Effectiveness of Intervention Based on Counseling Needs on the Psychological Well-Being of Students with Dyslexia: A Quasi-Experimental Study

Educating students with dyslexia is very important to solve the problems in their lives, and therapists try to act in a way that these students live better by providing various trainings. Therefore, the aim of this study was to evaluate the effectiveness of intervention based on counseling needs on psychological well-being of students with dyslexia.

The present study was a quasi-experimental study with a pre-test and post-test design with control group. The statistical population included all students with dyslexia in Kerman in 2019, out of which 40 people (20 in the control group and 20 in the experimental group) were selected as a sample by a reading disorder questionnaire using available sampling method. The experimental group underwent counseling training based on counseling needs (8 sessions of 90 minutes). Research data were collected through Ryff’s Psychological Welfare Questionnaire (2002). Descriptive statistics (mean and standard deviation) and univariate analysis of covariance were used to analyze the data.

The results showed that counseling training based on counseling needs was effective in increasing psychological well-being in the post-test phase (p<0.001). Based on the Eta coefficient, the value of this effect was 0.51.

Based on the findings of the present study, using counseling training based on counseling needs, as an effective psychological intervention, is suggested to improve psychological well-being of students with dyslexia.