Factors of Staying in Abusive Emotional Relationships of Iranian Girls: A Qualitative Study

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However, these relationships may sometimes lead to traumatic relationships and debilitating symptoms. Despite the unpleasantness of these relationships, some girls cannot leave such relationships. Therefore, the present study aimed to investigate the factors that cause Iranian female students to remain in abusive emotional relationships. Methods This research was conducted via the content analysis method. The participants were 9 Iranian girls aged 20–30 years and 10 counselors and psychologists, and the sampling was purposeful. The interviews were conducted in person and recorded. Then, they were transcribed verbatim, and the data were named in semantic units that were similar to each other under a subcategory. Finally, several subcategories were placed in a main category that has a higher degree of abstraction and is called the theme. To validate the findings, the Lincoln and Guba method was used, and for a more in-depth examination, the categories were examined via MaxQuda software version 2020. Results The results of the interviews led to the emergence of three main categories and seven subcategories: family factors (strict and permissive parenting, the clinical symptoms of parents, and the ability to reconstruct relationships with parents), individual factors (attachment-related needs and identity confusion) and social factors (peer pressure). Conclusions in general, a lack of psychological security in the family, excessive strictness, and neglect of emotional needs, whether real or perceived, and social pressures can affect abusive emotional relationships. Therefore, it is necessary to prioritize the implementation of supportive, educational, and counseling programs to prevent and reduce harm in educational centers, counseling centers, and the mental health policy system. Emotional abuse Girls Students Emotional relationships Introduction Having a relationship and belonging is one of the most important human needs that has undergone changes and evolution over different periods. Among the most important human relationships are emotional relationships [ 1 ]. A strong emotional relationship influences an individual by facilitating the satisfaction of their needs for love, support, and understanding and provides a platform for the individual to achieve his or her personal goals with ease and enjoy other areas of life with satisfaction [ 2 ]. These relationships form an important part of the lives of most young people and can be important aspects of their identity, a source of intimacy, emotional security, and social status [ 3 ]. Sometimes, being involved in emotional relationships manifests itself as incompatibility [ 4 ] and is accompanied by negative emotions such as anger, anxiety [ 5 ], and jealousy [ 6 ]. Emotional abuse is behavior used to control, threaten, dominate, humiliate, punish, or isolate another person through fear or shame (7) and has been described as the most common type of abuse [ 8 , 9 ]. The World Health Organization defines violence as intimate partner violence that causes physical, sexual or psychological harm and as controlling behaviors, including physical aggression, sexual coercion, and psychological abuse [ 10 ]. Some girls who are in this type of relationship are often unaware of its causes, symptoms, and consequences [ 12 ]. Research has shown that the prevalence of emotional abuse is relatively high, and in some societies, this issue is recognized as a serious problem. For example, one out of every ten students at Midwestern University experienced emotional abuse in the past year [ 8 ]. Additionally, a study in Iran revealed that emotional abuse predicts mental disorders, including depression, anxiety, fear, paranoid thoughts, and obsessions, in women [ 13 ]. Another study examined adult attachment, early emotional abuse, and depression in several aspects of romantic relationship functioning and revealed that childhood emotional abuse and psychological distress directly predict insecure adult attachment in romantic relationships among students and depression [ 14 ]. In another study, emotional abuse and relational violence were predicted by avoidant and anxious attachment dimensions [ 15 ]. Despite the unpleasantness of such relationships, there are reasons and factors why these girls continue their emotional relationships. They may remain in these relationships for months. Considering that understanding and awareness of the factors that contribute to staying in emotionally abusive relationships can help prevent and treat the damage caused, it is very important to examine them. A review of the literature reveals that, thus far, a comprehensive qualitative study has not been conducted to examine the reasons for being in emotionally abusive relationships in Iran. Identifying the reasons for remaining in abusive emotional relationships as best as possible can be used at the level of educational, academic, and counseling centers and even in policy-making in mental health system. Therefore, the present study aimed to identify the factors that contribute to Iranian female students remaining in abusive emotional relationships. Methods This study was conducted with a qualitative approach and used a content analysis method. The study population included Iranian girls with abusive emotional relationships who were referred to the counseling offices of Isfahan University of Medical Sciences. They were selected via the purposive sampling method and were between the ages of 20 and 30 years, were students, were in abusive emotional relationships, and were not undergoing any treatment. Those who were outside the age range of 20-30 years and were receiving treatment were excluded. The research was conducted in the following manner: after the girls visited the counseling office and a preliminary examination of the reason for their visit and the awareness and assurance that their subject and problem were related to the purpose of the research, the clients were first given explanations about the research and its goals. They were asked to participate in the research if they were willing. Then, a time was set with them for an interview. Before the interviews were conducted, written informed consent was obtained. To encourage more cooperation, they were assured that their names would be kept confidential by using codes. The researcher also explained the research ethics, including confidentiality, anonymity, and the option to withdraw from the interview if desired. The sample size was chosen to ensure data saturation. After the responses of 9 individuals were interviewed and recorded, data saturation was reached (Table 1). Additionally, to obtain the experience of the experts, interviews were conducted on the basis of having at least six years of work experience in this field and willingness to participate in the research in a targeted manner on the basis of sample adequacy based on information saturation (Table 2). Table 1 Individual characteristics of the girls Duration of relationship ( Month ) Grade Field of Study Age Number 13 Doctorate Dental 22 1 8 Doctorate medicine 23 2 11 Master's Health Education 28 3 9 Master's New Technology 26 4 10 Doctorate medicine 28 5 12 Doctorate medicine 21 6 9 Master's Nutrition 21 7 8 Doctorate medicine 24 8 28 Doctorate Pharmacology 22 9 Table 2 Demographic characteristics of the specialists Duration of activity (years) Grade Field of Study Age Number 10 Master's Clinical Family Psychology 45 1 15 Doctorate Counseling 48 2 10 Master's Clinical Psychology 51 3 6 Doctorate Counseling 36 4 9 Master's Family Counseling 45 5 10 Doctorate General Psychology 55 6 15 Doctorate Counseling 53 7 7 Post doctorate Health/Psychosomatic Psychology 40 8 7 Doctorate Counseling 39 9 13 Doctorate Counseling 49 10 Data collection For data collection, semi structured interviews were used. The interview guide questions were developed through a review of the literature and consultation with experts in the field. In addition to digitally recording the interviews, the researcher took brief notes. The interviews explored deeper information, with general questions such as “What are the reasons for staying in the relationship?” and “Please explain more” exploring deeper information. Specific questions were formulated and asked on the basis of the information provided in the interviews. The interviews with girls lasted 45-75 minutes, and the interviews with professionals lasted 45-90 minutes. Data collection continued until no new findings could be added to the existing data (data saturation). Data analysis For the data analysis, after each interview was conducted and implemented and to ensure that the implemented texts matched the recorded information, the data were carefully coded and analyzed. To understand and empathize with the participants, their descriptions were studied, and important sentences, phrases, and clauses related to the phenomenon were studied. Each interview was considered a separate unit. Important phrases were identified as primary codes, and concepts, or basic codes, were extracted. Then, phrases related to the phenomenon in semantic units that were similar to each other were named under a subcategory on the basis of the researcher's inference of the meaning and dependence of the primary codes on each other, which searches for patterns hidden in the text. Finally, several subcategories were placed in a main category that has a higher degree of abstraction and is called the theme. The collection of themes creates the main category. In other words, coding continued to ensure that all the concepts in the texts were included under one code. To examine the categories in more depth, they were analyzed via MaxQuda software, version 2020 (Table 3). Data trustworthiness To ensure the accuracy and validity of the data obtained from the interviews, the Lincoln and Guba (1985) method was used to validate the findings [16]. For reliability, the entire research process, including raw data collection, identification of relevant terms, coding, and category formation, was reviewed and checked several times with precision. For verifiability, an attempt was made to avoid premature judgment, prejudice, and personal perceptions. Finally, for credibility, an effective data collection method and expert opinions were used to control the research process more accurately. Findings A total of 83 codes and 8 subthemes emerged from the data analyses, which were classified into 3 main themes : family factors, individual factors, and social factors (Table 3). Table 3 shows the categories and themes. Codes Sub themes Themes Frequency Percentage Main Category Girls Frequency Percentage of Main Category of Experts Restrictions from the family, Controlling, Continuous checking of the child's behavior, Constant blaming, strict standards, creating insecurity in the child, Punitive parent Strict Parenting Style Family Factors %61.47 %57.9 Neglect of child's emotional needs, Emotional unavailability of parents, Ignoring child's achievements, Indifference, Disregard for the child's wishes permissive/neglectful parenting style Symptoms of depression and lack of happiness, sadness, lack of enjoyable activities, parental suspicion; (pessimism, doubt, lying, jealousy, monitoring, checking) Clinical symptoms of parents ­­­ A role model like parents (like father, like mother) Reconstructing the relationship with parents Need to love and be loved, need to have relationships Attachment-related needs, Need for attention and belonging Need for attachment Individual factors %36.13 %34.9 Confusion and uncertainty about self and relationships, Need for approval and validation, Confusion in personal goals and values identity confusion Worry about being judged by friends, fear of being isolated from the group and ridiculed by peers and comparing oneself to peers Peer pressure Social Factors %2.4 %7.2 Family factors Strict parenting style: Interviewees reported strict parenting and communication styles. One of the reasons that the interviewees mentioned was related to the family. This category consists of 4 subcategories: strict parenting, neglectful parenting, clinical symptoms of the parent, and rebuilding the relationship with the parent, as follows: Strict parenting style: Interviewees reported strict parenting and communication styles. They were dissatisfied with their relationship with their parents and complained about their parents' communication style toward them because of the control, blame and restrictions they placed on them. They expressed it in such a way that they could not report to their parents when they were in danger of harm because of their parents' blame. Girl number 3 said, "My mother is very blameworthy, and when I try to talk to her, she blames me too much and as if I have made a very, very big mistake. I am afraid to tell her what happened to me". Expert number 2 said, "Families whose parenting model is blameworthy, critical, strict and controlling, and it has always been a challenge and a structure and this makes it impossible for these girls to get out of this harmful relationship". Permissive/neglectful parenting style: This category reflects the parents' disregard of the child's emotional needs, lack of emotional access to the parents, and ignoring the child's success. Girl number 7 said, " I came in second in the senior high school entrance exam, and they did not notice at all. I always tried to be a good girl in front of everyone so that they would say what a good girl I am, but they never saw me and they are not there for me whenever I need them”. Expert number 2 said: "These girls often do not receive attention and affection, verbal and physical caress from their families, families where neglect and ignoring children is common." Clinical parental syndrome: This category refers to parents’ psychological problems, including depression, suspicion, and suspicion. Girl number 3 said , "I do not have a family where I have a happy and friendly environment, my father is suspicious, suspicious, and paranoid, I cannot share my problems with him." Reconstructing the relationship with parents: This category refers to the similarity of the partner's behavioral pattern to that of the parents, especially the father. In this type of relationship, girls establish a relationship with someone who is similar to their parent and think that in this relationship, they can develop the relationship in the way they want. Girl number 1 said, "There is someone whose morals are similar to my father, for example, he hardly gives me something I ask for or does not give it at all; my partner also gives me affection, but I hardly get what I want from." Expert number 5 said, “A pattern has formed in the person, and it is as if he is used to this style of relationship. Therefore, when we see a person who is in a relationship that is hurtful but does not get out of this relationship, it is as if this relationship is very familiar to him and as if he is used to these relationships that contain hurt and believe that this time he can fix the relationship." Individual factors Another factor in maintaining abusive emotional relationships is a series of individual needs and characteristics, such that when individuals respond to some of these needs, they are unable to leave such relationships. This category has 2 subcategories of needs related to attachment and identity confusion, which are as follows. Attachment-related needs: This category refers to needs such as attention, belonging, loving, being loved, and being in a relationship. Girl number 6 said, "I need approval, I need someone to love me ”. Expert number 4 said, "First, the relationship is about attention, being loved, and being cared for. These characteristics give the relationship a good color and shine. Gradually, the relationship becomes problematic, but they still do not leave the relationship in the hope of satisfying their emotional needs " . Confused Identity: This category refers to uncertainty and confusion about who they are, what their goals and values are, and confusion and uncertainty about relationships. Girl number 3 said, “I don’t know if I’m a good person or a bad person; I feel confused and bewildered. I don’t know where I am in the relationship. I don’t know who I am or what I want.” Expert number 1 said, "One of the factors that cause a person to stay in this relationship is that the person does not know themselves and their role is unclear. They feel confused when asked what their purpose was in the relationship or what the name was. They do not have an answer to these questions. They are in a state of uncertainty and deep confusion that stems from an identity that has not yet been formed. They have no control over the relationship. They need to know themselves, their values, and their goals so that they can get out of this relationship." Social factors Individuals develop a certain opinion about themselves as a result of their social interactions and consider the opinions and views of friends and peers about themselves. This category includes the subcategory of peer pressure, which is as follows. Peer pressure: This category refers to peer pressure, concerns about being judged, and being isolated from the group. These girls constantly compare themselves to their friends and see that their friends are in long-term relationships that seem good and enjoyable on the surface. They express frustration that they will be ridiculed by their friends if they are not in a relationship and worry that their relationship will not last and that they will be judged by their friends for not finding the right partner. Girl number 1 stated, “I see that all my friends have boyfriends and that they are happy in a relationship. I don’t want to be inferior; I don’t want to say that my relationship is not good. If I get out of this relationship. I will be very lonely.” Expert number 6 said, "If they leave a relationship or are not in a relationship, they are ridiculed and looked down upon by their friends. Their friends say, ‘You are twenty and you still don’t have a boyfriend.’ "These girls say why are all my friends in relationships and can keep them and I cannot?" Discussion This study used a qualitative method to examine the factors that contribute to Iranian girls staying in abusive relationships. On the basis of the research findings, three main categories were identified: family factors, individual factors, and social factors. The family factors that the participants in the present study expressed included strict and permissive parenting, the clinical symptoms of their parents, and the ability to reconstruct relationships with their parents. In a strict parenting style, parents try to control their child by dictating every aspect of their life, including behavior, speech, clothing, and social interactions. They often hide their true motivation, which is complete control over their child, under the guise of teaching or correcting them. Some parents are afraid that giving their child more freedom may harm them. They believe that by keeping their child close, they protect them from harm. Others are very controlling and power seeking. They strongly believe that children should always obey their parents and conform to specific behavior patterns and that their authority should never be questioned for any reason. When a child breaks these rules or deviates from them, they believe that they have the right to discipline their child in any way they can, even though severe physical punishment [ 12 ]. Individuals in emotionally abusive relationships are more likely to have experienced such abuse in their childhood [ 12 ]. Research suggests that parental psychological control and attitudes influence adolescents’ current experiences of emotional abuse in romantic relationships [ 17 ]. Dating violence is associated with past experiences of parental childhood emotional abuse. The relationship between childhood emotional abuse and subsequent interpersonal relationship outcomes is emphasized [ 18 ]. A history of parental childhood emotional abuse has an indirect effect on adult emotional abuse, and emotional abuse has an indirect effect on intimate partner violence. In summary, childhood emotional abuse has an indirect effect on intimate partner violence [ 19 ]. Experiences of emotional abuse and attachment anxiety typically begin in the family of origin and continue into adult attachment relationships [ 20 ]. In one study, strict parental discipline, anxious attachment, and the need to control one’s partner were found to form a common cluster in predicting stalking and psychological abuse [ 21 ]. Therefore, it seems that when such girls are exposed to abusive behaviors, they cannot raise their issues and problems with their families due to the lack of support from families with strict standards and continue to have such relationships. Permissive or neglectful parenting styles are among the most destructive forms of emotional abuse in children. Parents can abandon their children physically or emotionally, depriving them of the essential attention, love, and encouragement they need. This neglectful behavior is often devastating for children, as they may believe that the fault lies with them or that they are unlovable [ 12 ]. Children receive their confirmation, acceptance, and worthiness from their parents. If they fail to receive such validation and instead often face criticism and reproach, they grow up believing that there is something inherently wrong with them. Feelings of anxiety and insecurity develop during childhood, and these individuals become very dependent in adulthood to distance themselves from feelings of rejection and deprivation. They may also choose a partner who allows them to control them [ 28 ]. It appears that authoritarian and permissive parenting styles can lead to the formation of insecure attachment styles in children and serve as the basis for insecure attachment styles in romantic relationships in adulthood. The more insecure the attachment style is, the more individuals are exposed to emotional and psychological abuse [ 22 ]. It appears that authoritarian and permissive parenting styles can lead to the formation of insecure attachment styles in children and serve as the basis for insecure attachment styles in romantic relationships in adulthood. The more insecure the attachment style is, the more individuals are exposed to emotional and psychological abuse [ 23 ]. Parental psychiatric problems lead to an undesirable relationship between them and their children, providing a basis for entering abusive relationships. Research considers the mental health of parents to be an important factor in raising children [ 24 ]. It seems that parents with clinical symptoms, owing to their clinical problems, may not be able to meet the attachment needs of availability, responsiveness, and timeliness. This creates an insecure attachment style in children and, according to Hazan and Shaver [ 25 ], becomes the basis for attachment styles in adulthood and makes their romantic relationships more insecure. Research has shown that individuals who witness higher levels of verbal aggression between parents during childhood report higher levels of emotional abuse, humiliation, restrictive attachment, withdrawal, and dominance/intimidation in relationships [ 26 ]. One of the most important patterns that emerges in victims of emotional abuse in childhood is based on a concept known as "Repetition obsession" [ 27 ]. In this study, we used the term "rebuilding the relationship with the parent" instead of "repetition obsession" according to the explanations given below. The unconscious tendency to repeat the same type of abusive relationships that parents had with the individual in childhood, in an effort to achieve a different outcome, compels the reconstruction of the relationship with the parent. This phenomenon drives the individual toward reliving the same story repeatedly, hoping for a different ending. How we love someone and how we express that love is a subconscious reenactment of past experiences, even if this reenactment brings suffering and pain. By doing so, one unconsciously addresses and pays the emotional debts of the past, unless awareness and insight intervene. Patterns may appear in various forms, but ultimately, the source of the pattern remains the same. On this basis, individuals respond in two ways. First, they may become completely like their parents. For example, if one of the parents used insulting language toward the individual, they might tend to use such language in dealing with important people in their future life. If one or both parents were controlling, dominant, excessively critical, or judgmental, the individual tends to exhibit similar behaviors. Emotional abuse, like other forms of abuse, is thus transferred from one generation to another. In many cases, unfortunately, the individual becomes like their parents despite their efforts to the contrary [ 27 ]. Sometimes, instead of becoming an abusive parent, a person may develop close relationships with people who look like them. We often hear phrases such as "He married his mother" or "She married her father." If a parent was controlling and dominant, it is possible that the individual will engage in an emotional relationship with someone who is also controlling and dominant [ 27 ]. Since this is an unconscious process, many individuals seem unable to recognize their patterns. Many people realize that after ending an emotionally abusive relationship, they enter into a similar relationship later. Such cases occur consecutively, leading the individual to blame themselves. Unconsciously, these individuals try to find someone who resembles their abusive parent so that they can repeat the previous relationship and hopefully correct it this time. It is as if the unconscious mind says, "If I can handle things differently this time, I can prevent my mother or father from abusing me" or "If I can be patient and loving enough, I can make my mother or father like me." It does not matter to the unconscious mind whether the partner is actually like the father (mother); what matters is that they act like them or evoke similar feelings in the individual, and this is the crucial point [ 27 ]. Another identified class is personal factors, which include elements related to attachment needs and identity confusion. Human psychological needs arise from relationships and interactions. Needs are fundamental emotional values that individuals carry from birth and develop through interactions with others and the social environment [ 28 ]. Attachment-related needs include individuals' desires and commitments to social relationships and connections between individuals. Individuals seek to establish and maintain close and meaningful relationships with others on the basis of their attachment needs. This need is considered one of the five basic foundations for personal growth and development. In the emotion-focused approach, the emphasis is on understanding behaviors and responses to social environments for a better understanding of attachment needs [ 28 ]. It seems that girls experience their emotional relationships in a particular way that includes desires, needs for approval, and the desire for an overly emotional relationship. Identity-related needs include the desires and commitments of people to know and define themselves, their sense of worth, their personal importance, their beliefs and their personal identity. On the basis of their identity needs, people seek to know themselves and determine their status in society. In the emotion-oriented approach, this need is considered one of the important factors for balance and satisfaction in an individual's life [ 28 , 29 ]. Insecure or vulnerable perceptions are created as a result of injuries related to attachment and identity needs from infancy and overshadow life, especially the emotional connections of adulthood [ 25 ]. In addition, it seems that girls involved in emotionally abusive relationships seek identity-related needs, recognition, definition and acceptance, which were damaged in childhood, in relation to their partners. As a result, they experience loneliness, fear, sadness, inadequacy and shame, discouragement and confusion. Another identified class is social factors, which include the subcategory of peer pressure. Peer groups and friends can be the most important factors influencing entry into relationships. Individuals compare themselves to their friends and, influenced by them without any necessary emotional literacy, adopt their behavior to find their place in the friendship group [ 30 ]. The participants pointed out the pervasiveness of emotional relationships among their friends. If individuals do not enter into a relationship, they may feel alienated from their own community and even experience feelings of rejection. Unawareness and a lack of knowledge about harmful factors can further exacerbate emotional and psychological damage. Research results indicate that friends play a significant role in establishing relationships with the opposite sex, with girls being more likely to engage in such relationships to gain status among their friends [ 31 ]. It seems that peer pressure also acts as a barrier to early exit from harmful relationships. There are limitations to this study: all the participants were girls. Obviously, girls have different reasons than boys do. Therefore, it is suggested that research be conducted on the reasons why boys stay in abusive relationships. Conclusions In general, a lack of psychological security in the family, inappropriate parent‒child relationships, a lack of emotional expression within the family, the presence of an authoritarian system within the family, and excessive strictness lead individuals to seek affection from the opposite sex or to fear the opposite sex excessively. Individuals in these families, after passing through childhood and reaching adolescence and relative freedom or attending university, seek to repeat their previous relationships to escape undesirable family relationships and to fulfill their unmet attachment and identity needs. As a result, they turn toward emotional relationships, which can sometimes be harmful. This situation can have a real and mental impact on individuals' thoughts, emotions, and perceptions. Without being aware of their emotional needs, they enter into emotional relationships, which may lead to psychological and emotional damage in the cognitive, emotional, and behavioral dimensions. Therefore, they do not see the ability to leave this abusive relationship and accept all the conditions imposed on them in this relationship without question. The results of this study can be used to hold educational workshops by university counseling centers to increase girls' emotional literacy. Additionally, considering the role of the family, educational programs can be considered in the field of how they interact with their children. Research should be conducted on boys' emotional relationships. Additionally, educational and therapeutic packages should be prepared to prevent and reduce the harm caused by it. Declarations Acknowledgments This study is part of FG's doctoral thesis. We sincerely thank the Department of Counseling and Mental Health, Isfahan University of Medical Sciences, and the research participants. Funding This study was conducted without financial support. Availability of data and materials At present, data are not freely available (however, available on request) because we are still writing papers for publication as well as a new project built on this dataset. Authors’ contributions The study was conceived and designed by FN and FG. Tool design and preparation by FN, FG, YG. Data processing and analysis: by FN, FG, YG; wrote the paper: by FN, FG. All the authors read the final paper and approved it. Ethics approval and consent to participate The ethics committee at Najafabad Azad University (Ethics Code: IR.IAU.NAJAFABAD.REC.1403.088) approved this protocol. Informed written consent was obtained from all the participants before the interviews. Consent for publication Informed written consent was obtained from all the participants to use direct quotes from their interviews. Competing interests The authors declare that they have no competing interests. References Yunsi N. The lived experience of married women with emotional relationships with the opposite sex before marriage [Master's thesis]. Isfahan: Isfahan University; 2022. [In Persian] Dattilio FM, Epstein NB. Cognitive-behavioral couple and family therapy. In Handbook of family therapy Routledge. 2015 Dec 7 (pp. 89-119). Dost MT, Aras S. Close relationship belief and self-change as predictors of romantic relationship quality in university students. Pegem Journal of Education and Instruction. 2021 Apr 23; 11(1):135-62. 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Qualitative study of the social contexts of girls' tendency toward premarital relationships (Study case: female students of Urmia city dormitory). Social studies and research in Iran 2019; 8(2):353-378. [In Persian] Amiri Z. The difference in the lived experience of female and male students in terms of relationships with the opposite sex [master's thesis]. Tehran, Iran:Kharazmi University; 2018. [In Persian] Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5410409","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":377487746,"identity":"e6bbfebc-a25f-4d42-abce-1686a065a904","order_by":0,"name":"Farzane Ghasemi","email":"","orcid":"","institution":"Islamic Azad University of Khomeynishahr","correspondingAuthor":false,"prefix":"","firstName":"Farzane","middleName":"","lastName":"Ghasemi","suffix":""},{"id":377487747,"identity":"4aaee645-1fa5-49f2-b2d9-02231edac96c","order_by":1,"name":"Fahimeh Namdarpour","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA/UlEQVRIiWNgGAWjYJACCQjFfOAAA0NCApQrQYwWtgSStfAYMCBpwQ3M2U8n3vi5546cwe0zHw/8bEvLk5/dwPjhB4NFPi4tlj25my17nj0zNjiXu+Fgb1tOscGdA8ySPQwSlg04tBgcyN0mwXPgcOKGM7wbDvC2VSRukEhgkAa61gCXLQbn326T/APWwvPg4F+glvkzEph/49VyI3ebNMQWHobDvG05iQ03Etjw23Lj7WZrmQPPjCXPsBkcljmXlrjhRmKbZY8BPoflbrz55sAdOb4zzI8/vilLBjos+fCNHxV1OLVAwQFkDmMD0CgCGtC0jIJRMApGwShABQCVP2FM7jYkHAAAAABJRU5ErkJggg==","orcid":"","institution":"Islamic Azad University of Khomeynishahr","correspondingAuthor":true,"prefix":"","firstName":"Fahimeh","middleName":"","lastName":"Namdarpour","suffix":""},{"id":377487748,"identity":"441f01d6-cecc-4053-ad94-02d4c1939b3a","order_by":2,"name":"Yousef Gorji","email":"","orcid":"","institution":"Islamic Azad University of Khomeynishahr","correspondingAuthor":false,"prefix":"","firstName":"Yousef","middleName":"","lastName":"Gorji","suffix":""}],"badges":[],"createdAt":"2024-11-07 13:53:06","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5410409/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5410409/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":73902658,"identity":"adcbefdd-be6f-4a46-b918-bb6ee965f4cc","added_by":"auto","created_at":"2025-01-15 18:01:40","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":675336,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5410409/v1/d62dd94e-91ee-4c5f-80bd-ff3533ac96dd.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Factors of Staying in Abusive Emotional Relationships of Iranian Girls: A Qualitative Study","fulltext":[{"header":"Introduction","content":"\u003cp\u003eHaving a relationship and belonging is one of the most important human needs that has undergone changes and evolution over different periods. Among the most important human relationships are emotional relationships [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. A strong emotional relationship influences an individual by facilitating the satisfaction of their needs for love, support, and understanding and provides a platform for the individual to achieve his or her personal goals with ease and enjoy other areas of life with satisfaction [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThese relationships form an important part of the lives of most young people and can be important aspects of their identity, a source of intimacy, emotional security, and social status [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Sometimes, being involved in emotional relationships manifests itself as incompatibility [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] and is accompanied by negative emotions such as anger, anxiety [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e], and jealousy [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. Emotional abuse is behavior used to control, threaten, dominate, humiliate, punish, or isolate another person through fear or shame (7) and has been described as the most common type of abuse [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. The World Health Organization defines violence as intimate partner violence that causes physical, sexual or psychological harm and as controlling behaviors, including physical aggression, sexual coercion, and psychological abuse [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSome girls who are in this type of relationship are often unaware of its causes, symptoms, and consequences [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Research has shown that the prevalence of emotional abuse is relatively high, and in some societies, this issue is recognized as a serious problem. For example, one out of every ten students at Midwestern University experienced emotional abuse in the past year [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Additionally, a study in Iran revealed that emotional abuse predicts mental disorders, including depression, anxiety, fear, paranoid thoughts, and obsessions, in women [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Another study examined adult attachment, early emotional abuse, and depression in several aspects of romantic relationship functioning and revealed that childhood emotional abuse and psychological distress directly predict insecure adult attachment in romantic relationships among students and depression [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. In another study, emotional abuse and relational violence were predicted by avoidant and anxious attachment dimensions [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eDespite the unpleasantness of such relationships, there are reasons and factors why these girls continue their emotional relationships. They may remain in these relationships for months. Considering that understanding and awareness of the factors that contribute to staying in emotionally abusive relationships can help prevent and treat the damage caused, it is very important to examine them. A review of the literature reveals that, thus far, a comprehensive qualitative study has not been conducted to examine the reasons for being in emotionally abusive relationships in Iran. Identifying the reasons for remaining in abusive emotional relationships as best as possible can be used at the level of educational, academic, and counseling centers and even in policy-making in mental health system. Therefore, the present study aimed to identify the factors that contribute to Iranian female students remaining in abusive emotional relationships.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eThis study was conducted with a qualitative approach and used a content analysis method. The study population included Iranian girls with abusive emotional relationships who were referred to the counseling offices of Isfahan University of Medical Sciences. They were selected via the purposive sampling method and were between the ages of 20 and 30 years, were students, were in abusive emotional relationships, and were not undergoing any treatment. Those who were outside the age range of 20-30 years and were receiving treatment were excluded. The research was conducted in the following manner: after the girls visited the counseling office and a preliminary examination of the reason for their visit and the awareness and assurance that their subject and problem were related to the purpose of the research, the clients were first given explanations about the research and its goals. They were asked to participate in the research if they were willing. Then, a time was set with them for an interview. Before the interviews were conducted, written informed consent was obtained. To encourage more cooperation, they were assured that their names would be kept confidential by using codes. The researcher also explained the research ethics, including confidentiality, anonymity, and the option to withdraw from the interview if desired. The sample size was chosen to ensure data saturation. After the responses of 9 individuals were interviewed and recorded, data saturation was reached (Table 1). Additionally, to obtain the experience of the experts, interviews were conducted on the basis of having at least six years of work experience in this field and willingness to participate in the research in a targeted manner on the basis of sample adequacy based on information saturation (Table 2).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1\u0026nbsp;\u003c/strong\u003eIndividual characteristics\u0026nbsp;of the girls\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable dir=\"rtl\" border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 19.8795%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003eDuration of relationship\u003c/span\u003e\u003c/strong\u003e\u003cspan dir=\"LTR\"\u003e(\u003cstrong\u003eMonth\u003c/strong\u003e)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 22.8916%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003eGrade\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.3253%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003eField of Study\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.241%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003eAge\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15.6627%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003eNumber\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 19.8795%;\"\u003e\n \u003cp dir=\"LTR\"\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 22.8916%;\"\u003e\n \u003cp dir=\"LTR\"\u003eDoctorate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.3253%;\"\u003e\n \u003cp dir=\"LTR\"\u003eDental\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.241%;\"\u003e\n \u003cp dir=\"LTR\"\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15.6627%;\"\u003e\n \u003cp dir=\"LTR\"\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 19.8795%;\"\u003e\n \u003cp dir=\"LTR\"\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 22.8916%;\"\u003e\n \u003cp dir=\"LTR\"\u003eDoctorate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.3253%;\"\u003e\n \u003cp dir=\"LTR\"\u003emedicine\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.241%;\"\u003e\n \u003cp dir=\"LTR\"\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15.6627%;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 19.8795%;\"\u003e\n \u003cp dir=\"LTR\"\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 22.8916%;\"\u003e\n \u003cp dir=\"LTR\"\u003eMaster\u0026apos;s\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.3253%;\"\u003e\n \u003cp dir=\"LTR\"\u003eHealth Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.241%;\"\u003e\n \u003cp dir=\"LTR\"\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15.6627%;\"\u003e\n \u003cp dir=\"LTR\"\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 19.8795%;\"\u003e\n \u003cp dir=\"LTR\"\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 22.8916%;\"\u003e\n \u003cp dir=\"LTR\"\u003eMaster\u0026apos;s\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.3253%;\"\u003e\n \u003cp dir=\"LTR\"\u003eNew Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.241%;\"\u003e\n \u003cp dir=\"LTR\"\u003e26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15.6627%;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 19.8795%;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 22.8916%;\"\u003e\n \u003cp dir=\"LTR\"\u003eDoctorate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.3253%;\"\u003e\n \u003cp dir=\"LTR\"\u003emedicine\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.241%;\"\u003e\n \u003cp dir=\"LTR\"\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15.6627%;\"\u003e\n \u003cp dir=\"LTR\"\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 19.8795%;\"\u003e\n \u003cp dir=\"LTR\"\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 22.8916%;\"\u003e\n \u003cp dir=\"LTR\"\u003eDoctorate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.3253%;\"\u003e\n \u003cp dir=\"LTR\"\u003emedicine\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.241%;\"\u003e\n \u003cp dir=\"LTR\"\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15.6627%;\"\u003e\n \u003cp dir=\"LTR\"\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 19.8795%;\"\u003e\n \u003cp dir=\"LTR\"\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 22.8916%;\"\u003e\n \u003cp dir=\"LTR\"\u003eMaster\u0026apos;s\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.3253%;\"\u003e\n \u003cp dir=\"LTR\"\u003eNutrition\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.241%;\"\u003e\n \u003cp dir=\"LTR\"\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15.6627%;\"\u003e\n \u003cp dir=\"LTR\"\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 19.8795%;\"\u003e\n \u003cp dir=\"LTR\"\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 22.8916%;\"\u003e\n \u003cp dir=\"LTR\"\u003eDoctorate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.3253%;\"\u003e\n \u003cp dir=\"LTR\"\u003emedicine\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.241%;\"\u003e\n \u003cp dir=\"LTR\"\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15.6627%;\"\u003e\n \u003cp dir=\"LTR\"\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 19.8795%;\"\u003e\n \u003cp dir=\"LTR\"\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 22.8916%;\"\u003e\n \u003cp dir=\"LTR\"\u003eDoctorate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.3253%;\"\u003e\n \u003cp dir=\"LTR\"\u003ePharmacology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.241%;\"\u003e\n \u003cp dir=\"LTR\"\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15.6627%;\"\u003e\n \u003cp dir=\"LTR\"\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp dir=\"\"\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp dir=\"\"\u003e\u003cstrong\u003e\u003cspan dir=\"\"\u003eTable 2\u003c/span\u003e\u003c/strong\u003e\u003cspan dir=\"\"\u003e\u0026nbsp;Demographic characteristics of\u0026nbsp;\u003c/span\u003e\u003cspan dir=\"LTR\"\u003ethe\u0026nbsp;\u003c/span\u003e\u003cspan dir=\"LTR\"\u003especialists\u003c/span\u003e\u003c/p\u003e\n\u003cdiv align=\"center\"\u003e\n \u003ctable dir=\"rtl\" border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 22.5951%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003eDuration of activity (years)\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.3445%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003eGrade\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37.8076%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003eField of Study\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9.61969%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003eAge\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.6331%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003eNumber\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 22.5951%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003e10\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.3445%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003eMaster\u0026apos;s\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37.8076%;\"\u003e\n \u003cp dir=\"LTR\"\u003eClinical Family Psychology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9.61969%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003e45\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.6331%;\"\u003e\n \u003cp dir=\"LTR\"\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 22.5951%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003e15\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.3445%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003eDoctorate\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37.8076%;\"\u003e\n \u003cp dir=\"LTR\"\u003eCounseling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9.61969%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003e48\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.6331%;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 22.5951%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003e10\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.3445%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003eMaster\u0026apos;s\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37.8076%;\"\u003e\n \u003cp dir=\"LTR\"\u003eClinical Psychology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9.61969%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003e51\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.6331%;\"\u003e\n \u003cp dir=\"LTR\"\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 22.5951%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003e6\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.3445%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003eDoctorate\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37.8076%;\"\u003e\n \u003cp dir=\"LTR\"\u003eCounseling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9.61969%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003e36\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.6331%;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 22.5951%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003e9\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.3445%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003eMaster\u0026apos;s\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37.8076%;\"\u003e\n \u003cp dir=\"LTR\"\u003eFamily Counseling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9.61969%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003e45\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.6331%;\"\u003e\n \u003cp dir=\"LTR\"\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 22.5951%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003e10\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.3445%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003eDoctorate\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37.8076%;\"\u003e\n \u003cp dir=\"LTR\"\u003eGeneral Psychology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9.61969%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003e55\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.6331%;\"\u003e\n \u003cp dir=\"LTR\"\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 22.5951%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003e15\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.3445%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003eDoctorate\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37.8076%;\"\u003e\n \u003cp dir=\"LTR\"\u003eCounseling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9.61969%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003e53\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.6331%;\"\u003e\n \u003cp dir=\"LTR\"\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 22.5951%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003e7\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.3445%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003ePost doctorate\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37.8076%;\"\u003e\n \u003cp dir=\"LTR\"\u003eHealth/Psychosomatic Psychology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9.61969%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003e40\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.6331%;\"\u003e\n \u003cp dir=\"LTR\"\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 22.5951%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003e7\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.3445%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003eDoctorate\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37.8076%;\"\u003e\n \u003cp dir=\"LTR\"\u003eCounseling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9.61969%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003e39\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.6331%;\"\u003e\n \u003cp dir=\"LTR\"\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 22.5951%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003e13\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.3445%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003eDoctorate\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37.8076%;\"\u003e\n \u003cp dir=\"LTR\"\u003eCounseling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9.61969%;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003e49\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.6331%;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFor data collection, semi structured interviews were used. The interview guide questions were developed through a review of the literature and consultation with experts in the field. In addition to digitally recording the interviews, the researcher took brief notes. The interviews explored deeper information, with general questions such as \u0026ldquo;What are the reasons for staying in the relationship?\u0026rdquo; and \u0026ldquo;Please explain more\u0026rdquo; exploring deeper information. \u0026nbsp;Specific questions were formulated and asked on the basis of the information provided in the interviews. The interviews with girls lasted 45-75 minutes, and the interviews with professionals lasted 45-90 minutes. Data collection continued until no new findings could be added to the existing data (data saturation).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFor the data analysis, after each interview was conducted and implemented and to ensure that the implemented texts matched the recorded information, the data were carefully coded and analyzed. To understand and empathize with the participants, their descriptions were studied, and important sentences, phrases, and clauses related to the phenomenon were studied. Each interview was considered a separate unit. Important phrases were identified as primary codes, and concepts, or basic codes, were extracted. Then, phrases related to the phenomenon in semantic units that were similar to each other were named under a subcategory on the basis of the researcher\u0026apos;s inference of the meaning and dependence of the primary codes on each other, which searches for patterns hidden in the text. Finally, several subcategories were placed in a main category that has a higher degree of abstraction and is called the theme. The collection of themes creates the main category. In other words, coding continued to ensure that all the concepts in the texts were included under one code. To examine the categories in more depth, they were analyzed via MaxQuda software, version 2020 (Table 3).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData trustworthiness\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo ensure the accuracy and validity of the data obtained from the interviews, the Lincoln and Guba (1985) method was used to validate the findings [16]. For reliability, the entire research process, including raw data collection, identification of relevant terms, coding, and category formation, was reviewed and checked several times with precision. For verifiability, an attempt was made to avoid premature judgment, prejudice, and personal perceptions. Finally, for credibility, an effective data collection method and expert opinions were used to control the research process more accurately.\u003c/p\u003e"},{"header":"Findings","content":"\u003cp\u003eA total of 83 codes and 8 subthemes emerged from the data analyses, which were classified into 3 main themes\u003cspan dir=\"RTL\"\u003e:\u003c/span\u003e family factors, individual factors, and social factors (Table 3).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3\u0026nbsp;\u003c/strong\u003eshows the\u0026nbsp;categories and themes.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 291px;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003eCodes\u003c/span\u003e\u003c/p\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003cp dir=\"RTL\"\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 178px;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003eSub themes\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 87px;\"\u003e\n \u003cp\u003eThemes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003eFrequency Percentage Main Category\u003c/p\u003e\n \u003cp\u003eGirls\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003eFrequency Percentage of Main Category of Experts\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 291px;\"\u003e\n \u003cp\u003eRestrictions from the family, Controlling, Continuous checking of the child\u0026apos;s behavior, Constant blaming, strict standards, creating insecurity in the child, Punitive parent\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 178px;\"\u003e\n \u003cp\u003eStrict Parenting Style\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003eFamily Factors\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003e%61.47\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003e%57.9\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 291px;\"\u003e\n \u003cp\u003eNeglect of child\u0026apos;s emotional needs, Emotional unavailability of parents, Ignoring child\u0026apos;s achievements, Indifference, Disregard for the child\u0026apos;s wishes\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 178px;\"\u003e\n \u003cp\u003epermissive/neglectful parenting style\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 291px;\"\u003e\n \u003cp\u003eSymptoms of depression and lack of happiness, sadness, lack of enjoyable activities, parental suspicion; (pessimism, doubt, lying, jealousy, monitoring, checking)\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 178px;\"\u003e\n \u003cp\u003eClinical symptoms of parents\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 291px;\"\u003e\n \u003cp\u003e\u0026shy;\u0026shy;\u0026shy;\u003c/p\u003e\n \u003cp\u003eA role model like parents (like father, like mother)\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 178px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eReconstructing the relationship with parents\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 291px;\"\u003e\n \u003cp\u003eNeed to love and be loved, need to have relationships Attachment-related needs, Need for attention and belonging\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 178px;\"\u003e\n \u003cp\u003eNeed for attachment\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003eIndividual factors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003e%36.13\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003e%34.9\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 291px;\"\u003e\n \u003cp\u003eConfusion and uncertainty about self and relationships, Need for approval and validation, Confusion in personal goals and values\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 178px;\"\u003e\n \u003cp\u003eidentity confusion\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 291px;\"\u003e\n \u003cp\u003eWorry about being judged by friends, fear of being isolated from the group and ridiculed by peers and comparing oneself to peers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 178px;\"\u003e\n \u003cp\u003ePeer pressure\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003eSocial Factors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003e%2.4\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003e%7.2\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eFamily factors\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStrict\u0026nbsp;\u003c/strong\u003eparenting style: Interviewees reported strict parenting and communication styles. One of the reasons that the interviewees mentioned was related to the family. This category consists of 4 subcategories: strict parenting, neglectful parenting, clinical symptoms of the parent, and rebuilding the relationship with the parent, as follows: Strict parenting style: Interviewees reported strict parenting and communication styles.\u003c/p\u003e\n\u003cp\u003eThey were dissatisfied with their relationship with their parents and complained about their parents\u0026apos; communication style toward them because of the control, blame and restrictions they placed on them. They expressed it in such a way that they could not report to their parents when they were in danger of harm because of their parents\u0026apos; blame. Girl number 3 said, \u003cem\u003e\u0026quot;My mother is very blameworthy, and when I try to talk to her, she blames me too much and as if I have made a very, very big mistake. I am afraid to tell her what happened to me\u0026quot;.\u003c/em\u003e Expert number 2 said, \u003cem\u003e\u0026quot;Families whose parenting model is blameworthy, critical, strict and controlling, and it has always been a challenge and a structure and this makes it impossible for these girls to get out of this harmful relationship\u0026quot;.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePermissive/neglectful parenting style:\u003c/strong\u003e This category reflects the parents\u0026apos; disregard of the child\u0026apos;s emotional needs, lack of emotional access to the parents, and ignoring the child\u0026apos;s success. Girl number 7 said, \u0026quot;\u003cem\u003eI came in second in the senior high school entrance exam, and they did not notice at all. I always tried to be a good girl in front of everyone so that they would say what a good girl I am, but they never saw me and they are not there for me whenever I need them\u0026rdquo;.\u003c/em\u003e Expert number 2 said: \u003cem\u003e\u0026quot;These girls often do not receive attention and affection, verbal and physical caress from their families, families where neglect and ignoring children is common.\u0026quot;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical parental syndrome:\u003c/strong\u003e This category refers to parents\u0026rsquo; psychological problems, including depression, suspicion, and suspicion. Girl number 3 said\u003cem\u003e, \u0026quot;I do not have a family where I have a happy and friendly environment, my father is suspicious, suspicious, and paranoid, I cannot share my problems with him.\u0026quot;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eReconstructing the relationship with parents:\u0026nbsp;\u003c/strong\u003eThis category refers to the similarity of the partner\u0026apos;s behavioral pattern to that of the parents, especially the father. In this type of relationship, girls establish a relationship with someone who is similar to their parent and think that in this relationship, they can develop the relationship in the way they want. Girl number 1 said, \u003cem\u003e\u0026quot;There is someone whose morals are similar to my father, for example, he hardly gives me something I ask for or does not give it at all; my partner also gives me affection, but I hardly get what I want from.\u0026quot;\u003c/em\u003e Expert number 5 said, \u003cem\u003e\u0026ldquo;A pattern has formed in the person, and it is as if he is used to this style of relationship. Therefore, when we see a person who is in a relationship that is hurtful but does not get out of this relationship, it is as if this relationship is very familiar to him and as if he is used to these relationships that contain hurt and believe that this time he can fix the relationship.\u0026quot;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eIndividual factors\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAnother factor in maintaining abusive emotional relationships is a series of individual needs and characteristics, such that when individuals respond to some of these needs, they are unable to leave such relationships. This category has 2 subcategories of needs related to attachment and identity confusion, which are as follows.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAttachment-related needs:\u003c/strong\u003e This category refers to needs such as attention, belonging, loving, being loved, and being in a relationship. Girl number 6 said, \u003cem\u003e\u0026quot;I need approval, I need someone to love me\u003c/em\u003e\u0026rdquo;. Expert number 4 said, \u003cem\u003e\u0026quot;First, the relationship is about attention, being loved, and being cared for. These characteristics give the relationship a good color and shine. Gradually, the relationship becomes problematic, but they still do not leave the relationship in the hope of satisfying their emotional needs\u003c/em\u003e\u003cem\u003e\u003cspan dir=\"RTL\"\u003e\u0026quot;\u003c/span\u003e\u003c/em\u003e\u003cem\u003e.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConfused Identity:\u003c/strong\u003e This category refers to uncertainty and confusion about who they are, what their goals and values are, and confusion and uncertainty about relationships. Girl number 3 said, \u003cem\u003e\u0026ldquo;I don\u0026rsquo;t know if I\u0026rsquo;m a good person or a bad person; I feel confused and bewildered. I don\u0026rsquo;t know where I am in the relationship. I don\u0026rsquo;t know who I am or what I want.\u0026rdquo;\u003c/em\u003e Expert number 1 said, \u003cem\u003e\u0026quot;One of the factors that cause a person to stay in this relationship is that the person does not know themselves and their role is unclear. They feel confused when asked what their purpose was in the relationship or what the name was. They do not have an answer to these questions. They are in a state of uncertainty and deep confusion that stems from an identity that has not yet been formed. They have no control over the relationship.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026nbsp;They need to know themselves, their values, and their goals so that they can get out of this relationship.\u0026quot;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSocial factors\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIndividuals develop a certain opinion about themselves as a result of their social interactions and consider the opinions and views of friends and peers about themselves. This category includes the subcategory of peer pressure, which is as follows.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePeer pressure:\u003c/strong\u003e This category refers to peer pressure, concerns about being judged, and being isolated from the group. These girls constantly compare themselves to their friends and see that their friends are in long-term relationships that seem good and enjoyable on the surface. They express frustration that they will be ridiculed by their friends if they are not in a relationship and worry that their relationship will not last and that they will be judged by their friends for not finding the right partner. Girl number 1 stated, \u003cem\u003e\u0026ldquo;I see that all my friends have boyfriends and that they are happy in a relationship. I don\u0026rsquo;t want to be inferior; I don\u0026rsquo;t want to say that my relationship is not good. If I get out of this relationship. I will be very lonely.\u0026rdquo;\u0026nbsp;\u003c/em\u003eExpert number 6 said, \u003cem\u003e\u0026quot;If they leave a relationship or are not in a relationship, they are ridiculed and looked down upon by their friends. Their friends say, \u0026lsquo;You are twenty and you still don\u0026rsquo;t have a boyfriend.\u0026rsquo; \u0026quot;These girls say why are all my friends in relationships and can keep them and I cannot?\u0026quot;\u003c/em\u003e\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study used a qualitative method to examine the factors that contribute to Iranian girls staying in abusive relationships. On the basis of the research findings, three main categories were identified: family factors, individual factors, and social factors.\u003c/p\u003e \u003cp\u003eThe family factors that the participants in the present study expressed included strict and permissive parenting, the clinical symptoms of their parents, and the ability to reconstruct relationships with their parents.\u003c/p\u003e \u003cp\u003e In a strict parenting style, parents try to control their child by dictating every aspect of their life, including behavior, speech, clothing, and social interactions. They often hide their true motivation, which is complete control over their child, under the guise of teaching or correcting them. Some parents are afraid that giving their child more freedom may harm them. They believe that by keeping their child close, they protect them from harm. Others are very controlling and power seeking. They strongly believe that children should always obey their parents and conform to specific behavior patterns and that their authority should never be questioned for any reason. When a child breaks these rules or deviates from them, they believe that they have the right to discipline their child in any way they can, even though severe physical punishment [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIndividuals in emotionally abusive relationships are more likely to have experienced such abuse in their childhood [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Research suggests that parental psychological control and attitudes influence adolescents\u0026rsquo; current experiences of emotional abuse in romantic relationships [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Dating violence is associated with past experiences of parental childhood emotional abuse. The relationship between childhood emotional abuse and subsequent interpersonal relationship outcomes is emphasized [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. A history of parental childhood emotional abuse has an indirect effect on adult emotional abuse, and emotional abuse has an indirect effect on intimate partner violence. In summary, childhood emotional abuse has an indirect effect on intimate partner violence [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Experiences of emotional abuse and attachment anxiety typically begin in the family of origin and continue into adult attachment relationships [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. In one study, strict parental discipline, anxious attachment, and the need to control one\u0026rsquo;s partner were found to form a common cluster in predicting stalking and psychological abuse [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. Therefore, it seems that when such girls are exposed to abusive behaviors, they cannot raise their issues and problems with their families due to the lack of support from families with strict standards and continue to have such relationships.\u003c/p\u003e \u003cp\u003ePermissive or neglectful parenting styles are among the most destructive forms of emotional abuse in children. Parents can abandon their children physically or emotionally, depriving them of the essential attention, love, and encouragement they need. This neglectful behavior is often devastating for children, as they may believe that the fault lies with them or that they are unlovable [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Children receive their confirmation, acceptance, and worthiness from their parents. If they fail to receive such validation and instead often face criticism and reproach, they grow up believing that there is something inherently wrong with them. Feelings of anxiety and insecurity develop during childhood, and these individuals become very dependent in adulthood to distance themselves from feelings of rejection and deprivation. They may also choose a partner who allows them to control them [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. It appears that authoritarian and permissive parenting styles can lead to the formation of insecure attachment styles in children and serve as the basis for insecure attachment styles in romantic relationships in adulthood. The more insecure the attachment style is, the more individuals are exposed to emotional and psychological abuse [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. It appears that authoritarian and permissive parenting styles can lead to the formation of insecure attachment styles in children and serve as the basis for insecure attachment styles in romantic relationships in adulthood. The more insecure the attachment style is, the more individuals are exposed to emotional and psychological abuse [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eParental psychiatric problems lead to an undesirable relationship between them and their children, providing a basis for entering abusive relationships. Research considers the mental health of parents to be an important factor in raising children [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. It seems that parents with clinical symptoms, owing to their clinical problems, may not be able to meet the attachment needs of availability, responsiveness, and timeliness. This creates an insecure attachment style in children and, according to Hazan and Shaver [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e], becomes the basis for attachment styles in adulthood and makes their romantic relationships more insecure. Research has shown that individuals who witness higher levels of verbal aggression between parents during childhood report higher levels of emotional abuse, humiliation, restrictive attachment, withdrawal, and dominance/intimidation in relationships [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. One of the most important patterns that emerges in victims of emotional abuse in childhood is based on a concept known as \"Repetition obsession\" [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. In this study, we used the term \"rebuilding the relationship with the parent\" instead of \"repetition obsession\" according to the explanations given below.\u003c/p\u003e \u003cp\u003e The unconscious tendency to repeat the same type of abusive relationships that parents had with the individual in childhood, in an effort to achieve a different outcome, compels the reconstruction of the relationship with the parent. This phenomenon drives the individual toward reliving the same story repeatedly, hoping for a different ending. How we love someone and how we express that love is a subconscious reenactment of past experiences, even if this reenactment brings suffering and pain. By doing so, one unconsciously addresses and pays the emotional debts of the past, unless awareness and insight intervene. Patterns may appear in various forms, but ultimately, the source of the pattern remains the same. On this basis, individuals respond in two ways. First, they may become completely like their parents. For example, if one of the parents used insulting language toward the individual, they might tend to use such language in dealing with important people in their future life. If one or both parents were controlling, dominant, excessively critical, or judgmental, the individual tends to exhibit similar behaviors. Emotional abuse, like other forms of abuse, is thus transferred from one generation to another. In many cases, unfortunately, the individual becomes like their parents despite their efforts to the contrary [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. Sometimes, instead of becoming an abusive parent, a person may develop close relationships with people who look like them. We often hear phrases such as \"He married his mother\" or \"She married her father.\" If a parent was controlling and dominant, it is possible that the individual will engage in an emotional relationship with someone who is also controlling and dominant [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. Since this is an unconscious process, many individuals seem unable to recognize their patterns. Many people realize that after ending an emotionally abusive relationship, they enter into a similar relationship later. Such cases occur consecutively, leading the individual to blame themselves. Unconsciously, these individuals try to find someone who resembles their abusive parent so that they can repeat the previous relationship and hopefully correct it this time. It is as if the unconscious mind says, \"If I can handle things differently this time, I can prevent my mother or father from abusing me\" or \"If I can be patient and loving enough, I can make my mother or father like me.\" It does not matter to the unconscious mind whether the partner is actually like the father (mother); what matters is that they act like them or evoke similar feelings in the individual, and this is the crucial point [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eAnother identified class is personal factors, which include elements related to attachment needs and identity confusion. Human psychological needs arise from relationships and interactions. Needs are fundamental emotional values that individuals carry from birth and develop through interactions with others and the social environment [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Attachment-related needs include individuals' desires and commitments to social relationships and connections between individuals. Individuals seek to establish and maintain close and meaningful relationships with others on the basis of their attachment needs. This need is considered one of the five basic foundations for personal growth and development. In the emotion-focused approach, the emphasis is on understanding behaviors and responses to social environments for a better understanding of attachment needs [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. It seems that girls experience their emotional relationships in a particular way that includes desires, needs for approval, and the desire for an overly emotional relationship.\u003c/p\u003e \u003cp\u003eIdentity-related needs include the desires and commitments of people to know and define themselves, their sense of worth, their personal importance, their beliefs and their personal identity. On the basis of their identity needs, people seek to know themselves and determine their status in society. In the emotion-oriented approach, this need is considered one of the important factors for balance and satisfaction in an individual's life [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. Insecure or vulnerable perceptions are created as a result of injuries related to attachment and identity needs from infancy and overshadow life, especially the emotional connections of adulthood [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. In addition, it seems that girls involved in emotionally abusive relationships seek identity-related needs, recognition, definition and acceptance, which were damaged in childhood, in relation to their partners. As a result, they experience loneliness, fear, sadness, inadequacy and shame, discouragement and confusion.\u003c/p\u003e \u003cp\u003eAnother identified class is social factors, which include the subcategory of peer pressure. Peer groups and friends can be the most important factors influencing entry into relationships. Individuals compare themselves to their friends and, influenced by them without any necessary emotional literacy, adopt their behavior to find their place in the friendship group [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. The participants pointed out the pervasiveness of emotional relationships among their friends. If individuals do not enter into a relationship, they may feel alienated from their own community and even experience feelings of rejection. Unawareness and a lack of knowledge about harmful factors can further exacerbate emotional and psychological damage. Research results indicate that friends play a significant role in establishing relationships with the opposite sex, with girls being more likely to engage in such relationships to gain status among their friends [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. It seems that peer pressure also acts as a barrier to early exit from harmful relationships. There are limitations to this study: all the participants were girls. Obviously, girls have different reasons than boys do. Therefore, it is suggested that research be conducted on the reasons why boys stay in abusive relationships.\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eIn general, a lack of psychological security in the family, inappropriate parent‒child relationships, a lack of emotional expression within the family, the presence of an authoritarian system within the family, and excessive strictness lead individuals to seek affection from the opposite sex or to fear the opposite sex excessively. Individuals in these families, after passing through childhood and reaching adolescence and relative freedom or attending university, seek to repeat their previous relationships to escape undesirable family relationships and to fulfill their unmet attachment and identity needs. As a result, they turn toward emotional relationships, which can sometimes be harmful. This situation can have a real and mental impact on individuals' thoughts, emotions, and perceptions. Without being aware of their emotional needs, they enter into emotional relationships, which may lead to psychological and emotional damage in the cognitive, emotional, and behavioral dimensions. Therefore, they do not see the ability to leave this abusive relationship and accept all the conditions imposed on them in this relationship without question. The results of this study can be used to hold educational workshops by university counseling centers to increase girls' emotional literacy. Additionally, considering the role of the family, educational programs can be considered in the field of how they interact with their children. Research should be conducted on boys' emotional relationships. Additionally, educational and therapeutic packages should be prepared to prevent and reduce the harm caused by it.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp dir=\"RTL\" style=\"text-align: left;\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003eAcknowledgments\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp style=\"text-align: left;\"\u003eThis study is part of FG\u0026apos;s doctoral thesis. We sincerely thank the Department of Counseling and Mental Health, Isfahan University of Medical Sciences, and the research participants.\u003c/p\u003e\n\u003cp dir=\"RTL\" style=\"text-align: left;\"\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003eFunding\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp style=\"text-align: left;\"\u003eThis study was conducted without financial support.\u003c/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp style=\"text-align: left;\"\u003eAt present, data are not freely available (however, available on request) because we are still writing papers for publication as well as a new project built on this dataset.\u003c/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eAuthors\u0026rsquo; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp style=\"text-align: left;\"\u003eThe study was conceived and designed by FN and FG. Tool design and preparation by FN, FG, YG. Data processing and analysis: by FN, FG, YG; wrote the paper: by FN, FG. All the authors read the final paper and approved it.\u003c/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp style=\"text-align: left;\"\u003eThe ethics committee at Najafabad Azad University (Ethics Code: IR.IAU.NAJAFABAD.REC.1403.088) approved this protocol. Informed written consent was obtained from all the participants before the interviews.\u003c/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp style=\"text-align: left;\"\u003eInformed written consent was obtained from all the participants to use direct quotes from their interviews.\u003c/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp style=\"text-align: left;\"\u003eThe authors declare that they have no competing interests.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eYunsi N. The lived experience of married women with emotional relationships with the opposite sex before marriage [Master\u0026apos;s thesis]. Isfahan: Isfahan University; 2022. [In Persian]\u003c/li\u003e\n\u003cli\u003eDattilio FM, Epstein NB. Cognitive-behavioral couple and family therapy. In Handbook of family therapy Routledge. 2015 Dec 7 (pp. 89-119).\u003c/li\u003e\n\u003cli\u003eDost MT, Aras S. Close relationship belief and self-change as predictors of romantic relationship quality in university students. Pegem Journal of Education and Instruction. 2021 Apr 23; 11(1):135-62.\u003c/li\u003e\n\u003cli\u003eFisher H. Why we love: The nature and chemistry of romantic love. Macmillan; 2004.\u003c/li\u003e\n\u003cli\u003eLongmore MA, Manning WD, Giordano PC, Copp JE. Intimate partner victimization, poor relationship quality, and depressive symptoms during young adulthood. Social science research. 2014 Nov 1; 48:77-89.\u003c/li\u003e\n\u003cli\u003eSteyert-Woods E. Young People\u0026rsquo;s Experiences of Abuse and Conflict Within Their Intimate Partner Relationships. Lancaster University (United Kingdom); 2020.\u003c/li\u003e\n\u003cli\u003eEngel B. The emotionally abusive relationship: How to stop being abused and how to stop abusing. John Wiley \u0026amp; Sons; 2023 Sep 6.\u003c/li\u003e\n\u003cli\u003eVidourek RA. Emotional abuse: Correlates to abuse among college students. Journal of Aggression, Maltreatment \u0026amp; Trauma. 2017 Aug 9;26(7):792-803.\u003c/li\u003e\n\u003cli\u003eHalim N, Steven E, Reich N, Badi L, Messersmith L. Variability and validity of intimate partner violence reporting by couples in Tanzania. PLoS one. 2018 Mar 8; 13(3): e0193253.\u003c/li\u003e\n\u003cli\u003eChhabra S. Effects of societal/domestic violence on health of women. J Women\u0026rsquo;s Health Reprod Med. 2018; 2(1):6.\u003c/li\u003e\n\u003cli\u003eLinda KD. Educating about dating violence: The presentation of psychological abuse (Doctoral dissertation, American University); 2007.\u003c/li\u003e\n\u003cli\u003eEngel B. The emotionally Abusive Relationship: How to Stop Abusing. Newjercey: John Wiley and Sons; 2003.\u003c/li\u003e\n\u003cli\u003earahimi N, Ahmadi SA, Abedi MR. Simple and multiple relationships between emotional abuse and mental disorders in the women of Esfahan. J Psychol. 2009; 7(2):77-95. [In Persian]\u003c/li\u003e\n\u003cli\u003eRiggs SA, Kaminski P. Childhood emotional abuse, adult attachment, and depression as predictors of relational adjustment and psychological aggression. In The Effect of Childhood Emotional Maltreatment on Later Intimate Relationships. Journal of Aggression, Maltreatment \u0026amp; Trauma 2010 Jan 19(1):75-104. https://doi.org/10.1080/10926770903475976.\u003c/li\u003e\n\u003cli\u003eErdem A, Tun\u0026ccedil; E, Erdem Ş. Investigation of the relationship between cyber dating violence and attachment styles in university students. Turkish Psychological Counseling and Guidance Journal. 2022 Mar 3; 12(64):171-88.\u003c/li\u003e\n\u003cli\u003eLincoln YS, Guba EG. Naturalistic inquiry. 1985; (vol. 75). Beverly Hills, CA: Sage.\u003c/li\u003e\n\u003cli\u003eBeyarslan SD. Investigating the effects of parental psychological control, perceived parental warmth and strict control/supervision on emotional abuse in romantic relationships (Doctoral dissertation, TED University (Turkey); 2019.\u003c/li\u003e\n\u003cli\u003eMadden AR, Shaffer A. Childhood emotional abuse and young adulthood dating violence: The moderating role of stress reactivity. Journal of Aggression, Maltreatment \u0026amp; Trauma. 2019 Mar 16; 28(3):334-49.\u003c/li\u003e\n\u003cli\u003eWatiti JM. Intimate partner violence: effects of emotional abuse in women (Doctoral dissertation, Walden University); 2021.\u003c/li\u003e\n\u003cli\u003eNeumann E. Emotional abuse in childhood and attachment anxiety in adult romantic relationships as predictors of personality disorders. Journal of Aggression, Maltreatment \u0026amp; Trauma. 2017 Apr 21; 26(4):430-43.\u003c/li\u003e\n\u003cli\u003eDye ML, Davis KE. Stalking and psychological abuse: Common factors and relationship-specific characteristics. 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Journal of Personality and Social Psychology, 1987; 52 (3), 511-524. https://doi.org/10.1037/0022-3514.52.3.511 \u003c/li\u003e\n\u003cli\u003eGover AR, Jennings WG, Tomsich EA, Park M, Rennison CM. The influence of childhood maltreatment and self-control on dating violence: A comparison of college students in the United States and South Korea. Violence and victims. 2011 Jan 1; 26(3):296-318.\u003c/li\u003e\n\u003cli\u003eEngel B. The emotionally abusive relationship: How to stop being abused and how to stop abusing. American Psychological Association; 2003. Translated by Pour Naseh R. Tehran: Roushd Publishers; 2007. [In Persian]\u003c/li\u003e\n\u003cli\u003eWatson J, Greenberg L. Emotion-focused therapy for generalized anxiety. Washington DC: American Psychological Association; 2017. Translated by Ramazani MA, Honarvar M, Ghaem Maghami A. Tehran, Iran: Virayesh publications; 2019. [In Persian] \u003c/li\u003e\n\u003cli\u003eGoldman RN, Greenberg LS. Case formulation in emotion-focused therapy: cocreating clinical maps for change. Washington DC: American Psychological Association; 2015. Translated by Ramazani A, Sharifzadeh M, Rasouli SS. Tehran, Iran: Virayesh publications; 2020. [In Persian]\u003c/li\u003e\n\u003cli\u003eEbrahimi M, Mehdad F. Qualitative study of the social contexts of girls\u0026apos; tendency toward premarital relationships (Study case: female students of Urmia city dormitory). Social studies and research in Iran 2019; 8(2):353-378. [In Persian]\u003c/li\u003e\n\u003cli\u003eAmiri Z. The difference in the lived experience of female and male students in terms of relationships with the opposite sex [master\u0026apos;s thesis]. Tehran, Iran:Kharazmi University; 2018. [In Persian]\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Emotional abuse, Girls, Students, Emotional relationships","lastPublishedDoi":"10.21203/rs.3.rs-5410409/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5410409/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eEmotional relationships constitute an important part of the lives of most young people and can be important aspects of identity, a source of intimacy, emotional security, and social status for them. However, these relationships may sometimes lead to traumatic relationships and debilitating symptoms. Despite the unpleasantness of these relationships, some girls cannot leave such relationships. Therefore, the present study aimed to investigate the factors that cause Iranian female students to remain in abusive emotional relationships.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eThis research was conducted via the content analysis method. The participants were 9 Iranian girls aged 20\u0026ndash;30 years and 10 counselors and psychologists, and the sampling was purposeful. The interviews were conducted in person and recorded. Then, they were transcribed verbatim, and the data were named in semantic units that were similar to each other under a subcategory. Finally, several subcategories were placed in a main category that has a higher degree of abstraction and is called the theme. To validate the findings, the Lincoln and Guba method was used, and for a more in-depth examination, the categories were examined via MaxQuda software version 2020.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eThe results of the interviews led to the emergence of three main categories and seven subcategories: family factors (strict and permissive parenting, the clinical symptoms of parents, and the ability to reconstruct relationships with parents), individual factors (attachment-related needs and identity confusion) and social factors (peer pressure).\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003ein general, a lack of psychological security in the family, excessive strictness, and neglect of emotional needs, whether real or perceived, and social pressures can affect abusive emotional relationships. Therefore, it is necessary to prioritize the implementation of supportive, educational, and counseling programs to prevent and reduce harm in educational centers, counseling centers, and the mental health policy system.\u003c/p\u003e","manuscriptTitle":"Factors of Staying in Abusive Emotional Relationships of Iranian Girls: A Qualitative Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-11-27 07:18:12","doi":"10.21203/rs.3.rs-5410409/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"5bf1f9e9-681a-4ace-bc07-454b12cc5ddf","owner":[],"postedDate":"November 27th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-01-15T17:53:34+00:00","versionOfRecord":[],"versionCreatedAt":"2024-11-27 07:18:12","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5410409","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5410409","identity":"rs-5410409","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}