1- Department of Educational Psychology, Sar.C., Islamic Azad University, Sari, Iran
2- Department of Psychology, Sar.C., Islamic Azad University, Sari, Iran ,emadian@iausari.ac.ir
2- Department of Psychology, Sar.C., Islamic Azad University, Sari, Iran ,
Abstract: (15 Views)
Objective: The present study was conducted to compare the effectiveness of Positive Youth Development (PYD) program training and cognitive-social problem-solving skills training on parent-adolescent conflict in female students.
Methods: This applied study employed a quasi-experimental design with pretest, posttest, and follow-up and a control group. The statistical population comprised all female second-secondary students of Qaemshahr in the 2022-2023 academic year. Using purposive sampling and based on questionnaire scores, 45 eligible students were selected and randomly assigned to three groups of 15 (two experimental groups and one control group). The first group received PYD program training and the second group received cognitive-social problem-solving skills training over twelve two-hour sessions, while the control group received no intervention. Data were collected using the Straus Parent-Child Conflict Tactics Scale (1990) and analyzed with repeated-measures analysis of variance and the Bonferroni post-hoc test in SPSS version 28.
Results: The main effect of group, the main effect of time, and the time × group interaction effect were significant for parent-adolescent conflict and its components (reasoning, verbal aggression, and violence) (p < .001). Both experimental interventions, compared with the control group, led to a significant reduction in parent-adolescent conflict, and a significant difference was also found between the two experimental groups; the PYD program produced a 3.978-point greater reduction in parent-adolescent conflict than the cognitive-social problem-solving skills training. Differences in adjusted means across the pretest, posttest, and follow-up stages were significant, and the effect of the interventions persisted at follow-up.
Conclusions: Both interventions were effective in reducing parent-adolescent conflict among female students, but PYD program training was more effective. Therefore, this program can be used as an appropriate educational-therapeutic framework for reducing parent-adolescent conflict in female students.
Methods: This applied study employed a quasi-experimental design with pretest, posttest, and follow-up and a control group. The statistical population comprised all female second-secondary students of Qaemshahr in the 2022-2023 academic year. Using purposive sampling and based on questionnaire scores, 45 eligible students were selected and randomly assigned to three groups of 15 (two experimental groups and one control group). The first group received PYD program training and the second group received cognitive-social problem-solving skills training over twelve two-hour sessions, while the control group received no intervention. Data were collected using the Straus Parent-Child Conflict Tactics Scale (1990) and analyzed with repeated-measures analysis of variance and the Bonferroni post-hoc test in SPSS version 28.
Results: The main effect of group, the main effect of time, and the time × group interaction effect were significant for parent-adolescent conflict and its components (reasoning, verbal aggression, and violence) (p < .001). Both experimental interventions, compared with the control group, led to a significant reduction in parent-adolescent conflict, and a significant difference was also found between the two experimental groups; the PYD program produced a 3.978-point greater reduction in parent-adolescent conflict than the cognitive-social problem-solving skills training. Differences in adjusted means across the pretest, posttest, and follow-up stages were significant, and the effect of the interventions persisted at follow-up.
Conclusions: Both interventions were effective in reducing parent-adolescent conflict among female students, but PYD program training was more effective. Therefore, this program can be used as an appropriate educational-therapeutic framework for reducing parent-adolescent conflict in female students.
Keywords: Positive Youth Development program, Cognitive-social problem-solving skills, Parent-adolescent conflict, Female students
Type of Study: Original |
Subject:
Educational Studies
Received: 2026/02/8 | Accepted: 2026/08/19 | ePublished ahead of print: 2026/11/13
Received: 2026/02/8 | Accepted: 2026/08/19 | ePublished ahead of print: 2026/11/13
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons - Attribution 4.0 International. |
