Background and Objectives:Regarding the effect of teachers’ stress on teaching and learning processes, the researchers decided to provide a stress management program based on Transactional Model to solve this teachers’ problems. Thus, this study is going to investigate the effect of Transactional Model- based Teaching and the Ordinary Education Curriculum- based Teaching programs on Yazd teachers.Methods:The study was a semi- experimental one. The sample population (200 people) was selected using categorized method. The data were collected via PSS Questionnaire and a questionnaire which its validity and reliability had been proved. Eight teaching sessions were hold for 60-90 min. Evaluation was performed in three steps. The data were described and analyzed using SPSS software version 15. Value of P<0.05 was considered as significant.Results:The participants were 200 people of Yazd teachers of primary schools. Mean age of group 1 and 2 was 42.05±5.69 and 41.25±5.89 respectively. Independent T- Test indicated a significant mean score (p=0.000) due to perceived stress of interference groups in post interference step and follow-up one respectively.Conclusion:Results showed a decreasing effect of both programs, but the Transactional Model- based interference indicated to decrease stress more than the other.

Urinary tract infection is known as a common infection among women; can be followed several complications. The aim of this study was determine the prevalence and factors influencing prevention of urinary tract infection based on health belief model. A cross-sectional study was conducted among 166 female students in Shadegan city, Iran; which was randomly selected with the proportional to size among different girls high school at Shadegan city for participation in this study. A structured questionnaire was applied for collecting data and data were analyzed by SPSS version 20 using bivariate correlations and logistic regression statistical tests. Almost 22.3% of the participants had history of experience urinary tract infection at last one in lifelong. The best predictor for urinary tract infection was perceived susceptibility with odds ratio estimate of 0.810 [95% CI: 0.664, 0.987]. Based on our result, it seems that designing and implementation of educational programs to increase susceptibility about chance of getting urinary tract infection among the female student may be usefulness of the results in order to prevent of urinary tract infection.

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Background:Many researchers believe that adolescents’ problem behaviors are indicators of a deficiency in social skills. This study was aimed to evaluate the effectiveness of a prevention program on reducing problem behaviors in male adolescents.Materials and Methods:In a preposttest design with randomized control group, 49 students received social skills training (SST). Follow-up assessment of outcomes took place 5 months post baseline. The SST program was administered over the course of 10 weeks (10 sessions of 1 h). The main tools were multiple problem behaviors index (MPBI) and Social Skills Rating System – student form (SSRS-S). The control group (57 students) did not receive any intervention. Intervention effects were evaluated with t-test, univariate ANCOVA, and repeated measures ANOVA.Results:Significant difference between groups founded on SSRS at posttest (t = 2.5, P = 0.014) by univariate ANCOVA. In addition, the findings indicated that variation trend of mean scores of SSRS in the intervention group was significant (F = 225.3, P < 0.0001). The intervention group reported Lower levels of MPBI at posttest and follow-up compared to the control group. Significant difference between the two groups did not achieved on MPBI scores in the posttest after adjusting for the pretest scores; however, this difference was significant at the follow up (F = 5.3, P = 0.020).Conclusion:The results suggest that SST was effective in improving social competence and preventing problem behaviors among male adolescent. Future researches must be examined the role of peer and family.