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Related Experiment Video

Updated: Jan 8, 2026

A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents

A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents

Published on: July 10, 2017

Developing a conceptual framework for adolescent disaster resilience education in Iran.

Hamid Karimi Kivi^1,2, Rita Rezaee^3,4, 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.

Keywords:

Adolescents Disasters Education Model Resilience

Related Experiment Videos

Last Updated: Jan 8, 2026

A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents

A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents

Published on: July 10, 2017

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.