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Background and Aim: Medical students experience a high level of stress, with potential adverse consequences on their academic performance. Stressors cannot be modified in numerous cases but students' abilities to cope with stressors should be upgraded. In this study, we investigated the effect of stress management training (As part of the Life Skills Curriculum in Kurdistan University of Medical Sciences) on perceived stress, coping style in medical college students and also persistence of the effect of training. Material and method: This was a quasi-experimental study (before and after). The sample size was 35 medical students and included all of the second semester medical students. Sampling method was census. Stress management training included four two-hour sessions for four consecutive weeks. Assessment was carried out by use of Perceived Stress Scale (PSS-14) and Coping Inventory for Stressful Situations (CISS-21) in four steps (before, immediately, 3 and 6 months after classes). Collected data were entered into SPSS17 software and analyzed by paired t-tests., ANOVA and Tukey post hoc test. Result: Before training, the mean value for perceived stress among students was 33.42 which decreased to 32.70, 31.50 and 29.22, after one, three and six months after training, respectively. We found significant differences in perceived stress only between the stages conducted before training and six months after training. (P-Value: 0.012). The dominant style of copping with stress in all periods was that of problem oriented but changes in a variety of styles in different periods were not significant. Conclusion: In this study, reduced perceived stress can be related to the training, but the role of confounding factors should be kept in mind. Lack of change in the students´ coping style after training can be attributed to short-term training and defective contents of the training. It seems that other factors such as students’ level of education and compulsory training can interfere with the results of this study. Therefore, further studies are required to carry out alterations in the life skill curriculum in Kurdistan University of medical sciences. Key word: Medical student, life skills, Stress management, Perceived stress, Copping style with stress. Received: May 11, 2013 Accepted: Jun 10, 2014

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Background and Aim: adaptation refers to all the strategies that a person uses to manage stressful life situations, whether they are real or unreal threats. The purpose of this study is to determine the effect of life skills training on the adaptation of high school girls and its relationship with health literacy.
Materials and Methods: This study was conducted by an intervention method on 120 students (60 in the intervention group and 60 in the control group) of secondary school girls in the second stage of Sanandaj city in 2023 using a multi-stage sampling method. Life skills training was conducted in twelve 45-minute sessions by lecture, group discussion, question and answer method. To collect information, a student adaptation questionnaire and a standard health literacy questionnaire were used. To analyze the data using SPSS.22 and Chi-square and Fisher's exact tests, independent t-test, and Pearson's correlation were used. A significant level (0.05) was considered.
Results: The average score of health literacy in the intervention group was 70.7 ± 12.12 and in the control group 67.6 ± 15.2 (P = 0.21). The emotional adjustment score was 5.48 ± 2.41 in the intervention group and 7.37 ± 2.41 in the control group (P = 0.0001), and the overall adjustment score was 24.97 ± 4.33 in the intervention group and 3.88 in the control group. ± 27.23 (P = 0.003) that the two studied groups had a statistically significant difference after the educational intervention. The emotional adjustment score in the intervention group (from 6.58 ± 2.63 to 5.48 ± 2.41) and the overall adjustment score from 26.65 ± 4.92 to 24.97 ± 4.33) after the educational intervention significantly significantly improved (P>0.05). A negative and significant correlation was observed between students' emotional adjustment scores and health literacy scores (P=0.018).
Conclusion: This study shows that life skills training can effectively improve students' emotional adjustment, but its effect on social and educational adjustment needs further investigation.