Indian Journal of Positive Psychology

Sushila Pareek ¹, Nirmala Singh Rathore ¹

Affiliations
1 Department of Psychology, University of Rajasthan, Jaipur, Rajasthan, IN

Abstract

Education is conceded as a powerful agency, which is instrumental in bringing about the desired changes in the socio cultural and economic life of nation. In particular, the importance of the Higher Education System in addressing the economic prospects of a nation has never been in doubt. The contribution of the Higher Education System for the development of knowledge and skills and for the generation of wealth, growth of employment, improvement in productivity and enhancement of global competitive capabilities are well recognized. Further, higher education plays an important role in facilitating social, economical, technological and human resource development and changes and producing adequately trained manpower. Students now a days deal with many issues and peer pressures which subject them to drugs, depression, obesity, alcohol, eating disorder, suicide, bullying and peer group pressure. The high prevalence worldwide depression among students, the small rise in life satisfaction andthe synergy between learning and positive emotion argue that the skills for happiness should be taught in school and other education institutions. Martin Seligman, founder of the field of positive psychology is appreciated to begin the world's pioneering school; when he comes to employing the science of positive psychology to bolster good teaching practices as positive education program. According to Seligman and et al. (2009) positive education isdefined as educationfor both traditional skills andfor happiness. Thus, Positive education helps in identifying and utilizing character strengths rather than the traditional focus on student's weaknesses andhelps in achieving a more positive attitude, interpersonal relationships,and happiness and develops resilience.

Keywords

Positivity, Character Education, Education.

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Sushila Pareek ¹, Nirmala Singh Rathore ¹

Affiliations
1 Department of Psychology, University of Rajasthan, Jaipur, Rajasthan, IN

Abstract

Education in general and higher education in particular play an important role in facilitating technological, social and human resource development. Quality in education is generally applied to signify the positive and considerable inputs from teachers and students. In this regard, positive education program (Seligman et al., 2009) has been discovered which comprises the key elements viz., character strengths and virtues, resilience, happiness, interpersonal relationships for consistent well-being and success. In accordance with the concept, the present piece of work aimed at studying character strengths and virtues of teachers in higher education. The institutional case study approach was undertaken for profiling the character strengths and virtues of teachers. The sample for the present study was taken from Maharishi Arvind College of Engineering and Research Centre, Sirsi Road, Jaipur on the purposive sampling basis. The Values in Action Inventory of Strengths (VIA-IS) (Peterson et al., 2006), was administered to 60 faculty members (20 female and 40 male). The results pointed out that the mean score of male and female teachers on character strengths and virtues was found to be significantly different and female teachers scored higher mean than their male counter parts. The significant positive relationship between the rank order of female and male teachers indicated the similar pattern of character strengths and virtues.

Keywords

Character Strengths, Virtues, Teachers.

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Sushila Pareek ¹, Divya Shekhawat ¹

Affiliations
1 Department of Psychology, University of Rajasthan Jaipur, Rajasthan, IN

Abstract

Indian classical music is emerging as a therapeutic agent in mental health and well-being. This pilot study aims to see the therapeutic effect of Indian classical raga on depression, anxiety and stress among adults. For the study, 20 participants were randomly selected then participants were divided into two groups; the intervention group and the control group. The intervention group received raga Ahir Bhairav with standard care and the control group received only standard care. Standard care includes pharmacology and psychiatrists counselling. To measure depression, anxiety and stress DASS-42 was used at baseline and after treatment. Results stated that there is a significant decrease in depression, anxiety and stress following raga therapy. Thus the raga is an inexpensive, non-invasive, safe adjunct to reduce stress, anxiety and depression.

Keywords

Raga Ahir Bhairav, Indian Classical Music, Depression, Anxiety, Stress.

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