Background & Objectives: Mental Health is a phenomenon which has been considered by psychologists, medical doctors and religious scholars and it is a combination of physical, social and cognitive factors. Due to the effectiveness of teaching coping skills in increasing mental health, this study was done to achieve the effect of teaching coping skills in providing mental health in students of Ardabil University of Medical Sciences.       

Methods: Due to the nature and aims of the study, the study method was experimental research method. The samples of the present study comprised all male and female students (n=112) at Ardabil University of medical Sciences in 2006-2007 and gained 23 or more in GHQ-28 questionnaire (which evaluates four subscales of anxiety, depression, physical symptoms, and disorder of social functioning). At the next stage the samples (i.e. 80 female and male students) were selected randomly and divided in to two groups. Then, coping skills were taught to the experimental group for 4 weeks (two sessions in a week) and no variable was exposed to the control group during this period. At the end, the data from 62 (Dropt=18 case) individuals were analyzed by independent t test.   

Results: the results showed that teaching coping skills affects on decreasing mental disorders symptoms especially somatization of symptoms and anxiety of students suspected to the mental disorder (R< 0.001). But the teaching coping skills do not affect on decreasing depression and disorder of social functioning of students.

Conclusion: This study showed that teaching coping skills is a good method in decreasing mental disorders symptoms among the students suspected to the mental disorder. Therefore it is suggested that in order to prevent and decrease mental disorders symptoms, the coping skills should be taught to students.

  Background & objectives: Students bullying, especially in the adolescence period, is a prevalent problem in the schools, that emotional dysregulation is posed as a one cause of it. Considering this issue, the aim of this study was to investigate the relationships between emotion regulation and emotion expression styles with bullying behaviors in adolescent students.

  Methods: The method of this study was correlation. Whole male students of secondary and high schools in Ardabil at 90-91 educational year comprised statistical population of this research. Two hundred thirty students, were selected by multistage cluster sampling method, responded to the questionnaires of bullying/victimization, emotion regulation and emotion expression. Gathered data were analyzed by Pearson correlation and multiple regression tests.

  Results: The results showed that victimization by bullying has positive relationship with cognitive reappraisal (r= 0.15, p<0.02), emotion suppression (r= 0.47, p<0.001), and positive expression (r= 0.25, p<0.02), but has negative relationship with impulse severity (r= -0.35, p<0.001), and negative emotion expression (r= -0.43, p<0.001). Furthermore bullying has a positive relationship with cognitive reappraisal (r= 0.14, p<0.03), impulse severity (r= 0.31, p<0.003), and negative expression (r= 0.29, p<0.001), but has negative relationship with emotion suppression (r= 0.28, p<0.001), and positive expression (r= 0.24, p<0.001). In sum emotion regulation and emotion expression styles explained 36 percent of the variance of the victimization by bullying and 19 percent of the variance of the bullying. 

  Conclusion: This research demonstrated that emotion dysregulation at the adolescent period plays important role in bullying and victimization, thus the training of emotion regulation abilities is suggested as the one of interventions methods for this behavioral problems.