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Introduction: There is currently no standard definition of “adolescent.” Although often captured as an age range, chronological age is just one way of defining adolescence. Adolescence can also be defined in numerous other ways, considering such factors as physical, social, and cognitive developments well as age. Media portrayals of adolescents often seem to emphasize the problems that can be a part of adolescence. Gang violence, school shootings, alcohol-related accidents, drug abuse, and suicides involving teens are all too frequently reflected in newspaper headlines and movie plots. In the professional literature, too, adolescence is frequently portrayed as a negative stage of life a period of storm and stress to be survived or endured So, it may not be surprising that a 1999 survey of the general public by Public Agenda reported that for 71% of those polled, negative terms, such as “rude, “wild,” and “irresponsible,” first came to mind when they were asked what they thought about American teenagers. Many other negative attitudes were also expressed by those surveyed. At the same time, however, the survey found that 89% of the respondents believed that “almost all teenagers can get back on track” with the right kind of guidance and attention. In fact, most adults agree about the kinds of things that are important for adults to do with young people—encourage success in school, set boundaries, teach shared values, teach respect for cultural differences, guide decision making, give financial guidance, and so on. However, fewer actually act on these beliefs to give young people the kind of support they need. .Because of the specific mind structure, adolescents spend one of the most critical stages of life, given that, children and adolescents belonging to the group institutional children of Social Welfare Bureau are persons who are at types of risk and psychological and social damages, The aim of this study was to Compare Affective -Behavioral Disorders and social skills among normal adolescents and institutional children of Social Welfare Bureau in East Azerbaijan province.
Method: This study is a descriptive study in term of post- event research or, in other words was comparative-reasoning. The sample consisted of 114 normal adolescents and 102 institutional children of Social Welfare Bureau. Data gathering tools, including the Persian form of self-evaluation questionnaire on the measurement system based on experience Achenbach (ASEBA) that have been standardization by Minaei (1385) for Iranian community adaptation and Matson’s social skills measure scale. For statistical analysis of collected data, Friedman statistical tests, analysis of multivariate variance (MANOVA) were performed.
Findings: The results showed that adolescent girls of Social Welfare Bureau compared with normal adolescent girl, experience more behavioral and emotional problems. Adolescent girls of Social Welfare Bureau compared with normal adolescent girl, had more problems in the field of social skills. There is no significant relations between appropriate social skills and any of the emotional-behavioral disorders components. Only social problems in two groups of institutional children of welfare and normal adolescents were statistically significant. Good social skills, unsafe audacity and high self-esteem had a significant difference between two groups of normal adolescents under the care of welfare .Also In this study, attention problems, anxiety / depression, withdrawal / depression, social problems, thought problems, aggressive behavior, somatic complaints, and Law-breaking behavior in order was emotional – behavioral problems in young people to be institutional children of Social Welfare Bureau.
Discussion: In general we can say that early identification of behavioral disorders in adolescents can help us in design and implement of intervention programs. social enrichment programs that target upgrading skills of children and adolescents as anger management, empathy, problem solving and conflict resolution in daily life, by strengthening the social skills prevent from aggression and other problems of children and adolescents. Certainly, many of the problems of extravasation and in vitro digestion can be attributed to a defect in the development of essential life skills. Disadvantages in social skills leave people away from the community and lead them to isolation and prone to emotional disorders, isolation, and as a result of depression. Social, cognitive, emotional and interpersonal skills, and these skills are able to prepare individuals to face up to day-to-day challenges effectively. Adolescents under the care of a well-being are excluded from the family environment, which is the most appropriate environment for the growth and prosperity of the talents of children and adolescents, as well as the healthiest ones, in terms of satisfying social needs, the degree of internalization and extraversion problems more than that of adolescents have given. These boost programs are especially useful for children and young people deprived of their families. The usefulness of social skills promotion programs to cope with aggression and other problems continues even until adulthood and has positive effects on other health problems, such as substance abuse and insecure sexual behaviors.

Keywords: Affective-behavioral disorders, Institutional children of Social Welfare Bureau, Social skills

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