Published Articles Archive

Abstract
This study was conducted to identify the relationship between the level of emotional intelligence (self awareness, self control, self motivation, empathy and social skills) with skill competency and personal development of secondary school counseling teachers in Kulaijaya district, Johor. This study used a case study design with study sample consists of 52 counseling teachers were selected as respondents. This study was carried out quantitatively by using a questionnaire as an instrument to obtain data. The study showed that the majority of respondents have a moderate level of emotional intelligence (3.41), while the level of skills competency and personal development is at a high level (4.93). In addition, the relationship of emotional intelligence (self awareness, self control, self motivation, empathy and social skills) with the skills competency has a medium strong significant relationship (0.65). Meanwhile a relationship of emotional intelligence (self awareness, self control, self motivation, empathy and social skills) with personal development also has a strong moderate significant relationship (0.67). Implications of the study found out that in an effort to improve the quality of guidance and counseling services in schools, the high command of emotional intelligence should be strengthened in order to increase the skills competency and personal development among counseling teachers.

Abstract
Developing approaches to foster Generic Skills in the workplace and in training organizations has kindled much enthusiasm among the international fraternity of educators. Learner-centered approaches like experiential learning and problem-based learning resulted from researches in this direction. Developing specific programs which focus on a particular generic skill, using authentic experiences as much as possible to help people learn or reflect on their skills and teaching through participatory learning strategies, helps the development of generic skills. Participatory Learning helps to foster personal, educational and professional growth of the learner. The objective of Participatory Learning is to provide a more conducive learning environment wherein the students shoulder an active role in the learning process. In participatory learning, the classroom environment is issue-based and democratic thereby facilitating student-centered pedagogies. The strategies of participatory learning involve approaches which put students at the center of the learning process as well as the society. Through participatory learning strategies the acquisition of generic skills becomes more enjoyable, meaningful and exciting. The purpose of the study was to explore the possibilities of fostering Generic Skills among student teachers through Participatory Learning. The generic skills among student teachers were assessed using the Generic Skills Inventory. The findings of the study revealed significant difference between Traditional Learning Strategies and Participatory Learning Strategies in developing Generic Skills among student teachers. The study recommends the adoption of Participatory Learning Strategies in fostering Generic Skills.

Abstract
Attention deficit hyperactivity disorder (ADHD) is one of the most frequent psychiatric disorders of childhood. In fact, having a child with ADHD is correlated with significant increases in the amount of stress that parents experience. It was hypothesized that coping strategies would be different between mothers of children with/without ADHD. The purpose of this study was to determine whether coping strategies differ in the two mother groups. Fifty Iranian mothers of children aged between 6 to 12 participated in this study (25 mothers of children with ADHD and 25 mothers of children without ADHD). For assessing coping strategies, ways of coping questionnaire (WOCQ) by Folkman and Lazarus (1988) was administered on subjects. T. test was used for analyzing data. Our data show only one of the coping strategies- problem solving- employed were significantly different between two groups. This strategy was more commonly used among mothers of children without ADHD.

Abstract
This research investigated effect of Individuals and social factors on Risk Health Behaviors (RHB) among university students. A total of 700 students were randomly selected from IAU, Tehran-Iran. The instrument used to collect data was a survey questionnaire that designed based on The Youth Risk Behavior Surveillance System (YRBSS) by researchers. In this research, we evaluated rate of (RHB) based on gender, ethnic status, and marital status among students. The result of the study indicated that there are differences between RHB among study groups in this research.