Effectiveness of Positive Thinking on Reducing Bullying and Increasing Emotional Independence Adolescents in Tabas

Bullying is an antisocial phenomenon to be addressed. Although there are several anti-bullying interventions that are effective in reducing bullying, more sophisticated interventions are more effective than educational changes. The purpose of this study was to determine the effectiveness of positive thinking training on reducing bullying and increasing emotional independence in adolescents in Tabas. The present study is a semi-experimental two-group pretest-posttest design. The statistical society of all first grade high school students in Tabas was in academic year 1396-1395. To collect data, a sample of 30 people was selected by random sampling method. The tools used to achieve the research goals were Illinois Zurge Scale (1999) and Stanberge and Silverberg (1986) for the Independence of Stanberger and Silverberg (1986) for data analysis, descriptive statistics such as mean, standard deviation, and single variable and multivariate covariance analysis used. The mean of bullying in the control group before education was 56.66, but the post-training was 54.80 and the mean bullying in the experimental group before the training was 13.52 and the education level was 86.42. Also, the mean of emotional independence of the control group before training was 26.28 and after training 30.20, while the mean of the experimental group before training was 26.27, but after training, it was 60.34. The results showed that the mean of the experimental group decreased in the components of bullying and the emotional independence increased compared to the control group. Therefore, it can be said that positive thinking has been effective in decreasing bullying and increasing emotional independence in adolescents.