“…Therefore, the aim of training dialectical behavior therapy through emotion regulation skills is to modify emotions without reactive, aggressive and high-risk behaviors [34]. Some skills such as ability to be aware of emotions, identifying and naming emotions, correct interpretation of bodily feelings related to emotions, perceiving emotional excitement, active modification of negative emotions for getting a better feeling, accepting negative feeling in its required time and tolerating negative emotion when it is unchangeable, facing with such conditions and not avoiding it in favor of major goals and enthusiastic support in distress times are among the skills of emotion regulation; studies show that there is a significant relationship between all of these skills and different scales of psychological health as well as the decrease in high-risk behaviors among general and clinical populations [35]. On the other hand the effectiveness of dialectical behavior therapy in decreasing high-risk behaviors of students suffering from attention deficit/hyperactivity disorder can be justified in this way that some factors that may intensify impulsive behavior and molestation among such students include the lack of social and affective supports, low self-esteem, school problems, high-risk behaviors and temperamental disorders [34].…”