Materials and Methods: The research method was semi-experimental with control group and pre-test, post-test design. The statistical population included 130 boys and 180 girls in the 11th and 12th grades of high school in fariman city during the academic year of 2017-18. Sampling method was purposeful. From these, 30 girls and 28 boys were selected. The boys were randomly assigned 14 subjects in the experimental group and 14 in the control group and the girls were randomly assigned to 15 subjects in the experimental group and 15 in the control group. Boys' and girls' experimental groups received positive group psychosocial training in 7 separate weekly sessions. The research tool was a identity crisis questionnaire. Data analyzed through covariance analysis and SPSS software version 24.

Results: The results showed that Group Based on Positive Psychotherapy had a significant impact on Boys identity crisis (P= 0.01, F= 7.55) and girls (P= 0.001, F= 11.6).

Results: In a little narrative, the coefficient of influence of all items was more than 1/5. The ratio of validity was between 0/62 and 1 and the content validity index of each section was greater than 0.79, all of which were acceptable. The reliability of the questionnaire was performed using Cronbach's alpha coefficient which was calculated for knowledge (0/74), attitude (0/70), mental norms (0/73), perceived behavioral control (0/85), behavioral intention (0/85) and behavioral 0/70, was estimated.

Conclusion: Since positive psychotherapy improves the identity crisis of boys and girls, it can be used to reduce the psychological problems caused by the student identity crisis in schools.