Enter your email address
Submit
Write your message
Volume 24, Issue 152 (10-2025)
Journal of Psychological Science 2025, 24(152): 297-0 |
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:
Asgarkhani A, Kashani Vahid L. (2025). The Effectiveness of Nonviolent Communication Intervention on Emotional Reactivity, Interpersonal Skills, and Resilience in Child Laborers. Journal of Psychological Science. 24(152), 297-0.
URL: http://psychologicalscience.ir/article-1-2862-en.html
URL: http://psychologicalscience.ir/article-1-2862-en.html
Department of Educational and Personality Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran. , l.kashani@srbiau.ac.ir
Abstract: (10 Views)
Background: Children who work are faced with challenges such as high emotional reactivity, poor interpersonal skills, and low resilience due to the harsh conditions of life and employment at a young age, which make them more vulnerable to life’s challenges. While previous research has primarily focused on the psychological harm experienced by these children, comprehensive examination of effective interventions to improve these variables has received less attention.
Aims: The aim of the present study was to determine the effectiveness of the Nonviolent Communication intervention on emotional reactivity, interpersonal skills, and resilience in child laborers
Methods: The method of this research was a pseudo-test of the pre-test and post-test type with the test group. The statistical population included all 7-12-year-old working children in Tehran in 2024, from which 30 working children were selected as the sample group using convenience sampling based on inclusion criteria and were randomly assigned to experimental and control groups. Both groups completed the Trait Emotional Intelligence Questionnaire-Child Form (Mavroveli et al, 2008) for assessing interpersonal skills, the Resilience Questionnaire by (Merle,2008), and the Anger and Impulsivity Questionnaire by (Nielson,2000) for assessing emotional reactivity, before and after the intervention. The experimental group received 16 sessions of 45-minute non-violent communication intervention (Koopman & Seliga, 2021). Data analysis was performed using ANCOVA and SPSS22 software.
Results: The findings of the study showed a significant difference between the experimental and control groups in the variables of interpersonal skills, resilience, and emotional reactivity. The Nonviolent Communication intervention had a significant effect on improving interpersonal skills, resilience, and emotional reactivity.(P<0/001).
Conclusion: The findings of the present study demonstrated that the non-violent communication intervention can lead to a reduction in emotional reactivity, enhancement of interpersonal skills, and an increase in resilience among child laborers. These results highlight the practical application of this intervention in support and educational programs for child laborers. It is recommended that this approach be integrated into psychological and social interventions for this vulnerable group in support centers, schools, and related organizations. This would not only contribute to improving their mental and social health but also enhance their ability to respond adaptively to life’s challenges, thereby paving the way for their personal growth and development. This translation accurately captures the meaning and maintains a professional and academic tone.
Aims: The aim of the present study was to determine the effectiveness of the Nonviolent Communication intervention on emotional reactivity, interpersonal skills, and resilience in child laborers
Methods: The method of this research was a pseudo-test of the pre-test and post-test type with the test group. The statistical population included all 7-12-year-old working children in Tehran in 2024, from which 30 working children were selected as the sample group using convenience sampling based on inclusion criteria and were randomly assigned to experimental and control groups. Both groups completed the Trait Emotional Intelligence Questionnaire-Child Form (Mavroveli et al, 2008) for assessing interpersonal skills, the Resilience Questionnaire by (Merle,2008), and the Anger and Impulsivity Questionnaire by (Nielson,2000) for assessing emotional reactivity, before and after the intervention. The experimental group received 16 sessions of 45-minute non-violent communication intervention (Koopman & Seliga, 2021). Data analysis was performed using ANCOVA and SPSS22 software.
Results: The findings of the study showed a significant difference between the experimental and control groups in the variables of interpersonal skills, resilience, and emotional reactivity. The Nonviolent Communication intervention had a significant effect on improving interpersonal skills, resilience, and emotional reactivity.(P<0/001).
Conclusion: The findings of the present study demonstrated that the non-violent communication intervention can lead to a reduction in emotional reactivity, enhancement of interpersonal skills, and an increase in resilience among child laborers. These results highlight the practical application of this intervention in support and educational programs for child laborers. It is recommended that this approach be integrated into psychological and social interventions for this vulnerable group in support centers, schools, and related organizations. This would not only contribute to improving their mental and social health but also enhance their ability to respond adaptively to life’s challenges, thereby paving the way for their personal growth and development. This translation accurately captures the meaning and maintains a professional and academic tone.
Type of Study: Research |
Subject:
Special
Received: 2025/03/7 | Accepted: 2025/10/12 | Published: 2025/10/23
Received: 2025/03/7 | Accepted: 2025/10/12 | Published: 2025/10/23
References
1. شکری، امید؛ صالحی فدرودی، جواد؛ فتح آبادی، جلیل؛ نجاتی، وحید و ذبیح زاده، عباس. (1399). ساخت و آزمون اثربخشی بسته آموزش شناخت اجتماعی مدرسه محور بر پرخاشگری فعالانه کودکان. مجله روانشناسی تحولی، 17(66)، 179-167. https://sanad.iau.ir/Journal/jip/Article/1054648
2. عاشوری، محمد و یزدانی پور، معصومه (1398). بررسی ویژگی های روان سنجی نسخه فارسی مقیاس ارزش های اجتماعی- هیجانی و تاب آوری در کودکان عادی و ناشنوای پیش دبستانی. نشریه توانمندسازی کودکان استثنایی، 3(32)، 124-109.DOI: 10.22034/CECIRANJ.2020.185738.1204
3. محمدی نسب، حمیده؛ سیدموسوی، پریساسادات و بهزادپور، سمانه (1398). اثربخشی هنردرمانی گروهی بر کاهش مشکلات درونی سازی و برونی سازی کودکان بدسرپرست. مجله دانش و پژوهش در روانشناسی کاربردی، 3(77)، 101-109.doi:10.30486/jsrp.2019.548027
4. ناظمی مقدم، مهسا؛ کدیور، پروین؛ عرب زاده، مهدی (1396). ویژگی های روانسنجی مقیاس هوش هیجانی صفت-فرم کودکان: ساختار عاملی، پایایی، روایی. فصلنامه اندازه گیری تربیتی، 7(27)، 65-81. https://doi.org/10.22054/jem.2017.10425.1311
5. Abdullah, A., Huynh, I., Emery, C. R., & Jordan, L. P. (2022). Social norms and family child labor: a systematic literature review. International journal of environmental research and public health, 19(7), 4082.DOI: 10.3390/ijerph19074082
6. Ashok, L., Manjula, M., JJ, T. A., Mathias, E. G., & Krishnan, P. (2025). Mindfulness-based interventions for enhancing adolescent mental health and well-being: A scoping review. Clinical Epidemiology and Global Health, 101961.https://doi.org/10.1016/j.cegh.2025.101961
7. Ashori, M., & Yazdanipour, M. (2019). Study of Persian version of Social-Emotional Assets and Resilience Scale's psychometric properties in normal and deaf preschool children. Empowering Exceptional Children, 10(3), 109-124. DOI: 10.22034/CECIRANJ.2020.185738.1204 (In Persain).
8. Berkowitz, L. (1993). Pain and aggression: Some findings and implications. Motivation and emotion, 17, 277-293.DOI: 10.1007/BF00992223
9. Crum, K. I., Hwang, S., Blair, K. S., Aloi, J. M., Meffert, H., White, S. F., ... & Blair, R. J. R. (2021). Interaction of irritability and anxiety on emotional responding and emotion regulation: a functional MRI study. Psychological medicine, 51(16), 2778-2788. DOI: 10.1017/S0033291720001397
10. Esiri, M. O., & Ejechi, E. (2021). Juvenile delinquency dimension of child labour: Implications for human and capital development in Nigeria. International Journal of Social Sciences, 4(1), 69-77.DOI: 10.31295/ijss.v4n1.1351
11. Feeney, B. C., & Collins, N. L. (2015). A new look at social support: A theoretical perspective on thriving through relationships. Personality and social psychology review, 19(2), 113-147.DOI: 10.1177/1088868314544222
12. Frommen, J. G. (2020). Aggressive communication in aquatic environments. Functional Ecology, 34(2), 364-380.DOI: 10.1111/1365-2435.13482
13. Gill, D., Warburton, W., & Sweller, N. (2021). Why do I feel the way I do? Emotional dysregulation and the need to understand the causes of emotions. Current Psychology, 40(10), 4895-4907.DOI: 10.1007/s12144-019-00440-5
14. Gröndal, M., Ask, K., & Winblad, S. (2023). The distinction between irritability and anger and their associations with impulsivity and subjective wellbeing. Scientific Reports, 13(1), 10398.DOI: 10.1038/s41598-023-37557-4
15. Habib, R. R., El Khayat, M., Ghanawi, J., Katrib, R. S., Hneiny, L., & Halwani, D. A. (2024). Child labor and associated risk factors in the wake of the COVID-19 pandemic: a scoping review. Frontiers in Public Health, 11, 1240988. DOI: 10.3389/fpubh.2023.1240988
16. Hargie, O. (2021). Skilled interpersonal communication: Research, theory and practice. Routledge.DOI: 10.4324/9780203427880
17. Ibrahim, A., Abdalla, S. M., Jafer, M., Abdelgadir, J., & De Vries, N. (2019). Child labor and health: a systematic literature review of the impacts of child labor on child’s health in low-and middle-income countries. Journal of public health, 41(1), 18-26. DOI: 10.1093/pubmed/fdy018
18. Kansky, R., & Maassarani, T. (2022). Teaching nonviolent communication to increase empathy between people and toward wildlife to promote human–wildlife coexistence. Conservation Letters, 15(1), e12862.DOI: 10.1111/conl.12862
19. Koopman, S., & Seliga, L. (2021). Teaching peace by using nonviolent communication for difficult conversations in the college classroom. Peace and conflict studies, 27(3), 2.DOI: 10.46743/1082-7307/2021.1692
20. Korlipara, M., & Shah, H. (2024). “Power of words”: impact, concerns and applications of nonviolent communication training. European Journal of Training and Development, 48(1/2), 90-111. DOI: 10.1108/EJTD-03-2022-0030
21. Kozhaya, M., & Flores, F. M. (2025). Child labor bans, employment, and school attendance: Evidence from changes in the minimum working age. The World Bank Economic Review, 39(1), 164-190. DOI: 10.1093/wber/lhae020
22. Kujawa, A., Dougherty, L. E. A., Durbin, C. E., Laptook, R., Torpey, D., & Klein, D. N. (2014). Emotion recognition in preschool children: Associations with maternal depression and early parenting. Development and psychopathology, 26(1), 159-170.DOI: 10.1017/S0954579413000928
23. Larivière‐Bastien, D., Aubuchon, O., Blondin, A., Dupont, D., Libenstein, J., Séguin, F., ... & Beauchamp, M. H. (2022). Children's perspectives on friendships and socialization during the COVID‐19 pandemic: A qualitative approach. Child: Care, Health and Development, 48(6), 1017-1030.DOI: 10.1111/cch.12998
24. Leibenluft, E., Allen, L. E., Althoff, R. R., Brotman, M. A., Burke, J. D., Carlson, G. A., ... & Stringaris, A. (2024). Irritability in youths: a critical integrative review. American Journal of Psychiatry, 181(4), 275-290.DOI: 10.1176/appi.ajp.20230256
25. Li, J., Jiang, X., Huang, Z., & Shao, T. (2023). Exercise intervention and improvement of negative emotions in children: a meta-analysis. BMC pediatrics, 23(1), 411.doi: 10.1186/s12887-023-04247-z
26. Liu, H., & Boyatzis, R. E. (2021). Focusing on resilience and renewal from stress: The role of emotional and social intelligence competencies. Frontiers in psychology, 12, 685829.DOI: 10.3389/fpsyg.2021.685829
27. Marlow, E., Nyamathi, A., Grajeda, W. T., Bailey, N., Weber, A., & Younger, J. (2012). Nonviolent communication training and empathy in male parolees. Journal of Correctional Health Care, 18(1), 8-19. DOI: 10.1177/1078345811420979
28. Mavroveli, S., Petrides, K. V., Shove, C., & Whitehead, A. (2008). Investigation of the construct of trait emotional intelligence in children. European child & adolescent psychiatry, 17(8), 516-526. DOI: 10.1007/s00787-008-0696-6
29. Mehraban, R., Hosseini Nasab, S. D., & Alivandi Vafa, M. (2023). Effect of Emotion Regulation Training on Aggression, Rumination, and Self-control in Female Junior High School Students with Low Academic Performance. International Journal of School Health, 10(1), 12-18. DOI: 10.30476/INTJSH.2022.96957.1261
30. Meng, H., Kim, Y., & Lee, K. (2024). Impact of a Service-Learning Program Using Soccer Training on the Emotional and Behavioral Problems of Children with Developmental Disabilities. Children, 11(4), 467.DOI: 10.3390/children11040467
31. Mohammadi Nasab, H., Seyed Mousavi, P., & Behzadpoor, S. (2019). The effectiveness of art therapy on behavioral and emotional problems among poor caregiver. Knowledge & Research in Applied Psychology, 20(3), 101-109.doi:10.30486/jsrp.2019.548027 (In Persian).
32. Mugizi, F. M. (2025). Child Labour and Health: Evidence from Tanzania. Child Indicators Research, 18(1), 319-346. DOI: 10.1007/s12187-024-10199-2
33. Murray, A., Smith Scott, D. M., Nikolajeva, M., Porricelli, D., Van Loggerenberg, F., Ougrin, D., & Lau, J. Y. (2025). Children’s emerging concepts of resilience: insights from using body mapping in an East London cohort sample of 7-10-year-old children. Frontiers in Psychology, 15, 1408771.DOI: 10.3389/fpsyg.2024.1408771
34. Museux, A. C., Dumont, S., Careau, E., & Milot, É. (2016). Improving interprofessional collaboration: The effect of training in nonviolent communication. Social work in health care, 55(6), 427-439.DOI: 10.1080/00981389.2016.1164270
35. Nazemi Moghadam, M., Kadivar, P., & Arabzadeh, M. (2017). Psychometric properties of TEIQue-CF: Factor structure, reliability and validity. Quarterly of Educational Measurement, 8(27), 65-81. https://doi.org/10.22054/jem.2017.10425.1311 (In Persian).
36. Nelson, W. M., & Finch, A. J. (2000). Children’s inventory of anger. Los Angeles, CA: Western Psychological Services. https://doi.org/10.1037/t06799-000
37. Oppong Asante, K. (2019). Factors that promote resilience in homeless children and adolescents in Ghana: A qualitative study. Behavioral Sciences, 9(6), 64.DOI: 10.3390/bs9060064
38. Oyundoyin, B., Jacob, U. S., Oyundoyin, T., & Onasanya, O. (2023). Interpersonal communication skills and proactive stance to life’s puzzles among children: A review. International Journal of Home Economics, Hospitality and Allied Research, 2(2), 140-148.DOI: 10.57012/ijhhr.v2n2.010
39. Palmer, A. D., Newsom, J. T., & Rook, K. S. (2016). How does difficulty communicating affect the social relationships of older adults? An exploration using data from a national survey. Journal of communication disorders, 62, 131-146.DOI: 10.1016/j.jcomdis.2016.06.002
40. Pasteuning, J. M., Gathier, A. W., Vinkers, C. H., & Sep, M. S. (2024). Resilience following childhood adversity: The need for a heuristic multilevel dynamic framework. Neuroscience Applied, 3, 104069.DOI: 10.1016/j.nsa.2024.104069
41. Paulus, F. W., Ohmann, S., Möhler, E., Plener, P., & Popow, C. (2021). Emotional dysregulation in children and adolescents with psychiatric disorders. A narrative review. Frontiers in psychiatry, 12, 628252.DOI: 10.3389/fpsyt.2021.628252
42. Paulus, F. W., Ohmann, S., Möhler, E., Plener, P., & Popow, C. (2021). Emotional dysregulation in children and adolescents with psychiatric disorders. A narrative review. Frontiers in psychiatry, 12, 628252.DOI: 10.3389/fpsyt.2021.628252
43. Pillay, J. (2023). Psychological, social, and physical ecologies for child resilience: a South African perspective. Frontiers in psychology, 14, 1190297.DOI: 10.3389/fpsyg.2023.1190297
44. Ray, S. (2017). A street child's perspective: A grounded theory study of how street children experience and cope with grief. The Qualitative Report, 22(1), 291. DOI: 10.46743/2160-3715/2017.2560
45. Reith‐Hall, E., & Montgomery, P. (2023). Communication skills training for improving the communicative abilities of student social workers: A systematic review. Campbell systematic reviews, 19(1), e1309. DOI: 10.1002/cl2.1309
46. Saar-Heiman, Y. (2023). Power with and power over: Social workers’ reflections on their use of power when talking with parents about child welfare concerns. Children and Youth Services Review, 145, 106776. DOI: 10.1016/j.childyouth.2022.106776
47. Sakpal, T. V. (2010). Sample size estimation in clinical trial. Perspectives in clinical research, 1(2), 67-69. DOI: 10.4103/2229-3485.71856
48. Šimić, G., Tkalčić, M., Vukić, V., Mulc, D., Španić, E., Šagud, M., ... & R. Hof, P. (2021). Understanding emotions: origins and roles of the amygdala. Biomolecules, 11(6), 823. DOI: 10.3390/biom11060823
49. Shokri, O; Salehi Fadroudi, J; Fath Abadi, J; Nejati, ; and Zabihzadeh, A. (2020). Development and Testing the Effectiveness of a School-Based Social Cognition Training Package on Proactive Aggression in Children. Journal of Developmental Psychology, 17(66), 167-179. https://sanad.iau.ir/Journal/jip/Article/1054648 (In Persian).
50. Southwick, S. M., Bonanno, G. A., Masten, A. S., Panter-Brick, C., & Yehuda, R. (2014). Resilience definitions, theory, and challenges: interdisciplinary perspectives. European journal of psychotraumatology, 5(1), 25338. DOI: 10.3402/ejpt.v5.25338
51. Suarez, A., Lee, D. Y., Rowe, C., Gomez, A. A., Murowchick, E., & Linn, P. L. (2014). Freedom project: Nonviolent communication and mindfulness training in prison. Sage Open, 4(1). https://doi.org/10.1177/2158244013516154
52. Türk, E. D., & Yıldırım, G. (2024). Adaptation into Turkish of the Social-Emotional Assets and Resiliency Scale for Preschool. Cukurova University Faculty of Education Journal, 53(1), 341-368.DOI: 10.14812/cuefd.1363573
53. Tuttle, C. (2021). Hard at work in factories and mines: the economics of child labor during the British industrial revolution. Routledge. DOI: 10.4324/9780429036989
54. Ulutaş, İ., Engin, K., & Polat, E. B. (2021). Strategies to develop emotional intelligence in early childhood. The science of emotional intelligence, 2(3), 1-18.DOI: 10.5772/intechopen.98229
55. Yang, J. W., & Kim, S. (2016). Integrative review of nonviolent communication intervention studies. Perspectives in Nursing Science, 13(1), 36-47.DOI: 10.16952/pns.2016.13.1.36
56. Yizengaw, S. S. (2022). Effect of social skills training on interpersonal interactions of children with autism: An interventional research. International Journal of Developmental Disabilities, 68(6), 858-866.doi: 10.1080/20473869.2021.1902730
57. Yizengaw, S. S. (2022). Effect of social skills training on interpersonal interactions of children with autism: An interventional research. International Journal of Developmental Disabilities, 68(6), 858-866.DOI: 10.1080/20473869.2021.1902730
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)