Phenomenological study of behavioral problems in high school students: Social-emotional and academic challenges

Recognizing available challenges in the high school students has the particular significance, due to being located in a sensitive stage personality development and the need to meet the expectations of the stage. Any consulting intervention requires understanding this challenges. The purpose of current research was investigate the experiences of teachers, administrators and school counselors of high school students of behavioral social-emotional problems. This study is a qualitative of type phenomenological research. The research population consisted of all teachers, administrators and counselors of high schools of seven cities including Tabriz, Rasht, Tehran, Kermanshah, Isfahan, Khoramabad, and Ardebil. 48 participant of teachers, administrator, and counselors of above cities were selected by the voluntary sampling method. Data were analyzed by using semi-structured interviews and coding method and extraction the main and sub-themes. The findings showed that communication challenges, discipline challenges, reduce of achievement motivation, lack of skill in problem solving, identity confusion and emotional affective challenges are the most important social-emotional, and academic challenges. Identify the main problems of this course will cause be considered more practical programs and interventions in future.