سلامت اجتماعی

Mathews, E S. Towards an Independent Future: Life Skills Training and Vulnerable Deaf Adults. Irish Journal of Applied Social Studies. 2015; 15(1): 1-15.

Olyani S, Tehrani H, Esmaily H, Rezaii MM, Vahedian- Shahroodi M. Assessment of health literacy with the Newest Vital Sign and its correlation with body mass index in female adolescent students. International Journal of Adolescent Medicine and Health. 2020; 32(2):20170103.

Basharpoor, S., & Abbasi, A. Relations of distress tolerance, negative and positive urgency with severity of dependence and craving in people with substance dependency. J Res Behave Sci, 2014; 12(1): 92-102. (In Persian)

Malonda-Vidal, E., Samper-García, P., Llorca-Mestre, A., Muñoz-Navarro, R., & Mestre-Escrivá, V. Traditional Masculinity and Aggression in Adolescence: Its Relationship with Emotional Processes. International Journal of Enveronmental Research and Public Health. 2021; 18: 1-12.

Miller, A., & Racine, S. Emotion regulation difficulties as common and unique predictors of impulsive behaviors in university students, Journal of American College Health. Journal of American College Health. 2020; 70(1): 75-89.

Cresswell, L., Hinch, R., & Cage, E. The experiences of peer relationships amongst autistic adolescents: A systematic review of the qualitative evidence. Research in Autism Spectrum Disorders. 2019; 61: 45-60.

Allen, J. J., Anderson, C. A. & Bushman, B. J. The General Aggression Model. Current Opinion in Psychology. 2017; 19: 75–80.

Steinberg, L., Dahl, R., Keating, D., Kupfer, D.J., Masten, A., & Pine, D. The study of developmental psychopathology in adolescence: integrating affective neuroscience with the study of context. In D. Cicchetti, & D. Cohen (Eds.), Developmental psychopathology. 2018; 2: 710-741.

Valois, R. F., Zullig, K. J. and Revels, A. A. Aggressive and violent behavior and emotional self-efficacy: Is there a relationship for adolescents? Journal of school health. 2017; 87 (4): 269-277.

Lee, J., & Bonk, C. J. Social network analysis of peer relationships and online interactions in a blended class using blogs. The Internet and Higher Education. 2018; 28: 35-44.

Kim, S., & Nho, C. R. Longitudinal reciprocal effects between peer relationship difficulties and problems and social competence: Mediation through children’s regulation. Developmental Psychology. 2017; 37: 475-490.

Ground., P., & Manshei., GH. The effectiveness of emotion regulation training and social skills on communication aggression, overt and sociable behavior of aggressive adolescents in Khorramabad. Journal of Disability Studies. 2016; 5: 199-190.

Yusefi, F., & Khayyer, M. Assessing the reliability and validity of the Matson Social Skills Scale and comparing the performance of high school girls and boys in this scale. Social Sciences and Humanities, Shiraz University. 2002; 2(26): 147-158

Asgari., M., & Matini., A. The Effectiveness of Emotion Regulation Training Based on Gross Model in Reducing Impulsivity in smokers. Culture counseling. 2020; 11(42): 205-230.

Garnefski, N., Kraaij, V. Specificity of relations between adolescents' cognitive emotion regulation strategies and symptoms of depression and anxiety. Cognitive and Emotion. 2018; 32: 1401-1408.

Gross JJ & John OP. Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology. 2012; 85 (2): 348–362.

Pascoe, M., Hetrick, S.,& Parker, A. The impact of stress on students in secondary school and higher education. 2020; 25(1): 104-112.

Dillon DG, Ritchey M, Johnson BD, La-Bar KS. Dissociable effects of conscious emotion regulation strategies on explicit and implicit memory. Emotion. 2019; 7(2):345-62.

Mihica, J., & Novakb., M. Importance of Child Emotion Regulation for Prevention of Internalized and Externalized Problems‏. Journal of Early Childhood Education Research. 2018; 11(2): 116-128.

Mehrban, R., & Livarjani, F. Evaluation of the effectiveness of group training of emotion regulation based on grass techniques on resilience, reactive aggression and emotional intelligence in first year high school students affiliated to Tabriz Quran Kindergarten. Journal of Woman & study of family. 2019; 11(39): 83-119.

Sullivan, T. N., Helms, S. W., Kliewer, W., & Goodman, K. L. Associations between sadness and anger regulation coping, emotional expression, and physical and relational aggression amongurban adolescents. Social Development. 2010; 19(1): 30-51.

Asadi Majreh., S., & Akbari., B. Structural model aggression according to emotion regulation, alexithymia, impulsivity and sensation seeking in students. Sabzevar university of medical siences. 2019; 25(6):819-828.

Ismaili., S., Aghdasi., A. N., Panahi., A. Comparison of the effectiveness of emotion regulation and interpersonal skills training on girls’ resilience. Social psychology. 2020; 14(59): 101-113.

Bayrami., M., Hashemi., T., Ashuri., M. Effectiveness of Emotional Regulation Training on Students Social Adaptation and Interpersonal Sensitivity. Quarterly Social Psychology Research. 2017; 7(27): 1-14.

Tajeri B. Effectiveness of problem solving training on interpersonal sensitivity & aggression in students. J Sch Psychol. 2016; 5(3):39-55.

Sadri Damirchi E, Asadi Shishegaran S. Effectiveness Of Social-Emotional Skills Program On Social Problem-Solving And Anger Control In Veterans’children. Tebe-E-Janbaz. 2016; 8(4):209-15.

Ehring, T. Fischer, S. Schnulle, J. Bosterling, A. Characteristics Depressed in Dividrals. Personality & Individual Difeerences. 2018; 44: 1547-1548.