Enter your email address
Submit
Write your message
Volume 24, Issue 155 (12-2025)
Journal of Psychological Science 2025, 24(155): 183-198 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Balouei A, Gholaam Zadeh Jofreh M, Kazemian Moghadam K. (2025). The efficacy of solution-focused kids' skill method on children's coping strategies. Journal of Psychological Science. 24(155), 183-198. doi:10.61186/jps.24.155.12
URL: http://psychologicalscience.ir/article-1-2640-en.html
URL: http://psychologicalscience.ir/article-1-2640-en.html
Department of Counseling, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran. , gholamzadeh.mm723@gmail.com
Abstract: (544 Views)
Background: Although there are many methods available to prevent and treat children's behavioral, emotional and social problems, one of the most important methods is Solution-Focused Kids' Skill Method. The review of previous studies showed that there is a research gap regarding the efficacy of Solution-Focused Kids' Skill Method on children's coping strategies.
Aims: The purpose of this research was to investigate the efficacy of Solution-Focused Kids' Skill Method on coping strategies in 10-12-year-old children.
Methods: The method of this research was a semi-experimental pre-test-post-test type with a control group. The statistical population of the research included all children from the fourth to sixth grade of elementary School (age range 10 to 12 years) who had a conflict with their parents, who referred to Tabsem Counseling Center in Dezful city in 2023. Based on the convenience sampling method, 16 people were selected from among the statistical population and randomly assigned to two groups of 8 people, experimental (8 people) and control (8 people). Children's Coping Behavior Questionnaire (Hernandez, 2008) was used to collect data. For the experimental group, intervention was provided based on Solution-Focused Kids' Skill Method (Furman, 2019), which included 15 weekly 45-minute sessions. Also, univariate and multivariate covariance analysis and SPSS-27 software were used for data analysis.
Results: The results showed that the intervention was based on Solution-Focused Kids' Skill Method was efficacy in increasing the ameliorative copin and also reducing the strategy of destructive coping in children (P< 0.001), but the efficacy of this type of intervention on the strategy of diversion from the problem was not significant (P <0.05).
Conclusion: It is suggested that child psychologists and school counselors use the intervention was based on Solution-Focused Kids' Skill Method to improve coping strategies in 10-12-year-old children, especially increasing ameliorative copin and also reducing diversion from the problem.
Aims: The purpose of this research was to investigate the efficacy of Solution-Focused Kids' Skill Method on coping strategies in 10-12-year-old children.
Methods: The method of this research was a semi-experimental pre-test-post-test type with a control group. The statistical population of the research included all children from the fourth to sixth grade of elementary School (age range 10 to 12 years) who had a conflict with their parents, who referred to Tabsem Counseling Center in Dezful city in 2023. Based on the convenience sampling method, 16 people were selected from among the statistical population and randomly assigned to two groups of 8 people, experimental (8 people) and control (8 people). Children's Coping Behavior Questionnaire (Hernandez, 2008) was used to collect data. For the experimental group, intervention was provided based on Solution-Focused Kids' Skill Method (Furman, 2019), which included 15 weekly 45-minute sessions. Also, univariate and multivariate covariance analysis and SPSS-27 software were used for data analysis.
Results: The results showed that the intervention was based on Solution-Focused Kids' Skill Method was efficacy in increasing the ameliorative copin and also reducing the strategy of destructive coping in children (P< 0.001), but the efficacy of this type of intervention on the strategy of diversion from the problem was not significant (P <0.05).
Conclusion: It is suggested that child psychologists and school counselors use the intervention was based on Solution-Focused Kids' Skill Method to improve coping strategies in 10-12-year-old children, especially increasing ameliorative copin and also reducing diversion from the problem.
Type of Study: Research |
Subject:
Special
Received: 2024/10/2 | Accepted: 2024/12/5 | Published: 2025/12/26
Received: 2024/10/2 | Accepted: 2024/12/5 | Published: 2025/12/26
References
1. ایروانی، شهین و مرجانی، بهناز (1394). جایگاه دانش در مهارتآموزی. فصلنامه علمی پژوهشی راهبرد فرهنگ، 8 (30)، 90-67. https://www.jsfc.ir/article_14947.html
2. حسینی قمی، طاهره؛ شریفی درآمدی، پرویز؛ رضایی، سعید و دستجردی کاظمی، مهدی (1402). اثربخشی آموزش مؤلفههای سرمایه روانشناختی بر راهبردهای مقابلهای و تعامل والد-کودک در مادران دارای فرزند با ناتوانی هوشی. مجله علوم روانشناختی، ۲۲ (۱۲۴)، 635-650. https://doi.org/10.52547/JPS.22.124.635
3. خاوری خراسانی، رویا؛ قمری، محمد؛ امیری مجد، مجتبی (1403). مقایسه اثربخشی آموزش مهارتآموزی کودک راهحلمحور و برنامه فرندز بر اضطراب و تابآوری کودکان. مجله علوم روانشناختی، 23 (141)، 2183-2204. https://doi.org/10.52547/JPS.23.141.2183
4. رحمانی، غزاله (1399). اثربخشی روش مهارتآموزی کودک راهحل محور بر عزت نفس و تنظیم هیجان در کودکان شهر تهران. پایان نامه کارشناسی ارشد روان شناسی، گروه مشاوره و روانشناسی، دانشکده رفاه.
5. روغنی، علیرضا؛ کیخاونی، ستار و کفاشیان، محمدرضا (1397). بررسی شیوع اختلالات رفتاری و عوامل مرتبط با آن در کودکان دوره ابتدایی ایلام در سال 91.-90. سامانه مدیریت اطلاعات تحقیقات، پژوهش و فناوری دانشگاه علومپزشکی ایلام، 1 (1)، 0-0. http://newresearch.medilam.ac.ir/article-1-271-fa.html
6. زاهدیان، سمانه (1394). اثر تنظیم هیجان درکاهش اضطراب و سبک های مقابلهای دانشآموزان دختر ابتدایی. پایاننامه کارشناسی ارشد، دانشگاه گیلان. https://elmnet.ir/doc/10897583-81771
7. زاهدیکسرینه، کیوان؛ فاتحیزاده، مریم؛ بهرامی، فاطمه و جزایری رضوان السادات (1395). تأثیر آموزش مهارتهای فرزندپروری به شیوه راهحلمدار بر مشکلات رفتاری کودکان پیشدبستانی. تحقیقات علوم رفتاری، ۱۴ (۳)، ۳۴۸-355. http://rbs.mui.ac.ir/article-1-486-fa.html
8. شاکهنیا، فرحناز؛ کجباف، محمدباقر و گلکاری، طاهره (1396). مقایسه راهبردهای مقابلهای و کیفیت دلبستگی دانشآموزان مبتلا و غیرمبتلا به اختلال وسواس- بیاختیاری. فصلنامه سلامتروان کودک، ۴ (۲)، ۱۳۵-145. http://childmentalhealth.ir/article-1-154-fa.html
9. فلاحی، مهناز؛ کافی ماسوله، موسی؛ خسرو جاوید، مهناز؛ کریمی لیچاهی، رقیه و اسکندری، بیژن (1396). بررسی مقدماتی ویژگیهای روانسنجی پرسشنامه رفتارهای مقابله ای کودکان. (CCBQ) مجله روانپزشکی و روانشناسی بالینی ایران، ۲۳ (۴)، ۴۹۴-509. https://doi.org/10.29252/nirp.ijpcp.23.4.494
10. قاسمزاده عزیز، رضا؛ میرزاحسینی، حسن؛ میرباقری، محبوبه و کمالیان تهمینه (1396). اثر بخشی بازی درمانی گروهی به شیوۀ شناختی- رفتاری بر سبکهای مقابله کودکان. مجله علمی پژوهشی سازمان نظام پزشکی جمهوری اسلامی ایران، ۳۵ (۱)، ۵۳-60. http://jmciri.ir/article-1-2696-fa.html
11. گرجی، سمیه؛ آقایی، اصغر و گلپرور، محسن. (1400). تدوین بستۀ آموزشی مقابله با استرس شغلی و مقایسه ی اثربخشی آن با شناخت درمانی مبتنی بر ذهن آگاهی بر اضطراب و افسردگی کارکنان شرکت تام کار. دانش و پژوهش در روانشناسی کاربردی، 22(1)، 120-103. https://doi.org/10.22034/IJRN.9.1.64
12. وطنخواه، مژگان؛ حافظی، فریبا و جوهریفرد، رضا (1403). مقایسه اثربخشی مهارتآموزی کودک راهحل محور و رواننمایشگری بر مهارت اجتماعی دانشآموزان پسر کمتوان ذهنی، فصلنامه سلامت و آموزش در اوان کودکی، ۵ (۳)، 17-27. http://jeche.ir/article-1-184-fa.html
13. Atzaba‐Poria, N., Deater‐Deckard, K., & Bell, M. A. (2017). Mother–child interaction: Links between mother and child frontal electroencephalograph asymmetry and negative behavior. Child development, 88(2), 544-554. https://doi.org/10.1111/cdev.12583
14. Chen, S., Zhang, Y., Qu, D., He, J., Yuan, Q., Wang, Y., ... & Chen, R. (2023). An online solution focused brief therapy for adolescent anxiety: A randomized controlled trial. Asian Journal of Psychiatry, 86, 103660. https://doi.org/10.1016/j.ajp.2023.103660
15. Fallahi, M., Kafie Masuleh, M., Khousro Javid, M., Karimi Lie Chahei, R., & Eskandari, B. (2018). A preliminary evaluation of the psychometric properties of the Children’s coping behavior questionnaire (CCBQ). Iranian Journal of Psychiatry and Clinical Psychology, 23(4), 494-509. [Persian] https://doi.org/10.29252/nirp.ijpcp.23.4.494
16. Furman, B. (2017). Solution Focused Work with Children. In: Lebow, J., Chambers, A., Breunlin, D. (eds) Encyclopedia of Couple and Family Therapy. Springer, Cham. https://doi.org/10.1007/978-3-319-15877-8_894-1
17. Furman, B. (2019). Kids’ Skills in action. A playful and solution-focused approach to solving children’s problems. АПkids.
18. Ghasemzadeh Aziz R, Mirza Hosseini H, Mirbagheri M, Kamalian T. (2017). The effectiveness of group play therapy in cognitive – behavioral style on coping styles of children. Journal of Medical Council of Iran, 35 (1), 53-60. [Persian] http://jmciri.ir/article-1-2696-fa.html
19. Gorgi, S., Aghaei, A., & Golparvar, M (2021). Develop a training package of Coping with Job Stress and Comparing the Effect of this Model and Mindfulness-Based Cognitive Therapy on Anxiety and Depression in Tam Kar’s employees. Knowledge & Research in Applied Psychology, 22(1), 103-120. [Persian]
20. Hernandez, B. C. (2008). The children's coping behavior questionnaire: development and validation. Louisiana State University and Agricultural & Mechanical College.
21. Hosseini Ghomi T, Sharifi Daramadi P, Rezayi S, Dastjerdi Kazemi M. (2023). The efficacy of education of psychological capital components on coping strategies and parent-child interaction in mothers of children with intellectual disability. Journal of Psychological Science, 22(124), 635-650. [Persian] https://doi.org/10.52547/JPS.22.124.635
22. Hsu, K. S., Eads, R., Lee, M. Y., & Wen, Z. (2021). Solution-focused brief therapy for behavior problems in children and adolescents: A meta-analysis of treatment effectiveness and family involvement. Children and Youth Services Review, 120, 105620. https://doi.org/10.1016/j.childyouth.2020.105620
23. Iravani, S., & Marjani, B. (2015). Role of Knowledge in Learning the Skills. Strategy for Culture, 8(30), 67-90. [Persian] https://www.jsfc.ir/article_14947.html
24. Joubert, J., & Guse, T. (2021). A Solution-Focused Brief Therapy (SFBT) Intervention model to facilitate hope and subjective well-being among trauma survivors. Journal of Contemporary Psychotherapy, 51(4), 303-310. https://doi.org/10.1007/s10879-021-09511-w
25. Khavari Khorasani, R., Ghamari, M., & Amiri Majd, M. (2024). Comparing the efficacy of solution-focused kids’ skills training and friends program training on anxiety and resilience in children. Journal of Psychological Science, 23(141), 2183-2204. [Persian] https://doi.org/10.52547/JPS.23.141.2183
26. Kim, J. S., Akin, B. A., & Brook, J. (2019). Solution-focused brief therapy to improve child well-being and family functioning outcomes with substance using parents in the child welfare system. Developmental Child Welfare, 1(2), 124-142. https://doi.org/10.1177/2516103219829479
27. Miller, K., Worsley, L., Hanstock, T., & Valentine, M. (2016). Evaluating the effectiveness of a resilience program for children and young people in a private Australian psychology clinic. Journal of Solution Focused Practices, 2(2), 5. https://digitalscholarship.unlv.edu/journalsfp/vol2/iss2/5
28. Nakabugo, M. G., Madanda, B., & Kaburu, A. (2024). Opportunities and challenges in household-based assessment of life skills. The contextualisation of 21st century skills: Assessment in East Africa, 117-133. https://doi.org/10.1007/978-3-031-51490-6_8
29. Naylor, M. W., Wakefield, S. M., Morgan, W., & Aneja, A. (2019). Depression in children and adolescents involved in the child welfare system. Child and Adolescent Psychiatric Clinics, 28(3), 303-314. https://doi.org/10.1016/j.chc.2019.02.001
30. Nicholas, A. (2015). Solution focused brief therapy with children who stutter. Procedia-Social and Behavioral Sciences, 193, 209-216. https://doi.org/10.1016/j.sbspro.2015.03.261
31. Rahmani, Gh (2020). The effectiveness of the solution-focused kids’ skills training method on self-esteem and emotion regulation in Tehran children. Master's Thesis in Psychology, Department of Counseling and Psychology, Faculty of Refah. [Persian]
32. Rescorla, L., Achenbach, T., Ivanova, M. Y., Dumenci, L., Almqvist, F., Bilenberg, N., ... & Verhulst, F. (2007). Behavioral and emotional problems reported by parents of children ages 6 to 16 in 31 societies. Journal of Emotional and behavioral Disorders, 15(3), 130-142. https://doi.org/10.1177/10634266070150030101
33. Roghani A, Kikhavani S, Kafashian M. (2018).Prevalence of Behavioral Disorders and Related Factors in Primary School Children in Ilam in 1990-91. Technology and Research Information System Ilam university of Medical Sciences, 1 (1), 0-0. [Persian] http://newresearch.medilam.ac.ir/article-1-271-fa.html
34. Shakehnia F, Kajbaf M B, Golkari T. (2017). The Comparison of Coping Strategies and Quality of Attachment in Students with and without Obsessive-Compulsive Disorder. Journal Child Ment Health, 4 (2), 135-145. http://childmentalhealth.ir/article-1-154-fa.html
35. Schiff, M., Pat-Horenczyk, R., Ziv, Y., & Brom, D. (2021). Multiple traumas, maternal depression, mother–child relationship, social support, and young children’s behavioral problems. Journal of interpersonal violence, 36(1-2), 892-914. https://doi.org/10.1177/0886260517725738
36. Vatankhah M, Hafezi F, Johari fard R. (2024). Comparison effectiveness solution focused kids' skill method and psychodrama on social skill, of educable mentally disabled male students. Early Childhood Health And Education. 5(3), 17-27. [Persian] http://jeche.ir/article-1-184-fa.html
37. Zahedi-Kasrineh, K., Fatehizade, M., Bahrami, F., & Sadat Jazayeri, R (2016).The Effectiveness of Solution-Focused Parental Skills on Behavioral Problems of Preschool Children. Journal of Research in Behavioural Sciences, 14(3), 348-355. [Persian] http://rbs.mui.ac.ir/article-1-486-fa.html
38. Zahediyan, S (2016).The effects of emotion regula- tion in reducing stress and coping styles of elementa- ry school girls. Master’s thesis. Faculty of Literature and Humanities, University of Guilan. [Persian] https://elmnet.ir/doc/10897583-81771
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)