Document Type : Research Paper
Authors
- Saeide Mohamadi Ahmadabadi 1
- Ahmad Zandvanian 2
- Kazem Barzegar Bafrooei 3
- Hossain Hassani 2
- Zohreh Karami 4
1 Master of Educational Psychology, Yazd University, Yazd, Iran
2 Assistant Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran
3 Associate Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran
4 Assistant Professor, Department of Psychology and Educational Sciences, Farhangian University, Tehran, Iran
Abstract
The aim of the research was to study the perspectives of school principals regarding the dimensions and components of risky behaviors among high school students in the city of Ardakan. The research approach was qualitative, and the research method was grounded theory. The potential participants were the administrators of high schools in Ardakan during the academic year 2023-2024. The sampling method was purposive. Sampling continued based on theoretical saturation of the data until 10 participants were reached. The data collection method was semi-structured interview. The data were analyzed through coding and categorization at three levels: open coding, axial coding, and selective coding. To determine the validity of the data, the triangulation method was used. The results indicated that the causal factors included psychological-biological causes, belief-related factors, technological, cultural and social factors, adolescent identity formation, sociological, and economic factors. The intervening conditions included institutional factors, generational and communicative factors, while the contextual conditions encompassed general conditions, predisposed family conditions, disciplinary conditions, clinical conditions, and cognitive-communicative conditions. The strategies included effective intra-institutional therapeutic strategies, ineffective intra-institutional communicative strategies, extra-institutional strategies, and combined strategies. The outcomes included an increase in risky behaviors, clinical-psychological consequences, developmental consequences, and harmful consequences. The present study offers a comprehensive paradigmatic model from the perspective of Ardakan high school principals regarding students' high-risk behaviors. While emphasizing the systemic and complex nature of high-risk behaviors, this model reveals the necessity of simultaneous attention to individual, familial, institutional, and environmental factors in designing preventative and therapeutic interventions.
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