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Background: Weak performance of family and existence of illness like obsessive –compulsive may be with some consequences such as divorce and low quality of life. This study tried to answer this question that whether variables of marital satisfaction and quality of life have relation with obsessive -compulsive Tendency and life skill of students.
Materials and Methods: In this correlational study, 225 students of payame Noor University were selected by multi-stage cluster sampling. Inrich marital satisfaction, Madesli obsessive-compulsive, life quality short form of international health organization and Nazari life skill questionnaire have been used for data collection.
Results: Marital satisfaction had positive and meaningful correlation with quality of life, life skill and negative and meaningful correlation with obsessive –compulsive tendency. Quality of life had positive and meaningful correlation with life skill and negative and meaningful correlation with obsessive –compulsive tendency. Obsessive-compulsive tendency had negative and meaningful correlation with life skill. The results of multiple regressions showed that life skill and obsessive–compulsive tendency are the most powerful variables in students to predict marital satisfaction and quality of life.
Conclusion: According to the findings of the study, in order to increase marital satisfaction and quality of life, couples should increase life skill and decrease obsessive –compulsive disorder.

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Background: Life skills are a set of abilities designed by the World Health Organization to promote the quality of life and recommend it to all members of society. This study aimed to determine and evaluate the effective components of the life skills course.
Materials and methods: The present research was a qualitative and of the phenomenology model. Using purposive based sampling method, 20 participants of life skills course were selected who met the studying criteria including the maximum absence of 2 sessions in a 10-session course, age over 18 years, and personal consent to participate in the study. Data were collected using semi-structured and individual open-ended interviews until data saturation was achieved. The recorded interviews were then handwritten and analyzed.
Results: Qualitative analysis of the interviews led to the extraction of five themes: “cognitive and emotional self-awareness,” “group dynamics,” “content capability in conceptualization and operation of structures and processes,” “gaining insight and unconscious change,” and “self-compassion formation.
Conclusion: According to the obtained results, life skills training in a participatory and active method based on a coherent protocol in a context of intimacy, empathy and non-judgmental group atmosphere, leads to increased self-awareness and motivation and belief in the change in individuals. This underscores the need to focus on psychological education in a participatory and active manner.