Our educational system for improving and training creativity needs a basic and fundamental change. Teachers have key roles in educational system so a creativity training program of teachers has been prepared to achieve a necessary cognition, attitude and teaching skill. The creativity training program that was designed by research according to scientific theories and its positive effect on their cognition, attitude and teaching skills was confirmed. This survey is the second stage of that research. In this survey the second stage of creativity training program of teachers on creativity, self concept and academic progress of their students has been investigated by Quasi experiment and Solomon design. So teachers and their students have been divided into two experimental groups and two control groups. One of the experimental groups and one of the control group received post. Then the experimental teachers participated in the program and acquired the necessary skill. Then they used them in their class. After the end of the course all of the groups received past test. The analysis of data confirmed the first hypothesis the expressed the creativity training program of teachers in creased the self concept of students the positive effect of program on academic progress confirmed. So the creativity training program of teachers can be a suitable pattern for improving creativity and academic progress in schools.

Given the role creativity plays in the contemporary world, the creativity training was investigated in elementary schools. To this end, two studies were conducted. The first study examined the effect of teaching creativity on elementary student's creativity. Initially a pre-test devised by the researcher was administered to both experimental group (67 subjects) and control group (58 subjects). Then the experimental group participated in a 12-week creativity training course. The results of the tests taken by the experimental and control groups were analyzed, using recurrent measurements. The findings showed a significant difference between the two groups with the experimental group outperforming the control group. Drawing on these findings showing the positive effect of creativity training on student's creativity, the second longitudinal and qualitative study was conducted on 40 pre-school and elementary male and female students in 4 consecutive summers. This study aimed to develop a native model which instructors can use for the purpose of teaching creativity to students. Showing the positive effect of creativity training on student's creativity, this study also provides a model which illustrates how creativity training methods can be applied. Moreover, it provides the teachers and trainers with guidelines regarding the content of a creativity course.

This study investigated the effects of creativity training to teachers on growth of children's creativity. The method was quasi-experimental that was conducted by form B visual creativity Torrance test. The experimental group consisted of students of teachers who were organized by Sama, a 24-hour period, creativity training, and Control group, were students of those teachers who were not seen any creativity training. Survey data, evaluated by the two independent t groups, and comparison of the mean showed significant difference at 99% confidence level at all research hypotheses. It means by 99% confidence, creativity growth of children in first grade of primary schools in Khorasan province in the academic year 88-89 that trained by teachers who had creativity training is greater than those children that their teachers hadnt any creativity training and this difference is statistically significant.

The aim of this study was to investigate the effect of Creativity training on creativity and self-esteem of female students in primary school in Islamshahr.
For this purpose, 120 patients (60 cases and 60 controls) of elementary students were selected by cluster sampling. In this study, Rosenberg Self-Esteem Scale (1965) and Visual Creative Torrance (1969) is used. The collected data have been analyzed using ANCOVA.
The results showed that Creativity training has a positive effect on student's creativity and self-esteem. Training student's creativity to lead to a significant improvement of fluency, originality and elaboration in this group. But in terms of flexibility, there has been a significant growth.

Nowadays, training expert and experienced manpower is a major concern and necessity in all societies. Recent investigations have proved that lack of knowledge and efficiency in educated people as well as educational institutions cause major problems globally. Thus, in parallel to developments in the world there is a major shift in the methods of education in favor of more attention to the techniques of talent discovery in students. In this regard, recent discoveries and ideas were made available to all researchers via information centers. This proves the need for more study and investigation in the field of new educational methods. Based on what was presented here, the important question is what the methods of teaching creativity are in contemporary Western psychology. One of the most important and popular methods for promoting the educational level is taking advantage of the techniques in the field of psychology. Thus, this article tries to investigate the efficiency of teaching creativity methods for promoting the level of creativity of students. This research is a foundational research which uses analytic-descriptive method to identify the methods and how they are working. Studies carried out in this research show that most methods for teaching creativity are focusing on creativity process and creative thinking. Thus, teaching creativity dose not lead to general development of creative mind, especially in the case of artists who depend on emotions in addition to logic.

Scientific research has revealed that creativity is a skill that can be both acquired and taught. Moreover, most studies have indicated that organizing creative thinking training courses positively affect the students' creativity in different stages of their academic endeavors. In order to understand an artist's condition, we should take a look at the impact that social conditions leave both on him and his art. It is through examining such elements and their indisputable impact that we can discover the nature of art and the artist. Creativity is not to occur suddenly, but is a phenomenon encompassing many factors for its development and flourishing. It is a collection of talents, contemplations, acquisitions, functions and also the outcome of his works that make someone a creative artist. It might be stated that “education is indeed effective in the recognition, training and directing the emotional and mental powers. Thus, education will be inhibiting and directing; but it is not itself a producer of creative force, and consequently, it is impossible to eliminate the deficiency or lack of emotional force through education. The question of the relation of education to artistic creativity is a longstanding argument which questions the philosophy of the existence of art faculties. Although today we are witnessing lots of creative works by students, yet one of the disadvantages and traumas of modern painting is that the artist's creativity has decreased significantly and thus, the works of art are unable to communicate effectually with the human beings' creative spirit. The current paper aims to alter this schema and emphasize the educational aspect of creativity. Conducting this research deemed necessary since it attempts to clarify the appraisal and impact of training creativity. Moreover, this study should have been made to evaluate and finally identify more creative artists and reach out for them on one hand and provide proper opportunities for them on the other. The criteria for the assessment of creative art should be specified based on creativity components. Furthermore, the circumstances in which the creative researcher or creative student is working should be noted. Next, the extent of motivation of creative processes needs to be recognized: what motivates people to have creative artistic outputs and what obstructs creative thinking? To what extent the creativity-based art teaching methods affect the development of creativity in undergraduate students of painting discipline? What impact does creativity-based art education have on the accomplishment of practical projects of undergraduate painting students? Since there are limited theoretical, research material on the subject of the assessment of creativity and training, particularly in the field of painting, it is necessary to examine it among a group of students of the field to provide a foundation for the expansion of the concept of creativity to teaching art disciplines. Creativity is one of the main areas of research related to artistic phenomena. The studies conducted on creativity education suggest that creativity is not just an intrinsic trait; it can also emerge as a result of education. Many scholars of the field have mentioned creativity education, considered it possible and have provided respective evidence. Aiming to assess the impact of creativity education on improving the students' creativity in the painting workshops, the present study answers these questions: To what extent a curriculum integrated with creativity affect the development of such faculty in undergraduate students? How does education integrated with creativity affect the practical projects of students? The paper has surveyed the effect of creativity training on the undergraduate students of painting discipline taking painting workshop courses at the Faculty of Arts; Alzahra University during the academic year 2012-2013 was studied. For this purpose, a number of 18 students studying at semester 6 were selected. These students received 20 hours of training on components of creativity integrated with painting workshop curriculum. Using the skills acquired, the students created works of art during the workshop. Pre-exam was taken followed by post-exam. The Kolmogorov-Smirnov test was used to examine the normal distribution of the data and paired-samples T-Test was applied. The results indicated significant, meaningful increase in the students' creativity score (P<0.001). In other words, creativity training resulted in the improvement of the students' creative faculties. Also, according to art professors' evaluation, training creativity led to meaningful growth in the emergence of components of creativity in the practical works of students in the experimental group (p<0.05). The semi-experimental research method, Abedi's creativity test and the evaluation form of Visual Arts have been used.

The current research has aimed at investigating the effectiveness of clinical creativity therapy model on improving hope and happiness of the patients with cancer breast.
the method of this research has been quasi-experimental of pretest-posttest type with the presence of control group. The sample of this research were selected as available Contains 30 patient, who had with breast cancer. Hope Schneider questionnaire and Oxford questionnaire were applied in order to measure their hope and happiness .For experimental group a period of 10 sessions of creativity therapy was held .
Findings:covariance analysis showed that there was a significant difference in hope between experimental and control group And there was also a significant difference in happiness between the two groups .
The results showed that the clinical creativity therapy model was able to create a significant increase in hope and happiness of the Patients with breast cancer in experimental group in comparison with control group.

The aim of this study was to compare the effectiveness of two methods of teaching choice theory and creativity training on the level of thought excitement, resilience and in health care workers. The statistical population of the present study was all kidneys of health workers in Yasuj in 2017-17. Using purposive sampling method or available among health workers of Yasuj city according to the criteria, 45 of these people were randomly selected and divided into three experimental and control groups (15 people). For each group) then resilience questionnaires, thought excitement were taken from all three groups of subjects, The experimental group received therapeutic creativity training and selection theory training in 8 sessions of 90 minutes for 2 months and the control group did not receive training in this training period. P> 0 There is no significant difference. Therefore, the main hypothesis of the research should be rejected; That is, the effectiveness of the two methods of teaching choice theory and creativity training on the level of thought excitement, resilience and is the same in health care workers. The results of the research have shown that participating in group meetings and increasing group actions and reactions and exchanging information and experiences of each employee in training sessions and familiarity with basic needs as well as familiarizing employees with personality components of creative therapy including (self-confidence, courage and Risk-taking) could lead to increased resilience, dynamism and increased psychological well-being in them.