Purpose: The aim of this study was to compare the effectiveness of social skills training and self-management to educators and parents of preschool children on their emotional and behavioral disorders in Tehran in 2019.
Materials and Methods: The present study was a randomized controlled application with two experimental and follow-up groups and using random assignment of subjects in experimental and control groups. The statistical population of the study consisted of all educators and parents of preschool children in Tehran, from which 60 people were selected by available sampling method and randomly divided into two experimental groups (20 people in each group) and a control group (20 people). N) were assigned. The first experimental group was trained in social skills training for 8 sessions of 90 minutes and the second experimental group was trained in 8 sessions of 90 minutes and the control group remained on the waiting list. The tools used in the present study included emotional behavioral disorders (Akhenbach, 1978), which were used in two stages of pre-test and post-test. Analysis of data obtained from the questionnaire was performed through spss-v19 software in two descriptive and inferential sections (univariate and multivariate analysis of covariance, analysis of variance with repeated measures).
Findings: The results showed that both interventions used in this study can significantly improve emotional and behavioral disorders in preschool children. Also, the effect of social skills training and self-management on reducing emotional and behavioral disorders over time has been significant.
Conclusion: Therefore, these educational services can be used in preschool centers to improve emotional and behavioral disorders in preschool children.