Aims: Noticing the importance of positive psychology and efficient coping skills in the mental health of a person, and especially the adolescence, the aim of this study was to determine the effectiveness of teaching the coping styles on depression and psychological well-being of girl adolescent students. 

Materials & Methods: In the pretest-posttest semi-experimental study with control group, the first-class girl students of the high school (n=320) were studied in the educational year 2014-15. 65 students were selected via simple random sampling method. Data was collected using Beck depression questionnaire and Ryff psychological well-being scale (the long form). The coping skills training program was conducted in experimental group. Data was analyzed by SPSS 18 software using the descriptive statistics and independent T test. 

Findings: At the pretest and posttest stages, “self-acceptance” was in the highest level in both control and experiment groups. There was no significant difference in the mean psychological well-being score before the intervention between control (63.02±31.41) and experimental (63.02±33.23) groups (p=0.078).  Nevertheless, there was a significant difference in the score between control (64.76±25.14) and experiment (59.54±25.59) groups after the intervention (p=0.001). Teaching the coping styles led to significant differences between the scores of posttest stage in control and experiment groups in a positive relation with others (p=0.041; t=2.07), self-dependence (p=0.013; t=2.51), personal development (p=0.01; t=2.61), self-acceptance (p=0.042; t=2.05), and total score of depression (p=0.001; t=24.31).

Conclusion: Teaching the coping skills can positively affect the depression score and the psychological well-being scores in the adolescent girl students.