Background & Objectives: Emotional and behavioral problems during adolescence are highly prevalent and have undeniable effects on development. These problems can lead to consequences such as academic failure, peer rejection, poor crisis management, delinquency, substance abuse, personal and interpersonal conflicts, risky sexual behaviors, communication problems, and ineffective interactions with parents. Considering that the mother, as the child's first caregiver, plays a fundamental role in the child's development and personality formation, and that the early stages of development provide the foundation for many psychological characteristics later in life, it can be argued that disruptions in this early relationship play an important role in the emergence of emotional and behavioral problems. On the other hand, given the increasing number of children and adolescents with emotional and behavioral problems, examining mothers' interaction methods, as well as their level of competence and caregiving skills in raising and supporting the children, is considered one of the effective strategies for reducing these harms. Therefore, the main purpose of this study was to examine the lived experiences of mothers of adolescent daughters with emotional and behavioral problems.

Methods: The present study was conducted using a qualitative phenomenological approach. The findings aimed to elucidate the lived experiences of mothers of adolescent daughters with emotional and behavioral problems. In addition, the study sought to explore these mothers’ lived experiences more deeply in the areas of empathy, problem–solving, and interaction with their daughters; therefore, it had an exploratory nature. The participants were mothers of adolescent girls with emotional and behavioral problems who were enrolled in the seventh, eighth, and ninth grades in Tehran. After obtaining the necessary approvals from the Islamic Azad University, Central Tehran Branch, and the Ministry of Education, Alaa Non–Profit Girls’ High School was selected as the study site. During a meeting attended by mothers of students in the seventh, eighth, and ninth grades, participants completed the Achenbach Child Behavior Checklist (CBCL/6–18) (Achenbach & Rescorla, 2001). Mothers whose daughters obtained scores above 65 on the checklist and who were willing to participate in the study were purposively selected for interviews. The inclusion criteria were: providing informed consent to participate in the study; obtaining a score above 65 on the Achenbach Child Behavior Checklist (CBCL/6–18); having at least a high school diploma; and not receiving psychiatric medication or psychological treatment during the course of the study. The exclusion criteria included unwillingness to continue participation in the study and the presence of incomplete or invalid questionnaires. Data were collected through semi–structured interviews. Sampling continued until data saturation was reached, resulting in a final sample of twenty mothers. Interview questions focused on mothers’ emotional and relational experiences, challenges associated with the maternal role, and their psychological needs, particularly regarding empathy and problem–solving skills. The average interview duration was 45–50 minutes, and all interviews were conducted face–to–face in the school counseling room. In accordance with ethical research principles, participants’ identities and the recorded interview materials were kept confidential. Efforts were made throughout the interview process to establish trust and provide a supportive and empathetic environment. To enhance the credibility of the findings, the transcript of each interview was returned to the participant for verification and, if necessary, revision. Following audio recording and verbatim transcription, the data were analyzed using a three–stage coding procedure.

Results: The results of the analysis of mothers' lived experiences indicated that, across the three stages of coding, 148 open codes, 29 axial codes, and 3 selective codes, namely interaction, strategy, and perception, were identified.

Conclusion: The findings suggest that mothers of adolescents with emotional and behavioral problems face complex and challenging experiences accompanied by multiple conflicts and support needs. These findings may contribute to the development of educational packages, intervention programs, and supportive services tailored to the needs of this group of mothers.