اثربخشی آموزش برنامه درسی مهارت‌های اجتماعی والکر به شیوه شناختی ـ رفتاری بر افزایش مهارت‌های اجتماعی دانش‌آموزان پرخاشگر

Background: Since one of the serious problems in students with aggressive behaviors is insufficiency about deficiency in social skills, thus current research aims to study the effectiveness of social skills training via cognitive-behavioral method to increase social skills in students with aggressive Behavior. Method: Method of the research is experimental and research design is pretest, post-test with control group and two months follow-up. Statistic population includes all female elementary students of 5th and 6th grades with aggressive behavior in Langrood city in 2012-13. 30 students were selected by random multilevel cluster sampling and divided into two experimental and control groups. Child Behavior Checklist (CBCL) and Matson's Social Skills Scale were used. Walker social skills curriculum was presented through 17 sessions during two months for members of experimental group. Repeated Measures ANCOVA was used for analysis of data. Results: Results show that there is a significant difference between social skills of post-test and follow-up. Conclusion: Curriculum for children's effective skills is introduced as a primary effective intervention program for students in risk of aggressive behaviors.