Middle Eastern Journal of Disability Studies

Objective: The aim of this research was to consider social skills training, cognitive therapy and way of solving the problem of low mobility of Qom welfare by consolidation. 
Methods: Research samples was made of 200 disabled people from all parts of the Qom city (center of Iran) that 30 individuals were selected randomly. Samples divided to two groups (15 for control group and 15 for test group) at the age of 20–30 and high school education. They were in an institute under the responsibility of welfare. This method was half–examined and participants were taught in 10 sections each 120 minute for 75 days. Then we gathered information according to pre–examined–past examined plan in control group and implementation hardiness questionnaire Kubasa and Cassidy and Long problem solving procedures. Data were analyzed by covariance. 
Results: The results showed that Integrated teaching social skills and cognitive therapy increased psychological hardiness as well as increased problem–solving styles including (failure p<0.001, control p<0.001, creativity p<0.001, confidence p=0.005, style, and light to avoid confrontation p=0.016 & p<0.001) were effective. Combined social skills training and cognitive–behavioral therapy for people with motor disabilities reduced their anxiety (especially social anxiety). It also led to increased stiffness (p<0.001), resistance and adaptation to their physical condition and improved problem-solving skills.
Conclusion: Blended learning social skills and cognitive–behavioral therapy is effective problem–solving and tenacity disability.