Abstract:
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.
Machine summary:
"These studies indicate that any disability weakens one’s self-esteem (Nosek, Hughes, Swedlund, Taylor, &amp; Swank, 2003) and is the cause of mental anxi- ety disorder and depression (Salehi et al.
In a study by Gratz and Gunderson on women suffering from borderline personality disorder, it was demonstrated that intervention based on teaching emotion regulation has a marked effect on the reduction of emotional control dis- order, experiential avoidance, self-harm, depression, anx- iety, and stress (Gratz &amp; Gunderson, 2006).
it was reported that emotional regulation intervention was effective in a decrease of the severity of emotional symptoms (depression, anxiety, stress) and an increase in the patients quality of life with psychosomatic disorders (Mazaheri, Mohammadi, Dagh- aghzadeh, &amp; Afshar, 2014).
Therefore, the aim of the present study is to investigate the effect of mental rehabilitation by teaching emotion regulation skills on increasing the subjective well-being of students with a physical disability.
Discussion</H2> The aim of this study was the mental rehabilitation of students with a physical disability based on teaching emotion regulation skills in groups to increase their subjective well-being.
Besides, defects and disorders in regulating emotions are correlated with the vulnerability to suffer from depression (Oshri, Sut- ton, Clay-Warner, &amp; Miller, 2015) which causes many mental harms (Rutherford, Wallace, Laurent, &amp; Mayes, 2015) and can be the beginning of many more per- sonal problems and the anxiety of well-being (Gross &amp; Thompson, 2007)."