BACKGROUND AND OBJECTIVES: Community engagement is crucial to overcome environmental issues, including waste management. Several education-based initiatives have been employed to improve Community engagement in waste management programs, but the effects were not satisfied in changing resident behavior for sustainable engagement. Some studies suggested social learning as the solution to improve Community engagement through practice-based and dialogue-based learning activities. Nevertheless, it needed more empirical evidence to show the effect. This study aimed to measure the effect of social learning on improving individual waste management behavior and how social learning influence it. METHODS: Using SmartPLS 3. 2. 9, this study measured the causal relationship of social learning activities to individual affective and behavioral factors. This study involved 504 residents exposed to social learning activities in Kawasan Bebas Sampah/ Zero Waste Area program in Bandung City, Indonesia as the respondents to gather the data using survey method. FINDINGS: The study found that social learning activities have significantly influenced waste management behavior indirectly through Affective factors. The data showed that Dialogue-based learning has no significant effect on Affective factors for all significance levels (β,=-0. 0862, P > 0. 01). Instead, path model analysis indicated the mediating effect of Practice-based learning for Dialogue-based learning and Affective Factors, with the accuracy model at a moderate level (R2 = 42%,Q2 = 0. 2258). Meanwhile, supporting facilities influenced both Practice-based learning (β,= 0. 3116, P < 0. 001) and Affective factors (β,= 0. 4419, P < 0. 001) significantly. Further path model analysis demonstrated that without “, Affective Factors”,being nurtured, learning activities and Facilities would not be able to improve behavior significantly, as all paths directing to Behavioral Domain (Intention and WMB) had an insignificant effect (P value > 0. 05). CONCLUSION: This study offered empirical evidence, showing the mechanism of social learning to improve waste management behavior. The learning activities should combine Dialogue and Practice-based learning to influence waste management behavior significantly, while Affective factors become the direct effect of learning Activities. Supporting facilities were required to support the learning by providing routine waste collection systems and recycling facilities beneficial for the residents. In order to improve the learning activity effectiveness, the facilitators need to pay more attention to the learning contents to nurture the expected Affective factors.

Background: Therapeutic Community program (TCP) is available for opioid users in Iran (Persia), the most populous Persian Gulf country. TCP can reduce opioid use and some associated harms. However, there are few studies about TCP in Iran. Objectives: The current qualitative study aimed to explore the self-perceived positive and negative aspects of TCP among a group of Persian opioid users in Tehran. Methods: The studywasconducted at a large men-onlyTCcenter betweenDecember2010andJuly 2011. Overall, 50opioid users were interviewed in eight roundtable meetings. Nine key informants were individually interviewed. NVivo 10 was used to thematically analyze the data. Results: The mean age of the participantswas 38 (SD = 9) years. Participants were dependent on opioids. The thematic data analyses indicated that peer support, group meetings, and the lack of medications were the most frequently self-perceived positive aspects of TCP. Untreated withdrawal symptoms, long duration of residence, anxiety, and depression were the most frequently reported negative aspects of TCP. Conclusions: The identified positive treatment aspects should be considered to improve the TCP quality. The identified negative treatment aspects should be managed in the provision of TCP.

Introduction: Education should help people to be successful, but when the educational system cannot do this effectively, such a system needs revision and reform. The traditional operation model, which used in many schools, cannot respond to needs such as creativity and flexibility, which are necessary for knowledge-oriented societies. In order to this problem, the use of decentralized and collaborative models needed and Professional learning communities approach is one of these models. In this new approach, Teachers, regional leaders, national institutions, scholars, and schools were focusing on reform efforts, and a network of schools is working together. However, as any reform, these changes deal with different barriers and challenges, and need some backgrounds and presuppositions. The aim of this study is the use of lean thinking principles to identify and eliminate the barriers and necessities, which are important in transformation of Iranian educational system to a professional learning Community. Therefore, this research tries to answer the following questions: Who is the customer in professional learning communities? In addition, how do they define customer value? What strategies in professional learning communities are valuable? What challenges in educational system interfere with the formation of professional learning communities? What factors contribute the formation and function of professional learning communities? What are the consequences of using lean thinking principals in establishment of professional learning communities? How do these factors and their relations lead to formation of the lean professional learning communities’ model? Research Methods: This is an applied research in terms of purpose and a qualitative research in terms of data collection. So, the qualitative method and purposeful sampling in a systematic way of Grounded theory have been used to identify the main factors are necessary for change. The steps to do this study can categorize in three stages of preparatory studies, main studies, and supplementary actions. In according to these stages, after conducting preliminary studies and identifying the problem, considering the qualitative nature of the research and the principals of theoretical sampling, the purposeful sampling method used to collect required data. Data collection from three resources: semi-structured interview with 13 experts of educational administration and teachers; 10 observations of educational districts in Tehran province (According to their geographic distributions); and content analysis of 45 documents from 1997 to 2017, were continued through theoretical saturation, then the collected data were coded by MAXQDA 12. The data needed to identify the barriers for the formation of professional learning communities and some factors, which are necessary to form this educational reform, and the constituent elements of each of them, has gathered. Then the relationships between them identified and the result of different levels of data coding by researchers and MAXQDA 12 data analysis, has checked out. After data saturation, 1370 codes found in first step, classified in 239 concepts, 19 categories and 5 elements. Findings: According to data analysis, education based on learners, teachers’ and stockholders’ needs is the main factor in shaping the lean professional learning Community. Facilitators (culture, leadership, structure and climate) influence lPLCs processes such as collaboration, sharing, and continuous quality, and interfering factors (systematic weaknesses and professional differentiations). The intensity and weakness of these factors can cause changes in the expected outcomes of these communities. Professional conditions of teachers include concepts such as professional attitude, burnout, professional isolation, professional competition, and professional behavior. System weaknesses divided neglecting the needs of employees, the weakness of the motivation system, the weakness of professional development plans, stress, pressure and job difficulties, and centralized decision-making system. The change of traditional and bureaucratic educational system into the collaborative one that requires the activity and dynamism of all involved educational parties can face serious barriers and challenges that have a detrimental effect on the effectiveness of educational processes. According to the research findings, the challenges of formation professional learning communities divided into systematic weaknesses and teachers’ professional conditions. Among the factors that cause systematic weaknesses, the inefficiencies of the internal and external motivational factors, and stress, tension and job difficulties because of inadequate working environment, are most important. Unfortunately, a centralized structure that leads to top-down decision making without regarding to participating others, has resulted in the ineffective use of existing intellectual capacities, which results in a lack of attention of professional concerns. The factors caused by the professional conditions of employees, which are often created and reinforced by system’ s inadequate functions over the time, are strongly influenced all the processes that affect the success of professional learning communities. Regardless of professional concerns of teachers, such as the mismatch of the time and educational content, the lack of proper planning, students’ unwillingness and some other similar issues, can cause teacher’ s burnout, job dissatisfaction, professional confusion and negative attitude about the job. The weakness of professional development programs in providing the professional learning needs of teachers is due to the lack of awareness of the planners of these courses in relation to the differences in the learning needs and learning styles of individuals. Different personal and professional characteristics and abilities, the position of teachers in their professional path, the behaviors that appear in the workplace and in the interaction with others, and their professional ethics, if it is not explored and encouraged by an accurate evaluation system-due to the weakness of the motivational system-leads to dissatisfaction and job burnout and weakens the spirit of participation and effort to progress in their existence. In addition to professional factors, which imply a significant part of the research findings of this group, system weakness can disrupt and reduce the performance of other parts of the system. If education is a system in which students are one of its components, educational inadequacy, inefficiency of educational content, inadequate educational environment and ineffective educational processes, make negative attitudes of students and their parents of education as a whole. If the components of the system do not feel responsible for its efficiency in achieving the goals and do not take steps to improve processes and achieve goals, then that system is doomed to fail.

BACKGROUND: This study was designed to assess the effectiveness of stress management training in improving the ability of coping with stress in a large population.METHODS: Five cross-sectional studies using multistage cluster random sampling were performed on adults aged³19 years between 2000 to 2005 in Isfahan and Najafabad (Iran) as intervention cities and Arak, Iran as the control city within the context of Isfahan Healthy Heart program. Stress management training was adapted according to age and education levels of the target groups. In a 45-minute home interview, demographic data, General Health Questionnaire (GHQ) and stress management questionnaires were collected. Data was analyzed by t-test, linear regression and general linear model.RESULTS: Trends of both adaptive and maladaptive coping skills and GHQ scores from baseline to the last survey were statistically significant in both intervention and reference areas (P<0.001). While adaptive coping skills increased significantly, maladaptive coping skills decreased significantly in the intervention areas. Furthermore, stress levels decreased significantly in the intervention compared to the reference area.CONCLUSION: Stress management programs could improve coping strategies at the Community level and can be considered in designing behavioral interventions.

Objective: Three categories of interventions are considered for reducing the prevalence of mental disorders in Iran: mental health promotion, increasing mental health and social service utilization and controlling mental health risk factors. In this regard, we designed a Community action program in a national plan to provide comprehensive social and mental health services (SERAJ) that were implemented as a pilot in three districts of Iran: Bardasir, Oslo, and Quchan. In this study, we have reviewed the results of this pilot project. Method: This study was conducted based on the collaborative evaluation model; first, the program was described and the evaluation indicators of each component of the program were determined. Stakeholders were determined; also, data were collected through literature review, semi-structured interview, and focused group discussion and were analyzed by thematic analysis methods. Results: The Community action program consists of four components: A Memorandum of Understanding (MoU) between the departments of the districts, People’ s Participation House (PPH), Self-reliance Unit (SRU), and actions taken for stigma reduction. A total of 48% of the actions set out in the three MoU of three districts have been executed. The PPH was formed in all three districts. A total of 816 social referrals were admitted to SRU for which a self-reliance process has been initiated. Moreover, 47% of referrals have received services and at least 10 messages for stigma reduction and promoting mental disorders have been sent from different sources at the district level. Conclusion: Strengthening vertical cooperation between the national and provincial levels is essential for the full implementation of the Memorandum of Understanding (MoU) and self-reliance processes. Referring individuals for receiving social support with collaboration between the primary and secondary programs reported to be successful, but feedback to the primary and secondary levels which provides basic and specialized services, is not transparent. Therefore, we suggest an electronic system as an option to solve this problem. The careful selection of representatives of the people's network and empowerment of PPH and directors of the district on Community action skills are essential. The experiences of the governors and chairs of health networks of the three districts should be presented at a national conference.

The present study aims to investigate the role of learning motivation and professional learning on professional learning Community of primary school teachers. The research method is correlational and is specifically based on structural equation modeling. The statistical population of the study included all primary school teachers in Bonab city with 528 people, of whom 214 people were selected by stratified sampling method. The required information was obtained using questionnaires: Tarnochr(chr('39')39chr('39'))s learning motivation, Baron and Kennychr(chr('39')39chr('39'))s professional learning and Oliver, Hip & lickchr(chr('39')39chr('39'))s professional learning Community. Findings show that there is no direct and significant relationship between learning motivation and professional learning Community variables, but there is a direct and significant relationship between learning motivation and professional learning variables. Also, a positive and significant relationship was seen between the variables of professional learning and professional learning Community, so the variable of learning motivation has an indirect and significant relationship with the professional learning Community due to the mediating role of professional learning. Therefore, it can be argued that teachers who are motivated enough to learn and improve their knowledge and awareness can help create professional learning communities between themselves and other colleagues through the acquisition of content knowledge, learning styles, teaching strategies, and a new set of individual values and differences gained via cooperation and collaboration with other colleagues, which ultimately improve student learning and increase educational efficiency.