Indian Journal of Positive Psychology is a Quarterly peer-reviewed and refereed Journal Published by IAHRW. The journal aims to advance research in positive psychology, emphasizing wellbeing, resilience, happiness, optimism, personal growth, etc. It provides a platform for scholars, psychologists and professionals to explore the impact of positive emotions, strengths, mindfulness etc. on mental health and overall life satisfaction. The focus areas include happiness studies, emotional intelligence, coping strategies, psychological interventions and applied positive psychology in various settings like education, workplace and healthcare. The journal’s goals are to promote high-quality research, foster interdisciplinary collaborations, and contribute to the practical application of positive Psychology for individual and societal wellbeing. The IJPP is published regularly since 2010. For more details write to us at iahrw2019@gmail.com
Editor-in-Chief: Sunil Saini, PhD, Editorial Office: 1245/4, Moh. Sainian, Hisar, Haryana, India
Email: indianjournalpp@gmail.com
Phone: 9255442103
Publisher: IAHRW Publications Private Limited
ISSN: 2229-4937 (print version)
ISSN: 2321-368X (electronic version)
Frequency: Quarterly (March, June, September and December)
Indexing: EBSCOhost Connection Two, Academic Search Complete, The Belt and Road Initiative Reference Source, Cogito Indexing Text, Academic Search Ultimate, Academic Search Main Edition, Biomedical Index, Google Scholar Crawl Database, SocINDEX with Full Text, Sociology Source Ultimate, ProQuest, Index Copernicus International, Cross Ref (USA), J-Gate, ProQuest Central, USA Library, WorldCat, J-Gate, and Academic Search Premier.
CHIEF EDITOR
Sunil Saini, PhD
Indian Association of Health Research and Welfare, 1245/18, Moh. Sainian, Hisar, Haryana, India
INTERNATIONAL EDITORIAL BOARD
Micheal Furlong, PhD, University of California, Santa Barbra, USA
Mary Judd, PhD, Positive Psychology Coach, USA
Mahesh Gupta, PhD, Licenced Psychologist, USA
Grant J.Rich, PhD, Fellow, American Psychological Association, USA
Tayfun Doğan, PhD, The University of Kansas, Lawrence, Kansas, USA
Edward Hoffman, PhD, Yeshiva University, New York, USA
EDITORS
Anand Prakash, PhD, University of Delhi, Delhi
Anup Sud, PhD, HP University, Shimla, HP
Kiran Kumar, PhD, University of Mysore, Mysore
Manju Aggarwal, PhD, Amity University, Lucknow, Uttar Pradesh
Navdeep Singh Tung, PhD, GNDU, Amritsar, Punjab
Radhe Shyam, PhD, Maharshi Dayanand University, Rohtak
Sangeeta Trama, PhD, Punjabi University, Patiala
Suninder Tung, PhD, GNDU, Amritsar, Punjab
Updesh Kumar, PhD, DIPR, DRDO, Delhi
Waheeda Khan, PhD, SGT University, Gurgaon, Haryana
Editor-in-Chief: Sunil Saini, PhD, Editorial Office: 1245/18, Moh. Sainian, Hisar, Haryana, India
Email: indianjournalpp@gmail.com,
Phone: 9255442103
Publisher: IAHRW
ISSN: 2229-4937 (print version)
ISSN: 2321-368X (electronic version)
Frequency: Quarterly
Indexing: EBSCO, ProQuest, Index Copernicus International, Cross Ref (USA), J-Gate, ProQuest Central, USA Library, WorldCat, J-Gate, Academic Search Premier, National Academy of Agricultural Sciences (NAAS), Publons, SafetyLit (A Service of WHO)
Indian Journal of Positive Psychology (IJPP) is a peer-reviewed research journal published quarterly by the Indian Association of Health, Research and Welfare (IAHRW). The IJPP is indexed in EBSCO, ProQuest, Index Copernicus International, Cross Ref (USA), J-Gate, ProQuest Central, USA Library, WorldCat, J-Gate, Academic Search Premier, National Academy of Agricultural Sciences (NAAS), SafetyLit (A Service of WHO). The journal welcomes the submission of manuscripts that meet the general criteria of scientific excellence in the area of Positive Psychology from researchers across the world. IJPP is published Quarterly (March, June, September and December).
Manuscripts should be submitted in the format outlined in the Publication Manual of the American Psychological Association (7th edition) and should be sent via email at indianjournalpp@gmail.com. The papers are reviewed by professional reviewers who have specialized expertise in the respective area, and to judge the quality of the paper in a time bound and confidential manner. The paper shall be review by double blind review process.
Permission
Authors wishing to include figures, tables, or text passages that have already been published elsewhere are required to obtain permission from the copyright owner(s) for both the print and online format and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
Online Submission
Please follow the hyperlink “Submit online” on the right and upload all of your manuscript files following the instructions given on the screen.
The title page should include:
• The name(s) of the author(s)
• A concise and informative title
• The affiliation(s) and address(es) of the author(s)
• The e-mail address, and telephone number(s) of the corresponding author
Abstract
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Main Text
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Tables
Tables should be as per APA format
References
References should be as per APA format as follows
• Journal article
Panda, T., Lamba, V., Goyal, N., Saini, S., Boora, S., Cruz. (2018). Psychometric Testing in Schools. Indian Journal of Health and Wellbeing, 8(2), 213–245.
• Article by DOI
Slifka, M. K., & Whitton, J. L. (2000) Clinical implications of dysregulated cytokine production. Journal of Molecular Medicine, doi:10.1007/s001090000086
• Book
Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing manuscripts for journal publication. Washington, DC: American Psychological Association.
• Book chapter
O’Neil, J. M., & Egan, J. (1992). Men’s and women’s gender role journeys: Metaphor for healing, transition, and transformation. In B. R. Wainrib (Ed.), Gender issues across the life cycle (pp. 107–123). New York: Springer.
• Online document
Abou-Allaban, Y., Dell, M. L., Greenberg, W., Lomax, J., Peteet, J., Torres, M., & Cowell, V. (2006). Religious/spiritual commitments and psychiatric practice. Resource document. American Psychiatric Association.
http://www.psych.org/edu/other_res/lib_archives/archives/200604.pdf. Accessed 25 June 2007.
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Authors will be asked to transfer copyright of the article to the Publisher (or grant the Publisher exclusive publication and dissemination rights). This will ensure the widest possible protection and dissemination of information under copyright laws.
Proofreading
The purpose of the proof is to check for typesetting or conversion errors and the completeness and accuracy of the text, tables and figures. Substantial changes in content, e.g., new results, corrected values, title and authorship, are not allowed without the approval of the Editor. After online publication, further changes can only be made in the form of an Erratum, which will be hyperlinked to the article.
Ethical Guidelines for the author
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• Relevant previous work and publications, both by other researchers and the authors’ own, should be properly acknowledged and referenced.
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• The research literature serves as a record not only of what has been discovered but also of who made the discovery. The authorship of research publications should therefore accurately reflect individuals’ contributions to the work and its reporting.
• In cases where major contributors are listed as authors while those who made less substantial, or purely technical, contributions to the research or to the publication are listed in an acknowledgement section, the criteria for authorship and acknowledgement should be agreed at the start of the project.
• Researchers should ensure that only those individuals who meet authorship criteria (i.e. made a substantial contribution to the work) are rewarded with authorship and that deserving authors are not omitted. Institutions and journal editors should encourage practices that prevent guest, gift, and ghost authorship.
• All authors should agree to be listed and should approve the submitted and accepted versions of the publication. Any change to the author list should be approved by all authors including any who have been removed from the list. The corresponding author should act as a point of contact between the editor and the other authors and should keep co-authors informed and involve them in major decisions about the publication (e.g. responding to reviewers’ comments).
• Authors should work with the editor or publisher to correct their work promptly if errors or omissions are discovered after publication.
• Authors should abide by relevant conventions, requirements, and regulations to make materials, reagents, software or datasets available to other researchers who request them. Researchers, institutions, and funders should have clear policies for handling such requests. Authors must also follow relevant journal standards. While proper acknowledgement is expected, researchers should not demand authorship as a condition for sharing materials.
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• Authors should inform the editor if they withdraw their work from review, or choose not to respond to reviewer comments after receiving a conditional acceptance.
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• Researchers should publish all meaningful research results that might contribute to understanding. In particular, there is an ethical responsibility to publish the findings of all clinical trials. The publication of unsuccessful studies or experiments that reject a hypothesis may help prevent others from wasting time and resources on similar projects. If findings from small studies and those that fail to reach statistically significant results can be combined to produce more useful information (e.g. by meta-analysis) then such findings should be published.
• Authors should supply research protocols to journal editors if requested (e.g. for clinical trials) so that reviewers and editors can compare the research report to the protocol to check that it was carried out as planned and that no relevant details have been omitted. Researchers should follow relevant requirements for clinical trial registration and should include the trial registration number in all publications arising from the trial.
• IAHRW and editors of Indian Journal of Positive Psychology assume no responsibility for statements and opinions advanced by the authors of its articles.
. In cases of alleged or proven scientific misconduct, fraudulent publication or plagiarism, the publisher, in close collaboration with the editors, will take all appropriate measures to clarify the situation reasonable steps to identify and prevent the publication of papers where research misconduct has occurred, and under no circumstances encourage such misconduct or knowingly allow such misconduct to take place.
Plagiarism
The acceptance rate depends upon the below 10% plagiarism (Turnitin Software) and reviewers’ feedback and recommendations.
AI-Generated Content Policy
The Indian Journal of Positive Psychology follows ethical publishing standards and may have specific policies regarding the use of AI in research and writing. Authors are expected to disclose the use of AI tools in manuscript preparation, ensuring that AI-generated content does not compromise originality, accuracy, or ethical integrity. For precise guidelines, it is recommended to refer to the journal’s official policy.
Conflict of Interest Policy
Authors are required to disclose on the title page of the initial manuscript any potential, perceived, or real conflict of interest. Authors must describe the direct/indirect financial/personal support (ownership, grants, honorarium, consultancies, etc.) in (1) the collection, analysis, and interpretation of data;
(2) the writing of the report; and (3) the decision to submit the manuscript for publication. Authors should explicitly mention on the cover page that whether potential conflicts do or do not exit. A declaration should be made on the cover page for all types of conflicts that could affect submission to publication of a manuscript. The role of funding agencies should be clearly mentioned.
Editor-in-Chief: Sunil Saini, PhD, Editorial Office: 1245/18, Moh. Sainian, Hisar, Haryana, India
Email: indianjournalpp@gmail.com,
Phone: 9255442103
Publisher: IAHRW Publications Private Limited
ISSN: 2229-4937 (print version)
ISSN: 2321-368X (electronic version)
Frequency: Quarterly (March, June, September and December)
Indexing: EBSCO, ProQuest, Index Copernicus International, Cross Ref (USA), J-Gate, ProQuest Central, USA Library, WorldCat, J-Gate, Academic Search Premier, National Academy of Agricultural Sciences (NAAS), Publons, SafetyLit (A Service of WHO)
Peer Review
All content of the Indian Journal of Positive Psychology is subject to peer-review. The Editor first checks and evaluates the submitted manuscript, examining its fit and quality regarding its significance, manuscript format, and research quality. If it is suitable for potential publication, the Editor directs the manuscript for a Plagiarism check, and the minimum similarity acceptable is below 20% without references. After that, the editor directs the manuscript to two reviewers, both being experts in the field. This journal employs a double-blind review, where the author and referee remain anonymous throughout the process. Referees are asked to evaluate whether the manuscript is original, makes a theoretical contribution to the study, the methodology is sound, follows appropriate ethical guidelines, and whether the results are clearly presented and sufficient supporting studies are given and support the conclusion. The time for evaluation is approximately one month. The Editor’s decision will be sent to the author with recommendations made by the referees. Revised manuscripts might be returned to the initial referees who may then request another revision of the manuscript. After both reviewers’ feedback, the Editor decides if the manuscript will be rejected, accepted with revision needed, or accepted for publication. The Editor’s decision is final. Referees advise the Editor, who is responsible for the final decision to accept or reject the article.
Complaint Policy
We aim to respond to and resolve all complaints quickly. All complaints will be acknowledged within a week. For all matters related to the policies, procedures, editorial content, and actions of the editorial staff, the decision of the Editor-in-Chief shall be final. The procedure to make a complaint is easy. It can be made by writing an email to the editor: iahrw2019@gmail.com
Conflict of Interest Policy
Transparency and objectivity in research are essential for publication in this journal. These principles are strictly followed in our peer review process and decision of a publication. Manuscript submissions are assigned to reviewers in an effort to minimize potential conflicts of interest. After papers are assigned, individual reviewers are required to inform the editor-in-chief of any conflict.
Pages:1-5 The objective of the present study was to understand the self-concept of 11th and 12th standard adolescent boys and girls of Kolkata city. It was hypothesized that the self-concept of adolescents with respect to gender and educational standard will differ significantly. A group of 370 adolescents (182 boys and 188 girls) from six schools were covered in the study and they were selected following multi-stage sampling technique. A Semi-structured Questionnaire and Self-concept Scale were used for data collection. The study was carried out in 2011. The mean values of overall self-concept were found to be 169.7 for adolescent boys and 159.9 for adolescent girls i.e., the self-concept of adolescent boys was significantly higher compared to girls (p<.01). Further analysis of data revealed statistically significant difference (p<.001) between boys and girls with respect to components of self-concept like health and sex appropriateness, abilities, self-confidence, worthiness, present, past and future, beliefs and convictions, feeling of shame and guilt, and emotional component i.e., mean score of adolescent boys were significantly higher than the means score of girls with respect to the said components of self-concept. On the contrary, girls were found to be significantly higher in beliefs and convictions components compared to boys. No significant difference was observed between boys and girls with respect to self-acceptance and sociability components. So far as educational standard is considered, students of 11th standard were found to have higher mean score than the students of 12th standard in most of the components of self-concept and significant difference was found in four components only like health and sex appropriateness, abilities, self-acceptance and emotional component. Pages:1-5Banhisikha Bhattacharya (Students Counselor, Institute of Technology, Kolkata)Sibnath Deb (Department of Applied Psychology, Pondicherry University… |
Pages:6-9 This study is an attempt to investigate the role of coping styles in quality of life of people living with HIV/AIDS. The sample comprised 225 patients (Males=116; Females =109 in the age range of 20-50 years) attending ART clinics of Punjab. Only those patients were included who were diagnosed by the consultant incharge on the basis of clinical examination and tests. Each subject was contacted personally by the investigator and Cope Inventory (Carver et al.,1989) was administered to study the coping styles and MOS-HIV inventory by Wu, Rubin et at (1991) was used to assess QOL. To study the role of coping styles with QOL, Pearson's Product Moment coefficient of correlation and t test were applied to study the gender differences on coping styles in people living with HIV/AIDS. The results reflect significant positive correlations between problem focused coping styles and physical functioning, role functioning, social functioning, cognitive functioning and QOL. Positive correlations were found between emotion focused coping styles and physical functioning, role functioning and social functioning. Negative correlation was found between inefficacious coping styles and mental health. Furthermore significant differences were observed on various dimensions of coping styles viz: focus on and venting of emotions, use of social support, denial, religious coping, humor, use of emotional support and substance use. Pages:6-9Naina Sharma (Department of Distance Education, Punjabi University, Patiala)Gurminder Sokhey (Department of Psychology, Punjabi University… |
Pages:10-13 Self determination theory highlights how satisfaction of the three needs of autonomy, competence and relatedness leads to higher subjective well being. However it also specifies that the nature of the goal will finally affect SWB. Extrinsic goals lower well being while intrinsic goals enhance SWB. This study assesses SWB in a sample of 100 respondents to verify this proposition. There is a significant difference in the aspiration index of males and females, yet there is no corresponding significant difference in their SWB. This study questions the assumptions of SDT that only intrinsic goals can enhance SWB. Also, using factor analysis, the goal of health is clearly categorised as being part of the intrinsic goals. The goals were also ranked in order of importance for males and females. Pages:10-13S. John Michael Raj and Cicilia Chettiar (Department of Psychology, Bharathiar University, Coimbatore ) |
Pages:14-19 The present study would focus on the objectives such as :(i)to measure and compare the emotional intelligence of the gifted and average/non-gifted children and (ii) To find out the significant differences on emotional intelligence on the basis of sex (male and female); location of the schools of the children (rural and urban). The sample of the study consisted of 1000 school children in the age group of 12-18 years (adolescent period); out of which 200 were identified as gifted children out of the larger sample and 200 were non-gifted and average children. 50% of the whole sample was males and 50% females (100 male gifted and 100 female gifted; 100 male average and 100 female average). Half of them were from rural area and half from urban area. The total sample for the final study consisted of 400 students. The tools which were used to collect the data were (i) Jalota's Intelligence Test and (ii) Ekta Emotional Intelligence Scale. The results of the study show that (i) there were differences between gifted and normal students on the different components of emotional intelligence. Gifted students were high on emotional intelligence as compared to non-gifted students (ii) Sex differences on the different components of emotional intelligence were not found and (iii) Rural-urban differences were found in some components of emotional intelligence. relationship with the negative measures of mental health. Pages:14-19Agyajit Singh (Department of Psychology, Punjabi University, Patiala)Sukhdeep Kaur (Akal College of Education, Mastunga Sahib… |
Pages:20-22 Focuses is a phenomenon of attending to particular internal and external cues that positively or negatively influence one's performance (Taylor & Wilson, 2005). In sports, 'Focus' refers to a state of consciousness in which athletes are totally absorbed in the activity in which they are engaged. Enhancing and maintaining Focus during Competition helps athletes to keep their mind and body at one place, acquire essential information, process it, make effective decisions & perform optimally. Assisting athletes in improving and maintaining their focus involves understanding components of focus; assessing focus style and then using specific strategies e.g. process focus, reset procedure, simulation training etc. to keep them in focus. Some of the important psychological interventional techniques to optimize focus were discussed in the paper Pages:20-22Ravinder Yadav (Government Medical College and Hospital, Chandigarh)Parwinder Singh (Department of Psychology, Punjabi University, Patiala) |
Pages:23-26 Adolescence is a challenging time of life, where the individual copes with an unprecedented rate of biological maturation and simultaneously face changes in his/her life in social, sexual, emotional and physical areas. Adolescents encounter new experiences on a daily basis. Such unfamiliar situations often result in new and possibly intense positive and negative emotional reactions. How successfully adolescents are able to cope with these environmental demands and emotions by effectively sizing up and flexibly dealing with problematic situations depends on their emotional intelligence in particular on the adaptability skills. Enhanced levels of adaptability indicate adolescents who can easily find good ways of dealing with everyday difficulties. Therefore the present study was taken up to assess the influence of an intervention program to nurture adaptability skills on the emotional intelligence of selected adolescents. The present study was carried out in IX phases. A total of 90 adolescents (both boys and girls) in the age group of 14-16 years were identified for the study after they were administered the Bar-On emotional quotient inventory; youth version. These were further divided into experimental and control groups having 45 participants in each group. The experimental groups were exposed to an intervention programme on adaptability skills. The study concluded that, the intervention program had influenced the adaptability dimension of the respondents in the experimental group. Pages:23-26A. H. M. Vijayalaxmi and M.S. Rajalakshmi (Smt. V. H. D. Central Institute of Home… |
Pages:27-29 Saarni (1999) notes that development of emotional skills is important for an adolescent's development. Studies have shown that physical exercising helped in the maintenance of emotional wellbeing. Present study aimed to find the effect of Yoga, an ancient Indian form of exercise, on the intrapersonal factor of Emotional Intelligence as conceptualized by Bar-On (2006). The Youth Version of Bar-On's Emotional Quotient Inventory (2000) was used as the tool. Sample for the study consisted of two groups of adolescent girls drawn into Experimental and Control groups respectively. The results showed that practice of Yoga improved the Intrapersonal factor of Emotional Intelligence. Pages:27-29Disha Mallya (Sri Bhuvanendra College, Karkala)V. Prem Anand (St. Agnes College (Autonomous), Mangalore) |
Pages:30-36 Emotional intelligence refers to the capacity for organizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships. It appears that EQ relates to a number of non-cognitive skills, abilities, or competencies that influence an individual's capacity to deal with environmental demands and pressures. Emotional Intelligence embraces and draws from numerous other branches of behavioral, emotional and communications theories, such as NLP (Neuro-Linguistic Programming), Transactional Analysis, and empathy. Most skilled employees are intelligent, but not emotionally intelligent. Many individuals who were extraordinarily intelligent when it came analytical skills and general intelligence, were deficient in emotional intelligence. While they were good with numbers and logic, they were bad when it came to being sociable, and they did not have a lot of friends. “Emotions are intense feelings that are directed towards someone or something, and are considered to be critical factors in employee behaviour”. --Stephen P. Robbins. Traditionally, it has for long widely acknowledged that emotions and feelings of individual workers have lesser role in work contribution and effective work place management. Decades of research has now confirmed what many people have suspected all along: it is EQ, not IQ, that determines how well someone will perform on the job. While this does not mean that technical skills and general intelligence should be ignored, some studies have indicated that emotional intelligence is twice as important. When it comes to leadership, EI is incredibly important, making the difference between effective and mediocre leadership. Pages:30-36Shiney Chib (Datta Meghe Institute of Management Studies, Nagpur, Maharashtra) |
Pages:37-39 Marriage is very precious. Getting marriage is happiest moment in everyone's life. In our Indian culture we are giving more importance to the marriage. Once we enter into the marital life we want to be there with full of satisfaction. Marital Satisfaction is a relatively stable attitude. The success of a marriage depends on whether it provides satisfaction for the whole family, not just one or two of the members. A husband and wife who are happy together derive satisfaction from the roles they play; they also have a mature and stable love for each other, make good sexual adjustments and accept the parental role. But they are not playing their roles satisfactorily. Because 1. couples are busy with their work and 2. they are not satisfying with what they have in their life. Anger is a natural, adaptive response to threats; it inspires powerful, often aggressive feelings and behaviors, which allow us to fight and to defend ourselves when we are attacked. Anger is a completely normal, usually healthy, human emotion. A certain amount of anger, therefore, is necessary to our survival. Anger plays a vital role in our personal relationships, marital satisfaction and in the overall quality of our life. One can express angry feelings in an assertive way but not in an aggressive way. There are certain tips to follow and manage aggressive feelings which are useful to the couples to lead a happy married life. An attempt is made to present certain tips to manage anger which are useful to couples to get a maximum marital satisfaction. Pages:37-39N. Muni Rajamma (Department of Psychology, S. P. W. Degree & PG College, Tirupati, A.P.) |
Pages:40-43 Department of Psychology, Smt. Parvatibai Chowgule College, Margao, Goa Pages:40-43Charlane Pereira (Department of Psychology, Smt. Parvatibai Chowgule College, Margao, Goa) |
Pages:44-46 Gender, a term burdened with multiplicity of meaning is even more demanding when it comes to its socialization through the institution of family. In the words of martin Heidegger, “Each age has only one issue to think through and one only. Sexual difference is probably the issue in our time which could be our salvation on an intellectual level.” In the family structure, the 'male' and the 'female' are charged by the burden of gender socialization to become 'masculine' and 'feminine' respectively and that affects the mental health of a individual significantly. The physiological differences between the sexes create psychological dissimilarities in thinking and behaviour. The social environment creates sex-type patterns which are forcefully exercised on the children, and the line of segregation deepens as they attain age. Ideal and conventional temperaments are encouraged for the dichotomy and variation or transgression is neither expected nor promoted. To meet the demands of changing ethics and socio-economic functions in the contemporary world each individual is trying to move away from rigid gender socialization which in turn is proving hazardous for mental health. Like a pendulum, the youth today is swinging between the contrasting forces of acceptance and rejection, flexibility and rigidity, revolt and compromise and this challenging situation creates havoc with the mental framework of all. Therefore, inequity on its basis of anatomical differences should be discouraged within family and the practice of 'agender' should be applied for better mental health. Pages:44-46Komil Tyagi (MCM DAV College for Women, Chandigarh) |
Pages:47-52 Holistic concepts of health are basic to indigenous beliefs on the nature of health and well-being. The relationship between physical and mental health and between the social, biological and psychological determinants of these positive states is complex. Similar nature of complex relationships has been established physical illness and mental illness. A complex mix of psychological, social and physiological processes is involved in the onset and course of illness. Also, spiritual, environmental, physical, social and emotional factors are found interacting with influencing each other in complex ways. Positive psychology implies that if people are taught to be resilient and optimistic they will be less likely to suffer from depression and problems. This psychology also deals with personal hopefulness, associated with better adjustment to mental and physical illness and to major life stressors. Mental health as social and emotional intelligence highlights the capacity to recognize and respond appropriately to the emotions of the self and others. It also encompasses the concept of happiness as it relates to joy, love, self-efficacy, play and deep involvement rather than happiness as an illusionary high. The sense of mental well-being generated by physical exercise and the sense of achievement generated by physical actions to achieve certain goals are positive interactive processes between these two domains. Thus, these interrelationships of mental health can potentially improve physical health and the outcomes of physical and mental illnesses. Pages:47-52Ravinder Yadav (Department of Medical Records, GMCH-32, Chandigarh)Vipin Koushal (Medical Superintendent, GMCH-32, Chandigarh)Pallvi Aggarwal (ART… |
Pages:53-55 The present study is an attempt to explore and evaluate the level of emotional intelligence and subjective well-being between two age groups of female married teachers. For this purpose a sample of two age groups (20-40 and 40-60 years of age) from different colleges of Varanasi city were selected. Emotional intelligence and subjective well-being of this sample were studied by administering Multidimensional Self -Report Emotional Intelligence Scale Revised (MSREIS-R by Pandey & Anand, 2008) and Subjective Well-Being Scale (SWB by Srivastava & Singh, 2003). For this study it was hypothesized that there would be significant difference between mean in age groups on those variables and there would be positive correlation between emotional intelligence and subjective well being. An exploratory method of research was employed by adopting mean, SD, F value and correlation. Participants completed self report measures of emotional intelligence and subjective well-being. Results revealed significant effect of emotional intelligence and subjective well-being variables between young's and adults, and positive correlation between emotional intelligence and subjective well being. Pages:53-55Monalisa Mishra and Shambhu Upadhyay (Department of Psychology, M.G. Kashi Vidyapith, Varanasi, U.P.) |
Pages:56-57 Purpose of this study was to investigate the effect of music therapy on depressive elderly adults. Study adopted field experimental design on 80 elderly persons whose age was equal to or over 65 years and they were living in institutionalized homes or old age homes. Out of these 80 subjects, 60 elderly adults completed the pre and post sessions. A musical package was computerized includes the ragas, 'om', chirping of birds, sound of flow of a river/stream and waves of a sea etc. which was used as music therapy. Subjects got music therapy for 45 min. every morning and evening for a period of 30 days. Their depression level was measured on Beck Depressive Inventory (1996) before and after the introduction of music therapy. Outcome: Results indicate that music therapy helps the depressive elderly adults by lowering the depressive degree and promoting the quality of life. It thus confirms the hypotheses. Pages:56-57Ravi K. Gunthey (Department of Psychology, Jai Narain Vyas University, Jodhpur, Rajasthan)Hemant Desai (Department of… |
Pages:58-61 The study was undertaken to explore the dominance of Sattva, Rajas and Tamas (Trigunas) and color preferences among patients with depression and obsessive compulsive disorder and in normal population which was exploratory in nature. Sample of 90 subjects was selected, both males and females, between age range of 20-40 years by using purposive technique. 30 patients from each group were selected. Vedic Personality Inventory was used to assess the dominance of gunas and Luscher color test was administered to find out the color preferences. Sattva was the most dominant guna in the normal population. Rajas was the predominant one in both the patient populations. In Colour Preferences, blue was the most preferred colour of the control group and black, the least preferred. In the group consisting of patients suffering from depression, grey was the most preferred choice and yellow and red were the least preferred choices of the group. In the third group which comprised of people suffering from OCD, red was preferred by majority, followed by blue. Black was voted as the least preferred colour followed by yellow. Present piece of research was a small step to explore the Indian methods of diagnosis and intervention with relation to mental health problems and the findings were quite supportive in this regard. Pages:58-61Astha Sharma (Consultant Clinical Psychologist, Moolchand Hospital, New Delhi)Vibha Sharma and Tej Bahadur Singh (Department… |
Pages:66-70 Life skill is the positive behaviour. In a general way life skill means a mix of knowledge, behaviour, attitudes and values and designates the possession of some skills and know-how to do something, or reach an aim. Child and adolescent mental health (CAMH) can be defined as (WHO, 2005) the capacity to achieve and maintain optimal psychological functioning and well being. It is directly related to the level reached and competence achieved in psychological and social functioning. The first part of this definition views CAMH as a positive dimension seen as a resource that is essential to subjective well-being and to our ability to perceive, comprehend and interpret our surroundings, to adapt to them or change them if necessary and to communicate with each other and have successful social interactions. [Lehtinen et al.,( 2005)]. The research review indicates that linkages to education as concerns encompass the direct promotion of capabilities through skills-based teaching and learning. The current study looks more specifically on how this notion of the Capability Approach is increasingly reflected in personality development in particular in the form of life skills education. Building on more than a decade of research and various studies by countries and agencies in the field of life skills education, it also summarizes some core characteristics that might help define more effective implementation. Life skills training refer to the interactive process of teaching competencies through a set of structural activities, such as role play, games and debates (Fisher, 2005). There is an interactive loop in the process of acquiring life skills that involves demonstration and practice, self-assessment, supportive and constructive feedback, and follow-up practice sessions. Life skills include Decision making, Problem solving, Creative thinking, Effective communication, Interpersonal relations, Self awareness, the ability to communicate with empathy, coping with emotions, stress management, conflict resolution, the ability to act assertively in responding to problems, the capacity to perceive goal-directed behaviour, and the ability to evaluate the effectiveness of one's actions and pursue other positions if necessary (Fisher, 2005). The present investigation was carried out to study the effect of life skills training programme among youth studying in final year P.G. A pre-post quasi experimental group design was adopted. Data was collected from a sample of 52 students who are final year P.G students. They were assigned randomly into two groups. The number of students in each group was 26 and 26 respectively. The Life Skills Training programme focused on group interactive sessions. The training programme duration was for 7 days with a follow-up study. The quantitative and qualitative analyses were carried out to test the research questions. The t' test, correlation, and regression analysis were utilized for the current study. The study found that Life Skills Training programme had a significant influence on the level of aspiration. There was significant influence of Training programme among students on Life Skills. Pages:66-70R. Subasree (Rajiv Gandhi National Institute of youth Development, Sriperumbudur, Tamil Nadu) |
Pages:71-74 The possession and demonstration of good social skills bring about positive social consequences, whereas a lack of social skills is associated with negative social outcomes. The importance of these social outcomes lies in their obvious connection to a positive or negative state of psychological wellbeing. The primary goal of this study was to explore that positive relation with other people would mediate the association between social skills and psychological well-being. This study adopted survey design; the data was collected from the sample of 110 college students. The self-report instruments used to collect the data were the measures of social skills, positive relations with others, and psychological well-being. Results indicate that social skills positively associated with psychological well-being. Social skills were also strongly associated with positive relations with others. Positive relations with others proved to mediate the association between social skills and psychological well-being. Pages:71-74S. Suresh (Department of Psychology, Annamalai University, Annamalainagar, Chennai)Damanjit Sandhu (Department of Psychology, Punjabi University… |
Pages:75-78 The study aims to investigate whether marital hardiness predicts marital adjustment in professionals in the fields of Medicine, Information Technology and Education with a working spouse. An ex-post-facto survey research was adopted for the present study. The sample size for the study was 345 (N=345) of which 116 were males and 229 were females. The age of the individuals who were part of the study was 22 to 58 years. The average age of the husbands was 38.22 years and that of the wives was 34.53 years. The method of purposive sampling was used for the selection of sample. The Marital Hardiness Scale (Sangeetha 2009) and the ABC Scale of Marital Relationship (Nappinnai 2006) were the tools used for the study. The independent sample t-test, One-way Analysis of Variance (ANOVA), Pearson's product-moment correlation and multiple regressions were the statistical techniques used for data analysis. The results show that among professionals in the fields of Medicine, Information Technology and Education with a working spouse profession, gender, type and nature of marriage, type of family, presence of an adolescent child, chronological age, age at marriage, years of marriage and number of children do not contribute to marital adjustment. Marital hardiness is related to marital adjustment. Quality of relationship, a dimension of marital hardiness has emerged as a significant predictor of marital adjustment. Pages:75-78M. Sangeetha and J. Sheela (Department of Psychology, Womens Christian College, Chennai) |
Pages:79-80 From Coimbatore Cancer Foundation, Tamil Nadu, India, 32 cases with cancer were screened using Case Study Schedule (Natesan, 2006) and Beck's Depression Inventory (1974). It was found that 97% had 'Severe' depression and 3% had 'Moderate' depression. The main causes of depression were the diagnosis of cancer and the treatment for cancer. The entire sample was affected by fear and most of the subjects (above 80%) suffered from worries and anger. The psychological intervention called, Positive Therapy (Natesan, 2004) was administered on the sample individually, involving one hour per session. Ten sessions were given over a period of 2 weeks, after which they were re-assessed using the same tools. Results revealed that there was a statistically significant reduction in the mean depression of the sample after the administration of Positive Therapy; none of the subjects had 'High' depression and 37% had 'No' depression. Pages:79-80B. Rajalakshmi and Hemalatha Natesan (Department of Psychology, Avinashilingam, University for Women, Coimbatore) |
Pages:81-83 The present paper is aimed at deliberating the importance of school counseling for mental health. It is usually observed that students at school do not realize their capabilities and skills in performing their assignments at schools. This may be because of several reasons which may include lack of guidance and information dissemination and the lack of opportunity of guidance and counseling. Whenever students are in trouble and feel inability to make decisions with regard to the choice of courses and future career action. It is imperative to note that counseling is an important means for developing conducive mental health of all, especially of school students which may reflect through their academic performance. Therefore, school academic achievement in turn, may be taken as one of the strong indicators of mental health. The aim of the present endeavour is to deliberate on the importance of school counseling for better mental health and academic achievement of students in schools. Since, counseling comes after guidance, hence, guidance by means of information dissemination is to be provided to students for appropriate choice of courses before helping them through the process of counseling. Hence, present paper will discuss the role of effective counseling programme and mechanism for helping school children. Moreover, the deliberation will also focus on the inter-relationship between guidance, counseling and mental health of students as it is presumed that all the three aspects are highly related. The whole deliberation will look into the efficacy of school counseling as a means of promoting students' mental health that may subsequently be instrumental for over-all achievements in school as well as in the professional career. Pages:81-83Fatima Shahnawaz and Shamim A. Ansari (Department of Psychology, Aligarh Muslim University, Aligarh) |
