The aim of this study was to determine the effectiveness of group reality therapy approach on promoting responsibility and resilience of high school students in Tehran. The design of the present study was a quasi-experimental pretest-posttest study with a control group. The statistical population of the study included second female high school students in District 5 of Tehran in the academic year 1398 who were selected by convenience sampling method and were divided into two groups of experimental (n = 15) and control (n = 15). The experimental group received reality therapy therapy for 8 sessions of 90 minutes and the control group waited for treatment during this period. The data collection method was based on the California Standard Accountability Questionnaire (1951) and the Standard Resilience Questionnaire (Connor and Davidson, 2003). Data analysis was performed from the implementation of questionnaires through SPSS23 software in two descriptive and inferential sections (analysis of covariance). The results showed that reality therapy is effective in promoting its responsibility in students. Reality therapy also affects resilience in students. Therefore, the reality therapy intervention method can increase students' responsibility and resilience. Therefore, group reality therapy helps people to be aware of their previous problems and to examine their behavior, to find the hidden needs behind their behavior, and to be able to have their two basic and inherent needs, namely the need to love and be loved and the need to feel. To satisfy the value, the need to feel loved and loved includes all forms of love, from friendship to parental love. Everyone needs to feel love throughout life. Students in the study, along with the therapist, felt that these factors, along with other healing factors in the group, such as creating hope, generality, information transfer, altruism, psychological evacuation, group solidarity, mimicry, companion learning, and skills development Social has improved accountability.
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