Document Type : Research Paper
Authors
1
PhD Student in Educational Psychology, Islamic Azad University, North Tehran Branch, Tehran, Iran.
2
Associated Professor in Department of psychology, Islamic Azad University, Tonekabon Branch, Tonekabon, Iran (corresponding author).
3
Assistant Professor in Department of Psychology, Islamic Azad University, North Tehran Branch, Tehran, Iran.
4
Associated Professor in Department of psychology, Allameh Tabataba'i University, Tehran, Iran.
5
Assistant Professor of Pre-school Education, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Abstract
Abstract
Introduction: A review of research shows that different life skills training approaches are effective on self-expression and emotion regulation; But can life-skills based on a Jay McGraw approach also affect adolescents' self-expression and emotion regulation? The purpose of this study was to determine the effectiveness of life skills training based on Jay McGraw's approach on self-expression and emotion regulation in adolescents.
Methods: The research method was quasi-experimental with pre-test and post-test with control group. From the adolescent statistical population after screening, 30 adolescents were selected purposefully and were randomly assigned into two control and experimental groups. Questionnaires of Existence (Gambrill & Richey, 1975) and Cognitive Emotion Regulation (Garnefski et al., 2001) were distributed between the two groups as pre-test, then the experimental group under the Life Skills Training (Jay McGraw, 2002) and finally post-test was taken from both groups and data were analyzed using MANCOVA and ANCOVA.
Results: The results showed that the life skills training based on Jay McGraw's approach increased the expression and emotion regulation of the experimental group in the post-test. (P≤0.001).
Conclusion: To enhance adolescents' self-expression and emotion regulation, a new approach to JayMcGraw based life skills training can be used.
Keywords
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