Comparison of the Effectiveness of Teaching Social and Cognitive-Emotional Skills on Reducing the Attitude toward Violent Behaviors of High School Students
Not Applicable
- Conditions
- Aggression.Unsocialized conduct disorder. Disorder characterized by the combination of persistent dissocial or aggressive behaviour with significant pervasive abnormalities in the individual's relationships with other children.Conduct disorder, solitary aggressive t
- Registration Number
- IRCT20180206038651N1
- Lead Sponsor
- Fund for the Protection of Technology and Researchers of the Country
- Brief Summary
Not available
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- Complete
- Sex
- Male
- Target Recruitment
- 120
Inclusion Criteria
Adolescents in ages 14 to 17 or Adolescents in ages 14 -17.
Being educated in 2012-2013
Exclusion Criteria
Students under the age of 14 and over 17 years
No education in 2012-2013
Study & Design
- Study Type
- interventional
- Study Design
- Not specified
- Primary Outcome Measures
Name Time Method The tendency to aggression score in Questionnaire of Interpersonal Violence of the Conflict Tactics Scale. Timepoint: Measuring adolescent aggression level one week before the interventions and one week after the interventions. Method of measurement: Questionnaire of Interpersonal Violence.
- Secondary Outcome Measures
Name Time Method Empathy, Effective Communication, Conflict Resolution, Self-Awareness, Anger Control, Problem Solving. Timepoint: One week before the interventions and one week after the interventions. Method of measurement: To measure the level of problem solving, effective relationships, self-awareness, empathy with others and coping with stress, from Bar- On Emotional Quotient Inventory (EQ-i); the anger control skill from Effective Control Scale (ECS); and the Conflict Resolution skill from the Second Edition Rahim Organizational Conflict Inventory- II (ROCI- II) were used.