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Aslani Katouli F, Mallahigar F, Siyasari A, Valizadeh H, Kaffash Z, Hekmati Pour N. The Effect of Creative Problem-Solving Training (TRIZ) on Bullying among girls High School Students in Aliabad Katoul. 3 2025; 16 (1) :21-29
URL: http://ndhj.lums.ac.ir/article-1-448-en.html

Background and Objective: Bullying is one of the most serious challenges among adolescents and can lead to significant emotional and psychological consequences, particularly for girls. Evidence indicates that training in problem-solving skills can reduce risky behaviors. Accordingly, this study aimed to investigate the effect of Creative Problem-Solving (TRIZ) training on reducing bullying among female students.
Materials and Methods: This experimental study was conducted in 2023 on 60 female high school students in Aliabad Katoul. Participants were randomly assigned to experimental and control groups. The intervention consisted of six 60-minute group training sessions using the TRIZ creative problem-solving method. Data were collected using a demographic questionnaire and the standard Illinois Bully Scale (2001), both of which have confirmed validity and reliability. Data were collected in pre-test and post-test stages and analyzed using SPSS version 21 with paired t-tests, independent t-tests, and ANCOVA.
Results: Before the intervention, there was no significant difference between the experimental and control groups in terms of bullying and its dimensions (P = 0.72). After the intervention, however, significant differences were observed between the two groups across all bullying dimensions (P < 0.01). Within the experimental group, comparisons of pre-test and post-test scores showed significant reductions in bullying, aggression, victimization, and total scores (P < 0.01), whereas no significant changes were observed in the control group (P = 0.43). ANCOVA results also indicated a significant difference between the groups (P < 0.01, η² = 0.67).
Conclusion: Creative problem-solving training using the TRIZ method significantly reduced bullying behaviors among female students, improved their social relationships and emotional skills, and its positive effects remained stable in follow-up. Therefore, the regular implementation of this program in schools and the attention of parents and teachers to empathy training is recommended.