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Dilawari, Kanchan
- Role of Parents, Peers and Technology in Adolescents Life
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1 DAV Public School, Gurgaon, Haryana, IN
1 DAV Public School, Gurgaon, Haryana, IN
Source
Indian Journal of Positive Psychology, Vol 3, No 3 (2012), Pagination: 285-288Abstract
The aim of the current research was to compare the role parents, peers and technology play in the lives of adolescents. The intent was to create awareness among adolescents and parents about how differences in value systems, level of technology adoption and peer collaboration reflect in holistic development of adolescent. A self developed questionnaire was administered on 200 students (100 girls & 100 boys) of age 14-16 years of DAV Public School, Gurgaon, Haryana. The results showed that all three variable i.e. parents, peers and technology influence adolescent's life. Out of these three, technology has the highest impact whereas peers have the lowest. Negligible difference was found among impact of technology and parents.Keywords
Adolescents, Parents, Peers, Technology.- Strategies to improvise teacher tasking with ADHD children
Abstract Views :367 |
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Authors
Affiliations
1 Department of Psychology, Sam HiggintonInstititute of Agriculture and Technology, Allahabad, UP, IN
1 Department of Psychology, Sam HiggintonInstititute of Agriculture and Technology, Allahabad, UP, IN
Source
Indian Journal of Positive Psychology, Vol 4, No 2 (2013), Pagination: 365-368Abstract
The purpose of the present article is to review the empirical support for teachers to provide strategies for tackling students with Attention Deficit Hyperactivity Disorder (ADHD). Three major aspects discussed are alarming rise of ADHD among students, entangling issues with teaching students with ADHD and unleashing strategies for tackling such children. Practical implications of the school based outcome literature will be delineated, including the need for the following: (a) technical-support mediated strategies; (b) classroom strategies; (c) activity-based strategies; (d) peer tutoring strategies; and (e) homework strategies. It is suggested on bridging the gap between the empirical literature and actual practices employed in schools. School-based professionals are urged to implement empirically supported strategies through individualizing interventions based on assessment data. Through long term implication of such evidence based strategies, it is hoped that the deficits characteristics of ADHD will be minimized and the likelihood of school success for these students optimized.Keywords
Attention Deficit, Hyperactivity Disoreder, School Teachers, Students, Strategies- Art Therapy: A Creative and Expressive Process
Abstract Views :721 |
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Authors
Affiliations
1 Department of Psychology, Sam Higginton Instititute of Agriculture and Technology, Allahabad, IN
1 Department of Psychology, Sam Higginton Instititute of Agriculture and Technology, Allahabad, IN