OPEN ACCESS
PEER-REVIEWED
Comparative Study
| Published: June 25, 2015
Effectiveness of the Art of Living YES! Programme on School Students
Asst. Professor, Bavisgam B.Ed. College, Sardar Patel University, Vallabh Vidyanagar Google Scholar More about the auther
DIP: 18.01.023/20150203
DOI: 10.25215/0203.023
ABSTRACT
Peer Pressure is very much common during Examination, sports and entrance tests. It is experienced in human relations too. So how can we cope with everything? The Art of Living YES! (The Youth Empowerment Seminar) programme is a life skills programme. It is composed of three modules: Healthy Body, Healthy Mind and Healthy Lifestyle. The Art of Living YES! Programme is based on- Sudarshan Kriya, Meditation and breathing techniques, Techniques for mental focus and concentration, Techniques for overcoming fear and anxiety, Interactive process, team games, Food awareness, Group discussions, Learning through fun and games, service to others, confidence building and leadership. YES! programme was applied by the Art of Living teacher. The researcher developed a rating scale for measuring YES! programme. Post test only experimental group design was used in this research. The students of SSRVM School, VallabhVidyanagar made the population for the study. For content analysis X2 was found out and interpretation is derived from the result. School students have shown positive tendency about YES! programme. Students were more positive. YES! programme was found more effective on the students of SSRVM School. It is suggested that such progammes can be implemented on various groups at Schools to enhance the positive life skills and better living and life style.
Keywords
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2015 I S Chauhan
Received: March 20, 2015; Revision Received: April 19, 2015; Accepted: June 25, 2015
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.023/20150203
10.25215/0203.023
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Published in Volume 02, Issue 3, April-June, 2015