Comparison of the Effectiveness of Social skills training and self- management on Teachers and Parents of Preschool Children on Their Theory of Mind

The aim of this study was to compare the effectiveness of social skills training and self-management to educators and parents of preschool children on their theory of mind in Tehran in 1398. The present study was a randomized controlled application with two experimental and follow-up groups and using random assignment of subjects in experimental and control groups. The statistical population of the study consisted of all educators and parents of preschool children in Tehran, from which 60 people were selected by convenience sampling method and randomly divided into two experimental groups (20 people in each group) and one control group (20 people). N) were assigned. The first experimental group was trained in social skills training for 8 sessions of 90 minutes and the second experimental group was trained in 8 sessions of 90 minutes and the control group remained on the waiting list. The tools used in the present study included theory of mind (Stirmann, 1994), which were used in two stages: pre-test and post-test. Analysis of information obtained from the questionnaire through spss-v19 software in two parts: descriptive and inferential (univariate and multivariate analysis of covariance, repeated measures analysis of variance) Took. Findings showed that both interventions used in this study can significantly mind theory in preschool children. Also, the effect of training social skills and self-management on reducing emotional and behavioral disorders and increasing mind theory over time has been significant. Therefore, these educational services can be used in preschool centers to improve theory of mind in preschool children.