Introduction: Despite having innumerable literatures, there has been dearth of comprehensive model of the manifestation of non-suicidal self-injury (NSSI). Aim and Objectives: The current study aims to construct a statistically validated model to explore the theoretical connections and the pathway to NSSI among female adolescents. Material and Method: A model was proposed based on the constructs empirically associated with NSSI. The research aims to explore the direct effects of external shame, hated self, and self-compassion on NSSI, and whether this relationship is mediated by borderline personality traits and menstrual phase. A total of 168 female adolescents completed the survey, including informed assent from the adolescents. The Other as Shamer Scale-2, the Forms of Self-Criticism/Self-Reassuring Scale, Self-Compassion Scale, the Risk-Taking and Self-Harm Inventory for Adolescents, and Borderline Personality Features Scale for Children were administered to the participants. Analysis of data involved descriptive statistics and path analysis. Result: The pathway shows hated self, disturbed intrapersonal relationship, and the inability to direct compassion for self may increase NSSI. Borderline personality traits and premenstrual dysphoria form indirect but contributory factors to strengthen the association between internal traits and NSSI. Conclusion: Thus it may be concluded from the present finding that external shame has significant negative effect on self-compassion and external shame has a significant positive effect on hated self. Also, self-compassion has a significant negative effect, and hated self as well external shame have significant positive effects on borderline traits. Thus, exploring this path would help to plan a suitable preventive action.
{"title":"Construction and Statistical Validation of a Path Model of the Factors Influencing Non-suicidal Self Injury (NSSI) among Female Adolescents","authors":"Aparajita Chakraborty, Atanu Kumar Dogra, Ruby Paul, Anindita Mukherjee, Asmita Karmakar, Asoke Kumar Saha, Jishnu Bhattacharya","doi":"10.1177/09731342231191609","DOIUrl":"https://doi.org/10.1177/09731342231191609","url":null,"abstract":"Introduction: Despite having innumerable literatures, there has been dearth of comprehensive model of the manifestation of non-suicidal self-injury (NSSI). Aim and Objectives: The current study aims to construct a statistically validated model to explore the theoretical connections and the pathway to NSSI among female adolescents. Material and Method: A model was proposed based on the constructs empirically associated with NSSI. The research aims to explore the direct effects of external shame, hated self, and self-compassion on NSSI, and whether this relationship is mediated by borderline personality traits and menstrual phase. A total of 168 female adolescents completed the survey, including informed assent from the adolescents. The Other as Shamer Scale-2, the Forms of Self-Criticism/Self-Reassuring Scale, Self-Compassion Scale, the Risk-Taking and Self-Harm Inventory for Adolescents, and Borderline Personality Features Scale for Children were administered to the participants. Analysis of data involved descriptive statistics and path analysis. Result: The pathway shows hated self, disturbed intrapersonal relationship, and the inability to direct compassion for self may increase NSSI. Borderline personality traits and premenstrual dysphoria form indirect but contributory factors to strengthen the association between internal traits and NSSI. Conclusion: Thus it may be concluded from the present finding that external shame has significant negative effect on self-compassion and external shame has a significant positive effect on hated self. Also, self-compassion has a significant negative effect, and hated self as well external shame have significant positive effects on borderline traits. Thus, exploring this path would help to plan a suitable preventive action.","PeriodicalId":42760,"journal":{"name":"Journal of Indian Association for Child and Adolescent Mental Health","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135783510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-07DOI: 10.1177/09731342231179828
Shweta Narayan, M. Kishore, S. Seshadri, H. Thippeswamy
There is growing evidence about the psychological distress and mental health issues experienced by infants with developmental problems. Problems related to developmental issues can be mitigated with early identification and intervention. A simple screening measure is needed to identify infants at risk for mental health issues to make informed decisions about further assessment and interventions. In this background, the present study aimed to develop a checklist to identify infants with psychological distress and at risk for mental health issues without the need to administer full-scale socioemotional tools and intended to be used by primary care professionals for early identification of risk factors followed by intervention to reduce the risk. Early identification of infants at risk in view of the limited resources would help in reducing the impact of early trajectories on the socioemotional health of any infant. The present study aims to develop a checklist for rapid screening. In view of the limited resources of low-income countries, early identification of infants at risk is important. This would help in reducing the impact of early trajectories on the socioemotional health of infants. The checklist was based on the “functional and emotional developmental approach” and a literature review of early indicators of psychological distress and mental health issues in infants. The checklist was prepared using objective terms which were further evaluated by mental health experts using standard methods. Accordingly, a content validity index (CVI) was calculated to determine the relevance and clarity of the items. Based on the CVI, 16 items were retained in the final checklist, which was reported to have excellent relevance (CVI = 0.91) and clarity (CVI = 0.84). The checklist is concise with adequate content validity and has the potential to be used in primary care settings to screen infants at risk for psychological distress and mental health issues and make appropriate referrals.
{"title":"Red Flags for Early Referral for Infant Mental Health: Content Validation of a Tool","authors":"Shweta Narayan, M. Kishore, S. Seshadri, H. Thippeswamy","doi":"10.1177/09731342231179828","DOIUrl":"https://doi.org/10.1177/09731342231179828","url":null,"abstract":"There is growing evidence about the psychological distress and mental health issues experienced by infants with developmental problems. Problems related to developmental issues can be mitigated with early identification and intervention. A simple screening measure is needed to identify infants at risk for mental health issues to make informed decisions about further assessment and interventions. In this background, the present study aimed to develop a checklist to identify infants with psychological distress and at risk for mental health issues without the need to administer full-scale socioemotional tools and intended to be used by primary care professionals for early identification of risk factors followed by intervention to reduce the risk. Early identification of infants at risk in view of the limited resources would help in reducing the impact of early trajectories on the socioemotional health of any infant. The present study aims to develop a checklist for rapid screening. In view of the limited resources of low-income countries, early identification of infants at risk is important. This would help in reducing the impact of early trajectories on the socioemotional health of infants. The checklist was based on the “functional and emotional developmental approach” and a literature review of early indicators of psychological distress and mental health issues in infants. The checklist was prepared using objective terms which were further evaluated by mental health experts using standard methods. Accordingly, a content validity index (CVI) was calculated to determine the relevance and clarity of the items. Based on the CVI, 16 items were retained in the final checklist, which was reported to have excellent relevance (CVI = 0.91) and clarity (CVI = 0.84). The checklist is concise with adequate content validity and has the potential to be used in primary care settings to screen infants at risk for psychological distress and mental health issues and make appropriate referrals.","PeriodicalId":42760,"journal":{"name":"Journal of Indian Association for Child and Adolescent Mental Health","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44377816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-03DOI: 10.1177/09731342231187234
Aasim Ur Rehman Ganie, Krishna Jayanthi P.M., Priyanka P. Nambiar, K. Jangam
This study aimed to understand the parental stress, psychological distress, and parenting practices of parents of pre-schoolers during the COVID-19 pandemic. An online cross-sectional survey was conducted with the parents of preschool children aged 3–6 years. Researchers used the Parental Stress Scale, Self-Reporting Questionnaire, and Parent Practice Interview to collect data from parents in the Southern Indian city of Bengaluru. A total of 60 responses were obtained from the online survey. Moderate to a high level of parental stress and mild to moderate levels of psychological distress were found among the parents. Around 21 (35%) of parents were found in need of mental health consultation. The study found no group differences in parental stress and psychological distress among various socio-demographic variables. The study found a significant association between parental stress and the parenting practices of participants. Higher mean scores were observed on mothers in setting clear expectations of pre-schoolers. Parenting young pre-schoolers is a difficult task. COVID-19 pandemic has made the parenting process challenging for parents. Parents must engage the children at home, and helping them cope with the new environment is a tightrope walk. Such uncertainties are supposed cause distress and lead to poor parenting parents among the parents, especially with pre-schoolers who are more demanding. There is a need to address parents’ concerns and train them to deal with the situations effectively.
{"title":"Parental Mental Health and Challenges in Parenting of Pre-schoolers During the COVID-19 Pandemic","authors":"Aasim Ur Rehman Ganie, Krishna Jayanthi P.M., Priyanka P. Nambiar, K. Jangam","doi":"10.1177/09731342231187234","DOIUrl":"https://doi.org/10.1177/09731342231187234","url":null,"abstract":"This study aimed to understand the parental stress, psychological distress, and parenting practices of parents of pre-schoolers during the COVID-19 pandemic. An online cross-sectional survey was conducted with the parents of preschool children aged 3–6 years. Researchers used the Parental Stress Scale, Self-Reporting Questionnaire, and Parent Practice Interview to collect data from parents in the Southern Indian city of Bengaluru. A total of 60 responses were obtained from the online survey. Moderate to a high level of parental stress and mild to moderate levels of psychological distress were found among the parents. Around 21 (35%) of parents were found in need of mental health consultation. The study found no group differences in parental stress and psychological distress among various socio-demographic variables. The study found a significant association between parental stress and the parenting practices of participants. Higher mean scores were observed on mothers in setting clear expectations of pre-schoolers. Parenting young pre-schoolers is a difficult task. COVID-19 pandemic has made the parenting process challenging for parents. Parents must engage the children at home, and helping them cope with the new environment is a tightrope walk. Such uncertainties are supposed cause distress and lead to poor parenting parents among the parents, especially with pre-schoolers who are more demanding. There is a need to address parents’ concerns and train them to deal with the situations effectively.","PeriodicalId":42760,"journal":{"name":"Journal of Indian Association for Child and Adolescent Mental Health","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48304013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-20DOI: 10.1177/09731342231178617
Nidhika Chauhan
Attention deficit hyperactivity disorder (ADHD) is the most common neuro-behavioral disorder characterized by a classical triad of hyperactivity-impulsivity and inattention prevalent in 5% of school-going children, mostly in boys. It is a chronic disorder with persistent of symptoms in a significant proportion of children diagnosed in childhood and impairing in most domains of socio-occupational functioning. Challenges in diagnosis occur due to symptoms domains of ADHD representing extremes of developmental processes of hyperactivity and inattention. Temperament is another construct that is important while evaluating a child with ADHD to avoid misdiagnosis and/or overdiagnosis. There is literature to support that the presentation of ADHD is not just limited to the triad of symptoms described in DSM 5, but it manifests a plethora of symptoms which, in the majority of cases, often go unnoticed. These symptoms may be a result of executive function deficits, emotion dysregulation, the presence of comorbid disorders, and/or psychosocial issues. Impairments of ADHD continue into adolescence and adulthood. However, ADHD in adults is still an under-researched area. The article aims to provide a bird’s eye view of the various hidden difficulties inherent in ADHD but which often is missed in clinical practice.
{"title":"Attention Deficit Hyperactivity Disorder: What The Eyes Don’t See!!","authors":"Nidhika Chauhan","doi":"10.1177/09731342231178617","DOIUrl":"https://doi.org/10.1177/09731342231178617","url":null,"abstract":"Attention deficit hyperactivity disorder (ADHD) is the most common neuro-behavioral disorder characterized by a classical triad of hyperactivity-impulsivity and inattention prevalent in 5% of school-going children, mostly in boys. It is a chronic disorder with persistent of symptoms in a significant proportion of children diagnosed in childhood and impairing in most domains of socio-occupational functioning. Challenges in diagnosis occur due to symptoms domains of ADHD representing extremes of developmental processes of hyperactivity and inattention. Temperament is another construct that is important while evaluating a child with ADHD to avoid misdiagnosis and/or overdiagnosis. There is literature to support that the presentation of ADHD is not just limited to the triad of symptoms described in DSM 5, but it manifests a plethora of symptoms which, in the majority of cases, often go unnoticed. These symptoms may be a result of executive function deficits, emotion dysregulation, the presence of comorbid disorders, and/or psychosocial issues. Impairments of ADHD continue into adolescence and adulthood. However, ADHD in adults is still an under-researched area. The article aims to provide a bird’s eye view of the various hidden difficulties inherent in ADHD but which often is missed in clinical practice.","PeriodicalId":42760,"journal":{"name":"Journal of Indian Association for Child and Adolescent Mental Health","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48961557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-17DOI: 10.1177/09731342231179614
Kaaynat Khan, P. Lal
Executive functions (EFs) are a set of cognitive processes required to select and monitor behaviors that facilitate the achievement of desired goals. Many studies reported that students with learning disabilities appear to have impaired EFs and difficulties in performing school-related and daily activities. This review attempts to focus on identifying different components of executive functioning and its relationship with specific learning disabilities from the published literature. A search using 3 databases identified 37 relevant articles that met the inclusion criteria. Many recent studies have found a relation between EFs with specific learning disabilities including meta-analysis and non-experimental comparative studies. Most of the studies were conducted among school children with reading, learning difficulties, and writing difficulties, university students with developmental dyscalculia and adults with or without dyslexia. Working memory is the key component affecting performances in children with learning disabilities whereas emotional control and metacognition skills such as organization of material, monitoring, planning, etc have a more specific role in different skills in performing the act of reading, writing, and mathematical operations. They may play a subdued role, but their involvement cannot be segregated because of the complex interplay between them.
{"title":"Executive Dysfunctions in Different Learning Disabilities: A Review","authors":"Kaaynat Khan, P. Lal","doi":"10.1177/09731342231179614","DOIUrl":"https://doi.org/10.1177/09731342231179614","url":null,"abstract":"Executive functions (EFs) are a set of cognitive processes required to select and monitor behaviors that facilitate the achievement of desired goals. Many studies reported that students with learning disabilities appear to have impaired EFs and difficulties in performing school-related and daily activities. This review attempts to focus on identifying different components of executive functioning and its relationship with specific learning disabilities from the published literature. A search using 3 databases identified 37 relevant articles that met the inclusion criteria. Many recent studies have found a relation between EFs with specific learning disabilities including meta-analysis and non-experimental comparative studies. Most of the studies were conducted among school children with reading, learning difficulties, and writing difficulties, university students with developmental dyscalculia and adults with or without dyslexia. Working memory is the key component affecting performances in children with learning disabilities whereas emotional control and metacognition skills such as organization of material, monitoring, planning, etc have a more specific role in different skills in performing the act of reading, writing, and mathematical operations. They may play a subdued role, but their involvement cannot be segregated because of the complex interplay between them.","PeriodicalId":42760,"journal":{"name":"Journal of Indian Association for Child and Adolescent Mental Health","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43226252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-12DOI: 10.1177/09731342231179625
S. Srinivasan, Aloka Datta Behra, Chiranjeevi Arumugam, Protush Panda, Rangeela E., Smriti Smitha Nayak, P. Ramachandran
Background: As a signatory of the United Nations Commission on Child Rights, India has enacted laws and policies to protect the child’s interests. The Juvenile Justice Act of 2015 addresses the needs and well-being of the most vulnerable children, including those who do not have anyone to care for or have experienced a traumatic upbringing and those who are allegedly in conflict with the law. No research from India addresses these vulnerable children’s mental health and well-being. The current paper describes a pilot project to create mental health awareness and improve children’s care access in India’s Juvenile Justice System (JJS). Methods: Permission was obtained from appropriate governmental agencies in Odisha and Tamil Nadu and Child Care Institutions (CCIs) that consented to participate. A co-creation model was utilized to create youth-friendly spaces and methods to deliver mental health literacy for all stakeholders and access to care. Results: Seven CCIs and 278 children across two states participated in the implementation of the project. 37.8% of the children had resided for less than six months and 34.5% for more than two years in the current CCI. Of the various adverse childhood experiences, neglect was the highest at 76.3% followed by parental issues at 32%. Conclusions: Children in the JJS have many risk factors predisposing them to develop mental health issues. This unique pilot project describes implementing a codesigned and co-created model of delivery of mental health literacy and access to care to this vulnerable group of children.
{"title":"Juveniles Accessing Mental health Services: A Novel Approach to Enhance Mental Health Among Vulnerable Adolescents","authors":"S. Srinivasan, Aloka Datta Behra, Chiranjeevi Arumugam, Protush Panda, Rangeela E., Smriti Smitha Nayak, P. Ramachandran","doi":"10.1177/09731342231179625","DOIUrl":"https://doi.org/10.1177/09731342231179625","url":null,"abstract":"Background: As a signatory of the United Nations Commission on Child Rights, India has enacted laws and policies to protect the child’s interests. The Juvenile Justice Act of 2015 addresses the needs and well-being of the most vulnerable children, including those who do not have anyone to care for or have experienced a traumatic upbringing and those who are allegedly in conflict with the law. No research from India addresses these vulnerable children’s mental health and well-being. The current paper describes a pilot project to create mental health awareness and improve children’s care access in India’s Juvenile Justice System (JJS). Methods: Permission was obtained from appropriate governmental agencies in Odisha and Tamil Nadu and Child Care Institutions (CCIs) that consented to participate. A co-creation model was utilized to create youth-friendly spaces and methods to deliver mental health literacy for all stakeholders and access to care. Results: Seven CCIs and 278 children across two states participated in the implementation of the project. 37.8% of the children had resided for less than six months and 34.5% for more than two years in the current CCI. Of the various adverse childhood experiences, neglect was the highest at 76.3% followed by parental issues at 32%. Conclusions: Children in the JJS have many risk factors predisposing them to develop mental health issues. This unique pilot project describes implementing a codesigned and co-created model of delivery of mental health literacy and access to care to this vulnerable group of children.","PeriodicalId":42760,"journal":{"name":"Journal of Indian Association for Child and Adolescent Mental Health","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46088291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.1177/09731342231184305
Anagha Reghu Nair, Arya Geetha
There is not much known about how speech-language pathology students address the sensory processing issues of children in their clientele. Understanding sensory processing disorders (SPD) will help Speech-Language Pathologists (SLP) to understand the root cause of the behavior, avert meltdowns, how to tackle the situation better, and to give adequate referrals so that better progress can be made in intervention. This study aimed at assessing the awareness knowledge and attitude about sensory processing and its disorders among student SLPs from Tamil Nadu, India. A questionnaire was developed and validated, which was used for an online survey among student SLPs. A total of 110 students participated in the study. Although students of speech-language pathology have some awareness about SPD, they lacked thorough understanding of sensory difficulties associated with other neurodevelopmental disorders, which interfered with the implementation of sensory-based activities during therapy. This study provides clinical significance in the field of speech-language pathology, particularly for SLP who work with children experiencing developmental difficulties.
{"title":"Awareness, Knowledge, and Attitude About Sensory Processing and Its Disorders: An Online Survey Among Student Speech-Language Pathologists","authors":"Anagha Reghu Nair, Arya Geetha","doi":"10.1177/09731342231184305","DOIUrl":"https://doi.org/10.1177/09731342231184305","url":null,"abstract":"There is not much known about how speech-language pathology students address the sensory processing issues of children in their clientele. Understanding sensory processing disorders (SPD) will help Speech-Language Pathologists (SLP) to understand the root cause of the behavior, avert meltdowns, how to tackle the situation better, and to give adequate referrals so that better progress can be made in intervention. This study aimed at assessing the awareness knowledge and attitude about sensory processing and its disorders among student SLPs from Tamil Nadu, India. A questionnaire was developed and validated, which was used for an online survey among student SLPs. A total of 110 students participated in the study. Although students of speech-language pathology have some awareness about SPD, they lacked thorough understanding of sensory difficulties associated with other neurodevelopmental disorders, which interfered with the implementation of sensory-based activities during therapy. This study provides clinical significance in the field of speech-language pathology, particularly for SLP who work with children experiencing developmental difficulties.","PeriodicalId":42760,"journal":{"name":"Journal of Indian Association for Child and Adolescent Mental Health","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46910313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1177/09731342231173214
M. Hariharan, Meera Padhy, S. Monteiro, Laxmi Priyanka Nakka, Usha Chivukula
The objective of the paper was to develop a comprehensive “Adolescence Stress Scale” and to examine different psychometric issues in the development, initial validation, and standardization of this scale. Exploratory factor analysis was conducted on the data procured from a sample of 634 (11–18 years) school-going adolescents in India. An exploratory analysis provided a 10 factor structure, namely, major loss induced stress, enforcement or conflict induced stress, phobic stress, interpersonal conflict induced stress, punishment induced stress, illness and injury induced stress, performance stress, imposition induced stress, insecurity induced stress, unhealthy environment induced stress. The 10 oblique factor solutions are found to be interrelated and interdependent with good indices of internal consistency, and content validity. This scale development is a novel and powerful measure that taps onto various aspects of stress experienced by school-going adolescents. The scale can facilitate researchers, clinicians, and teachers to identify and quantify the significant sources of stress in adolescents in school, or clinic settings.
{"title":"Adolescence Stress Scale: Development and Standardization","authors":"M. Hariharan, Meera Padhy, S. Monteiro, Laxmi Priyanka Nakka, Usha Chivukula","doi":"10.1177/09731342231173214","DOIUrl":"https://doi.org/10.1177/09731342231173214","url":null,"abstract":"The objective of the paper was to develop a comprehensive “Adolescence Stress Scale” and to examine different psychometric issues in the development, initial validation, and standardization of this scale. Exploratory factor analysis was conducted on the data procured from a sample of 634 (11–18 years) school-going adolescents in India. An exploratory analysis provided a 10 factor structure, namely, major loss induced stress, enforcement or conflict induced stress, phobic stress, interpersonal conflict induced stress, punishment induced stress, illness and injury induced stress, performance stress, imposition induced stress, insecurity induced stress, unhealthy environment induced stress. The 10 oblique factor solutions are found to be interrelated and interdependent with good indices of internal consistency, and content validity. This scale development is a novel and powerful measure that taps onto various aspects of stress experienced by school-going adolescents. The scale can facilitate researchers, clinicians, and teachers to identify and quantify the significant sources of stress in adolescents in school, or clinic settings.","PeriodicalId":42760,"journal":{"name":"Journal of Indian Association for Child and Adolescent Mental Health","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47774191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.1177/09731342231209463
Nitin Gupta, Preethy Kathiresan, Jitender Aneja
{"title":"National Education Policy: A Holistic Development on the Horizon","authors":"Nitin Gupta, Preethy Kathiresan, Jitender Aneja","doi":"10.1177/09731342231209463","DOIUrl":"https://doi.org/10.1177/09731342231209463","url":null,"abstract":"","PeriodicalId":42760,"journal":{"name":"Journal of Indian Association for Child and Adolescent Mental Health","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135773174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/09731342231187710
S. Malhotra
{"title":"Obituary: Dr MV Ashok","authors":"S. Malhotra","doi":"10.1177/09731342231187710","DOIUrl":"https://doi.org/10.1177/09731342231187710","url":null,"abstract":"","PeriodicalId":42760,"journal":{"name":"Journal of Indian Association for Child and Adolescent Mental Health","volume":"19 1","pages":"115 - 115"},"PeriodicalIF":0.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47360003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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