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IRCT20261003071279N1 IRCT 2026-10-08 Islamic Azad University, Isfahan (Khorasgan) Branch Effect of Brief Solution-Focused Therapy on Aggression, Interpersonal Sensitivity, Problem-Solving Ability, and Social Skills in Adolescents The Effectiveness of Short-Term Solution-Focused Therapy on Aggressive Behaviors, Interpersonal Sensitivity, Problem-Solving Ability, and Social Skills in Female High School Adolescents 2026-10-09 anticipated 30 Complete https://irct.ir/trial/93808 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Treatment, Randomization description: After selecting 30 eligible students, a numerical code ranging from 1 to 30 is assigned to each participant. Using a table of random numbers, a starting point is randomly selected, and the numbers in the table are examined sequentially from that point in a specific direction. Numbers corresponding to the participants' codes are extracted in order—without repetition—to form a randomized list of the 30 participants. The first 15 codes are assigned to the experimental group, and the subsequent 15 codes are assigned to the control group. N/A Condition 1: Aggression. Condition 2: Interpersonal sensitivity. Condition 3: Problem-solving ability. Condition 4: Social skills. Intervention 1: Intervention group: Brief Solution-Focused Therapy is delivered in a group format over 8 weekly sessions, with each session lasting 60 minutes.Session 1: Establishing the therapeutic relationship and readiness for change. Participants become familiar with each other and the session framework. The goals, rules, and procedures of the sessions are explained, with emphasis on participants’ strengths and the possibility of change.Session 2: Introduction to the solution-focused therapy framework. The basic principles of the solution-focused approach and the active role of the client in the change process are introduced. Patterns related to problem maintenance and ineffective solutions are also explored.Session 3: Identifying successful experiences and effective strategies. Participants identify situations in which they have responded effectively to difficult circumstances, extract effective strategies, and focus on reusing successful responses.Session 4: Hope and commitment to change. Small and achievable changes are emphasized. Participants discuss their preferred situation, existing barriers, and possible steps toward change. Scaling questions are used to assess the current situation and progress.Session 5: Identifying resources and exceptions. Participants identify situations in which the problem is less severe or functioning is more desirable. Personal resources and successful experiences are explored, along with ways to use them in similar situations.Session 6: Visualizing the preferred future and finding solutions. The miracle question is used to help participants imagine their preferred situation. Expected changes in thoughts, emotions, and behaviors are explored, and different constructive ways of moving toward the preferred situation are identified.Session 7: Moving toward goals and consolidating change. Participants review changes and steps taken toward their goals, focus on small and observable changes, and identify and strengthen new and effective patterns.Session 8: Reviewing and evaluating changes and termination. Initial goals and progress are reviewed. Changes and individual achievements are examined, progress is assessed using scaling questions, participants’ participation is acknowledged, and the therapy process is summarized and concluded. Intervention 2: Control group: The control group does not receive Brief Solution-Focused Therapy during the intervention period and continues its usual educational activities. No - There is not a plan to make this available Justification or reason for not sharing IPD is Individual participant data are used solely for statistical analysis within the scope of the research objectives and questions; given the nature and aims of the study, sharing the individual data file is not necessary to achieve the research objectives.
public Arefeh Asgari
East Jay Street, Arghavaniyeh, Daneshgah Boulevard
Isfahan Iran (Islamic Republic of) 39998-81551 +98 31 3500 2000 aasgariasgari1@gmail.com Islamic Azad University, Isfahan (Khorasgan) Branch scientific Sara Javadi
East Jay Street, Arghavaniyeh, Daneshgah Boulevard
Isfahan Iran (Islamic Republic of) 8155139998 +98 31 3500 2000 info@khuisf.ac.ir Islamic Azad University, Isfahan (Khorasgan) Branch Iran (Islamic Republic of) Must be a female student in the 10th, 11th, or 12th grade of upper secondary school. Informed consent for participation in the research must be obtained from the student and their parents. Must not have any physical or cognitive impairment, or acute mental disorder, that prevents participation in the research. 15 years 18 years Female Simultaneously participate in a counseling session or a related skills workshop. Voluntarily withdraw from further participation in the research. Do not fail to complete the between-session assignments and exercises more than twice. Absence exceeding two sessions her environmental or living conditions change in a way that disrupts the continuation of the intervention. Physical or family circumstances prevent her from continuing her participation. Treatment - Other N/A Intervention group: Brief Solution-Focused Therapy is delivered in a group format over 8 weekly sessions, with each session lasting 60 minutes.Session 1: Establishing the therapeutic relationship and readiness for change. Participants become familiar with each other and the session framework. The goals, rules, and procedures of the sessions are explained, with emphasis on participants’ strengths and the possibility of change.Session 2: Introduction to the solution-focused therapy framework. The basic principles of the solution-focused approach and the active role of the client in the change process are introduced. Patterns related to problem maintenance and ineffective solutions are also explored.Session 3: Identifying successful experiences and effective strategies. Participants identify situations in which they have responded effectively to difficult circumstances, extract effective strategies, and focus on reusing successful responses.Session 4: Hope and commitment to change. Small and achievable changes are emphasized. Participants discuss their preferred situation, existing barriers, and possible steps toward change. Scaling questions are used to assess the current situation and progress.Session 5: Identifying resources and exceptions. Participants identify situations in which the problem is less severe or functioning is more desirable. Personal resources and successful experiences are explored, along with ways to use them in similar situations.Session 6: Visualizing the preferred future and finding solutions. The miracle question is used to help participants imagine their preferred situation. Expected changes in thoughts, emotions, and behaviors are explored, and different constructive ways of moving toward the preferred situation are identified.Session 7: Moving toward goals and consolidating change. Participants review changes and steps taken toward their goals, focus on small and observable changes, and identify and strengthen new and effective patterns.Session 8: Reviewing and evaluating changes and termination. Initial goals and progress are reviewed. Changes and individual achievements are examined, progress is assessed using scaling questions, participants’ participation is acknowledged, and the therapy process is summarized and concluded. Control group: The control group does not receive Brief Solution-Focused Therapy during the intervention period and continues its usual educational activities. Aggression: scores on the Buss and Perry Aggression Questionnaire at pre-test and post-test; Interpersonal Sensitivity: scores on the Boyce and Parker Interpersonal Sensitivity Index at pre-test and post-test; Problem-Solving Ability: scores on the Heppner Problem-Solving Questionnaire at pre-test and post-test; Social Skills: scores on the Inderbitzen and Foster Adolescent Social Skills Scale at pre-test and post-test. Timepoint: Pretest, before the intervention; posttest, immediately after completion of the 8-session intervention. Method of measurement: 1. Buss and Perry Aggression Questionnaire, developed by Buss and Perry in 1992, consists of 29 items assessing four subscales: physical aggression, verbal aggression, anger, and hostility.2. Boyce and Parker Interpersonal Sensitivity Measure, developed by Boyce and Parker in 1989, consists of 38 items.3. Heppner and Petersen Problem-Solving Inventory, developed by Heppner and Petersen in 1982, consists of 32 items.4. Inderbitzen and Foster Teenage Inventory of Social Skills, developed by Inderbitzen and Foster in 1992, originally consists of 40 items. In the present study, item 22 was removed, and 39 items were used. Islamic Azad University, Isfahan (Khorasgan) Branch Approved 2025-05-05 Ethics Committee of Islamic Azad University, Isfahan (Khorasgan) Branch East Jay Street, Arghavaniyeh, Daneshgah Boulevard Isfahan Isfehan Iran (Islamic Republic of)