Giselle Mata

This study aimed to explore the impact of special education policies on the psychological well-being of exceptional students. This qualitative research employed a phenomenological approach, utilizing semi-structured interviews with 33 exceptional students recruited through online platforms. The study relied on theoretical saturation to determine the final sample size. Data were analyzed using thematic analysis with the support of NVivo software, following an inductive coding process to identify key themes related to emotional and psychological well-being, policy implementation, and future prospects of exceptional students. The results revealed three primary themes: emotional and psychological impacts, the effectiveness of special education policies, and long-term student outcomes. Participants reported experiences of stigmatization, social exclusion, and policy-related stress, which significantly affected their emotional well-being. While some students benefited from individualized education plans and supportive teacher interactions, others faced inconsistencies in policy implementation, leading to increased anxiety and uncertainty. The study also highlighted the crucial role of parental advocacy and teacher preparedness in ensuring the effectiveness of special education policies. Long-term concerns included access to higher education, career readiness, and independent living skills, with many participants expressing uncertainty about future accommodations and opportunities. The study underscores the critical influence of special education policies on the psychological well-being of exceptional students, emphasizing the need for stable, well-implemented policies, improved teacher training, and stronger parental engagement. Addressing inconsistencies in policy application and enhancing emotional support mechanisms within educational settings are essential steps toward fostering the well-being and long-term success of exceptional students.

Objective: This study aimed to evaluate the effectiveness of a strength-based parenting program in enhancing family cohesion and reducing marital conflicts among parents. Methods: A randomized controlled trial design was employed with 30 participants (15 in the intervention group and 15 in the control group), all of whom were parents residing in Italy. The intervention group participated in a nine-session, strength-based parenting program delivered over nine weeks, while the control group received no intervention during the study period. Both groups completed assessments at three time points: pretest, posttest, and a five-month follow-up. The standardized tools used included the Family Adaptability and Cohesion Evaluation Scales IV (FACES IV) to measure family cohesion and the Marital Conflict Questionnaire (MCQ) to assess marital conflicts. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS version 27. Findings: The repeated measures ANOVA indicated significant time × group interaction effects for both family cohesion (F(2,56) = 16.63, p < .001, η² = .39) and marital conflicts (F(2,56) = 18.38, p < .001, η² = .41). Post-hoc comparisons revealed that the intervention group experienced significant increases in family cohesion from pretest to posttest (Mean Difference = 6.87, p < .001) and follow-up (Mean Difference = 6.14, p < .001). Similarly, marital conflicts significantly decreased in the intervention group from pretest to posttest (Mean Difference = -10.85, p < .001) and remained lower at follow-up (Mean Difference = -11.19, p < .001), with no significant changes observed in the control group. Conclusion: The strength-based parenting intervention proved effective in promoting family cohesion and reducing marital conflict over time, with sustained benefits evident at a five-month follow-up. These findings highlight the value of strengths-focused approaches in enhancing family relationships and emotional well-being.