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Aim and Background: This study investigated the effectiveness of group play on social skills of female preschool children (6-7 years old).   Methods and Materials: In this semi-experimental study, 20 female 6-7 year-old children were randomly selected and assigned to intervention and control groups (n = 10 in each). The intervention group participated 12 sessions of group play. All children were examined using the Social Skills Inventory. The applied intervention was evaluated through pre-test and post-test and the groups were compared using analysis of covariance. Findings: Social skills in the experimental group were significantly improved compared to the control group. Conclusions: Findings of this study revealed that group play can significantly and effectively enhance social skills of preschool children.

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Aim and Background: One of the most important learning disabilities is spelling learning disability which is accompanied by memory problems and social skills. The main aim of present research was to review the effectiveness of cognitive-behavioral play therapy on memory and social skills of children with spelling learning disability. Methods and Materials: The research method of present study was experimental (pretest-posttest with control group). The statistical universe consisted of all third grade primary school students of Dehaghan city (Isfahan) in 2012-2013 academic years. The forty students with spelling learning disability selected randomly and then placed in play therapy and control groups randomly. Students in the experimental group received cognitive-behavioral play therapy for 8 sessions which each one took 90 minutes. Assessment tools consisted of Diagnostic Test of Spelling Learning Disability, Wechsler Intelligence Scale for Children- Revised (WISC-R) and Gresham&rsquo;s and Elliott&rsquo;s Social Skills Scale . Data was analyzed by analysis of Covariance and SPSS-18. Findings: Results of covariance analysis model showed that ,with control of pre-test effect٫ there is a significant difference between the experimental and control group in post-test (p< . 01) and the mean scores of memory and social skills in play therapy group in post-test stage has been increased in comparing with the pre-test and control group. Conclusions: According to results, cognitive- behavioral play therapy has been effective on improvement of memory and social skills of students who disabled in spelling learning.

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Aim and Background: Previous studies have shown that individuals with hearing impairments suffer from anxiety disorders such as social phobia. The purpose of this research was to determine the effectiveness of social skills training on the treatment of social phobia in individuals with hearing impairment. Methods and Materials: This quasi-experimental study was performed with a pretest-posttest design and control group. From among all 8-18 year-old male students with hearing impairment in Arak, Iran, 22 who obtained the highest scores in the Social Phobia and Anxiety Inventory (SPAI) were selected. The participants were matched according to age and intelligence, and then, randomly assigned to an experimental and control group. The experimental group received social skills training 2 sessions per week for 2 months. To analyze data, independent t-test and ANCOVA were applied. Findings: The experimental group obtained better results in pretest and follow-up (P < 0.001) in comparison to the control group. The results showed that social skills training had a significant impact on reduction of social phobia in these individuals. Conclusions: It can be concluded that social skills training is an effective intervention method in decreasing social phobia in individuals with hearing impairment.

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Aim and Background: Multidimensional and complex nature of children’s behavior requires usage of modern treatments. The aim of this study was to determine the effectiveness of social relations training on social interaction and happiness in pre-school children, based on playing the game with Gardner interpersonal intelligence. Methods and Materials: This experimental study was conducted by using pretest and posttest with a control group. The children of one of the pre-school centers were selected randomly by multistage cluster sampling and all of them were examined by Matson evaluation of social skills with youngsters (MESSY) scale. Twenty-four children, with the lowest scores, were selected and placed in experimental and control group groups. All the mothers' subjects filed out MESSY, Gardner multiple intelligence and Oxford happiness questionnaires, adjusted for children, before and after the intervention. The experimental group was trained social relation-based playing for twelve sessions, according to Gardner interpersonal intelligence. Findings: A significant difference between the experimental and control groups (P < 0.050) was observed in social skills. Conclusions: These findings recommend that social relations training, based on Gardner interpersonal intelligence, could be used to increase the social interaction and happiness in pre-school children.

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Aim and Background: Childhood is one of the most important stages of life, in this period of life, all kinds of sexual harassment may occur for children. This research was conducted with the aim of the effectiveness of sex education in sexually abused children and normal children.
Methods and Materials: The present study was a semi-experimental design with a pre-test, post-test and two-month follow-up with a control group. The statistical population of this research was children aged 7 to 12 years in the southwest of Tehran in 1400. The statistical sample of this research consisted of 15 sexually abused children and 15 normal children in the 16^th and 19^th district of Tehran, who were selected using the purposeful sampling method. The research tools were Russell, Peplau and Cutrona isolation questionnaire (1978), California Clark et al.'s social adjustment questionnaire (1953) and Gresham and Elliott's social skills questionnaire (1990), which were implemented on both groups of children. Finally, the data were analyzed using the analysis of covariance methods with the help of SPSSV22 software.
Findings: The findings showed that sexual education training is more effective on increasing adaptation and social skills at the confidence level of 99% (P<0.01) and reducing isolationism at the confidence level of 95% (P<0.05) of sexually abused children compared to normal children.
Conclusions: The findings of the research show that sex education can reduce children's behavioral problems and improve their adaptation and social skills, and therefore, sex education should be prioritized for abused children.