The majority of group action plans for intervention for parent- adolescent relationships are affected by individuation theory. But attachment theorists believe that due to the role of parents as a safe haven, the need for intimacy in this period will increase, but transform. The main issue of the present study is the separation of childhood from adolescence and the serious attention to attachment during adolescence. Therefore, the present study aimed to develop and evaluate a group action plan to promote the relationship between parents and adolescents in the form of an experimental design. The statistical population consisted of the parents of adolescents in region No.6 of Tehran, among which a randomly selected school was selected and parents were asked to participate in the project. Finally, 18 subjects in the experimental group and 17 in the control group randomly fitted. At first, the 21-item Parent-Adolescent Relationship Scale (PARS) (Husseini, Sanaee, Pourhossein, Karaskian, 2016) was provided to both groups. The experimental group was then subjected to a group action program promoting the relationship between parents and adolescents as independent variable for 9 sessions of 1.5 hours. At the end, both groups were again evaluated in terms of the relationship between the parent and the adolescent. Finally, 25 subjects (13 controls and 14 controls) were entered. Independent and dependent t test showed that the main hypothesis of the research was that "the researcher-made group action plan to improve the parent-teen relationship" promoted the parent-adolescent relationship (p <0.01). As a result, according to a qualitative interview with parents and adolescents, the group action plan was able to perfectly enhance the parent-adolescent relationship.

Background: Adolescence is a stage of the individual's life during which a young person experiences comprehensive changes and transformations in various aspects such as physical, cognitive, moral, behavioral, and more. One of the most influential factors in successfully navigating this period and acquiring desirable traits as a result of these changes is the family. Hence, it is essential to identify cognitive factors that can be detrimental to parent-adolescent relationships in order to provide strategies for improving relationships between adolescents and parents.
Aims: The aim of the current study was to investigate the lived experience of traumatic cognitive factors in parent-adolescent relationships.
Methods: The present research employed a mixed-methods exploratory approach. Purposeful sampling using expert network technique was utilized for qualitative data collection, involving 20 participants in interviews. The statistical population for the quantitative segment of the study encompassed all high school students in Shiraz. A total of 332 participants were selected through simple random sampling. The research tools included interviews and a researcher-developed questionnaire for both qualitative and quantitative segments. Qualitative data analysis involved open, selective, and theoretical coding, while quantitative data were analyzed using descriptive and inferential statistics. In the quantitative part of the research, confirmatory factor analysis and structural equation modeling were conducted using Smart PLS 3 software.
Results: The final results of the study, based on the interviews, demonstrated that traumatic cognitive factors in parent-adolescent relationships include: 1) Generational differences; parental perfectionism; parental unawareness; lack of parental understanding; divergent value systems; excessive mutual expectations; and perceptual distance between parents and adolescents. The results of the structural equation modeling indicated that trauma has a significant negative and inverse impact on the parent-adolescent relationship. However, the other factors did not show significant effects.
Conclusion: Based on the findings of this study, it can be said that identifying each of the traumatic factors in parent-adolescent relationships leads to the recognition of the underlying issues between parents and adolescents, thereby facilitating improvement.

Background: Numerous studies have examined the interaction methods of parents with the psychological functioning of adolescents and have reported positive outcomes from these relationships. However, no study was found that directly investigated the impact of educational programs on parents’ interaction styles in reducing harmful factors.
Aims: The present research was conducted to examine the impact of educational interaction style training for parents on reducing harmful factors in parent-adolescent relationships.
Methods: The research method was semi-experimental of the pre-test, and post-test type with a control group. The statistical population included all high school female and male students from districts one and two of Shiraz city in the academic year of 2021-2022. A simple random sampling method selected 60 individuals (30 parents and 30 students) as the sample. The questionnaire on harmful factors in parent-adolescent relationships (Malahi et al., 2023) was used for data collection in the present study.
Results: The findings indicate that there is a significant difference between the groups in terms of variables related to harmful factors in parent-adolescent relationships. This means that the developed protocol has been able to reduce harmful factors in the experimental group compared to the control group, such as the generational gap (0.117); parental perfectionism (0.136); lack of independence for adolescents (0.198); comparison of children (0.237); improper communication with adolescents (0.117); lack of trust in adolescents (0.396); blaming adolescents (0.203); parental unawareness (0.167); unsafe conditions (0.071).
Conclusion: Understanding the effectiveness of interactive style training can guide policymakers in allocating resources and developing targeted programs to support parents and improve family dynamics. Research findings can contribute to the reform and enhancement of interactive-style educational programs, ensuring that they are tailored to the specific needs of parents and adolescents. This evidence-based approach can inform the creation and modification of interventions that aim to strengthen family relationships, potentially leading to more cohesive and supportive home environments for parents and adolescents.