Indian Journal of Positive Psychology

Pages:495-497
Poonam Yadav (Zakir Husain Centre for Educational Studies, School of Social Sciences, Jawaharlal Nehru University, New Delhi )

“If you don't love yourself, you cannot love others”. This is the ultimate truth. If one is not able to accept oneself with all the flaws and qualities that one possess, then there's no guarantee that he/she can accept the other person without being judgmental. What is needed is a positive attitude and self- understanding toward oneself, most importantly self-compassion. Basically being gentle, kind and understanding with oneself. Accepting that one is not perfect and that there is potential for learning and growth in every mistake one makes (Neff, 2003). Self-compassion has been shown to be positively related to psychological health and well-being. This paper is an attempt to show how one can use self-compassion to overcome one's inner critic and enhance well-being.

Pages:501-503
Bijoyeta Das (Department of Psychology, Gauhati University, Guwahati, Assam)

When adolescents move to higher educational institutions, they exhibit distinctive behavioral changes. These changes are more due to accumulated feelings rather than an outburst of a single incidence. Peer pressure, change in class environment, campus environment, extracurricular activities, parental guidance and school administration each one or all of these play a significant role in moulding the behavior of a student in high school or college. Peer pressure is influence on a peer group, observes or individual exerts that encourages others to change their attitudes, values or behaviors to conform to groups. When an adolescent moves to a higher educational institute there is a distinct change in environment in way of peers and how they interact with the adolescent. There are a large number of studies on the negative impact of peer groups on the behavior of an adolescent. At the same time, there are few selected studies on the positive impact of peer group on the behavioural development of adolescents. Peer conformity in young people is mostly pronounced with respect to style, taste, appearance, ideology and values. Peer pressure is commonly associated with episodes of adolescent risk taking behaviors because these activities commonly occur in the company of peers. Peer pressure also has few positive effects when youth are pressured by their peers towards positive behavior v.i.z. volunteering for charity or excelling in academics. Such studies are found to be very rare in India, but very selected studies were conducted in Assam. This study throws light on the various positive aspects of peer pressure. It was conducted on 30 adolescents (both boys & girls) of CBSE Schools of Kamrup metro and Kamrup rural areas of Assam. The students of class xi and class xii were selected in order to fulfill the criterion. The major tools used for gathering related information were Self Devised Questionnaire and Observation. In this study, it was seen that most of the male adolescents easily fall as a prey to peer pressure in comparison to female adolescents. In this study, the factors contributing towards the impact of positive peer pressure on the behavioral development of the adolescents would be discussed. Most of the adolescents in Kamrup rural area are found to be aware of the increasing competition and had adopted such behaviors necessary to cope with competitive pressures. Some positive changes in the adolescents were observed due to peer pressure were reading habits, creative and different ways of learning etc.

Pages:511-514
Mehar Hema Kumari and Madnawat A.V.S (Department of Psychology, University of Rajasthan, Jaipur, Rajasthan)

The study was carried out to find out the effect of gratitude and forgiveness on well being among female college students. The sample consisted of 60 female college students of age 18-21, selected purposive sampling method from international college of girls of Jaipur city. Gratitude, forgiveness and well being were measured by Gratitude Questionnaire (GQ-6; McCullough, 2002), Heartland Forgiveness Scale Thompson (2005) and Well-being Scale (Diener, Emmons, Larsen, & Griffin, 1985), respectively. It was the co-relational study. The results showed that gratitude and forgiveness was significantly correlated with well being. Multiple regression analysis indicated that only gratitude was found important predictor of well being.

Pages:517-521
Khushboo Saini (Department of Education, University of Delhi, Delhi)

Mental health is not just the absence of mental illness but a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community (WHO, 2007). In recent times, positive mental health has emerged as a new concern for schools thus shifting the focus of educators from just repairing weaknesses to enhancement of positive qualities. Similarities can be seen between mental health approaches in health and education as both believe that children and youth have inner potential and gifts that support their capacity to initiate, direct and sustain positive life directions. To promote positive mental health in schools there is a need for collaboration of educational and health professionals. Schools should focus on providing a safe and caring environment along with skills and strategies that help in enhancing their coping and problem-solving capacities. To face the fact around 20% of the world's children and adolescents have mental disorders or problems and about half of mental disorders begin before the age of 14. Such situations can be taken care of if positive mental health is promoted in schools. The present paper attempts to define positive mental health and also its emergence as a necessity of time. It also emphasizes on the need of promoting positive mental health in schools. The paper culminates with suggestion for activities and practices for promoting the same. Purchase PDF Purchase hard copy

Pages:527-530
Fatemeh Nasiri, Aminallah Fazel and Seyed Ahmad Mirjafari (Department of Psychology, Arsanjan Branch, Islamic Azad University, Arsanjan, Iran)

The aim of this study was to evaluate early maladaptive schemas and cognitive distortions in young adults with schizoid personality disorder with ordinary people. The aim of this study was causal-comparative design and applied research. The study population consisted of young people with schizoid personality disorder are referred to clinics and psychological services in the city and they are normal people. The sample size of young people with schizoid personality disorder referred to clinics and psychological services in the city of Shiraz in 2015 that number was 40 cases and 40 normal subjects who were matched for age and education level and randomly selected respectively. The instrument used in this study, the Young Schema Questionnaire (SQ-SF) (short form), cognitive distortions and scale questionnaire was schizoid personality. Usingthet-testto show the difference between the two groups in the primary and distorted cognitive schema variables there. Significant differences between the two groups in the scheme of mistrust/abuse, emotional deprivation, defectiveness/shame and social isolation/ alienation there. The scheme triggered/instability between the two groups was not significant. Significant differences between the two groups in the scheme vulnerable to loss / illness did not change his / caught and there is a failure. But in the scheme dependence / incompetence was no significant difference between the two groups. Significant differences between the two groups in the scheme of entitlement / grandiosity and self-control / self-discipline is inadequate. Significant differences between the two groups in the scheme of obedience and sacrifice there. Significant differences between the two groups in emotional inhibition schemas and there are strict criteria. The difference between the two groups in mean cognitive distortions all or nothing thinking, generalization exaggerated, subjective filter, lack of attention to the positive, hasty conclusions, mind reading, coarse-fine nose, nose emotional argument, labeling and personalization There are. But thinking in cognitive distortions word wrong and should be better between the two groups was not significant.

Pages:09-13
Marzieh Shamkhani and Ali Khalafi (Department of Psychology, Andimeshk Branch, Islamic Azad University, Andimeshk, Iran)

The purpose of this study was to determine the effectiveness of positive learning on happiness, Aggression and hope for adolescents with leukemia in Ahvaz. The sample consisted of 30 people who were selected by available sampling method. 15 subjects in the experimental group and 15 in the control group were randomly assigned. The experimental design was a pre-test-post-test type with control group and follow-up period. Measurement tools included Oxford Happiness Inventory (Argyle, 1989); Ahwaz's Aggression Questionnaire (Zahedifar, Najarian, & Shokrkon, 2000); Hope Scale (Schneider, 1991). To run, at first, the pre-test was taken from both groups. Then, the experimental group was trained in 14 sessions of 90 minutes, and after each group, they were subjected to post-test. And one month later, the follow-up process was completed. Data analysis was performed using multivariate covariance analysis (MANCOVA) and one-way analysis of covariance (ANCOVA). The results showed that positive attitudes toward happiness, aggressiveness and hopefulness of adolescents with leukemia in Ahvaz were effective

Pages:22-28
Priyanka Gautam and Madhurima Pradhan (Department of Psychology, University of Lucknow, Lucknow, Uttar Pradesh)

Stress reactions occur when an environmental event taxes one's ability to cope. Several studies reveal that stress has a direct as well as interaction effect on academic achievement of students. Psychological capital is a resource for personal development with the features of self-reliance while dealing with the challenges (self-efficacy), positive expectations for the future success (optimism), being full of determination (hope), and accomplishment in spite of obstacles (resilience) (Luthans & Youssef, 2004). The purpose of the present study to find out the moderating role of Psychological Capital in the relationship between stress and academic achievement. A sample of 210 students (14-18 years) was incidentally selected from Government schools in rural areas. Psychological capital scale was developed by researcher. Stress was measured with the help of an inventory by (Tubesing & Tubesing, 1983) which assesses symptoms of physical, emotional and mental stress. An average marks obtained by a student throughout one academic session was used as a measure of academic achievement. Psychological capital was found to be positively correlated with academic achievement and negatively correlated with stress. The results revealed that Psychological capital moderate the relationship between stress and academic achievement. The study implies that psychological capital enhances the capability of students helping them to improve their academic performance.

Pages:33-37
Jayasheela, S. and Kiran Kumar K. Salagame (Department of Studies in Psychology, University of Mysore, Karnataka)

According to Indian thought, triguņa represents essential energies of the mind and individual's personality is determined and dependent on triguņa viz., satva, rajas and tamas. The three guņa influence the physical and mental activities of every individual. Vyasa in his commentary on Patanjali's Yoga Sutra distinguishes between five states of mind viz., kshipta, mũdha, vikshipta, ekāgra and niruddha. Each of these states of mind involves certain cognitive and personality characteristics, which are associated with satva, rajas and tamas. It is stated that yoga practices lead to enhancement of satva and regulation and decline of rajas and tamas. To examine this 60 YP and 60 normal controls (n=120) were studied using Vedic Personality Inventory and Chitta bhumike Inventory. The scores on the two inventories were correlated. The obtained correlations in both the groups indicate that kshipta and mũdha states of mind are negatively correlated with satva and positively correlated with tamas, as discussed in Yogic literature. Only in yoga practitioner group kshipta and mũdha shows positive correlation with rajas. Scores of Vikshipta, ekāgra and niruddha sub-scales do not show significant correlations with the three guņa. The t-tests show that the two groups differed significantly on chitta bhumike but not on the three guņa.

Pages:38-43
Deepti B. Duggi, Iranna S. Amashi, and Shanmukh V. Kamble (PG Department of Psychology, Karnatak University, Dharwad, Karnataka)

The just-world hypothesis is the assumption that a person's actions are inherently inclined to bring morally fair and fitting consequences to that person, to the end of all noble actions being eventually rewarded and all evil actions eventually punished. The present study is counted to find out the significance of the relationship of well-being of men and women living with HIV/AIDS with their personal and general belief in just world. A purposive sample of 100 male and 100 female people living with HIV/AIDS are selected for the study. The sample was selected for the study from Positive People Network, NGOs and ART centers. The sample was collected from Hubli-Dharwad Corporation and Gadag. Personal Belief in Just World Scale developed by Claudia Dalbert (1999); The General Belief in Just World Scale developed by Dalbert and Schmitt (1987); and Trait Well Being Inventory developed by Dalbert (1992) measures were used to test the hypotheses. Results of the present study revealed that, General belief and Personal belief of just world of men living with HIV/AIDS have positive correlation mood level and satisfaction level. Further, General belief and Personal belief of just world of men living with HIV/AIDS have also had positive and significant relationship with overall mood and satisfaction level. Contrary to this, General belief and Personal belief of just world women living with HIV/AIDS has no relation with mood level, but has relationship with satisfaction level and overall mood and satisfaction level of women living with HIV/AIDS.

Pages:49-54
Sandhyarani Devi Moirangthem (Department of Psychology, Sikkim University, Samdur, Tadong, Gangtok) Nutankumar S. Thingujam (Department of Psychology, Tripura University, Tripura)

The purpose of the present study was to examine the relationship between happiness and network of social relationships. Network of relationships inventory-relationship quality version (Furman & Buhrmester, 1985) and subjective happiness scale (Lyubomirsky & Lepper, 1999) was administered on 100 undergraduate college students at Gangtok, Sikkim within age range of 17 to 23 years. Pearson's correlation showed that happiness was significantly positively related with companionship, approval and satisfaction with opposite-gender best-friends, emotional support of mother, satisfaction with same-gender best-friends and siblings. However, happiness was found to be negatively correlated with criticism and pressure of girl/boy friend, criticism of mother and siblings, dominance of father, and exclusion of best friends (same/opposite gender), girl/boy friend, siblings, mother and father.