Comparing the Effects of Creative Comprehension Skills Training and Stress Management on Adaptation (social, emotional, educational) in Teenagers Offenders 15-17 Years

The aim of the present study was to compare the effects of creative comprehension skills training and stress management on social, emotional, and educational adjustment in Teenagers Offenders 15-17 Years. The study is a quasi-experimental study with a pretest-posttest design with a control group.  A total of 36 adolescents from the Boarding Centers of the State Welfare Organization at District 20 in Shahre Ray and District 3 in Shemiranat in the first half of 2018 were selected as the research sample using convenience sampling and based on the inclusion criteria and were randomly put into three groups(two experimental groups and one control group each with 12 members). Then, the participants of experimental groups 1 and 2 were trained in creative thinking skills and stress management in 8 and 7 sessions of 60-70 minutes, respectively. The control group did not receive any training. The Adjustment Inventory of School Students Questionnaire (AISS)(Sinha, & Singh,1993) was the tool used both before and after holding the educational sessions. Application of multivariate analysis of covariance (MANCOVA) to the data revealed that teaching creating thinking and stress management skills increased social adjustment in the adolescents without guardians. Moreover, results of the independent t-test indicated that teaching creative thinking was more effective than teaching stress management on social adjustment of the adolescents. Thus, training creative thinking and stress management skills can be used as a supportive factor that prevents the emergence of psychological and social problems in adolescents and as a basis for their healthy growth and development by educators and counselors.