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Background: Obesity of children and adolescents has many different detrimental effects on body image, self-esteem (SE), depression and social isolation that are effective on their mental and social health. Objectives: The purpose of this study was to predict the quality of life (QOL) of obese and overweight girl students in Kermanshah city based on self-esteem, mental health and sleep quality variables. Methods: The research is a descriptive-analytical study that 419 obese and overweight girl students were selected using multi-stage cluster sampling and simple random sampling. For collection of needed data, several questionnaires including demographic, Rosenberg self-esteem, Goldberg general health, Pittsburgh sleep quality questionnaires and quality of life questionnaire related to word health organization were used. The BMI estimation method of the centers for disease control was used to determine overweight and obesity. Obtained data were analyzed using regression analysis in SPSS (Ver. 19) software environment. Results: The result of simple linear regression analysis showed that self-esteem, sleep quality and mental health variables, predict 0.11, 0.20, and 0.25 of the variance of total score for QOL, respectively. Multiple regression results indicated that mental health and sleep of quality variables had a significant effect on all dimensions and overall QOL scores (P < 0.01) simultaneously. The increasing effect of self-esteem on the dimensions of social relationships (P < 0.005), environmental health (P < 0.01) and overall QOL score (P < 0.01) was significant. According to obtained results, QOL has a direct and significant correlation with self-esteem (P < 0.01) mental health (P < 0.001) and, sleep quality (P < 0.001). Conclusions: Based on the obtained results, it can be concluded that mental health is the most important and influential factor on the quality of life of obese adolescent girls. The results of this study indicated that a planning is need to promote girls’ mental health.

Background: The emergence of generalized anxiety disorder in the students causes creation of other psychological and cognitive damages. Therefore the present study was conducted to determine the effectiveness of cognitive therapy according to Dougas model on Meta-Cognitive Beliefs and Emotion Regulation in the students with generalized anxiety disorder. Methods: The research method was quasi-experimental with pretest, posttest and control group design the statistical population included students with generalized anxiety disorder in academic year 2017-18 in the city of Isfahan. 30 students with generalized anxiety disorder were selected from the statistical population purposive non-random sampling method and were randomly replaced into experimental and control groups (15 students in the experimental and 15 in the control group). The experimental group received twelve ninety-minute sessions of therapy interventions related to cognitive therapy based on Dougas model during three months once a week while the control group didn’t receive any intervention during the study. The applied instruments included generalized anxiety disorder questionnaire, emotion-regulation questionnaire and meta-cognitive beliefs questionnaire. Data analysis from the study was done via SPSS23 software through Descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance) method. Results: The results of data analysis showed that cognitive therapy based on Dougas model has significantly influenced Meta-Cognitive Beliefs and Emotion Regulation in the students with generalized anxiety disorder (p < 0.001) in that this therapy could lead to the increase of Meta-Cognitive Beliefs and Emotion Regulation in the students with generalized anxiety disorder. The effect size of this treatment on metacognitive beliefs and emotional adjustment was 0.72 and 0.80, respectively. Conclusion: According to the findings of the present study it is suggested to apply cognitive therapy based on Dougas model as an efficient method in order to increase Meta-Cognitive Beliefs and Emotion Regulation in the students with generalized anxiety disorder.