Abbasi Asfjir, A. A., & Khatibi, F. (2016). The standardization of social skills rating system for parents and teacher, preschool level (SSRS-PT) Gresham and Elliott in Amol. Psychometry, 5(17), 77-96. [In Persian]
Ahghar, Q. (2013). Standardization of tools for measuring the cognitive development process of children and adolescents based on Piaget's system. Unpublished research project of the Research Institute of Education and Training. [In Persian]
Ahrari, G. (2017). The effect of integrative social and emotional learning program on students' psycho-social competencies (Doctoral dissertation). Tabriz University, Tabriz, Iran. [In Persian]
Aksoy, P., & Baran, G. (2020). The effect of story telling-based and play-based social skills training on social skills of kindergarden children: An experimental study. Egitim ve Bilim, 45 (204), 157-183.
Allameh, A., Shehniyailagh, M., Haji Yakhchali, A., & Mehrabizadeh Honarmand, M. (2018). The effect of prosocial skills training based on skills treaming program on social competence of male aggressive students. Biquarterly Journal of Cognitive Strategies in Learning, 6(11), 45-65. [In Persian]
Alwaely, S. A., Yousif, N. B. A., & Mikhaylov, A. (2020). Emotional development in preschoolers and socialization. Early Child Development and Care, 190(9), 1-10.
Aminkhandaghi, M., & Pakmehr, H. (2013). Domination of disciplinary tradition over guidance school of art teachers’ art curriculum orientation: Challenges and damages. Jornal of New Educational Approaches, 8(1), 21-46. [In Persian]
Amin Nasab, V., Banijamali, S. A., & Hatami, H. (2019). The effectiveness of cognitive-motor learning training on social adjustment, motor skills and ADHD symptoms reduce in preschool children aged 5 and 6 years. Journal of Psychological Science, 17(72), 883-892. [In Persian]
Anez-Moronta, F., Piepenbring, J., Roufuth, T. (2020). Origami as a tool for social workers to assess school-age children. Southern Connecticut State University.
Arefi Sheikh, B., Asghari, A., & Visi, A. (2022). The effectiveness of drama therapy on social skills and shyness of 9-11-year-old girls in Marivan city. Quarterly Social Psychology Research, 12(46), 17-36. [In Persian]
Aypek Arslan, A. (2014). A study into the effects of art education on children at the socialisation process. Procedia-Social and Behavioral Sciences, 116(2014), 4114 – 4118.
Badri Gargari, R., Adib, Y., Hashemi Nosrat Abad, T., & Erfani Adab, E. (2019). Comparing the effectiveness of social-emotional learning curriculum of strong kids on social-emotional competence, academic resiliency and sense of belonging to school among primary school children of affluent and deprived areas of Hamedan. Education Strategies in Medical Sciences, 12(4), 61-76. [In Persian]
Baradaran, F. (2011). The effect of social skill training on the social base and social and emotional adjustment of primary school students in Tehran (Master's thesis in Educational Psychology), Islamic Azad University. [In Persian]
Barimani, A. (2021). The structural model of relationship between self-efficacy and social performance with mediating role of students’ adjustment to school. Quarterly Journal of Transcendent Education, 1(1), 48-59. [In Persian]
Behnam, B. (2019). The effect of PATHS program on social and emotional competence, neurocognitive and emotional mediators, externalized disorders and its relationship with children's physical and mental health. Health Psychology, 7(4), 113-130. [In Persian]
Brouillette, L. (2010). How the arts help children to create healthy social scripts: Exploring the perceptions of elementary teachers. Arts Education Policy Review, 111, 16 – 24.
Cartledge, G., & Milburn, J. F. (2006/1385). Teaching social skills to children. Translated by Mohammad Hossein Nazarinejad. Mashhad: Astan Ghods Razavi. [In Persian]
Chen, X., Li, D., Xu, X., Liu, J., Fu, R., Cui, L., & Liu, S. (2019). School adjustment of children from rural migrant families in urban China. Journal of School Psychology, 72, 14-28.
Coelho, V.A., Sousa, V. & Marchante. M. (2015). Development and validation of the Social and Emotional Competencies Evaluation Questionnaire. Journal of Educational and Developmental Psychology, 5, 139- 147.
Dasí, M. G., Cobián, L. Q., & Daniel, M. F. (2013). Improving emotion comprehension and social skills in early childhood through philosophy for children. Childhood & Philosophy, 9(17), 63-89.
Denham, S. A., Wyatt, T. M., Bassett, H. H., Echeverria, D., & Knox, S. S. (2009). Assessing social-emotional development in children from a longitudinal perspective. Journal of Epidemiology & Community Health, 63(Suppl 1), 37-52.
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social‐emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408-416.
Einanloo, M., Ghamari, M. (2021). Predicting of academic djustment based on student coping strategies and academic ethics. Scientific Journal of Instruction and Evaluation, 14(55), 13-34. [In Persian]
Fallahi, V., Safari, Y., & Yousef Farahanak, M. (2011). A study of the impact of instruction with art education approach on artistic functions and processing processing skills of Iranian 4th grade students. Journal of Educational Innovations, 10(39), 101-118. [In Persian]
Fathi, N., Shahmoradi, M., & Sheikhi, S. (2015). The impact of life skills training on mental health and individual-social adjustment in male students in the first year of high schools in Shoush city. Journal of Educational Studies, AJA University of Medical Sciences, 4(1), 1-10. [In Persian]
Freilich, R., Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic Adjustment of children with learning disabilities. The Arts in Psychotherapy, 37, 97–105.
Geraei, Z. (2022). Effectiveness of communication skills training on creativity and social adjustment of the fifth grade students in mixed classes (Master's Thesis), Islamic Azad University, Marvdasht Branch. [In Persian]
Gresham, F. M., & Elliot, S. N. (1990). Manual Social Skills Rating System. American Guidance Services, Circle Pines, MN.
Ghadampour, E., Amirian, L., & Radpour, F. (2019). The effect of group painting therapy on loneliness, control of anger, and social adjustment of primary school students. Journal of Child Mental Health, 6(2), 119-131. [In Persian]
Ghaffari, K., Kazempour, E., & Oghani Hamadani, M. (2017). The impact of DBAE curriculum on art education of primary school students. Research in Curriculum Planning, 13(25), 98-110. [In Persian]
Imamgholivand, F., Kadivar, P., & Sharifi, H. P. (2018). Psychometric indexes of the students’ Social-Emotional Competence Questionnaire (SECQ). Quarterly of Educational Measurement, 9(33), 101-79. [In Persian]
Jafari, N. (2012). The effect of creative show on social skills of children. Children and Adolescent Monthly Book, 15(12), 20-27. [In Persian]
Jenaabadi, H. (2011). Efficacy of social skills training on behavior disorders among fifth grade exceptional students of Kosar elementary school of Zahedan in academic year 89-90. Psychology of Exceptional Individuals, 1(2), 73-84. [In Persian]
Kazempour, E., Rastgarpour, H., & Seif Naraghi, M. (2008). Evaluation of the art curriculum of middle school based on the discipline-oriented approach. Educational Leadership and Management Quarterly, 2(4), 125-150. [In Persian]
Khan Khanizadeh, H., & Bagheri, S. (2012). The effectiveness of verbal self instruction on social adjustment in students with learning disabilities. Journal of Learning Disabilities, 2(1), 43-52. [In Persian]
Khajapour Firouzabadi, K., Omidi, J., & Rafati, R. (2014). Characteristics of personality development of primary school students and its requirements and implications for curriculum planners. First International Conference of Psychology and Educational Sciences, Shiraz. [In Persian]
Kim, M. J., Doh, H. S., Hong, J. S., & Hoi, M. K. (2011). Social skills training and parent education programs for aggressive preschoolers and their parents in South Korea. Children and Youth Services Review, 33, 838-845.
Kiuru, N., Nurmi, J., Aunola, K., & Salmela–Aro, K. (2009). Peer group homogeneity in adolescents’ school adjustment varies according to peer group type and gender. International Journal of Behavioral Development, 33(1), 65- 76.
Ladd, G.W., & Burgess, K.B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development, 72, 1579- 1601.
Macmbinji, V. O., & Gachigi, P. N. (2022). Art-based intervention in determining the quality of life of children with Autism and their parents in the context of educational services in Kenya: A systematic review of literature. Educational Services, 1(1), 1-10.
Malti, T., & Perren, S. (2011). Social competence. Encyclopedia of Adolescence, 2, 332-340.
Mantz, L. S., Bear, G. G., Yang, C., & Harris, A. (2018). The Delaware Social-Emotional Competency Scale (DSECS-S): Evidence of validity and reliability. Child Indicators Research, 11(1), 137-157.
Mehrmohammadi, M. (2014). General art education: What, why, how. Tehran: Samt Publisher. [In Persian]
Mohammadi Baghmolaee, H., & Yousefi, F. (2019). The structural relationship among teacher-student interaction, academic engagement, and students' adjustment to school. Journal of Education and Learning Studies, 10(2), 75-99. [In Persian]
Mohammadi Masiri, F., Khodadadi, A., & Tamannaeifar, S. (2021). A comparison of the effectiveness of child-centered group play therapy and parent group play therapy on correcting social maladaptation and loneliness in preschool children. Thinking & Children, 11(2), 257-76. [In Persian]
Moula, Z., Walshe, N., & Lee, E. (2021). Making nature explicit in children’s drawings of wellbeing and happy spaces. Child Indicators Research, 14(4), 1653-1675.
Mynarikova, L. (2012). Art-based program for social and emotional development of children. US-China Education Review A 8 (2012), 720-726.
Nadipour, S., & Aghamohamadi, S. (2021). Effectiveness emotional intelligence improvement training on the social development of children with cerebral palsy: A single subject study. Journal of Exceptional Children, 21(1), 27-40. [In Persian]
Nasaji-Zavareh, E. (2009). Children's growth in the light of social skills. Monthly Educational Magazine, 356, 20-23. [In Persian]
Naseri, F., Samiee Zafraghandi, M., & Safarnavadeh, M. (2021). The effect of drama classes on the educational progress and social skills of female second grade elementary school pupils in Tehran. Islamic Art, 18(43), 580-597. [In Persian]
Nezami, L., & Azemodeh, M. (2019). Social adjustment prediction based on parenting schemas and parent-child attachment styles in teenage girl students in Tabriz city. Journal of Women and Study of Family, 12(43), 145-165. [In Persian]
Niazi, M. (2017). The effectiveness of social skills training on behavioral problems and social adjustment of mentally retarded students (Master's thesis). Allameh Tabataba’i University, Tehran. [In Persian]
Nikooyeh, E., Zarani, F., & Fathabadi, J. (2014). The mediating role of social skills in the relationship between trait emotional intelligence and adjustment to school in adolescents. 2nd Congress on Child and Adolescent Psychology (CCAP). Tehran, Shahid Beheshti University. [In Persian]
Rahmati, B., Adibrad, N., & Tahmasian, K. (2010). The effectiveness of life skill training on social adjustment in children. Procedia-Social and Behavioral Sciences, 5, 870-874.
Ratcliffe, B., Wong, M., Dossetor, D., & Hayes, S. (2014). Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools. Research in Autism Spectrum Disorders, 8(12), 1722-1733.
Rezaee Rezvan, S., Kareshki, H., & Pakdaman, M. (2022). The effectiveness of play therapy based on cognitive-behavioral therapy on social adjustment of preschool children. Pajouhan Scientific Journal, 20(1), 33-40. [In Persian]
Rointan, P., Heidari, A., Eftekhar Saadi, Z., & Ehteshamzadeh, P. (2021). Comparing the effects of group play therapy and painting therapy on social adjustment and alienation among children with specific learning disabilities in Kermanshah, Iran. International Journal of Pediatrics, 9(4), 11389-11399.
Seyedesmaili Ghomi, N., Sharifidaramadi, P., Rezaei, S., & Delavar, A. (2021). Developing and assessing the effectiveness of painting therapy program based on mindfulness on social skills of high-functiong Autism students. School Psychology, 10(2), 67-74. [In Persian]
Shahim, S. (1998). A study of validity and reliability of social skill rating scale in a group of children in Shiraze elementary schools. Psychological Achievement, 5(2), 17-38. [In Persian]
Shahim, S. (2005). Factor analysis of social skills rating system for preschool children. Journal of Educational Sciences, 11(3), 45-58. [In Persian]
Shariat Bagheri, M., & Nikpour, F. (2018). The effect of teaching socio-communicative skills on accountability and adaptation with school in students. Journal of Psychological Models and Methods, 9(32), 203-220. [In Persian]
Short, B. A. (2006). Social skills training to increase selfconcept in children with ADHD. Journal of Clinical Child and Adolescent Psychology, 50, 140-153.
Sinha, A. K. P., & Sing, R. P. (1993). The Adjustment Inventory for School Students (AISS). Agra. National Psychological Corporation.
Silverstein, L. B., & Layne, S. (2010). What is arts integration? Washington, DC: The Kennedy Center for the Performing Arts.
Slaby, T., & Guara, T. (2003). Self- efficacy and personal goal setting. American Education Research Journal, 29, 663-669.
Sobhi-Gharamaleki, N., Hajloo, N., & Mohammadi, S. (2016). The effectiveness of life skill training on Social adjustment in preschool children. Journal of School Psychology, 5(3), 118-131. [In Persian]
Tabaeian, S. R., Kalantari, M., Amiri, S., Neshatdoost, H. T., & Molavi, H. (2010). Effectiveness of social skills training on social competence of primary school children with ADHD. Journal of Psychology, 13(4), 362-376. [In Persian]
Tamanai Far, M., & Moradi, S. (2015). Prediction of academic adjustment based on self-efficacy, assertiveness and social support. Scientific Journal of Social Psychology, 3(36), 57-73. [In Persian]
Teodoro, M. L. M., Käppler, K. C., Lima, J. R., de Freitas, P. M., & Haase, V. G. (2005). The Matson Evaluation of Social Skills with Youngsters (MESSY) and its Adaptation for Brazilian children and adolescents [Escala Matson de Avaliação das Habilidades Sociais para Jovens (MESSY) e sua Adaptação para Crianças e Adolescentes Brasileiros]. Revista Interamericana de Psicología, 39(2), 239–246.
Toieserkani Ravari, M., Unesi, S. J., & Usefi Looye, M. (2008). The effectiveness of a story-based program on the social competence of disordered children. Journal of Family Research, 4(1), 63-76. [In Persian]
Van Lith, T. (2015). Art making as a mental health recovery tool for change and coping. Journal of the American Art Therapy Association, 32(1), 5-12.
Wei, H., & William, J. H. (2004). Relationship between peer victimization and school adjustment in sixth – Grade students: Investigating Mediation Effects, 19(5), 557-71.
Winner, E., Goldstein, T. R., & Vincent-Lancrin, S. (2013). Art for art's sake? The impact of arts education. OECD publishing.
Yazdanipour, M., Ashori, M., & Abedi, A. (2020). An overview of social-emotional competence in children. Rooyesh, 9(9), 185-194. [In Persian]
Yazici, E. (2017). The empact of art education program on the social skills of preschool children. Journal of Education and Training Studies, 5(5), 17–26.
Zat Levineh, M., & Khalesi, N. (November 2016). The function of teaching painting for primary school (emphasis on social skills). The Fifth International Conference on Research in Science and Technology. London, United Kindom. [In Persian]
Zahed, A., Rajabi, S., & Omidi, M. (2012). A Comparison of social, emotional and educational adjustment and self-regulated learning in students with and without learning disabilities. Journal of Learning Disabilities, 2(1), 43-62. [In Persian]
Zeinali Dehrajbi, Z., & Ashori, M. (2022). The effect of play therapy based on the Axline approach on the social-emotional assets and resilience of preschool children with hearing loss. Journal of Positive Psychology, 7(4), 13-24. [Persian]
Zhou, M., & Ee, J. (2012). Development and validation of the Social Emotional Competence Questionnaire (SECQ). The International Journal of Emotional Education, 4(2), 27-42.
)