Impact Of Positive Psychology To Reduce Perceived Stress In Learning With Children With ASD (A Field Study On Teachers In 'Normal' Primary Schools In Jijel)

Abstract

Inclusion of children with ASD in “normal” primary schools requires to be ready to facing some difficulties in self-efficacy, self-esteem, well-being and perceived stress and to be aware of the specific needs of children with ASD. We question how positive psychology allow to develop self-efficacy, self-esteem and well-being while reducing perceived stress of teachers of children with ASD in 'normal' primary schools? To answer that question we work out training to positive psychology based on positive emotions, benevolence, talents, strengths, virtues and qualities of teachers of children with ASD in 'normal' primary schools. This training spread on three months by reason of one day per weeks. This allows us to set up a follow-up. Also, we use Ryff Psychological Well-Being Scale, Teacher Self-Efficacy Scale, Self-Esteem Scale and Perceived Stress Scale to a sample of 25 teachers of children with ASD in 'normal' primary schools in Jijel. Our results show that before training, teachers of children with ASD in 'normal' primary schools have a weak self-efficacy, self-esteem, well-being and a high perceived stress. After six months of practice, we note a development of their self-efficacy, self-esteem, well-being and a diminution of their perceived stress. These results are useful to show positive psychology importance. Yet, pedagogy built on positive psychology needs a time of adaptation for teachers of children with ASD in order to obtain some beneficial results in terms of well-being, self-efficacy, self-esteem, perceived stress, mutual aid, autonomy and knowledge of the difference.