Showing 27 results for Adolescent
Arshida Sayadi, Fatemeh Houshmand, Seyedeh Reyhaneh Hashemi, Tara Sotvar, Arsalan Barekat,
Volume 19, Issue 2 (9-2025)
Abstract
Attention deficit hyperactivity disorder (ADHD) in adolescence is associated with persistent deficits in self-regulation, poor self-management skills, and increased social-emotional problems, including social anxiety. The aim of the present study was to investigate the effectiveness of a mindfulness-based stress reduction program on self-management skills and social anxiety in adolescents with ADHD. The study was conducted in a quasi-experimental manner with a pre-test-post-test design with a control group and a two-month follow-up. The study population included adolescents aged 13 to 15 years with this disorder, 30 of whom were selected using a convenience method and randomly assigned to two experimental and control groups. The experimental group participated in eight 90-minute sessions of a mindfulness-based stress reduction program, while the control group was on a waiting list. The research instruments included the Adolescent Self-Management Questionnaire and the Adolescent Social Anxiety Scale, which were administered in three stages: pre-test, post-test, and follow-up. Data were analyzed using repeated measures multivariate analysis of variance. The results showed that the implementation of the mindfulness-based stress reduction program significantly increased self-management skills and significantly reduced social anxiety in the experimental group compared to the control group, and these effects remained largely stable at the two-month follow-up. Based on the findings, the mindfulness-based stress reduction program can be used as a complementary and effective intervention in improving cognitive-behavioral functions and reducing social-emotional problems in adolescents with attention deficit hyperactivity disorder.
Dr. Mahmoud Zivari Rahman, Ms. Somayeh Pour Mojahad, Mr. Ali Qardashi,
Volume 19, Issue 3 (12-2025)
Abstract
According to the report of the World Health Organization, suicide is one of the main causes of death among young people and adolescents, in Iran, the available statistics indicate an increase in suicide, especially among adolescents, which requires deep analysis and investigation, so identifying the causes of action Adolescent suicide is considered a necessity. Therefore, the aim of this study is to provide a phenomenological explanation of adolescent girls' lived experiences regarding the causes of suicide attempts. The research method was a qualitative descriptive phenomenological type using thematic analysis technique. The field of research includes second secondary female students studying in Hamadan schools who committed suicide in 1402. 16 people were selected as a sample by purposive sampling method until theoretical saturation was reached. The data were collected using in-depth and semi-structured interviews, and the 7-step Claysey method was used for their analysis. The findings from the interviews were extracted and classified into 9 main themes and 21 sub-themes. which includes 1- family pressures. 2- Social and cultural pressures. 3- Psychological and emotional factors. 4- Emotional and life experiences. 5-Parenting style. 6- Social relations and friends. 7- Lack of coping skills and problem solving. 8- The pressures of the school environment and educational system. 9- Environmental and social factors. This research indicates that suicide attempts among adolescent girls are a complex and multifaceted phenomenon influenced by a combination of various factors. Therefore, in order to implement effective prevention and intervention strategies, it is essential that policies and support programs take into account the different individual, familial, social, and cultural dimensions. Furthermore, this study highlights the importance of focusing on coping skills, psychological support, and changes in social environments such as family and school as key approaches to reducing suicidal behaviors in adolescent girls.
Fatemeh Derakhshan, Mahla Salajgheh, Dr Amine Jalali,
Volume 19, Issue 3 (12-2025)
Abstract
The present study aimed to examine the effectiveness of Choice Theory-based training on responsibility and disruptive behaviors among adolescents in Kerman. The study employed a quasi-experimental design with a pretest–posttest control group. The statistical population included all adolescent students in Kerman during the 2024–2025 academic year. A total of 30 participants were selected through convenience sampling and randomly assigned to an experimental group (n = 15) and a control group (n = 15). The research instruments included the Responsibility Questionnaire and the Disruptive Behavior Scale. The experimental group received eight 60-minute sessions of Choice Theory-based training. Data were analyzed using repeated-measures analysis of variance (ANOVA).
The findings indicated that Choice Theory-based training significantly increased responsibility and significantly reduced disruptive behaviors in the experimental group compared to the control group. Based on the results, Choice Theory, with an emphasis on personal responsibility and internal control, can be considered an effective intervention for improving social behaviors and enhancing responsibility in adolescents.
Mahla Salajgheh, Fatemeh Derakhshan, Amine Jalali,
Volume 19, Issue 3 (12-2025)
Abstract
The present study aimed to examine the effectiveness of Choice Theory-based training on responsibility and disruptive behaviors among adolescents in Kerman. The study employed a quasi-experimental design with a pretest–posttest control group. The statistical population included all adolescent students in Kerman during the 2024–2025 academic year. A total of 30 participants were selected through convenience sampling and randomly assigned to an experimental group (n = 15) and a control group (n = 15). The research instruments included the Responsibility Questionnaire and the Disruptive Behavior Scale. The experimental group received eight 60-minute sessions of Choice Theory-based training. Data were analyzed using repeated-measures analysis of variance (ANOVA).
The findings indicated that Choice Theory-based training significantly increased responsibility and significantly reduced disruptive behaviors in the experimental group compared to the control group. Based on the results, Choice Theory, with an emphasis on personal responsibility and internal control, can be considered an effective intervention for improving social behaviors and enhancing responsibility in adolescents.
Tibe Delshad, Soheila Rahmani, Amine Jalali, Leylasadat Modaresi, Parisa Kolahi, Arsalan Barekat,
Volume 19, Issue 3 (12-2025)
Abstract
The present study aimed to determine the effectiveness of Mindfulness-Based Stress Reduction (MBSR) on aggression and self-esteem with the mediation of emotional self-regulation in adolescents with emotion dysregulation. This research was a quasi-experimental study with a pretest-posttest control group design. The statistical population included all female adolescents aged 13 to 18 years with emotion dysregulation who referred to counseling centers in Tehran in 2025. Among them, 30 individuals were selected through purposive sampling and randomly assigned to an experimental group (n=15) and a control group (n=15). The experimental group received eight 90-minute sessions of MBSR training, while the control group received no intervention. Research instruments included the Ahvaz Aggression Questionnaire, Rosenberg Self-Esteem Scale, and the Emotion Regulation Questionnaire (Gross & John). Data were analyzed using multivariate analysis of covariance and path analysis. The results showed that MBSR training significantly reduced aggression and increased self-esteem in adolescents of the experimental group. Furthermore, the results of path analysis confirmed that emotional self-regulation played a significant mediating role in the relationship between mindfulness with aggression and self-esteem. Based on the findings of this study, MBSR, through enhancing emotional self-regulation abilities, can be used as an effective intervention method for reducing aggression and increasing self-esteem in adolescents with emotion dysregulation.
Zohreh Esmaaili, Sahar Shakour, Samira Ramazenkhani, Hosna Rostami, Fatemeh Ghasempour,
Volume 19, Issue 4 (3-2025)
Abstract
This review study aimed to evaluate the effectiveness of Mindfulness-Based Cognitive Therapy (MBCT) in reducing social anxiety among adolescents. A systematic search was conducted across Web of Science, ScienceDirect, Scopus, PubMed, Google Scholar, Magiran, and IranDoc using relevant keywords. Studies assessing MBCT’s impact on adolescent social anxiety with a PEDro score above 5 were included. From 43 identified articles, 6 met the inclusion criteria. Findings indicated that MBCT significantly reduces social anxiety in adolescents, though variations in methodology, sample size, and assessment tools were observed. These results underscore MBCT’s potential as an effective intervention for social anxiety. It is recommended that MBCT be integrated into school-based counseling and mental health programs. Further research with standardized methodologies is needed to explore MBCT’s efficacy across diverse cultural contexts.
Leila Kabiri, Molouk Khademi Ashkzari, Saeed Akbari-Zardkhaneh, Keyvan Salehi, Hossein Pourshahriar,
Volume 20, Issue 1 (4-2026)
Abstract
The increasing socio-cultural changes in recent years, coupled with the high prevalence of psychological health issues during the critical adolescent years and a research gap in this area, highlight the importance of investigating the factors that create a sense of well-being in adolescents. This study aimed to identify the conditions for sense of well-being and to present a conceptual framework of well-being for Iranian adolescents. A qualitative, constructivist approach and a grounded theory research design were used with the aim of conceptual ordering. The study population consisted of Iranian adolescents, mainly residing in the city of Qazvin, aged 16 to 19 years, who were selected using purposive sampling. Data were collected from 2024 to 2025 through face-to-face, semi-structured interviews and Coding was performed manually in two stages initial and focused Coding based on the Charmazian approach, and themes were sorted using Excel 2019. This process yielded twelve core concepts: engagement, optimism, happiness, self-relationship, relationships with others, relationship with God, relationship with existence, self and family health, personal growth, flourishing community, moral values, and material resourcesThe findings of this research provide insights for policymakers and educators to create a suitable environment for fostering well-being.
