Rooyesh-e- Ravanshenasi Journal(RRJ)

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This study aimed to examine the effects of mindfulness-based stress reduction on impulsivity and High Risk Behaviors in adolescents. The study was a quasi-experimental design with pre-posttest experimental and control groups. The statistical population included all high school female students in the academic year was 96-1395. The sample consisted of 32 students, who were selected with available sampling. The sample of 32 participants were placed randomly assigned to experimental and control groups, thus 16 patients in the experimental group and 16 patients in the control group. To collect the data, impulsivity questionnaire (Barrett et al., 1995) and test high-risk behaviors (Rashid and Hydra, 1391). In order to analyze the results in addition to using descriptive statistics, multivariate analysis of covariance was used. Results showed that mindfulness-based stress reduction therapy to reduce high-risk behaviors (Insecure sexual behavior, violence, drug use) was effective. Mindfulness-based stress reduction therapy to reduce impulsivity (motor impulsivity, Cognitive impulsivity and lack of planning) was effective. So it can be concluded that mindfulness-based stress reduction treatment approach is an effective way to reduce impulsivity and risk behaviors of adolescents.

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The purpose of this study was to investigate the role of the meaning of education and academic engagement in predicting high-risk behaviors in adolescents. The research method was descriptive-correlational-predictive. The statistical population of this study consisted of all female secondary school students in Ardabil during the academic year of 2017-2018. 200 of them were selected by multi-stage cluster sampling. The data gathering tool was the questionnaire of academic engagement, educational meaning and high-risk behaviors. Pearson correlation coefficient and multiple regression analysis were used to analyze the data. SPSS software was used for this purpose. The results showed that there is a significant negative relationship between educational meaning and academic engagement with high-risk behaviors in adolescents. The results of multiple regression analysis showed that educational meaning and academic engagement and its components (empowerment, commitment and absorption) have the ability to predict high-risk behaviors in adolescents. According to the results, it is suggested that school counselors and psychologists provide programs to promote these variables.

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High-risk behaviors are one of the most important factors in the tendency to crime. It is very imperative to identify the factors which are able to prevent or reduce these behaviors. On that basis, the present study was performed to investigate the relationship between perceived social support and high-risk behaviors in adolescents. The research method was descriptive-correlation. The statistical population consisted of all male and female high school students in public schools of Qazvin in the 2019-2020 academic year. 340 students (173 girls and 167 boys) were selected as samples by stage cluster sampling method and responded to the Perceived Social Support Scale and Riskiness Scale in Iranian Adolescents. Data were analyzed using focal correlation analysis by the Spss-22 Software. Results showed a significant positive relationship between perceived social support and high-risk behaviors. The family support component was the strongest predictor of high-risk behaviors include drug, smoking, and violence factors in adolescents. This means that the more family support in adolescents, the less drug, cigarette use, and violence they experience. Considering the significant role of perceived family support in adolescent high-risk behaviors, the study results can be used in interventions and training in child and adolescent clinics and family education courses.

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The aim of this research was to evaluate the effectiveness of acceptance and commitment therapy on self-control and emotional inhibition in male students with high-risk behaviors. The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population included all male high school students in Ardabil in the academic year 2020-2021. By purposeful sampling method, 29 eligible individuals were selected and randomly assigned to experimental (n = 14) and control (n = 15) groups. The experimental group received eight 75-minute sessions per week, one session of acceptance and commitment therapy (Hayes and Strosahl, 2010). Data collection tools were the Iranian adolescents' risk-taking scale (IARS, Soleimaninasab et al., 2018), Self-Controlling Scale (SCS, Tangney et al., 2004), and Standard Emotional Control Questionnaire (ECQ, Rogers and Najarian, 1989). Data were analyzed by multivariate analysis of covariance using SPSS22 statistical software. Results showed that with pre-test control, there was a significant difference between self-control and emotional inhibition between post-test scores in the experimental and control groups (P<0.001). As a result, it can be said that acceptance and commitment-based therapy is effective in improving self-control and emotional inhibition in students with high-risk behaviors.