Background and Objective: Pregnancy anxiety is triggered  by a woman's concerns about pregnancy, childbirth, the health of the baby, and future parenting  negatively affecting pregnancy outcomes. Studies addressing the impact  of life skills training on health, particularly in pregnant women, are rare with inconclusive findings. The present study aimed to assess the effect of life skills training by a trained midwife on the mitigation of  pregnancy anxiety. Materials and Methods: This randomized controlled trial was conducted in Abadan, Iran, in 2020. After assessing 180 pregnant women for eligibility, 86 pregnant women were selected from six clinics according to the inclusion criteria and allocated to control or intervention groups randomly. The intervention group underwent a 90-minute life skills training(self-awareness, problem-solving, coping with stress, coping with emotions, interpersonal relationships)every week for six weeks. Data were analyzed using a Chi-squared test, paired t-test, and ANCOVA method. Results: No differences were detected between the two groups in terms of demographic and obstetric characteristics, as well as the mean scores of pregnancy anxiety and its domains. After the intervention, the mean score of pregnancy anxiety(P<0.001) and domains of self-centered fears(P<0.001), fear of giving birth(P<0.001), fear of bearing a handicapped baby(P<0.01), concern about mood changes(P<0.0001), and concern over changes in the marital relationship(P<0.0001), in the intervention group were significantly lower than those in the control group. Conclusion: The implementation of selected life skills training by a midwife in a course shorter than that of the current courses could successfully reduce pregnancy-related anxiety. Therefore, it can be used by midwives as an effective non-pharmacologic approach in pregnancy .

Education is a continually developing activity, it shapes the way an individual develops their attitudes, thoughts and behavior. Education is not just about being literate but it is an overall development of the person in every aspect of their lives. A society's educational system can be greatly linked to its culture as the culture that one is in have an affect on the type of curriculum the institutions will develop in order to cater to every individual of that particular culture. Education moulds and shapes a society and it is influenced by the culture of the particular country or society. The educational system acts as a point of reference for the society's needs and demands. The principles that dominate this article is culture and education are interrelated and interconnected. Every educational paradigm is influenced by the culture of the society in which it operates. This essay underlines the extensive connection between culture and education. As a result, the goal of this essay is to depict these features from a Philosophical-PSYCHOLOGICAL Approach.

Background: While organ transplantation is a common surgical procedure worldwide, it is yet well-examined how the recipients of newly-transplanted organs adapt and accept a new organ from another body. ADAPTATION and acceptance of a vital organ from another person is a complex phenomenon, and medical staff needs to delve into this issue to provide appropriate care. Objectives: The present study aimed to explore the transplant recipients’ experiences of ADAPTATION to the transplanted organ. Method: A qualitative research design with a hermeneutic phenomenological approach was adopted in this study. In-depth unstructured interviews were conducted by one of the authors (Z. S. ) in different locations across Iran. The purposive samplingmethod was used to select 20 transplant recipients (n = 4 kidney transplantation; n = 10 heart transplantation; n = 4 liver transplantations; and n= 2 blood transfusion). Results: The constitutive pattern emerged from the data was ‘ PSYCHOLOGICAL ADAPTATION to transplanted organ’ , with three themes (namely ‘ Alien organ, ’ ‘ Ensure of being the patch of togetherness, ’ and ‘ Durability of new organ in body’ ) and several sub-themes. Conclusions: According to the organ recipients’ experiences, it takes time for the recipients to accept another person’ s organ as their own. The transplant team members need to openly and proactively discuss the many PSYCHOLOGICAL and spiritual issues to which the newly-transplanted organ recipients are exposed to facilitate the ADAPTATION and acceptance of the new organs.

Background: Negative childhood experiences and emotional distress can influence the quality of a relationship. The present study identifies these factors to explain the structural pattern of relationship quality based on childhood trauma and distress with the mediating role of PSYCHOLOGICAL ADAPTATION.   Methods: This is an applied study regarding objectives and a descriptive-correlational structural equation-type study regarding implementation. The statistical population includes men and women (aged 18-60 years) in Tehran City, Iran in 2020-2021, of which 444 people were selected using the convenience sampling method. Study instruments include the childhood trauma questionnaire, PSYCHOLOGICAL distress, qualitative relationship quality, and personality assessment questionnaire for adults. The data were analyzed using the SPSS software, version 21, and Amos software, version 21 using structural equation modeling. Results: Childhood trauma (β=-0.135), PSYCHOLOGICAL distress (β=-0.198), and PSYCHOLOGICAL ADAPTATION (β=-0.256) have direct and negative effects (P<0.01) on relationship quality and childhood trauma (β=-0.082). Meanwhile, PSYCHOLOGICAL distress (β=-0.146) has an indirect effect through PSYCHOLOGICAL ADAPTATION (P<0.01) which has a negative and significant impact on relationship quality. The fit indices of the structural model after minor modifications were all at an acceptable level and the model was assessed to show a good fit to the data. Conclusion: PSYCHOLOGICAL adaption mediates the relationship between childhood trauma PSYCHOLOGICAL distress and relationship quality. Therefore, it is beneficial to develop interventions that regulate emotions, reduce the impact of trauma on children, and improve mental ADAPTATION.

Introduction: ADAPTATION to critical situations and PSYCHOLOGICAL trauma is considered as one of the issues which has attracted a lot of attention. Thus, designing a reliable and valid scale for the studies conducted in Iran is inevitable. The present study aimed to design the Persian version of the PSYCHOLOGICAL ADAPTATION Scale and evaluate its psychometric feature. Method: The sample included 233 parents having children with Autism Spectrum Disorders in Tehran who were selected based on convenience sampling method. The Persian version of the PSYCHOLOGICAL ADAPTATION Scale was performed after translating, back-translating and revising, and was given to the subjects along with the Resilience and Depression, Anxiety, Stress questionnaires. The construct validity of the scale was investigated through exploratory and confirmatory factor analysis, and convergent and divergent validity were evaluated by using Pearson correlation. Regarding the reliability, Cronbach's alpha, composite reliability and coefficient theta were used. Results: The results of exploratory factor analysis indicated three factors of experience, deliberation and social integration and the results of confirmatory factor analysis indicated good fitness of the model. In addition, significant correlations were observed between the obtained factors and the Resilience and Depression, Anxiety, Stress scales, which confirm the convergent and divergent validity of the PSYCHOLOGICAL Adaption Scale. The reliability of the scale was calculated by using the Cronbach's alpha coefficient was 0. 95 for the whole scale, and 0. 86-0. 94 for its factors. Further, it ranged 0. 87 to 0. 93 for the composite reliability of the factors and 0. 94 for coefficient theta for the whole scale. Conclusion: In general, the results of this study indicated that the Persian version of PSYCHOLOGICAL ADAPTATION Scale includes three factors, which has appropriate reliability and validity for application in PSYCHOLOGICAL studies conducted for Iranian samples.

Background and Aim: Heart failure is a chronic disease that affects the physical and PSYCHOLOGICAL aspects of life. PSYCHOLOGICAL ADAPTATION of patients needs follow-up and training. The purpose of this study was to determine the effectiveness of an educational program based on Roy ADAPTATION model on the PSYCHOLOGICAL ADAPTATION in patients with heart failure.Materials and Methods: This clinical randomized trial was performed on 60 patients with heart failure admitted in Vali-e-Asr Hospital and Heart Research Center in Birjand in 2013. The patients were selected through the convenience sampling and randomly allocated to an intervention group and a control group (30 individuals in each group). The data was collected using Roy assessment form and Mental Health Inventory (MHI-38) whose reliability are confirmed in previous studies. The content validity of the Mental Health Inventory was first confirmed. Later, in order to check for its reliability, it was given to 20 individuals for which Chronbach's alpha was 0.91. The intervention group received an educational program based on maladaptive behavior and stimuli which was followed by a follow-up period of one month. The control group received the regular service. The data were analyzed in SPSS (version 15) using independent t test, paired t test, Mann Whitney, Wilcoxon, Fisher Exact Test, and Chi square.Results: Mean scores for maladaptive behaviors and the number of maladaptive behaviors showed no significant differences before the intervention, while the difference was significant after the intervention in the two groups (p<0.001). In the intervention group, the dimensions that had significant decrease included physiological (p<0.001), self-concept (p<0.001), interdependence (p<0.004), and role function (p<0.001). The PSYCHOLOGICAL ADAPTATION scores mean significantly increased in the intervention group (p<0.001). However, there was no significant difference in the control group in the different dimensions (p>0.05).Conclusion: Using an educational program based on Roy ADAPTATION model can be effective on the PSYCHOLOGICAL ADAPTATION and reduction of maladaptive behaviors in patients with heart failure. In this regard, nurses can play a more effective role in improving the PSYCHOLOGICAL ADAPTATION of patients using the educational program.