تدوین و اعتباریابی بسته آموزش گروهی «خودآموزی کلامی مثبت‌اندیش» برای نوجوانان مبتلا به اختلال سلوک

شبنم   جهانشاد; پرویز شریفی درآمدی; سعید رضایی; محمد  عسگری

Authors

Shabnam Jahanshad PhD student, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran Author https://orcid.org/0009-0003-5594-9993
Parviz Sharifidaramadi Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran https://orcid.org/0000-0001-6517-0797
Saeed Rezayi Associate Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran Author https://orcid.org/0000-0002-9857-4402
Mohammad Asgari Professor, Department of Evaluating and Measuring, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran Author https://orcid.org/0000-0003-0689-938X

Keywords:

Conduct disorder, verbal self, instruction, positive thinking, validation, adolescents, social skills

Abstract

Introduction and Aim: The present study aimed to develop and validate a group training package based on positive verbal self-instruction for adolescents with conduct disorder.

Methodology: This study employed a mixed-method design. In the qualitative phase, a directed inductive–deductive content analysis was conducted using scientific literature published between 2010 and 2025 and semi-structured interviews with 10 psychology experts to extract and organize the components of the training package. In the quantitative phase, face validity was assessed qualitatively, and content validity was evaluated using the Content Validity Ratio (CVR) and Content Validity Index (CVI) based on expert judgments. The final package consisted of 10 group sessions lasting 45–60 minutes, designed with an active and practice-oriented approach.

Findings: The results indicated that CVI values ranged from 0.83 to 1.00 and CVR values ranged from 0.67 to 0.83, demonstrating acceptable to high content validity. All sessions were evaluated as relevant, clear, important, and comprehensive, and no major revisions or eliminations were required for the components of the training package.

Conclusion: The findings suggest that the positive verbal self-instruction training package has satisfactory structural and content validity and can be considered a practical intervention for improving emotional regulation, self-management, and social skills among adolescents with conduct disorder.

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References

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