حسن احدی

purpose: The purpose of this study was to determine the effectiveness of teaching positive thinking skills on decreasing depression among female students of the Sabzevar University of Sabzevar. Methodology: The study population consisted of all female students of Azad University of Sabzevar Branch in the academic year of 97-96, including 30 people who were selected using purposeful sampling. They were randomly assigned to the experimental group (15) and the control group (15 People) was replaced. The Beck Depression Inventory and Positive Thinking Training Package, which was set up in 9 sessions one and a half hours, was used to collect data. Finding: The results of statistical analyses showed that teaching positive thinking skills with an effect size of 0.13 reduces students' depression. Therefore, there is a significant difference between the effect of teaching positive thinking skills on reducing depression (p <0.05). Conclusion: At the end of the treatment sessions, students learned in both groups to choose their own behaviors in order to attain their demands, each of whom should choose responsible behaviors while maintaining ethical principles and applying optimistic, correct and responsible actions to Your wishes are also met. Teaching positive thinking skills creates a supportive and safe environment where students can experience a feeling of acceptance and psychosocial security, which brings greater compatibility and fewer conflicts.

Abstract Purpose: Smart schools are schools equipped with electronic devices and advanced technology where innovative and new way of learning is taught by processing data and communication within the context of suitable curriculum. Methodology: The basis of current research has been designed to compare the effectiveness of developing creativity between two groups of female high schoolers attending smart schools versus female students attending non-smart schools. Furthermore, all the female subjects were attending 3rd grade which is equivalent of 11th grade students worldwide. The method utilized in this research is the comparison evaluation type. The statistical society of research subjects included female high schoolers of Tehran’s District 8 which encompasses of 10 public schools, 6 non-public or private schools, and one smart high school, with the total population of 1020 in which 300 students were selected by classified random method as the sample group of research. The mentioned random groups were selected from all above-mentioned schools accordingly to their populations. Initially, in order to assess the level of creativity, part A of the Torrance test was given to all subjects at the beginning of the school –year. Part B of the same test was given at the conclusion of the school-year. Finding: The yielding outcome of both tests were analyzed with T test, variance method, and Schaffer's follow-up test final and total assessment and evaluation of all the results a conclusion was reached indicating that the type of smart or non-smart schools had no effect in developing and advancing creativity. Discussion: However, the dual comparison between private and public schools demonstrated a real and factual significant differences with respect to developing creativity. This fact implies that private high schools are more equipped and suited to develop creativity.