Effect of Positive Thinking Training on Self Acceptance in Students with Disabilities

The objective of this study is to find out the effect of positive thinking training in an effort to raise self-acceptence in students with disabilities. Students with disabilities who receive positive thinking training are expected to have a higher level of self-acceptence compared to students with disabilities who do not recieve the training. The subjects of this research are 13 students with disabilities from various faculties with a low to moderate level of self acceptance based on the result of a priorinterview. This research collects data using a scale of self-acceptance containing statements that indicate behaviors on the object variable that will be measured and given directly to the subjects. Data analysis in this research analyzes the comparisonof pre-test, post-test and follow-up results with the Wilcoxon test to compare pre-test, post-follow and pre-follow. The result of Friendman test analysis shows the coefficient of chi-square=14.711 with p=0.001 which shows a very significant difference in self acceptance between pre-test, post-test and follow-up. The result of wilcoxon test on pre-test shows Z=2.845 with p=0.004, post follow shows Z=1.187 with p=0.23, and pre-follow shows Z=3.062 with p=0.002, which shows that there is a different level of self-acceptance during pre-post, post-follow, and pre-follow. The resultof the study basedon Friedman test and Wilcoxon test analysis shows that there is a significant increasei self-acceptance afterthe training. This proves that positive thinking can increase the levelof selfacceptancein students with disabilities.