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Singh, Nayanika
- Spirituality and Gratitude among College Students:A Study on Gender Differences
Abstract Views :264 |
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Authors
Ritu Rani
1,
Nayanika Singh
1
Affiliations
1 Department of Psychology, P.G. Govt. College for Girls, Sector-42, Chandigarh, IN
1 Department of Psychology, P.G. Govt. College for Girls, Sector-42, Chandigarh, IN
Source
IAHRW International Journal of Social Sciences Review, Vol 7, No 6 (2019), Pagination: 1919-1921Abstract
The study aimed to assess the effects of gender on spirituality and gratitude among college students. “Gratitude is a positively balanced emotion that can rise when another person a benefactor- does something kindfor the self (Algoe 2016)”. “Spirituality represents the specialization and detachment of_profundityfrom everyday life into a disembodied, disconnected, symbolic realm that becomes compensatory/or an everyday life where immanence is banality (John Landau)”. The present study attempts to assess the effect of gender on spirituality and gratitude among 100 college students (adolescents). The sample was divided into two groups, i.e., 50 males and 50 females randomly selected from different colleges of Chandigarh. T-test was used to study the significance of difference between males and females on spirituality and gratitude. Results indicated that gender had no effect on both spirituality and gratitude among college students.Keywords
Spirituality, Gratitude, Gender, Adolescents, Belief etc.
References
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- Hasemeyer (2013). A study utilising a correlational research design to explore the relationships between gratitude and adolescents' psychological, social, and academic well-being. Thesis, Graduate School, University Of South Florida, Scholar Commons.
- Khoshtinat (2012). The relationship between spiritual Intelligence and religious coping among the university students. International Research .Journal of Applied and Basic Sciences, 3(9), 1916-1934. Available online a twww.irjabs.com ISSN 2251-838X/ Science Explorer Publications.
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- Stress-busting Techniques in Classrooms during the New Normal
Abstract Views :90 |
PDF Views:0
Authors
Affiliations
1 Student, BA Final Year, MCM DAV College, Chandigarh, IN
2 Assistant Professor, Psychology MGSIPA, Sector-26, Chandigarh, IN
1 Student, BA Final Year, MCM DAV College, Chandigarh, IN
2 Assistant Professor, Psychology MGSIPA, Sector-26, Chandigarh, IN
Source
IAHRW International Journal of Social Sciences Review, Vol 10, No 3 (2022), Pagination: 342-344Abstract
COVID-19 was declared a pandemic worldwide and many people suffered through various physical, mental, sociological, and psychological problems. Even after returning back to normal, people have not been able to cope with the stress. Amidst all, students are also finding it difficult to adjust to the new normal, which has caused feelings of anxiety, fear, distress etc in them. Keeping this in mind, this paper highlights the two major stress-busting techniques I.e., mindfulness and emotion regulation that can be used in the classroom during the new normal to restore health and well-being. The paper discusses various activities of mindfulness like five minutes of meditation, and musical drawing (Silver et al., 2017). Etc along with emotional regulation techniques such as positive reframing, kindness chain, expressing feelings (O'Neal et al., 2019) etc.Keywords
Stress-Busting Techniques, New Normal, Classroom.References
- Calm Schools (2020). 30 Days of mindfulness in the classroom. Calm.com, Inc.
- Dhundia, P.S., & Singh, N. (2020). Mindfulness: The key optimal health and well-being during Covid-19 (Vol. 10 Issue 40). Shodh Sanchar Bulletin.
- Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present and future. Clinical Psychology: Science and Practice, 10(2), 144-156.
- O'Neal, C., Meyering, K., Tan, S.C., Wong, E.L., Babaturk, L., & Estevez, G. (2019). Emotion and stress regulation magic tool box. School Psychology, College of Education, University of Maryland, USA.
- Rolston, A., & Richardson, E.L. (2017). What is emotion regulation and how do we do it? Cornell Research Program on Self-Injury and Recovery, USA.
- Silver, D.T., & Stafford, D.A. (2017). Mindfulness in the Classroom. Book Title: 'Teaching Kids to Thrive: Essential Skills for Success'. New York, SAGE Publications, April 7, 2017.
- UNESCO & UNICEF (2021). Situation analysis on the effects of and responses to COVID-19 on the education sector in Asia. India Case Study.
- Yasmin, H., Khalil, S., & Mazhar, R. (2020). Covid-19: Stress management among students and its impact on their effective learning. International Technology and Education Journal, 4(2), 65-74.
- Wuthering Heights in Light of Feminism and Jungian Archetypes: A Comprehensive Overview
Abstract Views :148 |
PDF Views:0
Authors
Affiliations
1 School Carmel Convent, Chandigarh, IN
2 Psychology MGSIPA, Sector-26, Chandigarh, IN
1 School Carmel Convent, Chandigarh, IN
2 Psychology MGSIPA, Sector-26, Chandigarh, IN
Source
IAHRW International Journal of Social Sciences Review, Vol 10, No 2 (2022), Pagination: 260-263Abstract
This paper is an exploration of the three major archetypes as given by Carl Jung, i.e., the hero, the anima/animus and the shadow archetype (Jung, 1919). According to Jung, in order to attain individuation archetypes such as Persona, Anima, Animus, and Shadow play a pivotal role (Jung, 1969). The collective unconscious of a person consists of all the archetypes, while some are significant, others like the shadow, which represent the darkness in a person are usually concealed, yet never disposed, often being visible at times when a person's emotions are heightened (Jung, 1959). Against this backdrop the aim of this paper is to highlight and discuss the presence of the hero, anima/animus and shadow archetype in Heathcliff and Catherine, the protagonists of Emily Brontë's wuthering heights, while simultaneously noting the idea of feminism that was put forward in the gothic romance novel.Keywords
Wuthering Heights, Feminism, Jungian ArchetypesReferences
- Amalia, G. (2015). We are Heathcliff: Primordial Symbolism in Wuthering heights, thesis. Porto Alegre (Brazil).
- Brontë, E. (1847). Wuthering heights. London: Thomas Cautley Newby.
- Hall, C.S., Lindzey, G., & Campbell, J.B. (1998). Theories of personality (4' ed.). John Wiley and Sons, Inc.
- Jung, C.G. (1916). The structure of the unconscious. Retrieved on June 18, 2022, from https://www.academia.edu/39974594/C_G_Jung_Collected_Works_Volume_9i_T he_Archetypes_of_the_Collective_Unconscious
- Jung, C.G. (1919). Instinct and the unconscious. British Journal of Psychology, 10(1), 15.
- Jung, C.G. (1921). Psychological types. The collected works of C.G. Jung (Vol.6 Part I).
- Jung, C.G. (1928). Contribution to analytical psychology. Harcourt, Brace.
- Jung, C.G. (1959). The archetypes and the collective unconscious. In C.G. Jung, H. Read, M. Fordham, and G. Adler (Eds.), The collected works of C.G. Jung (Vol.9 Part I). New York: Bollingen Foundation, Inc., and Pantheon Books.
- Jung, C.G. (1969). Archetypes of the collective unconscious. Collected Works of C.G. Jung, Vol. 9. NJ: Princeton University Press.
- Luton, F. (2010). Jungian dream analysis and psychotherapy. Retrieved on June 18, 2022, from https://frithluton.com
- Leckić, I. (2020). Jungian archetypes in Emily Brontë's, Wuthering heights, thesis. University of Zadar. Zadar (Croatia).
- Vindelhag, S. (2021). Representations of gender in Wuthering heights, essay. University of Gävle. Gävle (Sweden).
- Emotional Resilience for School Children
Abstract Views :120 |
PDF Views:0
Authors
Affiliations
1 Psychology student, Goswami Ganesh Dutta Sanatan Dharma College, Sector-32, Chandigarh, IN
2 Mahatma Gandhi State Institute of Public Administration, Sector-26, Chandigarh, Govt. of Punjab, IN
1 Psychology student, Goswami Ganesh Dutta Sanatan Dharma College, Sector-32, Chandigarh, IN
2 Mahatma Gandhi State Institute of Public Administration, Sector-26, Chandigarh, Govt. of Punjab, IN
Source
IAHRW International Journal of Social Sciences Review, Vol 10, No 4 (2022), Pagination: 479 - 481Abstract
After facing the pandemic for more than two years, the world has become a place of physical, emotional, mental and social turmoil. No one could imagine that Covid-19 will affect the whole world and people will be challenged emotionally. The pandemic has given lifetime emotional scars to many people even children couldn't escape from this when someone goes through this type of emotional trauma then one must recognize the techniques and strategies of emotional resilience to cope up with a such crisis. Emotional resilience is being able to bounce back from stress, challenge, tragedy, trauma or adversity. When children are resilient, they are braver, more curious, more adaptable, and more able to extend their reach into the world. Emotional resilient people are able to manage a range of their emotions, adjust well to transitions, show high tolerance for frustration, and can deal with or manage whatever situation they are facing. Keeping this in mind the aim of the present chapter is to highlight and discuss the various techniques and strategies to empower school children emotionally through emotional resilience.Keywords
emotional resilience, techniques, and strategiesReferences
- Casper ter kulie. Team calm. Https://blog.calm.com/blog/how-to-bring-meaningfulrituals-into-your-daily-life.
- Chowdhary, M.R. (2019). What is emotional resilience? Retrieved from https://positivepsychology.com/emotional-resilience/
- Cutuli, J.J., & Masten, A.S. (2009). Resilience. In S.J. Lopez (Ed), The encyclopedia of positive psychology (Vol. 2, pp. 837-843). Wiley-Blackwell.
- Denham, S., Salisch, M.V., Olthof, T., Kochanoff, A., & Caverly, S. (2002). Emotional and social development in childhood. In P.K. Smith & C.H. Hart (Eds.), Blackwell handbook of childhood social development (pp. 308-328). Malden, MA: Blackwell Publishing
- Gullone, E., & Taffe,J. (2012). The emotion regulation questionnaire for children and adolescents. A psychometric evaluation. Psychological Assessment, 24(2), 409417
- Lazarus, R., & Folkman, S. (1984). Stress, appraisal and coping. New York: Springer.
- Lentini, R., & Fox, L. (2013). University of South Florida. Emotional regulation. Teachingmama.org
- Singh, N. (2021). Building emotional resilience: Techniques and strategies. Review paper Mahatma Gandhi State Institution Of Public Administration, Sector-26 Chandigarh.
- Somerville, M.P., & Whitebread, D. (2018). Emotion regulation and well-being in classroom. UCL institute of education. Retrieved from https://discovery.ucl.ac.Uk/id/eprint/10046077/1/Somerville_accepted%20document%20rps.pdf