Indian Journal of Health and Wellbeing

S. k. Vijendra Kumar ¹, Usha Srinath ¹, Hank Nunn ¹

Affiliations
1 Athma Shakti Vidyalaya, Bangalore, IN

Abstract

The present article describes the structure and process of intimacy within the therapeutic relationship in Athma Shakti Vidyalaya (ASV), a therapeutic community for persons suffering from chronic mental illness. The community uses Reparenting model of psychotherapy (Schiff, 1969, 1970 &1975) and Transactional Analysis (Berne, 1961&1966) within the therapeutic community principles (Haigh, 1999) and guidelines (Keenan & Paget, 2007). The community emphasizes the clients' need for intimacy and attachment with therapist is required and can be maintained in a healthy way for over coming their psychological problems as well as enhance the personality and well-being (Kumar & Ravi, 2007; Srinath & Kumar, 2007). However, it is important to note that the above process needs to take place in a structured environment, which is conducive and facilitate the therapeutic outcome in a favorable manner. Therapeutic communities, due to their structure and democratic principles, this can be facilitated, maintained and achieved.

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S. K. Vijendra Kumar ¹, A. R. Krishnamurthy ²

Affiliations
1 Centre for Counseling and Career Guidance, PES University, Bangalore, IN
2 Department of Psychology, Sahyadri College Campus, Kuvempu University, Shimoga, Karnataka, IN

Abstract

This paper is a partial work of the role of life skills training on enabling the psychological well-being of visually challenged high school students. The original work is an experimental study through matched design method. Objectives: In this paper, the focus is on the impact of life skills training on the psychological well-being of boy s and girls as a separate analysis as well as the differences between them. 15 girls and 16 boys were participated in life skills training program in the residential blind school. Psychological well-being tests were administered (SCWBS and Ryffs PWB) before and after life skills training, which were conducted once a week, stretched for approximately six months. The follow up tests were administered after seventy days of the post training tests administered. Repeated measures ANOVA was employed to analyse the data. R-ANOVA table shows that in SCWBS, F ratio is significant in girls score [ F.05 (2,28)=5.34, p<0.05] and boys it is not significant f F.05 (2,30)=2.08, p>0.05]. However, Ryffs PWB, both the gender showed significant improvement {girls: [ F.05 (2,28)=5.85, p<0.05 and boys [ F.05 (2,30)=7.62, p<0.05]} in their psychological well-being score of post life skills training compared to pre tests. Post hoc measures and effect size were also calculated and explained.

Keywords

Life Skills Training, Psychological Well-Being, Stress Management, Visually Challenged Students.

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