Hana Asadi, Hossien Ghamari Givi, Zahra Akhavi Samarien,
Volume 28, Issue 5 (12-2025)
Abstract
Introduction: This study aims to examine the psychological experiences of adolescent girls coping with Premenstrual Syndrome (PMS) and analyze its psychological, emotional, and social effects on their quality of life. Understanding how PMS influences various aspects of adolescent girls' lives, including academic performance, social relationships, and emotional well-being, is essential for developing appropriate interventions.
Methods: This qualitative study employed a phenomenological approach. A total of 18 adolescent girls, aged 14-18, who had experienced PMS at least once, participated in the study. Participants were selected using purposive sampling. Data were collected through semi-structured interviews, and Colaizzi’s seven-step method was used to analyze the data.
Results: The findings of the study revealed four main themes and twelve subthemes. The psychological impacts included reduced concentration, difficulty in logical decision-making, and mental fatigue. In the emotional domain, participants reported feelings of depression, anxiety, irritability, and mood swings. The social impacts involved withdrawal from others, concealment of symptoms, and reduced interaction with family members. Additionally, participants used coping strategies such as relaxation techniques, stress management, and seeking social support to manage their symptoms.
Conclusions: The results of this study showed that premenstrual syndrome (PMS) has significant psychological, emotional, and social effects on the lives of adolescent girls. Participants reported experiences such as decreased concentration, anxiety, emotional instability, social withdrawal, and efforts to hide their symptoms. Moreover, coping strategies like stress management, mental relaxation, and receiving social support played an important role in helping them deal with their condition. A deeper understanding of these adolescents’ lived experiences can serve as a foundation for awareness-raising efforts, psychosocial support, and educational policy-making within schools and families.
