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Objectives: The growing increase in criminal acts in human societies has made criminologists study the sources and causes of criminal behavior. Method: This research was carried out as cross-sectional study on 136 male criminal inmates in Tehran prisons using SCL-90 -R. Findings: These people were in the age range of 30-37 with an average age of 33.6, about 87% of them had psychological disorders, among which aggression, anxiety, and somatization were the most abundant and OCD & phobia, the least (P<0.01). Conclusion: This investigation clearly shows that majority of the cases under study suffer from some of psychological disorders such as aggression, depression, paranoia etc. Although according to Islamic Criminal Law these psychological disorders do not result in a reduction in penalty responsibility, at the presence of mild psychological disorders, tendency to commit more severe crimes may increase

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Objectives: In recent years the manifestation of child abuse as a social disaster came into public attention with the help of public media and caused much controversy and various social reactions. It was against this background that in the past few years much endeavors has gone into the criminalization of different forms of this phenomenon by civil, sociological, psychological and criminological agencies. The criminalization of this social phenomenon due to its disastrous consequences in the form of maltreatment and abuse of the children necessitates the carrying out of this task in two major categories: firstly, revictimization of the child in turn becoming a delinquent which is a kind of response to being victimized. Putting aside the adverse victimization and criminological consequences of the child abuse and the necessity of combating them the human rights aspect of child abuse breaches their physical-moral and psychological wellbeing i.e. their human dignity. For this reason child abuse and its varied manifestations must defined in an express and doubtless manner in order to separate them from the reasonable measures necessary for their proper upbringing. Method: This article is written in descriptive-analytical form having used the existing criminological and sociological writings in Farsi and English. Findings: Research has revealed that the Iranian criminal law lacks a comprehensive definition of child abuse. For this reason criminal law has so far failed to provide the necessary safeguards for children against abuse. The boarders of child abuse and reasonable measures for their proper upbringing are blurred. Results: To condemn child abuse as a social phenomenon and its criminalization within criminal law involves providing a sociological-criminological definition of this phenomenon within Iranian society. As such not only duties of parents, guardians, and teachers and …. in providing care and attention for children and students are observed, children's dignity are also protected and safeguarded against different forms of abuse.

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Introduction: Based on previous research findings, identity styles and responsibility have important influences on behavior in adolescences. Identity styles are a mix of skills, ideologies and childhood assimilations that make a coherent and integrated totality and provide continuity of past and a direction for future. Responsibility is a kind of commitment that a person accepts for his own values, believes, job and family. Thus, the main aim of this study is finding the relationship between identity styles and responsibility with educational achievement in 15-18 year-old adolescents in Tehran. Method: Descriptive method (correlation) has been used. Population has been all of the students of district 3 who studied at public high schools in Tehran. (4676 students). Six hundred students were selected by multi-stage cluster sampling. Students completed the Berzonsky Identity Styles Inventory and California Responsibility Questionnaire. Also, educational average of two semesters in years 2008 and 2009 were obtained from school files. Data was analyzed by stepwise regression. Findings: There was a significant relationship between informative identity styles, normative identity styles and responsibility with educational achievement but not with avoidance / diffusion identity style. Conclusion: Results of this study have shown that there is a relationship between identity styles and responsibility with education achievement and this relationship does not differ between the two sex.

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Introduction: The aim of this Study was to investigate the Factors that impact on the Living Pressures of Female-Headed Households in the cities of Kashan and Aran & Bidgol.

 

Method: This study is based on Survey Method and the Data Collection Tools was Questionnaire. Population Sample of the Research is 206 individuals and the data were collected in June 2013.

 

Results: The Experimental Data showed that: Along with lower Living Satisfaction, Social Trust and Social Support, Living Pressures level goes up, and vice versa. Also, In parallel with the rise in Responsibility and the Number of People Under Supervision, Living Pressures goes up, and vice versa. In the Multivariate Analysis and Path Analysis, Regression Tests showed that: Along with lower Living Satisfaction and Social Support, Living Pressures level goes up, and vice versa. Also, In parallel with the rise in Living Pressures level, Responsibility level goes up, and vice versa.

 

Discussion: This research suggests that factors such as Lack of Life Satisfaction, Weakness of Social Trust, Weakness of Social Support, and Having so much Responsibilities, lead to increase the amount of Living Pressures in Female-Headed Households lives. These results are consistent with previous theoretical and experimental results of some studies. In other words, Female-Headed Households are living inadequate consent, in relation to Family and Community do not have much confidence, do not get adequate support from Family and Community, have Multiple Roles and Responsibilities in their lives. Hence, feel and endure a lot of Pressure in their lives.

 

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Short Abstract
The purpose of this study was to identify the relationship between emotional self-regulation and responsibility with social relationships among sixth grade elementary students in district 19 of Tehran. 327 students were selected from sixth grade elementary students who were 2250 in the academic year of 1396-1997. The Hegelian Social Relationships Questionnaire (2013), Hoffman & Kashden’s (2010) Emotional Self-Regulation Questionnaire, and Wellbeing Responsibility Questionnaire (2001) were administered to the sample group.The results showed that there is a significant relationship between emotional self-regulation and social relations of students. Among the components of emotional self-regulation, “tolerance” was the most important factor in predicting students’ social relationships. On the other hand, the results showed that there was a positive and significant relationship between responsibility and social relations.The results showed that with 99% confidence it can be concluded that between “responsibility” and “social relations” was equal to 0.146. In other words, “responsibility” alone accounted for approximately 1.2 percent of the changes in students’ “social relations”. The results of regression model analysis also showed that by increasing one unit of responsibility by 0.146 units, students’ social relations score increased .

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Introduction: The present study was designed to investigate the effectiveness of social responsibility training on attitude towards delinquency among adolescent girls. 
Method: This is a semi-experimental study with pretest-posttest design with control group. The statistical population included all female secondary high school students within the age range of 15 to18 years old in Tehran. A sample consisting of 92 students (45 intervention and 47control group ( was selected. Delinquent Behaviors Questionnaire was used as the instrument. The subjects received social responsibility training for seven sessions – 90 minutes, lasting for two months. Then, the post-test was given. To analyze the data, SPSS software and Paired and Independent T-Test, Anova and Manova were employed.
Findings: The result of Paired and Independent T-Test suggested that in the intervention group, the positive attitude and negative attitude towards delinquency significantly decreased and increased, respectively. While in the control group, significant difference was not observed for any of the dimensions of attitude. The findings of Manova showed that the pre-test score of positive attitude explains 6% and 22% of the variations of post-test scores of negative and positive attitudes, respectively. In addition, the pre-test score of negative attitude explains about 32% of the post-test variations of negative attitudes.
Discussion: The findings showed that social responsibility training could be effective in promoting social competencies and decreasing adolescents’ tendency to resort to deviant patterns. In addition, the results of Manova showed that this training is more effective in younger adolescents.

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Introduction: One of the characteristics of the higher education system is social responsibility. In the current situation, family members of higher education and other social actors expect the university to alleviate the pain and suffering caused by the Coronavirus Panidemic by acting responsibly and using the knowledge and technologies at its disposal. Th purpose of this study is to provide a conceptual framework of social responsibility of universities in dealing with the Coronavirus crisis (Covid-19 disease.)
Method: This research is of applied type and has been done by documentary and meta-synthesis method. Sandlowski and Barroso seven-step methods were used to analyze the data. A total of 21 relevant, valid, and new sources were selected for the final meta-synthesis method, from which 75 codes, 11 concepts and 6 main components were extracted.
Findings: The findings showed that the components of university social responsibility in dealing with Coronavirus include identifying changes (economically, socially, politically, culturally, technologically, and environmentally), increasing social knowledge, establishing crisis management (with the aim of developing participation), creating a flexible structure (adapted to environmental changes), having an efficient and effective communication model with society and executive dimensions, and providing a solution. The proposed conceptual model consists of six main components that affect each other.
Discussion: In general, it can be said that the framework extracted from the meta-synthesis method can be considered by the officials of the higher education system to evaluate the factors affecting the role of university social responsibility to deal with Coronavirus.