Ms Romina Roohi - Ph,D student of educational psychology, Azad University of Kerman, Kerman, Iran
Ms Vada Andishmand PhD - Assisstant prof, educational sience Dept, Azad University of Kerman, Kerman, Iran

Objective: This research aims to study the effect ofeducation on mental health and the effect of educationof stress rate. Then it studies the effect of several stylesof contrasting stress and finally to examine the effectof a stress management program on decreasing stressof mind-retarded children's parents. Method: parents ofchildren with intellectual disabilities of Rafsanjan (twocentres) completed Harry stress inventory (HIS) andGeneral Helath questionair (GHQ). 60 couple that highscores in these tests selected and divided two groupsrandomly. Experimental group passed stressmanagement course in 6 sessions at 3 weeks. Controlgroup do not receive any treatment. After final sessionand one month later, two groups completed GHQ andHIS (posttest and followup). Data analysed withrepeated measures. Findings: Average score of stressrate in pre test and posttest stage in experimental grouphad a meaningful difference (P=0/001), but thisdifference was not meaningful in following test.(P=0/659). Average score of mental health in pre testand posttest stages of test group had meaningfuldifference (p=0/001) but difference of this score wasnot meaningful in following test (p=0/646).Conclusion: Education causes mind-retarded children'smothers know themselves better, recognize theirstrength and weakness points, and finally findthemselves to extent in which commit to improveweakness points and develop positive points. As aresult, one can accept realities better and decreasemental stress.

Mental retardation, Stress, Mental health, training, Cognitive behavioral therapy