This study investigates individual and group cognitive-behavioral interventions in decreasing psychological symptoms and enhancing the psychological status of Iranian prison inmates. A random sample of 180 males is placed in three equal groups: an individual cognitive-behavioral therapy (CBT) group, an individual and group CBT group, and a control group. General Health Questionnaire, Symptom Checklist-90- Revised, and diagnostic interviews based on the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.) are used before and after intervention. MANOVA indicates that both methods improve the psychological status of the inmates and reduce their symptoms, but the combined treatment is more efficient than the individual therapy. In a 1-year follow-up after inmate release, recidivism in the individual and combined therapy groups is zero. The return rate of participants in the control group is 15%. Results of the study demonstrate that both individual and group CBT are effective in reducing psychological symptoms. However, the impact of combined therapy is stronger than individual CBT.

Knowledge of pedagogy and social studies content influences a teacher's decision making and helps teachers conduct sound instructional practices despite the influence of high-stakes testing policies. Using national data from the Survey of the Status of Social Studies (S4), this study examined the associations of teachers’ professional characteristics, school environmental factors, and state testing policy on self-reported levels of authority that secondary level social studies teachers (grades 6–12) hold over key classroom tasks. Through hierarchical multiple regression analysis, key findings from this study indicated that greater minority enrollments are associated with lower levels of instructional authority. Teachers who worked in states where a state-mandated social studies test was administered reported less freedom to choose what to teach and how to teach than those in non-testing states. Also, this study showed that in-field status, the type of licensure, and years of teaching experience are important factors in exercising social studies teachers’ instructional authority (e.g., their ability to balance effectively the demands of state-mandated reforms with teaching for meaningful student learning). This study recommends that schools with high minority enrollments, especially if these districts exist in a high stakes testing environment, should invest in teachers with high-quality social studies preparation.

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