Book Chapters

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Browsing Book Chapters by Author "Gayatridevi, S"

Now showing 1 - 5 of 5
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    Hope and Optimism as Light in Darkness
    (2012) Gayatridevi, S
    Positive psychology is an umbrella term for the study of positive emotions, positive character traits and enabling institutions. Research findings from positive psychology are intended to supplement, not remotely to replace, what is known about human suffering, weakness and disorder. The intent is to have a more complete and balanced scientific understanding of the human experience “ the peaks, the valleys and everything in between. A complete practice of psychology should include an understanding of suffering and happiness, as well as their interaction and validated interventions that both relieve suffering and increase happiness “ two separable endeavours’. Positive psychology has in fact three research traditions that have thrown con-siderable light on how and why people take a positive view of the world. These traditions focus mainly on positive illusions, self-deception and hope and optimism. In order to put forth the realms of positivity, the present discussion will deal with the third aspect, i.e., Hope and Optimism.
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    Hope and Optimism as Light in Darkness
    (2012) Gayatridevi, S
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    Management of Anxiety and Insecurity in School Students through Cognitive Behaviour Therapy
    (2014) Gayatridevi, S; Thenarasi, S
    From Senthil Matriculation Higher Secondary School, Dharmapuri, Tamil Nadu, 60 school students (40 boys & 20 girls) in the age range of 15-17 years were selected by the Purposive Sampling and were screened using Case Study Schedule (Hemalatha, 2008), Anxiety Inventory (Nandhini, 2005) and Insecurity Questionnaire (G. C. Patti). Cognitive Behaviour Therapy was administered to the school students (Tull, 2009). Five sessions of Cognitive Behaviour Therapy was given daily, for a week. Each session lasted for one hour. After two weeks the subject reassessed using the Case Study Reassessment (Hemalatha, 2008), Insecurity Questionnaire (G. C. Patti) and Anxiety Inventory (Nandhini, 2005). Initially 63% of the students had ‘high’ Anxiety and none of them had ‘high anxiety’ after Cognitive Behaviour Therapy. There was a significant reduction in the anxiety and insecurity from ‘high’ to ‘low’ after Cognitive Behaviour Therapy. The symptoms reported by the school students were disturbed sleep, short temper, head ache, confusion, giddiness, lack of interest and day dreaming. The common negative emotions were fear, worry, anger, irritability, anxiety, hostility and depression. After Cognitive Behaviour Therapy there was a drastic reduction in the Symptoms and Negative Emotions of the students.
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    Management of Anxiety and Insecurity in School Students through Cognitive Behaviour Therapy
    (2012) Gayatridevi, S
    From Senthil Matriculation Higher Secondary School, Dharmapuri, Tamil Nadu, 60 school students (40 boys & 20 girls) in the age range of 15-17 years were selected by the Purposive Sampling and were screened using Case Study Schedule (Hemalatha, 2008), Anxiety Inventory (Nandhini, 2005) and Insecurity Questionnaire (G. C. Patti). Cognitive Behaviour Therapy was administered to the school students (Tull, 2009). Five sessions of Cognitive Behaviour Therapy was given daily, for a week. Each session lasted for one hour. After two weeks the subject reassessed using the Case Study Reassessment (Hemalatha, 2008), Insecurity Questionnaire (G. C. Patti) and Anxiety Inventory (Nandhini, 2005). Initially 63% of the students had ‘high’ Anxiety and none of them had ‘high anxiety’ after Cognitive Behaviour Therapy. There was a significant reduction in the anxiety and insecurity from ‘high’ to ‘low’ after Cognitive Behaviour Therapy. The symptoms reported by the school students were disturbed sleep, short temper, head ache, confusion, giddiness, lack of interest and day dreaming. The common negative emotions were fear, worry, anger, irritability, anxiety, hostility and depression. After Cognitive Behaviour Therapy there was a drastic reduction in the Symptoms and Negative Emotions of the students.
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    Management of Anxiety and Insecurity in School Students through Cognitive Behaviour Therapy
    (2014) Gayatridevi, S
    From Senthil Matriculation Higher Secondary School, Dharmapuri, Tamil Nadu, 60 school students (40 boys & 20 girls) in the age range of 15-17 years were selected by the Purposive Sampling and were screened using Case Study Schedule (Hemalatha, 2008), Anxiety Inventory (Nandhini, 2005) and Insecurity Questionnaire (G. C. Patti). Cognitive Behaviour Therapy was administered to the school students (Tull, 2009). Five sessions of Cognitive Behaviour Therapy was given daily, for a week. Each session lasted for one hour. After two weeks the subject reassessed using the Case Study Reassessment (Hemalatha, 2008), Insecurity Questionnaire (G. C. Patti) and Anxiety Inventory (Nandhini, 2005). Initially 63% of the students had ‘high’ Anxiety and none of them had ‘high anxiety’ after Cognitive Behaviour Therapy. There was a significant reduction in the anxiety and insecurity from ‘high’ to ‘low’ after Cognitive Behaviour Therapy. The symptoms reported by the school students were disturbed sleep, short temper, head ache, confusion, giddiness, lack of interest and day dreaming. The common negative emotions were fear, worry, anger, irritability, anxiety, hostility and depression. After Cognitive Behaviour Therapy there was a drastic reduction in the Symptoms and Negative Emotions of the students.