The effectiveness of group narrative therapy on academic vitality and improvement of parent-child relationships in first secondary students

The present study was conducted with the aim of determining the effectiveness of group narrative therapy on improving parent-child relationships and academic vitality in female students of the first secondary level. The current research was a semi-experimental study with a pre-test-post-test design and a control group. The research sample was 40 people from among all the students of the first secondary level of the 12th district of Tehran province, selected and randomly replaced in two experimental (20 people) and control (20 people) groups. In the pre-test and post-test stages, the participants completed the parent-child relationship evaluation scale (Fine, Moreland and Schoebel, 1983) and academic vitality (Dehghanizadeh and Hossein Chari, 2013), and the subjects of the experimental group were exposed to 8 sessions of 120 minutes of narrative therapy. They were placed in a group. Data analysis was done using covariance analysis. The results showed that group narrative therapy leads to the improvement of parent-child relationships and increases the academic vitality of students in the post-exam phase. According to the results, group narrative therapy is effective in improving parent-child relationships and academic vitality of first secondary students.