Comparing the Effect of Schema-Based Education and Social Problem Solving Training on Social Competence and Expressions of Identity in Adolescents

Abstract

This study aimed to compare the effectiveness of schema-based education and social problem solving training on social competence of adolescents. The study population included all high school female students in the first course are studying in the academic year 2015-2016 in the city of Arak. The multi-stage cluster sampling method was used. At least 50 people: 25 people Schema-based training group and 25 were in the group of social problem solving training. Data were analyzed using multivariate analysis of variance. The results showed that comparing schema-based education and treatment of problem-solving therapy improve the three components of social competence; cognitive skills, emotional skills, behavioral skills of female students are effective. However, the impact and effectiveness of both treatment components motivational skills are relatively equal and the difference between the two treatment groups was observed in terms of the effectiveness of social competence motivational skills. Schema-based education and treatment of problem-solving therapy compared with the styles on upgrading the components of identity; early, late and chaotic school students with low social competence are more effective. However, in the field of advanced identity style impact and effectiveness of both treatment groups was relatively equal and different both in terms of their effectiveness. Schema-based training has a significant and positive effect on social competence of adolescents