رفتارهای پرخطر

Given the problem of bullying in our schools, and realizing that all risky behaviors are also learned, it would probably be possible to reduce such behaviors through teaching appropriate strategies to students exhibiting them. One such set of strategies would be those useful in regulating thoughts and affects that underlie risky behaviors. To demonstrate the usefulness of such undertaking, a high school in Karaj volunteered to participate in this study by allowing its students to complete a questionnaire that measures their tendency towards risky behaviors. The highest scoring students were chosen and divided into two groups, one of which went through a 10 session course on ways of cognitively regulating affects. Both groups completed two questionnaires of assumed validity and reliability, on bullying and manners avoidance, before and after the course. Data analyses revealed that the course has significantly been effective as both types of behaviors had reduced in the experimental group. Thus utilizing such courses could help schools remedy the problem.

The aim of this study is to investigate the effectiveness of mindfulness-based stress reduction on the distress tolerance, high-risk behaviors, and feeling of loneliness in students with self- injurious behaviors.

In this semi-experimental study with a pre-test, post-test, and follow-up test design, 30 female students with self- injurious behaviors in the high school of Amol city were included. Samples were randomly divided into two control and experimental groups (N=15). In the experimental group, mindfulness-based stress reduction treatment including 8 sessions was implemented, and in the control group, no intervention was performed. After the sessions, both groups completed the distress tolerance, high-risk behaviors, and feeling of loneliness questionnaires and were followed up a month later.

The results of this study showed that there was a significant difference between the score of distress tolerance, high-risk behaviors, and feeling of loneliness in the pre-test, post-test and follow-up in the experimental and control groups. Mindfulness-based stress reduction therapy has been 34% successful in differentiating distress tolerance in experimental and control groups. Additionally, the program was 39 and 41 percent successful in improving high-risk behaviors and feeling of loneliness among students with self- injurious behaviors, respectively.

Holding mindfulness-based stress reduction therapy sessions is effective in improving distress tolerance, reducing high-risk behaviors, and feeling of loneliness in students with self- injurious behaviors.

To analyze the high-risk behaviors of adolescents in Tehran in the center of intellectual development of children and adolescents. Research This research is applied based on the purpose and because the results of the present study are applied in terms of purpose, it is a descriptive-survey research. This research is also a survey method from the field of field studies. This research is a cross-sectional research in terms of time. The statistical population includes adolescents who are members of the Tehran Intellectual Development Center. The study sample includes 220 adolescent members and non-members of the association. The data analysis method includes mean difference tests and t-test statistics. There is a significant difference between the high-risk behaviors of member and non-member adolescents of Tehran Children and Adolescents Intellectual Development Center and the mean of high-risk behaviors of non-member adolescents of Children and Adolescents Intellectual Development Center is higher compared to member adolescents.

The aim of this research was determine the effectiveness of emotion regulation skills education on internalization symptoms and self-control in adolescents with tendency to risky behaviors.
This study was a quasi-experimental with pre-test and post-test design with control group. The research population was adolescent students with a tendency to risky behaviors in the 15 district of Tehran in the 2019-20 academic years. The research sample were 50 people who were selected by random sampling method and randomly assigned to into two equal groups (each group 25 people). The experimental group received 8 sessions of 60 minutes of emotion regulation skills education (two sessions per week) and the control group did not receive training. To collect data were used from risk-taking scale (Zadeh Mohammadi & et al, 2011), behavioral problems scale (Achenbach & Rescorla, 2001) and revised self-control scale (Grasmick & et al, 1993) and to analyze them were used from multivariate analysis of covariance method in SPSS-26 with significant level of P˂0.05.
The results showed that emotion regulation skills education significantly led to reduced physical complaints and increased self-control (P˂0.001), but had no significant effect on reducing anxiety/depression and isolation/depression (P>0.05).
According to the results of the present study, using the training emotion regulation skills can reduce the tendency to risky behaviors in adolescents prone to high-risk behaviors and other vulnerable groups by reducing internalization problems and increasing self-control.

Among the various factors related to adolescent high-risk behaviors, spiritual intelligence, emotional intelligence and social health as a set of mental skills and talents are the most important predictors of high-risk behaviors because there are intertwined relationships between them. Therefore The present study aimed to predict the high-risk behaviors of adolescents based on the level of spiritual intelligence, emotional intelligence and social health.

The method of this descriptive study was correlational. The target population was all female high school students in Marand (1671 N =), of which 310 were selected based on the Karajsi and Morgan table by multi-stage cluster sampling. Data collection tools include; Questionnaires for measuring high-risk behaviors were Mohammadi and Ahmadabadi (2008), Cong's spiritual intelligence (2008), Wang and Love's emotional intelligence (2007), and Keyes's social health (2000). Data were analyzed using Pearson statistical methods and multivariate regression.

The results showed that there is a significant relationship between spiritual intelligence, emotional intelligence and social health with high-risk behaviors. The results also showed that between the dimensions of spiritual intelligence, the dimension of producing personal meaning and then expanding the state of consciousness, and between the dimensions of emotional intelligence, self-awareness, and the dimensions of social health, the dimension of social participation and social adaptation explain desirable risky behaviors.

Therefore, it can be said that there is a significant relationship between the rise of each of the mentioned variables and the ability to predict well with high-risk behaviors of students.

The purpose of this study was to predict risky behaviors based on emotional intelligence, sensation seeking, coping styles, and tolerance of ambiguity. The research method was descriptive and correlational. The population of the study consisted grade ten male students of Tabriz city and 320 students sampled by cluster sampling. To collect data, high-risk behavior questionnaire, a revised Shoutte Emotional Intelligence Scale, Mac-line Tolerance Scale, and Zuckerman's sensation seeking Scale were used. The results of this study showed that emotional evaluation, malice, problem-oriented coping style and tolerance of ambiguity play an important role in predicting high-risk behaviors. In other words, these variables negatively predict high-risk behaviors. Also, avoidance coping style and adventure also plays an important role in predicting high-risk behaviors. In other words, they can predict the risky behaviors positively. Mac-line Tolerance Scale, and Zuckerman's sensation seeking Scale were used. The results of this study showed that emotional evaluation, malice, problem-oriented coping style and tolerance of ambiguity play an important role in predicting high-risk behaviors. In other words, these variables negatively predict high-risk behaviors. Also, avoidance coping style and adventure also plays an important role in predicting high-risk behaviors. In other words, they can predict the risky behaviors positively.

The purpose of this study was to predict the tendency toward high-risk behaviors based on the uncertainty of tolerance and parental transplantation in adolescents in Saveh city in 1395. The research method was descriptive-correlative in terms of applied purpose and in terms of collecting data. The statistical population consisted of all high school students in district 2 of Saveh city. Among them, using Kerjesi and Morgan tables and 193 cluster sampling method, 193 students were selected as sample size. Data were collected based on three standard questionnaires: Uncertainty Imbalance, Freiston et al. (1994), High Risk Behavior Questionnaire (1992), and Parental Linkage Questionnaire (Locke et al., 2005). Data analysis was performed using SPSS-24 software in two descriptive and inferential sections (Pearson correlation coefficient and multiple regression). The results of the research showed that there is a positive and significant relationship between uncertainty and its components with high risk behaviors. The results also showed that there is a negative and significant relationship between parental transplantation and high risk behaviors. In general, the results of the study confirmed the role of parental bonding and uncertainty in the prediction of high-risk behaviors.

Today stressful living exposes young peoples in different damages. Social support and interest styles are factors that are affecting on health behavior of individuals. The aim of this study was to predict risky behaviors based on interest styles and social support in girl student. This study is descriptive correlational study. Statistical population of this study consisted of female students who were studying in Isfahan university in 2013- 2014 and a sample size of 150 people were selected through random sampling. Data was gathered by questionnaire including environment social support questionnaire, Dahlem, Zhimet and Farni (1988) and interest style of Hazen and Shior (1987) and risky behavior questionnaire of Kazemini and Modares Gharavy (2012). Data were analyzed by using the statistical tests of Pearson correlation and stepwise regression. Most changes in risky behavior are related to family support and secure interest style. Social support of friends and individuals and avoidant interest style and ambivalent interest style couldnt predict risky behaviors. According to the relation between social support and interest style with risky behavior recommended that authorities adopted plans that promote receiving of social support and secure interest style for students. Training families about creating secure relationships with children and also providing programs which increaseinterest security can be very important.

The aim of the current study was to investigate Academic self-regulation strategies and emotional control in predicting risk behaviors of students with learning disabilities. The statistical universe of this research includes all 12-16 year-old male students in Delfan city during the academic year of 1391-1392 (A.H.). The research subjects consisted of 80 male students (aged 12 to 16 years) with learning disabilities selected by simple random sampling. To collect data, questionnaires Academic self-regulation, emotional control and risk behaviors were used. Analysis of data revealed that predicting risk behaviors of students with learning disabilities can be predicted by Academic self-regulation strategies and emotional control. Academic self-regulation strategies and emotional control play a significant role in exacerbating and reducing the risk behaviors of students with learning disabilities.