In the present study, the effectiveness of cognitive-behavioral education on the communication difficulties and perfectionism of students was studied. The research design was pre-test and post-test method with control group. The statistical population of this study included all students in district 2 of Tehran in the academic year of 2017-2018. The sample size consisted of 30 members of this community, which was first selected by simple random sampling method. And divided into two groups of 15 patients. The questionnaire of perfectionism and multidimensional perfectionism were used to measure the communication difficulties of the questionnaire and perfectionism. After selecting the test group and the test, experimental intervention (cognitive-behavioral training) was performed on the experimental group for 8 sessions of 90 minutes and one session per week, and after completing the training program from each of the two post-test groups action, it came to analyze the collected data, in addition to descriptive statistics, one-way covariance analysis was used. Results showed that cognitive-behavioral education improves the subscales of communication difficulties, explicitly and publicly, In terms of others, aggression, support and participation, and perfectionism, and under the subcategory of democratship (concern about mistakes-individual measures-parents expectations-doubts about things), the test group has been compared with the group. But under the scales (openness-dependence) and (parental critique-the tendency to order and organization) was not affected. The conclusion is that cognitive-behavioral learning can improve the interpersonal difficulties and perfectionism of students. Keyword: Cognitive-Behavioral Education, Communication Problems-Perfectionism. DOI: 10.7176/RHSS/9-3-1
