Conduct disorder is one of the most common disorders of adolescence, and reports show that referrals to outpatient clinics for behavioral problems include from one-third to half of the referrals of children and adolescents (Kratochvil and Richard, translated by Nainian, 2012). The linguistic and verbal deficiencies of these teenagers have an effect on the occurrence of behavioral problems, which can lead to being away from the peer group (J. Mesh and E. Wolf; Targemeh Sharifi and colleagues; 2016, Patterson et al., 2013). They interpret the behavior of others as hostile and react aggressively (Nurse Oru et al., 2015). These teenagers have less emotional and cognitive filters in their behavior (Bliro et al., 2020; Falti et al., 2018) and because of this, they exhibit aggressive or other hostile behaviors Social by peers and others They are rejected and have poor social skills.

The verbal self-learning method is a cognitive-behavioral therapy that has been effective in reducing hyperactivity, impulsivity, aggression/chaos, strengthening prosocial behaviors, increasing social cognition, and improving relationships with peers (Van Goesen et al., 2007, Lachman et al., 2007). The method emphasizes the role of inner speech and verbal self-control in restraining behavior and is referred to as a regulator of behavior and emotions (Smith, 1996).

The current research intends to be effective in increasing the emotional regulation skills, personal responsibility and social skills of adolescents with behavioral disorders through the development of a positive verbal self-learning educational package. The importance of the present research lies in the discovery of factors that increase self-awareness in adolescents with behavioral disorders and outline the hope for a better life in their perspective.