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Aim: The aim of this study was to compare the level of risk-taking, sensation - seeking and impulsivity of girl and boy adolescents based on the level of influence of peers. Method: The method of the present research was of fundamental type according to the research objective and according to the method of data collection it was of descriptive type and causal-comparative research. In line with the purpose of the study, among all adolescents aged 18-14 years in Tabriz, a sample of 327 people was selected by available sampling method. To collect data used from Peer Influence Resistance Questionnaire (1), Iranian Adolescents Risk-Taking Scale (2), Arent Sensation–Seeking Scale (3) and Barat Impulsivity Questionnaire 11 th edition (4). Also, the obtained data were analyzed using SPSS-26 software. Results: Data analysis using multivariate factor analysis of variance showed that the level of risk-taking of adolescents based on the influence of peers is higher than the peer resistance group. Also, the level of risk-taking of boys is higher than girls based on influence by peers. But there was no difference in the sensation-seeking and impulsivity of girl and boy adolescents based on the level of influence from peers. Conclusion: Based on the findings of the present research, it can be concluded that peers have a high impact on risk-taking, excitement and impulsiveness of teenagers. Therefore, it is suggested to hold training classes for teenagers and their families about the importance of friendships during adolescence and the impact of friendship during this period on risky behaviors.

Aim and Background: Adolescence is an important period of development in which individuals can acquire the skills, attitudes, and abilities they need in adulthood. It seems that one of the factors that can be effective in dealing with adolescent issues is emotional intelligence. This study aims to investigate the effectiveness of Choice Theory training on emotional intelligence in adolescent girls. Methods and Materials: This is a quasi-experimental study with pretest-posttest control group design. The statistical population consists of thirteen-to-eighteen-year-old adolescent girls in the city of Isfahan. The sample consisted of 32 adolescent girls who were selected by multistage cluster sampling and were randomly and equally assigned to control and experimental groups. The experimental group received Choice Theory training in eight ninety-minute sessions. The control group was placed on the wait list. The Emotional Quotient Inventory test was used for data collection purposes and the data were analyzed using the covariance analysis test. Findings: Results showed that Choice Theory training significantly affected Emotional Intelligence and its components (adaptability, intrapersonal, interpersonal, and general mood) (p

Aim and Background: Mind wandering and deviation from attention to work at present is common among adolescents and has negative consequences. The purpose of this study was to compare metacognitive therapy and its techniques (attention training, Situational attention refocusing), and acceptance and commitment therapy on the mind wandering adolescents. Methods and Materials: The research method was semi-experimental with pre-test, post-test and follow-up design and the statistical population included 20837 adolescent girls in second grade secondary schools of Karaj in the academic year 1396-1397. A randomized multistage cluster sampling method was used to select 70 people who had the lowest score in the amount of wandering mindedness based on the measurement tool of the wandering minds. They were randomly assigned to five groups based on the criteria of the research. they got. Metacognitive Therapy, Attention training, Situational attention refocusing and Acceptance and Commitment therapy during 10 sessions a weekly, 90-minute test was performed individually for experimental groups. The collected data were entered into SPSS-23 software and a statistical method to analyze data from mixed analysis of variance is used. Findings: The results of mixed analysis of variance showed that all four treatments were effective in reducing adolescent mind wandering and the effectiveness of metacognitive therapy was more than other treatments (P