Journal of Counseling Research

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Children and Adolescents Depression Scale (CADS) is a self-report scale designed for diagnosis and assessment of the level and intensity of MDD in children and adolescents. The aim of this study was to assess the psychometric and factorial structure of CADS as well as major depressive disorder (MDD) status among adolescent girls (14-19 years). 417 female adolescent students from different areas of Tehran completed the scale. Scale reliability was assessed through internal reliability (Cronbach’s alpha and half-splitting), inter-item correlation and test-retest methods and all revealed a desirable level of reliability of CADS. Factor analysis was done via two major methods: Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). EFA via Principal Components Factor Analysis, Parallel Analysis and Minimum Average Partial (MAP) Test showed a one-factor model in the CADS, which assesses depression. Afterwards, CFA supported a one-factor model of depression. Analyses of the CADS results indicated that 32.9% of the subjects were with no signs of depression, while 67.1% of them have depressive signs and symptoms to severe MDD. According to these findings, it seems that CADS could be used as a preferable scale to assess and screen depressive signs as well as depressive disorders both in research and in clinical settings. In addition, regarding the high rate of incidence of depressive signs and symptoms among female adolescent students, the necessity of systematic cognitive-behavioral interventions is obvious.

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Alaminiya, M – Eskandari, H – Borjali, A The scientific theories including psychological theories based on some specific meta-theoretical presuppositions which considerably influence the theory, and the differences among psychological theories, to some extent, reflect more fundamental differences among theories on these presuppositions. Since theoretical and philosophical presuppositions play an important role in evolution of scientific theories, it seems, changing these basic presuppositions and replacing them with metaphysical cultural assumptions as new foundations, can conclude paradigm shift in present scientific theories. In the present study, anthropological, psychological and methodological presuppositions of psychopathology and psychotherapy have been investigated according to Rumi's view, on the scope of helping to shape a new vision in these domains. Our research method is qualitative content analysis. Results have shown that, Rumi, emphasis on freedom of mankind and sees the individual as capable of fundamental change throughout life span .He believes Language is the main determinant of behavior. Rumi sees the tendency of man to growth and perfection as a way that leads him to actual health and elation. He believes mankind is generally in pathology situation, man usually misdiagnosis true self and is captured by physical attachment, egoistic tendencies and vain imagination which make him upset and distressed. Amplifying Pseudo self Puts a person at risk of pathology and make him ill. The process of therapy and getting rid of the pathology, is the process of loss and the elimination of the Pseudo self and gain the "bi khodi" that involves difficult encounter and is associated with tension and pain. In Rumi's view, language is so important and man’s mental is not separate from his language. Language especially story and narrative has consid, erable and important role in shaping the meaning, cognition and behavior and is considered as origin of psychopathology and psychotherapy. It’s the language which makes a person ill or heals him. Linguistic and narrative analysis is a suitable way to study human issues and psychopathology. Keywords: Rumi, psychopathology and psychotherapy, anthropological presupposition, psychological presupposition, methodological presupposition, language. Construction and Validity of Problems between Adolescent and Parents Test Sanagooi Zadeh, M - Etemadi, O - Ahmadi, A - Jazayeri , R The present research aims to design and build problems adolescents with parents test and assess its validity. The method of this research has had two stages. The first stage was qualitative method. For this purpose, in addition to interview with adolescents and parents and sciences extensive library studies was collected categories problems adolescents with parents with systematic analyze method. Questionnaire was made consisting 60 questions in two forms mothers’ form & father’s form. In the second stage, validity and reliability of this tool was examined by a connotative method. So 200 boys students of Isfahan high school was selected by simple random sampling, And they complete this questionnaire. The data were studied through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The finding revealed three factor (internal problems, interpersonal relationship problems, Parental style). The results of analysis with exploratory analysis and confirmatory analysis explain a considerable percentage of variance of the three factors. The Cronbach’s alpha equal was for mother’s form test 0/93 and father’s form test 0/92. The conclusion is that it is possible to make a test of high validity with consistent factors and ample ability to measure adolescent's problems with parents. ,

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The present research aims to design and build problems adolescents with parents test and assess its validity. The method of this research has had two stages. The first stage was qualitative method. For this purpose, in addition to interview with adolescents and parents and sciences extensive library studies was collected categories problems adolescents with parents with systematic analyze method. Questionnaire was made consisting 60 questions in two forms mothers’ form & father’s form. In the second stage, validity and reliability of this tool was examined by a connotative method. So 200 boys students of Isfahan high school was selected by simple random sampling, And they complete this questionnaire. The data were studied through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The finding revealed three factor (internal problems, interpersonal relationship problems, Parental style). The results of analysis with exploratory analysis and confirmatory analysis explain a considerable percentage of variance of the three factors. The Cronbach’s alpha equal was for mother’s form test 0/93 and father’s form test 0/92. The conclusion is that it is possible to make a test of high validity with consistent factors and ample ability to measure adolescent's problems with parents.

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Somaye Kazemian , Ebrahim Naeimi Aim: This study aims to investigate the characteristic of assertiveness of mothers of delinquent adolescents. Method: The statistical population of the study consists of mothers of adolescents with delinquency living in Tehran. Convenience sampling was used to select study participants. The sample size was 15 people in each group (treatment and control groups). Consistent with qualitative research methodology, semi-structured interviews were used for collecting data about participants’ assertiveness. The resulting data from description of interaction between the couples were analyzed using phenomenological theory. Results: What was seen in studying the quality of assertiveness in mothers with delinquent adolescents included: a). withdrawn with care for others (others’ interests – following, accepting others’ talks, escaping response, playing victim), b). aggression with focus on self (dogmatic, uncaring, argumentative, dependence, competition as opposed to cooperation), c). withdrawal and submission to situation and conditions (hopeless, not believing self, blaming others, taking roles), d). withdrawal and parental role ambiguity (indecisive, lack of monitoring - unorganized monitoring, imbalance in motivation for daring behaviors – easy-taking, uncaring. Conclusions: The data from qualitative interviews were analyzed using three stages of open, axial, and selective coding. The results showed that, in the sample under study, most mothers of delinquent adolescents tended to be more passive and less assertivene.

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Aim: The purpose of this study was to compare the effectiveness of positive psychotherapy and cognitive behavior therapy on well-being and depression and in adolescents with depression symptoms
Method: This was a quasi-experiment with pretest /posttest method and control group. Study sample included all the adolescents with depression who referred to counseling centers and psychiatric services in sari, Iran, in the year 2017. 51 patients were selected using random sampling method and were randomly divided into two experimental groups and one control group. The positive psychotherapy experimental group was under treatment within 10 sessions, and the cognitive behavior experimental therapy was under treatment within 8 sessions, each session of 90 minutes weekly, while the control group received no treatment. The data collecting instruments used in this study were children´s depression inventory (CDI) and Riff´s psychological well-being questionnaire (RSPWB).Findings: Data analysis by using multivariate covariance method showed that both positive psychotherapy and cognitive behavioral therapy had significant effects on increasing well-being but the efficiency of positive psychotherapy in increasing well-being was more significant compared to cognitive behavioral therapy. Also, in the analysis the two methods of psychotherapies on depression, there has been a significant difference between the control and the experiment groups. While the two therapetical approaches were equally effective in reducing depression. Conclusion: Due to emphasis on the different psychological aspects and some common treating features, the two therapetical models of positive psychotherapy and cognitive behavior therapy were equally effective in reducing depression. But positive psychotherapy is more effective than cognitive behavioral therapy in increasing psychological well-being. So,  as one of the clinical interventions, positive psychotherapy can be used by experts and school counselors.                                                                                                                   
 

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Aim: Given the lack of future-oriented and multi-level frameworks for explaining adolescents’ career aspirations under the uncertain conditions of the future of work, this study aimed to identify key influencing factors and emerging patterns shaping these aspirations toward the 2050 horizon. This was achieved by analyzing the interaction of political, economic, social, technological, legal, environmental, and psychological factors within the extended PESTEL-P model. ▌Methods: This study employed an exploratory mixed-methods design, integrating expert interviews with a scoping review of the scientific literature. In the qualitative phase, 14 experts from relevant fields were purposively selected and interviewed using semi-structured protocols. In the scoping review phase, 16 peer-reviewed articles indexed in the Scopus database (2000–2024) were analyzed based on predefined inclusion and exclusion criteria. Data were analyzed using thematic analysis. ▌Findings: Five emerging patterns were identified: (1) a semantic shift in career aspirations from stable, status-oriented goals toward immediate and symbolic success; (2) increasing economic pressures accompanied by fragmentation of career identity coherence; (3) the growing influence of technology, digital media, and virtual identities; (4) the declining authority of family and educational institutions alongside the rise of media-based role modeling; and (5) a widening gap between formal policymaking and generational realities, resulting in unstable and short-term career choices. ▌Conclusion: Adolescents’ career aspirations are increasingly shifting from traditional, meaning-oriented goals toward technology-driven, media-influenced, and short-term pathways. These findings underscore the need to critically rethink educational policies, skill-development programs, and career counseling practices in order to better support adaptive and future-oriented career design.

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Aim: Blended families, due to their distinct structure and specific relational challenges, may create emotional and cognitive pressures for adolescents. Self-help education that strengthens emotion regulation and cognitive flexibility skills can facilitate adolescents’ adaptation to new family conditions. Therefore, the present study aimed to examine the effectiveness of an acceptance- and social skills–based self-help educational package on emotion regulation and cognitive flexibility in adolescents from blended families. ▌Methods: This study employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of 120 female adolescents from blended families enrolled in lower and upper secondary schools in Yazd during the 2023–2024 academic year. Based on inclusion criteria (female adolescents from blended families in Yazd; at least one year having passed since the formation of the new family; enrollment in lower or upper secondary school; low scores on emotion regulation and cognitive flexibility measures; and adolescents’ and parents’ willingness and informed consent to participate), 40 participants were selected through purposive sampling and then randomly assigned to an experimental group (n = 20) and a control group (n = 20). Data were collected using the Gratz and Roemer Emotion Regulation Questionnaire and the Dennis and Vander Wal Cognitive Flexibility Inventory. The acceptance- and social skills–based self-help educational program was implemented for the experimental group in ten 60-minute sessions. Data were analyzed using multivariate analysis of covariance (MANCOVA). ▌Findings: The results indicated that the acceptance- and social skills–based self-help educational intervention led to a significant increase in emotion regulation (F = 60.30, p < .05) and cognitive flexibility (F = 55.05, p < .05) among adolescents in the experimental group, whereas the control group showed no significant changes in these variables. The findings also demonstrated that acceptance- and social skills–based self-help education can effectively enhance adolescents’ self-management abilities and cognitive–emotional adaptation in blended families. ▌Conclusion: The findings suggest that acceptance- and social skills–based self-help educational interventions can serve as an effective tool for promoting mental health and improving cognitive and emotional adjustment among adolescents in blended families.
 

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Aim: Families are configured in many forms. The blended family is one of the types of family structures that affects the psychological well-being of adolescents. The present study was conducted to present a conceptual pattern of the factors of maladjustment of boy adolescents in blended families based on the conditions and consequences of the grounded theory. Method: This research was conducted using a qualitative method based on grounded theory in 2023. The target population in this study was adolescent boys aged 13 to 18 in blended families and studying in three educational regions of Chaharmahal and Bakhtiari provinces. 12 boy students were selected purposefully. The research tool was a semi-structured interview. The data were analyzed using the Strauss and Corbin coding method. Findings: The coding of interview data led to identifying 81 open codes, 24 central codes, and 6 main classes about the factors of maladjustment of boy adolescents in blended families. The results showed that "lack of secure attachment", as a central category, plays a role in the maladjustment of adolescent boys in blended families. This category is affected by causal factors (The ups and downs of life), contextual factors (cultural conditions and background ), and intervening factors (characteristics of the stepfamily and the quality of interpersonal relationships). Also, the strategies used in the face of the lack of secure attachment include some defense mechanisms (idealization, daydreaming, taking refuge in the smartphone/virtual space, emotional cut-off), which ultimately lead to consequences such as academic and psychological problems in adolescent boys in blended families. Conclusion: What makes adolescents in blended families prone to maladaptive behaviors is not only the conditions of the blended families, but also stressful events caused by previous family conditions and the characteristics of the adolescent period, in combination with the conditions of the blended family.