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This research investigated the effectiveness of a forgiveness education program on reducing anger and ethnic prejudice and improving forgiveness in Iranian adolescents. There were 224 (Persian, Azeri, and Kurdish) male and female students in 8th grade who were selected from 3 provinces: Tehran, Eastern Azerbaijan, and Kurdestan. Schools were randomly assigned to 2 groups of experimental (N ϭ 123) and control (N ϭ 101) students. Measures included the Enright Forgiveness Inventory, Spielberger's State-Trait Anger Expression Inventory, and the Ethnic Prejudice Scale, administered at pretest, posttest, and follow-up. The experimental group had forgiveness education by classroom teachers. The results indicated that the experimental group was higher in forgiveness and lower in ethnic prejudice, state anger, trait anger, and anger expression compared with the control group. This difference was statistically significant in the follow-up phase. It seems that forgiveness education in schools can be an important means of reducing anger and ethnic prejudice. Educational Impact and Implications StatementResearch on forgiveness has shown its effectiveness in reducing resentment and increasing wellbeing. Forgiveness education in schools, as a new approach for reducing anger and ethnic prejudice, offers a unique opportunity for both psychological health and community peace. This can work in Eastern and Western cultures.

Background: Raising a child with intellectual disability is stressful for the parent because it requires an intensive physical engagement as well as coping with emotional reactions to the child's condition. Parents have different modes of adapting to stress and demands caused by the disorder. Method: The current descriptive research design is aimed to identify existing coping strategies of parents who have children with intellectual disabilities. This study included 60 parents with intellectual disabilities children (30 mothers and 30 fathers) that were selected by random sampling. Parent's coping strategies were assessed by Collaborative Coping Strategies in Challenging Life Events (Ghobary et al., 2003) and Questionnaire on Resources and Stress (Friedrich, short form: QRS-F) was used to examine the degree of parental stress. Result: The correlation and regression analysis was used. The most of parent were used kind of coping strategies for coping with stress. Recognition of coping strategies of the parents is important and useful for the development of therapeutic interventions aimed at facilitating family adaptation in families with a child with intellectual disabilities.

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Objective: This study aimed at investigating the effectiveness of cognitive-behavioral group therapy on guilt feeling among family caregivers of patients with Alzheimer's disease. Methods:This research was a quasi-experimental study where in the pre-test and post-test control group design was employed. The statistical population of this study consisted of the female family caregivers of the Alzheimer's patients who were referred to the Iran Alzheimer's Association in 2012. Among this population, 32 volunteers were selected via convenience sampling method and were then randomly assigned into two experimental and control groups. The participants of both groups filled in the guilt feeling questionnaire and caregiver guilt questionnaire in both the pre-test and post-test phases. The therapy program lasted for 14 sessions. Multivariate regression analysis and covariance analysis were used to analyze the data. Results:The results showed that the levels of overall guilt and caregiver guilt had significantly decreased in the experimental group after the exposure of this group to cognitive-behavioral group therapy as compared to the pre-test and control group (P<0.01). Conclusion:Based on the findings of this study, cognitive-behavioral group therapy was found to reduce the overall guilt and caregiver guilt among the family caregivers of Alzheimer's patients. This therapeutic method is recommended as a cost-effective treatment to be used by family caregivers of Alzheimer's patients.

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The study examined the effect of a self-control training program on enhancing social skills in students with ADHD. Method: The study selected a pre-test-posttest control group design for a sample of twenty male students in an elementary school in Tehran, Iran. The sample was divided into experimental and control groups with the implementation of the treatment for the random assignment of the experimental group for the period of one month. A repeated measure method was performed to analyze the data. Results: The results indicated that the self-control training procedure was significantly effective in improving the social skills of students with ADHD. The follow-up data indicated the effectiveness of the treatment after the lapse of one month. Conclusion: The results suggested that teaching self-control techniques to students with ADHD would enhance their social skills.