Should I Be Grateful?: Gratitude and Teachers' Mental Health of Children with Special Educational Needs (SEN)

DOI

10.2991/acpch-17.2018.8How to use a DOI?

Keywords

Teachers' mental health, SEN, experiment, gratitude

Abstract

The task of the teachers who teach students with special needs; to teach, guide, even help them both physically and psychologically have the potential to create conditions that interfere with their mental health. The teachers who have a healthy mentality will feel happy, be able to manage stress, work productively, and readily contribute to a community. This experimental study aims to test the effectiveness of gratitude training in improving teacher's mental health for special educational needs. This is an experimental quasi- research design. The participants in this study were teachers from a special school in Semarang city. The ontrol was performed by randomization and matching. The data were collected using GHQ (12 items; = 0.917). The results showed that gratitude intervention proved to be effective to improve teacher's mental health (p <0.001; d = 0.969). The effectiveness of gratitude intervention improving teacher's mental health was also shown from the teachers' GHQ scores in which the average increases about M = 2,234 after the intervention was distributed.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Kristiana Ika
AU  - E.R. Kustanti
PY  - 2018/02
DA  - 2018/02
TI  - Should I Be Grateful?: Gratitude and Teachers' Mental Health of Children with Special Educational Needs (SEN)
BT  - Proceedings of the 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017)
PB  - Atlantis Press
SP  - 38
EP  - 40
SN  - 2352-5398
UR  - https://doi.org/10.2991/acpch-17.2018.8
DO  - 10.2991/acpch-17.2018.8
ID  - Ika2018/02
ER  -