The goal of this study was to compare three approaches of relationship training psychological self-help, and cognitive-behavioral therapy on reduction of students depression on Isfahan University. Forthy depressed students clints of randomly selected. The independent variable was six sessions of the three approache. One way analyses of coverariance, L.S.D., were used to test the hypotheses. The results showed that there weren’t any meaningful differences between the three approaches og therapy in depression the students depression.

Background & Aims: Social anxiety disorder is one of the most prevalent psychiatric disorders in the students' population. This disorder has some negative effects on scientific performance during education and on job performance in the future. In line with this, mental health specialists suggested different procedures to the treatment of social anxiety. The purpose of this study was to investigate the effectiveness of Group Cognitive-Behavior Therapy (GCBT) and Group Training of Social Skills on reducing social anxiety in the students of Shahid Chamran University of Ahvaz (Iran).Materials & Methods: This experimental research involved both pretest-posttest group design with control group. The population of this study included all BA students of Shahid Chamran University that 10 percent of these students were selected by cluster sampling. From this sample 45 students that achieved high scores in social anxiety scale were randomly assigned to experimental groups (15 subjects in GCBT and 15 subjects in group training of social skills) and control group (15 subjects).The gathered data were subjected to one-way analysis of variance (ANOVA) and Sheffe following test.Results: The findings showed that there was a significant difference between group CBT and group training of social skills. Moreover, significant difference existed between training of social skills and control group. But, there was not any difference between the Training of Social Skills and CBT.Conclusion: The group CBT and group training of social skills had efficacy on social anxiety in students. Since social anxiety intensifies and prone to other mental disorders and also due to its negative effect on academic performance of students in university's environment as well as future work environment, we can take some useful steps using these training to advance educational and occupational goals and also to establish effective relationships and more success.

Objectives: A recent method that modifies the intrusive memories is cognitive bias modification. This study aimed to investigate and compare the three none-attendance therapies of standardized cognitive bias modification, cognitive bias modification based self-generation and cognitive-behavior training.Methods: According to inclusion and exclusion criteria, a total of 51 participants were selected via purposive sampling method. Then, they were randomly assigned to either of three groups: standardized cognitive bias modification, self-generation, and cognitive-behavioral training groups. Questionnaires and scales related to mood, interpretation bias, memory bias, positive and negative emotions, and inappropriate attitudes were used as the research instruments.Results: Results indicate that all three treatment methods are effective (P<0.01). But, the three groups had no significant differences in mood-related variables (depression signs, mood, positive and negative affect). Regarding the cognitive variables (interpretation bias, positive and negative memory bias, dysfunctional attitudes), interventions were effective, and the groups exhibited significant differences (P<0.01).Conclusion: Standardized cognitive bias modification and self-generation through new 4-week procedures serve as effective methods for attenuating depression while improving the states of interpretation bias, inappropriate attitude, and memory.

Purpose: The purpose of this applied research is to study the effectiveness of gamification on corporate training.  Methodology: A gamified course was designed and implemented to train the location of Fire Hosing Cabinet for 24 employees of a firefighting maintenance company in Iran Mall shopping Center in Tehran. Using a quantitative quasi-experimental research plan (post-test only control group design) the participants of the study were randomly assigned to treatment (12) and control (12) groups and trained for a week.  Conclusion: The descriptive and interpretive result of the posttest analyses indicated the effectiveness of gamification of the training performed for the employees of the firefighting maintenance company in Iran Mall shopping Center in Tehran. Moreover, the descriptive result of Gamification Acceptance Questionnaire answered by the members of the experimental group after gamified training indicated that all the participants in the experimental group were satisfied with the gamified training course.

Objective: The present study was conducted with the aim of effective school-based self-control skill training on increasing psychological hardiness and self-efficacy of male students of the first secondary level.Method: This research is a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the present study included male students of the first secondary school in Qom city, 30 students were selected using the available sampling method and divided into two groups of 15 people completely randomly. Students in the experimental group participated in 8 sessions of the school-based self-control training program, and the control group did not receive training. Before and after the implementation of the intervention, both groups were evaluated using the psychological hardiness scale of Lang and Goulet (2003) and the self-efficacy scale of children and adolescents (SEQ-C). The data was analyzed using spss-22 software and through repeated measures analysis of variance test.Findings: The results showed that school-based self-control skill training has a significant effect on increasing students' psychological hardiness and self-efficacy (P<0.01). Conclusion: The findings of the present study indicated that school-based self-control skill training can be an effective intervention in increasing psychological hardiness and self-efficacy in students.

AbstractPurpose: The velocity of change in the surrounding world has forced them to identify those factors which impact their change capacity. The present study was conducted to identify and prioritize influential factors on organizational change capacity.Methodology: In terms of purpose, this was explorative and applied research. Its population included ten familiar experts with research subjects in a research and training center. By reviewing the literature on change capacity, relevant, influential factors were identified, and they were concurred by the fuzzy Delphi technique, and then they were ranked. After recognizing influential factors, a pair comparisons questionnaire was distributed among ten experts, and after gathering the questionnaires, effecting factors were ranked using the Expert Choice11 Software package and AHP technique.Findings: Results show that organizational culture, structure, and style of leadership were the main factors that impacted change capacity.Conclusion: The influential factors can be divided into three categories: environmental, content, and structural elements. Environmental factors include environment and innovation; content factors include team working, intellectual capital, leadership, political behavior, and human resource management; Structural elements include strategy, structure, organizational policies, information technology, knowledge management, and technology. Value: This is the first time in the literature that the influential variables affecting the change capacity were recognized and categorized in a conceptual classification that has not been seen in the previous research.

The current research was conducted with the aim of determining the effectiveness of training courses held for teachers based on the Kirkpatrick model. The research population is all the people who participated in the mentioned training courses and finally, 123 people who participated in the courses during 2013-2014 were selected as a sample through simple random sampling method. This research is descriptive in terms of data collection, practical in terms of purpose, and evaluation in terms of function. To collect information in the first level, the reaction level evaluation form was used, and in the second and third levels, a questionnaire was used to evaluate learning and behavior. One-sample t-test was used to analyze the obtained data. The findings of the research indicated that there was no optimal effectiveness in all four levels of reaction, learning, behavior and results, and the main reasons for this were the failure to conduct a needs assessment for the mentioned courses, and the lack of mastery of the professors of the courses. The content and method of teaching, lack of attention and correct criteria to attract the professors of the courses, lack of motivation in the teachers to participate effectively in the courses and attend only to receive certificates and degrees, and lack of attention to useful and practical content in the courses.

This research was carried out with the purpose of determining the effectiveness of the self-knowledge educational package based on the theory of existentialism on the illogical beliefs of communication on people. The statistical population included all married people who referred to counseling and psychological centers in Tehran's 1st and 3rd districts with marital problems. In the current research, experimental research method of quasi-experimental type of pre-test and post-test design with control group was used. In the research sample, 16 people who had a high level of irrational beliefs were selected voluntarily based on the answers to the voluntary questionnaire of counseling centers, and 8 people were randomly replaced in the experimental and control groups. The data collection tool was Adilson and Epstein's communication irrational beliefs questionnaire, which was conducted with a pre-test and post-test design with a control group and 12 data collection training sessions. Multivariate analysis of covariance or MANOVA method was used for data analysis. The results of the analysis of covariance in the Mankva text showed that in the main hypothesis, the analysis of covariance in the variable of couples' irrational beliefs (sig=0.02, F=6.059) is significant. The results of the sub-hypotheses also showed that the analysis of covariance in the variable of destructiveness, belief in the changeability of the spouse, belief in mind reading, belief in sexual perfectionism and sexual differences of couples is significant. the self-knowledge education based on the existentialism approach is effective on the irrational beliefs of married people.

Introduction: The Physiological effects of fasting on athletes have been of an interest to some researchers and different results have also been obtained. In some researches, the effects of weight training and practice in heat on blood factors, fluids and electrolytes were investigated and it was found that the plasma volume was reduced and the concentration of blood and electrolytes were increased. The purpose of this research was to study and compare the effects of weight training on hematological factors among the students of Physical Education in fasting and non- fasting conditions.Materials and Methods: This study is a semi-experimental research. The population of the study includes male physical education students of Islamic Azad University of Mashhad. Having voluntarily completed the initial questionnaire, 15 of the participants were randomly chosen as the statistical sample. Recued tests were taken twice: three days before Ramadan and in the fourth week of Ramadan (before and after the exercise sessions).The training protocol included a session of weight training (circuit training). The exercise intensity, time of training and temperature were controlled prior to the exercise sessions. Data analysis was done by using one variable analysis of variance (F test at the alpha level of 5%.Results: A) Ramadan fasting had no significant effect on the subjects’ body weight, fasting blood sugar, hemoglobin, hematocrit, red blood cells, platelets and white blood cells. B) Training had significant effect on the subjects’ body weight, hemoglobin, hematocrit, red blood cells, platelets and white blood cells, but had no significant effect on their blood sugar. C) Fasting and training have significant interaction effects on the subjects’ weight, blood sugar, platelets and white blood cells and had no significant effect on the subjects’ hemoglobin, hematocrit and red blood cells.Conclusion: Training in fasting condition could probably cause some changes in hematological factors due to the reduction of body water, but changes in blood sugar are more obvious.Therefore, to prevent reducing the rate of blood sugar, it is recommended that the intensity of training be less than usual in fasting condition.

This paper aims at comparing the effects of different levels of training (general and specific in M.A. and associates of art) on the students' vocational skills. The methodology of the research is scientific-comparative. The required data was collected by two questionnaires. A population of 500 students was selected. The results of the statistical analysis with a<0.05 demonstrated that although the level of vocational skills of the officers who passed specific training courses was higher than those who passed general courses, both need more training and vocational skills.