نوجوانی

Parent-adolescent conflicts are one of the most important problems of adolescence in the family system, which has various consequences in terms of their personal and social development. In formulating this problem, the communication model of parents with adolescent is considered one of the main factors and variables in this field. The current research was conducted with the aim of identifying the main components of the ideal pattern of communication between parents and adolescents in the family. The method of this research is qualitative and a semi-structured interview was used to collect information. The type of sampling was purposeful and continued until theoretical saturation was reached. The interviewees were purposefully selected from experts and specialists in communication sciences, psychology, Educational and Islamic sciences. To analyze the data obtained from the interview, thematic analysis method was used by the Attride- Stirling method. In the analysis process that was done using Maxqda2020 software, three global themes and eight organizing themes were obtained. The global themes and, in other words, the main components of the ideal pattern of communication between parents and adolescents include "Maintain intimacy", "giving dignity" and "giving responsibility". Based on the results obtained, cultural-communication institutions should, in addition to educating and empowering families in the field of the ideal way to communicate with adolescent, promote a positive and opportunity-oriented view of this stage in the society correct representation of adolescence in the media.

The authors have conducted their research intending to develop an educational intervention according to the model of regulating sexual behavior with an Islamic approach to increase the sexual self-control of adolescent boys. Thus, the goals, techniques and tasks of such an intervention were designed. The authors did not fail to consider experts' views in the course of studying the content validity of the intervention. In evaluating the efficacy of the educational intervention, a single-subject experimental design with multiple baselines and a sample of tripartite adolescent boys was followed. The techniques and tasks of educational intervention based on the sexual behavior regulation model with an Islamic approach were obtained in twelve steps. The content validity of schema was also approved by nine experts for all strategies, operational goals, techniques and tasks. In the single-subject experiment pilot design, findings suggested that all three participants exhibited an increase and improvement trend in the scale of sexual self-control (57%) after the intervention. An 86% non-overlapping data related to the visual analysis in the sexual self-control scale for all three participants suggested that the designed intervention was effective. The result of the research reveals that the therapeutic schema based on the regulating sexual behavior pattern with an Islamic approach is an educational intervention that helps increase sexual self-control.

Adolescents' evaluation from their physical appearance is the most important variable in predicting their perception about themselves, because the first dimension of identity formation in humans is body perception and body identity. The purpose of the current study was to examine the structural model of attitudes toward body image according to attachment styles with the mediating role of socio-cultural attitudes toward the self-image and self-acceptance among adolescent girls. The type of the current descriptive research was correlation in the realm of structural equations. The statistical population of the study included all adolescent girls in Isfahan, 567 of whom participated in the study through cluster random sampling. In order to collect data the Multidimensional Body–Self Relations Questionnaire (1997), Collins' Attachment Style Questionnaire (1990), Sociocultural attitudes towards appearance (1995) and Self-Acceptance Questionnaire (2001) were used. To analyze the data, the structural equation method was applied through AMOS software. The results demonstrated that attachment styles, self-acceptance and socio-cultural attitudes toward appearance have a direct effect on body image (p <0.05) and attachment styles mediated by self-acceptance and socio-cultural attitudes toward appearance have indirect effect on attitudes toward body image (p <0.05). The results indicated that the presented model has a good fit and the role of the of mediating variables in attitudes to body image was confirmed. Thus, in the domain of attitude toward body image, the attachment style and socio-cultural attitude toward appearance and self-acceptance should be marked by schools, counseling centers and beauty centers.

The present research aims to identify the indicators determining successful high schools. Using a qualitative method, a Delphi study was carried out in a classical fashion. The statistical population consisted of all experts on the domain of teaching children and young adults in Kermanshah, and 15 university professors and teachers and advisors working for the Ministry of Education formed the panel group participating in this research. The present study was conducted in four phases. First, a questionnaire involving an open question was devised: What do you think are the features of a successful school? Qualitative analysis of the participants’ responses led to the extraction of 120 codes, 16 sub-indicators, and eventually for main indicators (emotional development, social development, career development, and cognitive-academic development). In the second phase, using the codes extracted, a questionnaire consisting of 66 questions was designed for the panel group to decide on. An 80-percent agreement was set as the criterion for acceptance. Eventually, after the phases of going through answers again, 4 questions were omitted, and the panel group reached a final agreement over 62 questions. As a result, a successful school is one that prepares young adults for their future lives by planning for and addressing the four dimensions of emotional development, social development, career development, and cognitive-academic development rather than merely aiming to prepare students for success in the university entrance exam.

Due to the importance of identifying changes in students' mental health and the need for screening using accurate and valid tools appropriate to the ecological characteristics of Iranian society, the researchers decided to develop a short-scale electronic version of psychological health problems - teacher form for junior high school students. The statistical population of this study consists of junior high school students in 31 provinces of the country. In each province, two cities were selected by purposive sampling method and in each city, two schools were selected by simple random method and all junior high school students entered the sample group The sample consisted of 11,484 students (6,403 girls and 5,081 boys). Item analysis indicated appropriate psychometric properties for most items. The results of confirmatory factor analysis also showed that the eight-component model with forty items based on experts' views shows the best fit with the data. The standard path coefficients of the items were obtained between 0.34 and 0.87, which indicates the appropriate divergent validity and also the average variance extracted (between 0.46 and 0.73) of the items also indicates their convergent validity. The validity of the subscales was also optimally obtained based on the combined validity coefficient (between 0.83 and 0.93) and Cronbach's alpha (between 0.80 and 0.93). In other words, the short scale has the necessary internal coherence. The correlation between the components and with the total score was in the acceptable range. Comparing the factor structure of the girl and boy groups indicates a suitable and equivalent fit for both groups. Therefore, it can be concluded that psychometric properties indicate the appropriateness of the short form of the Mental Health Questionnaire for use in the screening process in the first grade high school students in Iran.

The purpose of this study was to investigation the effectiveness of Islamic teachings based spirituality therapy on anger in adolescence. This study was an applied research test with control group. The statistical  test/post  and the design of research was pre population included all the girl students of the lower secondary school of the high The sample included 30 students .  018 schools of Khomeynishahr city in 20172 that were selected by convenience sampling method from this population and then member groups (experimental group and control group).  were assigned in two 15 The experimental group received 6 sessions of Islamic spirituality therapy. But the control group didn’t receive any intervention during this time. The study data were collected by Children’s Inventory of Anger (ChIA) that was developed by Nelson (2000). MANCOVA was used for the analysis of the data. The results showed that the efficiency of Islamic spirituality therapy on anger and its subscales (frustration, physical aggression, peer relationships, and authorities relations problems) is significant in α=0.05 level. According to the results of the research, because anger has unfavorable outcome for adolescents, Islamic spirituality therapy can be used to
decrease their anger

The purpose of this study was to investigate the effect of PEERS program on increasing social and communication skills in adolescent boys with High-functioning Autism (HFA) disorder. The present study is a single- subject design that experimental effects on each participant will be examined. The subjects of this study were 4 boys with HFA that selected by purposeful sampling method. The Social Skills Improvement System(SSIS), The Quality of Play Questionnaire (QPQ-P & A), and Test of Adolescent Social Skills Knowledge (TASSK) were used to assess social and communication skills. The results showed that, according to the comparison scores of the subjects before and after the intervention, PEERS's program has been effective in improving social and communication skills in adolescents with HFA disorder. Considering the importance of social skills in adolescence, PEERS' program can have an effective role to increasing the social and communication skills of adolescents with HFA disorder and their popularity among peers by providing structured, grouped content and company parent in the interventional program.

 The high school years bring many new challenges and risks to adolescent students' social, emotional, and academic lives (Zee, Koomen, & Vander veen, 2013). Thus, during this critical period, adjustment to school is considered important for most students (Rattelr & Duchesne, 2014). School adjustment is an important indicator of how well adolescents have been able to cope with the challenges and expectations presented by school. In this study according to Sinha & Singh (1993), adjustment is comprised of three components: emotional adjustment, social adjustment, and academic adjustment, all being the skills that students need for success in school and in life. Indeed, schools are interpersonal settings in which relationships are shaped between the teacher and students. Teacher-student relationship provides the context through which students experience the school, and have the potential to positively impact student engagement (Cadima, Doumen, Vershuren, & Buyse, 2015). Researchers have noted that students' perception of teacher-student relationship may be an important factor related to the students' adjustment (Longobardi, Prino, Marengo, & Settani, 2016). Positive teacher-student interaction draws students into the process of engagement and promotes their desire to learn. Accordingly, students who are more engaged in school show better psychological adjustment to school (Wang & Peck, 2013). Consequently, the aim of this study was to investigate the mediating role of academic engagement in the relationship between teacher-student interaction and the students' adjustment. The present study aimed at investigating the mediatory role of academic engagement in the relationship between teacher-student interaction and school adjustment. Therefore, this study attempted to answer the following questions: -Is it possible to predict students' adjustment based on teacher-student interaction? -Is it possible to predict students' academic engagement according to student-teacher interaction? -Can academic engagement play a role as a mediating variable in the relationship between teacher-student interaction and students' adjustment? This research is a correlation study in which the relationships between research variables are studied using equation structural modeling. The statistical population included all first grade of secondary school students in Bushehr city who studied in the academic year of 2017-2018. The participants consisted of 603 high school students (329 girls and 274 boys) who were selected through random multi-stage cluster sampling technique. The research instruments included Questionnaire on Teacher Interaction (Wubbles, Creton, Levy, & Hooymayers, 1993), an Academic Engagement Questionnaire (Reeve & Tseng, 2011), and Sinha-Singh's Inventory for School Students (Sinha & Singh, 1993), which the participants completed in their regular classes. The collected data was analyzed using SPSS and AMOS (version 24) statistical softwares. All research instruments using confirmatory factor analysis and Cronbach's alpha coefficient enjoyed appropriate validity and reliability indices. The results of structural equation modeling indicated that the model had good fit indices. As predicted, teacher-student interaction could positively and significantly predict academic engagement and adjustment to school. On the other hand, academic engagement could positively and significantly predict the students’ adjustment to school. In the other words, the academic engagement variable could play a mediating role in the relationship between teacher-student interaction and the students' adjustment to school. Moreover, the indirect effect of teacher-student interaction on students’ adjustment to school through the mediation of academic engagement using Bootstrap test was statistically significant. In general, the research findings indicated that teacher-student interaction and academic engagement play a determining role in predicting the students' school adjustment. Consistent with the previous research findings, on one hand teacher-student interaction had strong impact on the students' academic engagement (Reyes, Brackett, Rivers, White, & Salovey, 2012), and on another hand this interaction had direct and indirect effects on the students' adjustment to schools (Longobardi, et al., 2016). The findings are also in line with the previous studies showing a link between higher student engagement and higher school adjustment (Skinner & Pitzer, 2012). This study supports the importance of student-teacher interaction as a protective factor during the students' transition to high school, which is essential to education because of its link to student engagement and schools' social, behavioral, and academic adjustment. Therefore teachers, counselors, and authorities of education are recommended to focus their efforts to promote their relationship with students in order to engage them in school activities and to reach a better school adjustment.

The present study aims to design a practical tool to assess the extent of adolescent Iranian students’ tendency to various variables of risk-taking, and also to determine its psychometrics features, assess the status quo, recognize and determine the vulnerability borders, and identify the groups exposed to danger. Descriptive method (tool psychometrics) was used in this study. The research population was composed of 304 9th-grade female students of Tehran junior high schools who answered the research questionnaire after the authors obtained the permission of Education Ministry authorities, and when 5 school principals expressed readiness to cooperate with the research team. The questionnaire was designed to assess the tendency to risk-taking in Iranian adolescent students with 38 questions. The formal validity of the questionnaire was approved by experts. In addition, the reliability of the questionnaire was calculated 0/91 through Cronbach's alpha method. The findings of factor analysis showed that this questionnaire with 9 variables (tendency to fearless driving, rulebreaking, tendency to destruction and aggression, relationship with the opposite sex, tendency to move away from family, tendency to interpersonal violence, tendency to socialize with high-risk peers, tendency towards smoking and drugs, and tendency to harm oneself) explains 57.17 percent of the total variance.

The crucially important role of working memory in the daily activities of human life and education has led researchers to devise ways to improve working memory. The purpose of this research was to determine the effectiveness of instructing self- regulation strategies on processing efficiency and working memory function among female high school students. The design of this study was a quasi-experimental, pre-test, post-test with a control group. Software information processing index and N-Back software have been used as the research tools. The statistical population consisted of all high school female students in Yasouj city in the academic year of 2016-2017, that a 30 sample of students was selected through multi-stage cluster sampling and assigned to two groups of experimental and control. After the pre-test, the experimental group was trained for 12 sessions based on the Pintrich model, and the control group did not receive any training. Again, two groups were evaluated with post-test. Data analysis was performed using MANCOVA. The results showed that the post-test of the processing efficiency and working memory performance has significant difference between the two groups. This indicated that the processing efficiency and working memory performance in the experimental group increased after the training of self-regulation. Based on the results of the present study, it can be concluded that training self-regulation strategies can increase the processing efficiency and students' working memory performance.

Anxiety disorders are the most common categories of psychological disorders. The present research has conducted with the aim of comparing the impulsivity, perceive the controllability, and perceive and generate the cognitive alternatives in adolescents with generalized anxiety and social anxiety. The research was a study with causal-comparative design. The population was the first high middle school students of Khorramabad city. The examined sample selected using convenience sampling, and conducted impulsivity, cognitive flexibility, generalized anxiety and social anxiety scales for them. Then two groups with generalized anxiety and social anxiety were selected based on the cut of point scores of generalized anxiety and social anxiety scales, and were compared in impulsivity, perceive the controllability, and perceive and generate the cognitive alternatives. The analysis by Multivariate Analysis of Variance (MANOVA) indicated a significant difference in the linear composition of dependent variables of these two anxious groups. Univariate analysis of variance also indicated that adolescents with social anxiety had more ability to perceive and generate cognitive alternatives compared to adolescents with generalized anxiety (Individuals with generalized anxiety had more difficulties in this component). This difference existed in females and not in males of two anxious groups. In impulsivity and perceiving controllability, there were not significant differences between the two groups. In conclusion, adolescents, specially, females with generalized anxiety and social anxiety are different in cognitive flexibility (perceive and generate cognitive alternatives). So, their diagnosis and appraisal, and also their therapeutic programs must conduct regarding these differences.

Obsessive-compulsive disorder (OCD) is a common psychological disorder with a high rate of incidence reported in adolescents. This disorder causes many social and economic costs for the affected people and the society as well as affecting the social, educational and occupational performance of these adolescents. Some papers on obsessive-compulsive disorder in adolescents in Scopus from 2000 to 2018, Eric from 2005 to 2018, and PubMed databases and Google's search engine from 1995 to 2018 were investigated using the keywords obsession, obsessive disorder, compulsive disorder, and related terms. The results of this study indicated that due to genetic and non-genetic factors, obsessive-compulsive disorder affects the educational and social performance of these adolescents. Thus, diagnosis and timely intervention can enhance the social, emotional and educational performance of these students.

The purpose of this study was to investigate the effect of group training on anger management on self-directed learning of first-year students. The pre-test-posttest with control group was a quasi-experimental research. The statistical population of the study consisted 302 students of Molavi Kord High School in Ravansar city in the academic year of 2016-2017. The research sample consists of 30 students who have been selected through targeted and available sampling among high anger students. Then, they were randomly assigned to two experimental groups (15 people) and control group (15 people). First, self-directed questionnaire of Fisher and et al (2001) was presented as a pre-test to the students of both groups (test and control) and the data were analyzed. Then, anger management training program was presented to the students of the experimental group in six seventy-seven (two-weekly sessions) sessions, but the students in the control group did not receive any training. In the end, a questionnaire for measuring anger control skills and a self-directed self-directed questionnaire as a post-test questionnaire were presented to both groups. Statistical data were analyzed using independent T-test, size-effect formula and covariance analysis. Findings and results showed that implementation of anger management skills training program can increase self-directedness and reduce anger among students.

difficulties in emotion regulation and negative automatic thoughts are separately considered as key components in describe specific disorder in several psychopathological models. The aim of this study is to survey of the role of difficulties in emotion regulation as an emotional factor and negative automatic thoughts as a cognitive factor in adolescent conflict resolution tactics with parents. Sample included 128 of secondary school students that selected via random cluster sampling from Bushehr schools, to whom the Difficulties in Emotion Regulation Scale, Negative Automatic Thoughts Questionnaire and Conflict Resolution Tactics Scale were given. The data were analyzed by stepwise multiple regression. On the base of research results lack of emotional clarity has an important role in conflict resolution tactics arguments with father and mother. Personal incompatibility is important in conflict resolution tactics verbal aggression. Also, Personal incompatibility, lack of emotional awareness and impulse control difficulties can predict conflict resolution tactics physical aggression with father and mothers and conflict resolution tactics verbal aggression with mother. According to the finding of this research, ether cognitive and emotional factors have important roles in prediction of adolescent conflict resolution tactics with parents. In this regard, the role of the emotional factor was highlighted. The results have been explained on the base of Theoretical foundations and research background

The purpose of this study was to investigate the developmental trend of spiritual transcendence from adolescence to elderly in the city of Isfahan (90-91). Therefore 409 participants were selected and divided into 4 age groups: 77 subjects in 14-18 age group, 202 subjects in 19-39 age group, 113 subjects in 40-65 age group, and 23 subjects in 66-88 age group from both genders. The sampling in the adolescent group was done using multi-stage random sampling while in other groups it was based on availability. The participants consisted of 213 females and 196 males. The Assessment of Spirituality and Religious Sentiments Scale (ASPIRES) (Piedmont, 2010) was used to study the development of spiritual transcendence. ASPIRES was analyzed to verify its validity and reliability. The results of variance analysis showed that there was a significant difference in the development of the spirituality transcendence between the different age groups (p

This study was aimed at analyzing the content of "religion and life" books in high schools to determine the extent of student's involvement with the content of the book. To do this, having determined the spirituality variables (needs of existence, spiritual safety seeking, friendship with God, munificence and spiritual self - actualization) as criteria for analysis and considered paragraphs of each lesson as the unit of analysis, the researchers analyzed the content of the text and the questions applying William Rumi (1986) method. The results revealed less than average attention to spiritual needs in all three high school books (the involvement quotient was less than one). The only difference was the second grade "religion and life" book which answered these needs more than the first and the third grade books (the involvement quotient was close to one). Thus it seems necessary to apply required changes and adaptations in textbooks and to pay optimized attention to spirituality in order to promote prosperity and other worldly perfection.

The current study is aimed at examining the impact of assertiveness training on the social maturity and assertiveness of the first-grade high school girl students in Tehran. The Assertiveness Self-Report Inventory (Herzberger, Chan, and Katz, 1984) was administrated to 211 first-grade high school students. Thirty students whose scores on this test were lower than the median were selected as the target group and were randomly assigned into experimental and control groups. As an intervention program, the assertiveness training was administered to the 15 subjects of the experimental group over ten ninety-minute sessions. Rao’s Social Maturity Scale (Rao, 1973) was utilized to measure social maturity at the pre-test and post-test stages. The results of data analysis indicated a significant difference between the pre-test and post-test scores of the experimental group on assertiveness and social maturity. Thus, it can be said that assertiveness training program improves assertiveness and social maturity and assertiveness intervention models are capable of changing behavior including the behavior of female high school students.

This study examined the effects of identity status in coping strategies in stressful situations and depression, in visually impaired adolescents.

This causal comparative research was enrolled with 96 visually impaired male and female students in Tabriz, Tehran and Maragheh schools ageing 16-19 years old. The Depression Inventory of Maria Covacs, Dellas Identity Status Inventory-Occupation, and Coping Inventory of Endler & Parker, were used.

Analysis of variance showed that except moratorium identity, all others were significantly different between visually impaired and normal students, but no gender difference was observed.

This study reveals some health related issues in visually impaired adolescents.

To fulfill psychological and spiritual needs of adolescents and youth and their mental well-being is vital to achieve human excellence. The aim of this study was to examine how well religious text books of second-grade students in high schools with the necessary psychological and spiritual needs from the viewpoint of relevant teachers in the city of Uroumia. In this survey data were gathered by a Likert type questionnaire was developed by the researchers and administered to the sample. Results showed that the text book would adequately fulfill the first three psychological needs (self-esteem, belonging, independence) whereas it failed to sufficiently fulfill the next three psychological needs (love, expression, security, purposefulness and discipline). In terms of spiritual needs, the textbook proved to be relatively appropriate. The results of this study provide insights into the capability of religious textbooks in fulfilling both psychological and spiritual needs of high school students.

The study on body image has been grown over the recent few decades. Previous studies have investigated body image effects on psycho-social functions. Based on this, the objective of the present study was to investigate the relationship among body image, adjustment and academic achievement of students. The research sample included 400 high school male and female students who were selected by cluster sampling. The required data was gathered using Physical Self-Description Questionnaire and Bell Adjustment Inventory. Also, the mean scores of students were used as an indicator of academic achievement. The data were analysed by descriptive and inferential statistics indicators. Results indicated that there is significant relationship between body image and adjustment, whereas there was not any significant relationship between body image and academic achievement. Also, the results showed that there is a significant difference in body image of male and female students. However, there was not any significant difference in adjustment of both male and female students. In general, findings demonstrated that positive body image increases adjustment and better adjustment with situation influences considerably the adolescents’ academic achievement.