The purpose of the study was to examine the efficacy of Cognitive Behaviour Therapy in the treatment of stuttering. The sample consisted of 15 adolescents and 15 adults. The mean age of the adolescents and adults was 17.4years and 26.8 years respectively. Each of the participants were required to attend ten sessions of one hour each, on a weekly basis. The therapy was conducted in accordance to the treatment module, which had a detailed session-by-session structured plan.The variables, which tested the efficacy of the treatment, were situational anxiety, communication attitude, assertiveness, self- esteem and fluency.These were assessed using Speech Situational Checklist-(short form), S-24 Communication Attitude Scale, Rathus Assertiveness Schedule, Rosenberg Self- Esteem Scale and the Speech Severity Index, respectively. All of these five were administered pre and post intervention. Analysis of results indicated that adults showed more improvement than adolescents with respect to SSC, CAS, RAS, RSE (t-values 1.56, 1.67, 1.79, & 1.56 respectively) and for SSI the adolescent showed slightly more improvement (t-value1.97) all of them were not significant. Hence, it can be concluded that the Cognitive Behaviour Therapy approach proved to be more efficacious in the treatment of adults who stutter especially when dealing with situational anxiety, communication attitude, assertiveness, self-esteem, and fluency as compared to adolescents.
A study is made on food intake and physical activity behaviour of diabetics and non- diabetics. It was hypothesized that non-diabetics have more healthy food intake behaviour than diabetics and they are involved in more physical activity than diabetics. The sample consisted of 200 diabetics and non-diabetics in the age range of 40-60 years. The data was collected with the help of self-constructed questionnaire. t test was applied to study the significance of difference between the food intake behaviour and physical activity behaviour of diabetics and non-diabetics. Results showed significant t values for food intake behaviour and physical activity behaviour at .01 levels revealing non-diabetics having healthier food intake behaviour and spending more time on physical activity than non-diabetics.
The present study is aimed at exploring the psychological well being and life satisfaction among depressive patients and normal persons. Sample of the study consisted of 20 depressive patients both males and females from department of psychiatry, M.D.M hospital, Jodhpur & 20 normal persons both males and females belonging to Jodhpur District. The time duration of depressive patient was 2 months from diagnosis of illness. Age range of subjects is 20-50 years. For this purpose Ryff's Psychological Wellbeing Scale (PWB) by Tricia (1995) & Life Satisfaction Scale by Diener et. al., (1985) were used. Results indicated there is significant difference between depressive patients and normal persons along with gender differences in both groups.
The present study has been conducted to explore the relationship of self-concept and emotional intelligence of visually challenged students with their academic achievement. Further, the prognostic value of the two variables has also been found out for the academic achievement of these students. A sample of 125 visually challenged students was selected from inclusive schools located at Delhi region. The modified Hindi version of Self- Concept Questionnaire (SCQ) and Mangal Emotional Intelligence Inventory (MEII) were administered to the students and composite of marks obtained by them in final examination were used for academic achievement. Findings revealed that physical self-concept (SCA), educational self-concept (SCD) and self-concept as a whole (SC-TOT) has positive and significant relationship with academic achievement. Moreover interpersonal awareness (E1), intrapersonal management (E2) and total emotional intelligence (E-TOT) have also been found positively and significantly correlated with achievement. So far as prediction of academic achievement of these students is concerned only physical self-concept (SCA) and educational self-concept (SCD) have been identified as significant determinants among all the variables.
Vestibular sense is an input from inner ear about equilibrium, gravitational changes, movement experience, & position in space. Children with Vestibular dysfunction have problem in integrating vestibular sensation hindering their life skills. Recent studies have shown the presence of Vestibular hyper sensitivity in children with Autism which is reflected in low tolerance for any activity that involves movement or quick change in position of the bodies. The child with sensory dysfunction does not necessarily exhibit every characteristic. Thus, the child with vestibular dysfunction may have poor balance but good muscle tone. Very few professionals are aware of this condition in children with Autism. 15 children with Autism were observed for Vestibular hyper sensitivity using the Sensory Dysfunction Checklist (Carol Stock Kranowitz (1995). This is a descriptive study using Qualitative method. Data was collected with the help of special educators, & care givers, parental interview & through direct observation. The study is concerned with the symptoms the child shows, which category they experience difficulty with, how much it interferes with their or other's lives and what kind of impact it has on their level of functioning. The research findings will help target diagnosis and intervention and rehabilitation. This study therefore focuses on idiosyncratic features of children with Autism with special reference to Vestibular hyper sensitivity.
The present investigation was carried out in rural and urban areas of district Hisar to assess the learning competency of preschool girls. A total number of 240 preschoolers of age group of 2-5, years were taken. Two villages namely Kamari and Mangali were taken as rural location and for urban the Hisar city was selected for collection of data, out of which 120 children were from urban and 120 form rural areas. McCarthy scale of cognitive ability by McCarthy (1972) was used to test the Learning Competency of children. Socioeconomic status was assessed with self-structured interview schedule. Majority of the respondents were from S.C and B.C. category in rural areas where as most of there were from general category in urban areas. Further the majority of the children's having their mothers were illiterate and engaged in household activities, urban mothers were graduate and engaged in service. Data further indicated comparison over location shown that urban children surpassed their counterpart in all aspects of learning competency.
In the field of management and rehabilitation of persons with intellectual disability, role of nursing professionals are wider than mere a clinical nursing practices. Current trends in care and management of persons with intellectual disability require services from a multidisciplinary team of professionals including nursing professionals. The study was conducted to evaluate short term continuing nursing education (CNE) program on care and management of children with intellectual disability. A questionnaire consisting of 27- items in 5-Categories(C) were used to evaluate the pre-training and post-training performances of 20 nurses attending a 10-days CNE program. The CNE program resulted in significant increase in knowledge, skills and attitude towards nursing care and medico- rehabilitation measures in the field of intellectual disability. CNE program in the specified format and packages would help nurses to update their knowledge and skills to identify and manage individuals with intellectual disability. Such training program should be conducted periodically and frequently for nurses and health professionals in different parts of the country. The training period should be increased to one month duration with more practical and clinical placement sessions. General information, etiology, management and prevention of disability including intellectual disability should be included in the core curriculum and specific information such as various facilities, acts and policies, and human resources etc. may be supplemented to peripheral contents of existing nursing curriculum.
In the present study 250 severely malnourished children of 1-5 years were selected by purposive sampling technique. 200 children admitted to different NRCs in Indore, Madhya Pradesh were observed during their stay at NRCs and the follow-up period to analyze the effect of interventional measures. 50 severely malnourished children were selected for control group from different urban slum area of Indore city. Anthropometric measurements were done through standard procedures as mentioned by WHO and UNICEF, 2005. 59.5% and 56% were between 12 and 23 months of age in study and control group respectively. After, 3 months the data was again collected to study. Difference in mean has been found out using 'z' test. A statistically significant difference was obtained between the weight of children at admission and after 3 months observation (z=31.08, P<0.001); difference of Mid Upper Arm Circumference (MUAC) at admission and after 3 months was statistically significant (z=26.30, P<0.001); difference of weight for height at admission and after 3 months was statistically significant (z=40.58, P<0.001) in study group. It was observed that no significant difference in control group was found. Results revealed that 48% and 32% children in control group were severe and very severely malnourished respectively in initial stage and after 3 months observation 12% and 50% children were found severe and very severely malnourished respectively. In study group 54% and 24% children were found severe and very severely malnourished respectively in initial stage and after interventional 57%, 2.5% and 2% children were found normal, severe and very severely malnourished respectively. The NRCs were effective in improving the condition of admitted children. It is a better step of M.P. Government to improve the nutritional status of malnourished children in this state.
Socio-emotional school climate of an individual especially of a child with special needs is an important variable influencing the psychological aspects of his/her personality like self-concept, adjustment, motivation, creativity, social maturity etc. The researcher made an attempt to study socio-emotional school climate and self-concept of Children with Special Needs (CWSN) with respect to their sex and residential background. Further an attempt has been made to study the relationship between socio-emotional school climate and self-concept of CWSN. A sample of 204 CWSN was selected from various Government Elementary Schools of District Kangra through purposive sampling. The study revealed that sex differences are significant at .01 level while residential background differences are not significant with respect to their socio-emotional school climate. No significant difference was found between male and female CWSN in self-concept but rural and urban CWSN had significant difference at .05 level with respect to their self- concept. The co-efficient of correlation between socio-emotional school climate and self- concept was found to be .232, which is significant at .01 level. It indicates that high scores in socio-emotional school climate tend to accompany with high scores in self- concept.