Improvement of Subjective Well-Being in Students With Physical Disability: Mental Rehabilitation Based on Teaching Emotion Regulation Skills

Objective: Disability can affect people&rsquo;s quality of life and lead to lower mental health in life. 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.&nbsp; 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.&nbsp; 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&nbsp; 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.&nbsp;