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首页> 外文会议>ASEAN Conference on Psychology, Counselling, and Humanities >Should I Be Grateful?: Gratitude and Teachers' Mental Health of Children with Special Educational Needs (SEN)
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Should I Be Grateful?: Gratitude and Teachers' Mental Health of Children with Special Educational Needs (SEN)

机译：我应该感激吗？：感谢具有特殊教育需求的儿童的感激和教师心理健康（SEN）

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摘要

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; a = 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.
机译：教师有特殊需求的教师的任务;要教导，指导，甚至帮助他们身体和心理上都有可能产生干扰他们心理健康的条件。健康心态的教师会感到高兴，能够管理压力，高效地工作，并随时为社区做出贡献。该实验研究旨在测试感谢培训在提高教师心理健康方面进行特殊教育需求的有效性。这是一个实验的准研究设计。本研究中的参与者是Semarang City专门学校的教师。通过随机化和匹配进行ONTROL。使用GHQ（12项; A = 0.917）收集数据。结果表明，感恩干预已被证明是有效改善教师的心理健康（P <0.001; D = 0.969）。谢意干预改善教师心理健康的有效性也从教师的GHQ分数显示，其中在分发干预后平均增加了大约M = 2,234。

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