Investigating the Effectiveness of Problem-Solving Skills Training on Reducing Feelings of Rejection and Improving Social Competence in Students with Learning Disabilities

The present study aimed to investigate the effectiveness of problem-solving skills training on reducing rejection sensitivity and improving social competence in female students with learning disabilities. This study employed a randomized controlled trial with a pretest-posttest-follow-up design. The statistical population included sixth-grade female students with learning disabilities in Yazd during the 2023–2024 academic year. A total of 30 participants were selected through purposive sampling and randomly assigned to an experimental and a control group (15 per group). The experimental group received ten 90-minute sessions of problem-solving training based on D’Zurilla’s model. Data were collected using the Children's Rejection Sensitivity Questionnaire and the Social Competence Rating Scale. Data analysis was conducted using repeated measures ANOVA and Bonferroni post-hoc test in SPSS-27. The results revealed that problem-solving training had a significant effect on reducing rejection sensitivity (F=28.14, p<.001, η²=.51) and enhancing social competence (F=31.02, p<.001, η²=.54). Bonferroni post-hoc analysis showed significant differences between pretest and posttest, and pretest and follow-up scores in the experimental group (p<.001). However, there was no significant difference between posttest and follow-up scores, indicating the intervention's long-term stability. Problem-solving skills training can serve as an effective intervention to reduce rejection sensitivity and improve social competence among students with learning disabilities, thereby promoting their psychological and social well-being.