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IRCT20260705070079N1 IRCT 2026-07-17 Asadabad University of Medical Sciences The effectiveness of teaching life skills through storytelling The effectiveness of teaching life skills through storytelling on creativity, social skills, and reducing shyness in students. 2026-08-06 anticipated 30 Complete https://irct.ir/trial/91487 interventional Randomization: Randomized, Blinding: Double blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: In this study, simple randomization method is used to assign participants to two experimental and control groups. The randomization unit in this study is the fourth grade male students of Izeh city who are determined to be eligible for the study based on the entry criteria. First, a complete list of volunteer and eligible students who have been selected according to the entry criteria is prepared. Then, each participant is assigned a unique numerical identification code. These codes are entered into the Random Number Generator software and a random number is generated for each student. After generating the numbers, the participants are sorted in ascending order based on the value of the random number. Then, the individuals are assigned to two groups; sequentially, the first 15 people on the list are assigned to the experimental group and the next 15 people are assigned to the control group, Blinding description: In order to control bias and improve the internal validity of the study, this study was designed with a double-blind protocol; in this way, the clinical caregivers, outcome assessor, and data analyst will be kept unaware of the allocation of individuals to the experimental and control groups. In this process, the outcome assessor will collect data at all stages of the pretest, posttest, and follow-up, without knowing the assigned group of the participants, in order to prevent bias in the measurement; also, all raw data will be provided to the statistical analyst with anonymous codes (such as groups 1 and 2), and the true nature of the groups will not be revealed until the end of the data analysis process. All allocation steps will be performed by an individual independent of the research team, and decoding of allocation codes will only be done after the final completion of the statistical analyses. N/A Teaching skills to students. Intervention 1: Intervention group: Storytelling life skills training sessions will be held in 6 weekly 60-minute sessions for the experimental group. Storytelling life skills training is an educational approach that aims to strengthen abilities such as decision-making, problem-solving, empathy, social interaction, and emotion management, helping students learn appropriate ways to deal with life's problems and challenges through listening to stories, analyzing story situations, and role-playing. This method provides an indirect and practical learning environment for life skills by presenting engaging, creative story situations that are appropriate to the students' experiences. This approach has main educational axes that lead to the improvement of students' individual and social skills; These axes include: selecting 10 to 15 short, purposeful stories with messages about empathy, decision-making, and problem-solving, and preparing handouts or picture cards for different parts of the story, narrating the stories by the teacher with clear language and using attractive images, asking simple questions to ensure understanding of the story content, group discussion about the characters' behavior and their relationship to the desired skill, implementing practical activities and role-playing based on the story, summarizing key points and writing a short story by students, and finally administering a short test on the target skills and providing group feedback. The main emphasis of this training is on learning and applying life skills in real situations through understanding, analyzing, and experiencing story situations. Intervention 2: Control group: They do not receive any intervention or treatment. 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 Participant data is completely confidential and I do not intend to publish it.
public Sara Taherinasab
No. 89, Shahid Azizi Street, Basij Intersection
Izeh Iran (Islamic Republic of) 6391654341 +98 61 4365 0509 sarataherin456@gmail.com Islamic Azad University scientific Sara Taherinasab
No. 89, Shahid Azizi Street, Basij Intersection
Izeh Iran (Islamic Republic of) 6391654341 +98 61 4365 0509 sarataherin456@gmail.com Islamic Azad University Iran (Islamic Republic of) Aged between 9 and 10 years. Currently enrolled in the fourth grade of primary school. Informed consent obtained from both the participants (students) and their parents/legal guardians. 9 years 10 years Male Presence of any physical health conditions that may interfere with the research process. Current use of psychiatric medications. Z73.5 Social role conflict, not elsewhere classified Behavior N/A Intervention group: Storytelling life skills training sessions will be held in 6 weekly 60-minute sessions for the experimental group. Storytelling life skills training is an educational approach that aims to strengthen abilities such as decision-making, problem-solving, empathy, social interaction, and emotion management, helping students learn appropriate ways to deal with life's problems and challenges through listening to stories, analyzing story situations, and role-playing. This method provides an indirect and practical learning environment for life skills by presenting engaging, creative story situations that are appropriate to the students' experiences. This approach has main educational axes that lead to the improvement of students' individual and social skills; These axes include: selecting 10 to 15 short, purposeful stories with messages about empathy, decision-making, and problem-solving, and preparing handouts or picture cards for different parts of the story, narrating the stories by the teacher with clear language and using attractive images, asking simple questions to ensure understanding of the story content, group discussion about the characters' behavior and their relationship to the desired skill, implementing practical activities and role-playing based on the story, summarizing key points and writing a short story by students, and finally administering a short test on the target skills and providing group feedback. The main emphasis of this training is on learning and applying life skills in real situations through understanding, analyzing, and experiencing story situations. Control group: They do not receive any intervention or treatment. Creativity. Timepoint: Before performing the intervention and two weeks after completion of the intervention. Method of measurement: Abedi Creativity Questionnaire (1993). Social skills. Timepoint: Before performing the intervention and two weeks after completion of the intervention. Method of measurement: Gresham and Elliott Social Skills Questionnaire (1990). Shyness. Timepoint: Before performing the intervention and two weeks after completion of the intervention. Method of measurement: Chalpi and Amirkafi Shyness Questionnaire (2004). Asadabad University of Medical Sciences Approved 2026-06-14 Behbahan Islamic Azad University Shahid Bayani Street., Amir Kabir Boulevard Behbahan Khouzestan Iran (Islamic Republic of)