"Good morning, everyone. Today, I want to talk to you about something amazing – reading! Have you ever opened a book and found yourself in a different world? That's the magic of reading. For young learners like yourselves, reading is like having a superpower.
When you read, you learn new words, which makes you a better communicator. You learn about different places, cultures, and people, which helps you understand the world around you. You learn to think critically, solve problems, and use your imagination. Reading opens doors to endless possibilities.
Think about your favorite stories. Maybe it's a thrilling adventure, a funny tale, or a story about brave heroes. Reading those stories helps you understand different perspectives and develop empathy. It makes you more creative and imaginative.
Reading also helps you in school. It makes it easier to understand your lessons, do your homework, and learn new things. It's like having a secret weapon that helps you succeed in all your studies.
So, how can we make reading a part of our daily lives? We can start by choosing books that interest us. Ask your teachers or parents for recommendations, or explore the library. We can also make reading a fun activity by reading together with friends and family.
Remember, reading is not just a school subject; it's a journey of discovery, a source of joy, and a path to a brighter future. Let's all embrace the power of reading and make it a part of our daily lives. Thank you."
My heart leaps up when I behold
A rainbow in the sky:
So was it when my life began;
So is it now I am a man;
So be it when I shall grow old,
Or let me die!
The Child is father of the Man;
And I could wish my days to be
Bound each to each by natural piety.
ആകാശത്ത് ഒരു മഴവില്ല് കാണുമ്പോൾ എന്റെ ഹൃദയം തുള്ളിച്ചാടുന്നു :
എന്റെ ജീവിതം തുടങ്ങിയപ്പോഴും അങ്ങനെയായിരുന്നു;
ഇപ്പോൾ ഞാൻ വലിയ ഒരാളായപ്പോഴും അങ്ങിനെ തന്നെ .;
ഞാൻ വാർദ്ധക്യമാകുമ്പോഴും അങ്ങനെയാകട്ടെ,
അല്ലെങ്കിൽ ഞാൻ മരിക്കട്ടെ!
കുട്ടി മനുഷ്യന്റെ പിതാവാണ്;
എന്റെ ദിവസങ്ങൾ അങ്ങനെയായിരിക്കണമെന്ന് ഞാൻ ആഗ്രഹിക്കുന്നു
പ്രകൃതി ഭക്തിയാൽ എൻ്റെ ഇനിയുള്ള നാളുകൾ ബന്ധിക്കപ്പെടട്ടെ .
Have you read the story -ALICE IN WONDERLAND ? What a wonderful story it is ! dreams.imagination , it is about Alice's growth .physical and emotional transformations.let us read stories and get transformed.read Basheer, read Shakespeare, read T Padmanabhan, read novels.read science . enjoy the new worlds of imagination. get in touch with life. fast , furius , ridiculous and f ascinating fantasies of life.
open a book and find yourself in a different world. That's the magic of reading .Reading also helps you in school. It makes our lessons easy.it helps to do our homework.it helps to learn new things . It's like having a secret weapon for success. what is success in life ? we can find out by reading .what is the meaning of this life ? we can find out by reading.how much land does a man need in life ? six acres ?,six cents ?, or just six feet .read Tolstoy.find out. read the old man and the sea. yes . ."The more that you read, the more things you will know. The more that you learn, the more places you'll go.happy reading to all.thank you.
COMPUTE Kendall's Tau for the data : - x : 5,3,7,6,2 ; y : 7,8,9,6,4
GEMINI -Kendall's Tau is a non-parametric measure of the strength and direction of association that exists between two variables. It's particularly useful when you're interested in whether the ranking of data points for one variable is similar or dissimilar to the ranking for another variable.
Here are the steps involved in computing Kendall's Tau:
Order the Data:
First, you sort the data based on the values of one of the variables (let's say x) in ascending order. If there are ties in x, you maintain the original relative order of the corresponding y values or break ties arbitrarily, but typically scipy handles this robustly.
Your original data:
x: 5, 3, 7, 6, 2
y: 7, 8, 9, 6, 4
Sorted by x:
| x | y |
|---|---|
| 2 | 4 |
| 3 | 8 |
| 5 | 7 |
| 6 | 6 |
| 7 | 9 |
Identify Pairs of Observations:
You then consider all possible pairs of observations. For each pair, you'll compare their relative order for both x and y. Since we've already sorted by x, for any two pairs (x
i
,y
i
) and (x
j
,y
j
) where x
i
<x
j
, we only need to look at the corresponding y values.
Classify Pairs as Concordant, Discordant, or Tied:
For each pair of observations (x
i
,y
i
) and (x
j
,y
j
) (where x
i
<x
j
due to sorting):
Concordant (C): If y
i
<y
j
. This means the ranks of both variables move in the same direction.
Discordant (D): If y
i
>y
j
. This means the ranks of the variables move in opposite directions.
Tied: If y
i
=y
j
. These pairs are not counted as either concordant or discordant in the calculation of the basic Kendall's Tau-a. More advanced versions (like Kendall's Tau-b, which scipy.stats.kendalltau computes) adjust the denominator for ties in either X or Y to provide a more robust measure.
Let's go through the sorted pairs (2,4), (3,8), (5,7), (6,6), (7,9):
Compare (2,4) with subsequent pairs:
(2,4) vs (3,8): 4<8 -> Concordant
(2,4) vs (5,7): 4<7 -> Concordant
(2,4) vs (6,6): 4<6 -> Concordant
(2,4) vs (7,9): 4<9 -> Concordant (Total 4 Concordant from this row)
Compare (3,8) with subsequent pairs:
(3,8) vs (5,7): 8>7 -> Discordant
(3,8) vs (6,6): 8>6 -> Discordant
(3,8) vs (7,9): 8<9 -> Concordant (Total 1 Concordant, 2 Discordant from this row)
Compare (5,7) with subsequent pairs:
(5,7) vs (6,6): 7>6 -> Discordant
(5,7) vs (7,9): 7<9 -> Concordant (Total 1 Concordant, 1 Discordant from this row)
Compare (6,6) with subsequent pairs:
(6,6) vs (7,9): 6<9 -> Concordant (Total 1 Concordant from this row)
Count Concordant (C) and Discordant (D) Pairs:
Sum up all the concordant and discordant pairs:
Total Concordant (C) = 4 + 1 + 1 + 1 = 7
Total Discordant (D) = 2 + 1 = 3
Apply the Kendall's Tau Formula:
The basic formula for Kendall's Tau (τ) is:
τ=
C+D
C−D
Where:
C is the number of concordant pairs.
D is the number of discordant pairs.
Using the counts from your data:
τ=
7+3
7−3
=
10
4
=0.4
This value of 0.4 indicates a moderate positive association between the rankings of your x and y variables. A value of +1 indicates perfect agreement in ranking, -1 indicates perfect disagreement, and 0 indicates no association.
മില്ലറുടെ മാജിക് നമ്പർ, "ദി മാജിക്കൽ നമ്പർ സെവൻ, പ്ലസ് അല്ലെങ്കിൽ മൈനസ് ടു" എന്നും അറിയപ്പെടുന്നു
മില്ലറുടെ മാജിക് നമ്പർ, "ദി മാജിക്കൽ നമ്പർ സെവൻ, പ്ലസ് അല്ലെങ്കിൽ മൈനസ് ടു" എന്നും അറിയപ്പെടുന്നു, ഇത് മനഃശാസ്ത്രജ്ഞനായ ജോർജ്ജ് എ. മില്ലർ നിർദ്ദേശിച്ചതുപോലെ, ഹ്രസ്വകാല മെമ്മറിയുടെ ശേഷിയെ സൂചിപ്പിക്കുന്നു. ശരാശരി വ്യക്തിക്ക് അവരുടെ ഹ്രസ്വകാല മെമ്മറിയിൽ 7 പ്ലസ് അല്ലെങ്കിൽ മൈനസ് 2 ഇനങ്ങൾ (അല്ലെങ്കിൽ "ചങ്കുകൾ") സൂക്ഷിക്കാൻ കഴിയുമെന്ന് ഇത് സൂചിപ്പിക്കുന്നു. 1956-ൽ പുറത്തിറങ്ങിയ "ദി മാജിക്കൽ നമ്പർ സെവൻ, പ്ലസ് അല്ലെങ്കിൽ മൈനസ് ടു: സം ലിമിറ്റ്സ് ഓൺ ഔർ കപ്പാസിറ്റി ഫോർ പ്രോസസിംഗ് ഇൻഫർമേഷൻ" എന്ന പ്രബന്ധത്തിൽ ഈ ആശയം പ്രശസ്തമായി വിവരിച്ചിട്ടുണ്ട്.
കൂടുതൽ വിശദമായ വിശദീകരണം ഇതാ:
ഹ്രസ്വകാല മെമ്മറി ശേഷി:
നമ്മുടെ ഹ്രസ്വകാല മെമ്മറി ഒരേസമയം എത്ര വിവരങ്ങൾ ഉൾക്കൊള്ളാൻ കഴിയുമെന്നതിൽ പരിമിതമാണെന്ന് മില്ലറുടെ ഗവേഷണം സൂചിപ്പിച്ചു.
മാജിക് നമ്പർ:
സാധാരണ ശേഷി ഏകദേശം 7 ഇനങ്ങളാണെന്ന് അദ്ദേഹം നിർദ്ദേശിച്ചു, പക്ഷേ ഇത് 5 മുതൽ 9 ഇനങ്ങളുടെ പരിധിയോടെ ചെറുതായി വ്യത്യാസപ്പെടാം.
വിവരങ്ങളുടെ "ചങ്കുകൾ":
മില്ലറുടെ കൃതി "ചങ്കിംഗ്" എന്ന ആശയവും അവതരിപ്പിച്ചു. ഇതിനർത്ഥം നമുക്ക് വ്യക്തിഗത വിവരങ്ങളെ വലിയ യൂണിറ്റുകളായി (കഷണങ്ങളായി) തരംതിരിക്കാൻ കഴിയും, ഇത് വ്യക്തിഗത ഇനങ്ങളേക്കാൾ കൂടുതൽ വിവരങ്ങൾ നമ്മുടെ ഹ്രസ്വകാല മെമ്മറിയിൽ സംഭരിക്കാൻ അനുവദിക്കുന്നു. ഉദാഹരണത്തിന്, 7 വ്യക്തിഗത അക്കങ്ങളുടെ ഒരു സ്ട്രിംഗ് ഓർമ്മിക്കുന്നതിനുപകരം, നിങ്ങൾക്ക് അവയെ 2 അല്ലെങ്കിൽ 3 അർത്ഥവത്തായ ഗ്രൂപ്പുകളായി (ഒരു ഫോൺ നമ്പർ പോലെ) വിഭജിക്കാം.
സ്വാധീനവും സ്വാധീനവും:
Miller ന്റെ സിദ്ധാന്തം മനഃശാസ്ത്ര മേഖലയിൽ കാര്യമായ സ്വാധീനം ചെലുത്തിയിട്ടുണ്ട്, കൂടാതെ അനുസരിച്ച് വ്യാപകമായി പരാമർശിക്കപ്പെടുന്ന ഉപയോക്തൃ ഇന്റർഫേസ് ഡിസൈൻ പോലുള്ള മേഖലകളിലെ മെമ്മറി, വിവര പ്രോസസ്സിംഗ്, ഡിസൈൻ തത്വങ്ങൾ എന്നിവയെപ്പോലും നമ്മൾ എങ്ങനെ മനസ്സിലാക്കുന്നു എന്നതിനെ ഇത് സ്വാധീനിച്ചിട്ടുണ്ട്.
Miller's Magic Number, also known as "The Magical Number Seven, Plus or Minus Two," refers to the capacity of short-term memory, as proposed by psychologist George A. Miller. It suggests that the average person can hold 7 plus or minus 2 items (or "chunks") in their short-term memory. This concept was famously outlined in his 1956 paper, "The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information".
Here's a more detailed explanation:
Short-term memory capacity:
Miller's research indicated that our short-term memory is limited in how much information it can hold at once.
The magic number:
He proposed that the typical capacity is around 7 items, but this can vary slightly, with a range of 5 to 9 items.
"Chunks" of information:
Miller's work also introduced the idea of "chunking." This means that we can group individual pieces of information into larger units (chunks), which allows us to store more information in our short-term memory than just individual items. For example, instead of remembering a string of 7 individual digits, you might chunk them into 2 or 3 meaningful groups (like a phone number).
Impact and influence:
Miller's theory has had a significant impact on the field of psychology and is widely cited, according to Study.com. It has influenced how we understand memory, information processing, and even design principles in fields like user interface design.
A child with learning disabilty has dropped out of my care and the running IEP. His parents also have chosen to keep away from me.The child needs early and
This is a challenging and sensitive situation. The child's well-being, especially with a learning disability, is paramount. Since the child has dropped out of your care and the IEP, and the parents are unresponsive, direct intervention by you might be difficult and potentially inappropriate. Here's a breakdown of what you can do, focusing on the legal and ethical aspects in India, particularly in Kerala:
1. Understand Your Legal and Ethical Responsibilities (Mandatory Reporting):
Child Protection: In India, the Juvenile Justice (Care and Protection of Children) Act, 2015, is crucial. If you believe the child is being neglected, abused, or is otherwise in need of care and protection, you have a moral and potentially legal obligation to report it. "Lack of early and continuous intervention" for a child with a learning disability could be interpreted as neglect, especially if it significantly impacts their development and well-being.
Rights of Persons with Disabilities Act, 2016 (RPWD Act): This Act emphasizes the right to education, including inclusive education and reasonable accommodation, for children with disabilities. Denying a child access to necessary interventions could be a violation of their rights under this act.
2. Contact Child Protection Services in Kerala:
This is the most critical and appropriate first step. You need to formally report your concerns to the relevant authorities.
District Child Protection Unit (DCPU): Each district in Kerala has a DCPU. They are responsible for child protection and welfare. You can find their contact details on the website of the Kerala State Commission for Protection of Child Rights or by searching for "DCPU [Your District in Kerala]" online.
Given your location is New Naduvil, Kerala, you would look for the DCPU in your district (e.g., Kannur, Kozhikode, depending on which district New Naduvil falls under).
Here are some general contact numbers for DCPUs in Kerala (you'll need to find the specific one for your district from the search results):
Thiruvananthapuram: 0471-2345121
Kollam: 0474-2791596
Kozhikode: 0495-2378920
Kannur: 0490-2326199
CHILDLINE 1098: This is a national, free, 24-hour emergency helpline for children in distress. You can call 1098 and report the situation. They will connect you to local intervention units.
Juvenile Justice Board (JJB): The JJB in your district also has a role in the care and protection of children. You can find their contact information through the Kerala State Commission for Protection of Child Rights.
When you contact them, clearly explain:
Your previous role in the child's care and the IEP.
The child's specific learning disability and the need for continuous intervention.
The parents' withdrawal from your services and their unresponsiveness.
Your concern that the child is not receiving the necessary support.
3. Document Everything:
Keep detailed records of all your interactions with the child, parents, and any services provided (IEP, progress notes).
Document all attempts to contact the parents (dates, times, methods, and outcomes).
Note down the dates and details of your communication with child protection services.
4. Network with Other Professionals/Organizations:
While your primary focus should be on reporting to official channels, you can also consider:
Rehabilitation Council of India (RCI) registered professionals: If you know any RCI-registered special educators or clinical psychologists in Kerala, you could consult them for advice on the best course of action from a professional standpoint. You can search the RCI website for registered professionals in Kerala.
NGOs/Charitable Organizations: There are organizations in Kerala that work with children with disabilities. While they cannot force parents, they might offer support or guidance to the parents if they become receptive, or they might have connections with local authorities. Some examples from the search results (though you'd need to verify their specific services for learning disabilities and current contact info):
Don Bosco Sneha Bhavan (Cochin) - works for underprivileged and at-risk children.
Kerala State Council for Child Welfare.
What NOT to do:
Do not confront the parents aggressively: This could further alienate them and make them less likely to cooperate with any future interventions.
Do not attempt to remove the child from their home yourself: This is illegal and dangerous.
Do not give up: The child's need for early and continuous intervention is crucial for their development.
Your role now shifts from direct care provider to an advocate for the child's rights and well-being. By reporting your concerns to the proper authorities, you are ensuring that the child's situation is brought to the attention of those who have the legal mandate and resources to intervene.
MY relatives won't greet us or talk to us when I visit MY GRANDMOTHER who stays in their house.What to do ?
It's a really difficult situation when you're visiting family and feel ignored or unwelcomed by some relatives. Here's what you can do:
1. Focus on Your Grandmother:
Since your primary reason for visiting is your grandmother, make her your priority. Engage with her warmly, spend quality time, and ensure she feels your love and attention. Your positive interaction with her is the most important part of your visit.
2. Manage Interactions with Other Relatives:
Acknowledge, but don't force: Offer a polite greeting (e.g., "Hello," "Good to see you") when you arrive or pass by. If they don't respond, don't press it. You've extended the courtesy.
Don't take it personally: Their behavior often has more to do with their own issues or dynamics than with you. Try to detach emotionally and remember that their actions don't define your worth.
Keep busy and engage elsewhere: Focus on conversation with your grandmother, other welcoming relatives, or even a book or activity if things get too quiet. Don't sit around waiting for them to engage you.
Set boundaries if necessary: If their unfriendliness escalates to rudeness or hurtful comments, you can calmly say something like, "I'm here to visit Grandma, and I'd prefer a peaceful environment," or simply remove yourself from the immediate vicinity.
Shorten visits if needed: If the atmosphere becomes consistently uncomfortable, it's okay to make your visits shorter or less frequent to protect your own well-being.
Ultimately, you can't control their behavior, but you can control your response and protect your peace of mind. Prioritize your bond with your grandmother and minimize the impact of the unwelcoming relatives.
An MA in Psychology can absolutely be useful for a 64-year-old retired teacher, and in many ways, it can be particularly enriching! Here's why:
1. Personal Enrichment and Intellectual Stimulation:
Deeper Understanding of Human Behavior: As a teacher, you've spent your career observing and interacting with people of all ages. An MA in Psychology would provide a theoretical and scientific framework to understand why people behave the way they do, how they learn, develop, and interact. This can be incredibly fascinating and fulfilling.
Self-Awareness and Personal Growth: Studying psychology often leads to greater self-awareness and understanding of one's own thought processes, emotions, and motivations.This can contribute to significant personal growth, even at a later stage in life.
Understanding Aging: Many psychology programs include modules on developmental psychology, which covers the lifespan, including aging. This can provide valuable insights into the psychological aspects of aging, both for yourself and for your peers.
2. Enhancing Existing Skills and Knowledge:
Improved Communication: Psychology emphasizes effective communication, active listening, and empathy, skills that are already strong in teachers but can be further honed.
Better Relationships:Understanding psychological principles can help you navigate personal relationships (family, friends) with greater insight and effectiveness.
Understanding Social Dynamics: From family interactions to community involvement, psychology offers tools to better understand group dynamics and social issues.
3. New Avenues for Engagement and Contribution (Volunteer or Part-Time):
While a full-time career change might not be the primary goal at 64, an MA in Psychology can open doors to meaningful engagement:
Counseling/Mentoring (informal or volunteer): Your teaching experience combined with psychological knowledge could make you an excellent informal counselor or mentor for younger generations, struggling students, or even other retired individuals.
Community Work: Many NGOs and community organizations, especially in India, focus on mental health awareness, elderly care, or educational support. An MA in Psychology could empower you to contribute significantly to such initiatives, perhaps in a volunteer or part-time consulting role.
Educational Consulting/Curriculum Development: With your teaching background, you could consult on educational programs, particularly those addressing socio-emotional learning, child development, or adult learning principles, now enriched with psychological insights.
Support Groups: You could facilitate or contribute to support groups for seniors, caregivers, or individuals dealing with life transitions, leveraging your understanding of human emotions and coping mechanisms.
Writing/Blogging: Share your insights by writing articles or a blog on topics that combine your teaching experience with psychological perspectives.
Research: If you enjoy academic pursuits, you could even engage in research on topics related to education, aging, or community well-being.
4. Addressing the Stigma Around Mental Health:
In India, there is still a significant stigma attached to mental health. As a respected retired teacher with a psychology degree, you could become a powerful advocate for mental well-being, helping to normalize conversations and encourage seeking support.
Things to Consider:
Motivation: Is your primary motivation intellectual curiosity, personal growth, or a desire for new avenues of contribution? All are valid reasons.
Time Commitment: While a 2-year MA is manageable, consider the academic rigor and time commitment required.
Practical Application vs. Theory: Decide if you prefer a more theoretical MA or one with a stronger focus on practical applications (e.g., counseling, although becoming a licensed psychologist usually requires further supervised practice after an MA).
Financial Investment: Factor in tuition fees and other costs associated with the degree.
Energy Levels: While many seniors pursue higher education successfully, ensure you have the energy and enthusiasm for the demands of a postgraduate program.
In conclusion, an MA in Psychology at 64, especially for a retired teacher, can be immensely valuable for personal enrichment, intellectual stimulation, and opening doors to meaningful contributions in areas like counseling, community work, or advocacy. It's less about a traditional "career change" and more about leveraging your vast life experience with a new set of powerful insights.
Can I be angry while learning psychology ?
Absolutely, it's completely normal to experience anger, even while studying psychology. Studying psychology doesn't magically make you immune to human emotions. In fact, it might even make you more aware of your anger and its nuances.(a subtle or slight difference in sound, feeling, meaning, or appearance.)
Here's a breakdown of why you might feel angry and how your psychology studies can actually help:
Why you might get angry while studying psychology:
Frustration with challenging concepts: Psychology can be complex, involving intricate theories, research methodologies, and sometimes abstract ideas. Getting stuck on a concept or struggling to grasp a particular theory can be frustrating and lead to anger.
Disagreements with theories or perspectives: You might encounter theories or perspectives that clash with your personal beliefs or values, leading to a sense of injustice or irritation.
Stress and pressure: Academic pressure, deadlines, and the sheer volume of information can be overwhelming, triggering stress and irritability that can manifest as anger.
Personal relevance: As you delve into topics like trauma, mental illness, or social injustices, you might find yourself connecting the material to personal experiences or observations, which can evoke strong emotions, including anger.
External factors: Just like anyone else, psychology students are subject to external stressors – a noisy environment, interpersonal conflicts, or personal problems – all of which can contribute to anger.
How your psychology studies can help you manage anger:
This is where the real benefit comes in! Psychology provides you with the tools and understanding to better manage your anger in a healthy way.
Self-awareness: Studying emotions, cognitive processes, and human behavior will give you a deeper understanding of what anger is, its triggers, and how it manifests in you. This increased self-awareness is the first step towards managing it.
Cognitive Restructuring: Psychology teaches you about cognitive distortions – irrational thought patterns that fuel anger. You'll learn to identify and challenge these thoughts, replacing them with more rational and helpful ones. For example, instead of thinking "This is impossible!", you might learn to reframe it as "This is challenging, but I can break it down."
Emotion Regulation Techniques: You'll learn about various techniques to regulate emotions, such as:
Deep breathing and relaxation: Simple yet powerful techniques to calm your physiological arousal when anger arises.
Mindfulness: Being present and observing your emotions without judgment can help you respond more skillfully to anger.
Problem-solving skills: Instead of lashing out, you'll be encouraged to identify the root cause of your anger and work towards constructive solutions.
Communication skills: Learning assertive communication can help you express your anger and needs effectively without resorting to aggression.
Understanding the Function of Anger: Psychology teaches that anger, like all emotions, serves a purpose. It can signal a perceived injustice, a boundary violation, or a threat. Understanding this can help you use anger as a signal for action rather than a destructive force.
Empathy and Perspective-Taking: As you study different psychological theories and real-life cases, you'll develop greater empathy and the ability to see situations from multiple perspectives. This can reduce anger by fostering understanding and compassion for others.
In summary:
It's absolutely okay to get angry while studying psychology. The goal isn't to eliminate anger, but to understand it, manage it effectively, and use the knowledge you gain to respond to it in healthier, more constructive ways. In a way, your own experiences with anger can become valuable case studies that deepen your learning!
GEMINI (Sources)
Is it right to abstain from poltical activities while doing M A psychology for the next two years ?
This is a nuanced (complex, subtle, or delicate in nature)question, and there's no single "right" answer that applies to everyone. However, here's a perspective informed by the nature of psychology studies and ethical considerations for future psychologists:
Arguments for Abstaining (or Limiting) Political Activities during MA Psychology:
Maintaining Objectivity and Neutrality (Crucial for Psychology):
Therapeutic Relationship: If you intend to practice counseling or clinical psychology, maintaining perceived neutrality and objectivity is paramount. Clients come from diverse political backgrounds, and if they perceive you as strongly aligned with one political ideology, it could create a barrier to trust and open communication. This is a core ethical principle in psychology.
Research: In psychological research, bias can significantly affect outcomes. Strong political leanings, especially if actively expressed, might unconsciously influence your research questions, methodologies, data interpretation, or even participant selection.
Professional Credibility: Publicly engaging in highly partisan political activities might lead some to question your ability to be impartial and objective in professional psychological contexts.
Focus on Studies and Skill Development:
Demanding Program: An MA in Psychology is intellectually rigorous and often demands significant time for coursework, reading, research, practicals, and possibly internships. Active political involvement can be very time-consuming, potentially diverting focus and energy from your studies.
Developing Core Competencies: The next two years are crucial for building foundational psychological knowledge and skills (e.g., ethical conduct, research methods, therapeutic techniques, assessment). Prioritizing these foundational elements will serve you better in the long run.
Ethical Considerations (especially for future practitioners):
While there isn't a blanket rule against political activity for psychology students, professional ethical guidelines for psychologists emphasize beneficence (doing good), non-maleficence (doing no harm), integrity, and respect for people's rights and dignity. Highly partisan political engagement, depending on its nature, could potentially conflict with these principles if it alienates or harms certain groups, or if it compromises the psychologist's perceived impartiality.
Avoiding Dual Relationships/Conflicts of Interest: While not a direct "dual relationship," strong political advocacy could create perceived conflicts if, for example, a client is on the opposite side of an issue you're passionately advocating for.
Arguments for Not Completely Abstaining (and why it can be beneficial):
Personal Values and Social Justice:
Many individuals are drawn to psychology because of a desire to understand and improve society. Political activity, especially related to social justice, human rights, mental health advocacy, or education reform, can align with core psychological values.
Community Psychology: Some branches of psychology, like community psychology, inherently involve understanding and addressing social and political determinants of well-being.
Civic Duty: As a citizen, you have a right and perhaps a responsibility to engage in the political process.
Developing Broader Perspective:
Understanding political dynamics, social issues, and public policy can enrich your understanding of human behavior in real-world contexts. This can be directly relevant to fields like social psychology, political psychology, and community psychology.
Advocacy for Mental Health:
The field of psychology often requires advocacy for mental health services, de-stigmatization, and appropriate policies. This type of advocacy inherently involves engaging with the political system.
A Balanced Approach is Usually Best:
Instead of complete abstinence, consider a balanced and thoughtful approach:
Prioritize Academics: Your primary goal for the next two years is to master psychology. Ensure any political activity doesn't compromise your academic performance or learning.
Be Mindful of Your Professional Identity: As a student, you're building your professional identity. Consider how your public political activities might be perceived by future clients, colleagues, and the general public, especially if you plan to enter a client-facing role.
Focus on Advocacy, Not Partisanship (if public): If you engage publicly, consider focusing on broad issues that align with psychological well-being (e.g., mental health policy, education reform, human rights) rather than highly partisan politics or specific candidates.
Discretion and Private Engagement: You can certainly hold political views and engage privately (e.g., voting, discussing with close friends/family, donating to causes). The ethical considerations primarily arise when your political involvement becomes public and potentially perceived as influencing your professional impartiality.
Understand Local Context: In India, political engagement can be quite intense. Be aware of the local implications and potential impact on your personal safety or reputation if you get involved in contentious issues.
Consult Your Mentors/Professors: If you're considering specific political involvement, it's always a good idea to discuss it with a trusted professor or mentor in your psychology program. They can offer guidance based on ethical guidelines and academic expectations.
In conclusion, it's not strictly "wrong" to engage in political activities. However, being mindful of your primary academic goal, the ethical principles of psychology, and the need for perceived objectivity, especially if you plan to be a practitioner, is highly advisable. A more discreet or advocacy-focused approach might be more beneficial during your MA studies.
I WAS ACTNG like being angry once and a quarrel ensued with my relatives publicly.Now they blame me to be neurotic.How can I convince them that I was just acting.
It's a tough situation, and it's understandable that you're feeling frustrated. When emotions run high in a public quarrel, it's very difficult for people to process that someone might be "acting." Their immediate experience is of your anger, and the impact of that anger is real to them, regardless of your intent. Being called "neurotic" is a dismissive and unhelpful label, but it reflects their perception of your behavior as irrational or overly emotional.
Here's how you can approach this, drawing on psychological principles:
Why "Acting Angry" Backfired and the "Neurotic" Label:
Authenticity Bias: Humans are wired to perceive others as authentic. When someone expresses a strong emotion like anger, we instinctively believe it's genuine. It's very hard for people to accept that such an intense display was a performance, especially when they were on the receiving end.
Impact vs. Intent: Your intention was to "act," but the impact on your relatives was that you were genuinely angry and perhaps out of control. In interpersonal communication, impact often outweighs intent in how others perceive and react.
Violation of Social Norms: Public quarrels are generally seen as disruptive and inappropriate. Your "acting" may have violated these norms, making your relatives feel embarrassed, disrespected, or threatened, leading them to search for an explanation – like "neuroticism."
Neuroticism as a Dismissal: The term "neurotic" (though outdated in clinical psychology) is often used in common parlance to describe someone perceived as overly anxious, emotionally unstable, or prone to irrational reactions. It's a way for them to make sense of behavior they found perplexing or upsetting, and to dismiss its legitimacy.
How to Approach Your Relatives Now:
The key is to address the impact of your actions, rather beyond trying to convince them of your "acting."
Apologize Sincerely for the Impact, Not the Intent:
Don't focus on why you did it (the "acting" part), as this can sound like an excuse and further frustrate them.
Instead, apologize for how your behavior made them feel and the negative consequences of the public argument.
Example: "I am truly sorry for my behavior during our argument. I regret that it escalated publicly and that I caused you embarrassment/distress/discomfort. That was not my intention, and I deeply regret the impact it had on you and our family."
"നമ്മുടെ വാദത്തിനിടെ എന്റെ പെരുമാറ്റത്തിൽ ഞാൻ ശരിക്കും ഖേദിക്കുന്നു. അത് പരസ്യമായി വഷളായതിലും ഞാൻ നിങ്ങൾക്ക് നാണക്കേട്/ദുരിതം/അസ്വസ്ഥത ഉണ്ടാക്കിയതിലും ഞാൻ ഖേദിക്കുന്നു. അത് എന്റെ ഉദ്ദേശ്യമായിരുന്നില്ല, അത് നിങ്ങൾക്കും ഞങ്ങളുടെ കുടുംബത്തിനും ഉണ്ടാക്കിയ ആഘാതത്തിൽ ഞാൻ അഗാധമായി ഖേദിക്കുന്നു."
Acknowledge Their Feelings:
Show empathy. "I can understand why you would be upset/angry/concerned by what happened."
എന്താണ് സംഭവിച്ചതെന്ന് ഓർത്ത് നിങ്ങൾ അസ്വസ്ഥനാകുന്നതും / ദേഷ്യപ്പെടുന്നതും / ആശങ്കപ്പെടുന്നതും എന്തുകൊണ്ടാണെന്ന് എനിക്ക് മനസ്സിലാകും."
Validate their perception: "I realize that my actions came across as very aggressive/uncontrolled."
"എന്റെ പ്രവൃത്തികൾ വളരെ ആക്രമണാത്മകവും അനിയന്ത്രിതവുമായി തോന്നി എന്ന് ഞാൻ മനസ്സിലാക്കുന്നു."
Explain, Briefly and Humbly (if at all, and only if they're receptive):
If and only if they seem open to hearing more, you might briefly touch on what led to the "acting," but frame it in terms of your own poor judgment rather than a planned performance they failed to recognize.
Example (use with caution and only if you feel it's genuinely part of the truth): "I was feeling incredibly frustrated/stressed about [the underlying issue] at the time, and I handled it very poorly. My emotions got the better of me, and I reacted in a way that was completely out of line and not truly reflective of how I want to treat you."
"ആ സമയത്ത് [അടിസ്ഥാന പ്രശ്നത്തെക്കുറിച്ച്] എനിക്ക് അവിശ്വസനീയമാംവിധം നിരാശയോ സമ്മർദ്ദമോ തോന്നി, ഞാൻ അത് വളരെ മോശമായാണ് കൈകാര്യം ചെയ്തത്. എന്റെ വികാരങ്ങൾ എന്നെ കീഴടക്കി, ഞാൻ പൂർണ്ണമായും പരിധിക്ക് പുറത്തായ രീതിയിലായിരുന്നു പ്രതികരിച്ചത്, നിങ്ങളോട് ഞാൻ എങ്ങനെ പെരുമാറണമെന്ന് യഥാർത്ഥത്തിൽ പ്രതിഫലിപ്പിക്കുന്നില്ല."
Avoid saying "I was just acting" directly. Instead, focus on "I lost control in that moment" or "My reaction was extreme and inappropriate." This validates their experience of your anger, even if you internally felt it was feigned.
"ആ നിമിഷം എനിക്ക് നിയന്ത്രണം നഷ്ടപ്പെട്ടു" അല്ലെങ്കിൽ "എന്റെ പ്രതികരണം അതിരുകടന്നതും അനുചിതവുമായിരുന്നു."
Commit to Future Change:
This is crucial for rebuilding trust. State what you will do differently.
Example: "I am working on better ways to manage my reactions, and I promise to approach disagreements more calmly and privately in the future. I value our relationship and don't want to repeat that kind of situation.""എന്റെ പ്രതികരണങ്ങളെ മികച്ച രീതിയിൽ കൈകാര്യം ചെയ്യുന്നതിനായി ഞാൻ ശ്രമിച്ചുകൊണ്ടിരിക്കുകയാണ്, ഭാവിയിൽ അഭിപ്രായവ്യത്യാസങ്ങളെ കൂടുതൽ ശാന്തമായും സ്വകാര്യമായും സമീപിക്കുമെന്ന് ഞാൻ വാഗ്ദാനം ചെയ്യുന്നു. നമ്മുടെ ബന്ധത്തെ ഞാൻ വിലമതിക്കുന്നു, അത്തരം സാഹചര്യം ആവർത്തിക്കാൻ ഞാൻ ആഗ്രഹിക്കുന്നില്ല."
If you are indeed studying psychology, you could subtly mention, "My studies in psychology are actually helping me understand how to manage emotions and conflicts more effectively, and I'm committed to applying that." (But don't use your studies as an excuse for past behavior).
Give Them Space and Time:
Don't expect immediate forgiveness or understanding. Trust takes time to rebuild.
After your apology, give them space. Continue to be polite, respectful, and consistent in your improved behavior. Actions will speak louder than words in the long run.
Address the "Neurotic" Label (if it comes up again):
If they directly call you "neurotic" again, you can calmly respond: "I understand that's how my behavior looked to you in that moment, and I regret causing you to feel that way. I'm focusing on managing my emotions better and communicating more constructively."
Avoid getting defensive or trying to lecture them on clinical definitions. Your goal is to show maturity and a commitment to change.
"വികാരങ്ങളെയും സംഘർഷങ്ങളെയും കൂടുതൽ ഫലപ്രദമായി എങ്ങനെ കൈകാര്യം ചെയ്യാമെന്ന് മനസ്സിലാക്കാൻ മനഃശാസ്ത്രത്തിലെ എന്റെ പഠനങ്ങൾ എന്നെ സഹായിക്കുന്നു, അത് പ്രയോഗിക്കാൻ ഞാൻ പ്രതിജ്ഞാബദ്ധനാണ്."
Key Psychological Principles at Play:
Attribution Theory: People attribute causes to others' behavior. In this case, they've attributed your behavior to an internal, stable trait ("neuroticism") rather than an external or temporary factor ("acting" or momentary stress). It's hard to change these deeply held attributions.
Cognitive Dissonance: If they were to accept you were "acting," it might create cognitive dissonance (mental discomfort) because it contradicts their initial strong impression and the emotional impact they experienced. It's easier for them to stick with their initial interpretation.
Emotional Contagion: Anger can spread quickly in a group. Your "acting" anger likely triggered genuine anger, fear, or embarrassment in others, making it even harder for them to see it as a performance.
Focus on humility, empathy, and a genuine commitment to improving your communication and conflict resolution skills. This will be far more effective in rebuilding your relationships than trying to "prove" you were acting.
വിനയം, സഹാനുഭൂതി, നിങ്ങളുടെ ആശയവിനിമയ, സംഘർഷ പരിഹാര കഴിവുകൾ മെച്ചപ്പെടുത്തുന്നതിനുള്ള ആത്മാർത്ഥമായ പ്രതിബദ്ധത എന്നിവയിൽ ശ്രദ്ധ കേന്ദ്രീകരിക്കുക. നിങ്ങൾ അഭിനയിക്കുകയായിരുന്നുവെന്ന് "തെളിയിക്കാൻ" ശ്രമിക്കുന്നതിനേക്കാൾ നിങ്ങളുടെ ബന്ധങ്ങൾ പുനർനിർമ്മിക്കുന്നതിൽ ഇത് വളരെ ഫലപ്രദമായിരിക്കും.
