the lived experience of students in facing the educational-moral challenges of depression and suicide

Aim: challenges in the field of education show their deconstructive presence and have a dramatic and sometimes negative impact on students' psyche, ethics and behavior. with the impact of methods, practices, and changes, the education system faces many challenges in various fields such as educational-ethical challenges. the present study examines students' experiences of facing the educational-ethical challenges of depression and suicide. methods: the research method is qualitative and has been done using the phenomenological method. the statistical population of this study includes all female high school students in ahvaz. after identifying the educational-ethical challenges, 20 students were purposefully selected for the interview according to the available samples in the field of depression challenges and suicide (suicide attempt). in the field of saturation, depression is challenged after 12 people and suicide is challenged (suicide attempt) after 13 people saturation. identification of educational-ethical challenges is in accordance with the reports sent by ahvaz district 2 school counselors to the counseling core of that district. the three-step recur method was used to analyze the interview data. the steps include raw reading or simple comprehension, structural analysis, and total interpretation. results: includes 5 main themes of causes of depression, methods of dealing with depression, main causes of suicide, pretending to attempt suicide, students' feelings about suicide, and 14 sub-themes. conclusion: students face many educational-moral challenges. challenges that are not rooted in their unconscious thoughts, but rooted in their untested assumptions and false beliefs. analyzing the students' lived experiences provides a clear and explicit picture of their perceptions and mentalities regarding each of the educational-moral challenges without any judgment about the correctness or incorrectness of their perceptions. the discovery and interpretation of the speech of the interviewees show that every living experience has depth and breadth, and through every experience, one can reach the depth and hidden aspects of the world.

the lived experience of students in facing the educational-moral challenges of depression and suicide

aim: challenges in the field of education show their deconstructive presence and have a dramatic and sometimes negative impact on students' psyche, ethics and behavior. with the impact of methods, practices, and changes, the education system faces many challenges in various fields such as educational-ethical challenges. the present study examines students' experiences of facing the educational-ethical challenges of depression and suicide. methods: the research method is qualitative and has been done using the phenomenological method. the statistical population of this study includes all female high school students in ahvaz. after identifying the educational-ethical challenges, 20 students were purposefully selected for the interview according to the available samples in the field of depression challenges and suicide (suicide attempt). in the field of saturation, depression is challenged after 12 people and suicide is challenged (suicide attempt) after 13 people saturation. identification of educational-ethical challenges is in accordance with the reports sent by ahvaz district 2 school counselors to the counseling core of that district. the three-step recur method was used to analyze the interview data. the steps include raw reading or simple comprehension, structural analysis, and total interpretation. results: includes 5 main themes of causes of depression, methods of dealing with depression, main causes of suicide, pretending to attempt suicide, students' feelings about suicide, and 14 sub-themes. conclusion: students face many educational-moral challenges. challenges that are not rooted in their unconscious thoughts, but rooted in their untested assumptions and false beliefs. analyzing the students' lived experiences provides a clear and explicit picture of their perceptions and mentalities regarding each of the educational-moral challenges without any judgment about the correctness or incorrectness of their perceptions. the discovery and interpretation of the speech of the interviewees show that every living experience has depth and breadth, and through every experience, one can reach the depth and hidden aspects of the world.