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i-manager's Journal on Educational Psychology (JPSY)

Current Issue Vol. 18 Issue 2

Methods for Enhancing Memory Performance in a Type of Learning (Forgetting) of Categorized Mind States
Exploring Need for Enhancing Play Activity Time in School Settings for Holistic Development of Learners
A Survey Study on the Status of Life Skills of Secondary Students of Dakshina Kannada District
Effectiveness of Outdoor Teaching Activities on Basic Science Process Skills of Secondary School Students
Impact on Trainees Growth and Challenges during the Internship in B.Ed. Course
The Impact of the Lecture Approach on Students' Attitudes towards Chemistry: A Comparative Study of Overall, Cognitive, Affective, and Behavioral Dimensions

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Volume 9 Issue 4 February - April 2016

Research Paper

Mindfulness Behavior and its Effects on Anxiety

Mary G. Mayorga* , Sabina De Vries, Elizabeth Ann*

* Associate Professor, Department of Counseling, Health & Kinesiology, Texas A&M University, San Antonio, Texas, USA.

Assistant Professor and Program Coordinator, Department of Counseling, Texas A&M University, San Antonio, USA.

* Assistant Professor, Department of Educational Leadership and Counseling, Texas A&M University, Kingsville, USA.

Mayorga, M. G., Mayorga, Vries, S. D., and Wardle, E. A. (2016). Mindfulness Behavior and its Effects on Anxiety. i-manager’s Journal on Educational Psychology, 9(4), 1-7. https://doi.org/10.26634/jpsy.9.4.5968

Abstract

A quasi experimental study was conducted at a South West State University counseling program to investigate if using meditation techniques would lower levels of anxiety and create mindfulness attention awareness among counseling students enrolled in a counseling skills course, taught in a masters-level counseling program. A total of 29 students were recruited from three counseling skills courses, two of which were included in the treatment condition and one was designated as the control condition. Students in the treatment condition were instructed in one pointed breathing meditation and it was practiced for five minutes at the beginning of each class. The results indicated that, there was a significant reduction in anxiety in the treatment group; however, no significant changes in mindfulness were noted.

References

[1]. Arkowitz, H., & Lilienfeld, S. O. (2014). “Is mindfulness good medicine?”. Scientific American Mind, Vol. 25, No. 5. Retrieved from. from http://www.scientificamerican. com/article/is mindfulness-good0medicine.

[2]. Baer, R. A. (2003). “Mindfulness training as a clinical intervention: a conceptual and empirical review”. Clinical Psychology: Science and Practice, Vol. 10, No. 2, pp. 125-3. doi:10.1093/clipsy/bpg015

[3]. Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Parody, J., Segal, Z. V.,Abbey, S., Speca, M., Velting, D., & Devins, G. (2004). “Mindfulness: A proposed operational definition”. Clinical Psychology: Science and Practice, Vol. 11, No. 3, pp. 230-24. doi: 10. 1093/clipsy/bph077

[4]. Boudette, R., Gandhi, S., Nobleza, D., Rosenfeld, V., & Rubinstein, L. (2010). “The mind-body team: Mindfulness in college health”. Symposium conducted at the meeting of American College Health Association.

[5]. Brown, A. P., Marquis, A., & Guiffrida, D. A. (2013). “Mindfulness-based interventions in counseling”. Journal of Counseling & Development, Vol. 91, pp. 96-104.

[6]. Brown, K. W., & Ryan, R. M. (2003). “The benefits of being present: Mindfulness and its role in psychological well-being”. Journal of Personality and Social Psychology, Vol. 84, pp. 822-848.

[7]. Christopher, J. C., Chrisman, J. A., Trotter- Mathison, M. J., Schure, M. B., Dahlen, P., & Christopher, S. B. (2011). “Perceptions of the long-term influence of mindfulness training on counselors and psychotherapists: A qualitative inquiry”. Journal of Humanistic Psychology, Vol. 51, No. 3, pp. 318-349. doi: 10.1177/0022167810381471. Retrieved from http://jhp.sagepubl.com

[8]. Dimidjian, S., & Linehan, M. M. (2003). “Defining an agenda for future research on the clinical application of mindfulness practice”. Clinical Psychology: Science and Practice, Vol. 10(2), pp. 166-171. doi: 10.1093/clipsy/ bpg019

[9]. Germer, C. K. (2005). “Teaching mindfulness in therapy”. In C. K. Germer, R. D. Siegel, & P. R. Fulton (Eds), Mindfulness and Psychotherapy, NewYork: Guilford Press. pp. 113-119.

[10]. Hooker, K. E., & Fodor, I. E. (2008). “Teaching mindfulness to children”. Gestalt Review, Vol. 12(1), pp. 75-91.

[11]. Holland, E. (2015). “Can mindfulness” help students do better in school?”. The Wall Street Journal. Retrieved from http://www.wsj.com/articles/can-mindfulness-helpstudents- do-better-in-school

[12]. Jacobs, S. J., & Blustein, D. L. (2008). “Mindfulness as a coping mechanism for employment uncertainty”. The Career Development Quarterly, Vol. 57, pp.174-180.

[13]. JAMA Internal Medicine, (2014). Mindfulness meditation helps with mild anxiety and depression, finds review. Retrieved from http://www.science20.com/news_ articles.

[14]. Kabat-Zinn, J. (2003). “Mindfulness-based interventions in context: past, present, and future”. Clinical Psychology: Science and Practice, Vol. 10, pp. 144-156.

[15]. Murphy, M. C. (2006). “Taming the anxious mind: An 8- week mindfulness meditation group at a university counseling center”. Journals of College Student Psychotherapy, Vol. 21(2), pp. 5-13, doi:10.1300/J035v21n02_03. Retrieved from http://jcsp.haworthpress.com

[16]. Rothaupt, J. W., & Morgan, M. M. (2007). “Counselors' and counselor educators' practice of mindfulness: A qualitative inquiry”. Counseling and Values, Vol. 52, pp. 40-54.

[17]. Schwarze, M. J. & Gerler, E. R. (2015). “Using mindfulness-based cognitive therapy in individual counseling to reduce stress and increase mindfulness: An exploratory study with nursing students”. The Professional Counselor, Vol. 5(1), pp. 39-52. Retrieved from http://tpcjournal.nbcc.org

[18]. Shapiro, S. L., Schwartz, G. E., & Bonner, G. (1998). “Effects of mindfulness-based stress reduction on medical and premedical students”. Journal of Behavioral Medicine, Vol. 21, No. 6, pp. 581-599.

[19]. Sharma, M. P., Mao, A., & Sudhir, P. M. (2012). “Mindfulness-based cognitive behavior therapy in patients with anxiety disorders: a case series”. Indian Journal of Psychological Medicine, Vol. 34, No. 3, pp. 263-269. doi: 10.4103/0253-7176.106026

[20]. Tadlock-Marlo, R. L. (2011). “Making minds matter: Infusing mindfulness and school counseling”. Faculty Research & Creative Activity. Paper 29. Retrieved from http://thekeep.eiu.edu.

[21]. Vollestad, J., Nielsen, M. B., & Nielsen, G. H. (2012). “Mindfulness-and acceptance-based interventions for anxiety disorders: A systematic review and metaanalysis”. British Journal of Clinical Psychology, Vol. 51, pp. 239-260. doi: 10.1111/j.2044-8260.2011.02024.x. Retrieved from www.wileyonlinelibrary.com

[22]. Welwood, J. (2002). Toward a Psychology of Awakening: Buddhism, Psychotherapy and the Path of Personal and Spiritual Transformation. Boston: Shambhala.

[23]. Williams, J. M. G., & Kabat-Zinn, J. (2011). “Mindfulness: Diverse perspectives on its meaning, origins, and multiple applications at the intersection of science and dharma”. Contemporary Buddhism: An Interdisciplinary Journal, Vol. 12, No. 01, pp.18. doi:10.1080/14639947. 2011.564811.

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Research Paper

Stress among School-Going Adolescents in Relation to Psychological Hardiness

Raminder Singh*

Associate Professor and Head, Department of Education, Punjabi University Regional Centre, Bathinda, Punjab, India.

Singh , R. (2016). Stress among School-Going Adolescents In Relation to Psychological Hardiness. i-manager’s Journal on Educational Psychology, 9(4), 8-15. https://doi.org/10.26634/jpsy.9.4.5971

Abstract

The present study was designed to investigate the stress among school-going adolescents in relation to psychological hardiness and also to study the gender and locale-wise differences in various dimensions and components of stress. The study was conducted over a sample of 200 (100 rural and 100 urban) adolescents studying in 10+1 and 10+2 classes in four schools (2 rural and 2 urban) of the Muktsar Sahib District of Punjab. Dr. Abha Rani Bisht's Battery of Stress Scales (1992) and Nowack's Psychological Hardiness Scale (1990) were employed to measure the adolescents' various dimensions and components of stress and psychological hardiness respectively. The results reported that there exist significant gender differences among school-going adolescents in terms of their existential stress, achievement stress, academic stress, self-concept stress, self-actualization stress, physical stress, social stress, institutional stress, financial stress and superstition stress, whereas significant locale-wise differences among school-going adolescents were found only in terms of existential stress, role stress, institutional stress and financial stress. Apart from the above, stress among schoolgoing adolescents was found to be significantly negatively correlated with the psychological hardiness of the adolescents.

References

[1]. Acharya, (2003). “Factors affecting Stress among Indian Dental Students”. Journal of Dental Education, Vol. 67, No. 10, pp.140-148.

[2]. Ande, D., Baroni, S., Boskin, L., Buchwald, Morgan J., Gold, J.S., & Wiess, R. (2000). “Stress, Stressors and Coping among High School Students”. Children and Youth Services Reviews, Vol. 22, No. 6, pp. 441-463.

[3]. Bisht, Abha Rani (1992). Bisht's Battery of Stress Scales. Agra: National Psychological Corporation.

[4]. Brown, Jonathan D. & McGill, Kevin L. (1989). “The Cost of Good Fortune: When Positive Life Events Produce Negative Health Consequences”. Journal of Personality and Social Psychology, Vol. 57, No. 6, pp. 1103-10.

[5]. Collins, B. (1992). Hardiness as a Stress Resistance Resource. Retrieved on November, Vol. 11, 2015 from http://www.sciencerus.com

[6]. Klag, Stefamie & Bradley, Graham (2004). “The Role of Hardiness in Stress and Illness: An Exploration of the Effect of Negative Affectivity and Gender”. British Journal of Health Psychology, Vol. 9, pp. 137-161.

[7]. Kobasa, S.C., Maddi, S.R. & Kahn, S. (1982). “Hardiness and Health: A Perspective Study”. Journal of Personality and Social Psychology, Vol. 42, pp.168-177.

[8]. Li, Y.M. & Yen, L.L. (1998). “Daily Life Stress and its Correlates among high school students in Huyalein City”. Journal of Medical Sciences, Vol. 14, No. 4, pp. 234-241.

[9]. Maddi, S.R. et. al. (2002). “The Personality Construct of Hardiness”. Journal of Research in Personality, Vol. 36, pp. 72-85.

[10]. Mates, D. & Allison, K.R. (1992). “Sources of stress and coping responses of High School Students”. Journal of Adolescents, Vol. 27 ,No. 106, pp. 461-474.

[11]. Nowack, K.M. (1990). “Psychological Hardiness Scale”. American Journal of Health Promotion, Vol. 4, pp. 173-180.

[12]. Penguilly, Joy Wyatt (1997). “Hardiness and Social Support as Moderator of Stress in College Students”. Dissertation Abstracts International, Vol. 62, No. 19, pp. 164-B.

[13]. Petosa, R. and Old Field, D. (2005). “A Pilot Study of Causes of Avoidance of Challenging Academic Course Work in Secondary School Students”. Dissertation Abstracts International, Vol. 62,No. 1, pp. 164-168.

[14]. Pollachek, Judity Barberio (2001). “The Relationship of Hardiness, Social Support and Health Promoting Behaviours to Well Being”. Dissertation Abstracts International, Vol. 62, No. 1, pp. 164-B.

[15]. Polus- Szaniawski, E. (1990). “Changes in Pyschophysical Stress in Third-class High School Students as a Result of School Reform”. Rocz Panstw Zakl High, Vol. 41, No. 5-6, pp. 291-296.

[16]. Saracen, I.G. (1980). Test Anxiety, Theory, Research and Applications. Hillsdale, New Jersey: Lawrence Erlbaum Associates.

[17]. Selye, Hans. (1976). Encyclopedia Britannica. Inc. Retrieved on November, 11, 2015.

[18]. Younin, Sharon Louise (1992). “A Study of Hardiness of the Psychology Students in relation to Depression”. Dissertation Abstracts International. Vol. 53 , No. 8, pp. 4357-B.

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Research Paper

Construction and Validation of Parental Rating Scale from Children’s Emotional Intelligence (4-8 Years Old)

Hadi Kajbafnezhad*

Faculty Member, Department of Psychology, Behbahan Branch, Islamic Azad University, Behbahan, Iran.

Kajbafnezhad, H. (2016). Construction And Validation of Parental Rating Scale from Children’s Emotional Intelligence (4-8 Years Old). i-manager’s Journal on Educational Psychology, 9(4), 16-20. https://doi.org/10.26634/jpsy.9.4.5972

Abstract

Emotional intelligence rating tools are not available for children, but mostly for children. So, the present study investigated the measurement and assessment of Emotional Intelligence in children with the age range of 4 -8 years old by parents (mothers) through a preliminary research-made questionnaire. This study was based on an exploratory-survey design. The samples of the study were 330 mothers of children (4-8 years), selected from Behbahan city which were selected through a Cluster Random Sampling. After testing with exploratory factorial analysis method, 3 factors with 45 questions were extracted. The results of the confirmatory factorial analysis based on the scores on parental form stated three factors such as : perception and expression of the emotion, emotional understanding and evaluation, and emotional management and regulation; and stated 22.11 percentage of variance in children’s emotional intelligence in total.

References

[1]. Aber, J.L., Jones, S.M., & Cohen, J. (2000). “The impact of poverty on the mental health and development of very young children”. In C.H. Zeanah, Jr. (Ed.), Handbook of Infant Mental Health, (2 edition), pp. 113-128. New York, NY: Guilford Press.

[2]. Aviles, A.M., Anderson, T.R., & Davila, E.R. (2005). “Child and adolescent social-emotional development within the context of school”. Child and Adolescent Mental Health, Vol. 11, No. 1, pp. 32-39.

[3]. Berk,L. (1994). Child Development, (3 edition). Massachusetts: Allyn and Bacon.

[4]. Bierman, K.L., Domitrovich, C.E., Nix, R.L., Gest, S.D.,Welsh, J.A., Greenberg, B.T., Blair, C., Nelson, K.E. & Gill, S. (2008). “Promoting academic and social-emotional school readiness: The head start REDI program”. Child Development, Vol. 79 No. 6, pp. 1802 - 1817.

[5]. Casey,R.J., & Fuller, L., (1994). “Maternal regulation of children's emotions”. Journal of Nonverbal Behavior, Vol. 18, pp. 57-89.

[6]. Eisenberg Nancy, Fabes Richard A., Murphy Bridget, Karbon Mariss, Maszk Pat, Smith Melanie, O'Boyle, Cherie, & Suh Karen, (1994). “The relations of emotionality and regulation to dispositional and situational empathyrelated responding”. Journal of Personality and Social Psychology, Vol. 66, No. 4, pp. 776-797.

[7]. Hadi Kajbafnezhad, (2015). “Measurement and Evaluation of the Emotional Intelligence of children 4-8 years by parents”. Int. J. Rev. Life. Sci., Vol. 5, No. 3, pp. 19- 22.

[8]. Mueller, F., & Larson, M. (2001). Positive Behavior Support (PBS) for Young Children. Michigan, Department of Education.

[9]. Salovey, P. & Sluyter, D. (1997). “Emotional Development and emotional intelligence”. Educational Implication. New York: Basic Books.

[10]. Shirilla, J., & Weatherston, D. (2002). Case Studies in infant Mental Health Risk, Rilencye and Relationship. Washington.

[11]. Sullivan, A.K. (1997). “The emotional intelligence scale for children”. A Dissertation presented to the Curry school of education University of Virginia.

[12]. Zins, J.E. Elias, M. Greenberg, M.T, & Weisberg, R.P. (2000). Promoting Social and Emotional Competence in Children. Bethesda. MD:National Association of School Psychologist.

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Research Paper

Attitude towards Continuous and Comprehensive Evaluation of High School Students

A. Vences Cyril* , Jeyasekaran D**

* Ph.D. Scholar, St. Xavier's College of Education, Tamilnadu Teachers Education University, Chennai, Tamilnadu, India.

** Assistant Professor, Peniel Rural College of Education, Dindigul, Tamilnadu, India.

Cyril, A. V., and Jeyasekaran, D. (2016). Attitude towards Continuous and Comprehensive Evaluation of High School Students. i-manager’s Journal on Educational Psychology, 9(4), 21-26. https://doi.org/10.26634/jpsy.9.4.5973

Abstract

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation introduced by CBSE in all CBSE affiliated schools across the country to evaluate both scholastic and non-scholastic aspects of students' growth and development. Continuous and comprehensive evaluation is to evaluate every aspect of the child during their presence at the school. This is believed to help reduce the pressure on the child during and before the examination and to improve the overall skill and ability of the student by means of evaluation of other activities. The focus was on identifying the talents of the learner and empowering with positive input. The purpose of the present study was to find out the attitude towards continuous and comprehensive evaluation of high school students. The research type was a survey method, which consists of purposive sampling of 99 high school students in Dindigul district. Personal data sheet and Attitude towards continuous and comprehensive evaluation scale was prepared and validated by the investigator. The interpretation of data was done with statistical methods in percentage analysis, mean, standard deviation and 't'-test. The results showed that, the attitude of continuous and comprehensive evaluation of high school students in Dindigul district, found to be positive.

References

[1]. Aggrawal Mamta, (2005). “Examination Reform Initiatives in India”. Journal of Indian Education, Vol. 31, No.1, pp.27-35.

[2]. Best John W & Khan James V, (1992). Research in Education. Prentice Hall India Pvt. Ltd., New Delhi.

[3]. CBSE, (2011). Continuous and Comprehensive Evaluation. Retrieved on October 8, 2011 from http://cbse.nic.in/cce/index.html#

[4]. Continuous and Comprehensive Evaluation, (2013). Teachers' Handbook for Primary Stage. National Council of Educational Research and Training, ISBN 978-81-7450- 246-9.

[5]. Deepa Sikand Kauts and Vishavpreet Kaur, (2013). “Perception and Attitude of Teachers from Rural and Urban Background towards Continuous and Comprehensive Evaluation at Secondary Level”. Educationia Confab, Vol. 2(5), ISSN No: 2320-009X.

[6]. John. W. Best, (1986). Research in Education. New Delhi, Darling Kindersley Pvt. Ltd.

[7]. Prashant Thote, (2014). “An Analysis of Attitude of Secondary School Teachers towards FDP of CCE”. International Multidisciplinary Research Journal Research Direction, Vol. 1(8), ISSN No: 2321-5488.

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Research Paper

Subjective Well-Being of School Teachers after Yoga – An Experimental Study

B. Tamilselvi* , Thangarajathi S**

* Associate Professor, Department of Education, Karpagam Academy of Higher Education, Coimbatore, Tamil Nadu, India.

** Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore, Tamil Nadu, India.

Tamilselvi, B., and Thangarajathi , S. (2016). Subjective Well-Being of School Teachers after Yoga – An Experimental Study. i-manager’s Journal on Educational Psychology, 9(4), 27-37. https://doi.org/10.26634/jpsy.9.4.5974

Abstract

The state of psychological equilibrium in school teachers is of great concern. As a truth, equilibrium is the most delicate, unstable state and gets disturbed even by a slight disturbance in its components. The causal factors of imbalance or disequilibria, in the psychological configuration of school teachers are plenty in number; the environment in which they are living and interacting with others, the work environment and the constitution of the person himself. The complexities of human life, changed structure of families, tough competition in all walks of life, rapid changes in the environment (such as Industrialization, Urbanization and Modernization), changing the values of society, social demand and expectations, work conditions, etc. have flooded the human minds of school teachers with tension and anxiety as they fail to cope with all of them simultaneously and effectively and this causes injury to their psychological well-being or mental health. The aim of the present study is to find out the effects of Yoga on Subjective Well-Being of school teachers. In this study, 36 school teachers are trained in Yoga for 48 days and their Subjective Well-Being is measured before and after Yoga. It is found that, there is a significant increase in the Subjective Well-Being due to Yoga training, thereby giving them a good mental and physical health.

References

[1]. Biswas-Diener, R., Diener, E., and Tamir, M. (2004). “The Psychology of Subjective Well-Being”. Daedalus, Vol. 133, pp. 18-25.

[2]. Deborah L Berger, Ellen Johnson Silver and Ruth E.K.Stein, (2009). “Effects of Yoga on inner-city Children's Well-Being: A Pilot Study”. Alternative Therapies in Health and Medicine, Vol. 15, No. 5, pp. 36-42.

[3]. Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2009). “New measures of well-being: Flourishing and positive and negative feelings”. Social Indicators Research, Vol. 39, pp. 247- 266.

[4]. Hafner-Holter. S, Kopp. M, and Gunther. V, (2009). “Effects of Fitness Training and Yoga on Well-Being Stress, Social Competence and Body Image”. Neuropsychiatrie, Vol. 23, No. 4, pp. 244–248.

[5]. Hartfiel N, Havenhand J, Khalsa SB, Clarke G and Krayer A, (2010). “The Effectiveness of Yoga for the Improvement of Well-Being and Resilience to Stress in the Workplace”. Scand J. Work Environ. Health, Vol. 37, No. 1, pp. 70-76.

[6]. Malathy A. Damodaran A. Shah N. Patil N and Maratha S. (2000). “Effect of Yogic Practices on Subjective Well-Being”. Indian Journal of Physiology & Pharmacology, Vol. 44, pp. 202-6.

[7]. Moolasarn, S., Sripa, S., Kuessirikiet, V., Sutawee, K., Huasary, J., Chaisila, C., Chechom, N., and Sankan, S. (2006). “Randomized, Controlled, Six-month Trial of Yoga in Healthy Seniors: Effects on Cognition and Quality of Life”. Alternative Therapies in Health and Medicine, Vol. 12, pp. 40-7.

[8]. Sell H and Nagpal R. 1992. “Assessment of Subjective Well-Being”. New Delhi, World Health Organisation.

[9]. Sharma, V.K., Das, S., Mondal, S., Goswampi, U., and Gandhi, A. (2008). “Effect of Sahaj Yoga on Depressive Disorders”. Indian Journal of Physiology and Pharmacology, Vol. 49,No. 4, pp. 462-8.

[10]. Snyder, CR, and Lopez, SJ (2009). Positive Psychology. New York: Oxford University Press.

[11]. Tim Gard, Narayan Brach, Britta K. Holzel, Jessica J. Noggle, Lisa A. Conboy and Sara W. Lazar, (2010). “Effects of a Yoga-based Intervention for Young Adults on Quality of Life and Perceived Stress: The Potential Mediating roles of Mindfulness and Self-Compassion”. The Journal of Positive Psychology, Vol. 7, No. 3, 165–175.

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Review Paper

Comorbidity of Autism Spectrum Disorders and Emotional/Behavioral Disorders: Towards Improved Diagnostic Procedures, Instructional Programming, and Personnel Preparation

Elias Clinton*

Assistant Professor, Department of SPED, Black Hills State University, USA.

Clinton, E. (2016). Comorbidity of Autism Spectrum Disorders and Emotional/Behavioral Disorders: Towards Improved Diagnostic Procedures, Instructional Programming, and Personnel Preparation. i-manager’s Journal on Educational Psychology, 9(4), 38-43. https://doi.org/10.26634/jpsy.9.4.5975

Abstract

An emotional/behavioral disorder is a mental health disability characterized by intensive internalized behaviors (e.g., anxiety, depression) and/or externalized behaviors (e.g., physical aggression, verbal aggression). Autism is a neurodevelopmental disorder characterized by deficits in social communication and repetitive behaviors (i.e., stereo type). Both of the aforementioned disorders are persistent and may result in a reduced quality of life. Currently, there is a substantial knowledge gap in regards to best practices for students who demonstrate the diagnostic criteria for both disorders concomitantly (i.e., comorbidity). The lack of knowledge regarding co-occurrence of autism and emotional/behavioral disorders in school-age children results in unreliable, invalid diagnostic practices, as well as ineffective instructional programming. The aim of this paper is to provide a review of the literature in order to close this knowledge gap. Thus, the purpose of this paper is to promote valid, reliable diagnostic procedures that lead to efficient individualized supports for children with both autism and an emotional/behavioral disorder. Results of the literature review are discussed in regards to comorbidity of the two disorders (e.g., overlap of phenotypic characteristics) and diagnostic assessment procedures proposed by researchers in the field. Implications for practice and future research are also discussed.

References

[1]. American Psychiatric Association, (2013). Diagnostic â and Statistical Manual of Mental Disorders (DSM - 5 ). American Psychiatric Pub.

[2]. Breitenbach, M. M., Armstrong, V. L., & Bryson, S. E. (2013). “The implementation of best education practices for a student severely affected by autism”. International Journal of Inclusive Education, Vol. 17, No. 3, pp. 277-294.

[3]. Caffrey, E., & Fuchs, D. (2007). “Differences in performance between students with learning disabilities and mild mental retardation: Implications for categorical instruction”. Learning Disabilities Research & Practice, Vol. 22, No. 2, pp.119-128.

[4]. Centers for Disease Control and Prevention, (2014). “Prevalence of autism spectrum disorder among children aged 8 years autism and developmental disabilities monitoring network”. Morb Mortal Wkly Rep. 2014, 11 sites, United States.

[5]. Gadow, K. D., DeVincent, C. J., Pomeroy, J., & Azizian, A. (2004). “Psychiatric symptoms in preschool children with PDD and clinic and comparison samples”. Journal of Autism and Developmental Disorders, Vol. 34, pp. 379 – 393.

[6]. Georgiades, S., Szatmari, P., Duku, E., Zwaigenbaum, L., Bryson, S., Roberts, W., & Thompson, A. (2011). “Phenotypic overlap between core diagnostic features and emotional/behavioral problems in preschool children with autism spectrum disorder”. Journal of Autism and Developmental Disorders, Vol. 41, No. 10, pp. 1321- 1329.

[7]. Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2013). Exceptional Learners: An Introduction to SPED. Pearson New International Edition, Pearson Higher Ed.

[8]. Harrison, J.R., Bunford, N., Evans, S. W., & Owens, J. S. (2013). “Educational Accommodations for Students With Behavioral Challenges: A Systematic Review of the Literature”. Review of Educational Research, Vol. 83, No. 4, pp. 551-597.

[9]. Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2004). “Adult Outcome For Children with Autism”. Journal of Child Psychology and Psychiatry and Allied Disciplines, Vol. 45, pp. 212 – 229.

[10]. Lovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). “Effective educational practices for students with autism spectrum disorders”. Focus on Autism and Other Developmental Disabilities, Vol. 18, No. 3, pp. 150-165.

[11]. IDEA, (2004). Child with a Disability: Emotional Behavioral Disturbance Retrieved from http://idea.ed.gov/explore/view/p/,root,regs,300,A,300% 2E8

[12]. Landrum, T. J., Tankersley, M., & Kauffman, J. M. (2003). “What is special about SPED for students with emotional or behavioral disorders?”. The Journal of SPED, Vol. 37, No. 3, pp. 148-156.

[13]. Magyar, C. I., & Pandolfi, V. (2012). “Considerations for Establishing a Multi-Tiered Problem-Solving Model for Students with Autism Spectrum Disorders and Comorbid Emotional–Behavioral Disorders”. Psychology in the Schools, Vol. 49, No. 10, pp. 975-987.

[14]. Maskey, M., Warnell, F., Parr, J. R., Le Couteur, A., & McConachie, H. (2012). “Emotional and behavioural problems in children with autism spectrum disorder”. Journal of Autism and Developmental Disorders, pp.1-9.

[15]. Simpson, R.L. (2005). “Evidence-based practices and students with autism spectrum disorders”. Focus on Autism and Other Developmental Disabilities, Vol. 20, No. 3, pp. 140-149.

[16]. Wagner, M., Kutash, K., Duchnowski, A. J., Epstein, M. H., & Sumi, W.C. (2005). “The children and youth we serve a national picture of the characteristics of students with emotional disturbances receiving SPED”. Journal of Emotional and Behavioral Disorders, Vol. 13, No. 2, pp. 79-96.

[17].Warber, A. (2013). Difference Between emotional Behavior Disorder and Autism. Retrieved from http://autism.lovetoknow.com/difference_Between_Em otional_Behavior_ Disorder_and_Autism

[18].Ysseldyke, J., & Marston, D. (1999). “Origins of categorical SPED services in schools and a rationale for changing them”. SPED in Transition: Functional Assessment and Noncategorical Programming, pp. 1-18.

i-manager's Journal on Educational Psychology (JPSY)

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Volume 9 Issue 4 February - April 2016

Mindfulness Behavior and its Effects on Anxiety

Mary G. Mayorga* , Sabina De Vries**, Elizabeth Ann***

Mayorga, M. G., Mayorga, Vries, S. D., and Wardle, E. A. (2016). Mindfulness Behavior and its Effects on Anxiety. i-manager’s Journal on Educational Psychology, 9(4), 1-7. https://doi.org/10.26634/jpsy.9.4.5968

Abstract

References

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Stress among School-Going Adolescents in Relation to Psychological Hardiness

Raminder Singh*

Associate Professor and Head, Department of Education, Punjabi University Regional Centre, Bathinda, Punjab, India.

Singh , R. (2016). Stress among School-Going Adolescents In Relation to Psychological Hardiness. i-manager’s Journal on Educational Psychology, 9(4), 8-15. https://doi.org/10.26634/jpsy.9.4.5971

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Construction and Validation of Parental Rating Scale from Children’s Emotional Intelligence (4-8 Years Old)

Hadi Kajbafnezhad*

Faculty Member, Department of Psychology, Behbahan Branch, Islamic Azad University, Behbahan, Iran.

Kajbafnezhad, H. (2016). Construction And Validation of Parental Rating Scale from Children’s Emotional Intelligence (4-8 Years Old). i-manager’s Journal on Educational Psychology, 9(4), 16-20. https://doi.org/10.26634/jpsy.9.4.5972

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Attitude towards Continuous and Comprehensive Evaluation of High School Students

A. Vences Cyril* , Jeyasekaran D**

* Ph.D. Scholar, St. Xavier's College of Education, Tamilnadu Teachers Education University, Chennai, Tamilnadu, India. ** Assistant Professor, Peniel Rural College of Education, Dindigul, Tamilnadu, India.

Cyril, A. V., and Jeyasekaran, D. (2016). Attitude towards Continuous and Comprehensive Evaluation of High School Students. i-manager’s Journal on Educational Psychology, 9(4), 21-26. https://doi.org/10.26634/jpsy.9.4.5973

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Subjective Well-Being of School Teachers after Yoga – An Experimental Study

B. Tamilselvi* , Thangarajathi S**

* Associate Professor, Department of Education, Karpagam Academy of Higher Education, Coimbatore, Tamil Nadu, India. ** Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore, Tamil Nadu, India.

Tamilselvi, B., and Thangarajathi , S. (2016). Subjective Well-Being of School Teachers after Yoga – An Experimental Study. i-manager’s Journal on Educational Psychology, 9(4), 27-37. https://doi.org/10.26634/jpsy.9.4.5974

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Comorbidity of Autism Spectrum Disorders and Emotional/Behavioral Disorders: Towards Improved Diagnostic Procedures, Instructional Programming, and Personnel Preparation

Elias Clinton*

Assistant Professor, Department of SPED, Black Hills State University, USA.

Clinton, E. (2016). Comorbidity of Autism Spectrum Disorders and Emotional/Behavioral Disorders: Towards Improved Diagnostic Procedures, Instructional Programming, and Personnel Preparation. i-manager’s Journal on Educational Psychology, 9(4), 38-43. https://doi.org/10.26634/jpsy.9.4.5975

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Mary G. Mayorga* , Sabina De Vries, Elizabeth Ann*

* Ph.D. Scholar, St. Xavier's College of Education, Tamilnadu Teachers Education University, Chennai, Tamilnadu, India.

** Assistant Professor, Peniel Rural College of Education, Dindigul, Tamilnadu, India.

* Associate Professor, Department of Education, Karpagam Academy of Higher Education, Coimbatore, Tamil Nadu, India.

** Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore, Tamil Nadu, India.