Conclusions: This demonstrates generalisability of previous large intervention effects and suggests that neither the motivational nor volitional components appear to work effectively in isolation. Behavioral medicine , it is said, as Ebbinghous stated about psychology (( has along past but short history)). Behavioral medicine has been defined as interdisciplinary field that integrates behavioral & medical knowledge and applies that knowledge to health & disease. In Libya behavioral medicine is a pretty unknown field of knowledge and as has been defined here is not exist due to many and multiple factors, therefore it is not surprising that you would not find a teaching curriculum in medical schools for psychology or behavioral medicine at any university in Libya before 1988, we can say that the teaching of behavioral sciences started in 1988 in the faculty of medicine in Tripoli, University of Al-Fatah as apart of the community medicine course and is taught in the fourth year. in the faculty of medicine in Benghazi ,psychology was part of pre medical curriculum but behavioral medicine taught in the 4th year as apart of community medicine course. In this paper. the author highlight the historical development of behavioral medicine and behavioral sciences in Libyan medical schools and suggestion to include behavior medicine in the Libyan medical curriculum which should be a compulsory and not an optional subject. The main objective and the primary massage of this paper is to emphasize that modern and successful physicians needs two types of knowledge To date, there has been no shared language for describing the content, especially the 'active ingredients' of behavior change interventions; by contrast, biomedical interventions are precisely specified. This limits the possibility of replicating effective interventions, synthesising evidence, and understanding the causal mechanisms underlying behavior change. Our ultimate aim is to develop a reliable method of specifying behavior change techniques (BCTs), link them to relevant theory and specify the behaviors necessary to implement them. In several stages, we have generated lists of BCT labels based on a) systematic reviews of behavior change interventions b) systematic text-book search c) expert brainstorming. We have generated definitions a) from 9 textbooks, b) from dictionaries (including APA Dictionary of Psychology) and c) by reframing to specify the behavioral competencies required of the person implementing the BCT. Introduction: Non-communicable diseases are increasing in developing countries, exacerbated by growing urbanization. Contributory factors include limited access to affordable healthy food, readily available cheap unhealthy foods and limited scope for physical activity. Also significant are cultural beliefs and practices. This study examined the experiences and perceptions of people migrating from rural to urban areas in Cape Town, South Africa, and the impact these have had on the risk factors of noncommunicable diseases. Methods: The setting is an impoverished peri-urban township with a non-communicable disease prevention program that includes weekly health clubs. The program was initiated by a local university that also undertook the research. A qualitative approach was adopted, using a purposive sample of club members and nonclub members. Data was collected through in-depth interviews, participatory reflection and focus group discussions. Results: Significant changes in respondents' eating patterns and levels of physical activity were described, with accompanying increase in obesity. This was due to both socio-economic and environmental constraints. However, the respondents were not concerned about these changes. Despite many hardships, they were pleased with their new urban lifestyle. Furthermore, they approved of their weight gain as culturally it signified dignity and respect. Those attending health clubs found them both informative and socially and emotionally supportive. Conclusion: The study highlighted the complexity of the risk factors of non-communicable diseases, and the importance of developing prevention strategies that extend beyond the traditional lifestyle approach that focus on diet and exercise. , 1995) , and depressive symptoms among Japanese college students was examined. SC was defined as a function of both the number of self-aspects and the degree to which the self-aspects are differentiated from each other. Linville (1987) has suggested that high self-complexity serves as a buffer against the onset of depressive symptoms following negative events because it partly determines the impact of such events on thoughts and feelings about various self-aspects. Participants were randomly assigned to either the intervention group (n=20) or the control group (n=20). The intervention group received one session of psycho-education on SC and a paper-and-pencil exercise designed to calculate the number of their self-aspects (social roles, interpersonal relationships, activities, traits, etc.) and to evaluate each self-aspect using an adjective checklist. After the education and exercise, daily records of their self-aspects were assigned for one week. Selfreported questionnaires were completed three times in both groups (pre, post, and follow-up). The questionnaire was comprised of the Center for Epidemiologic Studies Depression Scale, the Positive and Negative Affect Schedule, and the Rosenberg Self-Esteem Scale. SC, P-SC, and N-SC, which were assessed using H, a statistical measure of dispersion that represents number of independent dimensions underlying a given trait-sorting, were measured by Linville's (1987) and Sato's (1999) trait sorting task. The Research Ethics Committee of the Hiroshima University Graduate School of Education reviewed and approved the study protocol. In the intervention group, the analysis of variance indicated that P-SC was significantly increased at the post-test and marginally increased at the follow-up test when compared to the pre-test. No significant differences in P-SC were found in the control group. Structured equation modeling revealed that in the intervention group, high P-SC at the post-test was related to lower levels of a depressed mood at the post-test and follow-up test. Results demonstrate that this program increases P-SC, which might ameliorate subsequent depressed mood among college students. Results: Based on the short questionnaire, the main lifestyle problems identified were: insufficient levels of leisure time physical activity, sedentary behaviour, and insufficient intake of fruit and vegetables.