The effect of rational emotive education on the rational thinking, subjective well-being, self-efficacy and social acceptance levels of the studentswho are not disabled in mainstream classes involving students with disabilities

This research aimed to evaluate the effect of Rational Emotive Education upon the increase of rational thinking, subjective well-being, self-efficacy, and social acceptance level of the healthy students in the mainstream classes, which involved students with special educational needs and disabilities. Within this research, quasi-experimental design and nonequivalent control group was used.Itwas conducted between October 25, 2017 and January 17, 2017 at two lower secondary schools located in Yenimahalle district of Ankara province. Research sample consisted of 212 students, with 8 mainstreamed pupils with disabilities in the control and intervention groups. "Socio-Demographic Form", "The Irrational Beliefs Scale for Adolescents", "Adolescent Subjective Well-Being Scale", "General Self-Efficacy Scale", and "Social Acceptance Scale" were utilized in data collection.Following the Rational Emotive Education delivered, it was identified that there was a decrease in the level of irrational beliefs, and an increase in the subjective well-being, self-efficacy and social acceptance levels of the intervention group students when compared with control group students (p<.001).In the result of "Social Validity Questionnaire" conducted with the parents of the mainstreamed students with disabilities to assess social validity and the effect of the method used within this research on these students, it was found that students with disabilities were positively influenced by the Rational Emotive Education.The findings of this study support the current literature related to Rational Emotive Education employed as a universal and humanistic approach in Turkey and in the world. In this line, it can be said that Rational Emotive Education is a method that can be used in school health nursing with the aim of increasing acceptance and eliminating social-emotional problems of mainstreamed students with disabilities or impairments, and creating a positive class atmosphere for all students.It is recommended that Rational Emotive Education be carried out to contribute to developing positive mental health in adolescents; solving daily life problems among peers; increasing motivation and satisfaction of life, and the individual developinga philosophy of rational life toward himself/herself and the world.