امید شکری

This research was conducted to test the hypothesized mediation model of parental reflective functioning on the relationship between strength-based parenting and the behaviors that shape the academic lifestyle of adolescents, including both productive and unproductive ones. In this correlational research, 241 adolescents aged 12 to 18 years and their mothers who were selected using convenience sampling method participated. Adolescents responded to the Strength-Based Parenting Scale (Jach, Sun, Loton, Chin & Waters, 2018) and the Health-Oriented Academic Lifestyle Behavior Questionnaire (Salehzadeh, Shokri and Fatehabadi, 2016) and their mothers responded to the Reflective Parenting Functioning Questionnaire (Luyten, Mayes, Nijssens & Fonagy, 2017). The results indicated that the hypothesized model provided a good fit to the data. All the path coefficients between the observed variables (except for the direct effect of the pre-mentalization scale on the facilitating behaviors of the academic lifestyle) were statistically significant. They accounted for 17% and 22% of the variance in the scores of facilitators and inhibitors of the academic lifestyle, respectively, through strength-based parenting and reflective parenting. In sum, the results, consistent with the positions derived from the theory of ecological systems, showed that in the microsystem of parenting, reflection - as a metacognitive ability - is one of the mechanisms that through it, positive parenting behaviors or positive parenting, explains the possibility of the increase in the use of behavioral models that facilitate academic health and, of course, the decrease in referring to behavioral models that hinder academic health among adolescents

Psychoeducational interventions are among the primary strategies for the prevention and treatment of psychological problems, the maintenance and promotion of mental health, the enhancement of social skills, and the improvement of academic performance in educational settings. Nevertheless, challenges such as the gap between research findings and practical application, limited resources, and the complexity of social contexts often constrain the effectiveness of these interventions. The RE-AIM framework—which emphasizes five key dimensions, namely reach, effectiveness, adoption, implementation, and maintenance—has been proposed as a comprehensive tool for the design, implementation, and evaluation of health-based interventions in real-world settings. Proponents of the RE-AIM framework argue that faster and more appropriate pathways are required to translate research evidence into real-life practice and to achieve meaningful social outcomes. The present article aims to examine the theoretical foundations of the RE-AIM framework and to propose practical strategies for its application in psychoeducational interventions, with a particular focus on school-based programs. Evidence from previous studies indicates that applying the RE-AIM framework can strengthen intervention effectiveness and sustainability by reducing implementation barriers, improving the quality of delivery, and increasing acceptance among stakeholders. Moreover, adapting this framework to cultural and social contexts, promoting active stakeholder participation, and leveraging contemporary knowledge and technologies can further facilitate the development and successful implementation of interventions.