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Background and Aim: The World Health Organization has recently identified COVID-19 as a pandemic. The outbreak of the disease has caused many people around the world to become extremely frightened and they show phobic signs. The purpose of the present study was to develop and normalize of Germophobia Questionnaire (GPQ). Methods & Materials: The participants were 113 individuals (74-female) of the Iranian population. They completed the GPQ and Y-BOCS. Ethical Considerations: All ethical principles and privacy policies of the results informed the participants. This study was approved in the second session of the Psychological Committee of the Islamic Azad University of Tehran’s province in March 2020. Results: The results illustrate that the GPQ has acceptable internal consistency with Cronbach’s alpha coefficient (a=0.67), reliability coefficients with split-half (0.72), and one-week test-retest (r=0.73); in addition, the GPQ demonstrate moderate convergent validity with contamination obsessions checklist of Y-BOCS (r=0.44) as a convergent coefficient; and finally, the exploratory factor analysis indicates three-factors of the GPQ. Conclusion: Based on these findings, the GPQ has acceptable and good psychometric properties; researchers can use the GPQ as a reliable and valid instrument for assessing the germophobia levels in epidemic and pandemic crises like COVID-19.

Background: Learning to live together with moral values is one of the major topics in education today. Much research has been done on peace education, but the combination of peace education and good education on academic empowerment, including interpersonal relationships and students' academic motivation, has been neglected. Aims: The aim of this study was to investigate the effectiveness of peace and integration training on improving interpersonal relationships and academic motivation of female high school students in Tehran. Methods:The research was conducted by quasi-experimental method with pre-test-post-test design with experimental and evidence group and one-month follow-up. Its statistical population was female high school students in District 19, Tehran (5901 people) in the academic year of 2019-2020. Sample: 40 students were purposefully selected, and randomly divided into 2 groups of 20 people. The research instrument was Diperna and Elliott (1999) Competency Assessment Scale. For the experimental group, an integrated training program for integrated peace and well-being training, including 8 90-minute sessions over 8 consecutive weeks, was implemented. Finally, both post-test and one month later, follow-up test was taken. The collected data were inferentially analyzed by repeated measures analysis of variance and Bonferroni post hoc test with Spss-22 software. Results: The combined education of peace and good choice had a positive effect on interpersonal relationships and students' academic motivation (P <0.01). This effect was also significant in the follow-up phase. Conclusion: Integrated peace and good education can be used as an effective way to improve interpersonal relationships and students' academic motivation.