Practice in Clinical Psychology، جلد ۶، شماره ۱، صفحات ۰-۰
عنوان فارسی Improvement of subjective well-being in students with Physical Disability: mental rehabilitation Based on Teaching of Emotion Regulation skills
چکیده فارسی مقاله Objective: Disability can affect people's quality of life  and lead to lower mental health in life, accordingly the aim of this study was to evaluate the effectiveness of teaching emotion regulation skills as a way to increase subjective well-being in students with physical disability. Methods: This study employed a quasi-experimental design, with pretest-posttest and control group. The study population included all  high school male students with physical disability in Tehran in 2016. The sample of study consisted of 26 male students with physical disability who were studying in the Soroush school in Tehran which is for students with physical disability that were selected by Purposive sampling method and were assigned randomly into experimental and control groups(13 subjects in each group), and keyes and Magyar-moe Mental Health continuum-long form (MHIC-LF) were compared before and after the intervention between experiment and control groups. The experimental group received 8 sessions (twice a week) of emotion regulation skills, while the control group followed their daily routine. Results: Data analysis was done using statistical software SPSS (version 23). MANCOVA test was performed to examine differences between the two groups The findings of this study indicate that training of emotion regulation skills has a significant effect in increasing subjective well-being of male students with physical disability (p< 0.05). Conclusion: The findings demonstrated that training of emotion regulation skills was significantly effective in improving subjective well-being of male students with physical disability in experimental group. The group training needs to be adopted by medical practitioners on a cohort for validating its effectiveness on a larger scale.
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عنوان انگلیسی Improvement of Subjective Well-Being in Students With Physical Disability: Mental Rehabilitation Based on Teaching Emotion Regulation Skills
چکیده انگلیسی مقاله Objective: Disability can affect people's quality of life and lead to lower mental health in life. The aim of this study was to evaluate the effectiveness of teaching emotion regulation skills as a way to increase subjective well-being in students with a physical disability.  Methods: This study employed a quasi-experimental design, with pretest-posttest, and control group. The study population comprised high school male students (n=26) with a physical disability who were studying in the Soroush school, Tehran, a special school for students with a physical disability. Students were selected by Purposive sampling method and were assigned randomly to experimental and control groups (n=13, each group). The experimental group received eight sessions (twice a week) of emotion regulation skills, while the control group followed their daily routine. Keyes and Magyar-Moe Mental Health Continuum-Long Form (MHC-LF) were compared before and after the intervention between experimental and control groups.  Results: The findings of this study demonstrated that training of emotion regulation skills has a significant effect in the experimental group on increasing the subjective well-being of students with a physical disability (P< 0.05) in comparison to control group. Data analysis was done using statistical software SPSS (version 23). MANCOVA test was performed to examine differences between the two groups  Conclusion: The training of emotion regulation skills could be an effective tool in improving the subjective well-being of students with a physical disability in the experimental group. The group training needs to be adopted by medical practitioners on a cohort for validating its effectiveness on a larger population. 
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نویسندگان مقاله دانا محمد امین زاده | dana mohammad aminzadeh
department of counseling, faculty of psychology amp; education, allameh tabataba amp;apos;i university, tehran, iran.


یوسف اسمری | yousef asmari
department of psychology, faculty of psychology amp; education, allameh tabataba amp;apos;i university, tehran, iran.


سارا کریمی | sara karimi
department of counseling, faculty of psychology amp; education, allameh tabataba amp;apos;i university, tehran, iran.


فریده hosiensabet | farideh hosiensabet
department of psychology, faculty of psychology amp; education, allameh tabataba amp;apos;i university, tehran, iran.


مهدی شریفی | mehdi sharifi
department of counseling, university of social welfare and rehabilitation sciences, tehran, iran.

سازمان اصلی تایید شده: دانشگاه علوم بهزیستی و توانبخشی (University of social welfare and rehabilitation sciences)

نشانی اینترنتی http://jpcp.uswr.ac.ir/browse.php?a_code=A-10-487-1&slc_lang=en&sid=en
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