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IRCT20201207049637N1 IRCT 2021-04-17 Islamic Azad University Comparison of the effectiveness of resiliency and problem solving training on aggression, stress, academic self-regulation, anxiety and promotion of psychological well-being in first grade boy students. Comparison of the effectiveness of resiliency and problem solving training on aggression, stress, academic self-regulation, anxiety and promotion of psychological well-being in first grade boy students. 2021-03-21 anticipated 60 Complete https://irct.ir/trial/54959 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: Cluster sampling is sometimes used in educational research. In this type of research, the class is used as a sampling unit Delavar (1396, p. 126). In this study, cluster sampling method was used. First, out of 56 junior high school classes, 3 classes were selected by simple random sampling. Not done, replaced. For all groups, pre-test, pre-test and post-intervention, post-test will be performed. N/A Resilience،problem solving،Aggression،Stress،Academic Self-Regulation،Anxiety،promotion of psychological well-being. Intervention 1: Intervention group: 60 adolescents who have been randomly replaced into experimental groups 1 and 2 and the control group who participate in the intervention plan of 8 2-hour sessions, resilience training and problem solving. In the first session; To teach resilience, to establish a relationship and acquaintance and introduction, the purpose of research, delivery of questionnaires and awareness of the rules of participation in the workshop and then to the subject of self-awareness and familiarity with its strengths and weaknesses, explaining the factors affecting self-awareness and obstacles to achieve it. Processing. In the second session; Valuable; Self-esteem is addressed. third session; Effective communication and link-seeking training to improve people's ability to communicate, socialize and make friends, and in the fourth session, the topic of futurism; Follow in order to determine the goal and how to achieve it. fifth meeting; We train self-efficacy in order to make decisions. Sixth session, to discuss self-efficacy, with the topic; Problem Solving; We will pay. In the seventh session; The issue of self-efficacy, with the subject; Accountability, we pursue a simple definition of responsibility. To be able to easily express the characteristics of a responsible person. Session 8; To discuss emotion control; with subject; We manage anger, anxiety and stress In the discussion of problem solving training, the experimental group will be trained in problem solving skills during 8 two-hour sessions. first stage; Definition of the problem. second stage; Goal setting. The third step is to choose a strategy. The fourth step is to implement the strategy. Step Five; Teaching event writing skills, awareness and relaxation of thoughts and mental imagery, desensitization, and the combination of strategies. And in the next stage, which is the stage of verification, what is obtained is examined against what we hoped for. Finally, it evaluates the results, summarizing, generalizing, referring, and concluding. Intervention 2: Intervention group: The control group is not exposed to any training. Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is No , I have no plans to publish it .
public Reza pasha
Islamic Azad university, Ahvaz branch. farhang Shahr St.
Ahvaz Iran (Islamic Republic of) 6134937333 +98 61 3334 8336 g.rpasha@yahoo.com Islamic Azad University scientific adel akbari
Niayesh Street., Sayyad Shirazi Blvd.,Ilam city
Ilam Iran (Islamic Republic of) 6931173458 +98 84 3222 7908 adelakbari1347@gmail.com Islamic Azad University Iran (Islamic Republic of) Parental consent is obtained Adolescents are in the same diagnostic center Be in the age range of 15 to 17 years. Participants are boys 15 years 17 years Male Absence from more than two sessions. 2- Occurrence of a stressful event in the last three months such as divorce or the death of relatives, close friends. Behavior Behavior Intervention group: 60 adolescents who have been randomly replaced into experimental groups 1 and 2 and the control group who participate in the intervention plan of 8 2-hour sessions, resilience training and problem solving. In the first session; To teach resilience, to establish a relationship and acquaintance and introduction, the purpose of research, delivery of questionnaires and awareness of the rules of participation in the workshop and then to the subject of self-awareness and familiarity with its strengths and weaknesses, explaining the factors affecting self-awareness and obstacles to achieve it. Processing. In the second session; Valuable; Self-esteem is addressed. third session; Effective communication and link-seeking training to improve people's ability to communicate, socialize and make friends, and in the fourth session, the topic of futurism; Follow in order to determine the goal and how to achieve it. fifth meeting; We train self-efficacy in order to make decisions. Sixth session, to discuss self-efficacy, with the topic; Problem Solving; We will pay. In the seventh session; The issue of self-efficacy, with the subject; Accountability, we pursue a simple definition of responsibility. To be able to easily express the characteristics of a responsible person. Session 8; To discuss emotion control; with subject; We manage anger, anxiety and stress In the discussion of problem solving training, the experimental group will be trained in problem solving skills during 8 two-hour sessions. first stage; Definition of the problem. second stage; Goal setting. The third step is to choose a strategy. The fourth step is to implement the strategy. Step Five; Teaching event writing skills, awareness and relaxation of thoughts and mental imagery, desensitization, and the combination of strategies. And in the next stage, which is the stage of verification, what is obtained is examined against what we hoped for. Finally, it evaluates the results, summarizing, generalizing, referring, and concluding. Intervention group: The control group is not exposed to any training. Resilience. Timepoint: Before intervention and 21 days after intervention. Method of measurement: 1 (Perceived Stress Questionnaire) 2- (Beck Anxiety Questionnaire) 3- (Academic Self-Regulatory Questionnaire) 4- (Aggression Assessment Questionnaire) 5- (Psychological Well-being Questionnaire) 6- (Problem Solving Questionnaire) 7- (Resilience scale). Problem solving. Timepoint: Before intervention and 21 days after intervention. Method of measurement: 1 (Perceived Stress Questionnaire) 2- (Beck Anxiety Questionnaire) 3- (Academic Self-Regulatory Questionnaire) 4- (Aggression Assessment Questionnaire) 5- (Psychological Well-being Questionnaire) 6- (Problem Solving Questionnaire) 7- (Resilience scale). Islamic Azad University Approved 2021-02-17 "Ethics Committee" of Islamic Azad University of Ahvaz Farhangshahr St., Golestan Highway, Islamic Azad University, Ahvaz Branch Ahvaz Khouzestan Iran (Islamic Republic of) Approved 2021-02-17 Ethics Committee of Islamic Azad University of Ahvaz Farhangshahr St., Golestan Highway, Islamic Azad University, Ahvaz Branch Ahvaz Khouzestan Iran (Islamic Republic of) Approved 2021-02-17 Ethics Committee of Islamic Azad University of Ahvaz Farhangshahr St., Golestan Highway, Islamic Azad University, Ahvaz Branch َAhvaz Khouzestan Iran (Islamic Republic of)