Introduction: Anxiety disorders are induced by cognitive and behavioral inefficiencies. Objective: The present study aimed to investigate the effect of group Cognitive-behavioral training techniques on social anxiety in nursing students. Materials and Methods: This was a quasi-experimental study with a pretest-posttest follow-up (one month) and a control group design. The statistical population comprised all nursing students of Babol City, Iran. Fifty-four individuals diagnosed with social anxiety were selected using a simple random sampling method. The study groups were tested in three stages; before and after the intervention and follow-up, using the Liebowitz Social Anxiety questionnaire. The experimental group was subjected to 12 sessions of 60-minute under the group intervention of Cognitive-behavioral therapy based on social anxiety. However, the control group received no training. Results: The obtained results suggested that Cognitive-behavioral techniques training was effective on social anxiety. The mean social anxiety scores of the experimental and control groups were significantly different (P=0. 004). Conclusion: Group training of Cognitive-behavioral techniques significantly affected the social anxiety of studied students. Moreover, this study suggests the use of Cognitive-behavioral group therapy to reduce the social anxiety of nursing students.

Introduction: The social situation of the society has progressed in a direction that the levels of tensions entering the educational environment has increased. Cognitivebehavioral therapy (CBT) training can be important in controlling stress and conflict in students. The aim of this study was to investigate the effect of cognitivebehavioral therapy training on the hardness and individual-social adjustment the in students of Dezful University of Medical Sciences. Materials and Methods: A quasi-experimental study with pre-test-post-test design was performed on 200 students of Dezful University of Medical Sciences (100 in experimental group and 100 in control group) by random sampling method in 2020. Data were collected using standard questionnaires including hardiness (Kobasa) and adjustment. Data were analyzed by SPSS software version 16 using descriptive statistics including mean, standard deviation and repeated measures ANOVA. Results: In the post-training period of Cognitive-behavioral therapy, there was a statistically significant difference between the mean total score of hardiness, adaptation and their dimensions in the two groups (P< 0. 05). These differences were also observed in the follow-up phase after 4 months of intervention (P< 0. 05). Conclusion: The Cognitive-behavioral therapy has a positive effect on the level of hardness and adjustment of the students and also, this method of treatment can be used to promote students' health and mental health. It is suggested that this educational-therapeutic approach be used in the counseling centers and student psychological services.

Objective: The purpose of this study was to determine the effect of positive cognitive behavioral program on executive functions and social skills in students with attention deficit/hyperactivity disorder (ADHD) in Damghan University, Damghan, Iran. Method: The statistical population of this study was all students (male and female) of Damghan University in year 2018 who participated in the Student Mental Health Monitoring Plan. Thirty students who received the highest scores in the Conner's Attention Deficit and Hyperactivity Disorder Questionnaire were randomly assigned in two experimental and control groups (n = 15 each). Both groups completed the Barclays Executive Function Questionnaire and Rigo and Canary Social Skills Questionnaire. The experimental group received 12 sessions of positive cognitive behavioral program training. After completing the training, both groups completed the above mentioned two questionnaires again. Data were analyzed using the SPSS software (version 24) and multivariate analysis of covariance. Significance level of 0. 05 was used. Results: The results showed that the effect of positive behavioral cognitive training program on executive functions and social skills and their subscales was significant (P <0. 001). However, there was a significant difference between the experimental and control groups regarding their executive functions, social skills and their subscales. Conclusion: Using positive cognitive behavioral programming, changing beliefs, positive thinking, and teaching effective behaviors and strategies can improve the executive functions and social skills of students with ADHD.

Aim: The aim of research was to ascertain the effectiveness of stress management based on Cognitive-behavioral method on impulsivity and mental health of addicted people. Method: The method of research was quasiexperimental whit pre-test, post-test with control group and statistical society was 200 addicted people who were under methadone maintenance therapy in Aryana Teb clinic of in 2014. Through of them 20 addicted were selected by available sampling model and were randomly put into 10 individuals in experimental group and 10 individuals in control group. The impulsivity inventory of Barratt, 2004 and depression, anxiety and stress scale of Lovibond & Lovibond (1995) at first, the end and two month after the end of therapy in follow-up stage were completed by participants and stress management training based on Cognitive-behavioral method of Antony, Lechner, Kazi & Wimberly (2007) during 10 sessions of 90-minutes in 2 times in a week was held for experimental group. Results: The results showed significant difference in two experimental and control group profiles in impulsivity (F = 4. 58, P<0. 001) and also mental health (F = 6. 11, P<0. 02) in both post-test and followup stages. Conclusion: Whereas stress management training based on Cognitive-behavioral method by using of techniques such as; relaxation, cognitive restructuring and anger management can increase mental health and reduce impulsivity of addicted people, so using of it is suggested as a therapeutic effective method.