Designing the ideal model of life skills for high school talented centers

The purpose of this study was to design a good model of life skills in high school talent centers. The pattern of life skills is an attempt, in the shadow of that, to encourage adolescents to use their creativity and to find effective ways to solve conflicts and problems in their lives. Life skills can also lead to personal actions, actions related to others and actions related to the environment, leading to greater health and greater health, more physical, mental, and social comfort. The significant effectiveness of the life skills model, including individual and social skills, requires executives, policy makers and educational planners to incorporate these trainings into school curricula. To the extent that life skills are considered key to success for young people tomorrow. In addition, given the importance that life skills have for dealing with everyday problems and the impact of its education on health, mental health, academic achievement and, in general, the improvement of individual and social life, as well as the important role that schools in preventing social harm, they will learn and improve mental health, so care must be taken in the education process. The present study was carried out with qualitative method and theory based on data. Data were collected using interviews. The statistical population consisted of scholarly and executive scholars in the field of brilliant talent schools. The field of study and the possession of relevant scientific papers, having managerial positions and executive experience in the field of brilliant talent schools were among the indicators for selecting the expert list. Sampling method was non-random sampling with purposeful selection with maximum diversity or heterogeneity. In this strategy, the researcher begins by identifying people who have the information related to the topic of the research, and so-called informants, and then selects a range of similar individuals in a manner that all types of people along or Enter one or more dimensions in the research. The sampling process in qualitative research is usually continued as long as the new interviews do not add further information to the previous cases, and the researcher will see repeat patterns of data. After providing the interview guide, the statistical sample was referred and the required data were collected using semi-structured interviews. Due to the novelty of research and possible data constraints, a triangulation approach was used to collect data. Triangulation refers to the process of using different approaches and resources to collect data in the research. Regarding the use of triangulation method (using multiple sources), in this research, various sources were used for data gathering, and then the concepts, categories and class were deduced. In this research, after saturation of 11 interviews with experts. Data collection was done in the form of a library and field. After completing the findings, the land model was designed based on the Glazer's approach. Primary codes have been collected based on connectivity in a collection and have received a conceptual label. Subsequent concepts are also assigned, according to the message they contain, to categories that each of these categories has their own specific meaning and according to the concepts they support. Differ from each other. In other words, open codes are converted into axial codes by common concepts. Finally, in this research, Guba and Lincoln (1989) metrics were used to discuss the validity and reliability of the instrument. For this purpose, during the coding, the review was carried out, the classification or confirmation of the results was carried out by referring to the subjects and confirmed by several experts. Eventually, all encoding process was performed using Max-Kyodata software version 2018. Based on the findings, 111 open-source codes were obtained from the interviews and were divided into four categories: 1. Objectives of education (Improving social skills, improving interpersonal skills, improving communication skills, preventing disorders and psychosocial problems, increasing social capital, rewarding national capital, familiarizing students with moral competencies, familiarizing students with competencies Social, problem solving, individual empowerment, coping with high-risk behaviors, physical health literacy, promotion of critical thinking, promotion of civic education, promotion of psychological abilities, promotion of academic literacy, reduction of anger and anxiety); 2. Content (beliefs , Identification, interaction and empowerment), 3) teaching methods (Training in the form of inviting scholars - Academic and educational outcomes - Participatory learning - Using active learning methods - Supplemental and extracurricular activities - Participation of students in knowledge production - Training in practice - Conducting workshops - Brain presentation - Analysis Situation and Case Study - Lecture - Role Playing - Educational Games) 4. Evaluation methods (View performance process - Self-evaluation - Valuation by peers - Executing assignments and activities - Family appraisal - Performing a project or research individually or collectively). Based on the results of this research, it is suggested that the resources of practical and practical life skills be provided and provided to the general public, especially teachers and students. Talk about life skills, in addition to the right to education, in other areas, such as premarital education or child-rearing skills, to be educated and promoted. This research, like all researches in the field of humanities, has been subject to some limitations, some of them are presented. In this regard, Krishna (2014) showed that coaches have gained a new experience in terms of course content, planning, preparation, assessment, and dealing with background factors in the classroom. It also showed that coaches in schools did not have enough support for teaching and learning new life skills, and that educators were very much encouraged by new skills in life skills and transfer of it to students. This study presented the optimal model of life skills for high school students. Therefore, its results can be generalized to other There are no graduates. Future researchers are recommended to study comparative educational skills of life skills in different countries, designing the optimal life skills model for students of different levels and designing the optimal life skills model for students in ordinary, non-governmental and non-profit schools. And investigate. According to these results, it is suggested that the model should be used to develop students' healthy personality, to provide and maintain mental health of students.