optimistic

The aim of this study was to identifying the optimistic and pessimistic attributions of the mothers in relation to the adolescent. The study used a qualitative design and employed purposive sampling method to selected 10 mothers with adolescent children aged from 12 to 18 years. The semi-structured face-to-face interview was used to collect the data and the data analysis was performed by six-step thematic analysis method. The results showed that optimism was seeing the positive points through the lens of an optimistic mind, while pessimism included seeing the negative points through the lens of a pessimistic mind. Moreover, optimism facilitated a good and effective parent-teenager relationship, optimistic attribution (continuation، reason and personalization) and parenting challenges. According to the results of this study, it can be concluded that when a mother adopts optimistic attribution in communicating with her teenager, there is constructive relationship between teenager and mother and much more satisfaction and peace happens between them and they face less parenting challenges. On the other hand, adopting pessimistic attribution can result in confusion and anger in teenager and dissatisfaction and lack of peace and tension are among its negative outcomes. Therefore, mothers’ familiarity with optimistic and pessimistic attributions plays an important role in constructive relationships with adolescents.

This study was conducted to examine of the Effectiveness of the optimistic skills group training on emotional intelligence in boys of Kerman Juvenile Correction and Rehabilitation Center. In this study, a Qusi-experimental method with the design of two groups, random assignment, and pretest and posttest was used. The research instrument was the Emotional Intelligence questionnaire that its validity and Reliability were acceptable. The subjects were 60 adolescents that were selected from the boys of Kerman Juvenile Correction and Rehabilitation Center. The participants were matched in two groups. The groups were assigned in the control and experimental groups, randomly. According to Seligman view, the experimental treatment was conducted on the experimental group during 10 sessions. One month after end of treatment sessions, the post test was administrated. Statistical analysis was conducted by t-test. The Results showed that with the optimistic skills group training influence on enhancement of emotional intelligence of the experimental group significantly more than control group. Therefore it is suggested that the optimism skills group training inserted in the training programs of the Juvenile Correction and Rehabilitation Center.