Related Experiment Video
Updated: Jan 8, 2026
06:15
A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents
Published on: July 10, 2017
13.4K
Developing a conceptual framework for adolescent disaster resilience education in Iran.
Hamid Karimi Kivi1,2, Rita Rezaee3,4, Mahmoudreza Peyravi5
1Urmia University of Medical Science, Miandoab Schools of Medical Sciences, West Azerbaijan, Iran. hamidkarimikivi@yahoo.com.
Scientific Reports
|December 11, 2025
Summary
This study developed a model for adolescent disaster resilience education in Iran, focusing on governance, education, participation, and influence to enhance social resilience. The model aims to improve how teenagers are prepared for and respond to disasters.
Area of Science:
- Public education research
- Behavioral science
- Disaster management
Background:
- Adolescent behavioral responses to disasters are underexplored despite the need for disaster preparedness.
- Existing research often overlooks the link between structural factors, risks, and adolescent behavior during disasters.
- Behavior change theories are crucial for modeling disaster preparedness and enhancing resilience.
Purpose of the Study:
- To develop a conceptual model for adolescent disaster resilience education in Iran.
- To enhance social resilience among teenagers facing disasters.
- To identify and prioritize factors influencing effective disaster education for adolescents.
Main Methods:
- A mixed-methods approach was used across four stages.
- Systematic literature review (2001-2024) followed by semi-structured interviews with experts and adolescents.
- Delphi questionnaire and expert panel consensus were employed to refine the model.
Main Results:
- A four-part model for adolescent disaster resilience education was proposed: governance perspectives, need-based education, social participation, and scope of influence.
- Expert agreement was reached on the components and their importance for disaster education programs.
- The model provides a framework for improving adolescent preparedness and social resilience in Iran.
Conclusions:
- The developed model offers a structured approach to adolescent disaster resilience education.
- Effective disaster education programs require a focus on governance, tailored content, community involvement, and broader impact.
- This research contributes to enhancing adolescent and social resilience against disasters in public education settings.
Related Concept Videos
01:30Socioemotional Experience and Gender Development
250
Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
250
01:27Ethnic Identity within a Larger Culture
211
Adolescents from ethnic minority backgrounds face a multifaceted journey in forming their identities, shaped by the intersections of cultural expectations and personal exploration. For these adolescents, identity formation involves not only typical developmental challenges but also navigating the perceptions and attitudes of the majority culture. As they grow, adolescents in ethnic minority groups often become increasingly aware of stereotypes, social biases, and discrimination, all of which...
211
01:18Cognitive Development During Adolescence
455
During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the...
455
01:17Erikson's Theory on Socioemotional Development during Adolescence
1.0K
Erik Erikson's fifth stage of psychosocial development, "identity versus role confusion," is crucial during adolescence (ages 12 to 18). In this stage, adolescents face the developmental task of forging a distinct personal identity, a process influenced by social, psychological, and biological changes typical of this period. Adolescents naturally explore different roles, behaviors, and ideologies as they navigate complex questions of self-concept, asking, "Who am I?" and "What is my place in...
1.0K
01:23Influence of Parents and Peers on Identity
439
Adolescence is a pivotal period of identity formation, during which individuals begin to answer questions central to their sense of self, such as "Who am I?" and "Who do I hope to become?" Both parents and peers play critical roles in guiding adolescents through this complex developmental phase.
Parental Influence on Identity Development
Parents serve as primary guides and managers in an adolescent's life, offering support instrumental in decision-making and personal growth....
Parental Influence on Identity Development
Parents serve as primary guides and managers in an adolescent's life, offering support instrumental in decision-making and personal growth....
439
01:27Erikson's Theory on Socioemotional Development during Adulthood
749
Erik Erikson's theory of psychosocial development outlines a series of stages through which individuals progress across the lifespan. Each stage involves a psychosocial conflict that significantly influences personal growth and well-being. Three key stages — intimacy versus isolation, generativity versus stagnation, and integrity versus despair — highlight the developmental challenges faced in adulthood.
Intimacy Versus Isolation in Early Adulthood
Individuals in early...
Intimacy Versus Isolation in Early Adulthood
Individuals in early...
749