Explanation of Emotional Schemas (ESs) on Social Relationship in Students with Physical Disability: A Qualitative Study

Introduction: Social relationship play an important role in improving the quality of life and promoting mental health and affects physical health and psychological well-being so that people through it, establish their identity and integrate themselves into society. Therefore, the aim of this study was to explain emotional schemas (ESs) on social relationship in students with physical disability. Method: In this qualitative study, 15 high school students with physical disability were included. Data were collected using purposive sampling method and until data saturation, when the code and new classes were not obtained, the data collection process continued. Information were collected through semi-structured in-depth interviews in compliance with the confidentiality of information and participants have the right to withdraw from the study at any time. Totally, 15 semi-structured interviews were conducted. The interviews were recorded, and then, analyzed using thematic analysis. Results: The findings were categorized into 14 sub-themes and 4 main themes including: intrapersonal emotion-focused coping strategies, interpersonal emotion-focused coping strategies, intrapersonal cognitive-focused coping strategies, and interpersonal cognitive-focused coping strategies. Conclusion: According to the experience of the participants, it was revealed that these people use emotion-focused and cognitive-focused coping strategies, interpersonally and interpersonally, to communicate with others.