Masters in Clinical Psychology

Nurses play crucial role in treatment of patients as they are with patients 24*7 and they are the link between doctors and patients. The purpose of the current study was to examine association among Depression, Anxiety and emotional intelligence in nursing staff. For this purpose 51 nurses with the mean age of 35.02 working in different departments of BMC hospitals in Mumbai were selected using purposive sampling method. Variables under the study were measured using Beck Depression Scale (Beck, 1996), Beck Anxiety Scale (Beck, 1988) and Schutte Emotional Intelligence Scale (Schutte, 1998). Descriptive statistics and Pearson correlation was computed on SPSS 16.0 for analysing the data. The results stated significant positive correlation between depression and anxiety in nursing staff (r=0.37, p< 0.01). However, correlation between depression and emotional intelligence (r=-0.02 p>0.05) and anxiety and emotional intelligence (r=-0.23 p>0.05) was found to be insignificant.

The purpose of this study was to understand social and emotional competence in children with siblings with different birth orders and single children. The purposive sampling method was used to collect a sample of 81 children. The age group of the sample was 6-14 years with a mean age of 10.07 years. Out of 81 participants, 34 were girls and 47 were boys. The Delaware Social-Emotional Competence Scale (DSECS-S) which was developed by Mantz, Bear, Yang, and Harris in 2016, is used to assess students' social-emotional competencies. To analyze socio-demographic variables as well as other variables under study, descriptive statistics were used. To check the difference between the socio-emotional competencies of the two groups, an independent t-test was used. Results revealed that there is no significant difference in responsibility, relationship skills, and emotional self-management in children with siblings and without siblings. However, only children were found to have better social awareness as compared to children with siblings. It was also found that social-emotional competency was higher in only children as compared to children with siblings. It was also found that there is no significant difference in responsibility, relationship skills, self-management, and social awareness in elders as well as younger children while the total social-emotional competence was analyzed. No significant difference was obtained in older as well as younger children.

The purpose of this study was to understand social and emotional competence in children with siblings with different birth orders and single children. The purposive sampling method was used to collect a sample of 81 children. The age group of the sample was 6-14 years with a mean age of 10.07 years. Out of 81 participants, 34 were girls and 47 were boys. The Delaware Social-Emotional Competence Scale (DSECS-S) which was developed by Mantz, Bear, Yang, and Harris in 2016, is used to assess students' social-emotional competencies. To analyze socio-demographic variables as well as other variables under study, descriptive statistics were used. To check the difference between the socio-emotional competencies of the two groups, an independent t-test was used. Results revealed that there is no significant difference in responsibility, relationship skills, and emotional self-management in children with siblings and without siblings. However, only children were found to have better social awareness as compared to children with siblings. It was also found that social-emotional competency was higher in only children as compared to children with siblings. It was also found that there is no significant difference in responsibility, relationship skills, self-management, and social awareness in elders as well as younger children while the total social-emotional competence was analyzed. No significant difference was obtained in older as well as younger children.

Academics were under insurmountable pressure to offer online classes as a result of stringent isolation measures and the closure of institutions, colleges, and universities. Teachers encountered a load of issues as a result of the sudden transition to online learning. This study aimed to identify these concerns and challenges as they developed during the lockdown and the association of motivation, commitment, and stress of the teaching faculty. To do so, a sample of 103 teachers, of which 16 males and 87 females were selected by using a purposive sampling method. The participants, who ranged in age from 22 to 58 years old and worked in schools, colleges, and universities, were given a socio-demographic questionnaire, The Work Extrinsic and Intrinsic Motivation Scale (Deci & Ryan, 2000), Organisational Commitment Scale (Allen & Meyer, 1996) and Perceived stress scale (Cohen et al., 1983). This data was then analyzed using the Pearson Correlation Coefficient and the findings revealed that there is a significant positive correlation between motivation and commitment. The correlation between motivation and stress and Organisational Commitment and stress was negative but insignificant.