The present study investigates the effectiveness of resilience training on life satisfaction among the mothers with mentally retarded children. The method is semi experimental using pretest posttest with control group. Statistical population of research includes elementary mentally retarded student who were enrolled in Najafabad Sareban exceptional school over the period 2012-2013 educational year. Sample group includes 50 subjects who randomly replaced in control and experimental groups. Experimental group members participated in a 10-session resilience training. Finally, both groups completed post-tests where research scales were Diener life satisfaction questionnaire. The data are analyzed by co-variance analysis test. Results are significant and indicates that resilience training is effective on life satisfaction (p & LT; 0.05).

This paper presents a study on relationship between coping approaches and general self-efficacy scale among 67 teenagers aged 13-15 who attended guided schools in city of Najaf-Abad, Esfahan, Iran using a cluster random selection. Students were requested to fill in two questionnaires of Coping Strategies Scale-Revised (CSSR) and General Self- Efficacy Scale (GSES). The collected data were analyzed using Pearson correlation and stepwise linear regression techniques. The results indicate that effort has a positive correlation re-evaluation, planful problem-solving, Emotion-focused coping (P & LT; 0.01) and Active coping (P & LT; 0.05). In addition innovation maintains a positive relationship with restraint, emotion-focused coping and re-evaluation (P & LT; 0.01) and it has a negative relationship with avoidance coping (P & LT; 0.05). In our study, people with higher level of efficacy use planful problem-solving.

This paper presents an empirical study to measure the effect of training emotional intelligence on communication skills among 32 teenagers who visited counseling center in city of Esfahan, Iran during the year of 2011. The people were divided into two groups of control and witness and using a questionnaire consists of 34 questions we measured the effect of training emotional intelligence on improving communication skills. The questionnaire consists of five groups of questions including the skills of listening, understanding of a message, emotion regulation, Insight into the communication processes and decisive related communication. The results of the investigation indicated that there were some meaningful differences between two groups in terms of the first four components. However, there was not any difference between two groups in terms of decisive related communication.

This paper presents a social work study on relationship between thinking style and self-esteem as well as socio-economic conditions among university students. The study selects 512 students from Islamic Azad University of Najafabad in province of Esfahan, Iran and distributes a questionnaire, which measures creativity and self-esteem. We also collect students’ socio-economic conditions and analyze the information. The results of our survey disclose that thinking style and self-esteem have overlap with each other. In addition, students with better socio-economic conditions are more creative and use complex style of thinking. The study also provides some guidelines for practically implementing the results of our survey among other students.

The aim of this study is to examine mediation effect of social skills between impulsivity with substance abuse in adolescents. The research sample consists of 616 students of vulnerable high schools in Ardabil City. Together the data of Impulsivity Scale, Matson social skills scale and substance abuse survey were used [Matson, J. L., Rotatori, A. F., & Helsel, W. J. (1983). Development of a rating scale to measure social skills in children: The Matson Evaluation of Social Skills with Youngsters (MESSY). Behaviour Research and therapy, 21(4), 335-340.]. The results show that impulsivity indirectly is associated with substance abuse students (P & LT; 0.001) through the effect on social skills. The results indicate that high levels of impulsivity and low-level social skills increase substance abuse in students. These results are consistent with other existing results found in the literature.