Mental Health as a Predictor of Emotional Competence of Prospective Teachers of Science in Himachal Pradesh

2012 ◽  
Author(s):  
Katar Singh Thakur ◽  
Sanjeev Kumar
Keyword(s):  
Mental Health ◽  
Prospective Teachers ◽  
Emotional Competence ◽  
Himachal Pradesh

MENTAL HEALTH AS A PREDICTOR OF EMOTIONAL COMPETENCE OF PROSPECTIVE TEACHERS OF SCIENCE IN HIMACHAL PRADESH

2016 ◽  
pp. 84-94
Author(s):  
Karata Singh Thakur ◽  
Sanjeev Kumar
Keyword(s):  
Mental Health ◽  
Prospective Teachers ◽  
Emotional Competence ◽  
Himachal Pradesh ◽  
Significant Difference

This paper reports on mental health as a predictor of emotional competence of prospective teachers of science. The present investigation is descriptive in nature. The study was carried on 120 prospective teachers of science from four districts of Himachal Pradesh. The investigator used Scale of Emotional Competence (SEC) developed by Sharma and Bhardwaj (1998) to measure emotional competence while Mental Health Inventory developed by Jagdish and Srivastava (1996) was used to study the mental health of prospective teachers of science. The findings of the study revealed that prospective teachers of science belonging to general and reserved categories were significantly different in their emotional competence. No significant difference was found in the emotional competence of high and low mentally healthy prospective teachers of science. The study also reported that no significant interactional effects were found between the variables. The researchers have suggested the means to improve the mental health and emotional competence of the prospective teachers of science.

scholarly journals Promotion of mental health in young adults via mobile phone app: study protocol of the ECoWeB (emotional competence for well-being in Young adults) cohort multiple randomised trials

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
A. Newbold ◽  
F. C. Warren ◽  
R. S. Taylor ◽  
C. Hulme ◽  
S. Burnett ◽  
...  
Keyword(s):  
Mental Health ◽  
Young Adults ◽  
Young People ◽  
Mobile Phone ◽  
Primary Endpoint ◽  
Emotional Competence ◽  
Well Being ◽  
Poor Mental Health ◽  
Link Type ◽  
Self Help

Abstract Background Promoting well-being and preventing poor mental health in young people is a major global priority. Building emotional competence (EC) skills via a mobile app may be an effective, scalable and acceptable way to do this. However, few large-scale controlled trials have examined the efficacy of mobile apps in promoting mental health in young people; none have tailored the app to individual profiles. Method/design The Emotional Competence for Well-Being in Young Adults cohort multiple randomised controlled trial (cmRCT) involves a longitudinal prospective cohort to examine well-being, mental health and EC in 16–22 year olds across 12 months. Within the cohort, eligible participants are entered to either the PREVENT trial (if selected EC scores at baseline within worst-performing quartile) or to the PROMOTE trial (if selected EC scores not within worst-performing quartile). In both trials, participants are randomised (i) to continue with usual practice, repeated assessments and a self-monitoring app; (ii) to additionally receive generic cognitive-behavioural therapy self-help in app; (iii) to additionally receive personalised EC self-help in app. In total, 2142 participants aged 16 to 22 years, with no current or past history of major depression, bipolar disorder or psychosis will be recruited across UK, Germany, Spain, and Belgium. Assessments take place at baseline (pre-randomisation), 1, 3 and 12 months post-randomisation. Primary endpoint and outcome for PREVENT is level of depression symptoms on the Patient Health Questionnaire-9 at 3 months; primary endpoint and outcome for PROMOTE is emotional well-being assessed on the Warwick-Edinburgh Mental Wellbeing Scale at 3 months. Depressive symptoms, anxiety, well-being, health-related quality of life, functioning and cost-effectiveness are secondary outcomes. Compliance, adverse events and potentially mediating variables will be carefully monitored. Conclusions The trial aims to provide a better understanding of the causal role of learning EC skills using interventions delivered via mobile phone apps with respect to promoting well-being and preventing poor mental health in young people. This knowledge will be used to develop and disseminate innovative evidence-based, feasible, and effective Mobile-health public health strategies for preventing poor mental health and promoting well-being. Trial registration ClinicalTrials.gov (www.clinicaltrials.org). Number of identification: NCT04148508 November 2019.

scholarly journals A Brief Introduction to the Multidimensional Intercultural Training Acculturation Model (MITA) for Middle Eastern Adolescent Refugees

2018 ◽  
Vol 15 (7) ◽  
pp. 1516 ◽  
Author(s):  
Atefeh Fathi ◽  
Usama El-Awad ◽  
Tilman Reinelt ◽  
Franz Petermann
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Emotional Competence ◽  
Traumatic Events ◽  
Cultural Adjustment ◽  
Intercultural Training ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Adolescent Refugees ◽  
Intentions To Return

The large number of adolescent refugees around the world constitutes a great challenge for societies. However, current models of acculturation have been developed for migrants, but not specifically for adolescent refugees. Crucial factors to describe adolescent refugee acculturation, such as intentions to return to their homeland, especially with respect to adolescent refugees with temporary residency and experiences of potentially traumatic events, are missing. Hence, the Multidimensional Intercultural Training Acculturation (MITA) model is introduced. The model proposes that two major concerns for adolescent refugees, which are socio-cultural adjustment and mental health, are predicted by intercultural and social–emotional competence, intentions to return to their homeland, and experiences of traumatic events. Moreover, the effects of three modes of acculturation are also proposed in the model. It is expected that these variables mediate the effects of intercultural competence, social–emotional competence, intentions to return to the homeland, and experiences of traumatic events on socio-cultural adjustment as well as mental health. Finally, it is also expected that in-group social support and out-group social support moderate the direct connection between the experiences of traumatic events and mental health.

Improving Emotional Competence in Children With Autism Spectrum Disorder and Mild Intellectual Disability in Schools: A Preliminary Treatment Versus Waitlist Study

2019 ◽  
Vol 36 (4) ◽  
pp. 216-232 ◽  
Author(s):  
Belinda Ratcliffe ◽  
Michelle Wong ◽  
David Dossetor ◽  
Susan Hayes
Keyword(s):  
Mental Health ◽  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Social Skills ◽  
Emotional Competence ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Medium Effect ◽  
Mild Intellectual Disability

AbstractThis pilot study evaluated the effectiveness of delivering a new cognitive behavioural intervention package ‘Emotion-Based Social Skills Training (EBSST) for Children with Autism Spectrum Disorder (ASD) and Mild Intellectual Disability (ASD + MID)’ in schools. Fourteen school counsellors nominated 75 children (aged 7–13 years) with ASD + MID to receive 16 sessions of EBSST in groups of 3–8 children in their schools. Parent and teacher pre-post ratings of emotional competence (Emotions Development Questionnaire), social skills (Social Skills Improvement System Rating Scales) and mental health (Developmental Behaviour Checklist) were collected. Forty-three children received 16 sessions of EBSST and 32 children were allocated to the 9-month waitlist control group. Teachers and parents also received six EBSST training sessions in separate groups at school. Significant improvements in parent and teacher ratings of emotional competence were found at posttreatment among children in the EBSST group relative to controls; however, the results were not significant after the Bonferroni adjustment. Small to medium effect sizes were found. No difference in untrained social skills or mental health was observed. This study provides preliminary support for the utility of EBSST in teaching emotional competence skills for children with ASD + MID in schools and provides valuable pilot data for future research.

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