Journal of Advanced Research in Psychology & Psychotherapy (E-ISSN: 2581-5822)

Assessment on Emotional Intelligence Among High School Teachers in Selected High Schools

R Rajesh — 2026-08-14

Background: Emotional intelligence (EI) has gained increasing importance in both educational and corporate settings as a key determinant of sustainable personal and professional development. Globally, EI is recognized as a crucial factor in human development. Teachers with high emotional intelligence are better equipped to motivate students, understand their behavioral and psychological well-being, and manage stressful situations that may affect students’ learning outcomes. Moreover, emotional intelligence enables teachers to effectively address challenges such as managing problematic student groups, handling overcrowded classrooms, and coping with low student motivation.

Aim: The present study aimed to assess the level of emotional intelligence and its components among high school teachers working in selected high schools of Kolar district.

Materials and Methods: A non-experimental descriptive survey research design was adopted for the study. The research was conducted in selected schools in and around Kolar district. A snowball sampling technique was used to select a sample of 60 school teachers who met the inclusion criteria. Data were collected using the Daniel Goleman Emotional Intelligence Questionnaire, consisting of 50 items, through a self-administered Google Form. Descriptive and inferential statistics were employed for data analysis.

Results: The findings revealed that the majority of teachers were aged 31 to 40 years, female, married, and working in private schools. Most participants had 5–10 years of teaching experience and had not received prior training in emotional intelligence. Regarding emotional intelligence, 53.3 percent of teachers had moderate levels, 36.7 percent had high levels, and only 10 percent had low emotional intelligence. The Chi-square analysis showed no significant association between emotional intelligence and most socio-demographic variables. However, a statistically significant association was found between emotional intelligence and previous training on emotional intelligence.

Conclusion: The study concludes that school teachers may benefit from structured training programs emphasizing emotional intelligence as a core competency. Developing emotional intelligence can help teachers function effectively as mentors, leaders, and guides, enabling them to regulate their emotions, maintain positivity, and build healthy relationships with students, colleagues, administrators, and parents. Emotional intelligence plays a vital role in enhancing teachers’ personal well-being and professional effectiveness.

DOI: https://www.doi.org/10.24321/2581.5822.202605

How to cite this article:
Rajesh R, Ramya M, Santhalakshmi S. Assessment on Emotional Intelligence Among High School Teachers in Selected High Schools. J Adv Res Psychol Psychother. 2026; 9(3&4): 6-14.

Correlation of Cognition and Sleep Quality in Physically Active and Non-Active Collegiate Smokers

Mohammad Sadiq — 2026-08-22

Background: Sleep plays an important role in the proper functioning of the body systems, including cognitive functioning. Cigarette smoking is one of the disturbing factors of sleep and efficiency, while physical activity is known to improve both sleep and mental performance. This study aims to examine the correlation between cognition and sleep quality among physically active and non-active collegiate smokers to determine whether physical activity.

Primary Study Objective: This study aims to explore how smoking and physical activity influence cognition and sleep quality in college students. By comparing physically active and non-active smokers, it seeks to uncover whether exercise can help counteract the negative effects of smoking on mental performance and sleep patterns.

Method: The total participants were 32 collegiates of Delhi NCR. It was a correlational study with convenient sampling. The duration of the study was 6 months, with the primary outcome measures as MMSE, Physical activity and inactivity, and sleep quality.

Results: Mini-Mental State Examination (MMSE), showed a slight edge for the physically active group, which had a mean score of 27.32 (SD equal to 1.62), compared to 26.19 (SD equal to 2.11) for the non-active group. Physical activity scores (IPAQ) were, as expected, significantly higher in the physically active group. Participants in this group reported an average of 4284.25 MET-minutes per week (SD = 869.93), compared to only 1702.68 METminutes per week (SD equal to 592.59) in the non-active group. Sleep quality, assessed using the Pittsburgh Sleep Quality Index (PSQI), showed no significant difference in the overall sleep quality score between the two groups (p equal to 0.459).

Conclusion: The present study demonstrated that physically active smokers exhibited significantly higher physical activity levels and better sleep efficiency compared to non-active smokers. Although no significant differences were observed in overall sleep quality, cognitive function, or cigarette consumption between the groups, a positive association was found between physical activity and cognitive performance among physically active smokers. These findings suggest that regular physical activity may play a beneficial role in improving sleep-related outcomes and supporting cognitive health among young smokers. Promoting an active lifestyle may therefore represent a practical and accessible strategy to enhance health and well-being in this population. Further longitudinal studies with larger sample sizes are required to confirm these findings and explore the long-term effects of physical activity on smoking-related health outcomes.

DOI: https://doi.org/10.24321/2581.5822.202607

How to cite this article:
Sadiq M, Saifi S, Aman I, Khan A, Zutshi K. Correlation of Cognition and Sleep Quality in Physically Active and Non-Active Collegiate Smokers. J Adv Res Psychol Psychother. 2026; 9(3&4): 1-6.

Effectiveness of Mindful Meditation on Depression, Anxiety, and Stress among Adults with Disabilities in the National Capital Region: A Quasi-Experimental Study

Nithya N — 2026-09-22

Background: Adults with disabilities may experience psychological distress alongside functional limitations. Depression, anxiety, and stress may be influenced by dependence, social isolation, stigma, restricted participation, unemployment, and environmental barriers. Psychological well-being is therefore an important component of holistic rehabilitation. Mindful meditation offers a low-cost, adaptable, non-pharmacological approach that promotes present-moment awareness and may support emotional regulation.

Objective: To assess the effectiveness of mindful meditation on depression, anxiety, and stress among adults with disabilities in the National capital region.

Methods: A quantitative pre-experimental one-group pre-test–posttest design was used among 60 adults with disabilities recruited through convenience sampling at the National Career Service Centre for Differently Abled. A socio-demographic questionnaire and DASS- 21 were used. Participants received a structured mindful meditation programme and were reassessed after the intervention. Descriptive And Inferential Statistics, paired t-test, and chi-square test were used.

Results: At pre-test, moderate depression was present in 36.7%, moderate anxiety in 38.3%, and mild stress in 40.0%. After intervention, normal status increased to 50.0%, 53.3%, and 55.0%, respectively. Mean depression decreased from 15.77 ± 5.82 to 9.87 ± 7.21, anxiety from 11.33 ± 3.94 to 7.57 ± 4.72, and stress from 19.78 ± 6.34 to 12.97 ± 8.34. The paired t-values were 4.96, 4.50, and 4.40, respectively, with p < 0.001.

Conclusion: The findings indicate significant reductions in depression, anxiety, and stress following mindful meditation. The intervention may be a feasible complementary psychological-support strategy in disability and rehabilitation services.

DOI: https://doi.org/10.24321/2581.5822.202610

How to cite this article:
Nithya N, Tiwari N, Gupta R, Sharma D, Divya, Preety. Effectiveness of Mindful Meditation on Depression, Anxiety, and Stress among Adults with Disabilities in the National Capital Region: A Quasi-Experimental Study. J Adv Res Psychol Psychother. 2026; 9(3&4): 30-38.

Impact of Depression in Social and Professional Life

Shahnawaz Ahmed — 2026-09-09

This article explores the multifaceted impact of depression on individuals within social and professional contexts. Depression, a pervasive mental health disorder, extends its reach beyond personal well-being, influencing social relationships and occupational functioning. The paper delves into the intricate interplay between depression and social dynamics, shedding light on the challenges individuals face in maintaining healthy connections with friends, family, and colleagues. Additionally, the article examines the professional repercussions of depression, addressing issues such as decreased productivity, absenteeism, and impaired interpersonal skills in the workplace. The discussion emphasizes the importance of recognizing and addressing the social and professional challenges associated with depression to facilitate a comprehensive approach to mental health care. By understanding the nuanced ways in which depression permeates various aspects of life, stakeholders can develop strategies for fostering supportive environments and implementing effective interventions to mitigate the broader impact of depression on individuals and the broader society.

Gender Identity, Sexuality, and Mental Health Challenges in LGBTQ+ Youth

Shahnawaz Ahmed — 2026-09-22

LGBTQ+ youth experience adolescence during a period of important emotional, social, and personal development, when gender identity and sexual orientation may become important aspects of self-understanding. However, young people who identify as lesbian, gay, bisexual, transgender, queer, or questioning may face additional challenges because of stigma, discrimination, bullying, family rejection, social exclusion, and difficulties accessing appropriate mental health services. These experiences can contribute to depression, anxiety, low self-esteem, self-harm, suicidal thoughts, and other psychological difficulties. This article reviews the major mental health challenges experienced by LGBTQ+ youth and examines the importance of creating safe and supportive environments in schools, families, and communities. Particular attention is given to the Indian perspective, where social attitudes, family expectations, limited awareness, and unequal access to LGBTQ+-affirming healthcare can influence the mental health and well-being of young people. The article also discusses the role of inclusive education, teacher and parent awareness, peer support, community organizations, legal protections, and positive representation in reducing stigma and discrimination. Indian research indicates a substantial burden of mental health concerns among sexual and gender minority populations, although nationally representative research specifically involving LGBTQ+ adolescents remains limited. The article emphasizes that LGBTQ+ identity itself should not be considered a mental health problem. Rather, social rejection and minority stress are important contributors to poor mental health outcomes. Strengthening family acceptance, developing inclusive schools, improving access to affirming mental health care, and promoting supportive communities can help LGBTQ+ youth develop resilience, self-acceptance, and healthier lives.

DOI: https://doi.org/10.24321/2581.5822.202609

How to cite this article:
Ahmed S. Gender Identity, Sexuality, and Mental
Health Challenges in LGBTQ+ Youth. J Adv Res
Psychol Psychother. 2026; 9(3&4): 39-47.