adolescence

INTRODUCTION: Given that Iran is among the top five earthquake-prone countries in the world and no region of the country is safe from unforeseen crises, raising awareness regarding the victims' mental health issues is one of the top priorities limiting the extent of problems and subsequent consequences. The present study aimed to investigate the effectiveness of psychological interventions in the well-being of adolescents surviving natural disasters as opposed to regular individuals. METHODS: The study population in the present cross-sectional comparative study consists of high school students (13–18 years old) from the earthquake-stricken village of Sarand in East Azerbaijan Province, and normal students from Zarnaq in the same province. They were assessed through the total population sampling method. The data collection tool utilized was a questionnaire (Ryff) to assess anxiety and depression. Data is analyzed and screened by measures of central tendency (mean and standard deviation) for the first section of variables. In the second section, the analysis of variance (ANOVA) was employed to test the research questions. FINDINGS: The earthquake group achieved the lowest and highest mean scores in the aspects of environmental mastery (9.46), personal growth (10.93), and purpose in life (10.90), respectively. In the Non-Affected group, the lowest mean score is associated with paranoia (2.25) and the highest mean score is linked to anxiety (3.86). The post-test revealed the lowest mean score in the control group was related to autonomy (11.09), and the highest mean score pertained to personal growth (14.38). The scores are normally distributed in all dimensions. Eventually, the obtained data indicated that the psychological interventions performed for the benefit of the disaster-stricken group were significantly more than the group that was not subjected to psychological interventions. However, there was no statistically significant difference between the two groups in terms of sex. CONCLUSION: Providing post-crisis social psychosocial support programs for adolescents consolidates cognitive and behavioral rehabilitation, diminishes stress and vulnerability, enriches relationships with peers, decreases psychosomatic disorders caused by the crisis, and modifies social performance. Moreover, spending time with their peers, family members, and relatives ameliorates various disorders and issues.

The purpose of this study is to explore whether training psychological capital is effective on mental health and subjective well-being in adolescence. A quasi-experimental design was used with pre-test and post-test data evaluations, comparing an experimental group with a control group. In this study, the statistical population included adolescent girls with problematic mental health (age 13–15) referred to an Arian psychological clinic from April to June 2021 in Borujerd, Iran. The study included twenty-three adolescents selected through a purposive sampling method and randomly divided into two groups, experimental (n=12) and control (n=11). To collect data, mental health and subjective well-being questionnaires were administered. For the experimental group, Psychological capital intervention was administered in ten sessions of 90 minutes every two weeks while the control group received no treatment. MANOVA in SPSS software version 23 was used for data analysis. Results suggest that the Psychological Capital intervention had positive effects on mental health (P <0.001, F = 18.88) and subjective well-being (P<0.001, F= 16.36) in adolescent girls with problematic mental health. This study reveals that PsyCap intervention is effective at improving mental health and subjective well-being. This study provides encouraging new evidence for the efficacy of psychological capital (PsyCap).

SUBJECT AND OBJECTIVES : Adolescence is a period of ups and downs in the evolution of human life. Adolescents face moral and social crises in this period of their lives. In this article, the main objective has been made to present the goals, principles and methods of moral education appropriate to the period of adolescence based on religious teachings. METHOD AND FINDING : This paper, was conducted with the method of qualitative research and documentary review. The educational methods are inferred from the principles. In the present article has been used the first-hand Islamic sources and sources of muslim thinkers and the experiences of the authors of the present article and statements of thinkers that have been included in various articles. The goals, principles and methods are important points which have been obtained in the present article. CONCLUSION : The goals, principles and methods which have been obtained in the present article, can be applied in the classroom and the family. Based on each principle, methods are inferred, which we will name separately here. The principles are knowledge, piety, dignity, creating favorable conditions, habit correction. The methods are giving insight, reminder, admonition, preaching, remembering god, fear and hope, creating self-care ability, encouragement, negligence, providing an opportunity for moral action, modeling, entering the constructive friendly community, praising good qualities, repentance.

This study was conducted to determine the effect of group logo-therapy on self-esteem, social skills, and anxiety among adolescent girls in Tehran, Iran. The research was performed in a semi-experimental method with two groups (15 girls per group): one experimental group with logo-therapy and one control group with treatment as usual. The Coopersmith Self-Esteem Inventory, the Teenage Inventory of Social Skills, and Beck Anxiety Inventory have been applied to both groups in the pre- and post- intervention phases. Data were analyzed using Analysis of Covariance. Our results showed that group logo-therapy affected the levels of self-esteem and anxiety, but not social skills of these young girls. This study suggests that group logo-therapy may be useful for boosting some aspect of positive functioning of adolescent girls like self-esteem or reducing their negative feelings in response to anxiety but it may not be useful in improving their social skills. Implications of results have been discussed.