Background: The consequences and high costs of psychiatric disorders impact family caregivers greatly. Health services should identify and provide accessible support programs to facilitate effective caregiver coping. Purpose: The aim of this study was to determine the effectiveness of a theory-of-planned-behavior-based problem-solving training program on the coping styles of family caregivers of psychiatric inpatients. Methods: In this two-group, randomized control trial, 72 family caregivers were randomly assigned to either a control group receiving standard care or an intervention group receiving a training program (eight sessions over 4 weeks). Demographic information was recorded at baseline, and the Coping Inventory for Stressful Situations was administered to both groups at baseline, immediately postintervention, and 1-month follow-up. Results: Immediately after the intervention, the intervention group earned significantly higher task-oriented coping style scores (mean difference = 5.03, p = .015) than the control group, but no significant difference was detected between the two groups for either emotion- or avoidance-oriented coping style scores. At 1-month follow-up, the intervention group earned significantly higher scores than the control group for task-oriented (mean difference = 8.56, p < .001) and emotion-oriented (mean difference = 7.14, p = .002) coping styles. No improvement in avoidance-oriented coping style at the postintervention or follow-up time points was detected. Conclusions: Implementation by nurses and other health professionals of problem-solving training programs that are based on the theory of planned behavior is recommended to strengthen the use of task- and emotion-oriented approaches that help family caregivers of psychiatric patients better cope with stress.

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The aim of this research was investigating the relationship of teachers' emotional maturity and perception of teacher behavior and students' academic buoyancy. Methodology: Present study in terms of purpose was applied and in terms of implementation was descriptive from type of correlation. The research statistical population was all teachers and students of forth and sixth grade of elementary school (86 teachers and 2576 students) of Neyriz city in 2018-19 academic years. According to Krejcie and Morgan table, the research sample was 70 teachers and 350 students who were selected by cluster sampling method. The research tools were the questionnaires of emotional maturity (Singh & Bhargava, 1990), perception of teacher behavior (Sharifi, 1989) and academic buoyancy (Dehghani Zadeh & HoseinChari, 2012). Data were analyzed by methods of Pearson correlation coefficients and multivariate regression with enter model in SPSS software version 22. Findings: The findings showed that teachers' emotional maturity and dimensions of social Incompatibility and lack of independence had a negative and significant relationship with perception of teacher behavior and teachers' emotional maturity and dimensions of personality collapse and lack of independence had a negative and significant relationship with students' academic buoyancy. Other results showed that the dimensions of teachers' emotional maturity could significantly explain 7.8% of changes in perception of teacher behavior and 11.7% of changes in students' academic buoyancy (P<0.05). Conclusion:According to the results of the present study, to improve the perception of teacher behavior and students' academic buoyancy can be increased the teacher's emotional maturity and its dimensions.