Level Of Emotional Adjustment Research Articles

RELATIONSHIP BETWEEN PSYCHO-SOCIAL WELLBING AND EMOTIONAL ASPECT OF ADOLESCENTS- A STUDY

Psycho-social wellbeing infers psychological wellbeing and social wellbeing of an individual and whenever an individual is able to control his emotions or handle them in proper way then it is called as emotional adjustment. Psychosocial wellbeing and emotional adjustment of an adolescent brings a proper and positive direction to foster in life. The present study has been carried out to explore the level of psycho-social wellbeing and emotional adjustment level of adolescents on the basis of gender. The study also attempts to find out the relationship between psycho-social wellbeing and emotional aspect. Descriptive study was conducted among 115 adolescents (61 boys and 54 girls) who were selected by using proportionate stratified random sampling technique. For this purpose, 7 high schools were selected by simple random sampling technique. For the assessment of the psycho-social wellbeing and emotional adjustment, Wellbeing Index developed by prof. (Dr.) Vijayalaxmi Chouhan and Dr. Varsha Sharma (2016) and Adjustment Inventory for School Students developed by A.K.P. Sinha and R.P. Singh (revised 2017) has been used. Data was analyzed by using t-test and Pearson’s Product Moment Method. The study revealed that majority of students belong to the average level of psycho-social wellbeing and emotional adjustment level. There is a significant difference between adolescent boys and girls regarding the level of psycho-social wellbeing. But there exists no difference in the level of emotional adjustment. The study also revealed that there is no correlation between psycho-social wellbeing and emotional aspect of adolescents.

TYPES OF REFLECTION IN ROLE COMMUNICATION OF SPECIAL EDUCATION TEACHERS

The transformational processes of communication globalization introduce appropriate changes to the theoretical and methodological substantiation of the teacher’s psychological readiness to fulfil their status-functional and psychological roles in inclusive education. Communication is the main instrument of pedagogical activity. Referring to the concept of the existence of three types of reflection, the author proves their interdependent relationship with three types of reflection – these are systemic reflection, introspection, and quasi-reflection. The prevailing majority of the researches conducted in the aspect of inclusive education is aimed at analyzing and ascertaining the normative functions of teaching activities: personnel, medical, organizational-management, normativelegal, educational and methodological materials, technical and technological in the modelling of didactic material. We believe these normative provisions are a basis in inclusive education. However, the aspects of identifying intrapersonal properties and their correspondence to the pedagogical activity of teachers remain poorly researched. The identified regularities in this aspect contribute to the competent use of psychotechniques to overcome increased fatigue, emotional and professional burnout, and the decrease in the level of emotional adjustment. The article presents new material on the use of reflection as a universal psychological mechanism of self-contemplation from apart, however, according to the egocentric properties of a personality, “stupid” reflections are used, which are defined as intermediate reflection (introspection) and quasi-reflection. It has been proven that these types of reflection use the role positions of “a Father” and “a Child”. However, it is they who set remote communications between a teacher and a student of inclusive education. While under the conditions of dominance of systemic reflection (“good” reflection), the teacher skilfully improvises with various role positions to overcome distance relations between communication subjects. Further research is required to analyze age indicators that influence on constancy of role positions and are difficult to correlate.

Prevalence of stress among medical students

Background: Stress represents a normal, necessary and unavoidable life phenomenon which can generate temporary discomfort as well as long-term consequences. Objectives: The study was conducted to estimate prevalence, risk factors and coping methods of stress among medical students. Methodology: A Questionnaire based survey was conducted on medical students of Benha university at May 2013 for assessment of socioeconomic status, stress kind and level and the adjustment to college scale. Results: It was found that, the majority of students have stress (87.4%), which varies from mild to moderate (63.8% versus 23.6%). The most common sources of stress were, psychological (32.3%), social (8.5%), financial (4.9%) and medical (3.6%) problems. The academic, social and emotional adjustment levels among students varies between moderate to high (78.6% versus 21.4%), ( 26.8% versus 73.2%) and (77.8% versus 22.2%) respectively. Conclusion: Medical students face social, emotional, and physical problems which may affect their learning ability and academic performance. Some find it hard to cope with the stress and lag behind, while others see the pressure as challenge to work harder.

Effects of adapted physical activity applied on intellectual disability students toward level of emotional adjustment, self-managingand the socialization: Parent and teacher interactive research

The purpose of the research is to investigate the effects of adapted physical activity applied on intellectual disability students toward level of emotional adjustment, self-managing and the socialization. The study was designed as pretest-posttest experimental model. Intellectual disab 12 students from 5th and 6th grade who continue their education at the public school in Esenyurt district of İstanbul in 2015-2016 academic year spring semester. Adapted physical activity program was applied the students for 2 days 1 hour per week for 12 week. Hacettepe Emotional Adjustment Scale, Self-Managing and Socialization which of subheading AAMD Adaptive Behavior Scala were used to collect data. Pretest-posttest descriptive analysis was and Wilcoxon Test was used in dependent comparisons. The results showed that decline in students’ pretest-posttest mean scores of neurotic problems and behavior problems was seen according to mothers and the school counselor of the students. An increase was observed in pretest-posttest mean scores of self-managing and socialization on behalf of the posttest. According to data from mother and school counselor, significant differences were determined between pretest-posttest on behalf of the posttest in neurotic and behavior problems which of subheading Emotional Adjustment Scale, self-managing and socialization which of subheading AAMD Adaptive Behavior Scala. Adapted physical activity applied on intellectual disability students affected positively level of emotional adjustment; self-managing and the socialization were seen. Additionally students’ socialization scores increased and emotional adjustment problems decreased were observed.

A Study of Emotional Adjustment of Elementary School Students with Learning Disabilities

The aim of the present study was to study and compare the emotional adjustment of learning disabled students from elementary classes. A sample of 140 students (70 male and 70 female) was selected from elementary classes (6,7 and 8) from rural and urban areas of Shimla district. A self- constructed emotional adjustment scale was employed to measure the emotional adjustment of the students. The ‘t’ test was used to compare the emotional adjustment of different groups of students with respect to their gender and locale. Results showed that all students had almost the same level of emotional adjustment as they fell in the moderate emotional adjustment category. Results further showed that there was no significant difference in the emotional adjustment of elementary school students with learning disabilities with respect to gender and area. The findings of the study illuminated the fact that when the emotional adjustment of students is good their mental health will be good. Good mental health is a very important factor for good health of students especially the group of learning disabled students who find it difficult to keep up with their peers.

A study of social–emotional adjustment levels of preschool children in relation to peer relationships

The aim of this research is to study social–emotional adaptation levels of 5- to 6-year old preschool children in relation to peer relationships. One hundred and forty-four children aged between 5 and 6 joined in this relational survey study. According to the results of the research analysing the relationship between the social–emotional adjustments of 5- to 6-year old children continuing preschool education and the peer relationship variables; the social–emotional adjustment level can meaningfully predict the prosocial behaviour of children towards their peers, aggression levels and exclusion by peers, fear–anxiety towards peers, hyperactivity–distractibility and peer victimisation.

Does High Educational Attainment Limit the Availability of Romantic Partners?

Research indicates that highly educated individuals endure hardships in finding suitable romantic partners. Romantic hardships affect social and emotional adjustment levels, leading to low self-efficacy in relationship decision making. To address the need for research pertaining to this topic, the authors explored the experiences of eight individuals purposively chosen. Conducting interviews based in qualitative methods, the authors discuss thematic patterns emerging from the study. Constraints such as lack of time and social outlets were barriers to meeting highly desirable mates.

Self-Efficacy and Emotional Adjustment as Precursors of Smoking in Early Adolescence

The aim of this study was to examine the associations between self-efficacy, emotional adjustment, and smoking in a large sample of early adolescents cross-sectionally and short-term longitudinally. A prospective sample was used consisting of 1861 12–13-year-olds at 11 secondary schools. Questionnaires were administered at baseline and at a follow-up 6 months after the baseline assessment. Findings showed that higher depressive mood, low self-esteem, and low self-efficacy appeared to be related to enhanced levels of smoking in cross-sectional analyses. Short-term longitudinal analyses indicated that depressive mood and self-esteem were only related to the onset of smoking in girls. In three out of four cross-sectional analyses, self-efficacy × emotional adjustment interactions revealed that in particular adolescents with low levels of self-efficacy and low levels of emotional adjustment are likely to smoke.

Pain, somatic focus, and emotional adjustment in children of chronic headache sufferers and controls

Recent epidemiological studies have indicated that as many as 78% of individuals with chronic pain come from families in which at least one other family member has chronic pain. This suggests that children of individuals with chronic pain may be at particular risk for developing chronic pain conditions in the future. This study examined the relationship between parental chronic pain and children's general adjustment. A group of parents reporting chronic tension or migraine headache and their children were compared to a group of illness-free parents and their children. Results revealed that children of chronic headache sufferers were more somatically focused than their control counterparts. It is suggested that this heightened concern with their health status may be either a reaction to, or a means of coping with ongoing stress. A number of significant correlations between parents' and their children's level of emotional adjustment are also reported. the implications of these findings for general family health status, and characteristic ways of dealing with illness are discussed.

Coping and adjustment to genital herpes: the effects of time and social support.

The current study investigated the relationship of the passage of time and membership in a self-help group with coping behaviors and distress among people with genital herpes. A comparison between 116 people in herpes support groups and 36 community volunteers on the use of coping and level of emotional adjustment was undertaken. Results of the study indicated that people employed fewer coping strategies with increasing time since the onset of the stressor. This pattern was particularly clear in non-support-group subjects. In comparison, support-group members did not exhibit as significant a decrease in the use of coping strategies or as great an improvement in the level of depression and degree bothered by herpes over time. Selection factors and effects of self-help group membership are discussed as alternative explanations for these differences. Future research in the area of group membership as well as helpful and nonhelpful processes in these groups is suggested.

The Relationship Between Two Personality Questionnaires: The Mini-Mult and the 16PF-E

The Mini-Mult and 16PF-E were administered to a heterogeneous sample of 216 clients. Several multivariate analyses were conducted to specify the common and unique information that these two brief instruments generate. While the 16PF-E provides a global estimate of the client's overall level of emotional adjustment, as well as information regarding a wide range of non-pathological traits, the Mini-Mult focuses on subtle aspects of maladjustment corresponding to traditional psychiatric syndromes. For preliminary screening purposes the 16PF-E results in a broader assessment of personality functioning.

Toward an Objective Evaluation Procedure of the Kinetic Family Drawings (KFD)

The feasibility of employing a quantitative scoring procedure for evaluating the Kinetic Family Drawings (KFD) was examined. A quantitative scoring procedure was developed from the clinical hypotheses Burns and Kaufman (1970, 1972) to score 21 measurable KFD styles, actions, and characteristics. The scoring procedure was employed to evaluate 116 KFDs obtained from four groups of boys to determine the effectiveness of the procedure to differentiate among two levels of emotional adjustment and the two levels of age. The results indicated that four of seven sets of extracted component scores significantly differed between the emotionally well-adjusted and the emotionally disturbed groups. One set of component scores significantly differed between the younger and the older groups, while two sets of component scores did not differ among any of the four groups. The KFD total score was found to differ significantly only between the young emotionally disturbed and the young emotionally well-adjusted groups. It was concluded that a quantitative scoring procedure for the KFD is feasible.