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Sangwan, Sheela
- A Comparative Study of Visual Motor Integration Skills in Normal Children with Slow Learners
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1 Department of Human Development and Family Studies, I.C. College of Home Sciences, C.C.S. Haryana Agricultural University, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. College of Home Sciences, C.C.S. Haryana Agricultural University, Hisar, Haryana, IN
Source
Indian Journal of Health and Wellbeing, Vol 5, No 5 (2014), Pagination: 614–617Abstract
The present study was conducted in Rawalwas Kalan and Rawalwas Khurd villages of Hisar district. Forty slow learner (70-90 IQ) and forty normal (90 and above IQ) children in the age group of 6-10 years were selected for the sample. Significant differences were observed in VMI skills of normal and slow learner children. Age-wise differences in VMI skills of slow learner and normal children were also found. For motor skills, significant sex differences were found, boys were more competent than girls. The study demands awareness on the part of family members, school teachers and all those who concerned with children to explore and enhance visual-motor integration skills of slow learners.Keywords
Visual-motor Integration, Slow Learner, Normal Children- Impact of Academic Achievement and Human Ecological Variables on Life Skills of Adolescents
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Authors
Affiliations
1 Department of Human Development and Family Studies, I. C. College of Home Science, CCS Haryana Agricultural University, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I. C. College of Home Science, CCS Haryana Agricultural University, Hisar, Haryana, IN
Source
Indian Journal of Health and Wellbeing, Vol 4, No 2 (2013), Pagination: 256-261Abstract
Skills that can be said to be life skills are innumerable, and the nature and definition of life skills are likely to differ across cultures and settings. There is a ten core set of skills, these are - decision making, problem solving, creative thinking, critical thinking, effective communication, interpersonal relationship skills, self-awareness, empathy, coping with emotions and coping with stress. The present study was conducted in Hisar District of Haryana state. For rural sample village Mayyad was selected. For urban sample city area of district Hisar was selected. One school from selected village was taken to draw the rural sample. For urban sample, two schools were selected. Hundred adolescents from each schools of rural and urban were (14-16 years) equally representing both the sexes i.e. 100 girls and 100 boys were selected on random basis. Results showed that life skills of urban and rural adolescents were high in self-awareness, empathy, interpersonal relationship skills, average in problem solving, critical thinking, coping with stress, creative thinking, coping with emotions, effective communication and low in decision making. Academic achievement of adolescents was significantly associated with life skill and most of its aspects in rural and urban area. Significant differences were found m life skills with area of residence, board of examination and gender. Academic achievement, birth order, number of siblings, family size, caste, family type, father's occupation, mother's occupation, income, father's education and mother's education were significantly associated with life skills of adolescents.Keywords
Life Skills, Academic Achievement, Personal Variables, Socio-Economic Variables, Parental Variables.- Promoting Social Competence for Management of Aggressive Behavior
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. College of Home Science Chaudhary Charan Singh Haryana Agricultural University, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. College of Home Science Chaudhary Charan Singh Haryana Agricultural University, Hisar, Haryana, IN
Source
Indian Journal of Health and Wellbeing, Vol 9, No 8-9 (2018), Pagination: 878-881Abstract
The present study was carried out in four villages of two cultural zones of Haryana state-Mewat and Nardak. Total sample constituted of 400 children, 200 in experimental group and 200 in control group. All these children were pretested for their social competence in hypothetical situations- three stories were used for getting an object from another child and three stories for consequential thinking after doing something wrong. The child being interviewed was asked what the story character could do or say in each situation. Strategies suggested by children were coded as non-forceful or forceful for problem solving. For consequential thinking, number of consequences suggested by children was computed. Use of forceful strategies in interpersonal conflict resolution is one of the indicators of aggressive behavior in children. Intervention package was imparted to experimental group children for a period two months to promote social competence for management of aggressive behaviour. It was found that in both the cultural zones, after exposure to intervention package, there was significantly greater use of non-forceful alternatives in conflict resolution; while use of forceful strategies was reduced significantly as compared to control group children. Experimental group children also suggested significantly greater number of consequences as compared to control group children from both the cultural zones.Keywords
Social Competence, Management of Aggressive Behaviour.References
- Balda, S. (1997). Socialisation experiences and preschool-aged children's social problem-solving skills in Australia and India: A cross-cultural study. Unpublished PhD Thesis. Centre for Applied Studies in Early Childhood, Queensland University of Technology, Brisbane, Queensland, Australia.
- Dodge, K.A., Coie, J.D., & Lynam, D. (2006). Aggression and antisocial behavior in youth. In W. Damon and N. Eisenberg (Eds.), Handbook of child psychology (Vol. 3. pp. 719-788). New York: Wiley.
- Dodge, K.A., Lansford, J.E., Burks, V.S., Bates, J.E., Pettit, G.S., & Fontaine, R, & Price, J.M. {2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374-393
- Dishion, T.J., & Tipsord, J.M. {2011). Peer contagion in child and adolescent social and emotional development. Annual Review of Psychology, 62,189-214.
- Irving, K. {1994). Maternal beliefs, young children's peer contacts and social problem-solving skills. In K. Oxenberry, K. Rigby, and P. Slee {Eds.), Children's peer relations: Cooperation and conflict {pp.138-152). Adelaide: Institute of Social Research, University of South Australia.
- Khangoli, M., Goodarzi, B., &Mahdipoor, R. {2014). The role of problem-solving skills training in the amount of aggression control in athletic performance. Asian Journal ofMultidisciplinary Studies, 2,170-172.
- Punia, D. {2002). Intervention programme for interpersonal cognitive problem-solving skills. UnpublishedPhD Thesis. CCS Hary ana Agricultural University, Hisar.
- Punia, D., Balda, S., & Punia, S. {2004). Promoting interpersonal cognitive problem-solving skills of aberrant children. Behaviour Scientist, 5(2), 105-110.
- Rubin, K.H. (1988). Social problem-solving test (Unpublished manuscript). University of Waterloo, Department of Psychology, Ontario, Canada.
- Sharma, D. (2014). Impact of intervention program for aggressive behaviour among adolescents. UnpublishedPhD Thesis. CCS Hary ana Agricultural University, Hisar.
- Shure, M.B., & Spivack, G. (1974). Preschool interpersonal problem-solving test. Department of Mental Health Sciences, Hahnemann Medical College and Hospital. Philadelphia.
- Assessment of Coping Skills on Adolescents Aggression
Abstract Views :242 |
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Authors
Affiliations
1 Department of uman development & Family Studies, I.C College of Home Science, CCSHAU, Hisar, Haryana, IN
1 Department of uman development & Family Studies, I.C College of Home Science, CCSHAU, Hisar, Haryana, IN
Source
Indian Journal of Health and Wellbeing, Vol 9, No 3 (2018), Pagination: 404-406Abstract
The present study “Assessment of Coping Skills on Adolescents Aggression” was undertaken with the specific objectives, viz., (i) to find out the level of coping skills among adolescents, (ii) to assess the coping skills of adolescents as per residential area, (iii) to find out the relationship of coping skills with adolescent aggression. The data was collected trom Hisar District of Haryana. A total sample of250 adolescents' in the age group of 13-15 years was randomly selected. APositive Proactive Coping Inventory for adolescents (PCI) developed by Greenglass et al. (2008) was used to assess skills in coping with distress and for dependent variable Aggression scale developed by Mathur and Bhatnagar (2012) was used to study the nature of adolescent aggressive behavior. The collected data were tabulated, processed and analyzed by employing statistical technique i.e. frequencies and z test. Significant differences existed between the proactive (z= 20.30), reflective (z= 6.16), strategic (z= 3.72), preventive (z= 14.56), instrumental (z= 11.14), emotional (z= 1.96) and avoidance coping (z= 6.87) skills of rural and urban adolescents. Also, Urban adolescents had significantly better proactive coping (x= 46.99), reflective coping (x= 35.52), strategic coping (x= 12.71), preventive coping (x= 32.10), instrumental coping (x= 24.89) and emotional coping (x= 16.56) whereas avoidance coping (x= 8.14) was better in adolescents of rural area signifying that adolescents residing in urban area are having better coping skills. Also, it was found that with aggression preventive, instrument and avoidance coping increases whereas proactive and reflective coping decreases.Keywords
Coping Skills, Adolescents, Aggression, Proactive Coping.References
- Allen, S., & Hiebert, B. (1991). Stress and coping in adolescents. Canadian Journal of Counselling, 25, 19-32.
- Csibi, S., & Csibi, M. (2012). Study of aggression related to coping, self-appreciation and social support among adolescents. Nordic Psychology. 63, 35-55.
- Emlia, F. (2009). Reactive and proactive coping with stress in relation to personality dimensions in adolescents Studia Psychologica. 51, 149-160.
- Gelhaar, T., Seiffge-Krenke, I., Borge, A., Cicognani, E., Cunha, M., & Loncaric, D. (2007). Adolescent coping with everyday stressors: Aseven-nation study with youth from central, eastern, southern and northern Europe. European Journal of Developmental Psychology, 4,129-156.
- Greenglass, E.R., Schwarzer,R.,& Laghi,F. (2008). The proactive coping inventor_for adolescents (PCI-A). Retrieved from http://www.psych.yorku.ca/greenglass/.
- Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
- Mathur, G.P., & Bhatnagar, R. (2012). Aggression Scale. National Psychological Corporation: Agra.
- Nolen-Hoeksema, S., Parker, L., & Larson, J. (1994). Ruminative coping with depressed mood following loss. Journal of Personality and Social Psychology, 67, 92-104.
- Rubin, Z., Peplau, L. A., & Hill, C.T. (1981). Loving and leaving: Sex differences in romantic attachments. SexRoles, 7, 821-835.
- Tayantz (2011). The gender difference between rumination and reflection. Retrieved from http://www.studymode.com/essays/The-Gender-Difference-Between-Rumination-and-615396.html.
- Zeidner, M., & Endler, N. S. (1996). Handbook of Coping: Theory, Research and Applications. New York: Wiley.
- Early Childhood and Long Term Development:A Systematic Review
Abstract Views :267 |
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Authors
Affiliations
1 Department ofHuman Development and Family Studies, I.C. College ofHome Science, CCSHAU, Hisar, Haryana, IN
1 Department ofHuman Development and Family Studies, I.C. College ofHome Science, CCSHAU, Hisar, Haryana, IN
Source
Indian Journal of Health and Wellbeing, Vol 10, No 1-3 (2019), Pagination: 48-50Abstract
Children are already learning at birth, and they develop and trained at a rapid speed in their early years. This gives a rigorous foundation for lifelong progress, and the adults who provide for the care and learning o f children from delivery through age eight bear an enormous dependability for their well-being, development and learning. The equally affecting interaction between a parent or care giver and a child is the guided through which all learning takes place during the first 1000 days. The purpose o f this study is to tackle the problems related to early childhood and long term development and important development practices are described needed to provide for the care and education o f children from delivery through period first 1000 days. By the time a infant is bom, their brain has almost all the neurons it will ever have, and by the age o f two years an enormous numbers o f neuronal associations are made which are later trimmed based on which are most repeatedly used. An optimal environment supports development, while an adverse environment harms both in the short term but importantly also over the longer term development. When we invest wisely in preschool children, the next generation will balance that back through a lifetime o f productivity and responsible citizenship. Children during preschool o f age undergo through rapid growth and development that is greatly influenced by diverse factors. Adequate practices, simulative and safe environment and care need to be ensured for optimum physical, mental, social and cognitive development and to prevent to adverse impacts on short-term survival as well as long-term happiness and development. Children who have a good start in their life will be better adults resulting in a better social, economic, and physical and cognition and they live better for their relations and their societies.Keywords
Early Childhood, Long Term Development, Growth, Learning.References
- Aggarwal, J.C. (2002). Essentials o f educationalpsychology. Vikas Publishing House Pvt. Ltd. New Delhi.
- Barnett, W. S. (2011). Effectiveness of early educational intervention. Science, 333(6045), 975-978.
- Bhatia, K.K.: Foundation o f child development. Kalyani Publishers, New Delhi.
- Bhatia, S., & Shukla: Modern educational psychology. Dhanpat Rai Publishing Company, New Delhi, Revised.
- Chopra, N. (2010). Quality early childhood education for disadvantaged children: An investigation in the MCD schools. International Journal o f Early 'Years Education, 24(1), 49-62.
- Greenfield, E. A. (2010). Child abuse as alife-course social determinant of adult health. Maturitas, 66(1), 51-55.
- Heckman, J.J., & Schultz, H. (2007). Invest in the very young. In R E. Tremblay, R G. Barr, R.P. DeV., and M. Boivin (Eds.), Encyclopedia on early childhood: Developmental psychology, a life-span approach (5th ed.). TATA McGraw-HILL Publishing Company LTD., New Delhi.
- Mangal, D.S.K: Psychologicalfoundations o f education. Parkash Brothers, Ludhiana.
- Mustard, J.F. (2010). Early brain development and human development. In RE. Tremblay, R.G. Barr, R P. DeV, M. Boivin (Eds.), Encyclopedia on early childhood development Montreal, Quebec: Centre o f excellence fo r early childhood development (pp. 1-5). Available at: http://www.child-encyclopedia.com/documents/MustardANGxp.pdf. Accessed March 20.
- Pem, D. (2015). Factors affecting early childhood growth and development: Golden 1000 days. Journal o f Advanced Practices in Nursing: Faculty o f Nursing and Public Health, Khesar Gyalpo University o f Medical Sciences o f Bhutan, 1, Issue I.
- Simeonsson, R.J. (2000). Early childhood development and children with disabilities in developing countries. Chapel Hill, University of North Carolina.
- Shonkoff, J.P. (2010). Building a new bio-developmental framework to guide the future o f early childhood policy. Child Development, 81(1), 357-367.
- World Health Organization (2011). World Bank. World report on disability. Geneva, World Health Organization.
- Impact of Age on Depression Levels among Higher and Senior Secondary School Students
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Authors
Affiliations
1 Department ofHuman Development and Family Studies, I. C. College ofHome Science CCS Haryana Agricultural University, Hisar, Haryana, IN
1 Department ofHuman Development and Family Studies, I. C. College ofHome Science CCS Haryana Agricultural University, Hisar, Haryana, IN
Source
Indian Journal of Health and Wellbeing, Vol 10, No 1-3 (2019), Pagination: 51-53Abstract
Depression is a mood disorder characterized by the presence o f sad, empty or irritable feelings accompanied by somatic and cognitive changes that significantly atfect the individual's capacity to function. Depression affects their daily living activities such as work, sleeping, eating and concentration on the tasks. The present study was conducted on 500 adolescents, i.e., 250 adolescents form urban area and 250 adolescents from rural area studying in 10th, 11th and 12th classes. Children Depression Inventory (CDI) developed by Kovacs (2003) was used to measure the depression among adolescents. Results revealed that adolescents o f 15+-17 years had the higher level o f depression as compared to adolescents o f age group 14 15 years which depicts the significant relationship among adolescents' age and depression.Keywords
Adolescents, Age and Depression.References
- American Psychiatric Association (2013). Diagnostic and statisticalmanual ofmental disorders (5th ed.). Arlington.
- Busari, A. O. (2012). Evaluating the relationship between gender, age, depression and academic performance among adolescents. Scholarly Journal o f Education, 7(1), 6-12.
- Gupta, S., & Basak, P. (2013). Depression and type D personality among undergraduate medical students. Indian Journal o f Psychiatry, 55(3), 287-289.
- Joseph, N. (2011). Prevalence of depression among pre-university college students in an urban area of South India. International Journal o f Current Research, 3(11), 439-442.
- Kovacs, M. (2003). Child depression inventory. Multi Health Systems Inc. Canada.
- Malik, M., Khanna, P., Rohilla, R., Mehta, B., & Goyal, A. (2015). Prevalence of depression among school going adolescents in an urban area of Haryana, India. International Journal ofCommunity Medicine and Public Health, 2(4), 624-626.
- Naushad, S., Farooqui, W., Sharma, S., Rani, M., Singh, R., & Verma, S. (2014). Study of proportion and determinants of depression among college students in Mangalore city. Nigerian Medical Journal, 55(2), 156-160.
- Prabhakar, A., & Dubouis, K. (2013). A national survey on mental health disorders in India. Retrieved from: http: // www.dnaindia.com/health/report-finally, national-survey-on-mental-health-disorders-in India 1848694.
- Singh, K., Junnarkar, M., & Sharma, S. (2015). Anxiety, stress, depression and psychosocial functioning of Indian adolescents. Indian Journal o f Psychiatry, 57(4), 367-374.
- Assessing Relationship of human Ecological Factors with Naturalistic Intelligence of Young Adolescent Girls
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. College ofHome Science, CCSHAU, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. College ofHome Science, CCSHAU, Hisar, Haryana, IN
Source
Indian Journal of Health and Wellbeing, Vol 10, No 4-6 (2019), Pagination: 103-105Abstract
Naturalistic intelligence (nature-smart) is one of those nine intelligences formulated by Howard Gardner (1983). People with naturalistic intelligence have a compassion to and appreciation for nature. The Naturalist intelligence centralizes on how people relate to their natural surroundings. Naturalists have a special ability to grow plants. They have great affinity for animals and are excellent at training and understanding them. Naturalists can easily distinguish differences in nature. They are aware of and intrigued by changes in normal weather phenomena. Naturalists love outdoor activities such as walking, rock climbing, camping and hiking. Such people are inspired and rejuvenated by the nature. Ecological Systems Theory postulated by Bronfenbrenner (1979) discribes that there are five different systems arranged from the closest to the individual to the farthest: the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Hence, the current research was centered around finding out the flow of various human ecological factors on Multiple Intelligence of young adolescents.Keywords
Multiple Intelligence, Naturalistic Intelligence, Human Ecological Factors.References
- Agarwal, S., & Suraksha (2017). A comparative study of multiple intelligence among male and female students of class XI. International Journal o f Advanced Research in Education and 'Technology, 4(1), 82-85.
- Bronfenbrenner, U. (1979). The ecology ofhuman development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
- Gardner, H. (1983). Frames o f mind: The theory o f multiple intelligences. Basic Books: New York.
- Gardner, H. (2006). Multiple intelligences: New horizons. Basic Books: New York.
- Gupta, S. M. (2016). Effect o f family variables on multiple intelligences of secondary school students of Gujarat state. The International Journal o f Indian Psychology, 3(3), 10-23.
- Judinia, M., & Mohsenpour, B. (2014). Examining the relation between the Gardner intelligence components and selecting the field of study of high school students of Marand city semester 2013-2014. Bulletin o f Environment, Pharmacology and Life Sciences, 3(2), 380-384.
- Naval, G. (2017). A study of multiple intelligences of secondary school students of Jodhpur city of Rajasthan state. International Journal o f Research in all Subjects in Multi Languages, 5(8), 21-30.
- Sener, S., & Qok9ali§kan, A. (2018). An investigation between multiple intelligences and learning styles. Journal o f Education and Training Studies, 6(2), 125-132.
- Singh, Y., Makharia, A., Sharma, A., Agrawal, K., Varma, G., & Yadav, T. (2017). A study on different forms of intelligence in Indian school-goingchildren. Industrial Psychiatry Journal, 26(1), 71-76.
- Analyzing Musical Intelligence of Young Adolescent Girls' with Regard to their Human Ecological Variables
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. College ofHome Science, CCSHAU, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. College ofHome Science, CCSHAU, Hisar, Haryana, IN
Source
Indian Journal of Health and Wellbeing, Vol 10, No 4-6 (2019), Pagination: 126-128Abstract
According to American psychologist, Howard Gardner, intelligence is far ahead of Intelligence Quotient (IQ) points. In fact, he has acknowledged nine different types of intelligence human beings can possess. Musical intelligence is one of these types of intelligences. Musical intelligence (music smart), is an outline of auditory intelligence. It's not aboutjust music but it also incorporates all sounds, tones, and rhythms. Here are some revealing signs which people with musical intelligence may possess, such as, auditory learner, skilled at imitation and mimicry, appreciates unique music forms and sounds capes, sensitive to noises in environment, enjoys singing, dancing, whistling, or humming, wide and varied musical tastes and avid concert-goers. By understanding what musical intelligence really is and how we can direct it in our lives, we can initiate to control all if that intelligence, education and experience stored over a period of moment. Parallel idea was anticipated by Howard Gardner in the theory o f multiple intelligences, where individual intelligence makes a distinction into definite 'modalities', rather than seeing intelligence as conquered by a single general ability. In 1979, Bronfenbrenner bestowed Ecological Systems Theory , which discribes that there are five human ecological systems arranged from the closest to the person to the farthest and these ecological systems directly or indirectly influences the human development. The present study was designed with the aim to study the association between musical intelligence and impact of various human ecological factors affecting it. To accomplish this aim, standardized Multiple Intelligence Assessment Tool developed\sy Kaur (2006) was directed on a study sample consisting o f200 students from higher secondary schools of both regions of Mahendergarh (Haryana), i.e., rural and urban. Results revealed that parental occupation, caste and discipline by the parents were found to be significantly associated with intrapersonal intelligence of the respondents. Yet other human ecological factors such as frequency of visit to relatives/ friends by respondents, exposure to mass media, type of people living in nearby area and availability of newspaper at home had no effect on intrapersonal intelligence of the young adolescents.Keywords
Musical Intelligence, Human Ecological Theory, Young Adolescent Girls, Mahendergarh (Haryana).References
- Agarwal, S., & Suraksha (2017). A comparative study of multiple intelligence among male and female students of class XI. International Journal o f Advanced Research in Education and Technology (IJARET), 4(1), 82-85.
- Ahvan, Y.R., & Pour, H.Z. (2016). The correlation of multiple intelligence for the achievements of secondary students. Educational Research and Reviews, 11(4), 141-145.
- Aydemir, H., & Karali, Y. (2014). Study of secondary school students multiple intelligence areas (Malatya case). Procedia - Social and Behavioral Sciences, 12(2), 167-172.
- Bronfenbrenner, U. (1979). The ecology ofhuman development: Experiments by nature and design. Cambridge, Massachusetts: Harvard University Press.
- Darling-Hammond, L. (2010). Performance counts: Assessment systems that support high-quality learning. Washington, District of Columbia: Council of Chief State School Officers.
- Gardner, H. (1983). Frames o f mind: The theory o f multiple intelligences. Basic Books: New York.
- Gardner, H. (2006). Multiple intelligences: New horizons. Basic Books: New York.
- Gupta, S. (2016). Effect of family variables on multiple intelligences of secondary school students of Gujarat state. The International Journal o f Indian Psychology, 3(4), 2349-3429.
- Hattie, J. (2011). Visible leamingfor teachers: Maximizing impact on learning. New York, New York: Routledge.
- Naval, G. (2017). A study of multiple intelligences of secondary school students of Jodhpur city of Rajasthan state. International Journal o f Research in all Subjects in Multi Languages, 5(8), 21-30.
- Thangpappa, R , Thamocharan, V., & Kanakaraj, T. (2014). Influence of the multiple intelligence on achievement of undergraduate zoology students. Indian Journal o f Applied Research, 4(1), 15-17.
- Tomlinson, C. A. (2014). 'The differentiated classroom: Responding to the needs o f all learners. Alexandria, Virginia: Association for Supervision and Curriculum Development.
- Importance of Spirituality in the Life of Elderly
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. Collage of Home Science, CCS HAU, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. Collage of Home Science, CCS HAU, Hisar, Haryana, IN