Abstract: (33 Views)
Abstract
Objective: The aim of the present study was to comparing the effectiveness of life skills training and metacognitive strategies on the tendency to use drugs in working children. Method: It was an experimental study with pre-test-post-test and control group. The statistical population was all working children aged 9-15 in Tehran, of which 105 were selected purposively from working children in Rey city. The study instrument was the Wade and Boucher Addiction Readiness Questionnaire (1992). The training was given to two groups in 10 sessions. Data were analyzed using descriptive statistics and univariate analysis of covariance. Results: The mean scores of the tendency to use drugs in the life skills group decreased from (68.60) in the pre-test to (59.91) in the post-test, while the metacognitive strategies group also experienced a mean decrease from (72.23) in the pre-test to (61.54) in the post-test. Conclusion: Both methods had an effect on the tendency to use drugs in these children, but the average of the group receiving metacognitive strategies in the post-test had a greater decrease than the life skills group, so it can be said that metacognitive strategies have reduced the tendency to use drugs to a greater extent. Considering these findings, it is suggested that metacognitive strategies training programs be considered as efficient training among working children, along with other formal training.
Objective: The aim of the present study was to comparing the effectiveness of life skills training and metacognitive strategies on the tendency to use drugs in working children. Method: It was an experimental study with pre-test-post-test and control group. The statistical population was all working children aged 9-15 in Tehran, of which 105 were selected purposively from working children in Rey city. The study instrument was the Wade and Boucher Addiction Readiness Questionnaire (1992). The training was given to two groups in 10 sessions. Data were analyzed using descriptive statistics and univariate analysis of covariance. Results: The mean scores of the tendency to use drugs in the life skills group decreased from (68.60) in the pre-test to (59.91) in the post-test, while the metacognitive strategies group also experienced a mean decrease from (72.23) in the pre-test to (61.54) in the post-test. Conclusion: Both methods had an effect on the tendency to use drugs in these children, but the average of the group receiving metacognitive strategies in the post-test had a greater decrease than the life skills group, so it can be said that metacognitive strategies have reduced the tendency to use drugs to a greater extent. Considering these findings, it is suggested that metacognitive strategies training programs be considered as efficient training among working children, along with other formal training.
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