The Effectiveness of a Nonviolent Communication Training Package on Interventionist Disciplinary Approach and Ineffective Social Problem-Solving (case study: Novice Teachers in Tehran)

Articles in Press

Document Type : Original Article

Authors

1 Assistant Professor,, Farhangian University,

2 Assistant professor, Farhangian University,

10.22108/nea.2026.146627.2161

Abstract

This study aimed to examine the effectiveness of a nonviolent communication training package based on Rosenberg’s model on Interventionist disciplinary approaches and Ineffective social problem-solving among novice teachers in Tehran. The research employed a quasi-experimental design with pretest, posttest, and follow-up phases, including a control group. Thirty novice teachers were selected through convenience sampling and randomly assigned to experimental and control groups. The experimental group received a ten-session nonviolent communication training program. After the intervention, both groups completed the Disciplinary Beliefs Questionnaire and the Ineffective Social Problem Solving Questionnaire in the posttest and follow-up stages.

Results of repeated measures ANOVA indicated that, compared to the control group, the experimental group showed a significant reduction in interventionist beliefs, and this effect was maintained over time, demonstrating the stability of the intervention outcomes. In addition, the program led to a decrease in impulsivity, one of the components of Ineffective social problem-solving, and this effect remained stable over time. Overall, the findings confirmed the effectiveness of nonviolent communication training and emphasized the importance of implementing this program in educational settings, particularly for teachers.

Keywords

New Educational Approaches  

Articles in Press, Accepted Manuscript
Available Online from 29 June 2026

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