POST-TRAUMATIC STRESS DISORDER (PTSD)

Introduction

PTSD was developed by studying soldiers from the war, and it was originally called "shell shock syndrome" in the United States. 60% of men and 50% of women experience a traumatic event during their lifetime. A terrifying experience in which serious physical harm occurred or was threatened can cause Post Traumatic Stress Disorder. PTSD is a problem in which the brain continues to react with nervousness after one had a horrific trauma even though the original trauma is over. Our brains can react by staying in "overdrive" and being hyper-alert to the next possible trauma. Diagnostic symptoms for PTSD include re-experiencing the original trauma through "flashbacks" or nightmares, avoidance of stimuli associated with the trauma, and increased arousal-such as difficulty feeling or staying asleep, depression and feeling of anger or irritability. Sometime one might continue to remember the trauma by having a flashback about the event of nightmares event though trauma is in the past. Survivors of rape, child abuse, war or a natural disaster may develop post-traumatic stress disorder. Professionals who are exposed to trauma in their daily work and witnessing someone being badly hurt or killed can also develop PTSD.

The DSM-IV-TR (the professional's diagnostic manual) classifies PTSD as an anxiety disorder. After a trauma in which one see someone die, or become seriously injured and s/he feels intense far, helplessness, or horror, it is very common to become distressed and anxious.

S/he may have trouble sleeping, have nightmares, think about the trauma a lot, try to avoid the site of the trauma, and or try to avoid feelings at all and become number. This situation is called "acute stress disorder". For most people, this distressing period passes within about four weeks. To be diagnosed as PTSD, the symptoms should last more than one month cause significant impairment in social, occupational, or other important areas of functioning (a/o both DSM-IV-TR and ICD-10). People who develop PTSD do not get over their trauma so quickly.

There are three main symptoms:

1.   Re-experiencing: The trauma, such as flashbacks, nightmares, intrusive thought etc.

2.   Avoidance: trying to avoid thoughts, feelings, situations or people who might remind you of the trauma.

3.   Hyperarousal: always being on alert, trouble sleeping, irritability, difficulty concentrating, exaggerated startle response.

The associated symptoms of PTSD:

Panic attack: Feeling of intense fear, which can be accompanied by shortness of breath, dizziness, sweating, nausea and a racing heart.

Physical symptoms: Chronic pain, headaches, stomach pain, diarrhoea, tightness or burning in the chest, muscle cramps of low back pain.

Feeling of mistrust: Losing trust in others and thinking the world is a dangerous place.

Problems in daily living: Having problem functioning in your job, at school, or in social situations.

Substance abuse: Using drugs or school to cope with the emotional pain.

Relationship problem: Having problems with intimacy or feeling detached from your family and friends.

Depression: persistent sad, anxious or empty mood, loss of interest in once-enjoyed activities, feelings of guilt and shame, or hopelessness about the future. Other symptoms of depression may also develop.

Suicidal Ideation: Thought about taking one's own life.

Objective

The objective is to find out the severity of PTSD symptoms of subjects.

Materials used

PTSD Checklist Civilian version, paper, pen and pencil

Information about the subjects

Subject A	Subject B
Name: Idress Ahmad Age: 43 Sex: Male Address: Pakistan Education: NA Marital Status: Married Occupation: NA Socio-economic status: NA Place: Office Mental and physical health: Normal Time: 10:00 AM Date: 21 Oct 2013	Name: Bina Gurung Age: 39 Sex: Female Address: Balaju Education: +2 Marital Status: Married Occupation: Housewife Socio-economic status: NA Place: Home Mental and physical health: Normal Time: 10:00 AM Date: 25 Oct 2013

Test description

PTSD Checklist Civilian version are the 17 items standardized self-report rating scale of the 17 DSM-IV symptoms. The PCL-C (civilian) can be applied with any population to any stressful.

The PCL is self-report measure is the list of statements that can give ideas about the subject's mental status, whether s/he is suffering from PTSD or just distress. It can be completed by subjects within 5-10 minutes. Interpretation of the PCL should be completed by an export.

Scoring:

A total symptom severity score (range=17.85) can be obtained by summing the scores from each of the 17 items.

A diagnosis can be made by determining whether an individual meets DSM-IV symptom criteria, i.e., at least I B item (questions 1-5), 3 C items (questions 6-12), and at least 2 D items (questions 13-17). Symptoms rated as "Moderate" or above (responses 3 through 5) are counted as present.

Scoring scale:

·         1-1.5=Not at all

·         1.6-2.5 = A little

·         2.6-3.5 = Moderate

·         3.6-4.5 = Quite a bit

·         4.6-5.00 = Extremely

Procedure

Test administration: First I made a call to them and told them about PTSD testing and its purpose. Then I took appointment from them. As the appointment, we met and I explained about my purpose. I explained about the materials carried by myself.

Instruction: Here is the list of 17 problems that people might experience after unpleasant or stressful events in life. Please try to recall the most painful event you have experienced which still bothering you and making difficult to carry on daily activities normally these days. Read all the statements carefully then circle the one option given in right that close to your feelings.

Introspective report of subjects

Subject-A: He seemed excited to fill out the test and want to know his status

Subject-B: It's difficult to recall the most unpleasant event that still bothering me. But try to complete this sincerely.

Result:

Subject-A: 2.70, moderate-2.6-3.5

Subject-B: 2.2, a little-1.6-2.5

Impression:

Subject A: He has gone through a bit of traumatic experience, felt like crying a kind of gilt and love towards his country and his separated family. He remembers his properties (Vehicle, job), relatives over his country.

Subject B: Though she was little a bit unhappy at the starting of testing, she found normal according to her scored scaling.

Result and discussion:

Subject-A: Idrees Ahmad is a Pakistani guy. He has been staying here in Nepal for since four years as a refugee. As a refugee, he is not allowed to work. There is a very poor financial condition in his family. There are his wife and two daughters in his family. According to him, he had been tutored physically and mentally while he was in Pakistan. Frequently death threatening was coming in Pakistan and he had to flee from his own country. He shared that he has experienced so many traumatic events i.e. detained in jail by armed forces, very bitter experiences while travelling from his country. Nightmare, headache, pain in the leg muscle, fear and worry about life were found to him. According to the score he got, his PTSD level falls under a moderate level. That can be decreased or control by counselling and it will help to do some relaxation i.e. Progressive muscle relaxation, safe imaginary guidance etc.

Subject-B: There was a misunderstanding between subject B and her husband. They have one tiny girl baby. Husband tortured her by accusing her by saying she has extra-marital relationship. She cries most of the time. She has sleeping disturbance, headache, and worry about life and relationship problem with husband. Based on her test obtained she falls in normal however she needs psychosocial counselling. Couple counselling is most for her. She can also apply counting, deep breathing, diary maintaining exercises to reduce her stress.

References:

Coleman, James C, (1996). Abnormal Psychology and Modern Life. D.B. Taraparevala Sons and Co. Private Limited.

PTSD checklist Civilian version.

SELF-ASSESSMENT

Introduction

Self-assessment is a motive of self- evaluation. It is a process of knowing one self's identity. It involves taking an inventory of individual likes, dislikes, personal characteristics, values, wants and needs. It is one of the motives that drive self-evaluation, along with self-verification and self-enhancement. Self-assessment motive will prompt people to seek information to confirm their uncertain self-concept rather than their certain self-concept and at the same time, people use self-assessment to enhance the certainty of their own self-knowledge. Self-evaluation or self-assessment may cause harm to a person's self-concept for the short-term by realizing that they may not have achieved as highly as they may like. However, in the long term, this may mean that they work harder in order to achieve greater things in the future, and as a result their self-esteem would be enhanced further than where it had been before self-assessment.

Jacob Goldsmith Theory was published in the 1950s mentioned about two common contrasting personality types. Type A and Type B personality theory. Friedman and Rosenman coined the terms Type A and Type B personality. Type A personality is a set of behavioural features favouring achievement, competition time urgency, impatience and hostility. The researcher has found that Type A characteristics are correlated with a higher risk of heart disease in these individuals. In contrasts, individuals with Type B are relaxed, patient and easy-going. Friedman early was classic Type A, who suffered an angina attack in 1955 when he was 45 and had the first of two heart attacks 10 years later at 55. As a result of this, Friedman attempted to alter his own type -A personality to reduce stress.

Type A

The theory described a Type A individual as ambitious, aggressive, business-like, controlling, highly comparative, impatient, preoccupied with his or her status, time-conscious and tightly-wound. People with Type A personalities are often high-achieving "workaholics" who multi-task, push themselves with deadlines and hate both delays and ambivalence. Type A behaviours are expressed in three major symptoms: free-floating hostility, which can be triggered by even minor incidents, time urgency and impatience, which causes irritation and exasperation, and a competitive drive, which causes stress and an achievement-driven mentality. The first of these symptoms is believed that to be coveted and therefore less observable, while the other two are more overt.

Type B

The theory describes Type B individuals as a perfect contrast to those with Type A personalities. People with Type B personalities are generally patient, relaxed, easy-going and at times lacking an overriding sense of urgency. Because of these characteristics, Type B individuals are often described as indifferent and disengaged by an individual with Type A or other personality types.

Objective

To find out the subject's personality type

Material used

Self-assessment questionnaires set, paper and pencil and pen

Information about the subject

Subject A	Subject B
Name: Kham Thang How Age: 25 Sex: Male Address: Myanmar Education: AN Marital Status: Single Occupation: NA Socio-economic status: NA Place: Office Mental and physical health: Normal Time: 11:00 AM Date: 21 Oct 2013	Name: Danial Age: 22 Sex: Male Address: Myanmar Education: AN Marital Status: single Occupation: NA Socio-economic status: NA Place: Office Mental and physical health: Normal Time: 2:00 PM Date: 21 Oct 2013

Test description

The self-assessment test is a self-evaluation test; it consists of 24 statements with yes and No response at right side. Respondents are required to respond by ticking a mark with Yes or No which is more suitable to them.

Scoring the self-assessment test:

Yeses suggest the Type A behaviour pattern, which is marked by a sense of time urgency and constant struggle. Type B people are ambitious, hard-driving and chronically discontent with their current achievements whereas type B is a contrast to A, more relaxed, more involved with the quality of life. To score the test one should calculate the number of Yes of No. More response to the statement in Yes-type A, more No-type B.

Procedure

Test Administration:

I made a call at first and took the appointment to them. As they are my clients they easily accepted purpose of testing self-assessment. I called them to my office and I informed them of the purpose of testing and the assessment questionnaires were given to the subjects and asked to do it sitting comfortably.

Introduction:

I informed them that there are total of 224 statements, use tick mark under "Yes" the behaviour pattern described is typical of you and tick "No" if it is not matched to you. Do it as soon as possible. Please don't feel heist to consult me in case of any confusion.

Introspective report of subjects

Subject A: I found difficulty in understanding the exact meaning of the statement

Subject B: difficulty in understanding the meaning of the statement

Result

Subject	No. of Yes	No. of No	Interpretation
1	9	14	Type B
2	11	13	Type B

Impression: They are excited while rating each statement. They were giving score after reading each and every statement very clearly. They thought they are curious to know about their result.

Result and discussion

Subject A-After calculating the scores, he obtained 14 "No" that means he falls under Type B personality. More relaxed, less competitive with others and works at a steady pace.

Subject B-He scored 13 "No" that means he also falls under Type B personality. Does not compare self with others and do own work taking its time.

Both subjects fall under Type B personality, that means both loves doing works on own peace. They are easily anxious or irritation. They are generally patient, relaxed, easy-going and an overriding sense of urgency. This nature may put them back for timely completion of their tasks and in last hour they may get the urgency.

Reference

Httep:/www.alleydog.com/glossary/definition.php?term-Type%20personality

STUDY HABITS

 Introduction

A habit is something that is done on a regular, scheduled or planned basis and that never be in second or optional place in one's life. It does not have excuses or exceptions. To study is to but out the time and dedicate self to the application and the task of study in a process of learning, practice and education of one/s self. Therefore study habit can be derived from the about as buying out a dedicated scheduled and un-interrupted time to apply one's self to the task of learning. Without it, one does not grow and becomes self-limiting in life. Study habit is routine educating self for progress. How one wants to go, how much one wants to earn throughout life all could be decide by one's study habits.

 Objective

To study the habit study habit of subjects

 Materials required

Test questionnaires, pencil and pen

 Information about the subject

Subject A	Subject B
Name: Surendra Chaudhari  Age: 18 Sex: Male Address: Dang Education: Grade 11 Marital Status: Unmarried Occupation: Student Socio-economic status: Middle class Place: Home Mental and physical health: Normal Time: 10:00 AM Date: 11 Oct 2013	Name: Sanjita Chaudhari Age: 20 Sex: Female Address: Dang Education: Grade +2 Marital Status: Unmarried Occupation: Student Socio-economic status: Middle class Place: Home Mental and physical health: Normal Time: 2:00 AM Date: 11 Oct 2013

  Test Description

It consists of 15 questionnaires to know about how the people doing in his/her daily life in order time life in order to improve their study habit. Each question has to rate by giving marks from 1-5. When one completes the rating score will be obtained by adding the total number written by subject for each questionnaire.

Scoring

<25 Indicates Low or Bad habit

26-50 Indicates Normal habit

>51 Indicates High or excellent habit

 Procedure

Test Administration

First I met them at the village during the Dashain Festival and I talked with them about my test and its purpose. After my explanation, they show their interest to know about their study habit. I went to their home and I displayed the test materials carried by myself and me also made aware of the advantages of testing.

Instruction

I explained to them about the structure of questionnaires and made aware them that there are 15 statements with blank space at the left side. Please make rating to the statements (0=5) according to the current situation. If you feel any difficulty in understanding you can ask me. In this way, both subjects completed the task.

Introspective Report

Bothe happily felled the questionnaires and were excited to know the result.

Result:

Subject-a: 52, i.e., >51 Excellent study habit

Subject-B: 51, >51 Excellent study habit

Impression

Bothe found forward to the best side of testing. They supposed to get improvement in study after getting known about their current situation.

Discussion and Conclusion

Both of subject's study came out under excellent level as they scored 52 and 51 respectively. Subject - A has to improve the habit of studying related topic prior to going to the class and the hour of hard study with full concentration. Subject -B also has to improve the qualities as in subject A. Rest of habit is normal both are friends and study in the same school so they are getting similar habit and environment. Further, parents need to think about their better environment of education at their home. If they keep this ratio then they can be the best for their school.

INTELLIGENT TEST

Introduction

Intelligent Quotient (IQ) was taken from German work "Intelligenz Quotient". IQ is a measure of relative intelligence determined by a standardized test. The first intelligence test was carried by Alfred Binet and Theophilesimo is 1905 to determine which French school-children were to "slow" to benefit from regular instruction. Binet come with the idea of mental age when he noticed that children can learn more complex and new things as they get older. This means along with the age of their ability to understand and perform also increase.

Benit and his co-worker devoted many years to active and ingenious research on ways of measuring intelligence. Many approaches were tired, even the measurement of cranial, official and hand from and the analysis of handwriting. The results, however, led to a growing conviction that the direct, even though crude, measurement of complex intellectual functions offered the greatest promise. Then a specific situation arose that brought Binet's efforts to immediate particular fruition. In 1904, the Minister of Public Instruction appointed binet's to the previously cited commission to study procedures for the education of the related children. It was in connection with the objectives of this commission that Binet in collaboration with Simon, prepared first Binet Simon scale. This scale knows as the 1905 scale, consisting of 30 problems r tests arranged in ascending order of difficulty. The difficulty level was determined empirically by administration the test to 50 normal children aged 3 to 11 years, and some mentally retarded children and adults.

The tests were designed to cover a wide variety of functions, with special emphasis on judgment, comprehension and reasoning, which Binet regarded as an essential component of intelligence. Although sensory and perception test was included, a much greater proportion of verbal content was found on this scale than in most series of the time. In 1905, the scale was presented as a preliminary and tentative instrument, and no precise objective method for arriving at a total score was formulated. In 1908 the previous scale was review and updated and tests were grouped into age level on the basis of performance of about 300 normal children between the ages of 3 of 13 years.

As a testing instrument however it was soon outdistanced by more extensive and psychometrically refined Stanford-Binet, developed by L.M. Terman and his associated at stand ford University. It was in this test that the intelligence quotient (IQ) or ration between mental age and chronological age was first used. The late revisions of this test have been widely employed of special interest, too is the first Kuhlmann-Binnet revision, which extended the scale down to the age of 3 months. This scale represents one of the earliest efforts to develop preschool and infant test of intelligence (Anastasi and Urbina 1097).

Intelligence Quotient is one of the widely used methods of psychological measurement around the world, usually called IQ-test.

IQ is a number that is derived by derived by dividing an individual's mental age by his/her chronological age. It is stated in the following form as an equation.

IQ = MA/CA*100

Where

IQ =  Intelligent Quotient

MA = Mental Age

CA = Chronological Age

The chronological age refers to the numbers of years an individual have gone through after birth. Metal age shows the nature of learning and interpreting the situation and understanding the educational task. It increases along with the growth but few children sow slower mental abilities to understand and to catch the task whether they are getting older. If mental age and chronological age of person are equal, IQ would be 100 otherwise it will be less or more than 100 which means more intelligent (bright or less intelligent (slower). E.g.: The child of 6 years with a mental age 3 years of mental age has IQ level 50. The majority of people have an IQ between 85-115. Above 115 we call superior.

Objective

To find the intelligence level of students

Materials used

IQ Test printed Questionnaires, pen, the computer version of the IQ test.

Information about the subjects

Subject A	Subject B
Name: Rakesh Dhakal Age: 15 Sex: Male Address: Balaju Education: 6 class Marital Status: Unmarried Occupation: Student Socio-economic status: Middle class Place: Home Mental and physical health: Normal Time: 9:00 AM Date: 25 June 2013	Name: Arun Lamsal Age: 15 Sex: Male Address: Balaju Education: 8 class Marital Status: Unmarried Occupation: Student Socio-economic status: Middle class Place: Home Mental and physical health: Normal Time: 5:00 PM Date: 25 June 2013

Test Description

This is the computer version of IQ test. It has the copyright of 1992 by terry Wilkins, 6112 Steeplechase Lane, Salt City, Utah 84121-2038. It consists of 50 multiple choices questionnaires with 2, 4 and 5 options regarding general knowledge, vocabulary, mathematics and more. The test can be administrated to the student of age 8 to 15. The completion time of the test is 30 minutes or one can make it fast. For the people under 15 years of age the IQ is needed to be recalculated by entering actual age is IQ test computer version.

Classification of intelligence

IQ range	Classification	% of population
>130	very superior	2.2
120-129	Superior	6.7
110-119	Bright normal	16.1
90-109	Average	50.0
80-89	Dull normal	16.1
70-79	Borderline	6.7
<70	Defective	2.2

Procedure

Instruction

This computerized test will calculate the score of IQ level with reasonable accuracy. Time limitation for the test is 30 minutes and there are altogether 50 questionnaires, so divide time to answer each question. The answer can be recorrected any time within time limit so, click when you are sure about. As possible don't leave unanswered and one can move the mouse to click on the expected option of the answer.

Test Administration

The appointment was taken with the subjects and brought them at home. After the introduction, the subject was requested to sit comfortably before computer and IQ questionnaire set was opened. The necessary details about the subjects were noted. While carry on electronic testing sited by side I entered the responses on the printed version of same IQ test.

Introspective Report

The subjects were curious to know their IQ level. They were happy and comfortable.

Impression

Both subjects were very cooperative and interested doing test.

Result

Subject A: 48 lower than average

Subject B: 103, Average (90-110)

Discussion and Conclusion

Subject A scored just 48, that is below average he belongs to deficit group. He needs special education. His age is 15 years and study in class 6. It clearly shows that he fails to meet the demand of normal elementary school.

Subject B scored 103, he belongs to the average group. He could improve his intelligence by practising and giving more attention to the curriculum as well in extra activities. While doing tests I felt that he is lacking of patience while choosing the options. He needs proper guidance to be the best.

Reference

Anastasi, A, and Urbina, S. (1997). Psychological Testing, Person Education India, 7the edition Indian reprint 2003.

Baron, R.a. (2001) Psychology Person Education USA

Coleman, James C, (1996). Abnormal Psychology and Modern Life D. B. Taraporevala Sons and Co. Private Limited.

Morgan, C.T., Richard, A.K., Jhon, R.W. and Jhon S. (2009). Introduction to Psychology.

Tata McGraw Hill Education Private Limited.

Subba, S. (2008). Basic Psychology. Buddha Academic Publishers and Distributers. Pvt. Ltd.

Wilkins, T. (1992). IQ test for windows version 2.0, Terry Wikins, Salt Lake City, Utah 84121-2038.

COPING

Introducing

Coping means cognitive and behavioural responses to a stressful situation to reduce the consequences of stress. There are several different ways in which coping is applied. The different styles of coping can be aimed at solving the problem and thus elimination the stressor, or at decreasing the negative consequences. No one enjoys feeling angry or tense for a long period. When the problem is not directly solvable, one will try not to feel stressed or angry in another manner. People will try to reduce the negative feeling, one way or another. Coping can be defined as an effort to manage and overcome demands and critical events that pose a challenge, threat, harm, loss, or benefit to a person.

Variety of coping behaviour/strategies has been suggested by various stress researches. In coping with stress, people tend to use one of the three main coping strategies: Appraisal-focused, problem-focused coping. Appraisal-focused strategies occur when the person modifies the way they think, for example: employing denial or distancing oneself from the problem. People may alter the way they think about a problem by altering their goals and values. People using problem-focused strategies try to deal with the case of their problem. They do this by finding out information on the problem and learning new skills to manage the problem. Emotion-focused strategies involve releasing pent-up emotion, distraction oneself, managing hostile feeling, meditating, using systematic relaxation procedures, etc. All these methods can prove useful, but some claim that those using problem-focused coping strategies will adjust better to life.

Objective

To find out coping mechanism/strategy of subject 3. Used materials

Coping strategies scale, paper and pencil

Information about the subjects

Subject A	Subject B
Name: Kushab Dhungana Age: 34 Sex: Male Address: Balaju Kathmandu Education: M.A. Marital Status : Married Occupation: Job holder Socio-economic status: Middle class Place: Office Mental and physical health: Normal Time: 2:00 PM Date: 15 June 2013	Name: Arun Lamsal Age: 36 Sex: Male Address: Samakhusi Education: M.A. Marital Status : Married Occupation: Job holder Socio-economic status: Middle class Place: Office Mental and physical health: Normal Time: 11:00 AM Date: 16 June 2013

Test Description

In the last two decades, there has been an explosion of research in the area of stress, coping and consequent strains. It has been well established that stress results in a variety of psychological and somatic pathologies. It has also been recognized how a focal person copes with the stress situation is more important than the experience of the stress itself in determining the severity of the consequent strains. The coping process in its broadest sense refers to any attempt to deal with the stressful situation when a person feels he must do something about it. This coping strategies scale and the accompanying manual is structured by Pro. A.K. Srivastava, Department of Psychology, Banaras Hindu University. The present measure of coping strategies comprises 50 items.

The coping behaviour underlines five major categories of coping strategies based on the combination of operation and orientation of the coping behaviour. Five categories have been divided into two major groups. Categories and constituent of coping behaviour for each category have been stated as follows:

A. (Approach coping problem-focused coping)

B. Avoidance Coping (Emotion focused-coping)

1. Behavioural approach coping strategies i. Confronting ii. Planning iii. Taking impulsive decision iv. Suppressing Competing Activities v. seeking Social Support vi. Self control vii. Negotiation 2. Cognitive approach Coping strategies i. Intellectualization ii. Positive re-interpretation iii. Cognitive reappraisal iv. Seeking social support for emotional reasons 3. Cognitive Behavioral approach Coping strategies

1. Behavioral avoidance coping strategies i. Restrains coping ii. Inhibition of action iii. Turning towards religion iv. Escaping v. Behavioral disengagement vi. Acceptance vii. Withdrawal viii. Feeling helpless 2. Cognitive avoidance Coping Strategies i. Rationalization ii. Distancing iii. cognitive restructuring iv. Resignation

Scoring

Coping Strategies and item number in given Manual

Coping strategies	No. of items	Serial no. of item
Behavioural Approach	15	2,4,6,12,20,21,26,29,33,35,41,45,47,48
Cognitive Approach	6	3,7,8,25,42,43
cognitive-behavioural Approach	8	11,13,17,23,30,31,37,49
Behavioural Avoidance	14	1,10,15,16,18,19,22,27,28,34,36,39,44,50
Coping Avoidance	7	9,14,24,32,38,40,46

Scoring method:

Scoring should be done according to the response categories and the corresponding scores for each item of each category, 50 statement presence on coping lest has to be rated on five-point scale as

(0)-Never

(1)-Rarely

(2)-Sometimes

(3)-Most of the time

(4)-Almost always

To assess the coping effort or the efficiency of the subject the score must be treated separately into five categories to obtain scores for five coping strategies. Scores of the item of Approach Coping Strategies (i.e. Behavioral-Approach, Cognitive-Approach, Cognitive-Behavioral Approach) and Avoidance Coping Strategies (i.e. Behavioral-Avoidance, Cognitive Avoidance? Maybe clubbed together to ascertain the extent of the subject's tendency for Approach and Avoidance coping behaviour.

Norms: The scores obtained on five sub-scales may be categorized as per following norms to know the extent for coping.

Norms Regarding Sub-scales and Coping Level

Sub-scales	Level of coping
Approach-Behavioral	0-29	30-45	46-60
Approach Cognitive	0-11	12-18	19-24
Approach Cognitive-Behavioral	0-15	16-24	25-32
Avoidance-Behavioral	0-27	28-2	43-56
Avoidance-Cognitive	0-13	14-21	22-28

Note: High score on Avoidance Coping Strategies would indicate deficient or dysfunctional coping, and low the score would indicate efficient or functional coping. Avoidance coping strategies might bring immediate and short-term relief. But in ling term they are like to add to the stress of the person, and result in psychological strain and pathology in some case.

Procedure

Test administration

The subjects were asked to sit comfortably, the checklist of coping strategies scale was given to all of them.

Instruction

First I knew the preparation of subjects and I took permission once again for starting. I informed them about 50 statements that will resemble the situation we might face in or daily life and are usually adopted by people to deal with the situations of stress in different spheres of their life. I asked them to see 5 different optional responses on the right side of the statement. I also asked them to show their response by ticking for the closest option given. Try to cover all 50 statements as soon as possible. Please don't heists to consult to me in case of confusion come in doing time?

Introspective report of a subject

Subject A: He was so curious to fill do that test. He believed that it will help him to find out his destructive coping and he will replace with constructive coping.

Subject B: There seems hesitation doing that test.

Impression

Subject A: He was cool and done all ration on time

Subject B: He found difficulties on the rating scale. He seems confusion in doing that:

Result

The result below shows the style in which subjects cope with stress

Subject A	Score scale	Subject B	Score
Behavioural Approach	Moderate-34	Behavioural Approach	Moderate-33
Cognitive Approach	Moderate-16	Cognitive Approach	Moderate-18
Behavioural Cognitive Approach	Low-26	Behavioural Cognitive Approach	Low-24
Total Score	76	Total	75
Behavioural Approach	Low-26	Behavioural Avoidance	Low 24
Cognitive Avoidance	Low-13	Cognitive Avoidance	Low 12
Total Score	39	Total Score	36

Result and discussion

Subject A got a moderate score in Behavioural and Cognitive Approach at the same time a low score in Behavioural-Cognitive Approach. This would mean that he like to intellectualize, reason out and logic out a stressful situation at the same time he might get impulsive and unreasonable. Since Behavioral and cognitive and Cognitive Avoidance score is low, so he does not like to escape from a problem or withdraw himself.

Subject B got a moderate score in behavioural, Cognitive and Behavioral-Cognitive Approach. This means he likes to seek social support when falls under the programmatic situation. He likes to think and reason out logically about the situation. Since Behavioral and Cognitive Approach score is low, so he also does not like to escape or withdraw himself for the problem.

You may tend to get too active in dealing with the problem head-on and not be kind on yourself. You can learn to be more relaxed and have more faith in the general process of life.

All need to build the support system to cope with stress and support system could be family, friends and worship of God, art, diary writing and engage in social activities.

References

Coleman, James C. (1996). Abnormal Psychology and Modern Life. D. B. Taraporevala Sons and Co. Private Limited.

Morgan, C.T., Richard, A.K., John, R.w. and Jhon S. (2009) Introduction to Psychology. Tata Mcgraw Hill Education Private Limited.

Prof. Srivastava, A.K. (2001), Manual coping Strategies Scale, Rupa Psychological Centre, 19/60 B, Deoriabir, Bhelpur, Vanaras India.