Tayebe Piri; Maryam Sahraei
Abstract
Background: L ife s kills h elp t he i ndividuals i n d ifferent situations to communicate with others desirably and appropriately and to learn how to access social services, environment, and participation in life-making decisions and activities. The aim of this study was to investigate the level of ...
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Background: L ife s kills h elp t he i ndividuals i n d ifferent situations to communicate with others desirably and appropriately and to learn how to access social services, environment, and participation in life-making decisions and activities. The aim of this study was to investigate the level of attention to life skills in the social sciences curriculum of elementary schools from the perspective of teachers in Sothern Iran, Shiraz, in the academic year 2017-2018.Methods: In this descriptive-analytical cross-sectional study, we selected 315 fourth, fifth, and sixth grade primary school teachers in Shiraz by stratified random sampling method. A researchermade questionnaire with two dimensions of purpose and content of the curriculum with 26 questions was used. Subjects were asked to rate their views on each of the questions based on a five-point Likert scale. The results were analyzed through onesample t-test, independent t-test, and ANOVA analysis using SPSS22 software.Results: Based on the results, the educators believed that the level of attention to life skills in the goals and content of the curriculum was above average (P=0.001). Also, there was no significant difference between the views of male and female teachers on the level of attention to life skills in the social sciences curriculum in terms of objectives (P=0.793) and content (P=0.484).Conclusion: Since the main purpose of education is to help students adapt to different living environments, the development of applied life skills curricula is essential for all students.
Tayebe Piri; Sara Saeidi
Abstract
Background: One of the main indications for cognitive behavioral treatment is eating disorders (CBT). This study examine the effectiveness of cognitive-behavioral therapy on communication skills and eating disorders among high school adolescents.Methods: The present study employed a quasi-experimental ...
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Background: One of the main indications for cognitive behavioral treatment is eating disorders (CBT). This study examine the effectiveness of cognitive-behavioral therapy on communication skills and eating disorders among high school adolescents.Methods: The present study employed a quasi-experimental design composed of a pre-test and post-test design in experimental and control groups. A total of 40 students were selected and randomly assigned to experimental (n=20) and control (n=20) groups through a multistage cluster sampling method. Cognitivebehavioral therapy was performed in nine 60-minute sessions for the experimental group, while the control group did not receive any intervention. Queendom’s Communication Skills Test-Revised Inventory (2004) and Garner’s Eating Disorders Questionnaire (Garner, 1979) were used to collect data. All statistical analyses were performed using the SPSS 24.0 software for Windows (SPSS Inc.), and p Results: The Mean±SD of communication skills in the Case group in pre-test and post-test were as follows:75.15±6.67, 81.75±6.04. The Mean±SD of Eating Disorders in the Case group in pre-test and post-test were as follows:36.5±1.71, 36.95±3.44 The results obtained from the analysis of covariance showed that cognitive-behavioral therapy had a significant effect on communication skills and eating disorders (P=0.01). Conclusion: According to the findings of this study, it can be concluded that cognitive-behavioral therapy can be adopted as a suitable method of improving communication skills and the treatment of eating disorders in adolescent students