DIRECTORATE OF DISTANCE & CONTINUING EDUCATION

MANONMANIAM SUNDARANAR UNIVERSITY

Reaccredited with ‘A’ Grade (CGPA 3.13 out of 4.0) by NAAC (3rd Cycle)
TIRUNELVELI – 627 012, Tamilnadu, India

Department of Psychology

Manual for M. Sc. Psychology Practical

DKPPB – PRACTICALS II
 INDEX

Page No.

I First page of Record 1

II Format of Writing in Record 2

Practical 1 ASSERTIVENESS 4

Practical 2 DEPRESSION 7

Practical 3 DECISION MAKING 11

Practical 4 GENERAL HEALTH STATUS 14

Practical 5 INTERNET ADDICTION 17

Practical 6 JOB SATISFACTION 20

Practical 7 LEADERSHIP STYLES 23

Practical 8 LONELINESS 26

Practical 9 PERCEIVED SOCIAL SUPPORT 29

Practical 10 ADJUSTMENT 32
 DIRECTORATE OF DISTANCE & CONTINUING EDUCATION
MANONMANIAM SUNDARANAR UNIVERSITY
Reaccredited with ‘A’ Grade (CGPA 3.13 out of 4.0) by NAAC (3rd Cycle)
TIRUNELVELI – 627 012, Tamilnadu, India

Department of Psychology

Certified as the bonafide record of the work done by

Mr/Ms___________________________________________________

Reg. No. ___________________________of Class ___________,

Degree _________ in Psychology, at the Directorate of Distance &

Continuing Education, Manonmaniam Sundaranar University,

Tirunelveli, during the academic year________.

Date:_____________

Course Teacher External Examiner Head of the Department

Page 1
Format of Writing in Record

Page 2
Page 3
 ASSERTIVENESS

Ex. No. 1 Experimenter :

Date : Subject :

Aim: To measure the level of assertiveness in the subject

Materials required:
 Rathus assertiveness schedule
 Scoring key
 Response sheet

General Description:
Assertive behavior is often confused with aggressive behavior. Assertion does not
involve hurting the other person physically or emotionally. The must be no intent to harm.
Assertive behavior aims at equalizing the balance of power, not “winning the battle” by
putting down the other person or rendering her/him helpless. Assertive behavior involves
expressing your legitimate rights as an individual. You have a right to express your own
wants, needs, feelings and ideas. Remember, other individuals have a right to respond to
your assertiveness with their own wants, needs, feelings and ideas. An assertive encounter
with another individual may involve negotiating an agreeable compromise. By behaving
assertively, you open the way for honest relationships with others. Assertive behavior not
only is concerned with what you say, but how you say it. Assertive words accompanied by
appropriate assertive “body language” makes your message clear and with more impact.
Assertive body language includes the following: maintaining direct eye contact;
maintaining an erect posture; speaking clearly and audibly; making sure you do not have a
“whiney” quality to your voice; & using facial expression and gestures to add emphasis to
your words. Assertive behavior is a skill that can be learned and maintained by frequent
practice.

Procedure:
The subject is asked to rate each of the 30 items on a 6 point scale ranging from
“very much like me” to “very much unlike me.” The items cover such issues as whether the
person complains in a restaurant if the service is poor or the food is not prepared
satisfactorily, whether the person has difficulties saying no, and whether he or she finds it
embarrassing to return merchandise.

Page 4
 The Simple Rathus Assertiveness Schedule
Instructions: Read each sentence carefully. Write down on each line the number that is
correct for you.
6 very much like me
5 rather like me
4 somewhat like me
3 somewhat unlike me
2 rather unlike me
1 very unlike me

1. Most people seem to be more aggressive and assertive than I am.*

2. I have hesitated to make or accept dates because of “shyness.”*
3. When the food served at a restaurant is not done to my satisfaction, I complain about it
to the waiter or waitress.
4. I am careful to avoid hurting other people’s feelings, even when I feel that I have been
injured.*
5. If a salesperson has gone to considerable trouble to show me merchandise that is not
quite suitable, I have a difficult time saying “No.”*
6. When I am asked to do something, I insist upon knowing why.
7. There are times when I look for a good, vigorous argument.
8. I strive to get ahead as well as most people in my position.
9. To be honest, people often take advantage of me.*
10. I enjoy starting conversations with new acquaintances and strangers.
11. I often don’t know what to say to people I find attractive.*
12. I will hesitate to make phone calls to business establishments and institutions.*
13. I would rather apply for a job or for admission to a college by writing letters than by
going through with personal interviews.*
14. I find it embarrassing to return merchandise.*
15. If a close and respected relative were annoying me, I would smother my feelings rather
than express my annoyance.*
16. I have avoided asking questions for fear of sounding stupid.*
17. During an argument, I am sometimes afraid that I will get so upset that I will shake all
over.* Page 5
18. If a famed and respected lecturer makes a comment which I think is incorrect, I will
have the audience hear my point of view as well.
19. I avoid arguing over prices with clerks and salespeople.*
20. When I have done something important or worthwhile, I manage to let others know
about it.
21. I am open and frank about my feelings.
22. If someone has been spreading false and bad stories about me, I see him or her as soon
as possible and “have a talk” about it.
23. I often have a hard time saying “No.”*
24. I tend to bottle up my emotions rather than make a scene.*
25. I complain about poor service in a restaurant and elsewhere.
26. When I am given a compliment, I sometimes just don’t know what to say.*
27. If a couple near me in a theater or at a lecture were conversing rather loudly, I would
ask them to be quiet or to take their conversation elsewhere.
28. Anyone attempting to push ahead of me in a line is in for a good battle.
29. I am quick to express an opinion.
30. There are times when I just can’t say anything.*

Note: The scoring weights for the asterisked items are reversed. Total score
obtained by summing item scores after correcting for reversed scoring weights.

Your Task:

 After you have obtained your scores, enter them in the following Table
Table 1
Displaying the score and its interpretation of the subject
Initials / Name of Score on Interpretation
the Subject Assertiveness

 Discuss your scores and conclude.

Reference:
McCormick, I. A. (1984). A simple version of the Rathus Assertiveness Schedule.
BehavioralAssessment, 7, 95---99. Page
6
DEPRESSION

Ex. No.: 2 Experimenter:

Date: Subject:

Aim: To screen for the level of depression experienced by the subject.

Materials required:

i. Beck Depression inventory

ii. Scoring key with manual
iii. Paper and Pencil

General Discussion:

Depression was described in psychodynamic terms as "inverted hostility against the self".
Depression can be thought of as having two components: the affective component (e.g.
mood) and the physical or "somatic" component (e.g. loss of appetite). The BDI-II reflects
this and can be separated into two subscales. The purpose of the subscales is to help
determine the primary cause of a patient's depression.

The affective subscale contains eight items: pessimism, past failures, guilty feelings,
punishment feelings, self-dislike, self-criticalness, suicidal thoughts or wishes, and
worthlessness. The somatic subscale consists of the other thirteen items: sadness, loss of
pleasure, crying, agitation, loss of interest, indecisiveness, loss of energy, change in sleep
patterns, irritability, change in appetite, concentration difficulties, tiredness and/or
fatigue, and loss of interest in sex. The two subscales were moderately correlated at 0.57,
suggesting that the physical and psychological aspects of depression are closely related
rather than totally distinct.

Tool Description:

The Beck Depression Inventory (BDI-II), created by Dr. Aaron T. Beck, published
in 1996, is a 21-question multiple-choice self-report inventory, one of the most widely
used instruments for measuring the severity of depression. The questionnaire is designed
for individuals aged 13 and over, and is composed of items relating to symptoms of
depression such as hopelessness and irritability, cognitions such as guilt or feelings of
being punished, as well as physical symptoms such as fatigue, weight loss, and lack of
interest in sex.
 Page 7

Instructions:

This questionnaire consists of 21 group of statements. Please read each group of

statements carefully and then pick out the one statement in each group that best describes
the way you have been feeling during the past two weeks, including today. Circle the
number beside the statement you have picked. If several statements in the group seem to
apply equally well, circle the highest number for that group. Be sure that you do not choose
more than one statement for any group, including item 16 (changes in sleeping pattern) to
item 18 (Changes in appetite)
Page 8
Page 9
Scoring:

The BDI-II contains 21 questions, each answer being scored on a scale value of 0 to 3.

Each question has a set of at least four possible answer choices, ranging in intensity. For example:
(0) I do not feel sad.
(1) I feel sad.
(2) I am sad all the time and I can't snap out of it.
(3) I am so sad or unhappy that I can't stand it.

Some items on the BDI have more than one statement marked with the same score. For instance,
there are two responses under the Mood heading that score a 2: (2a) I am blue or sad all the time
and I can't snap out of it and (2b) I am so sad or unhappy that it is very painful.[1]

Interpretation of Scores:

If your total score is less than 13 : Minimal Depression

If your total score lies in 14 to 19 : Mild Depression
If your totel score lies in 20 to 28 : Moderate Depression
If your score liest in 29 to 63 : Severe Depression

Higher total scores indicate more severe depressive symptoms.

Your Task:

 After you have obtained your scores, enter them in the following Table
Table 1

Displaying the score and its interpretation of the subject

Initials of the Score on Beck Level of

Subject Inventory Depression

 Discuss your scores and conclude.

Practical Application:

The BDI is widely used as an assessment tool by health care professionals and researchers
in a variety of settings.
BDI is used to see how closely it agrees with another similar instrument that has been
validated against clinical interview by a trained clinician.

Page 10
 DECISION MAKING

Ex. No. : 3 Experimenter :

Date : Subject :

Aim: To estimate the level of decision making capability in the subject

General Discussion:

Decision making is the process of making choices by identifying a decision, gathering

information, and assessing alternative resolutions. In psychology, decision-making is regarded as
the cognitive process resulting in the selection of a belief or a course of action among several
alternative possibilities. Every decision-making process produces a final choice; it may or may not
prompt action. Decision-making is the process of identifying and choosing alternatives based on the
values and preferences of the decision-maker.
Decision-making is an integral part of modern management. Essentially, Rational or sound
decision making is taken as primary function of management. Every manager takes hundreds and
hundreds of decisions subconsciously or consciously making it as the key component in the role of a
manager. Decisions play important roles as they determine both organizational and managerial
activities. A decision can be defined as a course of action purposely chosen from a set of alternatives
to achieve organizational or managerial objectives or goals. Decision making process is continuous
and indispensable component of managing any organization or business activities. Decisions are
made to sustain the activities of all business activities and organizational functioning.
Decision-making can be regarded as a problem-solving activity terminated by a solution
deemed to be satisfactory. It is therefore a process which can be more or less rational or irrational
and can be based on explicit or tacit knowledge.

Materials required:
1. Decision Making Styles Questionnaire
2. Scoring and Interpretation sheet
3. Pencil or Pen

Tool Description:

The Decision making questionnaire consists of 21 questions. It is measured on a 6

point scale ranging from 'very infrequently'=1 to 'very frequently'=6 . This questionnaire is
independent of age, education and salary.

Procedure:

The questionnaire consists of 21 items and can be administered in an individual or

group setting. The subject is seated comfortably and is given the following instruction.
Please show how often each of the following applies to you by circling the number that
you think applies. 1=very infrequently or never, 2=infrequently, 3=quite infrequently, 4=quite
frequently, 5=frequently, 6=very frequently or always. Page 11
 Very INFREQUENTLY Very FREQUENTLY
or never or always
1. Do you enjoy making decisions? 1 2 3 4 5 6

2. Do you rely on ‘gut feelings’ when making 1 2 3 4 5 6

decisions?
3. Do you like to consult with others? 1 2 3 4 5 6

4. Do you stick by your decisions come what may? 1 2 3 4 5 6

5. When you find one option that will just about 1 2 3 4 5 6

do, do you leave it at that?
6. Do you remain calm when you have to make 1 2 3 4 5 6
decisions very quickly?
7. Do you feel in control of things? 1 2 3 4 5 6

8. How often are your decision governed by your 1 2 3 4 5 6

ideals regardless of practical difficulties?
9. Do you make decisions without considering all 1 2 3 4 5 6
of the implications?
10. Do you change your mind about things? 1 2 3 4 5 6

11. Do you take the safe option if there is one? 1 2 3 4 5 6

12. Do you prefer to avoid making decisions if you 1 2 3 4 5 6

can?
13. Do you plan well ahead? 1 2 3 4 5 6

14. When making decisions do you find yourself 1 2 3 4 5 6

favouring first one option then another?
15. Do you carry on looking for something better 1 2 3 4 5 6
even if you have found a course of action that is
just about OK?
16. Do you find it difficult to think clearly when you 1 2 3 4 5 6
have to decide something in a hurry?
17. Do you make up your own mind about things 1 2 3 4 5 6
regardless of what others think?
18. Do you avoid taking advice over decisions? 1 2 3 4 5 6

19. Do you work out all the pros and cons before 1 2 3 4 5 6
making a decision?
20. In your decision making how often are 1 2 3 4 5 6
practicalities more important than principles?
21. Is your decision making a deliberate logical 1 2 3 4 5 6
process?
Page 12
Scoring:

STEP 1: Score 'very infrequently'=1 to 'very frequently'=6 for items:

1, 2, 4, 6, 7, 8, 10, 11, 13, 14, 15, 17, 18, 19, 21.

STEP 2: Score 'very infrequently'=6 to 'very frequently'=1 for items: 3, 5, 9, 12, 16, 20.

STEP 3: Compute scale scores as follows:

Thoroughness=Q9+Q13+Q19+Q21
Control=Q1+Q6+Q7+Q12+Q16
Hesitancy=Q10+Q11+Q14
Social resistance=Q3+Q17+Q18
Optimising=Q5+Q15
Principled=Q8+Q20
Instinctiveness=Q2+Q4

Note: Q means Question in Step 3; Q1 means Question No. 1, etc.

NORMS:
92 - 126 - High
57 – 91 - Moderate
21 – 56 - Low

Your Task:

 After you have obtained your scores, enter them in the following Table

Table 1

Displaying the score and its interpretation of the subject

Initials / Name of Score on

Interpretation
the Subject Depression

 Discuss your scores and conclude.

Page 13
 GENERAL HEALTH STATUS

Ex. No.: 4 Experimenter

Date Subject

Aim: To evaluate the general health status of the subject

General discussion:
Health is a state of complete physical, social, and spiritual well-being, not simply the absence of
illness (WHO, 1946). A complete state of physical, mental, and social well-being and not merely the
absence of disease and infirmity (WHO, 1948). Health is a positive state of being with physical,
cultural, psychosocial, economic and spiritual attributes, not simply the absence of illness.
Mental health includes our emotional, psychological, and social well-being. It affects how we
think, feel, and act. It also helps determine how we handle stress, relate to others, and make choices.
Mental health is important at every stage of life, from childhood and adolescence through adulthood.
Health psychologists conduct research to identify behaviors and experiences that promote
health, give rise to illness, and influence the effectiveness of health care. They also recommend ways to
improve health-care policy. Health psychologists have worked on developing ways to reduce smoking
and improve daily nutrition in order to promote health and prevent illness. They have also studied the
association between illness and individual characteristics. For example, health psychology has found a
relation between the personality characteristics of thrill seeking, impulsiveness, hostility/anger,
emotional instability, and depression, on one hand, and high-risk driving, on the other.
Health psychologists promote health through behavioral change, as mentioned above; however,
they attempt to prevent illness in other ways as well. Health psychologists try to help people to lead a
healthy life by developing and running programmes which can help people to make changes in their
lives such as stopping smoking,reducing the amount of alcohol they consume, eating more healthily,and
exercising regularly. Health psychologists are also finding ways to help people to avoid risky behaviors
(e.g., engaging in unprotected sex) and encourage health-enhancing behaviors (e.g., regular tooth
brushing or hand washing).

Materials required:
1. General Health Questionnaire – short version (GHQ – 12)
2. Scoring Key with manual

Tool Description:
GHQ -12 is a 12 item short version scale developed by Goldberg in 1999, which can be used for
people aged 18 to 25 years widely. The scale asks whether the respondent has experienced a particular
symptom or behavior recently. Each item is rated on a four-point scale (less than usual, no more than
usual, rather more than usual, or much more than usual). It gives a total score of 36 or 0 based on Likert
scoring styles (0-1-2-3; See the response box in the scale).
Any score exceeding the threshold value of 4 is classed as achieving ‘psychiatric caseness’. The
caseness threshold is 3 for the 12-item version. Psychiatric caseness is a probabilistic term—whereby, if
such respondents presented in general practice, they would be likely to receive further attention.

Page 14
Instructions:
“We want to know how your health has been in general over the last few weeks. Please read the questions below and each of the four
possible answers. Circle the response that best applies to you. Thank you for answering all the questions.”

Have you recently:

S. No. Questions 0 1 2 3
Much less than
1. Been able to concentrate on what you’re doing Better than usual Same as usual Less than usual
usual
No more than Rather more Much more than
2. Lost much sleep over worry? Not at all
usual than usual usual
More so than Less so than Much less than
3. Felt that you are playing a useful part in things? Same as usual
usual usual usual
More so than Less so than Much less than
4. Felt capable of making decisions about things? Same as usual
usual usual usual
No more than Rather more Much more than
5. Felt constantly under strain? Not at all
usual than usual usual
No more than Rather more Much more than
6. Felt you couldn’t overcome your difficulties? Not at all
usual than usual usual
More so than Less so than Much less than
7. Been able to enjoy your normal day to day activities Same as usual
usual usual usual
More so than Less so than Much less than
8. Been able to face up to your problems? Same as usual
usual usual usual
No more than Rather more Much more than
9. Been feeling unhappy or depressed Not at all
usual than usual usual
No more than Rather more Much more than
10. Been losing confidence in yourself? Not at all
usual than usual usual
No more than Rather more Much more than
11. Been thinking of yourself as a worthless person Not at all
usual than usual usual
No more than Rather more Much more than
12. Been feeling reasonably happy, all things considered Not at all
usual than usual usual
Page 15
Your Task:

 After you have obtained your scores, enter them in the following Table
Table 1

Displaying the score and its interpretation of the subject

Initials / Name of Score on Interpretation

the Subject General Health Questionnaire

 Discuss your scores and conclude.

Practical Application:
The GHQ is a well-known instrument for measuring minor psychological distress. However, it is not a tool for
indicating a specific diagnosis. the most common assessment of mental well-being is the GHQ. Developed as a
screening tool to detect those likely to have or be at risk of developing psychiatric disorders, it is a measure of
the common mental health problems/domains of depression, anxiety, somatic symptoms and social withdrawal.

References:
Goldberg DP. The detection of psychiatric illness by questionnaire. London, Oxford University Press, 1972
Goldberg DP et al. Manual of the General Health Questionnaire. Windsor, England, NFER Publishing, 1978
Goldberg DP, Hillier VF. A scaled version of the General Health Questionnaire. Psychol Med. 1979 Feb;9(1):139-
45
Vieweg BW, and Hedlund JL . The General Health Questionnaire (GHQ): A comprehensive review. Journal
of Operational Psychiatry 1983; 14(2), 74-81

Page 16

INTERNET ADDICTION
Ex. No. : 5 Experimenter:

Date: Subject:

Aim: To assess the subject’s level of addiction to Internet

Materials required:

iv. Internet Addiction Test developed by Young (1998)

v. Scoring key with manual
vi. Paper and Pencil

General Discussion: The concept of Internet Addiction was first reported as a social issue at the
104th annual meeting of APA in 1996, by Dr Kimberley S. Young, Assistant Professor of Psychology
at University of Pittsburgh (Young, 1996 as in VanGelder, 2003).
Young (1997) was the first to report on Internet Addiction, as problematic internet use
associated with significant social, psychological and occupational impairment. Later, Kandell
(1998) symbolized Internet Addiction just as to any type of activity once logged on to the internet.
According to Griffith (1998), Internet Addiction is a subset of behaviour addiction and any
behaviour that meets the 6 core components of addiction: salience, mood modification, tolerance,
withdrawal, conflict and relapse.Heavy use of the internet refers to individuals' inability to control
their internet use, and to the severe damage and consequences this engenders on their lives
(Morahan-Martin and Schumacher, 2000). Chao & Hsiao (2000) define Internet Addiction to an
individual's inability to control his / her use of the internet, which essentially causes psychological,
social, and/or work difficulties in a person's life.
While many researchers view Internet Addiction simply as a problem of behaviour excess,
some of them view it as a real psychological disorder. Internet Addiction is conceptualized similar
to substance dependence in DSM IV (Sherer&Bost, 1997; Hall & Parsons, 2001). In such lines, Ivan
Goldberg (1996), a New York Psychiatrist, coined the term Internet Addictive Disorder (IAD),
parallel to substance dependence. Goldberg has simply replaced the term substance in Substance
Dependence as in DSM IV with Internet. IAD, he states, is a behavioural addiction that serves as a
coping mechanism and borrows from substance dependence criteria from the DSM IV (Garrison &
Long, 1995; Goldberg 1996). At this same time, Young (1996) came up with the concept of
Problematic Internet Use (PIU), as IAD seem to be more oriented to disorder or psychological
illness. She connects PIU with that of pathological gambling and is characterized by 8 important
criteria: preoccupation with internet; need for longer amounts of time online; withdrawal when
reducing internet use; time management issues; environmental distress; repeated attempts to reduce
internet use; deception around time spent online; and mood modification through internet use. Davis
(2001) extends this problematic internet use into two categories: Specified Pathological Internet
Use, indicating users who are dependent on content specific functions of internet, such as online
stock trading, auctions, sexual material, etc. and Generalised Pathological Internet Use referring to
general multi-dimensional use without a clear objective, i.e., wasting time in the internet through
surfing, chatting, e-mailing, etc.
Instructions
This section consists of 20 items that measures mild, moderate and severe level of Internet use. Answer the
following questions using this scale:

1 = Rarely 0 = Does Not Apply Page 17

2 = Occasionally
3 = Frequently
4 = Often
5 = Always
Using this scale of 5 choices given above, answer how often the questions below apply to your
online behavior, by circling the number that best suits you.

S. No. Questions
1. How often do you find that you stay online longer than
1 2 3 4 5 0
you intended?
2. How often do you neglect household chores to spend
1 2 3 4 5 0
more time online?
3. How often do you prefer the excitement of the internet to
1 2 3 4 5 0
intimacy with your partner?
4. How often do you form new relationships with fellow
1 2 3 4 5 0
online users?
5. How often do others in your life complain to you about
1 2 3 4 5 0
the amount of time you spend online?
6. How often do your grades or school work suffer because
1 2 3 4 5 0
of the amount of time you spend online?
7. How often do you check your email before something
1 2 3 4 5 0
else that you need to do?
8. How often does your job performance or productivity
1 2 3 4 5 0
suffer because of the internet?
9. How often do you become defensive or secretive when
1 2 3 4 5 0
anyone asks you what you do online?
10. How often do you block out disturbing thoughts about
1 2 3 4 5 0
your life with soothing thoughts of the internet?
11. How often do you find yourself anticipating when you
1 2 3 4 5 0
will go online again?
12. How often do you fear that life without the internet
1 2 3 4 5 0
would be boring, empty, and joyless?
13. How often do you snap, yell, or act annoyed if someone
1 2 3 4 5 0
bothers you while you are online?
14. How often do you lose sleep due to late-night log-ins? 1 2 3 4 5 0
15. How often do you feel preoccupied with the Internet
1 2 3 4 5 0
when offline, or fantasize about being online?
16. How often do you find yourself saying "just a few more
1 2 3 4 5 0
minutes" when online?
17. How often do you try to cut down the amount of time
1 2 3 4 5 0
you spend online and fail?
18. How often do you try to hide how long you've been
1 2 3 4 5 0
online?
19. How often do you choose to spend more time online over
1 2 3 4 5 0
going out with others?
20. How often do you feel depressed, moody, or nervous
when you are offline, which goes away once you are back 1 2 3 4 5 0
online?

Page 18
Tool Descritpion & Scoring:

The 20 – item Internet Addiction Test (IAT) measures negative behaviours of Internet overuse.
It covers the degree to which use of internet disrupts everyday life (e.g., work, sleep,
relationships, etc.). Each item is scored on a 1–4 scale. There were six possible answers for each
question (1 = “not at all”, 2 = “occasionally”,3 = “frequently”, 4 = “often”, 5 = “- always” and 0 = “it
does not concern me”). The items are summed (score range 0–100: 0 = no IA symptoms to 100 =
maximum IA symptoms).

Total up the scores for each item. The higher your score, the greater level of addiction is.

20 – 49 points: You are an average on-line user. You may surf the Web a bit too long at times,
but you have control over your usage.

50 – 79 points: You are experiencing occasional or frequent problems because of the Internet.
You should consider their full impact on your life.

80 – 100 points: Your Internet usage is causing significant problems in your life. You should
elevate the impact of the Internet on your life and address the problems directly caused by you
Internet usage.

Your Task:

 Enter the scores you have obtained in the following Table

Table 1

Displaying the score and its interpretation of the subject

Initials / Name of Score on Internet Level of Addiction

the Subject Addiction Test

 After you have identified the category that fits your total score, look back at those
questions for which you scored a 4 or 5. Did you realize this was a significant problem
for you?
 Discuss your scores and conclude.

Page 19
 JOB SATISFACTION
Ex. No. 6 Experimenter
Date Subject

Aim: To assess the subject’s level of satisfaction in his / her job

General Discussion:
The Job Satisfaction scale was developed to find out the extent of job satisfaction and the
factors leading to job satisfaction. Job satisfaction is the level of contentment employees feel
about their work, which can affect performance. Job satisfaction can be influenced by a
person's ability to complete required tasks, the level of communication in an organization,
and the way management treats employees. This feeling is mainly based on an individual's
perception of satisfaction. Job satisfaction can be influenced by a person's ability to complete
required tasks, the level of communication in an organization, and the way management
treats employees.
Job satisfaction falls into two levels: affective job satisfaction and cognitive job satisfaction.
Affective job satisfaction is a person's emotional feeling about the job as a whole. Cognitive
job satisfaction is how satisfied employees feel concerning some aspect of their job, such as
pay, hours, or benefits.
Measuring job satisfaction can be challenging, as the definition of satisfaction can be
different for different people. If an organization is concerned about employee job satisfaction,
management may conduct surveys to determine what type of strategies to implement. This
approach helps management define job satisfaction objectively.

Materials Required:
3. Job Satisfaction Scale
4. Scoring Key with manual

Tool Description & Procedure:

The Job satisfaction scale consists of 25 statements. This questionnaire is independent of age,
education and salary. Itcan be administered in an individual or group setting.
The subject is seated comfortably and is given the following instruction.
“Go through the statements given in the questionnaire carefully. If you find the
statement suitable to you, you put a tick) mark in the corresponding column adjacent to each
statement. For example, if you strongly agree with the statement, put a tick mark under that
column against that statement.
You don’t have to ponder so much over each statement. Work as fast as you can.
Answer all the statements and do not omit any one of them.
There is no question of right or wrong for the statements.”

Note: The experimenter should take care to see that the subject completes the questions in 20
to 25 statements.
 Page 20
Job Satisfaction Scale

Strongly Strongly
Sl. Agree Undecided Disagree
Item Agree Disagree
No. 3 2 1
4 0
1. I have been getting promotion as per my
qualification and experience
2. I have full confidence in the management of this
organization
3. Favouritism does not have any role to play in this
organization
4. On the whole, I am satisfied with the general
supervision in my department
5. Working conditions in this organization are
satisfactory
6. I think this organization treats its employee better
than any other organization
7. My superior keeps me informed about all policies
/ happenings of the organization
8. I feel that I have opportunity to present my
problems to the management
9. My present job is as per my ability / qualification
and experience
10. My supervisor behaves with me
11. I feel proud of working in this organization
12. Comparing the salary for similar jobs in other
organizations I feel my pay is better
13. My supervisor takes into account my wishes as
well as work done
14. As per work requirements my pay is fair
15. My organization adopts best methods of work as
early as possible
16. My job has helped me to learn more skills
17. I feel that my job is reasonably secure as long as I
do good
18.
Promotions are made on merit in this organization
19. I usually feel fresh at the end of day’s work
20. My pay is enough for providing necessary things
in my life
21. There is high team spirit in the work group
22. I am satisfied with welfare facilities (medical,
etc.) provided by the organization
23. On the whole, I feel I have good prospects or
advancement in my job
24. I do not like to do this job but circumstances force
me
25. If I get similar job in some other organization, I
would like to quit this job
 Page 21
Scoring:
It is measured on a 5 point scale ranging from 0 to 4. The subjects can evaluate each
statement on the basis of their judgment on the following 5 point scale
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
The items are scored on a 5 point scale from 0 to 4 as given below:

Response Score Reverse Score

Strongly Agree 4 0
Agree 3 1
Undecided 2 2
Disagree 1 3
Strongly Disagree 0 4

Items 24 and 25 have reverse scorings

The scores can be summed up for all the 25 statements in order to arrive at a
single total score for an individual (a subject).
Low scores indicate satisfaction and high scores indicate dissatisfaction.

NORMS
Below 25 - High Satisfaction
27 – 75 - Moderate
Above 75 - Low

Your Task:

 After you have obtained your scores, enter them in the following Table
Table 1

Displaying the score and its interpretation of the subject

Initials / Name of Score on Interpretation

the Subject Job Satisfaction

 Discuss your scores and conclude.

 Page 22

LEADERSHIP STYLES

Ex. No. 7 Experimenter :

Date : Subject :

Purpose : To determine the leadership styles of the subject.

Materials Required :
i. Least Preferred Coworker Scale
ii. Manual along with scoring key

General Discussion:

The Fiedler Contingency Model was created in the mid-1960s by Fred Fiedler, a scientist
who studied the personality and characteristics of leaders. The model states that there is no one
best style of leadership. Instead, a leader's effectiveness is based on the situation. This is the
result of two factors – "leadership style" and "situational favorableness" (later called
"situational control"). The model says that task-oriented leaders usually view their LPCs more
negatively, resulting in a lower score. Fiedler called these low LPC-leaders. He said that low
LPCs are very effective at completing tasks. They're quick to organize a group to get tasks and
projects done. Relationship-building is a low priority.
However, relationship-oriented leaders usually view their LPCs more positively, giving
them a higher score. These are high-LPC leaders. High LPCs focus more on personal connections,
and they're good at avoiding and managing conflict. They're better able to make complex
decisions. Determining the "situational favorableness" of one’s particular situation. This
depends on three distinct factors:
 Leader-Member Relations – This is the level of trust and confidence that your team
has in you. A leader who is more trusted and has more influence within the group is in a
more favorable situation than a leader who is not trusted.
 Task Structure – This refers to the type of task you're doing: clear and structured, or
vague and unstructured. Unstructured tasks, or tasks where the team and leader have
little knowledge of how to achieve them, are viewed unfavorably.
 Leader's Position Power – This is the amount of power you have to direct the group,
and provide reward or punishment. The more power you have, the more favorable your
situation. Fiedler identifies power as being either strong or weak.

Tool Description:

The least-preferred coworker scale, developed by American scientist Fred Fiedler, is

used to identify a person’s dominant leadership style. The scale identifies whether an
individual's leadership style is relationship-oriented or task-oriented. Fiedler believes that this
style is a relatively fixed part of one’s personality, and is therefore difficult to change. This leads
Fiedler to his contingency views, which suggest that the key to leadership success is finding (or
creating) good “matches” between style and situation.
A typical set of bipolar adjectives used in the LPC scale would include
pleasant/unpleasant, friendly/unfriendly, supportive/hostile, and so on. The responses are
graded from 1 for the least favourable attribute (for example, unpleasant/unfriendly), to 8 for
the most favourable one (pleasant/friendly). The LPC scale assumes that people whose
leadership style is relationship-oriented tend to describe their least preferred coworkers in a
more positive manner, while those whose style is task-oriented rate them more negatively.
 Page 23

Instructions:
Think of all the different people with whom you have ever worked . . . in jobs, in social
clubs, in student projects, or whatever. Next think of the one person with whom you could work
least well, that is, the person with whom you had the most difficulty getting a job done. This is
the one person (a peer, boss, or subordinate) with whom you would least want to work.
Describe this person by circling numbers at the appropriate points on each of the following
pairs of bipolar adjectives. Work rapidly. There are no right or wrong answers.

Procedure & Scoring:

The Least Preferred Coworker (LPC) scale requires a person to rate the one individual
they would least want to work with – the least-preferred coworker – using a range of 18 to 25
bipolar (positive or negative) adjectives, with ratings from 1 to 8. The LPC score is then
computed by totaling all the ratings. A high LPC score indicates that the individual is a
relationship-oriented leader, while a low LPC score suggests a task-oriented leader.
Compute LPC score by totaling all the numbers you circled. If your score is 73 or
above, you are considered a “relationship-oriented” leader. If your score is 64 or below,
you are considered a “task-oriented” leader. If your score is 65 to 72, you are a mixture
of both, and it is up to you to determine which leadership style is most like yours
 Page 24

Your Task:

 After you have obtained your scores, enter them in the following Table
Table 1

Displaying the score and its interpretation of the subject

Initials / Name of Score on Interpretation

the Subject Leadership Style

 Discuss your scores and conclude.

References:
1. Fiedler, F.E. (1964). A contingency model of leadership effectiveness. In L. Berkowitz
(ed), Advances in experimental social psychology, NY: Academic press.
2. Fiedler, F.E. (1967). A theory of leadership effectiveness, NY: McGraw-Hill
 Page 25

LONELINESS
Ex. No. 8 Experimenter :
Date : Subject :

Aim: To find out the level of loneliness in the subject

GENERAL DISCUSSION:

Loneliness is a complex and usually unpleasant emotional response to isolation or lack of

companionship. Loneliness typically includes anxious feelings about a lack of connection or
communication with other beings, both in the present and extending into the future. As such,
loneliness can be felt even when surrounded by other people. The causes of loneliness are
varied and include social, mental, emotional or even physical factors.

Research has shown that loneliness is widely prevalent throughout society among people in
marriages, relationships, families, veterans and successful careers. It has been a long explored
theme in the literature of human beings since classical antiquity. Loneliness has also been
described as social pain—a psychological mechanism meant to alert an individual of isolation
and motivate them to seek social connections.

Many people experience loneliness for the first time when they are left alone as infants. It is also
a very common, though normally temporary, consequence of a breakup, divorce, or loss of any
important long-term relationship. In these cases, it may stem both from the loss of a specific
person and from the withdrawal from social circles caused by the event or the associated
sadness.

The loss of a significant person in one's life will typically initiate a grief response; in this
situation, one might feel lonely, even while in the company of others. Loneliness may also occur
after the birth of a child (often expressed in postpartum depression), after marriage, or
following any other socially disruptive event, such as moving from one's home town into an
unfamiliar community leading to homesickness. Loneliness can occur within unstable marriages
or other close relationships of a similar nature, in which feelings present may include anger or
resentment, or in which the feeling of love cannot be given or received. Loneliness may
represent a dysfunction of communication, and can also result from places with low population
densities in which there are comparatively few people to interact with. Loneliness can also be
seen as a social phenomenon, capable of spreading like a disease. When one person in a group
begins to feel lonely, this feeling can spread to others, increasing everybody's risk for feelings of
loneliness.

There is a clear distinction between feeling lonely and being socially isolated (for example, a
loner). In particular, one way of thinking about loneliness is as a discrepancy between one's
necessary and achieved levels of social interaction, while solitude is simply the lack of contact
with people. Loneliness is therefore a subjective experience; if a person thinks they are lonely,
then they are lonely. People can be lonely while in solitude, or in the middle of a crowd. What
makes a person lonely is the fact that they need more social interaction or a certain type of
social interaction that is not currently available. A person can be in the middle of a party and
feel lonely due to not talking to enough people. Conversely, one can be alone and not feel lonely;
even though there is no one around that person is not lonely because there is no desire for
social interaction. There have also been suggestions that each person has their own sweet spot
of social interaction.

Loneliness has been linked with depression, and is thus a risk factor for suicide. People who are
socially isolated may report poor sleep quality, and thus have diminished restorative processes.
In children, a lack of social connections is directly linked to several forms of antisocial and self-
destructive behavior, most notably hostile and delinquent behavior. In both children and adults,
loneliness often has a negative impact on learning and memory. Its disruption of sleep patterns
can have a significant impact on the ability to function in everyday life.

Materials required:
4. UCLA Loneliness Scale
5. Scoring and Interpretation sheet
6. Pencil or Pen

Procedure& Tool Description:

The UCLA Loneliness Scale was developed to assess subjective feelings of loneliness or
social isolation. Items for the original version of the scale were based on statements used by
lonely individuals to describe feelings of loneliness. The questions were all worded in a negative
or “lonely” direction, with individuals indicating how often they felt the way described on a four
point scale that ranged from “never’ to “often.”

The UCLA Loneliness Scale is the most widely used measure of loneliness. Scores on the
loneliness scale have been found to predict a wide variety of mental (i.e., depression) and
physical (i.e., immune-competence, nursing home admission, mortality) health outcomes in our
research and the research of others.

Instruction:
Indicate how often each statement below is descriptive of you. Circle a letter for each statement:
0 indicates "I often feel this way"
S indicates "I sometimes feel this way"
R indicates "I rarely feel this way"
N indicates "I never feel this way"

S. No. Questions RESPONSES

1. How often do you feel unhappy doing so many things alone? O S R N

2. How often do you feel you have nobody to talk to? O S R N

3. How often do you feel you cannot tolerate being so alone? O S R N

4. How often do you feel as if nobody really understands you? O S R N

How often do you find yourself waiting for people to call or O S R N

5.
write?
6. How often do you feel completely alone? O S R N

How often do you feelyou are unable to reach out and O S R N

7.
communicate with those around you?
 8. How often do you feel starved for company? O S R N

O S R N
9. How often do you feel it is difficult for you to make friends?
10. How often do you feel shut out and excluded by others? O S R N

Page 27
Scoring and Interpretation:

To determine the level of loneliness, the following methods to be carried:

1 point for each question the subject has answered "never" N
2 points for each question the subject has answered "rarely" R
3 points for each question the subject has answered "sometimes" S
4 points for each question the subject has answered "often" O

Compute the score by adding the ten numbers together.

The average score for college students is 20.
The average score for nurses is 20.
The average score for school teachers is 19.
The average score for elderly people is 16.

Your Task:

 After you have obtained your scores, enter them in the following Table

Table 1

Displaying the score and its interpretation of the subject

Initials / Name of Score on

Interpretation
the Subject Loneliness

 Discuss your scores and conclude.

Reference:
Russell, D. (1996). The UCLA Loneliness Scale (Version 3): Reliability, validity, and factor
structure. Journal of Personality Assessment, 66, 20-40.
 Page 28

WELLNESS
Ex. No. 9 Experimenter:

Date: Subject:

Aim: To screen for the level of depression experienced by the subject.

Materials required:

vii. Beck Depression inventory

viii. Scoring key with manual
ix. Paper and Pencil
General Discussion:

Mental health is defined here as an emergent condition based on the concept of a syndrome. A
state of health, like illness, is indicated when a set of symptoms at a specific level are present
for a specified duration and this constellation of symptoms coincides with distinctive
cognitive and social functioning.

Mental health may be operationalized as a syndrome of symptoms of an individual’s

subjective well-being. Subjective well-being is individuals’ perceptions and evaluations of
their own lives in terms of their affective states and their psychological and social functioning.

Emotional well-being is a cluster of symptoms reflecting the presence or absence of positive

feelings about life. Symptoms of emotional well-being are ascertained from individuals’
responses to structured scales measuring the presence of positive affect (e.g., individuals is in
good spirits), the absence of negative affect (e.g., individual is not hopeless), and perceived
satisfaction with life.

Tool Description:

The 14-item Mental Health Continuum Short Form (MHC-SF; Keyes, 2005) was developed by
Keyes in answer to demands for a brief self-rating assessment tool combining all three
components of wellbeing. The short form of the Mental Health Continuum (MHC-SF) is
derived from the long form (MHC-LF), which consisted of seven items measuring emotional
well-being, six 3-item scales (or 18 items total) that measured the six dimensions of Ryff’s
(1989) model of psychological well-being, and five 3-item scales (or 15 items total) that
measure the five dimensions of Keyes’ (1998) model of social well-being. The measure of
emotional well-being in the MHC-LF included six items measuring the frequency of positive
affect that was derived, in part, from Bradburn’s (1969) affect balance scale, and a single item
of the quality of life overall based on Cantril’s (1965) self-anchoring items.
 Page 29
Directions: Following statements are about how you have been feeling during the
past month. Indicate the frequency which best represents how often you have
experienced or felt the following: (1) = never, (2) once or twice (3)= about once a
week (4)= about 2 or 3 times a week, (5)= almost everyday, (6)=everyday

Sl.No Wellness 1 2 3 4 5 6
1. Happy
2. Interested in life
3. Satisfied with life
That you had something important to
4.
contribute to society
That you belonged to a community (like a
5.
social group, or your neighborhood)
That our society is a good place, or is
6. becoming a
better place, for all people
7. That people are basically good
That the way our society works makes
8.
sense to you
That you liked most parts of your
9.
personality
Good at managing the responsibilities of
10.
your daily life
That you had warm and trusting
11.
relationships with others
That you had experiences that challenged
12.
you to grow and become a better person
Confident to think or express your own
13.
ideas and opinions
That your life has a sense of direction or
14.
meaning to it
 Page 30
Scoring:
Three items represent emotional wellbeing, six items represent psychological wellbeing, and
five items represent social wellbeing. Each item is scored according to respondents’
experiences over the last month on a 6-point Likert scale (‘never’, ‘once or twice’, ‘about once
a week’, ‘2 or 3 times a week’, ‘almost every day’, or ‘every day’)

Continuous Scoring: Sum, 0-70 range (use 10 point categories if desired).

Interpretation

14 – 38 : Low on Wellness or Languishing

39 – 58 : Moderate on Wellness

59 – 84 : High on Wellness or Flourishing

Categorical Diagnosis: a diagnosis of flourishing is made if someone feels 1 of the 3 hedonic

well-being symptoms (items 1-3) "every day" or "almost every day" and feels 6 of the 11
positive functioning symptoms (items 4-14) "every day" or "almost every day" in the past
month. Languishing is the diagnosis when someone feels 1 of the 3 hedonic well-being
symptoms (items 1-3) "never" or "once or twice" and feels 6 of the 11 positive functioning
symptoms (items 4-8 are indicators of Social well-being and 9-14 are indicators of
Psychological well-being) "never" or "once or twice" in the past month. Individuals who are
neither “languishing” nor “flourishing” are then coded as “moderately mentally healthy.”

Your Task:

 After you have obtained your scores, enter them in the following Table
Table 1

Displaying the score and its interpretation of the subject

Initials of the Score on Wellness Description of

Subject Mental Health

 Discuss your scores and conclude.

 Page 31
PERCEIVED SOCIAL SUPPORT

Ex. No.: 10 Experimenter:

Date: Subject:

Aim: To measure the perceived social support held by the individual

Materials required:
i. Multidimensional Scale of Perceived Social Support (MPSS)
ii. Scoring Key
iii. Writing Materials

The tool & its administration:

The MSPSS provides assessment of three sources of support: family (FA), friends (FR),
and significant other (SO). It is short (12 items in total) and is ideal for MSPSS items are easy to
understand and are therefore suitable for young populations or populations with limited
literacy level. Despite being a brief instrument, MSPSS measures support from three sources,
and in particular, the SO subscale is rather unique among measures in the field. Who the
‘‘significant other(s)’’ is, is left to the respondent to define. SO subscale is a strong supplement
to the family and the friends subscales because it taps a different support source for the
adolescent, such as boyfriend/girlfriend, teacher and counsellor.

Items were measured on a 5-point scale from 1 ‘strongly disagree’ to 5 ‘strongly agree.’
It provides four scores: FA, FR, SO, and total.
 Page 32

The items tended to divide into factor groups relating to the source of the social
support, namely family (Fam), friends (Fri) or significant other (SO).

Your Task:

 After you have obtained your scores, enter them in the following Table
Table 1

Displaying the score and its interpretation of the subject

Name of Score on Social Support

 the Family Level of Friends Level of Significant Level of
Subject (Fam) Support (Fri) Support Other (SO) Support

 Discuss your scores and conclude.

Page 33

References
Canty-Mitchell, J. & Zimet, G.D. (2000). Psychometric properties of the Multidimensional Scale
of Perceived Social Support in urban adolescents. American Journal of Community
Psychology, 28, 391-400.

Zimet, G.D., Dahlem, N.W., Zimet, S.G. & Farley, G.K. (1988). The Multidimensional Scale of
Perceived Social Support. Journal of Personality Assessment, 52, 30-41.

Zimet, G.D., Powell, S.S., Farley, G.K., Werkman, S. & Berkoff, K.A. (1990). Psychometric
characteristics of the Multidimensional Scale of Perceived Social Support. Journal of Personality
Assessment, 55, 610-17.
Page 34