reliability was done with the techniques of verifiability, reliability and self-review. In the first part, after the interview, the data were summarized and analyzed in three stages of coding, and in the second part, the validation of the information was done with the single-sample t method.

A desirable model of Islamic life skills curriculum objectives was obtained with 3 main categories and 17 core categories.

By acquiring skills; Self-knowledge, empathy with others, knowledge of nature can achieve the skill of knowing God, and with the Islamic religious style, one can finally reach divine nearness and eternal happiness.

Life skills are essential and integral methods and skills for a stable and healthy life. Higher education has a vital opportunity to influence the future by significantly improving citizens' life skills. The aim of this study was to determine the need to design a life skills curriculum model for undergraduate students in Iranian higher education centers.

This study was conducted with a qualitative approach and content analysis method. Participants included 15 experts in life skills and 15 written documents. Purposeful sampling method was used to select individuals. Data were collected through semi-structured interviews up to saturation stage and analyzed by MAXQDA software.

Findings included 149 primary codes which were finally extracted by merging the initial codes, 52 codes, 7 subcategories and 3 categories; Achieving self-fulfillment category "includes sub-categories: achieving personal and educational goals and increasing physical and mental health (mental well-being)", social welfare category "includes sub-categories: meeting the needs of society, promoting psychosocial abilities, prevention and reduction of injuries Individual and social and strengthening social relations "and the category of helping to solve life problems" included the following categories: prevention and solving life challenges, preparing students for work and marriage and financial management.

The findings showed that designing a life skills curriculum is essential for students in higher education centers and causes them to achieve self-fulfillment and helps to increase social well-being and solve life problems.