Introduction: Positive psychology interventions with focus on strengths of individual, is one of the new approaches in helping people due to develop their ability and emits .the aim of this study was to determine the effectiveness of positive thinking skills on academic procrastination of high school female students. Methods: Research type was semi-experimental, pretest-posttest design with control group. Population was all female high school students in 3 section education organization Kermanshah city, 2014-2015. The research sample included 120 female from 22 Bahman high school students who were selected through multistage random cluster sampling method and then based on entrance and existence criteria assigned into two groups (experimental and control) randomly. The instruments used were academic procrastination Scale (validity = 0.65 & reliability = 0.83). The positive thinking skills intervention included 8 sessions, each 90 minutes, twice in week for experimental group. Because of effectiveness these interventions sessions were applied for control groups after posttest. Data analyzed with analysis of covariance using spss-21. Results:The results showed that positive thinking skills is effective on academic procrastination of high school female students (P

Background Undesirable effects Negative feelings among women with unintended pregnancies may have undesirable effects on pregnancy. However, little is known about the effect of positive feelings and protective factors on prenatal mental health of pregnant women. The aim of the present study was to determine the effect of positive psychology-based interventions (PPI) on the happiness of women with unintended pregnancies. Methods This randomized controlled trial that included 40 women with unintended pregnancies was conducted between March and July 2017. The subjects were randomly assigned to receive 10 weekly training sessions based on positive psychology (PPI) (N = 20) or routine prenatal care (N = 20). All subjects received usual prenatal care. The level of happiness and its five domains were measured in three time points: at baseline, immediately after completing the intervention, and 45 days after the end of the intervention. The happiness was assessed using the Oxford Happiness Inventory (OHI). Results In the intervention group, the mean total OHI score increased from 31.3 (at baseline) to 42.5 (after completing ten sessions of PPI), and the increase remained statistically significant at a 45-day follow-up (39.8); P = 0.001. However, the total OHI score did not change significantly during the follow-up (P = 0.339). Satisfaction with life, self-esteem, and subjective well-being improved significantly after the interventions, whereas the increases observed in the scores of positive mood and self-efficacy dimensions were not significant. Conclusion PPIs can improve happiness and its dimensions among women with unintended pregnancies. It is suggested that healthcare planners help women with unplanned pregnancies adapt by formulating strategies to hold training courses with a positive psychology approach and recognize and promote their positive aspects and strengths.

Aim: The purpose of this study is to analyze teachers' beliefs about the desirable classroom. Teachers' beliefs about a desirable and ideal classroom are important in the sense that these beliefs shape teachers' expectations, actions, and behaviors in the classroom and influence better education that meets students' needs.   Methods: The method of study was qualitative and phenomenological and the data were analyzed using Culizzi method. The population of the study consisted of all teachers in the first and second grade of Kermanshah city during the academic year 2018-2019, of whom 15 individuals were selected through purposeful sampling for in-depth interviews. Interviews were audio recorded, transcribed, and coded through Epochs method. Findings: After analyzing the data, 3 main categories were obtained. The categories of behavior-oriented beliefs, which includes the subcategories of multidimensional upbringing, control, boundaries, non-discrimination-justice and personality. The category of relationship-oriented beliefs include empathy and acceptance, knowing the psychological world, teacher's self-disclosure, relationship with peers, motivation and interest, support, respect and trust, counseling and consultation, teacher's relationship with parents, modeling, changing and cultivating personality traits, and family. Also, beliefs aimed at teaching under the categories of knowledge, attention to individual differences, teaching method (transfer of concepts), educational technology, teacher's appearance, physical structure of the class, time, learning, educational level, limitations, teacher's age, teacher's experience, the role of education includes student's readiness, and intelligence. Conclusions: According to the findings of this research, it can be said that teachers' beliefs about the desirable classroom have a wide range that is not limited to the behavior of the teacher or student and other factors such as family, teacher relationship with parents, physical structure of the class and teaching style also affect this.

BACKGROUND: Studies have shown that quality of life in women with unintended pregnancy is significantly less than the ones with wanted gestation. Therefore, this study was aimed to determine the effect of intervention based on the positive psychology interventions on women's QoL with unintended pregnancies in Kermanshah, Iran. MATERIALS AND METHODS: In this randomized clinical trial, 40 women with unintended pregnancy met the eligibility criteria and were randomized into experimental (n = 20) or control (n = 20) groups. The Short-form 36-item Questionnaire (SF-36) was administered at pretest, post-test, and six weeks after the intervention. Positive psychology interventions were performed in each session once a week for 10 weeks, with a duration of 90 minutes. The Friedman test and Mann–Whitney U-test were used to analyze QoL and all eight domains for within-group and between-group comparisons, respectively. The level of confidence was set at 0.05 significant. RESULTS: Distribution of matched variables was not significantly different between the two trial groups. Over the intervention period, the mean of total scores of QoL and seven dimensions showed significant improvement among the experimental group, whereas in the control group, it decreased significantly (P < 0.05). In addition, in the posttest and follow-up stages, the mean score of six dimensions of QoL was higher than the control group (P < 0.05). CONCLUSION: According to the results of the present study, unintended pregnancy has side effects on QoL in women. Positive counseling interventions can improve the quality of life in women with unintended pregnancy.