The Effect of Problem-Solving Skills Training based on Storytelling on Different Levels of Aggressive Behaviors in Students

Aggression in childhood and adolescence is a risk factor for substance abuse, delinquency, and violence in adulthood. Since one of the causes of aggression in this period is the lack of problem-solving skills; hence the present study aimed to investigate the effect of problem-solving skills training by storytelling on aggression and to compare this method with the common method of problem-solving skill training by D'zurilla.   

This study was a quasi-experimental research with pretest-posttest control group design. The study population included all male primary school students of grade 5 and 6 in Tehran during the academic year 2014-2015. The sample included 36 aggressive students of the said population who were randomly assigned to two experimental groups and one control group. The experimental groups received 10 sessions of one hour training, but the control group received no intervention. Univariate and multivariate analysis of covariance were used to analyze the data.  

The findings of this study indicate that both methods were significantly effective on the aggression of the participants. However, problem-solving skills training via storytelling was more effective in reducing the aggression (F = 8.78, P <0.001), physical aggression (F = 9.03, P < 0.001) and hostility (F = 8.83, P < 0.001). No significant difference was observed between the groups in terms of violence.

Based on the findings of the present study, it can be concluded that due to their attractive content and emotional nature, stories are easy to recall and attract the attention of the participants and; thus, make the treatment sessions more attractive for children. On the other hand, stories are capable of teaching the cognitive reconstruction and challenging the child's automatic thoughts, which consequently will accelerate the process of learning and application of the acquired skills.