فهرست مطالب parviz abdoltajedini

It is important to identify factors that can reduce or prevent the risk taking of female adolescents; Therefore, the aim of this study was to determine the role of attachment styles, cognitive regulation of emotion and subjective vitality in predicting high-risk behaviors in female adolescents.

The statistical population of this descriptive-correlational study included all female students of the second year of high school in Tabriz in the academic year 2018-2019, from which 282 people were selected using multi-stage cluster sampling. Data were collected through Adult Attachment Inventory (Besharat, 2005), Cognitive Emotion Regulation Questionnaire (Garnefski et al, 2001), Subjective Vitality Scale (Ryan & Frederick, 1997) and Iranian Adolescents Risk-Taking Scale (Zadeh Mohammadi et al, 2011). Data were analyzed using inferential statistics method (Pearson correlation coefficient and stepwise regression analysis) in SPSS. 23 software.

High-risk behaviors have a positive and significant relationship with avoidant attachment styles (p = 0.002, r = 0.184) and ambivalent (p = 0.001, r = 0.201) and a negative and significant relationship with subjective vitality also subjective vitality (p = 0.001, β = -0/313) and ambivalent attachment style (p = 0.011, β = 0.147) have the ability to explain changes in high-risk behaviors.

Given that subjective vitality and ambivalent attachment style have the ability to explain changes in high-risk behaviors; therefore, intervention programs are suggested to improve subjective vitality and security of attachment to prevent the occurrence of risky behaviors in female adolescents.

 Shyness as a disability overlaps with social anxiety disorder. Acceptance and commitment therapy is one of the interventions that has been used in the treatment of many anxiety and mood disorders. The aim of this study was to determine the effectiveness of acceptance and commitment-based therapy on the symptoms of social anxiety in adolescent girls.

 The statistical population of this experimental research included all-female high school students in Tabriz in the academic year 2020-2021, that 30 students who received the diagnosis of shyness in accordance with the cutoff score in the Revised Cheek and Buss Shyness Scale (1983) were selected by multi-stage cluster and available sampling and they were randomly replaced in experimental and control groups (15 people in each group). Both groups completed the social phobia scale of Connor et al.and after completing eight sessions of acceptance and commitment-based therapy (two sessions per week for 4 weeks) in the experimental group, the scale was completed by the groups. Data were analyzed using the analysis of covariance in SPSS.16.

 Based on the results of the analysis of covariance, it was found that acceptance and commitment-based therapy has a significant effect on the symptoms of social anxiety in shy female students (p<0.001).

 Considering that teaching acceptance and commitment-based therapy has an effect on the symptoms of social anxiety in shy female students; Teaching this therapeutic approach is suggested as an effective intervention method to improve the symptoms of social anxiety in shy students.

Given that basic psychological needs, cognitive emotion regulation, attachment styles and mental vitality are among the factors that play a protective role in the occurrence of high-risk behaviors; therefore, predicting the underlying or eliminating factors of high-risk behaviors seems necessary.

This study was conducted to predicting high-risk behaviors based on satisfying basic psychological needs, cognitive regulation of emotion and attachment styles mediated by mental vitality in female adolescents.

The statistical population of this descriptive-correlational study included all female students of the second year of high school in Tabriz in the academic year 2018-2019, from which 282 people were selected using multi-stage cluster sampling. Data were collected through Iranian Adolescents Risk-Taking Scale (IARTS), Basic Psychological Needs Scale (BPNS), Adult Attachment Inventory (AAI), Cognitive Emotion Regulation Questionnaire (CERQ) and Mental Vitality Questionnaire (MVQ). Data were analyzed using path analysis method in SPSS-23 and Lisrel-8 software.

There is a negative and significant relationship between high-risk behaviors with the satisfaction of basic psychological needs (P=0.001, r=-0.230), and mental vitality (P=0.001, r=-0.313) and attachment styles (P=0.001, r=0.247) there is a positive and significant relationship; while only the satisfaction of basic psychological needs (P=0.004) can predict high-risk behaviors due to the mediating role of mental vitality.

Satisfaction of basic psychological needs due to the mediating role of mental vitality has the ability to predict high-risk behaviors; these findings can be helpful in effectively preventing high-risk behaviors among female adolescents.

The present research aimed to investigate the effectiveness of the PRIZ creativity training program on social interactions and social adjustment of first-year high school students of Shabestar in the academic year of 2018-2019 with a Semi-experimental research method in the pre-test and post-test design with the control group. The statistical population included all first-year high school female students of Shabestar (n=1524), among whom used convenience sampling to select 30 eighth-grade students based the inclusion criterion was obtaining the lowest score in questionnaires Selected and randomly assigned them to the experimental (n=15) and control (n=15) groups. Then, the PRIZ creativity training program was presented to the experimental group in 8 sessions. At the end of the training, the experimental and control groups completed the questionnaires again. The research instruments were the individual-social adjustment (California, 1953) and social interactions (Sadeghpour & Ramezannejad, 2016) questionnaires. Multivariate analysis of covariance (MANCOVA) and SPSS version 24 software were used to analyze the data. The results showed that the experimental group's mean of social interactions and social adjustment increased significantly after training. There was a significant difference in the post-test scores of social interactions and social adjustment in the experimental group compared to the control group. Therefore, the PRIZ creativity training program promotes female students' social interactions and social adjustment

Evidence has shown that shy people have a weaker self-concept than normal people, which makes it necessary to provide psychological interventions to this group of people. This study aimed tocompare the effectiveness of positive thinking skills training and acceptance/commitment therapy on the acceptance/commitment of shy girl students.

The statistical population of this experimental research included all female high school students in Tabriz in the academic year 2020-2021, that 45 students who received the diagnosis of shyness in accordance with the cutoff score in the Revised Cheek and Buss Shyness Scale were selected by multi-stage cluster and targeted sampling and they were randomly assigned to two experimental groups and one control group (15 people in each group). All three groups completed the Beck (1990) Self- concept Questionnaire and after completing eight sessions of positive thinking skills training (two sessions a week for 4 weeks) and eight sessions of acceptance/commitment therapy (two sessions a week for 4 weeks) in the experimental groups, the mentioned questionnaire was completed in the groups. The results were analyzed using univariate analysis of covariance.

Both positive thinking skills training and acceptance and commitment therapy have a significant effect on the self-concept of shy female students (p<0.001); while acceptance/commitment therapy to positive thinking skills has a greater effect on increasing self-concept of shy female students (p<0.001).

Due to the superiority of the effectiveness of acceptance/commitment therapy to improving self-concept of shy female students, is recommended the use of this method and the importance of holding training courses on this approach should be informed to students' parents.

The present study was conducted to investigate the effectiveness of the PRIZ creativity training program on the individual-social adjustment of high school students.

The research method was quasi-experimental with pre-test and post-test design and control group. The statistical population of the study included all female students of the first secondary school of Shabestar in the academic year of 2018-19 with 1524 people. The sampling method was randomly multi-stage clustering. For this purpose, 30 students were selected and randomly divided into two groups of experiments (15 people) and control (15 people). To collect the data, the California Individual and Social Compatibility Standard Questionnaire (CPI) was used. To analyze the data in the inferential section, the multivariate analysis of covariance test and spss24 software were used at a significance level of 0.05.

The results showed that the mean of individual and social adjustment in the experimental group increased significantly after training and there was a significant difference in the post-test scores of individual and social adjustment of "experimental group" compared to "control group" (P<0/001).

The PRIZ Creativity Training Program has a significant impact on improving the level of individual-social adjustment of female students.