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Sangwan, Sheela
- A Comparative Study of Visual Motor Integration Skills in Normal Children with Slow Learners
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Authors
Affiliations
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
- Academic Performance of Adolescents: An Outcome of Parental Encouragement
Abstract Views :367 |
PDF Views:2
Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. College of Home Science, C.C.S. Haryana Agricultural University, Hisar (Haryana), IN
1 Department of Human Development and Family Studies, I.C. College of Home Science, C.C.S. Haryana Agricultural University, Hisar (Haryana), IN
Source
Asian Journal of Home Science, Vol 9, No 2 (2014), Pagination: 484-490Abstract
Earlier in a child's educational process parent involvement begins, the more powerful the effects will be. Educators frequently point out the critical role of the home and family environment in determining children's school success. Parental encouragement has great significance in developing psychological as well as academic behaviour of a child. Present study was conducted to assess the impact of parental encouragement on academic achievement of adolescents. The sample comprised of all the adolescents of 13-15 years admitted in four selected Government Senior Secondary Schools of rural and urban areas of Hisar. The adolescents were tested to assess the level of their academic achievement and parental encouragement received by them. Findings disclosed that half of the respondents were average and only one-third were good in academics and majority of the respondents had received high level of parental encouragement. The study also revealed significant differences in academic achievement of adolescent's on the basis of academic class, paternal occupation and parental encouragement received by them. Higher level of parental encouragement contributed towards enhancement of academic performance of adolescents. Non-significant differences were found for academic achievement of adolescents from various categories of age of the respondents, their gender, residential area, maternal age, paternal age, maternal education, paternal education and maternal occupation. There was no significant difference in academic achievement of boys and girls as well as in rural and urban area's adolescents.Keywords
Educators, Academic Class, Paternal Occupation, Parental Encouragement, Academic Performance, Enhancement, Adolescents.References
- Ahuja, M. and Goyal, S. (2006). Subject wise achievement of adolescents in relation to parental involvement and parental aspirations. Indian J. Commu. Guid. Res., 23: 30-57.
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- Codjoe, H.M. (2007). The importance of home environment and parental encouragement in the academic achievement of African Canadian youth. Canadian J. Education, 30 (1) : 137-156.
- Deary, I.J., Strand, S., Smith, P. and Fernandes, C. (2006). Intelligence and educational achievement. Intelligence, 35 (1) : 13-21.
- Devi, M.S. and Kiran, K. (2002). Family factors associated with scholastic backwardness of secondary school children. J. Community Guidance & Res., 19 (2) : 167-172.
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- Hill, N.E. and Tyson, D.F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental Psychol., 45 (3) : 740-763.
- Joshi, G. (2000). Neuroticism, extraversion and academic achievement as related to gender and culture. Indian Psychological Rev., 54 (1-2) :74-78.
- Kaur, J. (2013). Parental encouragement as a predictor of academic achievement of college students. Quest Internat. Multidisciplinary Res. J., 2 (1) : 5-7.
- Laible, D.J. and Carlo, G. (2004). The differential relations of maternal and paternal support and control to adolescent social competence, self work and sympathy. J. Adol. Res., 19 (6) : 759-782.
- Lakshmi, A.R. and Arora, M. (2006). Perceived parental behaviour as related to student's academic school success and competence. J. Indian Acad. Appl. Psychol., 32 (1) : 47-52.
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- Marchant, G.J., Paulson, S.A. and Rothlisberg, B.A. (2001). Relation of middle school students' perceptions of family and school contexts with academic achievement. Psychology in the Schools, 38 (6) : 505-519.
- Nuthana, P.G. (2007). Gender analysis of academic achievement among high school students. M. Sc. Thesis,University of Agricultural Sciences, Dharwad, KARNATAKA (INDIA).
- Pandey, R.C. (2008). Academic achievement as related to achievement motivation and parental background. Indian Psychol. Rev., 70 (4) : 213-216.
- Pandey, S.N. and Ahmad, F. (2008). Significance of difference between male and female adolescents on academic achievement, intelligence and socio-economic status. J. Commu. Guid. Res., 25 (1) : 34-39.
- Parsasirat, Z., Montazeri, M., Yusooff, F., Subhi, N. and Nen, S. (2013). The most effective kinds of parents on children's academic achievement. Asian Soc. Sci., 9 (13) : 229-242.
- Patrikakou, E.N., Weissberg, R.P., Redding, S. and Walberg, H.J. (Eds.). (2005). School-family partnerships: Fostering children's school success. New York: Teachers College Press.
- Penda, M. and Jena, A.K. (2000). Effects of some parental characteristics on class IX student's achievement motivation. Indian Psychol. Rev., 54 (3) : 129-133.
- Priya, K., Jassal, R.G. and Sharma, S. (2011). Perceived parental encouragement and academic performance of rural adolescents. J. Family Ecology, 6: 124-127.
- Reitman, D., Rhode, P., Hupp, S.D.A. and Altobello, C. (2002). Development and validation of the parental authority questionnaire- revised. J. Psychopathology & Behavioural Assessment, 24 (2) : 119-127.
- Sharma, R.R. (1971). Parental encouragement scale. National Psychological Corporation, Agra (U.P.) INDIA.
- Singh, M. and Devgun, V. (2012). Relationship between parental involvement and academic achievement of higher secondary students. Review Res., 1 (10) : 1-4.
- Singh, S. and Thukral, P. (2010). Social maturity and academic achievement of high school students. Canadian J. Scientific & Industrial Res., 1 : 6-9.
- Sunitha, N.H. (2005). Academic learning environment of students from aided and unaided co-educational high school. M.Sc. Thesis, University of Agricultural Sciences, Dharwad (KARNATAKA) INDIA.
- Tripathi, S.P. and Swarnkar, S.K. (2008). Impact of achievement motivation on creative thinking. Praachi J. Psycho-cultural Dimensions, 24 (1) : 25-27.
- Vig, D. and Jaswal, I.J.S. (2011). Parental stress, emotional adjustment and parent-child relationship: A correlation study. J. Family Ecol., 6 : 87-90.
- Waters, B., Hughes, Forbes and Wilkinson (2006). Comparative academic performance of medical students in rural and urban clinical settings. Medical Education, 40 (2) : 117-120.
- Parental Encouragement as an Indicator of Self-Concept of Adolescents and its Implication in Higher Education
Abstract Views :290 |
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Authors
Affiliations
1 P.G. Department of Human Development, S.N.D.T. Women’s University, Mumbai (M.S.), IN
2 Department of Human Development and Family Studies, I.C. College of Home Science, C.C.S. Haryana Agricultural University, Hisar (Haryana), IN
1 P.G. Department of Human Development, S.N.D.T. Women’s University, Mumbai (M.S.), IN
2 Department of Human Development and Family Studies, I.C. College of Home Science, C.C.S. Haryana Agricultural University, Hisar (Haryana), IN
Source
Asian Journal of Home Science, Vol 10, No 2 (2015), Pagination: 381-385Abstract
Through adolescence years, individual forge a personal identity, a self-concept, and an orientation toward achievement and a strong bonding with parents that will play a significant role in shaping their success in school, work, and life. Present study was undertaken to assess the predictors of self-concept and academic achievement of 13-15 year old adolescents and implication of that in higher education. The study was conducted in Hisar district of Haryana state. From each of the four selected schools of rural and urban area of Hisar, all boys and girls of 13-15 year were included in final sample. The results revealed that parental encouragement, residential area, and family relationship with neighbours, age, maternal occupation and adolescents spending time with grandparents as the significant predictors for self-concept of adolescents. Likewise academic class, self-concept, paternal occupation, number of siblings as the significant predictors for academic achievement of adolescents i.e. adolescents who were under parental support and supervision, had comparatively better self worth which ultimately leads a successful academic orientation. Adolescents having good parental support and higher level of self-concept will pursue higher education with great urge.Keywords
Adolescence, Self-Concept, Parental Encouragement, Maternal Occupation, Higher Education, Academic Achievement, Support and Supervision.References
- Ahluwalia, S.P. (1986).Children’s self-concept scale. National Psychological Corporation, Agra (U.P.) INDIA.
- Ahuja, M. and Goyal, S. (2006). Subject wise achievement of adolescents in relation to parental involvement and parental aspirations. Indian J. Commu. Guid. Res., 23 : 30-57.
- Catsambis, S. (2001). Expanding knowledge of parental involvement in children’s secondary education: Connections with high school seniors’ academic success. Soc. Psychol., Edu., 5 : 149-177.
- Khan, A., Ahmad, R., Hamdan, A.R. and Mustaffa, M.S. (2014). Educational encouragement, parenting styles, gender and ethnicity as predictors of academic achievement among special education students. Internat. Edu. Studies, 7: 18-24.
- Kohl, G.O., Lengue, L.J. and McMahon, R.J. (2000). Parent involvement in school: conceptualizing multiple dimensions and their relations with family and demographic risk factors. J. School Psychol., 38 : 501-523.
- Laible, D.J. and Carlo, G. (2004). The differential relations of maternal and paternal support and control to adolescent social competence, self work and sympathy. J. Adol. Res., 19: 759-782.
- Lakshmi, A.R. and Arora, M. (2006). Perceived parental behaviour as related to student’s academic school success and competence. J. Indian Academy Appl. Psychol., 32: 47-52.
- Marchant, G.J., Paulson, S.A. and Rothlisberg, B.A. (2001). Relation of middle school students’ perceptions of family and school contexts with academic achievement. Psychol. Schools, 38 : 505-519.
- Mattanah, J..F., Lopez, F.G. and Govern, J.M. (2011). The contributions of parental attachment bonds to college student development and adjustment: A meta-analytic review. J. Counseling Psychol., 58 : 565–596.
- Priya, K., Jassal, R.G. and Sharma, S. (2011). Perceived parental encouragement and academic performance of rural adolescents. J. Family Ecol., 6 : 124-127.
- Reitman, D., Rhode, P., Hupp, S.D.A. and Altobello, C. (2002). Development and validation of the parental authority questionnaire–revised. J. Psychopathol. & Behavioral Assessment, 24: 119-127.
- Rueger, S.Y., Malecki, C.K. and Demaray, M.K. (2010). Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: Comparisons across gender. J. Youth & Adolescence, 39 : 47–61.
- Sharma, M. and Tahira, K. (2011). Family variables as predictors of student’s achievement in science. J. Community Guidance & Res., 28 : 28-36.
- Sharma, R.R. (1971). Parental Encouragement Scale. National Psychological Corporation. Agra (U.P.) INDIA.
- Turner, E.A., Chandler, M. and Heffer, R.W. (2009). The influence of parenting styles, achievement motivation, and selfefficacy on academic performance in college students. J. College Student Development, 50 : 337-346.
- Impact of Academic Achievement and Human Ecological Variables on Life Skills of Adolescents
Abstract Views :271 |
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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.- Differences in Peer-Relationship of Adolescents on the Basis of Gender and Academic Class
Abstract Views :210 |
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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
International Journal of Education and Management Studies, Vol 7, No 3 (2017), Pagination: 400-402Abstract
A small group of similarly aged, fairly close friends and sharing the same activities is known as peer group. 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. Peer Relationship Questionnaire (PRQ) developed and standardized by Rigby and Slee (1993) was used to assess the peer relationship among adolescents. Results revealed that male adolescents were more involved in bullying and victimization than female adolescents whereas female adolescents reported more pro-social skills than male adolescents. Results also highlighted the significant differences in bullying and victimization across academic class as adolescents go from higher classes to senior secondary classes, the level of bullying and victimization decreases.Keywords
Academic Class, Adolescents, Bullying, Pro-Social Behavior, Victimization.References
- Alsaleh, A. (2014). Peer bullying and victimization among high school students in kuwait. Journal of Sociological Focus, 47(2), 84-100.
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- Jamir, T, Devi, N.P, Lenin, R.K., Roshan, L., & Sameeta, N.G. (2014). The relationship between bullying victimization, self-esteem and depression among school going adolescents. International Journal in Management and Social Science, 2(12), 477-489.
- Malhi, P, Bharti, B., & Sidhu, M. (2015). Peer victimization among adolescents: Relational and physical aggression in Indian schools. Psychological Studies, 60(1), 77-83.
- Rigby, K., & Slee, P.T. (1993). Dimensions of interpersonal relating among Australian school children and their implications for psychological well being. Journal of Social Psychology, 133(1), 33-42.
- Rothon, C, Head, J., Klineberg, E., & Stansfeld, S. (2011). Can social support protect bullied adolescents from adverse outcomes? A prospective study on the effects of bullying on the educational achievement and mental health of adolescents at secondary schools in East London. Journal Adolescents, 34(3), 579-588. Doi: 10.1016/j.adolescence.PMCID:PM3107432.
- Storch, E.A., Heidgerken, A.D., Adkins, J.W., Cole, M., Murphy, TK., & Geffken, G.R. (2005). Peer victimization and the development of obsessive compulsive disorder in adolescence. Journal of Depression and Anxiety, 21, 41-44.
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- Do We Need an Intervention Programme on Teachers’ Knowledge Regarding Developmental Milestones of 6-10 Years of Age Group Children?
Abstract Views :172 |
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. College of Home Science, C.C.S. Haryana Agricultural University, Hisar (Haryana), IN
1 Department of Human Development and Family Studies, I.C. College of Home Science, C.C.S. Haryana Agricultural University, Hisar (Haryana), IN
Source
Asian Journal of Home Science, Vol 13, No 1 (2018), Pagination: 128-133Abstract
In this pilot study, we investigated the impact of intervention programme on teachers’ knowledge regarding developmental milestones of 6-10 years of age group children. The present study was carried out in two cultural zones of Haryana (an Indian state). Thirty teachers for one thousand children in the age group of 6-10 years from both cultural zones were assessed for their knowledge regarding developmental milestones of 6-10 years age children. After pre-assessment, the intervention programme was imparted to teachers regarding developmental milestones of children for a period of one week.After a gap of one month, teachers were post-tested.Results revealed that at pre-testing stage there were no significant differences in knowledge of teachers from both the zones regarding various developmental milestones: t-values were not significant for gross-motor (t=1.84), fine-motor (t=0.00), cognitive (t=0.00), language (t=0.50), social (t=0.40) and emotional domains (t=0.61) and also for overall development (t=0.73). Results revealed that after exposure to intervention programme, teachers’ knowledge about developmental milestones of children improved significantly, as t-values for developmental gain were significant for gross-motor (t=5.43*), fine-motor (t=4.01*), cognitive (t=5.13*), language (t=4.71*), social (t=4.07*), emotional (t=4.65*) and overall development (12.23*).Keywords
Child Development, Developmental Milestones, Developmental Domains, Teacher Training, Dntervention, Developmental Gain.References
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- Assessing the Influence of Gender on Quality of Life of Senior Citizens
Abstract Views :283 |
PDF Views:2
Authors
Sunita
1,
Sheela Sangwan
1
Affiliations
1 Department of HDFS, College of Home Science, CCS Haryana Agricultural University, Hisar, Haryana, IN
1 Department of HDFS, College of Home Science, CCS Haryana Agricultural University, Hisar, Haryana, IN
Source
International Journal of Education and Management Studies, Vol 8, No 4 (2018), Pagination: 384-388Abstract
Elderly people may suffer from the multiple health disorders due to the vulnerability for many physical and mental disturbances. Quality of life in elderly population can be affected by many environmental factors. The aim of this study was assess the quality of life and influence of gender on quality of life of senior citizens in Hisar district of Haryana state. This cross-sectional study was carried out on 400 senior citizens (male=200; female=200) with age > 60 years. The participants surveyed in this study were of senior citizens who were living in the rural and urban community. Quality of life of senior citizens was accessed by QOL scale developed by World Health Organization (1996). Independent t-test was used to compare differences and chi-square between the total score of quality of life and influential factors. Result regarding all domain of quality of life were found non-significant differences for physical domain, psychological domain, level of independence domain, social relationship domain, environment domain, spirituality domain and overall quality of life (Z=0.08), (Z=0.30), (Z=0.66), (Z= 0.20), (Z= 1.44), (Z=l .70) and (Z=0.46) respectively. Result indicated regarding influence of gender on quality of life of senior citizens that all the domains of quality of life were not significantly associated with male and female senior citizen.Keywords
Elderly, Quality of Life, Gender, Domain.References
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- Study on Human Ecological Factors Affecting Logical Mathematical Intelligence of Young Adolescents
Abstract Views :262 |
PDF Views:0
Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. College of Home Science, CCSHAU, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. College of Home Science, CCSHAU, Hisar, Haryana, IN
Source
International Journal of Education and Management Studies, Vol 8, No 4 (2018), Pagination: 389-392Abstract
The present study was carried out with the aim of assessing type and existing level of Multiple Intelligence among young adolescent girls and to demarcate the human ecological factors affecting Multiple Intelligence of the respondents. For this, 200 respondents in the age group of 12-14 years from both rural and urban area of Mahendergarh district of Haryana state were selected. The results illuminates that rural respondents were in above average level in musical, visual spatial, naturalistic and existential intelligence. Along with that family size, parental education, monthly family income, location of residence and frequency of visits to the relatives and friends by the respondents of the respondents were observed to be significantly associated with logical mathematical intelligence. No significant association was recorded among the parental occupation and the logical mathematical intelligence. Therefore, parents should shore up their children in their education by making necessary provisions needed to enhance their learning.Keywords
Multiple Intelligence, Logical Mathematical Intelligence, Human Ecological Factors and Parental Involvement.References
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- Ayesha, B., & Khurshid, F. (2013). Relationship of multiple intelligence and effective study skills through academic achievement among university students. Global Journal of Human Social Science, 73(1), 20-31.
- Beceren, B.O. (2010). Determining multiple intelligence pre-school children in learning process. Procedia-SocialandBehavioralSciences, 2(2), 2473-2480.
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- Gardner, H. (2006). Multiple intelligence: New horizons. BasicBooks :NewYork.
- Gunawan, A. W. (2011). Born to be a genius. Jakarta: GramediaPustakaUtama.
- Karamustafaoglu, O., & Akdeniz, A. R. (2010). Evaluating the science activities based on multiple intelligence theory. Eurasian Journal of Educational Research, 18, 236-252.
- Naeini, B. M., & Pandian, A. (2010). On the relationship of multiple intelligence with listening proficiency and attitudes among Iranian university students. Cypriot Journal of Educational Sciences, 5, 167-180.
- Rahbarnia, F., Hamedian, S., & Radmehr, F. (2014). Astudy on the relationship between multiple intelligence and mathematical problem solving based on revised bloom taxonomy. Journal of Interdisciplinary Math, 17, 109-134.
- Thangapappa, R. (2014). Influence of the multiple intelligence on achievement of UG Zoology students. Indian Journal of 'AppliedResearch, 4(2), 15-17.
- Tomlinson, C. (2000). Differentiation of instruction in the elementary grades. Champaign, IL: The Education Resources Information Center (ERIC).Clearinghouse on Elementary and Early Childhood Education (ERIC Document Reproduction Service No. ED443572).
- A Study on Psychological Well-Being of Rural and Urban Adolescents
Abstract Views :266 |
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Authors
Tanya Arya
1,
Sheela Sangwan
1
Affiliations
1 Department of Human Development and Family Studies Chaudhary Charan Singh Haryana Agricultural University, Hisar, Haryana, IN
1 Department of Human Development and Family Studies Chaudhary Charan Singh Haryana Agricultural University, Hisar, Haryana, IN
Source
International Journal of Education and Management Studies, Vol 8, No 4 (2018), Pagination: 419-423Abstract
We investigated the Psychological well-being of adolescents across area. It is the combination of feeling good and functioning effectively. The study was conducted on 600 adolescents of Panchkula district of Haryana state in which 300 adolescents from rural and 300 adolescents were urban studying in 11th and 12th class. Psychological well-being scale by Ryff (1989) was used to assess well-being of adolescents. Self developed questionnaire was used to assess the socio-economic variables. The data was analyzed by applying frequency, percentages and Z test. Majority of urban and rural adolescents had low score on autonomy, environment mastery and self acceptance and moderate score in purpose in life and high score in personal growth. Significant differences were observed in all domains of psychological well-being regarding area, age and gender.Keywords
Psychological Well-Being, Adolescents, Autonomy, Environment Mastery.References
- Alesina, A., Di Telia, R., & MacCulloch, R. (2004). Inequality and happiness: Are Americans andEuropeans different? JournalofPublic Economics, 88,1009-2042.
- Diener, E., Ng, W., Harter, J., & Arora, R. (2010). Wealth and happiness across the world: Material prosperity predicts life evaluation, whereas psychosocial prosperity predicts positive feeling. Journal of Personality and Social Psychology, 99,52-61.
- Huppert, F. A. {2009). Anew approach to reducing disorder and improving well-being. Perspectives on Psychological Science, 4(1), 108-111.
- Kumar, K. {2012). Children in low-income, urban settings: Interventions to promote mental health and well-being. American Psychologist, 53(6), 635-646.
- Perez, J. A. {2012). Gender difference in psychological well-being among filipino college student samples. International Journal of Humanities and Social Science, 2(13), 83-93.
- Roothman, B., Kirsten, D., & Wissing, M. (2003). Gender differences in aspects of psychological well-being. South African Journal of Psychology, 33(4), 212-218.
- Ryff, C. (1989). The contours of positive human health. Psychological Inquiry, 9(1), 1- 28.
- Sood, N. (2006). Development of social emotional and behavioural stimulation progammesfor the preschooler of farm -women. Ph.D Thesis, CCSHAU, Hisar.
- Tsegaye, A. (2013). A comparative study of psychological wellbeing between orphan and non-orphan children in Addis Ababa. The Case of Three Selected Schools in Yeka Sub-city.
- World Health Organisation (2001). The world health report mental health: New understanding, new hope. Geneva: WorldHealth Organisation.
- Promoting Social Competence for Management of Aggressive Behavior
Abstract Views :255 |
PDF Views:2
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 :239 |
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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 :262 |
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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
Abstract Views :273 |
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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
Abstract Views :781 |
PDF Views:1
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
Abstract Views :588 |
PDF Views:4
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.
- Family Income, Parental Education and Media Exposure as Predictors of Youth Problems
Abstract Views :262 |
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. Collage of Home Science, CCSHAU, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. Collage of Home Science, CCSHAU, Hisar, Haryana, IN
Source
Indian Journal of Positive Psychology, Vol 10, No 1 (2019), Pagination: 1-4Abstract
The present study was conducted with 16-18 years old adolescent boys and girls from Hisar city and two villages of Hisar district. These adolescents were selected from randomly selected four government senior secondary schools. Total sample constituted of 240 adolescents, 120 from rural area and 120 from urban area. These 240 adolescents included 120 boys and 120 girls. Youth Problem Inventory (YPI) developed and standardized by Verma (2004) was used to assess the youth problems among adolescents. Percentages and step-wise regression analyses were used to analyze the data. Majority of adolescents' fathers had education up to senior secondary level, while majority of mothers had education up to middle school level. Majority of adolescents belonged to lower income group followed by middle and high income groups. Adolescents were personally interviewed about their psycho-social problems. Results revealed that majority of adolescents from total sample experienced average level of family, school, social, personal and overall problems. Step-wise linear regression revealed that media exposure, family income and paternal education were significant predictors of youth problems.Keywords
Youth Problems, Family Problems, School Problems, Social Problems, Personal Problems and Oversensitivity.References
- Aviles, A.M., Anderson, T.R., & Davila, E.R. (2005). Child and adolescent socialemotional development within the context of school. Child and AdolescentMental Health, 77(1), 32-39. Retrieved from https://onlinelibrary.wiley.com/doi/full/10.1111/j.l475-3588.2005.00365.x on 25.11.2018
- Karevold, E. (2008). Emotional problems in childhood and adolescence. Series of dissertations submitted to the Faculty of Social Sciences, University of Oslo No. 126. ISSN 1504-3991.
- McGrath, P.J., & Elgar, F. (2015). Effects of socioeconomic status on behavioral problems. In J. D. Wright (Ed.), International encyclopedia of social and behavioral sciences (2nded., pp. 477-480). PhiladelphiaPA: Elsevier.
- Miranda, D., Blais-Rochette, C., & Borisevich, S. (2014). Media exposure and consumption as risk factors in the development of antisocial behavior. In J. Morizot and L. Kazemian (Eds.), The development of criminal and antisocial behavior: Theoreticalfoundations andprnctical applications (pp. 267-281). New York, NY: Springer.
- National Institute for Health & Care Excellence (NICE) (2010). School-based interventions to prevent the uptake of smoking among children and young people [Online]). Retrieved from http://www.nice.org.uk/ nicemedia/pdf7PH23 Guidance.
- Pardini,D.A., Waller, R , &Hawes, S.W. (2014). Familial influences on the development of serious conduct problems and delinquency. In J. Morizot and L. Kazemian (Eds.), The development of criminal and antisocial behavior: Theoretical foundations and practical application (pp. 201-220). New York: Springer.
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- Pathak, R , Sharma, R .C, Parvan, U.C, Gupta, B.P, Ojha, R.K., & Goel, N. K. (2011). Behavioural and emotional problems in school going adolescents. The Australasian Medical Journal, 4(1), 15-21.
- Saraceno, B. (2002). The WHO World Health Report 2001 on mental health. Retrieved from https://www.ncbi.nlm.nih.gOv/pubmed/12212469# on 7.1.2019.
- Shimran, K. (2015). Problems of adolescents in single and dual earner families. Department of Human Development and Family Studies, I.C. College of Home Science, CCSHAU, Hisar. Unpublished M.Sc. Thesis.
- Sigilai, B. (2018). Challengesfaced by adolescents in school and how a teacher can help them. Retrieved from https://www.academia.edu/4336042/Challenges_faced_by_adolescents_in_school_ and_ how _ a teacher can help them on 25.11.2018
- Verma, M. (2004). Youth Problem Inventory (YPI). National Psychological Corporation, Agra.
- World Health Organization (2001). The World Health Report: Mental Health. New Understanding, New Hope. Geneva: WHO.
- Alliance of Human Ecological Variables with Nature Smartness of Young Adolescents
Abstract Views :535 |
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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 Positive Psychology, Vol 10, No 2 (2019), Pagination: 67-69Abstract
By appreciating what naturalistic intelligence really is and how we can govern it in our lives, we can commence to leverage all if that intelligence, education and experience stored over a period of time. Similar innovative idea was also given by Howard Gardner (1983) in the theory of multiple intelligences, where human intelligence was differentiated into specific 'modalities', rather thanjust perceiving intelligence as dominated by a single general ability. Human Ecological Systems Theory bestowed by Bronfenbrenner (1979) discribes that there are five various ecological systems arranged from the closest to the individual to the farthest and these systems directly or indirectly affects the human development. By considering above facts, the present study was designed to study the alliance of naturalistic intelligence with various human ecological factors affecting it. To accomplish this aim, in the present study, standardized Multiple Intelligence Assessment Tool developed by Kaur (2006) was directed on a study sample consisting of 200 students from higher secondary schools of both areas of Mahendergarh (Haryana), i.e., rural and urban. Results revealed that none of the human ecological variables were having significant association with the naturalistic intelligence of young adolescent girls.Keywords
Naturalistic Intelligence, Human Ecological Factors, Young Adolescents, Mahendergarh (Haryana).References
- Agarwal, S., & Suraksha (2017). A comparative study of multiple intelligence among male and female students of class XI. International Journal of Advanced Research in Education and Technology, 4(1), 82-85.
- Ahvan, YR, & Pour, H.Z. (2016). The correlation of multiple intelligences for the achievements ofsecondary students. Educational Research and Reviews, 77(4), 141-145.
- Aydemir, H., & Karali, Y. (2014). Study of secondary school students' multiple intelligence areas (Malatya case). Procedia - Social and Behavioral Sciences, 72(2), 167-172.
- Bronfenbrenner, U. (1979). The ecology of human 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 of mind: The theory of multiple intelligences. Basic Books: New York.
- Gardner, H. (2006). Multiple intelligences: New horizons. Basic Books: New York.
- Gupta, S. M. (2016). Effect of family variables on multiple intelligences of secondary school students of Gujarat state. The International Journal of Indian Psychology, 3( 3), 10-23.
- Hattie, J. (2011). Visible leamingfor teachers: Maximizing impact on learning. New York, New York: Routledge.
- Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Alexandria, Virginia: Association for Supervision and Curriculum Development.
- Exploring Relationship of Family Variables on Intrapersonal Intelligence of Young Adolescent Girls’
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. College of Home Science, CCSHAU, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. College of Home Science, CCSHAU, Hisar, Haryana, IN
Source
Indian Journal of Positive Psychology, Vol 10, No 2 (2019), Pagination: 79-82Abstract
There is a wide gap between the popularity of intrapersonal intelligence as a concept and its application in society. People often misinterpret intrapersonal intelligence for a form of magnetism or gregariousness. They don't perceive it as something that can be improved and they identify it as, “either one has it or one doesn't”. By understanding what intrapersonal intelligence really is and how we can administer it in our lives, we can commence to leverage all if that intelligence, education and experience stored over a period of time. Similar idea was proposed by Howard Gardner in the theory of multiple intelligences, where human intelligence differentiates into specific 'modalities', rather than seeing intelligence as dominated by a single general ability. Ecological Systems Theory bestowed by Bronfenbrenner (1979) discribes that there are five systems arranged from the closest to the individual to the farthest and these systems directly or indirectly affects the human development. The present study was designed to study the level of intrapersonal intelligence and impact of various human ecological factors affecting it. To achieve this aim, standardized Multiple Intelligence Assessment Tool developed by Kaur (2006) was administered on a study sample consisting of 200 students from higher secondary schools of both areas 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
Intrapersonal Intelligence, Human Ecological Factors, Young Adolescent Girls, Mahendergarh (Haryana).References
- Advani, V., & Hema, G. (2016). Effect of intrapersonal intelligence based teaching strategies on students academic achievement. The International Journal of Indian Psychology, 3(4), 2349-3429.
- Agarwal, S., & Suraksha (2017). A comparative study of multiple intelligence among male and female students of class XI. International Journal of Advanced Research in Education and Technology (IJARET), 4(1), 82-85.
- Aydemir, H., & Karali, Y. (2014). Study of secondary school students' multiple intelligence areas (Malatya case). Procedia - Social and Behavioral Sciences, 75(4), 167-172.
- Bronfenbrenner, U. (1979). The ecology ofhuman development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
- Dinkes, R., Kemp, J., & Baum, K. (2009). Indicators of school crime and safety: 2008 (NCES 2009022/NCJ 226343). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice.
- Gardner, H. (2006). Multiple intelligences: New horizons. Basic Books: New York.
- Gaundare, V.S., & Yeole, A. D. (2014). An experimental study on factors affecting the multiple intelligences of MBA students with the help of informational technology. Journal of Management and Research, 5(1), 94-103.
- Gupta, S. (2016). Effect of family variables on multiple intelligences of secondary school students of Gujarat state. The International Journal of Indian Psychology, 3(4), 2349-3429.
- Habeeb, K.T., & Fatema, M. (2016). Effect of intrapersonal and interpersonal awareness dimensions of emotional intelligence on stress management of adolescents. International Journal of Applied Research, 2(10), 589-592.
- Judinia, M., & Mohsenpour, B. (2014). Examining the relation between the Gardner intelligence components and selecting the field of study ofhigh school students of Marand city semester 2013-2014. Bulletin of Environment, Pharmacology and Life Sciences, 3(2), 380-384.
- Kalapriya, C., & Anuradha, K. (2015). Emotional intelligence and academic achievement among adolescents. International Journal of Advanced Research in Management and Social Sciences, 4(1), 11-17.
- Kauts,D.S. (2016). Emotional intelligence and academic stress among college students. Educational Quest: An International Journal of Education and Applied Social Sciences, 7(3), 149-157.
- Luder, M. T., Pittet, I., Berchtold, A., Akre, C., Michaud, P.A, & Suris, J. C. (2011). Associations between online pornography and sexual behavior among adolescents: Myth or reality? Archives of Sexual Behavior, 40(2), 1027-1035.
- Seiffge-Krenke, I. (2009). Changes in stress perception and coping during adolescence: The role of situational and personal factors. Child Development, 80(6), 259-279.
- Sethi, M. (2013). Emotional intelligence, mental health and adjustment Predictors of academic achievement among scheduled caste adolescents. International Multidisciplinary e-Joumalr 2(4), 106-113.
- Thangpappa, R., Thamocharan, V., & Kanakaraj, T. (2014). Influence of the multiple intelligence on achievement of undergraduate zoology students. Indian Journal of Applied Research, 4(1), 15-17.
- An Experimental Study on Factors Influencing the Musical Intelligence of Young Adolescents
Abstract Views :652 |
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. College of Home Science, CCSHAU, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. College of Home Science, CCSHAU, Hisar, Haryana, IN
Source
Indian Journal of Positive Psychology, Vol 10, No 2 (2019), Pagination: 96-99Abstract
In order to confine the full array of abilities and talents that people possess, Gardner theorizes that people do not havejust an intellectual capacity, but have many different kinds of intelligence, including intrapersonal, logicalmathematical, naturalistic, body-kinesthetic, musical, interpersonal, spatial-visual, existential and linguistic intelligences. According to Howard Gardner, people who are musically intelligent have good thinking in patterns, rhythms and sounds. Such entities have a strong appreciation for music and often they are good at musical composition and performance. By keeping in view above facts, this study was designed to identity the types of multiple intelligences among young adolescents along with, to assess the effect of various human ecological factors (as stated by Bronfenbrenner) on Multiple Intelligences of secondary level students. To achieve this aim, standardized Multiple Intelligence Assessment Tool developed by Kaur (2006) was implemented on a sample consisting of 200 students from higher secondary schools of both areas of Mahendergarh (Haryana), i.e., rural and urban. Results revealed that fathers' education and occupation, residence of location and relationship with the peers of the young adolescents were observed to be significantly associated with musical intelligence of the respondents. Other variables had no significant association with the musical intelligence of the young adolescent girls.Keywords
Multiple Intelligence, Musical Intelligence, Human Ecological Factors, Haryana.References
- Agarwal, S., & Suraksha (2017). A comparative study of multiple intelligence among male and female students of class XI. International Journal of Advanced Research in Education and Technology (IJARET), 4(1), 82-85.
- Aydemir, H., & Karali, Y. (2014). Study of secondary school students' multiple intelligence areas (Malatya case). Procedia - Social and Behavioral Sciences, 75(4), 167-172.
- Bronfenbrenner, U. (1979). The ecology ofhuman development: experiments by nature and design. Cambridge, MA: Harvard University Press.
- Gardner, H. (2006). Multiple intelligences: New horizons. Basic Books: New York.
- Gaundare, V.S., & Yeole, A. D. (2014). An experimental study on factors affecting the multiple intelligences ofMBA students with the help of informational technology. Journal of Management and Research, 5(1), 94-103.
- Gupta, S. (2016). Effect of family variables on multiple intelligences of secondary school students of Gujarat state. The International Journal of Indian Psychology, 3(4), 2349-3429.
- 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 ofEnvironment, Pharmacology and Life Sciences, 3(2), 380-384.
- Kandeel, R.A. (2016). Multiple intelligences pattern among students at king Saud university and its relationship with mathematics' achievement. Journal of Education and Learning, 5(3), 94-106.
- Naval, G. (2017). A Study of multiple intelligences of secondary school students of Jodhpur city of Rajasthan state. International Journal of Research in all Subjects in Multi Languages, 5(8), 21-30.
- Singh, Y., Makharia, A., Sharma, A., Agrawal, K., Varma, G., & Yadav, T. (2017). A study on different forms of intelligence in Indian school-going children. Industrial Psychiatry Journal, 26(1), 71-76.
- Thangpappa, R., Thamocharan, V., & Kanakaraj, T. (2014). Influence of the multiple intelligence on achievement of undergraduate zoology students. Indian Journal of Applied Research, 4( 1), 15-17.
- Impact of Socio-Economic Status on the Behaviour of Rural and Urban Adolescents
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Authors
Affiliations
1 Department of Human development & Family Studies, I.C College of Home Science, CCSHAU, Hisar, Haryana, IN
1 Department of Human development & Family Studies, I.C College of Home Science, CCSHAU, Hisar, Haryana, IN
Source
International Journal of Education and Management Studies, Vol 9, No 1 (2019), Pagination: 38-41Abstract
The present study “Impact of Socio-economic status on the Behaviour of Rural and Urban Adolescents” was undertaken with the specific objectives, viz. (i) to find out the relationship of adolescents' aggression with family environment (ii) to find out the factors affecting adolescents behavior. The data was collected from Kangra District ofHimachal Pradesh. A total sample of 250 adolescents' in the age group ofl3-15 years was randomly selected. Standardized scale of Family Environment Scale by Bhatia and Chadha (1993)was used to measure the family environment of the adolescents. The collected data were tabulated, processed and analyzed by employing statistical technique i.e. frequencies and correlation. The results of study indicated that adolescents residing in urban area had more aggression. Regression analysis of the aggression of adolescent's showed that residential area, family income, number of siblings, maternal occupation, gender and paternal education were the predictors of aggression.Keywords
Family Environment, Adolescents, Aggressiveness, Cohesion, Conflict.References
- Adams, D.W. (1966). The family: A sociological interpretation. Child Development, 6(2), 56-63.
- Bhatia, H., & Chadha, N.K. (1993). Family Environment Scale. Agra: National Psychological Corporation.
- Blum, J., Ireland, M., & Blum, R.W. (2003). Gender differences in juvenile violence. Journal o f Adolescent Health, 32(3), 234-240.
- Bjorkqvist, K., Lagerspetz, K., & Kaukiainen, A. (1992). Do girls manipulate and boys fight. Developmental trends in regard to direct and indirect aggression. Aggressive Behavior, IS, 117-127.
- Campbell, E., Adams, G.R., & Dobson, W.R. (1984). Familial correlates of identity formation in late adolescence: A study o f the predictive utility of connectedness and individuality in family relations. Journal o f Youth and Adolescence, 13(6), 509-525.
- Demosthenous, H.T., Bouhours, T., & Demosthenous, C.M. (2002). Socio-economic status and youth aggression in Australia. Youth Studies Australia, 21(4), 11-15.
- Esfandyari, B., Baharudin, R , & Nowzari, L. (2009). The relationship between inter parental conflicts and extranalizing behaviour problems among adolescents. European Journal o f Social Sciences, 12(1), 117-122.
- Flood-Page, C., Campbell, S., Harrington, V., & Miller, J. (2000). Youth crime: Findings from theyouth lifestyles survey. London: Home Office Publications.
- Fraser, M. (1996). Aggressive behaviour in childhood and early adolescence: An ecological developmental perspective on youth violence. Journal o f Social Work, 41(4), 347-361.
- Hennig, J., Reuter, M., Netter, P., Burk, C., & Landt, O. (2005). Two types of aggression are differently related to Serotonergic and activity and Polymorphism. Behavioral Neuroscience, 119,16-25.
- Jayanagaraja, R. (1985). The enigma of life: The adolescence. Child Psychiatry Quarterly, 18(4), 110-112.
- Johnson, H.D., Lavoie, J.C., & Mahoney, M. (2001). Interparental conflict and family cohesion: Predictors of loneliness, social anxiety, and social avoidance in late adolescenc q. Journal o f Adolescent Research, 16(3), 304-318.
- Kauts, A., & Kaur, B. (2011). A study of children's behaviour in relation to family environment and technological exposure at pre primary stage. MIER Journal o f Education Studies: Trends and Practices, 1 ,111-129.
- Kafiluddin, S. (1980). A study of parental discipline, family structure and ordinal position as antecedent factors in the genesis of aggression. In M.B. Buch (Ed.), (1991), Fourth survey o f research in education (1983-88) (Vol. 1, p. 379). New Delhi, India: NCERT.
- Mishra, S., & Shanwal, V.K. (2014). Role of family environment in developing self efficacy of adolescents. Integrated Journal o f Social Sciences, 7(1), 28-30.
- Nelson, W.L, Hughes, H.M, Handal, P., Katz, B., & Searight, H.R. (1993). The relationship of family structure and family conflict to adjustment in young adult college students. Adolescence, 25(109), 29-40.
- Patterson, G.R., Chamberlain, P., & Reid, J.B. (1982). A comparative evaluation of parent training procedures. Behaviour Therapy, 13(5), 638-650.
- Schunk, D.H., & Meece, J.L. (2006). Self efficacy development in adolescence. In F. Pajares and T. Urdan (Eds.), Self-efficacy belief o f adolescents (pp. 71-96). Information age publishing, Greenwich, CT.
- Sharma, A. (2012). Aggressive behavior in university students: The role of family environment. Advances in Asian Social Science, 5(1), 622-628.
- Sharma, J. (2009). Family environment as a predictor o f stress and anxiety in adolescents. Unpublished M.Phil. Dissertation, Himachal Pradesh University, Shimla, India.
- Singh, B., &Udainiya,R. (2009). Self efficacy and well-being of adolescents. Journal o f Indian Academy o f Applied Psychology, 35(2), 227-232.
- Singh, R (2011). Family environment and personality as predictors of aggression. Indian Journal o f Psychological Science, 2(2), 19-28.
- Sud, A., & Sethi, Z. (2008). Interrelationship between state anxiety, trait anxiety, test anxiety, stress, negative mood regulation, achievement motivation and self-esteem. Journal o f Community Guidance and Research, 25r 84-97.
- Swaim, R.C., Henry, K.L., & Kelly, K. (2006). Predictors of aggressive behaviors among rural middle school Youth. Journal o f Primary Prevention, 27(3), 229-243.
- Toldos, M. (2005). Sex and age differences in self- estimated physical, verbal and indirect aggression in Spanish adolescents. Aggressive Behavior, 57(1), 12-20.
- Wissink, I., Dekovic, M., & Meijer, A. (2006). Parenting behavior, quality of the parent-adolescent relationship, and adolescent functioning in four ethnic groups. Journal o f Early Adolescence, 26(2), 133-159.
- Exploring Relationship of Family Variables on Bodily:Kinesthetic Intelligence of Young Adolescent Girls'
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. College of Home Science, CCSHAU, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. College of Home Science, CCSHAU, Hisar, Haryana, IN
Source
International Journal of Education and Management Studies, Vol 9, No 2 (2019), Pagination: 62-64Abstract
Modem teaching practices are bound to a cognitive exercise in modern curriculum. It not only reduces the broader scope of creative learning but also undermines the chances of the holistic development of the child. Similar idea was proposed by Howard Gardner in the theory of multiple intelligences, where human intelligence differentiates into specific 'modalities', rather than seeing intelligence as dominated by a single general ability. Bodily-Kinesthetic Intelligence is one of those nine intelligences. Bodily-Kinesthetic (movement) Intelligence supports the ability to process information using their body and the way to connect with the world in a physical manner. Children who support bodily-kinesthetic intelligence are liable to be quite capable at controlling their bodies; they become skilled through physical contact with their environment more than through mental movements and they act together with others in physical ways. Precision, control and agility are the hallmarks of such as athletes, dancers, karate masters, professional soccer players, cricketers and actors, etc. Ecological Systems Theory bestowed by Bronfenbrenner (1979) discribes that there are five systems arranged from the closest to the individual to the farthest: the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Hence, the current research was intended at finding out the flow of various human ecological factors on Multiple Intelligence of young adolescents.Keywords
Multiple Intelligence, Bodily-Kinesthetic 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 of Advanced Research in Education and Technology, 4(1), 82-85.
- Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
- Gardner, H. (1983). Frames of mind: The theory of 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 of Indian Psychology, 3(3), 10-23.
- Naval, G. (2017). A study of multiple intelligences of secondary school students of Jodhpur city of Rajasthan state. International Journal of 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 of 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-going children. Industrial Psychiatry Journal, 26(1), 71-76.
- Impact of Human Ecological Factors on Linguistic Intelligence of Secondary School Adolescents
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. College of Home Science, CCSHAU, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. College of Home Science, CCSHAU, Hisar, Haryana, IN
Source
International Journal of Education and Management Studies, Vol 9, No 2 (2019), Pagination: 75-77Abstract
Verbal-linguistic learning style, or intelligence, is one of nine types of learning styles described in Howard Gardner's theory of Multiple Intelligences. Gardner's theory, developed during the 1960's, assists teachers, trainers, and employers to fiddle with their teaching styles to fit the needs of different learners. Verbal-linguistic learning approach refers to a person's ability to reason, solve problems, and leam using language. Because so much of the school curriculum is educated verbally, verbal-linguistic learners lean to do well in school. They may also outclass in typical university settings. It is important to abide in mind; however, that verbal-linguistic ability is not a synonym for intelligence. Similarly, an intelligent person has the ability to adjust himself to the changing circumstances with ease, efficiency and pace. By keeping in view above facts, this study was planned to identify the types of multiple intelligences among secondary level students along with, to assess the effect of various human ecological factors (as stated by Bronfenbrenner) on Multiple Intelligences of young adolescents. To achieve this aim, standardized Multiple Intelligence Assessment Tool developed by Kaur (2006) was administered on a study sample consisting of200 students from higher secondary schools of both areas ofMahendergarh (Haryana), i.e., rural and urban. Results revealed that significant association was found among various human ecological variables such as discipline by parents, parental occupation and cultural settings with the linguistic intelligence of the adolescents. It is also clear from the results that the independent variables i.e., caste, exposure to mass media and the frequency of visit to relatives/friends by the respondents had no significant association with the linguistic intelligence.Keywords
Multiple Intelligence, Verbal-Linguistic Intelligence, Human Ecological Factors, Haryana.References
- Agarwal, S., & Suraksha (2017). A comparative study of multiple intelligence among male and female students of class XI. International Journal of Advanced Research in Education and Technology, 4(1), 82-85.
- Aydemir, H., & Karali, Y. (2014). Study of secondary school students' multiple intelligence areas (Malatya case). Procedia - Social and Behavioral Sciences, 75(4), 167-172.
- Beceren, B.O. (2010). Determining multiple intelligences pre-school children (4-6 age) in learning process. Procedia-Social and Behavioral Sciences, -2(2), 2473-2480.
- Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
- Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books: New York.
- Gaundare, V.S., & Yeole, A. D. (2014). An experimental study on factors affecting the multiple intelligences ofMBA students with the help of informational technology. Journal of Management and Research, 3(1), 94-103.
- Kandeel, R.A. (2016). Multiple intelligences pattern among students at king Saud University and its relationship with mathematics' achievement. Journal of Education and Learning, 5(3), 94-106.
- Thangpappa, R., Thamocharan, V., & Kanakaraj, T. (2014). Influence of the multiple intelligence on achievement of undergraduate zoology students. Indian Journal of Applied Research, 4(1), 15-17.
- 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
Source
Indian Journal of Health and Wellbeing, Vol 11, No 4-6 (2020), Pagination: 173-175Abstract
During the past decades there was an increase in prevalence of chronic diseases in elder person, which leads to poor quality of life. This review paper specifically focuses on an importance of spirituality within the lifetime of elderly. Individual's spiritual viewpoint is become a vital demand of the era, considering several types of physical illness, disability, loss of loved ones, loneliness, depression and mortality during ageing years. Among the elderly, spirituality is extremely important in the management of several chronic diseases and improves their quality of life. Findings of the study also linked association between regular attending the spiritual services and improved health and quality of life in elderly. A specially designed spiritual activities and yoga activities is linked with improved sleep quality and reduced chronic and other types of disorders in elderly. Meditative prayers also have positive effects on overall health condition of elders.Keywords
Spirituality, Elderly, Meditation Prayer, Health Conditions.- Spirituality and Well-Being of Ageing
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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
Source
IAHRW International Journal of Social Sciences Review, Vol 8, No 4-6 (2020), Pagination: 212-214Abstract
Increased life expectancy and the prospect of longevity lead to indication on an importance of spirituality while aging. This article aims to study and analyze the concepts related to older people linked with spirituality and how this concept affects their quality of life leads to healthier life. Spirituality supports healthy and productive relationships with various aspects of life, like mental and physical security as well as social security and life enjoy menton the full quality of life among elderly. Spiritual viewpoint has become a very important aspect among the elderly citizens because of physical illness, disability, loss of loved ones, loneliness, depression, anxiety and mortality during old age. Importance of spirituality and aging has increased due to physical and emotional as well as social well-being.Keywords
Spirituality, Well-Being, Ageing, Quality of Life, Older People.References
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- Reading-Writing Skills Among Children in Government Schools and Parental Education
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Authors
Affiliations
1 Department of Human Development and Family Studies, I. C College of Home Science, CCSHAU, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I. C College of Home Science, CCSHAU, Hisar, Haryana, IN