Search

Attending university for the first time can be a stressful experience for young Indian students leaving home for the first time. They must cope with academic and social demands, which can affect their subjective well-being. In Indian culture, people view 'body-mind' as being heredity, which might help to cope and enhance SWB. The present study was undertaken to address these issues. It utilized a sample of 186 Indian college students (ages 18-23) from urban settings, who are pursuing a variety of undergraduate professions. Search for subjective well-being in life and affecting factors were assessed (EI, SC, gender, body-mind practice). Standard questionnaires were developed to measure and to document sources of SWB in young adolescent life. The researchers developed and utilized four questionnaires: demographic, SC, EI, and the Personal Well-Being Index. The findings indicate that total subjective well-being (SWB) has no significant correlation with Emotional Intelligence (EI), SC, and body-mind practice. A correlation was found with the dimensions of SC and EI. The student who practiced body-mind training and those who did not exhibit differences in their SWB. SC and gender found statistically significant predictors of SWB.

This study's goal was to clarify whether psychological capital (PsyCap) mediated the relations between social support and subjective wellbeing among post-secondary students during the COVID-19 pandemic and to assess whether students diagnosed with a learning disability (LD) and/or attention deficit hyperactivity disorder (ADHD) differed from others in their reliance on social support and their level of PsyCap and subjective wellbeing. Participants were 257 students, 152 diagnosed with LD/ADHD and the rest neurotypical. The study used four questionnaires: demographic and academic information; Psychological Capital Questionnaire (PCQ); Subjective Well-Being Index (International Wellbeing Group, International Wellbeing Group, 2006.); social support questionnaire. The results indicated PsyCap mediated relations between social support and subjective wellbeing. Students diagnosed with LD/ADHD differed from neurotypicals in their PsyCap and subjective wellbeing levels, but not in their social support. In addition, the relations between PsyCap and social support were stronger among students diagnosed with LD/ADHD. PsyCap was an important resource for all participants and was related to social support and subjective wellbeing, making it especially valuable for LD/ADHD students facing new and threatening situations, such as the COVID-19 pandemic.

Attending university for the first time can be a stressful experience for young Indian students leaving home for the first time. They must cope with academic and social demands, which can affect their subjective well-being. In Indian culture, people view 'body-mind' as being heredity, which might help to cope and enhance SWB. The present study was undertaken to address these issues. It utilized a sample of 186 Indian college students (ages 18-23) from urban settings, who are pursuing a variety of undergraduate professions. Search for subjective well-being in life and affecting factors were assessed (EI, SC, gender, body-mind practice). Standard questionnaires were developed to measure and to document sources of SWB in young adolescent life. The researchers developed and utilized four questionnaires: demographic, SC, EI, and the Personal Well-Being Index. The findings indicate that total subjective well-being (SWB) has no significant correlation with Emotional Intelligence (EI), SC, and body-mind practice. A correlation was found with the dimensions of SC and EI. The student who practiced body-mind training and those who did not exhibit differences in their SWB. SC and gender found statistically significant predictors of SWB. Keywords: Indian student, Self-compassion, Emotional intelligence, subjective well-being, body-mind practice, Introduction The average college student is generally at the stage of 'emerging adulthood' (18-23 years old). These years are characterized by change, exploration, and are a crucial time of identity [...]

This article presents the major findings of a longitudinal study on the use of photograph-based assignments to improve higher-order thinking and language skills among second- and fifth-grade students using an intervention framework and a convergent mixed method (quantitative and qualitative) approach. The method promoted oriented study skills for students with an accent in the combination of higher-order thinking strategies, reading skills, and photo-elicitation. Participants in the second grade attained a level close to participants in the fifth grade. Students with different levels of language skills in the intervention group progressed significantly compared with the control group.

This study, using a mixed methods design, examined the use of a photograph-based model to improve students' language and writing skills. Classes were assigned to receive the photograph-based intervention (experimental) or to receive the regular language-based curriculum (control). Both second and fifth grade students in the experimental group significantly improved their language and writing skills compared to the control group. Second grade students improved significantly more than fifth grade students. The findings also enabled the research team to identify deficiencies that required specific modifications in language curriculum design.

This study examined ways to improve the sense of self-efficacy and its relationships to emotional intelligence and coping strategies among college students involved in a program focused on academic and emotional support. 274 students participated in an intensive pre-exam program focusing on introductory courses. Research instruments included four questionnaires: Academic self-efficacy questionnaire, Self-reporting emotional intelligence questionnaire, Stress appraisal and coping questionnaire, and Demographic questionnaire. Several analyses were conducted at two points in time correlation matrix, t-test, ANOVA analysis to test for differences in coping strategies between students in different stages, and a regression analysis. The results suggest a direct link between emotional intelligence and academic self-efficacy, which is variedly affected by the tendency to employ avoidance coping strategies. Key words: Short-term, intensive academic course intervention, Academic self-efficacy, Higher education, Emotional intelligence abilities, Coping with stress, Introduction Alongside the development of students' cognitive abilities, emotional capabilities have been shown to be equally important in promoting academic success among students in Higher Education Institutions (HEIs). These capabilities [...]

Studies indicate that female dance students are more preoccupied with weight, eating habits, and body image than girls in the general population and are in greater danger of developing eating disorders. In this study, questionnaires were distributed to 90 females aged 15-30; 47 dancers or former dancers and 43 non-dancers. Consistent with prior studies, BMI had a positive and significant contribution to predicting eating disorders. Surprisingly, no statistical difference was found between the two groups with regard to body image, opinions about eating, or eating behaviors. This finding contradicts prior research and merits further examination given the popularity and health benefits of dance training.

Objectives. The present research had two main objectives. The first was to examine the impact of emotional intelligence and aspects of spiritual intelligence on life satisfaction among emerging adults in high-income countries. The second objective was to study the interactions between the variables. Methods. First, we used predictive analysis to examine the impact of emotional and spiritual intelligences on life satisfaction beyond that accounted for by gender and by anxiety and depression. Second, we studied the interactions between the variables measured by means of decision-tree analysis. Results. Personal meaning production emerged as the primary determining factor of life satisfaction. In addition, the participants with both personal meaning production and emotional intelligence above a certain threshold had the highest average scores on life satisfaction. Conclusions. The results suggest that further research on emerging adults should investigate the critical issue of identity development, specifically regarding the impact of spiritual and emotional intelligence. [ABSTRACT FROM AUTHOR]

Previously, the Sherborne Developmental Movement (SDM) has been found to contribute to the development of emotional competencies in higher education. This study presents and evaluates a teaching model based on SDM for the development of emotional competencies in teacher education. The study examined the contributions of this model to the increase of emotional competencies in 67 future educators. Measurements included reflective diaries, questionnaires, a final project and emotional intelligence and empathy scales. Findings indicated that SDM activities integrated into a teaching model created social interactions that evoked emotional understanding of self and others, improving emotional competencies.

The purpose of this article is to present early childhood educators, college pedagogical instructors and kindergarten teachers with the idea of using movement education activities as a means of teaching basic concepts in different disciplines. The programme consists of college courses that included the new approach (RRA--Role Reversal Approach) in movement education. This was integrated into the kindergarten curriculum and into the academic course. This new approach to the educational programme was used during the training process of pre-service kindergarten student teachers. Based on a previous study I assumed that RRA would contribute to the relationships among participants, and through this contribute to learning and teaching processes in early childhood. The results indicated that the integration of the new RRA enhances the use of movement education by student teachers and training teachers in teaching basic concepts in early childhood and special educational needs.

This article details the emergence of a training framework to support professional development in inclusive Movement teaching. This arose from a collaborative research project in spring 2008 (supported by the Training and Development Agency, UK), between two universities in England and Israel. Movement education is surprisingly underused globally, even in the early years, with some recent revival within special education. This is despite the long-recognised importance of interactive physical activity for underpinning children's development, and particularly for those with special educational needs, supported by findings from neuro-science. The training framework falls within a hermeneutic view of the teacher informed by humanistic psychology and reflective practice, with Movement seen as an empowering, creative and dialogic pedagogy. (Contains 3 tables.)

Students working toward a Master's of Social Work in Israeli colleges must complete a demanding research seminar course, a source of stress for many. Focusing is a contemplative practice that these and other students may use to self-regulate their emotions and better cope with the seminar course and beyond. This qualitative research assessed the impact of introducing a modified focusing approach to 17 MSW students enrolled in a research seminar course at a college in Northern Israel. Participants wrote individual reflections on their experience. Analysis revealed four main themes: turning inward, clear thinking, the body knows (a sense of knowledge), and practical application (a sense of efficacy). The results of this contemplative pedagogy suggest students who learn meditative methods of self-regulation, such as focusing, can shift rapidly from stressful states. [ABSTRACT FROM AUTHOR]

Objective: Spirituality is part of recovery for many people with lived experience of mental health issues, including those who become peer specialists and utilize their own recovery experiences to facilitate the recovery of others. This research explores how peer specialists view spirituality in their work with their peers and the factors that impact conversations in this area. Method: Eleven peer specialists participated in individual qualitative interviews. Inquiries were made about their own experiences of spirituality and how these were used to support others. Additional questions probed factors that facilitated or served as barriers to their ability to engage in such conversations. Data were subjected to thematic analysis. Results: Peer specialists experienced well-being, hope, and self-acceptance through spirituality. Use of spirituality in peer support was influenced by their personal spiritual journey, specifically because they understood its value to recovery. Barriers to use included fear of rejection and lack of formal support. The number one facilitator was their personal experience, but they suggested the need for training and guidelines as important future facilitators. Conclusions and Implications for Practice: Results indicate that at least some peer specialists are thinking about the role of spirituality in their work but express some struggles with such activities. There appears a need for guidelines on how to use spirituality in peer support, better definitions of the competencies peer specialists need, and more attention to training and supervision in this area—possibly to maximize the benefit of the lived experience that many peer specialists bring to their work. Impact and Implications: This qualitative study investigated mental health peer specialists' experiences of using spirituality in their work, including facilitators and barriers to having spiritually oriented conversations with peers. Findings indicate that peer specialists find value in using spirituality in their work but need additional support, especially through training and encouragement from organizational leadership, to increase confidence and skills in this area. [ABSTRACT FROM AUTHOR]

There is growing evidence that being comfortable in one's body is a necessary foundation for the reflection required to cope with complicated situations. Movement activity based largely on nonverbal communication can help social workers deal with complex feelings and problems that arise among their clientele. Based on preliminary research results, the Sherborne Developmental Movement (SDM) model was embedded in a course given to MSW students. In the study, the course module sought to assess the contribution of sensory communication to MSW students' self-conscious awareness of themselves and their clients. The participants were 19 MSW students, men and women of varied cultures who wrote a thematically analyzed reflective diary. The SDM model contributes to body cognizance in social work by reprogramming self-consciousness through movement. Movement activity seemed to position particpants to experience how body awareness allows a more intimate means of communication with and understanding of their inner world. [ABSTRACT FROM AUTHOR]

The Camino de Santiago is an ancient network of pilgrimage routes that lead to Santiago de Compostela in Spain. This qualitative study was conducted to explore contemporary pilgrims' experiences on the route. I walked the route for 14 days, interviewing other pilgrims about their reasons for taking the journey and their experiences while on it. The methodology thus involved gaining wisdom on two levels: the researcher's level and the participants' level. Nineteen people from various counties and of different ages consented to an interview. The participants expressed an interesting mix of biopsychosocial experiences. They mentioned self contemplation and spiritual experiences. The physicality and historical significance of their journey seemed to affect their decision making and their ability to cope. The analysis revealed three inter-related themes: social wellbeing, contemplation through the body, and spiritual wellbeing. Most were walking a historically religious path for secular reasons, but all sensed a connection between body and soul, spirituality and nature, fostered by the rhythms of the physical journey. [ABSTRACT FROM AUTHOR]

This study examined personal well-being, mental resilience, and emotional intelligence in the first- and secondgeneration Druze population in the Golan Heights using qualitative and quantitative methods. One hundred Druze respondents completed four questionnaires (emotional intelligence, mental resilience, demographics, personal well-being), and eight participated in semi-structured interviews. One hypothesis was that the first generation (ages 40-62) who lived through the Six-Day War in 1967 when Israel occupied the Syrian-ruled Golan Heights and the annexation process in 1981, would have lower levels of personal well-being and emotional intelligence than the second generation (ages 25-40) who were born and raised in Israel and did not experience these events. Another hypothesis was that the first generation, having experienced those events, would have higher mental resilience than the second generation. The findings showed that the second generation had higher levels of personal well-being and emotional intelligence than the first generation. However, mental resilience levels were higher in the second generation than the first. The findings indicated that memories of the stressful historical events and the sense of loyalty to Syria result in an emotional burden that exposes a low level of resilience. The levels of mental resilience predicted emotional intelligence levels and personal well-being, regardless of generational affiliation. This study's findings may be expanded to describe other communities that have undergone similar political upheaval. [ABSTRACT FROM AUTHOR]

This study explores the relationship between exposure to verbal violence, body investment, and contingencies of self-worth among college students. The study hypotheses are that (a) gender differences will be found in exposure to types of verbal violence, (b) body investment and contingencies of self-worth will be positively interrelated, and (c) exposure to verbal violence will be related to students' body investment and contingencies of self-worth. A total of 300 Israeli students participated in the current study, 206 females (69%) and 94 males (31%), ages 19–47 years. The participants self-reported demographic information and completed an exposure to verbal violence questionnaire, the Body Investment scale, and the Contingencies of Self-Worth scale. The study found that students' evaluation of their own physical appearance is the strongest predictor of global self-esteem that is affected by being exposed to verbal violence. The findings show the importance of understanding the effects of exposure to verbal violence on contingencies of self-worth and of body investment as a predictor of contingencies of self-worth. We recommend creating intervention programs that address the consequences of verbal violence on body investment and self-worth to improve quality of life. [ABSTRACT FROM AUTHOR]

This article presents evaluation of a course developed for training social work students in using art intervention activities in a group setting. The course components included didactic learning, experiential learning, personal and interpersonal observation, and reflection. The goal of the course was to enhance students’ skills as providers of a safe space using art intervention with diverse populations, in their future professional settings. Analysis of the qualitative evidence indicated that the combination of art intervention in a group setting empowered and accelerated interpersonal abilities of social work students and increased their self-efficacy as group facilitators. [ABSTRACT FROM PUBLISHER]