Volume 3, Issue 4 (winter 2021)                   jarcp 2021, 3(4): 41-52 | Back to browse issues page

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Tabatabii Z. The effect of positive mindfulness training on social skills and emotional and cognitive empathy of gifted students with nonclinical depression. jarcp. 2021; 3 (4) :41-52
URL: http://jarcp.ir/article-1-99-en.html
Master of Psychology and Education of Exceptional Children, University of Isfahan, Isfahan, Iran
Abstract:   (456 Views)
Background and Aim: Emotional empathy and poor social skills are among the problems that depressed gifted schoolgirls suffer from. The aim of this study was to evaluate the effectiveness of positive mindset training on social skills and emotional and cognitive empathy of gifted female students with nonclinical depression. Research method: The research method was quasi-experimental with pre-test and post-test design with control group. In order to conduct research among 30 high school intelligent female students in Shahroud in 1398, 30 students were purposefully selected based on entry and exit criteria and randomly divided into two experimental groups (15 people) and control group (15 people). ) Were assigned. A social skills questionnaire and an empathy questionnaire were used to assess the research variables in the pre-test and post-test stages. The positive mindset group was treated for twelve sessions and the control group did not receive any treatment. Data were analyzed by univariate and multivariate analysis of Manqua covariance. Results: The results showed that between positive mindset intervention with control group in appropriate social skills, antisocial behaviors, aggression and impulsive behaviors, hegemony, high self-confidence and peer relationship and emotional and cognitive empathy in post-test post-control Pre-test There is a significant difference. (05/0 = P). Conclusion: The results indicate that positive mindfulness intervention is an effective treatment in improving social skills and emotional and cognitive empathy of depressed female students.
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Type of Study: Research |
Received: 1399/11/20 | Accepted: 1399/11/20 | Published: 1399/11/20 | ePublished: 1399/11/20

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