Introduction: Bullying is one of the most common forms of violence in schools during adolescence. The aim of this study was to determine the effectiveness of "Bullying Control" training on Bullying of female students. Methods: The method of the present study was quasi-experimental with pre-test, post-test and followup with Control group. The statistical population of this study included 320 high school students of Saadat School (District 1 of education in Qazvin province) in the academic year 2020-2021. Among them, 34 students were purposefully selected by considering the Bullying scale score and inclusion and exclusion criteria and 17 people were divided into 2 groups by simple random method of lottery. The research instruments included a demographic questionnaire and the “ Illinois Bullying Scale” . The content validity of the instruments was measured by qualitative method and the reliability by internal consistency method by calculating Cronbach's alpha coefficient. Data were collected after performing 8 sessions of 90 minutes of training for the intervention group. Data were analyzed in SPSS. 24. Results: The interactive effect of time and group on Bullying (F=36. 08, P=0. 001, η 2=0. 530), victimization (F=15. 93, P=0. 001, η 2=0. 332) and fighting (F=19. 05, P=0. 001, η 2=0. 331) were significant at the level of 0. 01. Conclusions: Bullying Control training is effective in reducing Bullying, fighting and victimization of students. Therefore, it is recommended to apply the present education to other students in other schools and districts to reduce Bullying and its consequences.

The aim of this study was the effectiveness of Bullying Control training program on interpersonal problems of Bullying adolescents. The present study was performed by quasi-experimental method with pre-test-post-test design and one-month follow-up with experimental and Control groups. The statistical population included adolescents aged 14 to 17 years in district 17 of public schools in Tehran. Forty adolescents who met the inclusion criteria and scored high on the Harter Bullying Questionnaire were randomly selected and assigned to the experimental and Control groups. The research instruments included Barkham et al.'s (1996) Interpersonal Problems Questionnaire, which was completed by both groups in three stages: pretest-posttest and one-month follow-up. The Bullying Control training program was performed in 8 sessions of 90 minutes for the experimental group. Data were analyzed using repeated measures multivariate analysis of variance using SPSSV22 software. The results showed that Bullying Control training to Bullying adolescents in explicit and demographic variables (F=7.98 and P=0.001), openness to experience (F=10.95 and P=0.0005), consideration of others (F=22.86 and P=0.0005), aggression (F=10.59 and P=0.0005) and supportiveness and participation (F=19.77 and P=0.0005) are effective. However, this rate was not effective for the dependency variable (F=0.07 and P=0.930). Finally, based on the results of this study, it can be said that Bullying Control training is effective on interpersonal problems of Bullying adolescents aged 14 to 17 years and this training can be used to solve their interpersonal problems and therefore parents, teachers, administrators and other professionals are aware of this. Trainings can be helpful.

The aim of this study was the effectiveness of Bullying Control training program on interpersonal problems of Bullying adolescents. The present study was performed by quasi-experimental method with pre-test-post-test design and one-month follow-up with experimental and Control groups. The statistical population included adolescents aged 14 to 17 years in district 17 of public schools in Tehran. Forty adolescents who met the inclusion criteria and scored high on the Harter Bullying Questionnaire were randomly selected and assigned to the experimental and Control groups. The research instruments included Barkham et al. 's (1996) Interpersonal Problems Questionnaire, which was completed by both groups in three stages: pretest-posttest and one-month follow-up. The Bullying Control training program was performed in 8 sessions of 90 minutes for the experimental group. Data were analyzed using repeated measures multivariate analysis of variance using SPSSV22 software. The results showed that Bullying Control training to Bullying adolescents in explicit and demographic variables (F=7. 98 and P=0. 001), openness to experience (F=10. 95 and P=0. 0005), consideration of others (F=22. 86 and P=0. 0005), aggression (F=10. 59 and P=0. 0005) and supportiveness and participation (F=19. 77 and P=0. 0005) are effective. However, this rate was not effective for the dependency variable (F=0. 07 and P=0. 930). Finally, based on the results of this study, it can be said that Bullying Control training is effective on interpersonal problems of Bullying adolescents aged 14 to 17 years and this training can be used to solve their interpersonal problems and therefore parents, teachers, administrators and other professionals are aware of this. Trainings can be helpful.

A common method for Controlling a group of parallel converters in decentralized Control strategy structure in an island microgrid, the use is the droop-down characteristics of frequency ω-P and voltage E-Q. However, the problem with using this method is that the reactive power is not properly distributed (in proportion to the capacity of the micronutrients) between the micronutrients, which may lead to overload in the converters. Microgrids may also suffer from dynamic stability problems such as power fluctuations, which can be increased by switching between active and reactive power Control. To avoid this problem, the X / R ratio of transmission lines is an important parameter that should be carefully considered in the design of micronutrient Controllers. By linearizing and simplifying conditions, the Control system conversion function model becomes a single input-single output system, which is efficient enough to show the relationship between Control parameters such as slope of droop characteristics and derivative sentences, virtual impedance, and voltage Controllers. Using this model, stability conditions for different parameters are analyzed. Also, to improve power distribution stability, common droop strategies are modified by adjusting the slope as well as adding nonlinear sentence sections. This approach reduces the coupling between active and reactive power Control and reduces the dependence of power distribution on grid parameters such as the X / R ratio. To evaluate the reliability of the proposed model, the simulation results in a sample island microgrid in MATLAB software are presented.

Background and Aim: In recent years Bullying behaviors among school adolescent have risen and have raised concerns for psychologists, teachers and their families around the world. The use of Bullying Control methods in schools is important. Therefore, the purpose of this study was to evaluate the effectiveness of Bullying Control training program on health promotion behaviors in Bullying adolescents in Tehran. Materials and Methods: The statistical population consisted of students aged 12 to 17 years old in public schools in Tehran. A total of 40 subjects (20 Controls and 20 experimental groups) were randomly assigned into two groups of experimental and Control groups. Using a pilot, pre-test, post-test and one month follow up with the Control group, Hartler's Bullying questionnaire and health promotion behaviors were implemented on both groups. Then, experimental testing of Bullying Control training was performed in 8 sessions on the experimental group and after the completion of the sessions the post-test was presented to both groups. After that, a month's follow-up was carried out. For data analysis, multivariate analysis of repeated measurements was performed using SPSSV22 software. Results: The results showed that the cognitive-behavioral Bullying Control training program on health promotion behaviors between the two groups was significantly different in three stages (p<0. 05). Conclusion: According to the results of this study, Bullying Control education can be effective on health promotion behaviors of adolescents aged 12 to 17 years and can be used to improve their health. Parents, teachers, managers and other professionals can learn from these trainings.

The aim of the current study was to predict Bullying of high school students in Tabriz city based on their self- Control and opportunity. Correlational design was utilized in this study. Statistical population were high school students. Research sample consisted of 285 students who were randomly selected using multi-stage cluster sampling method. Information was gathered using Moon & Fiftal Alarid scale¸ self-made opportunity check list and self-Control scale Tagney, Baumeister & Luzio Boone. Data were analyzed using correlational techniques and step by step regression analysis. The findings showed that, the Bullying behaviors were decreased with increasing provided opportunity by parents and self-Control. More ever¸ opportunity provided by school and teacher increased Bullying behaviors. Furthermore¸ results indicated that¸ self-Control¸ and parents’ and school’s provided opportunity can predict Bullying behavior. Based on these results, self-Control and the opportunity to engage in Bullying behaviors at schools. Therefore, it is necessary to plan to inform teachers and parents about these variables in order to prevent Bullying.