Should I Be Grateful?: Gratitude and Teachers' Mental Health of Children with Special Educational Needs (SEN)
Kristiana Ika, E.R. Kustanti
Available Online February 2018.
- https://doi.org/10.2991/acpch-17.2018.8How to use a DOI?
- Teachers' mental health, SEN, experiment, gratitude
- 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.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
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 - 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 - https://doi.org/10.2991/acpch-17.2018.8 ID - Ika2018/02 ER -