Advances in Cognitive Sciences

fa اثربخشی مداخله کمک‌های اولیه مهارت‌های ارتباطی نوجوان بر سبک‌های ارتباطی، خردمندی، سبک‌های تفکر و سبک‌های تصمیم‌گیری نوجوانان 15-13 ساله The impact of first aid communication skills training on adolescents’ communication, wisdom, thinking, and decision-making styles of adolescents aged 13 to 15 آموزش و پرورش و بازتوانی شناختی پژوهشي اصیل Research <div style="text-align: justify;">مقدمه: در چرخه تحول روانی بین دوره کودکی و بزرگسالی دوره بسیار مهم نوجوانی قرار دارد. پژوهش حاضر با هدف تعیین اثربخشی مداخله کمک‌های اولیه مهارت‌های ارتباطی نوجوان بر سبک‌های ارتباطی، خردمندی، سبک‌های تفکر و تصمیم‌گیری نوجوانان ۱۳ تا ۱۵ ساله انجام شد. روش کار: روش پژوهش، نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون و دوره پیگیری 45 روزه با گروه کنترل بود. جامعه آماری پژوهش حاضر نوجوانان ۱۳ تا ۱۵ ساله شهر اصفهان در سال 1403-1402 بود. از جامعه مورد مطالعه نمونه 40 نفر از به شیوه نمونه‌گیری تصادفی چند مرحله‌ای و با در نظر گرفتن ملاک‌های ورود انتخاب شدند و به طور تصادفی در دو گروه آزمایش و کنترل (هر کدام 20 نفر) گمارده شدند. گروه آزمایش جلسات آموزشی را طبق مداخله Van Dijk (2015) دریافت کرد. ابزار پژوهش شامل پرسشنامه استاندارد سبک ارتباطی Norton (1987)، پرسشنامه خرد توسط Ardelt (۲۰۰۳)، پرسشنامه سبک‌های عمومی تصمیم‌گیری Scott و Bruce (1995)، پرسشنامه‌ سبک‌های تقکرSternberg  و Wagner بود. برای تجزیه و تحلیل آماری داده‌ها از تحلیل واریانس، اندازه‌‌گیری مکرر به کمک نرم‌افزار SPSS استفاده شد. یافته‌ها: نتایج نشان داد که مداخله کمک‌های اولیه مهارت‌های ارتباطی نوجوان بر سبک‌های ارتباطی، خردمندی و سبک‌های تفکر نوجوانان ۱۳تا ۱۵ساله تأثیر معناداری داشته و اثر مداخلات در مرحله پیگیری نیز باقی مانده است (0/01P<) . نتیجه‌گیری: مداخله کمکهای اولیه بر سبکهای تفکر، تصمیمگیری، تفکر، ارتباطی و خرد موثر است و میتواند در محیط‌های آموزشی و درمانی ب‌ه کار گرفته شود. از این رو پیشنهاد می‌گردد مطالعات تکمیلی جهت مقایسه این مداخله با دیگر مداخلات صورت گیرد.  </div> Introduction Communication styles are one of the skills that can help teenagers reduce anxiety and interact correctly with others. Communication skills can be defined as conveying a message that includes shared understanding between contexts where communication occurs. In addition to communication styles, wisdom is also essential during adolescence. Yang stated that wisdom consists of three components, including cognitive coherence, the embodiment of wisdom in actions, and positive influence on oneself and others in the long term to maintain collective interests. Grossman defined wisdom as a combination of personality traits with three cognitive, reflective and emotional components, which cognitive component refers to a person’s constant desire to understand human conditions and especially intra-personal and interpersonal issues, in addition to the knowledge resulting from this desire. The reflective component refers to the ability to understand issues from multiple angles, as well as self-evaluation (self-evaluation) and self-insight, and the affective component is defined as compassionate love, consideration, and kindness (i.e., a positive empathic attitude toward others). Despite the difficulty in defining wisdom among researchers and experts in this field, a general agreement exists that wisdom includes knowledge, insight, reflection, and combining one’s resources with the interests and well-being of others. In this regard, one variable affecting wisdom is the style of thinking. Thinking styles, sometimes called rational styles, refer to a person’s preference for using a specific thinking process. According to Sternberg’s thinking styles, there are 13 types divided into five functional dimensions: form, level, territory, and tendency. Furthermore, adolescence is the most suitable stage for examining decision-making ability. Decision-making styles are a unique model that shows how people respond to a decision-making situation or interpret that situation. Understanding decision-making styles helps us grasp why people respond differently to the same situation. Each individual employs unique decision-making processes. One of these new interventions is early communication skills for teenagers. Effective communication skills empower individuals to reflect on themselves and cultivate meaningful relationships. This often involves fostering better connections with parents, but the focus remains on personal choices and what serves one’s best interests in relationships with parents, teachers, friends, and others in one’s life. Sometimes, this requires challenging public opinion and prioritizing speaking up over staying silent. These skills are crucial for making wise and healthy decisions, even when those decisions are tough. This perspective is based on a behavioral model called dialectical behavior therapy, which teaches people skills to be more effective in their lives. In other words, the skills that help people to live a happier and healthier life by changing things and to get closer to what they love in their lives. Methods The current research was of a semi-experimental type with a pre-test, post-test, 45-day follow-up test with an experimental and control group, and random assignment with an ethics code ID: IR.IAU.KHUISF.REC.1403.265 from Khorasgan Islamic Azad University (Isfahan, Iran). The statistical population included all adolescents aged 13 to 15 in the city of Isfahan in the academic year of 2023-2024, randomly selected from among the six districts of Isfahan, and then two schools were selected in that district. First, middle school students were randomly selected, and then among the 13-15-year-old students who were willing to cooperate with the researcher. Considering the entry criteria, 40 people were randomly selected into two experimental and control groups (20 people each). The required number of samples was calculated based on similar studfies, such as Yonesi et al.’s study, taking into account an effect size of 40%, a confidence level of 95%, a test power of 80%, and a dropout rate of 10% for each group of 20 people. Iclusion criteria include teenage girls aged 13-15 years, willingness and informed consent in the research plan, cooperation and activity in the research project, and not receiving other psychological training. Exclusion criteria include the absence of more than two sessions andadolescents who had psychological disorders and received other psychological trainings and interventions. Subjects in the experimental group received ten 60-minute sessions of Van Dijk’s communication skills first aid intervention, while subjects in the control group did not receive training. After completing the first aid training on communication skills for the experimental group, both experimental and control groups were tested by questionnaires to measure the dependent variable (communication styles, wisdom, thinking, and decision-making style. Results When people start practicing mindfulness meditation, their relationship with the people around them improves significantly, and they can easily solve interpersonal problems. This profoundimprovement in human relationships has various reasons. The reason for improving relationships after mindfulness meditation is that when the mind becomes aware, the capacity to accept the experience and the events that happen in each moment of a person’s life increases. This spirit of readiness to face whatever happens automatically causes the improvement of relationships with it becomes others because the person does not have prejudice or denial and looks at people as they are without prejudice. Additionally, the results showed that the difference between the average of the research variables in the groups in the post-test and follow-up phases is significant. In other words, a significant difference was found between the sample subjects in the control test groups in the research variables in the post-test and follow-up stages (P<0.001). Conclusion According to this study, the first aid intervention for adolescent communication skills is an effective method for improving the communication, wisdom, thinking, and decision-making styles of 13-15-year-old adolescents. Ethical Considerations Compliance with ethical guidelines This article is derived from the first author’s master’s thesis with the code of ethics from the Ethics Committee of Khorasgan Azad University, ID IR.IAU.KHUISF.REC.1403.265. Ethical principles are fully observed in this article. Participants were allowed to withdraw from the study at any time. Also, all the participants were part of the research process. Authors’ contributions All authors participated in the design, implementation, and writing of all sections of this research. Founding This research has not received any funding from funding organizations in the public, commercial, or non-profit sectors. Acknowledgments The researchers express their gratitude and appreciation to all participants in the study. Conflicts of interest According to the authors of this article, there is no conflict of interest. مداخله کمک‌های اولیه مهارت‌های ارتباطی, سبک‌های ارتباطی, خردمندی, سبک‌های تفکر, سبک‌های تصمیم‌گیری First aid intervention Communication skills, Communication styles, Wisdom, Thinking styles, Decision-making styles 70 87 http://icssjournal.ir/browse.php?a_code=A-10-1868-2&slc_lang=fa&sid=1 Azadeh Taefi Nasrabadi آزاده طایفی نصرآبادی 100319475328460017603 100319475328460017603 No MSc in the Department of Psychology, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran کارشناس ارشد گروه روان‌شناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران Mansoreh Bahramipour Esfahani منصوره بهرامی‌پور اصفهانی Bahramipourisfahani@yahoo.com 100319475328460017604 0009-0004-9443-1414 Yes Assistant Professor, Department of Psychology, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran استادیار گروه روان‌شناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران