Achievement of a positive identity and its transition to adulthood is the most important task of the adolescent era. This cross-sectional explanatory mixed-method study sought to better understand barriers to identity development in female adolescents in Iran by explaining their own experiences and using a Positive Youth Development model as a framework. A total of 573 female secondaryschool students were recruited through multistage sampling and were asked to complete the questionnaire of Developmental Assets Profile (DAP). Positive identity in DAP consists of four assets (personal power, self-esteem, a positive view of the personal future, and sense of purpose).Quantitative data analysis showed that among above mentioned four assets, personal power and self-esteem gained lower scores. A qualitative study held six individual interviews and two focused-group discussions were conducted to explain the barriers to personal power and selfesteem. Results showed that considering personal power, there were two categories as follows: (1) barriers to a sense of control over life and future (subcategories: being limited by failures, deprivation of liberty, and dissatisfaction from being excessively controlled by parents). (2) Barriers to

Objectives: Emotion expression is a critical element of adaptive emotion regulation and is positively related to psychosocial well-being. This study was conducted following another cross-sectional study by the researchers which revealed that in female adolescents in Yazd, Iran, the expression of emotions is weak. The aim of this study was to learn more about barriers to expressing emotions in female adolescent students, from their point of view, in Yazd. Design: Data were collected using two focused-group discussions, as well as six individual interviews. Results: The theme “barriers to expressing emotions in the proper ways” was obtained from the data which consisted of three categories including lack of skills, lack of knowledge and planning, and wrong attitudes. Lack of skills comprises two subcategories; “aggression due to poor communication skills” and “silence due to weakness of assertiveness skills”. Similarly, wrong attitudes encompass two subcategories; “aggression due to wrong attitudes” and “silence due to wrong attitudes”. Conclusion: The results of the present study can provide researchers and policy makers with a useful guide for development of effective interventions to promote proper emotion expression in female adolescents.

Background The present study was done to evaluate the effectiveness of SEL intervention designed based on social marketing on developmental assets and well-being of female adolescents in Yazd city. Methods This mixed-method quasi-experimental study was conducted in 2018–2019. 190 girl students were selected by multi-stage sampling from the female middle and high schools in Yazd City, Iran. Social-emotional learning (SEL) intervention designed based on social marketing principles was implemented among the parents and students of the intervention group. The control group did not receive any intervention. Quantitative data were collected in three stages: pre-test, post-test after 2 months, and follow-up after 6 months via developmental assets profile (DAP) and engagement, perseverance, optimism, connectedness, and happiness (EPOCH) measure. A qualitative evaluation was also performed after the intervention Results Results of the Repeated-Measures test showed that the intervention significantly influenced social competence (sig = 0.02). Qualitative findings showed the effectiveness of the intervention on social competencies and positive identity. Conclusions The mixed-method evaluation of the SEL intervention conducted in the present study helped to understand the mutual nature of the effectiveness of SEL as well as identifying adherence and failure to complete the trained steps as the main reason to lower success in SEL.