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The purpose of this study is to clarify changes in people-place interrelationship and hidden layers of survivors psychological challenges in the reconstructed housing environment, the 2003 Bam and 2017 Ezgeleh-Sarpol Zahab earthquakes occurred in Iran, because perception of earthquake risk in residential dwellings and traumatic experiences during and after its occurrence are among stressful events making communities face with various spectrum of emotional and cognitive consequences. Such events shape memory “traumascapes” and cause changes in mental schemas and as a result, altering decisions and behavioral responses in long-term familiar environments. Because, in the disaster-affected communities, psychological recovery will be greatly influenced by residential experiences.

The current research was performed with a qualitative and multicase study design, and data were collected using deep and semistructured private interviews and discussions in focus groups with participation of 33 people by narrative technique.

According to findings, people are facing enduring cognitive disruptions regarding home concept and its location as a safe and secure paradigm. Findings showed that there are a considerable amount of behavioral responses and emotional consequences in the form of protective behaviors, severe sensitivity to environmental stimuli, fears, phobias in residential dwellings and disturbances in place attachments.

It is noteworthy that despite all time and place differences, the two studied communities had significant similarities in earthquake traumatic experiences and perceptions and also resulting conscious and subconscious responses.

Aggressive behaviors are common among students. Given the importance of education in reducing aggressive behavior, this study aims to examine the influence of a theory of planned behavior (TPB)-based educational intervention on aggression-preventive behaviors in fifth-grade male students in Fasa city, Iran.

A total of 120 male students were randomly picked from several public schools in Fasa city, Iran, between 2018 and 2019. Assessments were completed before and three months after the intervention. Intervention consisted of eight 55–60-min training sessions based on the TPB’s processes and constructs.

Prior to the educational intervention, there was no significant difference between the two groups in terms of attitude, subjective norms, perceived behavioral control, intention to stop aggressiveness or to engage in aggression-preventive activities. However, three months following the intervention, the experimental group demonstrated a considerable rise in the aforementioned constructs (p > 0.001 in all cases).

The study’s findings demonstrated the efficacy of a TPB-based educational intervention on constructs of the TPB theory. Results suggest application of a TPB-based educational intervention can have a pro-social impact on the attitudes and behavior of elementary age boys.