The Efficiency of Social Skills Training and the Fordys Cognitive- Behavioral Model of Joy in Incrased Happiness of Students

Abstract

This research were done in order to investige the efficacy of cognitive-behavioral instruction of social skills in comparison with Fordyce's trainings in increased happiness of secondary school in Neyshabour. Therefore, 120 students was selected. Atfirst, thejoy level of students was assessed by Oxford's Happiness test and their anxiety and depression levels were measured by Beck's Depression test and Schpilbergere's Trait-state Anxiety questionnaire. Then four experiment faced with independent variables by seven to ten sessions. Onceagain, at the end of the training period, all groups were assessed by the above-mentioned tests. Also, follow–up assays were conducted one month after the end of training. The results were analyzed by one- and two–factor variance analysis tests as well as the Shefe's ad-hoc test. The study results indicated that trial and control groups have significant difference in respect of happiness rate. The results of Shefe's ad-hoc test showed that cognitive-behavioral instruction of social skills is more efficient than Fordyce Trainings. In respect of anxiety level of students, there was no significant effect of cognitive-behavioral instruction of social skills and Fordyce trainings on increased happiness of students. But the students who had a higher level of depression were more affected by these trainings. Also, it was shown that age and education variables had no effect on effectiveness of trainings.

DOI: 10.5901/mjss.2016.v7n3s3p119