This study aimed to evaluate the effectiveness of social-emotional skills training on resilience and aggression in children with attention deficit–hyperactivity disorder (ADHD). This research used a quasi-experimental pre-test–post-test design with a control group and 1.5-month follow-up. The statistical population included boys aged 11–12 diagnosed with ADHD and referred to the Omid and Neshat Psychological Center in Tehran (2024). A total of 30 participants were selected via purposive sampling and randomly assigned to experimental and control groups (15 each). Tools included the Connor–Davidson Resilience Scale and the Shahim Aggression Questionnaire. The experimental group received ten 75-minute weekly sessions of social-emotional skills training. The control group was placed on a waiting list. Data were analyzed using repeated measures ANOVA. The results showed a significant difference between experimental and control groups in resilience and aggression and their subscales across the three measurement points (pre-test, post-test, follow-up) (P < 0.001). In the experimental group, mean resilience scores significantly increased, while aggression scores decreased. No significant change occurred in the control group. The effect sizes were large (η² = 0.62 for resilience and η² = 0.64 for aggression), indicating strong intervention effects. It can be concluded that social-emotional skills training effectively enhances resilience and reduces aggression in children with ADHD. This intervention may serve as a valuable approach in psychological and educational settings to support emotional and behavioral development in this population.
Boghrabadi et al. (Wed,) studied this question.