Journal of School of Public Health and

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Background and Aim: The objective of this study was to assess the psychometric properties of the Adolescent Depression Scale (ADS) based on the item-response theory and compare the results with those based on the classic test theory.

Materials and Methods: A total of 750 students (364 males and 386 females) were selected through multistage random clustering (levels proportional to size) and completed a questionnaire comprising 46 questions developed by the investigators.

Results: Results of factor analysis and questions structure showed that the important item-response theory presumptions, namely, unidimensionality and local independence, are contained in ADS. As regards the psychometric characteristics of the questions, results from the two theories were similar, except that the item-response theory provided more valid indices for assessing the questions. Further analysis of the data indicated that the two theories showed close values for internal consistency with regard to psychometric characteristics, such that values of 0.933 and 0.947 were obtained for Alpha Cronbach and marginal validity, respectively. Finally, the normality scores were calculated based on the Item Response Theory with those based on the Classic Test Theory. Ranking the individuals by the two theories showed considerable differences as regards the depression construct continuum, such as a difference of 86, 92, or 93 individuals.

Conclusions: Based on the findings, it can be concluded that the item-response theory models provides a higher number of more exact indices for judgment and making decisions about questions, tests and individual ranking. Therefore, application of the item-response theory for assessment of other educational and psychological constructs is recommended.

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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.