Middle Eastern Journal of Disability Studies

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Ahmadi S, Ilanlou H, Rezaee M, Hasani M B, Mohammadian D. Teaching existential consciousness on psychological well- being in Takestan teachers. MEJDS 2019; 9 :122-122
URL: http://jdisabilstud.org/article-1-1647-en.html

Background & Objective: To have a healthy and prosperous society, we need the factors that education has an important place among these factors. Education is one of the key educational pillars of the country, and teachers have an essential role to play in this organization. Psychological well- being is one of the most important components in positive psychology. Wellness feeling has an emotional part and also cognitive ones. People who have a high level of wellness feelings predominantly experience positive feelings. They evaluate positive emotions from their events and environments. While persons with a low level of wellness feelings have an unfavorable appraisal from their life and situations, and they mainly experience negative emotions such as anxiety, depression, and indignation. There are different kinds of existential variables like the purpose and foundation of life, which are scientific variables in researches related to well-being subjects. And other existential variables such as existential vacuum, finding the purpose of life, and accepting death is a predictor of psychological health. The purpose of this study was to determine the effectiveness of existential hegemony education on the mental well-being of teachers.
Methods: This study was a semi-experimental and pretest and post-test design with the control group. Among teachers in the city of Takestan in the school year of 2016-2017, a school with 20 teachers was selected in their own way and randomly replaced in experimental and control groups. The instrument of the research was Ryff's psychological well-being (1989). Then, the teachers randomly assigned to two groups of intervention and control (each 10 people) were divided. After substituting the subjects randomly and receiving the pretest from the experimental and control groups, interventional existential healing intervention was performed for 10 sessions of 2 hours in a group and weekly manner for the experimental group, but the control group did not receive. The procedure was followed by pretest, existential heuristic training for the experimental group, and finally, from both groups after the test. The results of the study were analyzed using software, single-variable covariance (SPSS).  
Results: The findings showed that the psychological well-being of the experimental group increased from 255.70 to 270.10, Single-variable covariance analysis showed that after removing the effect of pre-test, the mean scores of the two groups were significantly different (p<0.001).
Conclusion: The results showed that teaching existential consciousness was effective in increasing their psychological well-being and improved it. This study suggests that existential healing education can be applied to teachers and is effective in increasing their mental well-being.