Background: Health risk behaviors among teenagers are common and schools considered as an ideal place for conducting preventions programs. Objectives: The current study aimed at determining the effect of interactive multimedia on knowledge and attitudes of high school teachers regarding prevention of students' health-risk behaviors. Patients and Methods: A total of 150 high school teachers were randomly assigned to intervention and control groups. Data were collected using a written test on knowledge and a rating scale for attitude towards health-risk behaviors. The educational contents were presented as booklets and multimedia CD-ROMs to the control and intervention groups, respectively. Pretest and posttest were administered before and four weeks after the intervention, respectively. Results: There was no significant difference between the intervention and control groups regarding the pre-and post-test knowledge and attitude mean scores. However, posttest mean scores of knowledge and attitude showed a significant increase in the two groups. Conclusions: Interactive multimedia, similar to booklets, could enhance teachers' knowledge and improve their attitudes toward the prevention of health-risk behaviors.

Objective This cluster randomized control trial was performed to evaluate the effectiveness of a web-based anger management program for mother-female adolescents' conflicts. Methods Eight out of 23 high-schools in District Two of Shiraz, Iran were chosen using random cluster sampling and randomly assigned to an intervention and a control group (each group consisted of four schools). The conflict tactics scale was filled out by all eligible third grade high school students in both groups and 140 students who had the scores higher than 30 were randomly selected; 70 adolescents in the intervention group participated in an 8 week intervention, while 70 adolescents in the control group did not undergo any intervention. Data collection was performed at the end of the intervention and 1 month later. Results The results of the t-test revealed no statistically significant differences between the study groups regarding the total conflict tactics scores (p = 0.935) or any of the three subscales before the intervention (p > 0.05). However, a significant difference was observed between the two groups in this regard immediately and 1 month after the intervention (p < 0.05). The results of repeated measure analysis of variance (ANOVA) demonstrated a significant difference between the intervention and control groups regarding the conflict scores and its subscales during the three study periods and groups (F = 79.43, p < 0.001). Conclusion This study highlighted the importance of applying a web-based anger management program in decreasing mother-female adolescents' conflicts. Similar studies are recommended to be conducted on the issue.