the effectiveness of coping abilities workshop on self-regulation, social performance, and aggression in students

Purpose: the primary objective of this study was to evaluate the effectiveness of the coping abilities workshop, a structured intervention designed to enhance self-regulation, improve social performance, and reduce aggression among first to third-grade primary school students exhibiting signs of oppositional defiant disorder in tehran, district 2.methodology: this randomized controlled trial involved 60 students, evenly divided into an intervention and a control group. each group comprised 30 participants, and the intervention spanned eight weeks, with follow-up assessments conducted three months post-intervention. measurements for self-regulation, social performance, and aggression were taken using standardized tools at three time points: pre-intervention, post-intervention, and follow-up. the data were analyzed using anova with repeated measures and bonferroni post-hoc tests, utilizing spss software version 27.findings: significant improvements were observed in the intervention group compared to the control. post-intervention results showed substantial increases in self-regulation (mean pre = 32.45, sd = 4.12; mean post = 45.67, sd = 3.56) and social performance (mean pre = 28.54, sd = 2.95; mean post = 40.26, sd = 2.45), along with a notable reduction in aggression (mean pre = 35.60, sd = 5.12; mean post = 20.22, sd = 4.75). these effects were maintained at the three-month follow-up, indicating the lasting impact of the intervention.conclusion: the coping abilities workshop significantly enhanced self-regulation and social performance while effectively reducing aggression among primary school students with oppositional defiant disorder. the intervention proved to have a sustainable impact, suggesting its potential for broader application in similar educational and behavioral settings.