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Abstract Aim and Background: Type A individuals are more likely to suffer problems due to certain worldviews that job. The purpose of this study was to investigate the effects of stress management therapy based on cognitive-behavior therapy on type A personality in industrial company employees Methods and Materials: This is study a quasi-experimental. population in this study included all Personnel of industrial Company, that company was registered in 1390, from among employees of the company were 500 people were randomly selected that basis on their respond to type a personality inventory. The final sample included 30 men who were selected randomly among 500 men with score upper one standard deviation from mean. The men were divided randomly into two groups (experimental and control). First performed Type A and job stressors inventories as pretest, then 10 sessions of group therapy of stress management based on cognitive-behavior therapy carried out. The data resulted from the research were analyzed using analysis of variance (ANOVA). Findings: The results showed that both experimental and control groups after implementation of stress management indicates that there is a significant difference in the type A behavior pattern. Also, between the two groups in terms of type A and type A non-morbid disease so there is significant difference in stress management. Conclusions: Stress management training technique cognitive - behavioral is effective in modifying behavior patterns type A, and thereby can be psychological and occupational problems related to this type of personality in reduced staff.

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Abstract Aim and Background: Multidimensional and complex nature of bipolar disorder requires assessment and usage of modern treatments. The aim of this study was to investigate the efficacy of meta-cognitive therapy (MCT) compare to psycho &ndash; educational family therapy on Social performance in bipolar patients. Methods and Materials: This was a semi-empirical research with pretest-posttest design, using control group. From among the bipolar woman who had referred to psychological hospitals and clinics in Isfahan city in Iran, 24 patients were selected by purposeful sampling and were divided into three equal groups randomly. The first group received meta-cognitive therapy, second group received psycho-educational family therapy and the third group received drug therapy. The data were gathered using semi-structured interview based on diagnostic and statistical manual of mental disorders (4th edition) criteria and dysfunctional attitudes scale. The data were analyzed by descriptive statistics and covariance with SPSS 16 software. Findings: There wasn&rsquo;t difference significant between the mean scores of meta-cognitive therapy groups compared with psycho &ndash; educational family therapy (p<0.05). Also, there was difference significant between the mean scores of both group meta-cognitive therapy and psycho &ndash; educational family therapy compared with drug therapy. Conclusions: using meta-cognitive therapy and psycho &ndash; educational family therapy with the drug increases Social performance in bipolar patients. Therefore it is recommended family and therapists trained in this field.

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Aim and Background: Depression is one of the most important issues for a student that its occurrence in younger ages is associated with a severe drop in social, occupational, and educational performance. Also, rumination and perfectionism are important factors in the development of depression. Therefore, the purpose of this study was to predict depression symptoms based on perfectionism and anger rumination among the students of Shiraz University of Medical Sciences, Shiraz, Iran. Methods and Materials: This was a descriptive-correlational study. The statistical population of this study was all male students of Shiraz University of Medical Sciences who were studying at this university in 2016. The sample consisted of 204 people who were selected by multi-stage random sampling. Data were collected using Depression Anxiety Stress Scale-21 (DASS-21), Sukhodolsky et al.’s Anger Rumination Scale (ARS), and Ahvaz Perfectionism Scale (APS), and then were analyzed using multiple regression and correlational methods via SPSS software. Findings:  A significant positive correlation between depression and anger rumination (P < 0.001, r = 0.419), and depression and perfectionism (P < 0.001, r = 0.321). Also, the results showed that 17.6% of changes in students' depression was explained by anger rumination. Conclusions: The results of the present study show the importance of the role of anger rumination and perfectionism in symptoms of depression among students. Therefore, learning emotional control skills such as anger management and problem solving skills are recommended to students with anger rumination.