Razieh Safarifard - Department of Educational Psychology and Counseling, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
Hossein Keshavarz-Afshar - Department of Educational Psychology and Counseling, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
Ebrahim Nameni - Department of Educational Sciences, Faculty of Literature and Human Sciences, Hakim Sabzevari University, Sabzevar, Iran
Rashin kheirabadi - Department of Psychology, Faculty of Psychology, Islamic Azad University, Neyshabur Branch, Neyshabur, Iran

Introduction: Adolescence is one of the most sensitive age groups in the history of identity formation and education. Girls are much more vulnerable to social issues, given their intrinsic morale. The purpose of this study was to investigate the effectiveness of Lazarus multimodal education on responsibility, emotional expressions and psychological integrity in self-harm students in Mashhad. Method: The present study was conducted using a short clinical interview based on DSM-۵ conducted by a psychologist. To collect the research data, the Emotional Expressionist styles Questionnaire (EEQ), the Responsibility Scale, the California Psychological Questionnaire (CPI), and the Sense of Coherence Questionnaire were used. The statistical population consisted of all high school self-harm students in Mashhad, who were studying in ۲۰۱۶ (۹۰ people). Results: The results of this research based on multivariate covariance analysis showed that Lazarus multimodal treatment significantly increased the sense of psychological integrity and responsibility and improved emotional expression styles in students with self-harm disorder. Conclusion: This therapy approach to self-harm is a form of excitement that results from the balance of internal factors of environment and neuro / hormonal processes, and leaves people free from self-harm.

Keywords: Lazarus Approach, Responsibility, excitement styles, Self-harm Disorder