A COMPARATIVE STUDY OF SOCIAL SKILLS

AND LIFE SATISFACTION AMONG

GOVERNMENT AND PRIVATE SCHOOL
STUDENTS

A
Synopsis Submitted
To
Indira Gandhi National Open University
for the partial fulfillment of degree of
Master of Arts in Psychology

Name of the Supervisor Name of the Researcher

Dr. Rachna Devi Chander Uday Singh
M.Phil, PhD Enrolment No. 140722624
MA psychology

Indira Gandhi National Open University

New Delhi-110068
 CERTIFICATE OF ORIGINALITY
This is to certify that the synopsis report titled “A COMPARATIVE STUDY OF SOCIAL
SKILLS AND LIFE SATISFACTION AMONG GOVERNMENT AND PRIVATE SCHOOL
STUDENTS” submitted to Indira Gandhi National Open University for the partial fulfillment of
the Degree of Master of Arts in Psychology, is an original work carried out by Chander Uday
Singh, Enrolment No. 140722624 under my guidance.

The matter embodied in this project is a genuine work done by the student and has
not been submitted whether to this university or any other university/ Institute for the fulfillment
of the requirement of any course of the study.

Signature of the Student: Signature of the Guide:

Date: 14.06.2020 Date: 10.06.2020
Enrollment No. 140722624
 CONSENT LETTER OF SUPERVISOR/GUIDE

This is to certify that the Project titled “A COMPARATIVE STUDY OF SOCIAL

SKILLS AND LIFE SATISFACTION AMONG GOVERNMENT AND PRIVATE SCHOOL
STUDENTS” for the partial fulfillment of MAPC programme of IGNOU will be
carried out by Chander Uday Singh Enrollment No. 140722624 under my
guidance.

(Signature)

Name of the Supervisor: Dr. Rachna Devi

Designation: Assistant Professor

Address: GDC Kathua

Date: 10.06.2020
 INTRODUCTION

A review of the literature on the issue of education of poor children suggests that the poor

(mainly below poverty line) largely send their children to government schools rather than private

schools. Childhood socio- economic circumstances have an independent effect on adolescent

mental health. Children from low socio-economic background are at risk of lower achievement,

behavioral problems, dropping out of school, health problems, anxiety, depression and other

negative outcomes. (McLoyd, 1998; Klerman, 1991; McLeod and Shanahan, 1993). Children in

chronically poor families show lower cognitive performance. A change in household income also

influences the child’s mental health (Strohschein, 2005). The changes in the family due to

economic strain are linked to externalized behaviors (marked by defiance, impulsivity,

hyperactivity, aggression and antisocial features) in boys and internalized behaviors (evidenced

by withdrawal, dysphoria and anxiety) in girls (Goosby, 2006). Families under economic stress

are unlikely to monitor their children’s activities, and lack of monitoring is associated with

poorer school performance and social adjustment (Bolger, Patterson, Thompson, & Kupersmildt,

1995)

The quality of person’s sound mental health depends upon the social skills which are believed to

be a fundamental factor for the formation of relationships. (Hay, 1994; Parker & Asher, 1987).

These skills can be described as the overall pattern of behaviour showed by an individual during

his/her interpersonal relations. Social skills are ‘the specific behaviours that allow a person to be

judged as socially proficient by others on a particular social task’ (Mc Fall, 1982). Socially

skilled person is someone who can expand and prolong his/ her friendships easily, resolve

intricate social problems thoughtfully, and effectively make their way through the social thicket

of life (Merrell &Gimpel, 1998). Socially skilled adolescents are able to communicate their
feelings and desires, manage to control their impulses and alter emotions and thoughts. Matson,

Ratatori and Helsel (1983) constructed five dimensions of social skills: Appropriate Social Skills

which includes behaviours such as emotional expressiveness, having friends, and sharing ;

second dimension refers to Inappropriate Assertiveness and symbolises aggressive behaviour,

making fun of or abusing others. Impulsiveness as the third dimension of social skills

demonstrates behaviours such as getting angry easily or interrupting others. Overconfidence as

the fourth dimension means overvaluing oneself and Jealousy-Withdrawal being the fifth

dimension refers to the feelings of loneliness and lack of friends. When children go through the

early phase of adolescence, they enter into the intricate world of social relations that is typical for

this developmental period. Peers become fundamentally significant during early phase of

adolescence, as adolescents become part of a complex network of friendships (Brown &Klute,

2006).

Slawmouski and Dann (1996) proposed that social knowledge and skill are the process that

enables children and teenagers to perceive and predict others’ behaviors, control their behaviors,

and set their social interactions. One of the new theories in social knowledge that investigates

social skills is the theory suggested by Crick and Dodge (1944) about processing social

information. According to this theory, it is necessary to encode social motivation appropriately,

compare it to other related information, and interpret it to appropriately realize social interaction.

In situations in which social motivation is better processed, the child’s ability and social skills

will increase and his or her interaction with others will be more successful (Morgan et al., 2015).

Social skills were associated with a reduction in the experience of stress. Social competence and

emotional well-being are considered to be the major issue for the children. Social skills always

related with being liked, feeling accepted, and having self-confidence. Behavioural theories
suggest that the possession and demonstration of good social skills should bring about positive

social consequences, whereas a lack of social skills should be associated with negative social

outcomes (Libet and Lewinsohn, 1973).

Studies show that adolescents who have a larger social skills’ repertoire tend to have higher self-

esteem, less negative feelings, better school performance and less behavior problems (Coronel et

al., 2011; Durlak, Weissberg, & Pachan, 2010). Hence, the so-cial skills are considered

protective factors, since they predict psychological well-being in this age group, mainly because

they promote more gratifying interpersonal relationships and allow the subject a greater aptitude

to deal with problems, regardless of the family configuration they are inserted into (Silva &

Murta, 2009; Leme, Del Prette, & Coimbra, 2015)

Recently, social scientists and other researchers in related fields have focused attention on

satisfaction with life across different categories of people, including the young and the old (Ho,

Cheung, & Cheung, 2008, Joshanloo & Afshari, 2011; Seitz et al. 2011). Life satisfaction has

been identified as one of the three components of subjective well-being (Diener, 1984).

Subjective well-being,’ ‘life satisfaction,’ ‘happiness,’ and ‘quality of life’ appear to be

conceptually related phrases. Subjective well-being reflects the extent to which people think and

feel that their life is going well (Lucas & Donnellan, 2007). Life satisfaction is defined as the

cognitive aspect of subjective well being and refers to people’s global evaluation of the quality

of their life (Peterson, Park & Seligman, 2005). However, life satisfaction is only one factor in

the more general construct of subjective well being.

Life satisfaction is also defined as one’s positive evaluation of his whole life according to the

criteria determined by the individual himself (Diener et al. 1984) and satisfaction with life is

related with the fact that the individual’s experiences in the important life areas (school/college,
job, family etc.) which create positive feelings are more than the experiences that create negative

feelings (Diener 2000). High levels of life satisfaction have been associated with several social-

emotional outcomes such as lower rates of suicide attempts (Kim & Kim 2008), decreased

substance use (Fergusson & Boden 2008), and greater parent-peer attachment (Ma & Huebner

2008). Demographic variables (e.g. gender, socioeconomic status) appear to play a very modest

role in relation to life satisfaction in children and adolescents ; however, studies that have found

gender differences generally report that boys score higher on life satisfaction than girls (Proctor,

Linley, & Maltby, 2009; Goldbeck, 2007).

In recent years, there has been an increased attention and interest in happiness and well-being in

children and adolescents (Huebner, 2003). So we considered life satisfaction as an important

factor of overall well being of children and adolescents. Huebner (1991) considered life

satisfaction to be a multidimensional concept consisting of the satisfaction derived from family,

friends, school, environment and self. The present study also approaches life satisfaction as a

multidimensional concept. Studies show that as early adolescence progresses, there is a decline

in global life satisfaction (Casas et al., 2007; Goldbeck et al., 2007), family satisfaction

(Goldbeck et al., 2007; Huebner et al., 2005; Nickerson and Nagle, 2004), and perceived school

satisfaction (Huebner et al., 2005).

 REVIEW OF LITERATURE

In an investigation conducted by Loannis and Efrosini (2008) about intelligent female students

in talent, non-profit, and ordinary schools using a list of teenagers’ social skills, they found that

the social skills of talented students were weaker than those of students in non-profit and

ordinary schools.

Proctor, Linley and Maltby (2009) investigated the characteristics of adolescents reporting

very high levels of life satisfaction. Using the systematic stratified sampling (N=410) were

divided into three life satisfaction groups very high (top 10%) average (middle 25%) and very

low (lowest 10%) Results revealed that very happy youths had significantly higher mean scores

on all included school, interpersonal, and interapersonal variables and significantly lower mean

scores on depression, negative affect, and social stress than youths with average and very low

levels of life satisfaction.

Siqueira et al (2010) assessed the multidimensional life satisfaction, stressful life events and

social network of children living in shelters compared with those living with their families. The

sample consists of 155 children ages 7–16 years living in shelters and 142 children living with

their families. Data were collected using a structured interview, the Multidimensional Life

Satisfaction Scale, the Stressful Life Events Inventory and the Five Field Map. The shelter sub-

sample had many at-risk characteristics; they also had significantly greater average scores on

stressful life events and social support network, while they had lower than average scores on

multidimensional life satisfaction. Factors that significantly contributed to predicting life

satisfaction were stressful life events, social support network and conflicts with family members.
Tamini and Kahrazei (2010) conducted a study to compare the general health and life

satisfaction of students in polygamy and monogamy families. The total sample of the study

consisted of 128 students (32 male and 32 female from polygamy families and 32 male and 32

female from monogamy families). All the participants were selected using random sampling

technique. General Health Questionnaire (GHQ) and Life Satisfaction Scale were used to collect

data. The results of the study showed that there was negative significant correlation between

physical symptoms, anxiety, social dysfunction and depression sub-scales and total scores of

GHQ and life satisfaction. No differences were found on total general health scale and sub-scales

and on life satisfaction scale. But results indicated a significance difference between male and

female students on physical symptoms, anxiety, depression and total scores of GHQ. The female

students scored significantly higher than male students, but there was not any significant

difference between two groups of gender on social dysfunction sub-scale scores and life

satisfaction scale.

Baltaci (2013) studied whether 6th-8th grade Turkish students have any life satisfaction

differences depending on gender, class level, and perceived parents attitude and whether

students' social emotional learning skills are a predictor of life satisfaction. The participants were

388 students, between age range of 15–18. Data were collected using Social-Emotional Learning

Skills Scale and the Multi- Dimensional Student Life Satisfaction Scale-Short Form. Life

satisfaction did not differ by gender, but did differ by class level and perceived parental attitudes.

8th grade, perceived parental attitudes (over tolerant), self-esteem enhancing skills and stress-

coping skills were significant predictors of students’ life satisfaction.

Nair, Ravindranath & Thomas (2013) conducted a study for the assessment of role of social

skills as a mediator between wellbeing. The study was conducted on a sample of 220 school
going adolescents. Life Skills assessment developed by RGNIYD was used for the measurement

social skills and Ryff Scale of Psychological Well-Being (RSPWB) was used for well being. In

the results it was found that social skills can predict psychological wellbeing.

Imam, Singh and Tiwari (2016) examined the effect of Gender and School Type on academic

achievement. The study was conducted on 343 secondary school students. The data was analyzed

using computation of means and standard deviation, computation of standard error and use of t-

test for measuring the significant of the difference between the means. The achievement level of

student was found very low in both Private and Government schools. The private school boys of

class IX performed significantly well the academic achievement than their counterparts in Govt.

schools in all subject, similarly the private school girls outscored the girls of Government school

in the entire subject.

Daraee, Salehi and Fakhr (2016) conducted a comparative study of students in ordinary

schools and talented schools for measuring their social skills by using a assessment tool students’

social skills. The study was particularly conducted on 200 female high school students in the

province of Alborz, in which students were selected from eight ordinary schools and 8

exceptional talent schools through cluster sampling. The results showed that the students of

talented schools are significantly higher in appropriate social skills and are overconfident, but no

significant difference was observed in other components. Teaching the appropriate social skills

and providing opportunities and experiences that increase social interactions allows students to

practice and apply social strategies and skills in all environments and situations in life.

Kern and State (2017) investigated life satisfaction among children and adolescents as an

indicator of broad well being and happiness. Participants in the current study were 532 students

who were part of a larger study conducted by the center for adolescents’ research in schools. 277
students in intervention schools and 255 students in control schools. Overall students reported

medium satisfaction with life except in the school domain, which was rated least favourably.

Results of the current study are higher life satisfaction reports significantly correlated with lower

anxiety, depression and behaviour problems.

Mello, Trintin-Rodrigues and Ilana (2019) conducted a study to evaluate the associations

between SS and LS in adolescents that use ICTs. 228 Participants from schools of south of Brazil

between the age range of 14-17 with mean age of 6.07 participated in the study. Sociodemo-

graphic Questionnaire and ICTs’ use, Social Skills Inventory for Adolescents (IHSA-Del-Prette)

and the Multidimensional Life Satisfaction Scale for Adolescents (MLSSA) were all the

assessment tools for the study. The results indicated that smartphone is the most used gadget by

adolescents, and the most common apps are the WhatsApp and Facebook. Good levels of LS

and SS were founded, as well as various associations between them (Friend-ship/Empathy, Non-

Violence/Self-Control, Total_Scale-MLSSA/Empathy), inferred that the bigger the repertoire of

adolescents’ SS are, the bigger their LS is.

 METHODOLOGY

Objectives of the study

 To study and compare the social skills of government and private school students.

 To study and compare the life satisfaction of government and private school students.

 To study the relationship between social skills and life satisfaction among government

and private school students.

Hypothesis of the study

 There will be significant difference between government and private school students on

social skills.

 There will be significant difference between government and private school students on

life satisfaction.

 There will be significant relationship between social skills and life satisfaction of school

students.

Sample of the study

The total sample size planned for the current study comprises of 80 school students studying in

different middle, secondary and senior secondary government and private schools from Kathua

district of Jammu and Kashmir. All the participants will be in the age range 12 to 18 years i.e

students from VI, VII, VIII, IX, X, XI and XII grades. The total sample of 80 participants will

further constitute 40 male (20 each government and private schools) and 40 female (20 each

from government and private schools). The sampling method employed will be convenient.
Tools planned for the study

Following tools will be used in the present study

 The Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS): In this study,

to evaluate students’ life satisfaction, The Brief Multidimensional Students’ Life

Satisfaction Scale (BMSLSS; Seligson, Huebner, & Valois, 2003) is used. The BMSLSS

(Huebner etal 2004) is a five-item measure in which each item denotes one of the five life

satisfaction domains i.e., family, school, friends, self, and living environment as well as

global life satisfaction, asking questions like “I would describe my satisfaction with my

family life as” and “I would describe my satisfaction with my overall life as.” Students will

be given seven possible responses for each question, including “terrible,” “unhappy,”

“mostly dissatisfied,” “mixed: (equally satisfied & dissatisfied),” “mostly satisfied,”

“pleased,” and “delighted.” The five items are summed to obtain a total life satisfaction

score. The BMSLSS has shown to be valid for both older students (Seligson, Huebner, &

Valois, 2003) and elementary school students (Seligson, Huebner, & Valois, 2005) age

range (8-18 yrs). A significant correlation was observed between the BMSLSS and the

Children’s Depression Inventory and between the BMSLSS and the Piers Haris Self-

Concept Scale.

 The Matson Evaluation of Social Skills in Youngsters (MESSY; Matson, Rotatori, &

Helsel, 1983): This questionnaire is a self report inventory and is made up of 62 items, with

response options rated on a 5-point likert scale ranging from 1 (never) to 5 (always). The

scale can be administered on children and teens in the age range of 4-18 years of age. The

scale evaluates five factors: (a) Appropriate Social Skills (b) Inappropriate Assertiveness (c)

Impulsiveness easily or interrupting others); (d) Overconfidence and (e) Jealousy-

 Withdrawal. The scale has a good internal consistency reliability, α = 0.88 and good validity

(Matson, Rotatori & Helsel, 1983).

Design of the study

The present study is based on cross sectional design. In cross sectional studies, a number of

variables are measured at one point in time, and the degree of association between selected

variables is examined.

Procedure

The study will be conducted on sample of 80 school students of government and private schools

of District Kathua of Jammu and Kashmir. Among them 40 will be male and 40 will be female,

belonging to Government and private schools. Permission from higher authorities’ i.e principals

in different schools will be taken. After taking permission students will be approached in their

classes in their free periods and will be requested to participate in the current study. Total time

taken to fill the questionnaires will be 20-30 minutes. The questionnaires administered

individually as well as in groups and queries of the respondents will be handled. In this way the

whole process of data collection will be completed.

Statistical Analysis

It included the followings techniques for analysis.

● Descriptive statistics: Mean, SD

● Inferential statistics: t-test

● Correlation: Pearson product moment correlation

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 STUDENTS' LIFE SATISFACTION SCALE
These six questions ask about your satisfaction with different areas of your life. Circle the best
answer for each.

1. I would describe my satisfaction with my family life as:

a) Terrible e) Mostly satisfied b) Unhappy f) Pleased c) Mostly dissatisfied g) Delighted

d) Mixed (about equally satisfied and dissatisfied)

2. I would describe my satisfaction with my friendships as:

a) Terrible e) Mostly satisfied b) Unhappy f) Pleased c) Mostly dissatisfied g) Delighted

d) Mixed (about equally satisfied and dissatisfied)

3. I would describe my satisfaction with my school experience as

a) Terrible e) Mostly satisfied b) Unhappy f) Pleased c) Mostly dissatisfied g) Delighted

d) Mixed (about equally satisfied and dissatisfied)

4. I would describe my satisfaction with myself as:

a) Terrible e) Mostly satisfied b) Unhappy f) Pleased c) Mostly dissatisfied g) Delighted

d) Mixed (about equally satisfied and dissatisfied)

5. I would describe my satisfaction with where I live as:

a) Terrible e) Mostly satisfied b) Unhappy f) Pleased c) Mostly dissatisfied g) Delighted

d) Mixed (about equally satisfied and dissatisfied)

6. I would describe my satisfaction with my overall life as:

a) Terrible e) Mostly satisfied b) Unhappy f) Pleased c) Mostly dissatisfied g) Delighted

d) Mixed (about equally satisfied and dissatisfied)

 THE MATSON EVALUATION OF SOCIAL SKILLS IN YOUNGSTERS

Rating: 1 (not at all) to 5 (very much).

1. Makes others laugh

2. Threatens others
3. Easily angered
4. Bossy
5. Complains often
6. Interrupts others while speaking
7. Takes things without permission
8. Brags
9. Hits when angry
10. Helps someone who is hurt
11. Gives others dirty looks
12. Feels angry when someone does well
13. Picks out other’s faults
14. Wants to be first
15. Breaks promises
16. Lies
17. Picks on others
18. Initiates conversation
19. Says “thank you”
20. Afraid to speak to others
21. Purposely hurts others’ feelings
22. Sore loser
23. Teases others
24. Blames others
25. Sticks up for others
26. Looks at others when speaking
27. Thinks he or she knows all
28. Smiles at others
29. Stubborn
30. Acts better than others
31. Shows feelings
32. Falsely thinks others are picking on him
33. Thinks good things will happen
34. Works well in team
35. Makes sounds that bother others
36. Brags when wins
37. Takes care of others’ property
38. Speaks loudly
39. Calls people by name
40. Asks to help others
41. Feels good when helping others
42. Defends self
43. Always thinks bad will happen
44. Tries to be better than others
45. Asks others questions
46. Feels lonely
47. Feels sorry when hurts others
48. Gets upset when has to wait
49. Enjoys being leader
50. Plays games with other children
51. Follows rules in game
52. Frequently gets into fights
53. Jealous of others
54. Does nice things for others
55. Tried to get other to do what he or she wants
56. Makes small talk (e.g., How are you?)
57. Wears out welcome
58. Explains more than necessary
59. Friendly to new people
60. Hurts others to get what he or she wants
61. Talks about problems
62. Thinks winning is everything
63. Hurts others by teasing
64. Seeks revenge
 Appendix I
INDIRA GANDHI NATIONAL OPEN UNIVERSITY
DISCIPLINE OF PSYCHOLOGY
FORMAT OF BIODATA FOR SUPERVISOR/GUIDE FOR MPCE-016/026/036
(Other than academic counsellors)
1. Name of the Supervisor/Guide (In Block letters): RACHNA DEVI
2. Address: W/O Dr. Vijay Atri, Village: Nanak Chak, PO: Nanak Chak, Teh. & Distt.
Samba, Jammu & Kashmir.
3. Contact No.: 9469591416 4. Email address: bhushanrachna84@gmail.com
5. Present Designation: Assistant Professor
6. Name and Address of the Organization: GDC for boys Kathua, J&K
7. Academic Qualifications: (From Graduation upwards)
S. No. Qualifications University Month/ Year Area of
Specialization
1 Bachelor of University of 2002-05 Subjects: Economics,
Arts Jammu English, Psychology,
Education
2 Master of Arts University of 2005-07 General Psychology
Jammu
3 M. Phil University of Delhi 2008-10 Clinical Psychology
(IHBAS)
4 PhD University of 2011-15 Health Psychology
Jammu
8. Teaching and Research Experience

S.No. Job Name of the From To Total Subjects

Position Organization Experience Taught
1. Lecturer Govt. Degree 14-8-2014 12-03- 6 Months Psychology
college for boys, 2015
Kathua.
(University of
2. Assistant Jammu) 1st Jan. Present More than -----Do-----
Professor ------Do---------- 2017 3 years. -
9. Publication and Research (add more pages if required)
List of Some Imp.Publications

1. Devi, R., Dogra, V. & Shekhar, C. (2012). Experiences of loneliness and strengths-difficulties among shelter home children. Indian
Journal of Health & Wellbeing, 3(3), 737-740.
2. Shekhar, C. & Devi R. (2013). Effect of Militancy and consequent migration on the mental health of displaced Kashmiri Pandits.
Indian Journal of Community Psychology, 9(2), 257-265.
3. Devi, R., Verma, N., & Shekhar, C. (2013). Exploring Strengths, Difficulties and Loneliness among Children living in
socioeconomically deprived environment. Journal of Indian Association of Child & Adolescent Mental Health, 9(2), 26-42.
 4. Devi, R., Sharma, V., & Shekhar, C. (2015). Maltreatment experiences and self-esteem as predictors of psychiatric
morbidity among sheltered homeless adolescents. Journal of Indian Association of Child & Adolescent Mental Health, 11(3),
206-232.
5. Devi, R. & Shekhar, C. (2012). Achievement Motivation across Gender and Different Academic Majors. Journal of Educational and
Developmental Psychology, 2(2), 105-109.
6. Devi, R., Anand, S., & Shekhar, C. (2013). Abuse and neglect as predictors of self concept among below poverty line adolescents
from India. International Journal of Psychology and Counselling, 5(6), 122-128.
7. Devi, R., Bashir, R., & Shekhar, C. (2013). Caregiver’s mental health, coping and burden in Schizophrenia and Bipolar affective
disorder. International Journal of Psychology and Psychiatry, 1 (2), 56-62. DOI: 10.5958/j.2320-6233.1.2.009.
8. Devi, R., & Shekhar, C. (2014). Psychosocial determinants of quality of life in psoriasis: Role of fear of negative evaluation and social
support. Asian Journal of Research in Social Sciences and Humanities, 4(1), 40-47.
List of Few paper presentations in National and international conferences
1. Paper presentation entitled “CBT in a chronic case of Obsessive Compulsive Disorder” in the 20th Annual Convention of NAOP &
International conference on Mind, Culture and Human Activities at Jawaharlal Nehru University (JNU), Delhi (12-15 Dec. 2010).
2. Paper presentation entitled “Role of stressful life events in acute coronary syndrome” in the 37th National Annual Conference of
the Indian Association of Clinical Psychologists at ….Ahmadabad, Gujarat. (21-23rd Jan.2011).
3. Paper presented entitled “Impact of militancy and consequent migration on the mental health of displaced Kashmiri Pandits” in
International meet on collaboration with American Universities and international conference on counselling and community
Psychology at Department of applied psychology VBS Purvanchal University, Jaunpur, U.P. (17-19 Dec. 2011).
4. Paper presented entitled “Towards new models of health and illness: Psychoneuroimmunology” in International conference on
stress; Paradigm shift in technology and allied sciences (ICONS-PSTAS) organized by IISMAAS & IIHMR, New Delhi (27-28 Dec.
2011).
5. Paper presented entitled “Understanding and facilitating happiness: A review article” in International conference on Positivism:
Foundation for human dimension” organized by Amity Institute of Behavioral and Allied Sciences, Amity university Jaipur, Rajasthan
(6-8th Aug. 2012).
6. Paper presented entitled “Poverty: Lived experiences and outcomes in adolescents” in 2nd Indian Psychological science congress
(IPSC-2012) organized by Department of Psychology, P.G. Govt. College, sector -46, Chandigarh, India (5-6th Oct. 2012).
7. Paper presented entitled “out of home care and psychosocial consequences for adolescents” in 6th International conference of
management and behavioral sciences Organized by Society of Management and Behavioural Sciences (SMBS), "Comfort Inn
President" Ahmedabad, Gujarat (1-2nd Dec. 2012).
8. Paper presented entitled “Anticipatory fears about future terrorism and its relationship to mental health among Kashmiri
Youths” in 39th National Annual conference of the Indian Association of Clinical Psychologists (NACIACP), organized by
Department of Psychiatry AIIMS, New Delhi (18-20th Feb. 2013).
9. Paper presented entitled “Major psychiatric disorders and its psychosocial impact on caregivers” in 2nd International conference
on Psychology and allied sciences organized by Centre for Behavioural research and Intervention, Guru Jambheshwar University of
Science and Technology, Hisar, Haryana and Indian Association of Health, Research and welfare (IAHRW), Hisar, Haryana, India.
(21-22nd March, 2013).
10. 10 days workshop on “SPSS and Research Methodology” organized by the Department of Statistics, University of Jammu.
Sponsored by ICSSR (2013)
10. Any other relevant information
 Qualified UGC-NET (National eligibility Test for lectureship) (2008).
 Junior Research Fellowship (JRF) awarded by University Grant Commission (UGC) (2008).
 Senior Research Fellowship (SRF) awarded by University Grant Commission (UGC) (2011).
 Certified Clinical Psychologist by Rehabilitation Council of India, New Delhi, India. Registration No. A. 25471
 Professional Life Member of Indian Association of Clinical Psychologist (IACP), India. Membership No. PLM, 437-10-13

Date: 10.06.2020 Signature of the Guide/Supervisor

Name: Dr Rachna Devi.

Note: The documents with regard to Master’s in psychology, NET/SET/SLET/PhD/M.Phil

degree and teaching experience need to be self-attested and attached.
 Appendix IV
PERFORMA FOR APPROVAL OF PROJECT SYNOPSIS
MPCE-026
Enrollment Number: 1 4 0 7 2 2 6 2 4

Name and address of the Learner: Chander Uday Singh

Phone No. 9596871906 Email: uday2cu@gmail.com
Study Centre: 12105 Regional Centre: 12 Jammu
Programme Code: MAPC

Course Code: MPCE-026

Title of the project/ Dissertation work: A comparative study of social skills and life
satisfaction among government and private school students” (Enclose the proposal/synopsis)
Name and Address of the supervisor Mrs. Rachna Devi, W/O Dr. Vijay Atri, Village: Nanak
Chak, PO: Nanak Chak, Teh. & Distt. Samba, Jammu & Kashmir.
Is the supervisor an Academic counsellor of MAPC Programme of IGNOU? Yes
If Yes, name and Code of the study centre he/ she is attached with.
No. of students currently working under the supervisor for MPCE 016/026/036: 04

In case of other than academic counsellor:

Academic Qualifications of the Supervisor: M.A, NET, JRF, SRF, M. Phil, PhD.
No. of years of relevant experience: 3 years and 6 months in a Govt. Degree College
(Enclose the Bio-data of the supervisor refer, to Appendix-I)

Signature of the student: Signature of Supervisor:

Date: 14.06.2020 Date: 10.06.2020
Enrolment Number: 140722624 Regional Centre: 12 Jammu

Name of the learner: Chander Uday Singh

Title of the project: A comparative study of social skills and life satisfaction among
government and private school students”
Name and Address of the supervisor: Dr. Rachna Devi, Assistant Professor in Psychology,
GDC Kathua, J&K.

For Office Use Only

Supervisor: Approved Not Approved
Synopsis (put a tick mark as appropriate)
a) Approved-Synopsis is approved as submitted.
b) Approved after modifications as suggested-indicating that the synopsis is approved
subject to the incorporation of the specific modifications.
c) Not approved.

Comments/ Suggestions
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(Signature and stamp of Faculty)
Discipline of Psychology
SOSS, IGNOU, New Delhi.

Note:
1. This form with the comments should be enclosed with the revised synopsis wherever
reuired.
2. In case of resubmission, original synopsis needs to be submitted along with the revised
synopsis.
3. Appendix IV, indicating the approval of the synopsis, should be attached with the final
project.