Indian Journal of Health and Wellbeing

Uma Rani ¹

Affiliations
1 Department of Psychology, SPW Degree & PG College, Tirupati, Andhra Pradesh, IN

Abstract

The challenge of the future has always been with students. To successfully deal with new social, educational, emotional and personal situations and also be successful in life requires many personal attributes. Personal attributes includes character traits, aptitudes, skills, values, attitudes, etc. (Yasuko Claremont ,2004).In this perspective the present study made its effort to study the effect of vocational courses and gender on adolescents' personal attributes namely instrumental( Masculine)-expressive(feminine) traits. The sample was comprised of 400 college students with equal number of male and female from Tirupati. In order to attain the objective 2X2 factorial design was employed. The data were collected with the help of Personal Attributes Questionnaire (PAQ).The obtained data were analysed with the help of 2 way ANOVA technique. Result revealed that Vocational courses (Traditional and non-traditional) and gender (male and female) have significantly effect on adolescents' personality traits i.e. instrumental and expressive and not found significant on combination of masculinity- femininity traits. Interaction effect was found significant on separate traits of instrumental and expressive and found wrong for the combination of both types of traits in an individual.

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Uma Rani ¹

Affiliations
1 Department of Psychology, SPW Degree & PG College, Tirupati, AP, IN

Abstract

Value education is the process by which people give values to others. It can be an activity that can take place in any organization during which people are assisted by others, who may be older, in a position of authority or are more experienced, to make explicit those values underlying their own behavtor, to assess the effectiveness of these values and associated behavior for their own and others' long term well-being and to reflecton and acquire other values and behavior which they recognize as being more effective for long term well-being of self and others. There is a difference between literacy and education. Values education can take place at home, as well as in schools, colleges, universities, jails and voluntary youth organizations. There are two mam approaches to values education; some see it as inculcating or transmitting a set of values which often come from societal or religious rules or cultural ethics while others see it as a type of Socratic dialogue (Bergmark, 2009) where people are gradually brought to their own realization of what are good behaviors for themselves and their community. Youth power is the driving force of a nation; if it moves m right direction. But now a day youth is adversely diverted through different immoral activities which does not only influence the present Indian society but also it stimulates the future generation of our civilization. Therefore, it is imperative to find out the solution of this crucial problem to establish India m the world of peace and harmony that is very much depends over the hand of youth generation.

Keywords

Value Education, Youth, Society.

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Uma Rani ¹

Affiliations
1 Department of Psychology, SPW Degree & PG College, Tirupati, IN

Abstract

Routinely the mentally challenged are arbitrarily detained in psychiatric facilities, social care homes, orphanages and other closed institutions. Treating the mentally challenged as full human beings implies that they have rights to participate in their communities and societies. Parents, teachers friends, employers, and public officials could support the mentally challenged persons struggle to effectively participate in community life by promoting the perennial values of respect for human dignity, fairness, equality, autonomy and compassion (Franco, 1982). Social acceptance, integration and rehabilitation of the mentally challenged are basically a societal task and can only be possible with the help of the people in the community.

Keywords

Social Responsibility, Mentally Challenged.

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Uma Rani ¹

Affiliations
1 Department of Psychology, SPW Degree & PG College, (TTD) Tirupati, AP, IN

Abstract

The idea of promoting strength-based practice in community care organizations often creates an unexpected dilemma. Intuitively, the idea of focusing on the strengths of people is warmly embraced and considered to be a respectful and meaningful starting point in supporting positive change. However, the actual practice of identifying, acknowledging and working with strengths as a starting point for change is rarely experienced by those receiving the service of the community or health care service. Many practitioners from different professional backgrounds will claim to be working from strength's perspective; it is rare to see practitioners or organizations seriously working from an underlying set of values, principles and philosophy of strength-based practice.

Keywords

Severe Mental Health, Recovery, Strength Model.

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