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Dealing with everyday life problems, learning problem solving skill is vital for individual. Children's problems as well as family crisis can be prevented by problem solving training. In this regard, a number of problem solving workshops have been designed for parents and their children. The purpose of this study was to evaluate the workshops titled educating thoughtful child, in which problem solving strategies have been taught to mothers. In these workshops children are trained for understanding feelings and opinions of others as well as their motives, finding multiple solutions to a problem, considering the consequences of their action and sequential planning by utilizing a number of lessen plans. The study sample group included 38 mothers of children who were studying in some private schools in Tehran. These workshops were held in 9 sessions of 2-hours once a week by experienced instructors. The current study is quasi-experimental research with pretest-posttest design without control group. Data were collected using Children's Behavioral Problems Questionnaire and Family Problem Solving Scale. Findings indicated a significant effect on reducing children's behavioral problems, however, there was no significant effect in the area of family problem solving. It seems that these workshops can be used as an effective intervention method for reducing children's behavioral problems. Finally, discussion and conclusions, limitations and recommendations for future research are presented.

The main goal of the current study was to investigate the relationship between strategies for controlling anger and different dimensions of anger including anger arousal, situational variables eliciting anger, hostile attitude, and internal/external manifestation of anger. One hundred and twenty mothers of children with special needs, who were receiving services from education and rehabilitation centers in Tehran, participated in this study. Participants were asked to complete Multidimensional Anger Inventory and Parent's Anger Evaluation Scale. To analyze the data, statistical indices including mean, standard deviation, Pearson correlation coefficient, regression analysis, and F ratio were used. Results indicated that emotional oriented coping and religious oriented strategies significantly correlated with anger reduction. Moreover, findings indicated that emotional oriented coping strategies predicted external anger while religious coping strategies predicted anger arousal, hostile attitudes, internalized anger, and overall score on Multidimensional Anger Inventory.

Parent education has expanded in recent decades as one of the effective intervention strategies and different programs in this field have been designed and implemented. The purpose of most of these programs is to increase the role of parents and improve parent-child relationship. The purpose of the present study is to examine the effectiveness of educational strategies to improve the relationship between parents and their adolescents. The present study is a quasi-experimental design with single group with pre-posttests design. Sample included 65 parents of preschool and primary school students from private schools in Tehran. These parents participated in a briefing held by the officials of the workshops and the objectives as well as the topics were introduced to them. Finally, parents who tended to participate in the workshops were enrolled. In each workshop, experienced and trained instructors taught strategies to improve the relationships of parents and adolescents. Workshops were held once a week in 5 sessions, each for 2hours. Effectiveness of these workshops was evaluated by using Baumrind's Parenting Style Scale and Parent–Child Relationship Inventory. Participants completed these instruments before any training and also after taking all of the training sessions of the workshops. Although findings of the current research suggest that training programs increase the average scores for some factors of parenting style and parent-child relationship, they were not statistically significant, except for the parenting satisfaction subscale of The Parent-Child Relationship Inventory. Overall results showed that the intervention program had minimal positive impact on parenting style and parent-child relationship.

The present study was designed to develop a religiosity scale to be used with university students. 2182 university students studying at the undergraduate, graduate and postgraduate levels were selected through stratified random sampling from among all the university students in Tehran. The scale was developed in four stages (three initial stages and one final stage). The results verified the criterion validity, differential validity and construct validity of the scale. The reliability was exa mined with the use of retest technique and internal consistency. Religiosity was found to be a complex construct with various dimensions of cognition, emotion, and behaviour. It encompasses attributes such as relation with God, with others, with one's self and with the universe.

The ability to solve problems is one of the crucial skills in our life. Along with brisk changes in new societies, social demands and standards have been changed, and human being, now is facing new and more complicated challenges. Resolving many of these new problems require a higher level of thinking abilities. Since many individuals possess potential ability to solve problems, but they are not able to apply such skills to their daily life activities, teaching problem solving skills seem indispensable. The main objective of the present study is to assess the efficacy of teaching problem-solving skills in the form of workshops. Each workshop consists of 10 sessions, two hours each, in which experienced mediators will present lesson plans to parents. In each lesson plan, a difficult situation will be presented to parents and they have to seek a solution for it. In this study, 255 individuals (216 female and 39 Male) participated in 12 workshops. 176 pairs of questionnaires (pre and post-test) were gathered and analyzed and the rest were omitted due to missing pre or post testing results. The present research is a semi- empirical with pre and post-testing method without control group. The efficiency of these workshops was assessed by using two custom-made questionnaires, before and after the workshop sessions. Findings show that teaching problem solving skills was especially effective for female participants and the adjustment of their children's behaviour. At the end, the application of the present outcomes, limitation of the study, and suggestions for further research are presented.

The objective of the present study is to evaluate the workshops for teaching new parenting styles based on problem solving approach. One of the advantages of these workshops is the fact that parents along with their children participate in various activities and are encouraged to ponder upon issues. Each session consists of a lesson plan presenting parents with a challenging situation and they have to seek a proper solution. In this study, 45 parents (33 Mothers and 12 fathers) were trained. Each workshop comprised of 9 sessions of one hour and 45minutes each. The present study is a semi-empirical research with pre and post-testing without control group. The effectiveness of this study was measured by comparing the results of Robinson questionnaire on parenting and the custom-made questionnaire of behavioural problems for children, before and after the workshops. Results showed that these workshops were significantly effective on parenting styles, and insignificantly reduced children's behavioural problems. At the end, the application of such findings and suggestions for further research are discussed.

Anger has always been recognized as a natural emotion of human being, however, inappropriate expression of anger has negative consequences such as destructive effects on the living quality of the family, interpersonal behaviour and mental states of the individuals. For this reason, conducting research in the area of anger management is considered to be very important. The present research is designed to examine the efficacy of anger management training on mothers of educable mentally retarded and slow learner children. The design of this study is quasi-experimental with pretest-posttest and control group. This study was conducted on 46 mothers who were assigned equally into experimental and control groups. Data were collected utilizing Anger Evaluation Questionnaire. The anger management program, based on the cognitive-behavioural approach, was implemented on experimental group during seven sessions. The findings, based on the Analysis of Covariance, revealed that anger management training decreased the intensity of anger in anger-eliciting situations and increased the use of anger control strategies. Finally, the implications of the study, limitations and suggestions for future research are presented.

The purpose of the present research is to examine the effects of anger management training on mother's relationship with their educable mentally retarded and slow learner children. The design of this study is quasi-experimental with pretest-posttest and control group. This study was conducted on 46 mothers who were assigned equally into experimental and control groups. The anger management training was implemented on experimental group in seven sessions, 2hours each. Data were collected utilizing Anger Evaluation Scale and Multidimensional Anger Inventory. An analysis of covariance was used for this research. Findings showed that intensity and frequency of anger decreased and the use of anger control strategies increased, indicating the effectiveness of anger management techniques.

Objective: The purpose of the present research is to investigate the efficacy of group anger management training, utilizing cognitive behavioral approach, on mother-child relationship. Method: The design of this study is quasi-experimental with pre and post testing without control group. This study was conducted on 35 mothers volunteered to participate in this research. Workshops lasted 7 weeks, 2hours weekly. Data were collected using Anger Evaluation Questionnaire (Zamani, 2007) and Multidimensional Anger Inventory (Sigel, 1986). Mothers completed questionnaires at pre test, post test and 12 month follow-up. Results: Findings of repeated measure analysis of variance revealed significant differences in the factors of anger-eliciting situations, external anger expression, anger arousal, and anger-in. Conclusion: In fact, after anger management training, parents showed significant reductions in the frequency of provocations and the intensity of anger in anger eliciting situations related to their children. These changes were maintained over 12 month follow-up.

The aim of the current study was to evaluate the effectiveness of a cognitive-behavioral anger management program for mothers. The design of this study was quasi-experimental with pretest-posttest without control group. 22 mothers who were volunteers participated in this research and anger management program was implemented for seven sessions, each session two hours per week. Data were collected utilizing State-Trait Anger Expression Inventory and Anger Evaluation Scale to assess parents’ anger toward their children. Findings of this research indicate the effectiveness of anger management training based on cognitive-behavioural approach on reducing anger in mothers. Finally, implications of the findings, research limitations and suggestions for future research are discussed.

A survey on friendships with peers with severe disabilities of 1,137 middle and high school students was conducted across three states. Students indicated that they should try to make friends with peers with severe disabilities and that friendships are most likely to develop when students with disabilities are educated in general education classes, for all or part of the school day. Students perceived themselves, special education teachers, and youth organizations as primarily responsible for facilitating these friendships, and that effective strategies involve learning situations in which students work together, teachers present information on disabilities, and teachers and parents arrange social events for all students.

A survey was conducted to identify and compare the perceptions of teachers of students with emotional and/or behavioral disorders and those of special teacher educators. The sample, 111 teachers and 25 teacher trainers (a) estimated the number of hours teachers spend weekly executing various responsibilities/competencies, (b) rated the importance of those competencies to teacher effectiveness, and (c) judged the adequacy with which teacher preparation programs are equipping teachers to carry out these responsibilities. Results reveal a general consistency between teachers and teacher educators along these three dimensions in relation to six competency areas: assessment, planning, instruction, behavior management, consulting, and administrative skills. Differences between teachers in self-contained and resource rooms, teachers of elementary versus junior/senior high school students, and those with 5 years or less and 6 years or more teaching experience are discussed.