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+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+Effect of SMET yoga program on Positive and Negative Affectivity of employees; a randomised controlled study.
+
+Jyothi Vasu
+Research Scholar, S-VYASA University, Bengaluru, Karnataka, India
+
+
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+Towards the partial fulfillment of Doctoral degree in Yoga
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+under the guidance of
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+Sony KumariM.A., PhD
+Professor, S-VYASA University, Bengaluru, Karnataka, India
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+and co-guidance of
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+K. B. AkhileshM.S., PhD
+Professor, Indian Institute of Science, Bengaluru, Karnataka, India
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+H. R. NagendraM.E., PhD
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+Chancellor, S-VYASA University, Bengaluru, Karnataka, India
+
+The Division of Yoga & Management
+Swami Vivekananda Yoga AnusandhanaSamsthana (SVYASA- A university established under section 3 of the UGC Act. 1956)
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+Volume XIII Issue III MARCH 2020	Page No: 203
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
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+Abstract
+
+
+Background :
+
+This study seeks to investigate the impact of Self-Management of Excessive Tension (SMET) yoga program on changes in Positive and Negative affectivity of the employees.
+Materials and methods: It is a randomised two group (yoga and control group) intervention study with pre and post assessments. SMET yoga program is used as an intervention.A sample of 240 employees (120-Yoga and 120-Control group) consisting of both male and female, working for a BPO office in Bengaluru, India belonging to an age group of 20-45 years participated in the study. PANAS scale was used to administer the study parameters. Data was analysed by using SPSS software.
+Results:A considerable variation in mean values (difference in pre and post data) were observed after SMET intervention for various dimensions ofPositive Affectivity and Negative Affectivity Schedule (PANAS). The results were found to be significant with p < 0.05.
+Conclusions: Studyshowed that SMET helped to increase Positive affectivity and to reduce the Negative affectivity of the employees.
+
+Key words: Cyclic Meditation, Negative Affectivity,Personality Traits, Positive Affectivity, SMET, Yoga
+
+
+
+Background:
+
+The word "personality" originates from the Latin word persona, which means mask (Stevko, 2014). In French, it is equivalent to personalete. Personality also refers to the pattern of thoughts, feelings, social adjustments, and behaviours consistently exhibited over time that strongly influences one's expectations, self-perceptions, values, and attitudes (Srivastava & Mishra, 2016). It also predicts human reactions to other people, problems, and stress.
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+Personality affects all aspects of a person's performance, even how he reacts to situations on the job. Not
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+every personality is suited for every job position, so it's important to recognize personality traits and pair
+
+employees with the duties that fit their personalities the best. This can lead to increased productivity and job satisfaction, helping your business function more efficiently.
+
+Introduction:
+
+Positive Affectivity:
+
+Positive  Affectivity  (PA)  is  a  personality  characteristic  that  describes  how  humans  experience positive emotions while interacting with others and with their surroundings. Those with high positive
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+Volume XIII Issue III MARCH 2020	Page No: 204
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+affectivity are typically enthusiastic, energetic, confident, active, and alert. Those having low levels of positive affectivity can be characterized by sadness, lethargy, distress, and un-pleasurable engagement (Watson et al, 1988).
+
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+Positive affect reflects neither a lack of negative affect, nor the opposite of negative affect, but is a
+
+separate,  independent  dimension  of  emotion. Positively  affected  people  are  said  to  be  more  active physically, socially, mentally and emotionally (Watson &Tellegen, 1988a).
+
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+Positive affectivity is a managerial and organizational behavior tool used to create positive environments
+
+in the workplace. Through the use of PA, the manager can induce a positive employee experience and culture. The positive affectivity hypothesis predicts that employees with positive dispositions receive more supervisor support because they are more socially oriented and likable.PA can be measured as both a state and a trait; state affect captures how a person feels at any given time while trait affect is the tendency of a person to experience a particular affective state over time (Watson and Pennebaker, 1989).
+
+
+PA helps individuals to process emotional information accurately and efficiently, to solve problems, to make plans, and to earn achievements. Psychological capital (PsyCap) refers to an individual’s positive psychological  state  of  development  and  is  characterised  by  positive  affectivity,  self-efficacy,  hope, resilience, and optimism.
+
+
+PA may influence to enhance the personal resources which can help to overcome or deal with distressing situations.  These  resources  are  physical  (e.g.,  better  health),  social  (e.g., social  support networks), intellectual and psychological (e.g., resilience, optimism, and creativity). PA provides a psychological break or relief from stress, supporting continued efforts to replenish resources depleted by stress.Its buffering functions provide a useful antidote to the problems associated with negative emotions and ill health due to stress. Likewise, happy people are better at more mature coping efforts than people with negative emotions.
+
+
+Negative Affectivity:
+
+Negative Affect (NA) is a dimension of subjective distress that includes a variety of adverse mood states, including anger, contempt, disgust, fear, and nervousness (Watson et al., 1988). NA, like PA, can be measured as both a state and a trait and has been linked to both subjective and objective health indicators. State NA has been linked to increased same-day pain (Gil et al., 2003) and decreases in self-reported health (Benyamini et al., 2000). Evans and Egerton (1992) found that state NA led to a higher incident of
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+Volume XIII Issue III MARCH 2020	Page No: 205
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
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+colds.  Burnout  is  a  negative  affective  state  caused  by  recurring  distress  (Shirom,  1989).Negative affectivity is a stable and inherited disposition to experience nonspecific distress or unpleasant emotions (Clark et al. 1994). It is considered by some to be synonymous with the personality factor of neuroticism, which corresponds to individuals’ tendency to experience negative affect states (Costa and McCrae 1980; Watson et al. 1988a).
+
+It  is  important  to  an  organisation  that  its  employees  must  be  emotionally  balanced.  The  greatest competitive advantage for an organisation’seconomy is a positive workforce. Therefore it is important for organisations to find ways to enhance their employees’ positive psychological states of mind and decrease their negative emotions i.e. their psychological capital, to achieve desired organisational outcomes.
+
+Negative affectivity (NA) is a personality variable that involves the experience of negative emotions and poor self-concept. Watson and Clark (1984) proposed that negative affectivity encompasses a range of constructs including trait anxiety, neuroticism, ego strength, and maladjustment, among others. Negative affectivity roughly corresponds to the dominant personality factor of anxiety/neuroticism that is found within the Big Five personality traits as emotional stability. Neuroticism can plague an individual with severe mood swings, frequent sadness, worry, and being easily disturbed, and predicts the development and onset of all common mental disorders.Research shows that negative affectivity relates to different classes of variables such as, self-reported stress and poor coping skills, health complaints, and frequency of unpleasant events. Weight gain and mental health complaints are often experienced as well.
+
+
+Negative affectivity is considered a general risk factor for a range of physical and mental health problems, which frequently co-occur. For example, someone experiencing one negative mood state (e.g., sadness) is likely to report greater levels of other negative mood states such as fear or anger (Watson and Naragon-Gainey 2010). As a trait, negative affectivity is considered a broad predisposition to experience negative emotions  such  as  anxiety,  fear,  and  sadness  (Watson  et  al.  1988b).  Indeed,  negative  affectivity  is associated with a range of psychopathology, including eating disorders (Cook et al. 2014; Stice 2002), substance use disorders (Cook et al. 2014), schizophreniaspectrum disorders (Blanchard et al. 1998), personality disorders (Zeigler-Hill and Abraham 2006), and a variety of health concerns (Watson and Naragon-Gainey  2014).  Additionally,  negative  affectivity  is  theorized  to  play  an  etiological  role accounting for the overlap in negative emotional disorders of anxiety and depression (Clark and Watson 1991).
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+Volume XIII Issue III MARCH 2020	Page No: 206
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+Further,  negative  affect  was  identified  as  one  of  five  “core  elements”  of  personality  along  with detachment, antagonism, disinhibition, and psychoticism (Krueger et al. 2012), emphasizing the role of negative affectivity not only in personality disorders but also personality at a broader level. Notably, negative affectivity is theorized to be a preexisting temperamental disposition, occurring prior to the onset of specific pathology. Prospective studies have found negative affectivity to predict later onset of a range of problems including mental health, hypertension, and substance abuse (Craske et al. 2001; Jonas and Lando 2000; Measelle et al. 2006; Pine et al. 1998). Overall, available works suggest negative affectivity is a consistent marker of distress across a range of presenting problems and plays an etiological role in their onset.
+
+Hence employees having more negative affectivity trait cannot use their maximum potential and hence will find it difficult to give their fullest to the organization. Therefore these employees may be assisted to decrease their negative affectivity, so that they would be able to work more efficiently and contribute positively to the growth and success of the organization.
+
+
+Stress   Management   programs   (SMP)   are   conducted   in   organisations   to   help   employees   to overcomephysical and mental imbalances. Though everyone is unique, we all possess certain traits that set us apart from the rest, for many reasons. These traits define who we are and how we respond to situations. We only need to ignite that dormant passion and give a boost to our persona.
+
+
+The Stress  Management  programs assists  individuals  to  effectively manage  the  imbalance in  healthy ways, including - exercising, seeking social support, using pleasant activities and relaxation techniques. The Stress Management training program in the workplace builds on the better Work-Life balance. Studies  on  Stress  Management  programs  suggests  that  these  comprehensive  programs  can  improve mental health, behaviour and well-being of workers.
+Previous research studies have proved that yoga techniques can bring down the imbalances enormously. Self-Management  of  Excessive  Tension(SMET)  is  one  such  holistic  yoga-based  stress  management program  developed  by  Swami  Vivekananda  Yoga  AnusandhanaSamsthana  (S-VYASA)  University, Bengaluru. It is a simple and easy technique to practice which is based on traditional concept of yoga for improving both internal and external well-being of an individual. It is specially suited to the modern day executives, professionals, management experts, housewives and others.
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+Volume XIII Issue III MARCH 2020	Page No: 207
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+YOGA:
+
+Yoga is a conscious process of gaining mastery over the mind. It’s a process of elevating oneself through calming of mind.
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+The great sage Patanjali ‘father of yoga’ uses the word ‘Klesha’ in his ‘Yoga Sutras’ for stress and
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+proposes the techniques of yoga for reducing (thinning) stress. It will not be a sudden elimination but gradual systematic process of moving from higher stress levels to lower ones and slowly eliminating.
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+According to ‘Bhagavadgita’ (2 - 62, 63), by using the technique of yoga, we learn to expand our
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+horizons, increase our capacities and manifest our dormant potentialities.
+
+
+Hence yoga is one of the popular ways to reduce physical and mental imbalances to a greater extent. It helps to set right the defects in different koshas. The negative emotions like Negative Affectivity can be minimised which helps to develop confidence, to increase optimism, enthusiasm and other positive characters. An employee with more positivities, tries to improve his performance and in turn strives for the growth of the organisation and also helps to achieve its goals and targets.
+
+Benefits of Yoga :
+
+Yoga offers man a conscious process to solve menacing problems of unhappiness, restlessness, emotional upset, hyper-activity and so on.
+
+It helps to evoke the hidden potentialities of man in a systematic and scientific way by which man becomes a complete individual.   His   physical,   mental, emotional, spiritual and intellectual faculties develop  in  a  harmonious  and  integrated  manner  to  meet  the  all-round  challenges  of  the  modern technological era with its hectic speed.
+
+It also helps for muscular relaxation, developing willpower and improving creativity.
+
+SMET- Self-Management of Excessive Tension
+
+Self-Management of Excessive Tension (SMET) module is a holistic yoga-based stress management program  which  is  developed  by  Swami  Vivekananda  Yoga  AnusandhanaSamsthana  (S-VYASA) University, Bengaluru. It is a simple and easy technique to practice which is based on traditional concept of yoga for improving both internal and external well-being of an individual. It is specially suited to the modern day executives, professionals, management experts, housewives and others. Yoga offers total rehabilitation by integrated module of SMET.
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+Volume XIII Issue III MARCH 2020	Page No: 208
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+SMET is based on MāndukyaUpanishad consisting of Yogic science and Vedic ideology for combating physical and mental imbalances and ensuring all round health of the body and mind combined. It is a series of successive stimulations and relaxations that can solve the complex problems of the mind. It helps to release stress at deeper levels. This technique is interspersed and an aspirant finds it easy in comparison with other practices of yoga.
+
+
+The cardinal principles of Yoga are; “stimulation and relaxation of the body; slow down the breath and calm down the mind”. Crystallizing such principles into practical techniques, S-VYASA has developed highly effective programs of stress management, offered under the following four headings:
+
+
+1. Instant Relaxation Technique (IRT) 2. Quick Relaxation Technique (QRT) 3. Deep Relaxation Technique (DRT)
+4. Self Management of Excessive Tension (SMET)
+
+
+Aim and Objectives of SMET: 1.   Stimulate the mind.
+2.   Calm down the distractions. 3.   Recognize the Stagnations.
+4.   Achieve peace and happiness.
+
+5.   Enhancing the efficiency of staff involved in management and other stream 6.   Promoting health and wellbeing through yoga
+7.   Recovering and managing various physical and mental aliments through specific yoga techniques.
+
+8.   Improving the skills and equipoise in action by developing concentration and absolute focus towards work through various Yoga techniques.
+
+
+Components of SMET :
+
+(a) Theory sessions - namely Lectures, Talks, Counselling, Discourses and
+
+(b)  Practice  sessions  -  Cyclic  Meditation  (CM)  which  includesÄsanas,  Relaxation  techniques  and Meditation.
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+Volume XIII Issue III MARCH 2020	Page No: 209
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+Theory sessions - topics:
+
+1.   Concept of Stress
+
+2.   Growth of Executives 3.   Group Dynamics
+4.   Introduction to SMET
+
+5.   Recognition of problem is half solution 6.   S-VYASA movement
+7.   Researches on SMET
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+8.   Benefits and Advantages of going through SMET program
+
+
+
+Practice session - Cyclic Meditation - CM:
+
+Cyclic Meditation is a practice, built on the principle of alternate Stimulation and Relaxation. This technique was developed by Dr. H. R. Nagendra of S-VYASA university, Bengaluru. It is a simple and effective technique to relieve stress and induce deep sleep and relaxation. There are proven results that, CM can reduce the number of hours needed in order to feel rejuvenated.
+
+Cyclic Meditation involves the following steps :
+
+Step 1.   Lie down in śavāsana and chant Opening Prayer  “Layesambodhayetchittam……….”
+
+ललललललललललललललललललललललललललललललललललललललल ललललललललललललललललललललललललललललललललललल३-४४॥
+layesaṃbodhayeccittaṃvikṣiptaṃśamayetpunaḥ | sakaṣāyaṃvijānīyātsamaprāptaṃnacālayet ||māndukyopaniśat kārika|| 3-44 ||
+
+Meaning: If the mind becomes inactive in a state of oblivion awaken it again. If it is distracted,, bring it
+
+back to the state of tranquility. (In the intermediary state) know the mind containing within it desires in potential form. If the mind has attained the state of equilibrium, then do not disturb it again.
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+Stimulate & awaken the sleeping mind, calm down the distractions, recognize the innate stagnations & stay in steadiness without disturbing it.
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+
+Step 2	(a) Perform IRT - Instant Relaxation Technique
+
+(b) Coming up to Tāḍāsanasthiti (standing position) – Linear awareness (c) Relaxation and centering in Tāḍāsana
+Step 3.  Standing asana - Perform Ardhakaṭicakrāsana (first right and then left )
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+Volume XIII Issue III MARCH 2020	Page No: 210
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+(a)  Coming down tośavāsana from right side Step 4.  Perform QRT - Quick Relaxation Technique
+Step 5.  Sitting āsanas - Sit up and relax in Danḍāsana (sitting with leg stretching) (a)Perform Vajrāsana
+(b)Perform Sasankāsana and return to Vajrāsana (c) Perform Ardha-uśtrāsanaor uśtrāsana
+(d) Relax in leg stretching sitting position (e) Go straight back to śavāsana
+Step 6.  Perform DRT – Deep Relaxation Technique
+
+(a) Come up straight and assume any sitting position -preferably Vajrāsana (b) Chant Closing Prayer “ Omsarvebhavantusukhinah…….”
+
+ॐललललल लललललल लललललल|ललललल ललललल लललललललल ।
+ललललल ललललललल लललललललल
+|लल लललललललललललललललललललल । ॐललललललल ललललललल ललललललल ॥
+
+sarve bhavantu sukhinah, sarve santu nirāmayāh, sarve bhadrāṇi paśyantu, mā kaścit duhkha bhāgbhavet; om ṣāntih ṣāntih ṣāntihi॥
+
+Meaning:
+
+
+May	all	become	happy,	May	none	fall	ill;	May	all	see	auspiciousness	everywhere, May none ever feel sorrow, Om peace peacepeace.
+
+
+Need for the study :
+
+Physically healthy and mentally sound employees are the assets for an organisation.Improved Positive affectivity and reduced Negative affectivity of employees are considered to be very important factors which are necessary for the growth and success of an organization in achieving its goals.
+
+No studies have reported examining the impact of SMET Yoga Program on Positive and Negative
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+affectivity. Hence the need.
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+Study Rationale:
+
+There are many reasons for all sorts of physical, mental and emotional imbalances of a person. Hence these imbalances causes hindrances for an employee to work to his maximum potential or to exhibit positive characters.
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+Volume XIII Issue III MARCH 2020	Page No: 211
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+So by reducing theimbalance , one can maximize his potential and work with a healthy and positive state of mind. Keeping this aspect as a rationale, efforts have been made to improve the positive characters of employeesand to minimise theirnegative characters.
+Previous research studies have proved that yoga techniques can bring down the Negative affectivity and improve positivity enormously. Self-Management of Excessive Tension (SMET) is one such holistic yoga-based	stress	management	program	developed	by	Swami	Vivekananda	Yoga AnusandhanaSamsthana (S-VYASA) University, Bengaluru, which has been used as an intervention in our study.
+
+
+Aim:
+
+To study the impact of SMET yoga module on positive and negative characteristics of employees.
+
+
+Objective:
+
+ To evaluate the impact of SMET yoga module on Positive affectivity of employees.  To evaluate the impact of SMET yoga module on Negative affectivity of employees.
+
+Hypothesis:
+
+Null Hypothesis: SMET Yoga Module will not improve Positive affectivity and will not reduce Negative affectivity of the employees.
+Research Hypothesis: SMET Yoga Module will improve Positive affectivity and will reduce Negative affectivity of the employees.
+
+
+Research Methodology:-
+
+Research Design:
+
+It is a randomised two group (yoga and  control group), intervention study with pre and post assessments.
+
+SMET program is used as an intervention. Yoga group will undergo SMET yoga program and Control group will be engaged in their routine work and they will undergo SMET program after the study. It will be a waitlist control group.
+
+Measures:-
+
+Dependant variables– Positive affectivity andNegative affectivity
+
+Independent variable –Job stress
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+Volume XIII Issue III MARCH 2020	Page No: 212
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+Control Variables – Age, Gender, Qualification, Designation, Job Tenure
+
+Research Instruments used:
+
+PANAS scale- developed by Watson, D.,Clark, L. A., &Tellengen, A., (1988) - measures 10 specific positive and 10 specific negative affects each at two different levels. It uses a 5-point scale (1 = very slightly or not at all, 5 = extremely) to indicate the extent of generally feeling the respective mood state. The Authors calculated Cronbach á coefficients in different samples range from 0.90 to 0.96 for PA and from 0.84 to 0.87 for NA.
+
+Reliability and Validity:
+
+Reliability and Validity reported by Watson (1988) was moderately good. For the Positive Affect Scale, the Cronbach alpha coefficient was 0.86 to 0.90; for the Negative Affect Scale, 0.84 to 0.87. Over a 8-week time period, the test-retest correlations were 0.47-0.68 for the PA and 0.39-0.71 for the NA. The PANAS has strong reported validity with such measures as general distress and dysfunction, depression, and state anxiety.
+
+
+Samples :
+
+Source – The sampling technique used in this research is simple random sampling. Employees working
+
+for Vee-Technologies private Ltd., a BPO organisation at Bengaluru, India were selected randomly for the study. Subjects of the present study were from different departments of the organization like finance, HRM, production etc. and they belonged to the category of managers, non-managers and official staff of the organization.
+
+Criteria - Both male and female employees of 20 to 45 years of age group were selected.
+
+Size - Total of 240 employees participated in the study, out of which 120 belonged to ‘experimental Yoga group’ and 120 belonged to ‘waitlisted Control group’.
+
+Duration of the study :3 months,  weekly 2 days, one hour session per day. Employees were asked to practice the same at home for the remaining 3 days of the week by listening to the instructions which were recorded by them. They self-reported their home practice.
+
+
+Statistical Analysis: Statistical Package for Social Sciences (SPSS) 22.0 was used to perform the statistical analysis.
+
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+Volume XIII Issue III MARCH 2020	Page No: 213
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+Results / Findings:
+
+The response choices of the scale used, consisted of a Likert type 5 point rating scale.
+
+As the data consists of scores given to the response choices, the variables under measurement are not normally distributed. Hence analysis was made using non-parametric tests. The Mann -Whitney U test is used to measure the significance of the data.
+
+Table 1 shows the Descriptive Statistics of the PANAS of the employees of Yoga group.
+
+In this table we can see that there is a significant change in the mean values of post data compared to pre data of all the variables. This implies that SMET has a positive impact in improving the positive characters and reducing the negative characters of the employees.
+
+Table 2 shows median, mode and percentile values for yoga group of employees.
+
+Table 3 shows the Descriptive Statistics of the PANAS of the employees of Control group.
+
+In this table, there is not much difference in the mean values of the variables of  pre and post data of the employees who have not participated in the SMET Yoga program.
+
+Table 4 shows median, mode and percentile values for Control group of employees.
+
+Table 5 shows the Mean Ranks and the sum of Ranks for PANAS of the Yoga group - employees.
+
+In this table we can see that there is a tremendous change in the mean Ranks and sum of Ranks of post data compared to pre data of all the variables. This proves the positive effect of SMET in improving the positive characters and reducing the negative characters of the employees.
+
+Table 6 shows the Mean Ranks and the sum of Ranks for PANAS of the Control group - employees.
+
+In this table, there is not much difference in the mean Ranks and sum of Ranks of the variables of  pre and post data of the employees who have not participated in the SMET Yoga program.
+
+Table 7 shows the actual significance values of the test for PANAS of employees of Yoga group.
+
+This table clearly shows the significance of data of each dimension of PANAS of Yoga group. Since the P value is < 0.05 in each case, it means to say that, Reject Null Hypothesis and Accept Research Hypothesis.
+
+The post data of different variables of Control group were not found to be significant for PANAS (p not less than 0.05) as per our observation.
+
+SMET has a positive impact on all the variables of PANAS. SMET has helped the employees in improving their Positive (characters) Affectivity and to reduce theirNegative (emotions) Affectivity to a maximum extent.
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+Volume XIII Issue III MARCH 2020	Page No: 214
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+Discussions :
+
+Previous studies and research findings aboutSMET :
+
+A study on SMET, reported decrease in occupational stress levels and baseline autonomic arousal in managers, showing significant reduction in sympathetic activity (Vempati, R. P., and Telles, S. (2000)). Effectiveness of Self- Management of Excessive Tension (SMET) programme on emotional well-being of managers was studied.. In this study, Emotional Quotient was used as an indicator for emotional well-being. SMET intervention contributed to the betterment of emotional well- being of the managers (Sony Kumari, N.C.B. Nath, and Nagendra, H. R. (2007)). A study was made to assess the effect of Self-Management of Excessive Tension (SMET), on brain wave coherence. Results of a study showed that participation in a SMET program was associated with improvement in emotional stability and may have implications  for  'Executive  Efficiency'.  On  the  whole,  significant  increase  in  cognitive  flexibility, intelligence and emotional stability were attained by following SMET (Ganpat, T. S., and Nagendra, H. R.  (2011))  .A study examined  the  possibility of enhancing emotional competence  (EC)  along with emotional  Intelligence  (EI)  through  Self  Management  of  Excessive  Tension  (SMET)  program.  The participating executives reported improvement in efficiency at work. In addition they have experienced other benefits like reduction in blood pressure, sleep decreases in the consumption of the tranquilizers, clarity in thinking, and relaxed feeling in action (Kumari, S., Hankey, A., and Nagendra H. R. (2013)). In another study, SMET intervention has again proved to contribute to significant enhancement of emotional competence level of the managers (Sony Kumari, N.C.B. Nath, and Nagendra, H. R. (2007)). A study evaluates the impact of a 5 day stress management programme (SMET) for managers as measured by AcuGraph3  - ‘Digital  Meridian  Imaging’  system.  The  5  days  SMET  intervention  increased  overall ‘Prāṇic’energy in the main acupuncture meridian channels. The program significantly improved overall chi (Chinese term) energy. Chi energy would increase, both in individual meridians and the overall (Meenakshy K. B., Alex Hankey, HongasandraRamarao Nagendra. (2014)). A study was conducted to evaluate the effect of 5 days yoga based Self-Management of Excessive Tension (SMET) on profile of mood states of managers. The negative moods were significantly reduced following SMET program. Whereas positive moods improved. The intense yoga based SMET program enhanced the profile of mood in managers (Rabindra M.A., Pradhan B. and Nagendra H.R, (2014)). SMET intervention with an insight of group dynamics & executive growth along with the practices proved to bring about a significant trend in scores which suggested that SMET as part of Yoga could be an effective tool for managing stress and hence enhancing managerial leadership (PadmavatiMaharana, DrSanjib Patra , Dr. T M Srinivasan, Dr. H R Nagendra,. (2014)). A study was conducted to examine the effect of Stress Management Programme, Self- Management   of excessive Tension (SMET) on the managers. It was observed that significant improvement in health and personality traits were recorded (Rabindra Acharya, BalramPradhan and H. R.
+
+
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+Volume XIII Issue III MARCH 2020	Page No: 215
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+
+Nagendra (2017)). Effect of SMET Programme showed to improve the attention of top line managers in another study (Shatrughan Singh and Nagendra, H. R. (2012)).
+
+
+Findings from the present study:
+
+In this study, 2 sub-scales were studied with the help of PANAS scale.
+
+It was observed that some positive changes happened in the employees who underwent SMET program as mentioned below for each sub-scale or component.
+
+Negative affectivity :Employees complaining about distress, upset, guilty, scare, hostile, irritability,
+
+ashamed,  nervous,  jittery  or  afraid  became  more  confident,  open  minded,  optimistic  and  also  their participation and involvement increased to a greater extent after going through the SMET programme.
+
+
+Positive  Affectivity:  The  interest,  excitement,  strength,  enthusiasm,  pride,  alertness,  inspiration, determination, attentiveness, activeness and self-motivationof the employees improved noticeably who underwent SMET programme.
+
+
+In total, this study has proved that SMET helps in improving the Positive affectivity of employees to a noticeable extent. It has also showed that the SMET has helped to a large extent in reducing the Negative affectivity of the employees to a minimum level which in turn increased their positivities.
+
+
+Advantages of going through SMET Program :
+
+
+This methodology has been formulated after years of in-depth study and research into actual case histories by highly qualified doctors and yoga experts. Professionals need sensitivity, brilliance and creativity. But in the process of career advancement one’s stress levels rise and this ultimately leads to deteriorating health. Also any activity related to computer leads to Musculoskeletal, Emotional and Visual problems. With SMET all these issues can be avoided or managed if they occur.
+
+
+Over  the  last  25  years,  these  programs  have  been  conducted  at  various  business  houses,  factories, industries, and educational institutions, management development institutions and for the common public in general. Course participants have experienced deep relaxation resulting in great calmness of mind and body during the programs. Preliminary investigations have demonstrated the efficacy of this program in handling stress effectively.
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+Volume XIII Issue III MARCH 2020	Page No: 216
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+The program ushers in a new era in that, it brings about a ‘Turn around’ in the participant’s outlook, both official and personal and propels him along the path of progress towards efficiency, physical & mental equipoise. SMET improves the sharpness of the mind which is the decision making machinery, by inculcating techniques that help one to go to deeper and subtler levels of consciousness and gain mastery over the mind. It helps to provide the much needed - but denied unwittingly - relaxation to the body-mind complex and to break the shackles of baser thoughts besides elevating one to unlimited expansiveness of understanding - Dr. H. R. Nagendra of S-VYASA university, Bengaluru ; founder of this module.
+
+
+Importance of Positive and Negative affectivityof an employee for an organisation:
+
+Personality  traits  are  extremely  important  in  today’s  competitive  organisational  setting.  Employees
+
+individually  possess  diverse  personality  traits  that  may  influence  negatively  or  positively  their performance of jobs assigned to them. It is therefore important that managers and organisational members take into account these important individual differences because realising these traits will help managers and colleagues to deal with employees’ job performance.
+
+Personality has received much attention from the research community in many contexts. In recent decades research on personality traits and its exploration in the context of work behavior has been revitalized . Personality trait is relatively stable and enduring individual tendency of reacting emotionally or engaging in a behavior in a certain way. Hence Personality traits reflect people’s characteristic patterns of thoughts, feelings, and behaviors. Here we study about two most important personality traits  namely Positive affectivity and Negative affectivity of employees in an organisation.
+
+Conclusion:
+
+Self-Management of Excessive Tension (SMET) program deals with the employees (human beings as a whole), by approaching them in a holistic way to minimize their problems related to various areas of an organisation. SMET Program is exclusively and extensively developed for those having physical and mental imbalances due to various reasons such as work pressure,job stress and so on in specifically corporate world. The techniques are simple but very much effective if practiced regularly. In a very short span of time, the program helps to acquire the power to perform better, free from stress in a relaxed and balanced way. From this study we can see that SMET program contributes considerably to improve the positive behaviourof the employees and reduce their negativities at the same time. Hence it is suggestive that SMET intervention is a very effective way of enhancing employees’ potential to get the maximum benefit out of them and also to enhance their persona.
+
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+Volume XIII Issue III MARCH 2020	Page No: 217
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+Limitations of the study:
+
+Although the study provided interesting insights, the study also has shortcomings.
+
+Firstly, the measures used in the study are self-report measures, whichtypically suffers the problem of a social desirability effect. Many a times, participants choose an ideal alternative instead of the truth.
+
+Secondly, this study is restricted to a private BPO organisation and the findings are provisional and cannot be generalized to other organizations in the same sector as well as to other sectors. Thus, the external validity of the study is low.
+
+Thirdly, the study has been conducted with a sample size of 120 respondents. More appropriate results could have been obtained if sample size would have been increased.
+
+In this study, three months intervention was given. Intervention period can be increased. Only one company /organization was studied. Studies can be conducted at different organisations. This could give stronger findings.
+
+The study would have brought more good results if the comparative analysis would have been made between males and females and between different variables. Some more demographic variables would have been selected to make the study more detailed one.
+
+Scope for future research :
+
+Some moderator and mediator variables like age, experience or gender variables can be considered to study the parameters and their consequences. Other possible negative consequences can also be studied to enrich this field of research.
+
+Future researchers may also wish to develop their own set of questionnaires. Future research can replicate the methodology adopted in the present study to other sectors.  More studies can be carried out to find out the extent to which personality traits influences other perceptions of the organisation. The development of scientific and practical tools and techniques to implement the above findings can be a future initiative.
+
+Conflict of Interest Statement:
+
+The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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+Volume XIII Issue III MARCH 2020	Page No: 218
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+
+References:
+
+Benyamini, Y., Idler, E. L., Leventhal, H. and Leventhal, E. A. (2000). ‘Positive affect and function as influences on self-assessment of health: expanding our view beyond illness and disability’. Journals of Gerontology, 55B, 107–16.
+
+Blanchard, J. J., Mueser, K. T., &Bellack, A. S. (1998).Anhedonia, positive and negative affect, and social functioning in schizophrenia. Schizophrenia Bulletin, 24(3), 413–424.
+
+Clark, L. A., & Watson, D. (1991). Tripartite model of anxiety and depression: Psychometric evidence and taxonomic implications. Journal of Abnormal Psychology, 100(3), 316–336. http://doi.org/10.1037/0021- 843X.100.3.316.
+
+Clark, L. A., Watson, D., & Mineka, S. (1994). Temperament, personality, and the mood and anxiety disorders. Journal of Abnormal Psychology, 103(1), 103–116. http://doi.org/10.1037/0021-843X.103.1.103.
+
+Cook, B. J., Wonderlich, S. A., & Lavender, J. M. (2014). The role of negative affect in eating disorders and substance use disorders. In T. D. Brewerton & A. B. Dennis (Eds.), Eating disorders, addictions and substance use disorders (pp. 363–378). Berlin: Springer. Retrieved from http://link.springer.com/chapter/10.1007/978-3-642-45378-6_16.
+
+Costa, P. T., & McCrae, R. R. (1980). Influence of extraversion and neuroticism on subjective well-being: Happy and unhappy people. Journal of Personality and Social Psychology, 38(4), 668–678. http://doi.org/ 10.1037/0022-3514.38.4.668.
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+Craske, M. G., Poulton, R., Tsao, J. C., &Plotkin, D. (2001). Paths to panic disorder/agoraphobia: An exploratory analysis from age 3 to 21 in an unselected birth cohort. Journal of the American Academy of Child and Adolescent Psychiatry, 40(5), 556–563. http://doi. org/10.1097/00004583-200105000-00015.
+
+Evans, P. D. and Egerton, N. (1992). ‘Mood states and minor illness’. British Journal of Medical Psychology, 65, 177–86.
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+Ganpat, T. S., and Nagendra, H. R., “Effects of yoga on brain wave coherence in executives.”Indian Journal of Physiology and Pharmacology, vol 55(4), (2011), pp. 8-12.
+
+Gil, K. M., Carson, J. W., Porter, L. S., Ready, J., Valrie, C., Redding-Lallinger, R. and Daeschner, C. (2003).‘Daily stress and mood and their association with pain, health-care use, and school activity in adolescents with sickle cell disease’.Journal of Pediatric Psychology, 28, 363–73.
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+Jonas, B. S., &Lando, J. F. (2000).Negative affect as a prospective risk factor for hypertension. Psychosomatic Medicine, 62(2), 188–196. http://doi.org/10. 1097/00006842-200003000-00006.
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+Krueger, R. F., Derringer, J., Markon, K. E., Watson, D., &Skodol, A. E. (2012).Initial construction of amaladaptive personality trait model and inventory for DSM-5. Psychological Medicine, 42(9), 1879– 1890. http://doi.org/10.1017/S0033291711002674.
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+Volume XIII Issue III MARCH 2020	Page No: 219
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+Kumari, S., Hankey, A., and Nagendra H. R., “Effect of SMET on Emotional Dynamics of Managers.” Voice of Research, vol 2(1), 2013, pp. 49-52.
+
+Measelle, J. R., Stice, E., & Springer, D. W. (2006). A prospective test of the negative affect model of substance abuse: Moderating effects of social support. Psychology of Addictive Behaviors, 20(3), 225– 233. http://doi.org/10.1037/0893-164X.20.3.225.
+
+Meenakshy,  K.  B.,  Alex  Hankey,	HongasandraRamarao  Nagendra,  “Electrodermal	Assessment  of SMET Program for business executives.” Voice of Researchvol 2 (4), 2014, ISSN 2277-7733.
+
+PadmavatiMaharana , Dr. Sanjib Patra , Dr. T. M. Srinivasan, Dr. H. R. Nagendra, “Role of Yoga based
+
+stress management program towards leadership development in managers.” IOSR Journal of Business and Management (IOSR-JBM) e-ISSN: 2278-487X, p-ISSN: 2319-7668. vol 16(5) ver II, 2014,  pp. 01-05, www.iosrjournals.org.
+
+Pine, D. S., Cohen, P., Gurley, D., Brook, J., & Ma, Y. (1998).The risk for early-adulthood anxiety and depressive disorders in adolescents with anxiety and depressive disorders. Archives of General Psychiatry, 55(1), 56–64. http://doi.org/10.1001/archpsyc.55.1.56.
+
+Rabindra Acharya, Balram Pradhan and H. R. Nagendra, “Effect of Stress Management Programmes on the Health and Personality Traits of Managers.”Indian Journal of Public Administration, vol 60(2),2017, pp. 350-359.
+
+Rabindra, M.A., Pradhan, B. and Nagendra, H.R., “Effect of short-term yoga based stress management program on mood states of managers.” International Journal of Education & Management Studies, vol 4(2), 2014, pp. 150-152 http://www.iahrw.com/index.php/home/journal_detail/21#list© Indian Asociation of Health, Research and Welfare.
+Shatrughan,  Singh,  and  Nagendra,  H.  R.,  “Effect  of  SMET  Programme  on  attention  of  top  line managers.”Space, vol 3(3), 2012, pp. 20.
+
+Shirom, A. (1989). ‘Burnout in work organizations’.In Cooper, C. L. and Robertson, I. (Eds), International Review of Industrial and Organizational Psychology. New York: John Wiley, 25–48.
+
+Sony Kumari, N. C. B. Nath, and Nagendra, H. R., “Enhancing emotional competence among managers – SMET.”Journal  of  the  National  Academy  of  Psychology  (Psychological  Studies),  vol  52(2):  2007. pp.171-173.
+
+Srivastava1, A. & Mishra, A. (2016).A Study on the Impact of Big Five Personality Traits on Consciousness. The International Journal of Indian Psychology, 3(2), 77 – 83.
+
+Stevko, R. (2014). Neurophysiology.Morrisville:Lulu
+
+
+
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+Volume XIII Issue III MARCH 2020	Page No: 220
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+Stice, E. (2002). Risk and maintenance factors for eating pathology: A meta-analytic review. Psychological Bulletin, 128(5), 825–848. http://doi.org/10.1037/0033- 2909.128.5.825.
+
+Stone, A. A., Cox, D. S., Vladimarsdottier, H. and Jandorf, L. (1987). ‘Evidence that secretory IgA antibody is associated with daily mood’. Journal of Personality and Social Psychology, 52, 988–93.
+
+Stone, A. A., Neale, J. M., Cox, D. S. and Napoli, A. (1994). ‘Daily events are associated with a secretory immune response to an oral antigen in men’. Health Psychology, 13, 400–18.
+
+Vempati, R. P., and Telles, S., “Baseline occupational stress levels and physiological responses to a two day stress management program.” Journal of Indian Psychology, vol 18(1 & 2), 2000,  pp. 33-37.
+
+Watson, D., & Clark, L. A. (1984). Negative affectivity: The disposition to experience aversive emotional states. Psychological Bulletin, 96(3), 465–490. http:// doi.org/10.1037/0033-2909.96.3.465.
+
+Watson, D., Clark, L. A., &Tellegen, A. (1988a). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. http:// doi.org/10.1037/0022-3514.54.6.1063.
+
+Watson, D., Clark, L. A., & Carey, G. (1988b). Positive and negative affectivity and their relation to anxiety and depressive disorders.Journal of Abnormal Psychology, 97(3), 346 .http://doi.org/10.1037/0021-843X.97.3. 346.
+
+Watson, D. and Pennebaker, J. W. (1989). ‘Health complaints, stress and distress: exploring the central role of negative affectivity’. Journal of Personality and Social Psychology, 96, 234–54.
+
+Watson, D., &Naragon-Gainey, K. (2010). On the specificity of positive emotional dysfunction in psychopathology: Evidence from the mood and anxiety disorders and schizophrenia/schizotypy. Clinical Psychology Review, 30(7), 839–848. http://doi.org/10.1016/j.cpr. 2009.11.002.
+
+Watson, D., &Naragon-Gainey, K. (2014).Personality, emotions, and the emotional disorders. Clinical Psychological Science, 2(4), 422–442. http://doi.org/10. 1177/2167702614536162.
+
+Zeigler-Hill, V., & Abraham, J. (2006). Borderline personality features: Instability of self-esteem and affect. Journal of Social and Clinical Psychology, 25(6), 668–687. http://doi.org/10.1521/jscp.2006.25.6.668.
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+
+TABLES
+
+Table 1 : PANAS – Yoga – Descriptive Statistics
+
+Descriptive Statistics
+
+N	Range
+
+Posit_pre	120	10
+
+Minimum
+
+11
+
+Maximum
+
+21
+
+Mean
+
+15.54	0.162
+
+Std. Deviation 1.777
+
+Variance
+
+3.158
+
+
+
+Posit_post	120	9 Negat_pre	120	9 Negat_post	120	9
+Valid N	120 (listwise)
+
+40                 49                 44.79 40                 49                 44.60
+11	20	15.28
+
+0.168    1.842           3.393 0.162    1.770           3.133
+0.152	1.670	2.789
+
+
+
+*Posit_pre – Positive Affect pre data values,*Posit_post - Positive Affect post data values
+
+*Negat_pre  –Negative Affect pre data values, * Negat_post - Negative Affect post data values
+
+
+
+Table 2 : PANAS – Yoga –Statistics
+
+
+
+
+
+N	Valid
+Missing
+
+
+Posit_pre 120
+0
+
+Statistics Posit_post 120
+0
+
+
+Negat_pre 120
+0
+
+
+Negat_post 120
+0
+
+Std. Error of Mean	0.162	0.168	0.162	0.152 Median	16.00	45.00	44.50	15.00 Mode	16	45	43	16
+
+Percentiles      25 50
+75
+
+14.00             43.00             43.00              14.00 16.00             44.50             44.50              15.00
+17.00	46.00	46.00	16.00
+
+
+
+Table 3 : PANAS –Control – Descriptive Statistics
+
+Descriptive Statistics
+
+N       Rang     Minimu e            m
+Posit_pre	120	10	11
+Posit_post	120	10	11 Negat_pre	120	9	40 Negat_post	120	9	40
+Valid N	120 (listwise)
+
+Maximu	Mean m
+21	15.38	0.166
+21                15.41    0.175 49                44.55    0.162
+49	44.67	0.163
+
+Std. Deviation 1.820
+1.916 1.777
+1.789
+
+Variance
+
+3.312 3.672 3.157
+3.199
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 222
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+Table 4 : PANAS –Control –Statistics
+
+Statistics
+
+
+N	Valid
+Missing
+
+Posit_pre 120
+0
+
+Posit_post 120
+0
+
+Negat_pre 120
+0
+
+Negat_post 120
+0
+
+Std. Error of Mean	0.166	0.175	0.162	0.163 Median	15.00	15.00	44.00	45.00 Mode	16	15	43	43a
+
+Percentiles   25 50
+75
+
+14.00           14.00            43.00            43.00 15.00           15.00            44.00            45.00
+16.00	17.00	46.00	46.00
+
+
+
+Mann Whitney U Test  - Independent samples :
+
+
+
+Table 5 : PANAS – Yoga group – Friedman’s Two way Analysis of Variance by Ranks
+
+
+
+Variable
+
+Posit_pre Negat_pre
+
+N	Mean	Sum of rank             Ranks
+120	1.53	183.6 120	3.45	414
+
+Variable	N
+
+Posit_post       120 Negat_post      120
+
+Mean       Sum of rank        Ranks
+3.55	426 1.47	176.4
+
+
+
+Mann Whitney U Test  - Independent samples :
+
+Table 6 : PANAS – Control group – Friedman’s Two way Analysis of Variance by Ranks
+
+
+
+Variable
+
+Posit_pre Negat_pre
+
+N	Mean	Sum of rank           Ranks
+120       1.48            177.6 120       3.49            418.8
+
+Variable	N
+
+Posit_post       120 Negat_post      120
+
+Mean       Sum of rank        Ranks
+1.52            182.4 3.51            421.2
+
+
+
+Table 7 : Hypothesis Test statistics summary
+
+
+N = 120
+Degrees of freedom	= 3
+Exact significance   –  2*(1-tailed sig) = 0.00 Variable
+Posit_post Negat_post
+
+
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+Volume XIII Issue III MARCH 2020
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+Asymptotic  Significance (2 sided Test) = 0.00 0.00
+0.00
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+
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+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+Effect of SMET yoga program on Positive and Negative Affectivity of employees; a randomised controlled study.
+
+Jyothi Vasu
+Research Scholar, S-VYASA University, Bengaluru, Karnataka, India
+
+
+
+Towards the partial fulfillment of Doctoral degree in Yoga
+
+
+under the guidance of
+
+Sony KumariM.A., PhD
+Professor, S-VYASA University, Bengaluru, Karnataka, India
+
+
+and co-guidance of
+
+K. B. AkhileshM.S., PhD
+Professor, Indian Institute of Science, Bengaluru, Karnataka, India
+
+H. R. NagendraM.E., PhD
+
+Chancellor, S-VYASA University, Bengaluru, Karnataka, India
+
+The Division of Yoga & Management
+Swami Vivekananda Yoga AnusandhanaSamsthana (SVYASA- A university established under section 3 of the UGC Act. 1956)
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+Volume XIII Issue III MARCH 2020	Page No: 203
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+
+Abstract
+
+
+Background :
+
+This study seeks to investigate the impact of Self-Management of Excessive Tension (SMET) yoga program on changes in Positive and Negative affectivity of the employees.
+Materials and methods: It is a randomised two group (yoga and control group) intervention study with pre and post assessments. SMET yoga program is used as an intervention.A sample of 240 employees (120-Yoga and 120-Control group) consisting of both male and female, working for a BPO office in Bengaluru, India belonging to an age group of 20-45 years participated in the study. PANAS scale was used to administer the study parameters. Data was analysed by using SPSS software.
+Results:A considerable variation in mean values (difference in pre and post data) were observed after SMET intervention for various dimensions ofPositive Affectivity and Negative Affectivity Schedule (PANAS). The results were found to be significant with p < 0.05.
+Conclusions: Studyshowed that SMET helped to increase Positive affectivity and to reduce the Negative affectivity of the employees.
+
+Key words: Cyclic Meditation, Negative Affectivity,Personality Traits, Positive Affectivity, SMET, Yoga
+
+
+
+Background:
+
+The word "personality" originates from the Latin word persona, which means mask (Stevko, 2014). In French, it is equivalent to personalete. Personality also refers to the pattern of thoughts, feelings, social adjustments, and behaviours consistently exhibited over time that strongly influences one's expectations, self-perceptions, values, and attitudes (Srivastava & Mishra, 2016). It also predicts human reactions to other people, problems, and stress.
+
+Personality affects all aspects of a person's performance, even how he reacts to situations on the job. Not
+
+every personality is suited for every job position, so it's important to recognize personality traits and pair
+
+employees with the duties that fit their personalities the best. This can lead to increased productivity and job satisfaction, helping your business function more efficiently.
+
+Introduction:
+
+Positive Affectivity:
+
+Positive  Affectivity  (PA)  is  a  personality  characteristic  that  describes  how  humans  experience positive emotions while interacting with others and with their surroundings. Those with high positive
+
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+affectivity are typically enthusiastic, energetic, confident, active, and alert. Those having low levels of positive affectivity can be characterized by sadness, lethargy, distress, and un-pleasurable engagement (Watson et al, 1988).
+
+
+Positive affect reflects neither a lack of negative affect, nor the opposite of negative affect, but is a
+
+separate,  independent  dimension  of  emotion. Positively  affected  people  are  said  to  be  more  active physically, socially, mentally and emotionally (Watson &Tellegen, 1988a).
+
+
+Positive affectivity is a managerial and organizational behavior tool used to create positive environments
+
+in the workplace. Through the use of PA, the manager can induce a positive employee experience and culture. The positive affectivity hypothesis predicts that employees with positive dispositions receive more supervisor support because they are more socially oriented and likable.PA can be measured as both a state and a trait; state affect captures how a person feels at any given time while trait affect is the tendency of a person to experience a particular affective state over time (Watson and Pennebaker, 1989).
+
+
+PA helps individuals to process emotional information accurately and efficiently, to solve problems, to make plans, and to earn achievements. Psychological capital (PsyCap) refers to an individual’s positive psychological  state  of  development  and  is  characterised  by  positive  affectivity,  self-efficacy,  hope, resilience, and optimism.
+
+
+PA may influence to enhance the personal resources which can help to overcome or deal with distressing situations.  These  resources  are  physical  (e.g.,  better  health),  social  (e.g., social  support networks), intellectual and psychological (e.g., resilience, optimism, and creativity). PA provides a psychological break or relief from stress, supporting continued efforts to replenish resources depleted by stress.Its buffering functions provide a useful antidote to the problems associated with negative emotions and ill health due to stress. Likewise, happy people are better at more mature coping efforts than people with negative emotions.
+
+
+Negative Affectivity:
+
+Negative Affect (NA) is a dimension of subjective distress that includes a variety of adverse mood states, including anger, contempt, disgust, fear, and nervousness (Watson et al., 1988). NA, like PA, can be measured as both a state and a trait and has been linked to both subjective and objective health indicators. State NA has been linked to increased same-day pain (Gil et al., 2003) and decreases in self-reported health (Benyamini et al., 2000). Evans and Egerton (1992) found that state NA led to a higher incident of
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 205
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+colds.  Burnout  is  a  negative  affective  state  caused  by  recurring  distress  (Shirom,  1989).Negative affectivity is a stable and inherited disposition to experience nonspecific distress or unpleasant emotions (Clark et al. 1994). It is considered by some to be synonymous with the personality factor of neuroticism, which corresponds to individuals’ tendency to experience negative affect states (Costa and McCrae 1980; Watson et al. 1988a).
+
+It  is  important  to  an  organisation  that  its  employees  must  be  emotionally  balanced.  The  greatest competitive advantage for an organisation’seconomy is a positive workforce. Therefore it is important for organisations to find ways to enhance their employees’ positive psychological states of mind and decrease their negative emotions i.e. their psychological capital, to achieve desired organisational outcomes.
+
+Negative affectivity (NA) is a personality variable that involves the experience of negative emotions and poor self-concept. Watson and Clark (1984) proposed that negative affectivity encompasses a range of constructs including trait anxiety, neuroticism, ego strength, and maladjustment, among others. Negative affectivity roughly corresponds to the dominant personality factor of anxiety/neuroticism that is found within the Big Five personality traits as emotional stability. Neuroticism can plague an individual with severe mood swings, frequent sadness, worry, and being easily disturbed, and predicts the development and onset of all common mental disorders.Research shows that negative affectivity relates to different classes of variables such as, self-reported stress and poor coping skills, health complaints, and frequency of unpleasant events. Weight gain and mental health complaints are often experienced as well.
+
+
+Negative affectivity is considered a general risk factor for a range of physical and mental health problems, which frequently co-occur. For example, someone experiencing one negative mood state (e.g., sadness) is likely to report greater levels of other negative mood states such as fear or anger (Watson and Naragon-Gainey 2010). As a trait, negative affectivity is considered a broad predisposition to experience negative emotions  such  as  anxiety,  fear,  and  sadness  (Watson  et  al.  1988b).  Indeed,  negative  affectivity  is associated with a range of psychopathology, including eating disorders (Cook et al. 2014; Stice 2002), substance use disorders (Cook et al. 2014), schizophreniaspectrum disorders (Blanchard et al. 1998), personality disorders (Zeigler-Hill and Abraham 2006), and a variety of health concerns (Watson and Naragon-Gainey  2014).  Additionally,  negative  affectivity  is  theorized  to  play  an  etiological  role accounting for the overlap in negative emotional disorders of anxiety and depression (Clark and Watson 1991).
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+Volume XIII Issue III MARCH 2020	Page No: 206
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+Further,  negative  affect  was  identified  as  one  of  five  “core  elements”  of  personality  along  with detachment, antagonism, disinhibition, and psychoticism (Krueger et al. 2012), emphasizing the role of negative affectivity not only in personality disorders but also personality at a broader level. Notably, negative affectivity is theorized to be a preexisting temperamental disposition, occurring prior to the onset of specific pathology. Prospective studies have found negative affectivity to predict later onset of a range of problems including mental health, hypertension, and substance abuse (Craske et al. 2001; Jonas and Lando 2000; Measelle et al. 2006; Pine et al. 1998). Overall, available works suggest negative affectivity is a consistent marker of distress across a range of presenting problems and plays an etiological role in their onset.
+
+Hence employees having more negative affectivity trait cannot use their maximum potential and hence will find it difficult to give their fullest to the organization. Therefore these employees may be assisted to decrease their negative affectivity, so that they would be able to work more efficiently and contribute positively to the growth and success of the organization.
+
+
+Stress   Management   programs   (SMP)   are   conducted   in   organisations   to   help   employees   to overcomephysical and mental imbalances. Though everyone is unique, we all possess certain traits that set us apart from the rest, for many reasons. These traits define who we are and how we respond to situations. We only need to ignite that dormant passion and give a boost to our persona.
+
+
+The Stress  Management  programs assists  individuals  to  effectively manage  the  imbalance in  healthy ways, including - exercising, seeking social support, using pleasant activities and relaxation techniques. The Stress Management training program in the workplace builds on the better Work-Life balance. Studies  on  Stress  Management  programs  suggests  that  these  comprehensive  programs  can  improve mental health, behaviour and well-being of workers.
+Previous research studies have proved that yoga techniques can bring down the imbalances enormously. Self-Management  of  Excessive  Tension(SMET)  is  one  such  holistic  yoga-based  stress  management program  developed  by  Swami  Vivekananda  Yoga  AnusandhanaSamsthana  (S-VYASA)  University, Bengaluru. It is a simple and easy technique to practice which is based on traditional concept of yoga for improving both internal and external well-being of an individual. It is specially suited to the modern day executives, professionals, management experts, housewives and others.
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+Volume XIII Issue III MARCH 2020	Page No: 207
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+YOGA:
+
+Yoga is a conscious process of gaining mastery over the mind. It’s a process of elevating oneself through calming of mind.
+
+The great sage Patanjali ‘father of yoga’ uses the word ‘Klesha’ in his ‘Yoga Sutras’ for stress and
+
+proposes the techniques of yoga for reducing (thinning) stress. It will not be a sudden elimination but gradual systematic process of moving from higher stress levels to lower ones and slowly eliminating.
+
+According to ‘Bhagavadgita’ (2 - 62, 63), by using the technique of yoga, we learn to expand our
+
+horizons, increase our capacities and manifest our dormant potentialities.
+
+
+Hence yoga is one of the popular ways to reduce physical and mental imbalances to a greater extent. It helps to set right the defects in different koshas. The negative emotions like Negative Affectivity can be minimised which helps to develop confidence, to increase optimism, enthusiasm and other positive characters. An employee with more positivities, tries to improve his performance and in turn strives for the growth of the organisation and also helps to achieve its goals and targets.
+
+Benefits of Yoga :
+
+Yoga offers man a conscious process to solve menacing problems of unhappiness, restlessness, emotional upset, hyper-activity and so on.
+
+It helps to evoke the hidden potentialities of man in a systematic and scientific way by which man becomes a complete individual.   His   physical,   mental, emotional, spiritual and intellectual faculties develop  in  a  harmonious  and  integrated  manner  to  meet  the  all-round  challenges  of  the  modern technological era with its hectic speed.
+
+It also helps for muscular relaxation, developing willpower and improving creativity.
+
+SMET- Self-Management of Excessive Tension
+
+Self-Management of Excessive Tension (SMET) module is a holistic yoga-based stress management program  which  is  developed  by  Swami  Vivekananda  Yoga  AnusandhanaSamsthana  (S-VYASA) University, Bengaluru. It is a simple and easy technique to practice which is based on traditional concept of yoga for improving both internal and external well-being of an individual. It is specially suited to the modern day executives, professionals, management experts, housewives and others. Yoga offers total rehabilitation by integrated module of SMET.
+
+
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+Volume XIII Issue III MARCH 2020	Page No: 208
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+
+SMET is based on MāndukyaUpanishad consisting of Yogic science and Vedic ideology for combating physical and mental imbalances and ensuring all round health of the body and mind combined. It is a series of successive stimulations and relaxations that can solve the complex problems of the mind. It helps to release stress at deeper levels. This technique is interspersed and an aspirant finds it easy in comparison with other practices of yoga.
+
+
+The cardinal principles of Yoga are; “stimulation and relaxation of the body; slow down the breath and calm down the mind”. Crystallizing such principles into practical techniques, S-VYASA has developed highly effective programs of stress management, offered under the following four headings:
+
+
+1. Instant Relaxation Technique (IRT) 2. Quick Relaxation Technique (QRT) 3. Deep Relaxation Technique (DRT)
+4. Self Management of Excessive Tension (SMET)
+
+
+Aim and Objectives of SMET: 1.   Stimulate the mind.
+2.   Calm down the distractions. 3.   Recognize the Stagnations.
+4.   Achieve peace and happiness.
+
+5.   Enhancing the efficiency of staff involved in management and other stream 6.   Promoting health and wellbeing through yoga
+7.   Recovering and managing various physical and mental aliments through specific yoga techniques.
+
+8.   Improving the skills and equipoise in action by developing concentration and absolute focus towards work through various Yoga techniques.
+
+
+Components of SMET :
+
+(a) Theory sessions - namely Lectures, Talks, Counselling, Discourses and
+
+(b)  Practice  sessions  -  Cyclic  Meditation  (CM)  which  includesÄsanas,  Relaxation  techniques  and Meditation.
+
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+Volume XIII Issue III MARCH 2020	Page No: 209
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+
+Theory sessions - topics:
+
+1.   Concept of Stress
+
+2.   Growth of Executives 3.   Group Dynamics
+4.   Introduction to SMET
+
+5.   Recognition of problem is half solution 6.   S-VYASA movement
+7.   Researches on SMET
+
+8.   Benefits and Advantages of going through SMET program
+
+
+
+Practice session - Cyclic Meditation - CM:
+
+Cyclic Meditation is a practice, built on the principle of alternate Stimulation and Relaxation. This technique was developed by Dr. H. R. Nagendra of S-VYASA university, Bengaluru. It is a simple and effective technique to relieve stress and induce deep sleep and relaxation. There are proven results that, CM can reduce the number of hours needed in order to feel rejuvenated.
+
+Cyclic Meditation involves the following steps :
+
+Step 1.   Lie down in śavāsana and chant Opening Prayer  “Layesambodhayetchittam……….”
+
+ललललललललललललललललललललललललललललललललललललललल ललललललललललललललललललललललललललललललललललल३-४४॥
+layesaṃbodhayeccittaṃvikṣiptaṃśamayetpunaḥ | sakaṣāyaṃvijānīyātsamaprāptaṃnacālayet ||māndukyopaniśat kārika|| 3-44 ||
+
+Meaning: If the mind becomes inactive in a state of oblivion awaken it again. If it is distracted,, bring it
+
+back to the state of tranquility. (In the intermediary state) know the mind containing within it desires in potential form. If the mind has attained the state of equilibrium, then do not disturb it again.
+
+Stimulate & awaken the sleeping mind, calm down the distractions, recognize the innate stagnations & stay in steadiness without disturbing it.
+
+
+Step 2	(a) Perform IRT - Instant Relaxation Technique
+
+(b) Coming up to Tāḍāsanasthiti (standing position) – Linear awareness (c) Relaxation and centering in Tāḍāsana
+Step 3.  Standing asana - Perform Ardhakaṭicakrāsana (first right and then left )
+
+
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+Volume XIII Issue III MARCH 2020	Page No: 210
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+
+(a)  Coming down tośavāsana from right side Step 4.  Perform QRT - Quick Relaxation Technique
+Step 5.  Sitting āsanas - Sit up and relax in Danḍāsana (sitting with leg stretching) (a)Perform Vajrāsana
+(b)Perform Sasankāsana and return to Vajrāsana (c) Perform Ardha-uśtrāsanaor uśtrāsana
+(d) Relax in leg stretching sitting position (e) Go straight back to śavāsana
+Step 6.  Perform DRT – Deep Relaxation Technique
+
+(a) Come up straight and assume any sitting position -preferably Vajrāsana (b) Chant Closing Prayer “ Omsarvebhavantusukhinah…….”
+
+ॐललललल लललललल लललललल|ललललल ललललल लललललललल ।
+ललललल ललललललल लललललललल
+|लल लललललललललललललललललललल । ॐललललललल ललललललल ललललललल ॥
+
+sarve bhavantu sukhinah, sarve santu nirāmayāh, sarve bhadrāṇi paśyantu, mā kaścit duhkha bhāgbhavet; om ṣāntih ṣāntih ṣāntihi॥
+
+Meaning:
+
+
+May	all	become	happy,	May	none	fall	ill;	May	all	see	auspiciousness	everywhere, May none ever feel sorrow, Om peace peacepeace.
+
+
+Need for the study :
+
+Physically healthy and mentally sound employees are the assets for an organisation.Improved Positive affectivity and reduced Negative affectivity of employees are considered to be very important factors which are necessary for the growth and success of an organization in achieving its goals.
+
+No studies have reported examining the impact of SMET Yoga Program on Positive and Negative
+
+affectivity. Hence the need.
+
+Study Rationale:
+
+There are many reasons for all sorts of physical, mental and emotional imbalances of a person. Hence these imbalances causes hindrances for an employee to work to his maximum potential or to exhibit positive characters.
+
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 211
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+So by reducing theimbalance , one can maximize his potential and work with a healthy and positive state of mind. Keeping this aspect as a rationale, efforts have been made to improve the positive characters of employeesand to minimise theirnegative characters.
+Previous research studies have proved that yoga techniques can bring down the Negative affectivity and improve positivity enormously. Self-Management of Excessive Tension (SMET) is one such holistic yoga-based	stress	management	program	developed	by	Swami	Vivekananda	Yoga AnusandhanaSamsthana (S-VYASA) University, Bengaluru, which has been used as an intervention in our study.
+
+
+Aim:
+
+To study the impact of SMET yoga module on positive and negative characteristics of employees.
+
+
+Objective:
+
+ To evaluate the impact of SMET yoga module on Positive affectivity of employees.  To evaluate the impact of SMET yoga module on Negative affectivity of employees.
+
+Hypothesis:
+
+Null Hypothesis: SMET Yoga Module will not improve Positive affectivity and will not reduce Negative affectivity of the employees.
+Research Hypothesis: SMET Yoga Module will improve Positive affectivity and will reduce Negative affectivity of the employees.
+
+
+Research Methodology:-
+
+Research Design:
+
+It is a randomised two group (yoga and  control group), intervention study with pre and post assessments.
+
+SMET program is used as an intervention. Yoga group will undergo SMET yoga program and Control group will be engaged in their routine work and they will undergo SMET program after the study. It will be a waitlist control group.
+
+Measures:-
+
+Dependant variables– Positive affectivity andNegative affectivity
+
+Independent variable –Job stress
+
+
+
+
+
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+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+
+Control Variables – Age, Gender, Qualification, Designation, Job Tenure
+
+Research Instruments used:
+
+PANAS scale- developed by Watson, D.,Clark, L. A., &Tellengen, A., (1988) - measures 10 specific positive and 10 specific negative affects each at two different levels. It uses a 5-point scale (1 = very slightly or not at all, 5 = extremely) to indicate the extent of generally feeling the respective mood state. The Authors calculated Cronbach á coefficients in different samples range from 0.90 to 0.96 for PA and from 0.84 to 0.87 for NA.
+
+Reliability and Validity:
+
+Reliability and Validity reported by Watson (1988) was moderately good. For the Positive Affect Scale, the Cronbach alpha coefficient was 0.86 to 0.90; for the Negative Affect Scale, 0.84 to 0.87. Over a 8-week time period, the test-retest correlations were 0.47-0.68 for the PA and 0.39-0.71 for the NA. The PANAS has strong reported validity with such measures as general distress and dysfunction, depression, and state anxiety.
+
+
+Samples :
+
+Source – The sampling technique used in this research is simple random sampling. Employees working
+
+for Vee-Technologies private Ltd., a BPO organisation at Bengaluru, India were selected randomly for the study. Subjects of the present study were from different departments of the organization like finance, HRM, production etc. and they belonged to the category of managers, non-managers and official staff of the organization.
+
+Criteria - Both male and female employees of 20 to 45 years of age group were selected.
+
+Size - Total of 240 employees participated in the study, out of which 120 belonged to ‘experimental Yoga group’ and 120 belonged to ‘waitlisted Control group’.
+
+Duration of the study :3 months,  weekly 2 days, one hour session per day. Employees were asked to practice the same at home for the remaining 3 days of the week by listening to the instructions which were recorded by them. They self-reported their home practice.
+
+
+Statistical Analysis: Statistical Package for Social Sciences (SPSS) 22.0 was used to perform the statistical analysis.
+
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 213
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+
+
+
+Results / Findings:
+
+The response choices of the scale used, consisted of a Likert type 5 point rating scale.
+
+As the data consists of scores given to the response choices, the variables under measurement are not normally distributed. Hence analysis was made using non-parametric tests. The Mann -Whitney U test is used to measure the significance of the data.
+
+Table 1 shows the Descriptive Statistics of the PANAS of the employees of Yoga group.
+
+In this table we can see that there is a significant change in the mean values of post data compared to pre data of all the variables. This implies that SMET has a positive impact in improving the positive characters and reducing the negative characters of the employees.
+
+Table 2 shows median, mode and percentile values for yoga group of employees.
+
+Table 3 shows the Descriptive Statistics of the PANAS of the employees of Control group.
+
+In this table, there is not much difference in the mean values of the variables of  pre and post data of the employees who have not participated in the SMET Yoga program.
+
+Table 4 shows median, mode and percentile values for Control group of employees.
+
+Table 5 shows the Mean Ranks and the sum of Ranks for PANAS of the Yoga group - employees.
+
+In this table we can see that there is a tremendous change in the mean Ranks and sum of Ranks of post data compared to pre data of all the variables. This proves the positive effect of SMET in improving the positive characters and reducing the negative characters of the employees.
+
+Table 6 shows the Mean Ranks and the sum of Ranks for PANAS of the Control group - employees.
+
+In this table, there is not much difference in the mean Ranks and sum of Ranks of the variables of  pre and post data of the employees who have not participated in the SMET Yoga program.
+
+Table 7 shows the actual significance values of the test for PANAS of employees of Yoga group.
+
+This table clearly shows the significance of data of each dimension of PANAS of Yoga group. Since the P value is < 0.05 in each case, it means to say that, Reject Null Hypothesis and Accept Research Hypothesis.
+
+The post data of different variables of Control group were not found to be significant for PANAS (p not less than 0.05) as per our observation.
+
+SMET has a positive impact on all the variables of PANAS. SMET has helped the employees in improving their Positive (characters) Affectivity and to reduce theirNegative (emotions) Affectivity to a maximum extent.
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 214
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+Discussions :
+
+Previous studies and research findings aboutSMET :
+
+A study on SMET, reported decrease in occupational stress levels and baseline autonomic arousal in managers, showing significant reduction in sympathetic activity (Vempati, R. P., and Telles, S. (2000)). Effectiveness of Self- Management of Excessive Tension (SMET) programme on emotional well-being of managers was studied.. In this study, Emotional Quotient was used as an indicator for emotional well-being. SMET intervention contributed to the betterment of emotional well- being of the managers (Sony Kumari, N.C.B. Nath, and Nagendra, H. R. (2007)). A study was made to assess the effect of Self-Management of Excessive Tension (SMET), on brain wave coherence. Results of a study showed that participation in a SMET program was associated with improvement in emotional stability and may have implications  for  'Executive  Efficiency'.  On  the  whole,  significant  increase  in  cognitive  flexibility, intelligence and emotional stability were attained by following SMET (Ganpat, T. S., and Nagendra, H. R.  (2011))  .A study examined  the  possibility of enhancing emotional competence  (EC)  along with emotional  Intelligence  (EI)  through  Self  Management  of  Excessive  Tension  (SMET)  program.  The participating executives reported improvement in efficiency at work. In addition they have experienced other benefits like reduction in blood pressure, sleep decreases in the consumption of the tranquilizers, clarity in thinking, and relaxed feeling in action (Kumari, S., Hankey, A., and Nagendra H. R. (2013)). In another study, SMET intervention has again proved to contribute to significant enhancement of emotional competence level of the managers (Sony Kumari, N.C.B. Nath, and Nagendra, H. R. (2007)). A study evaluates the impact of a 5 day stress management programme (SMET) for managers as measured by AcuGraph3  - ‘Digital  Meridian  Imaging’  system.  The  5  days  SMET  intervention  increased  overall ‘Prāṇic’energy in the main acupuncture meridian channels. The program significantly improved overall chi (Chinese term) energy. Chi energy would increase, both in individual meridians and the overall (Meenakshy K. B., Alex Hankey, HongasandraRamarao Nagendra. (2014)). A study was conducted to evaluate the effect of 5 days yoga based Self-Management of Excessive Tension (SMET) on profile of mood states of managers. The negative moods were significantly reduced following SMET program. Whereas positive moods improved. The intense yoga based SMET program enhanced the profile of mood in managers (Rabindra M.A., Pradhan B. and Nagendra H.R, (2014)). SMET intervention with an insight of group dynamics & executive growth along with the practices proved to bring about a significant trend in scores which suggested that SMET as part of Yoga could be an effective tool for managing stress and hence enhancing managerial leadership (PadmavatiMaharana, DrSanjib Patra , Dr. T M Srinivasan, Dr. H R Nagendra,. (2014)). A study was conducted to examine the effect of Stress Management Programme, Self- Management   of excessive Tension (SMET) on the managers. It was observed that significant improvement in health and personality traits were recorded (Rabindra Acharya, BalramPradhan and H. R.
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 215
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+Nagendra (2017)). Effect of SMET Programme showed to improve the attention of top line managers in another study (Shatrughan Singh and Nagendra, H. R. (2012)).
+
+
+Findings from the present study:
+
+In this study, 2 sub-scales were studied with the help of PANAS scale.
+
+It was observed that some positive changes happened in the employees who underwent SMET program as mentioned below for each sub-scale or component.
+
+Negative affectivity :Employees complaining about distress, upset, guilty, scare, hostile, irritability,
+
+ashamed,  nervous,  jittery  or  afraid  became  more  confident,  open  minded,  optimistic  and  also  their participation and involvement increased to a greater extent after going through the SMET programme.
+
+
+Positive  Affectivity:  The  interest,  excitement,  strength,  enthusiasm,  pride,  alertness,  inspiration, determination, attentiveness, activeness and self-motivationof the employees improved noticeably who underwent SMET programme.
+
+
+In total, this study has proved that SMET helps in improving the Positive affectivity of employees to a noticeable extent. It has also showed that the SMET has helped to a large extent in reducing the Negative affectivity of the employees to a minimum level which in turn increased their positivities.
+
+
+Advantages of going through SMET Program :
+
+
+This methodology has been formulated after years of in-depth study and research into actual case histories by highly qualified doctors and yoga experts. Professionals need sensitivity, brilliance and creativity. But in the process of career advancement one’s stress levels rise and this ultimately leads to deteriorating health. Also any activity related to computer leads to Musculoskeletal, Emotional and Visual problems. With SMET all these issues can be avoided or managed if they occur.
+
+
+Over  the  last  25  years,  these  programs  have  been  conducted  at  various  business  houses,  factories, industries, and educational institutions, management development institutions and for the common public in general. Course participants have experienced deep relaxation resulting in great calmness of mind and body during the programs. Preliminary investigations have demonstrated the efficacy of this program in handling stress effectively.
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 216
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+The program ushers in a new era in that, it brings about a ‘Turn around’ in the participant’s outlook, both official and personal and propels him along the path of progress towards efficiency, physical & mental equipoise. SMET improves the sharpness of the mind which is the decision making machinery, by inculcating techniques that help one to go to deeper and subtler levels of consciousness and gain mastery over the mind. It helps to provide the much needed - but denied unwittingly - relaxation to the body-mind complex and to break the shackles of baser thoughts besides elevating one to unlimited expansiveness of understanding - Dr. H. R. Nagendra of S-VYASA university, Bengaluru ; founder of this module.
+
+
+Importance of Positive and Negative affectivityof an employee for an organisation:
+
+Personality  traits  are  extremely  important  in  today’s  competitive  organisational  setting.  Employees
+
+individually  possess  diverse  personality  traits  that  may  influence  negatively  or  positively  their performance of jobs assigned to them. It is therefore important that managers and organisational members take into account these important individual differences because realising these traits will help managers and colleagues to deal with employees’ job performance.
+
+Personality has received much attention from the research community in many contexts. In recent decades research on personality traits and its exploration in the context of work behavior has been revitalized . Personality trait is relatively stable and enduring individual tendency of reacting emotionally or engaging in a behavior in a certain way. Hence Personality traits reflect people’s characteristic patterns of thoughts, feelings, and behaviors. Here we study about two most important personality traits  namely Positive affectivity and Negative affectivity of employees in an organisation.
+
+Conclusion:
+
+Self-Management of Excessive Tension (SMET) program deals with the employees (human beings as a whole), by approaching them in a holistic way to minimize their problems related to various areas of an organisation. SMET Program is exclusively and extensively developed for those having physical and mental imbalances due to various reasons such as work pressure,job stress and so on in specifically corporate world. The techniques are simple but very much effective if practiced regularly. In a very short span of time, the program helps to acquire the power to perform better, free from stress in a relaxed and balanced way. From this study we can see that SMET program contributes considerably to improve the positive behaviourof the employees and reduce their negativities at the same time. Hence it is suggestive that SMET intervention is a very effective way of enhancing employees’ potential to get the maximum benefit out of them and also to enhance their persona.
+
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 217
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+Limitations of the study:
+
+Although the study provided interesting insights, the study also has shortcomings.
+
+Firstly, the measures used in the study are self-report measures, whichtypically suffers the problem of a social desirability effect. Many a times, participants choose an ideal alternative instead of the truth.
+
+Secondly, this study is restricted to a private BPO organisation and the findings are provisional and cannot be generalized to other organizations in the same sector as well as to other sectors. Thus, the external validity of the study is low.
+
+Thirdly, the study has been conducted with a sample size of 120 respondents. More appropriate results could have been obtained if sample size would have been increased.
+
+In this study, three months intervention was given. Intervention period can be increased. Only one company /organization was studied. Studies can be conducted at different organisations. This could give stronger findings.
+
+The study would have brought more good results if the comparative analysis would have been made between males and females and between different variables. Some more demographic variables would have been selected to make the study more detailed one.
+
+Scope for future research :
+
+Some moderator and mediator variables like age, experience or gender variables can be considered to study the parameters and their consequences. Other possible negative consequences can also be studied to enrich this field of research.
+
+Future researchers may also wish to develop their own set of questionnaires. Future research can replicate the methodology adopted in the present study to other sectors.  More studies can be carried out to find out the extent to which personality traits influences other perceptions of the organisation. The development of scientific and practical tools and techniques to implement the above findings can be a future initiative.
+
+Conflict of Interest Statement:
+
+The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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+Volume XIII Issue III MARCH 2020	Page No: 218
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+
+References:
+
+Benyamini, Y., Idler, E. L., Leventhal, H. and Leventhal, E. A. (2000). ‘Positive affect and function as influences on self-assessment of health: expanding our view beyond illness and disability’. Journals of Gerontology, 55B, 107–16.
+
+Blanchard, J. J., Mueser, K. T., &Bellack, A. S. (1998).Anhedonia, positive and negative affect, and social functioning in schizophrenia. Schizophrenia Bulletin, 24(3), 413–424.
+
+Clark, L. A., & Watson, D. (1991). Tripartite model of anxiety and depression: Psychometric evidence and taxonomic implications. Journal of Abnormal Psychology, 100(3), 316–336. http://doi.org/10.1037/0021- 843X.100.3.316.
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+Clark, L. A., Watson, D., & Mineka, S. (1994). Temperament, personality, and the mood and anxiety disorders. Journal of Abnormal Psychology, 103(1), 103–116. http://doi.org/10.1037/0021-843X.103.1.103.
+
+Cook, B. J., Wonderlich, S. A., & Lavender, J. M. (2014). The role of negative affect in eating disorders and substance use disorders. In T. D. Brewerton & A. B. Dennis (Eds.), Eating disorders, addictions and substance use disorders (pp. 363–378). Berlin: Springer. Retrieved from http://link.springer.com/chapter/10.1007/978-3-642-45378-6_16.
+
+Costa, P. T., & McCrae, R. R. (1980). Influence of extraversion and neuroticism on subjective well-being: Happy and unhappy people. Journal of Personality and Social Psychology, 38(4), 668–678. http://doi.org/ 10.1037/0022-3514.38.4.668.
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+Craske, M. G., Poulton, R., Tsao, J. C., &Plotkin, D. (2001). Paths to panic disorder/agoraphobia: An exploratory analysis from age 3 to 21 in an unselected birth cohort. Journal of the American Academy of Child and Adolescent Psychiatry, 40(5), 556–563. http://doi. org/10.1097/00004583-200105000-00015.
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+Evans, P. D. and Egerton, N. (1992). ‘Mood states and minor illness’. British Journal of Medical Psychology, 65, 177–86.
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+Ganpat, T. S., and Nagendra, H. R., “Effects of yoga on brain wave coherence in executives.”Indian Journal of Physiology and Pharmacology, vol 55(4), (2011), pp. 8-12.
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+Gil, K. M., Carson, J. W., Porter, L. S., Ready, J., Valrie, C., Redding-Lallinger, R. and Daeschner, C. (2003).‘Daily stress and mood and their association with pain, health-care use, and school activity in adolescents with sickle cell disease’.Journal of Pediatric Psychology, 28, 363–73.
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+Jonas, B. S., &Lando, J. F. (2000).Negative affect as a prospective risk factor for hypertension. Psychosomatic Medicine, 62(2), 188–196. http://doi.org/10. 1097/00006842-200003000-00006.
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+Krueger, R. F., Derringer, J., Markon, K. E., Watson, D., &Skodol, A. E. (2012).Initial construction of amaladaptive personality trait model and inventory for DSM-5. Psychological Medicine, 42(9), 1879– 1890. http://doi.org/10.1017/S0033291711002674.
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+Kumari, S., Hankey, A., and Nagendra H. R., “Effect of SMET on Emotional Dynamics of Managers.” Voice of Research, vol 2(1), 2013, pp. 49-52.
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+Measelle, J. R., Stice, E., & Springer, D. W. (2006). A prospective test of the negative affect model of substance abuse: Moderating effects of social support. Psychology of Addictive Behaviors, 20(3), 225– 233. http://doi.org/10.1037/0893-164X.20.3.225.
+
+Meenakshy,  K.  B.,  Alex  Hankey,	HongasandraRamarao  Nagendra,  “Electrodermal	Assessment  of SMET Program for business executives.” Voice of Researchvol 2 (4), 2014, ISSN 2277-7733.
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+PadmavatiMaharana , Dr. Sanjib Patra , Dr. T. M. Srinivasan, Dr. H. R. Nagendra, “Role of Yoga based
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+stress management program towards leadership development in managers.” IOSR Journal of Business and Management (IOSR-JBM) e-ISSN: 2278-487X, p-ISSN: 2319-7668. vol 16(5) ver II, 2014,  pp. 01-05, www.iosrjournals.org.
+
+Pine, D. S., Cohen, P., Gurley, D., Brook, J., & Ma, Y. (1998).The risk for early-adulthood anxiety and depressive disorders in adolescents with anxiety and depressive disorders. Archives of General Psychiatry, 55(1), 56–64. http://doi.org/10.1001/archpsyc.55.1.56.
+
+Rabindra Acharya, Balram Pradhan and H. R. Nagendra, “Effect of Stress Management Programmes on the Health and Personality Traits of Managers.”Indian Journal of Public Administration, vol 60(2),2017, pp. 350-359.
+
+Rabindra, M.A., Pradhan, B. and Nagendra, H.R., “Effect of short-term yoga based stress management program on mood states of managers.” International Journal of Education & Management Studies, vol 4(2), 2014, pp. 150-152 http://www.iahrw.com/index.php/home/journal_detail/21#list© Indian Asociation of Health, Research and Welfare.
+Shatrughan,  Singh,  and  Nagendra,  H.  R.,  “Effect  of  SMET  Programme  on  attention  of  top  line managers.”Space, vol 3(3), 2012, pp. 20.
+
+Shirom, A. (1989). ‘Burnout in work organizations’.In Cooper, C. L. and Robertson, I. (Eds), International Review of Industrial and Organizational Psychology. New York: John Wiley, 25–48.
+
+Sony Kumari, N. C. B. Nath, and Nagendra, H. R., “Enhancing emotional competence among managers – SMET.”Journal  of  the  National  Academy  of  Psychology  (Psychological  Studies),  vol  52(2):  2007. pp.171-173.
+
+Srivastava1, A. & Mishra, A. (2016).A Study on the Impact of Big Five Personality Traits on Consciousness. The International Journal of Indian Psychology, 3(2), 77 – 83.
+
+Stevko, R. (2014). Neurophysiology.Morrisville:Lulu
+
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+
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+Volume XIII Issue III MARCH 2020	Page No: 220
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
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+Stice, E. (2002). Risk and maintenance factors for eating pathology: A meta-analytic review. Psychological Bulletin, 128(5), 825–848. http://doi.org/10.1037/0033- 2909.128.5.825.
+
+Stone, A. A., Cox, D. S., Vladimarsdottier, H. and Jandorf, L. (1987). ‘Evidence that secretory IgA antibody is associated with daily mood’. Journal of Personality and Social Psychology, 52, 988–93.
+
+Stone, A. A., Neale, J. M., Cox, D. S. and Napoli, A. (1994). ‘Daily events are associated with a secretory immune response to an oral antigen in men’. Health Psychology, 13, 400–18.
+
+Vempati, R. P., and Telles, S., “Baseline occupational stress levels and physiological responses to a two day stress management program.” Journal of Indian Psychology, vol 18(1 & 2), 2000,  pp. 33-37.
+
+Watson, D., & Clark, L. A. (1984). Negative affectivity: The disposition to experience aversive emotional states. Psychological Bulletin, 96(3), 465–490. http:// doi.org/10.1037/0033-2909.96.3.465.
+
+Watson, D., Clark, L. A., &Tellegen, A. (1988a). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. http:// doi.org/10.1037/0022-3514.54.6.1063.
+
+Watson, D., Clark, L. A., & Carey, G. (1988b). Positive and negative affectivity and their relation to anxiety and depressive disorders.Journal of Abnormal Psychology, 97(3), 346 .http://doi.org/10.1037/0021-843X.97.3. 346.
+
+Watson, D. and Pennebaker, J. W. (1989). ‘Health complaints, stress and distress: exploring the central role of negative affectivity’. Journal of Personality and Social Psychology, 96, 234–54.
+
+Watson, D., &Naragon-Gainey, K. (2010). On the specificity of positive emotional dysfunction in psychopathology: Evidence from the mood and anxiety disorders and schizophrenia/schizotypy. Clinical Psychology Review, 30(7), 839–848. http://doi.org/10.1016/j.cpr. 2009.11.002.
+
+Watson, D., &Naragon-Gainey, K. (2014).Personality, emotions, and the emotional disorders. Clinical Psychological Science, 2(4), 422–442. http://doi.org/10. 1177/2167702614536162.
+
+Zeigler-Hill, V., & Abraham, J. (2006). Borderline personality features: Instability of self-esteem and affect. Journal of Social and Clinical Psychology, 25(6), 668–687. http://doi.org/10.1521/jscp.2006.25.6.668.
+
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+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+TABLES
+
+Table 1 : PANAS – Yoga – Descriptive Statistics
+
+Descriptive Statistics
+
+N	Range
+
+Posit_pre	120	10
+
+Minimum
+
+11
+
+Maximum
+
+21
+
+Mean
+
+15.54	0.162
+
+Std. Deviation 1.777
+
+Variance
+
+3.158
+
+
+
+Posit_post	120	9 Negat_pre	120	9 Negat_post	120	9
+Valid N	120 (listwise)
+
+40                 49                 44.79 40                 49                 44.60
+11	20	15.28
+
+0.168    1.842           3.393 0.162    1.770           3.133
+0.152	1.670	2.789
+
+
+
+*Posit_pre – Positive Affect pre data values,*Posit_post - Positive Affect post data values
+
+*Negat_pre  –Negative Affect pre data values, * Negat_post - Negative Affect post data values
+
+
+
+Table 2 : PANAS – Yoga –Statistics
+
+
+
+
+
+N	Valid
+Missing
+
+
+Posit_pre 120
+0
+
+Statistics Posit_post 120
+0
+
+
+Negat_pre 120
+0
+
+
+Negat_post 120
+0
+
+Std. Error of Mean	0.162	0.168	0.162	0.152 Median	16.00	45.00	44.50	15.00 Mode	16	45	43	16
+
+Percentiles      25 50
+75
+
+14.00             43.00             43.00              14.00 16.00             44.50             44.50              15.00
+17.00	46.00	46.00	16.00
+
+
+
+Table 3 : PANAS –Control – Descriptive Statistics
+
+Descriptive Statistics
+
+N       Rang     Minimu e            m
+Posit_pre	120	10	11
+Posit_post	120	10	11 Negat_pre	120	9	40 Negat_post	120	9	40
+Valid N	120 (listwise)
+
+Maximu	Mean m
+21	15.38	0.166
+21                15.41    0.175 49                44.55    0.162
+49	44.67	0.163
+
+Std. Deviation 1.820
+1.916 1.777
+1.789
+
+Variance
+
+3.312 3.672 3.157
+3.199
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 222
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+
+
+Table 4 : PANAS –Control –Statistics
+
+Statistics
+
+
+N	Valid
+Missing
+
+Posit_pre 120
+0
+
+Posit_post 120
+0
+
+Negat_pre 120
+0
+
+Negat_post 120
+0
+
+Std. Error of Mean	0.166	0.175	0.162	0.163 Median	15.00	15.00	44.00	45.00 Mode	16	15	43	43a
+
+Percentiles   25 50
+75
+
+14.00           14.00            43.00            43.00 15.00           15.00            44.00            45.00
+16.00	17.00	46.00	46.00
+
+
+
+Mann Whitney U Test  - Independent samples :
+
+
+
+Table 5 : PANAS – Yoga group – Friedman’s Two way Analysis of Variance by Ranks
+
+
+
+Variable
+
+Posit_pre Negat_pre
+
+N	Mean	Sum of rank             Ranks
+120	1.53	183.6 120	3.45	414
+
+Variable	N
+
+Posit_post       120 Negat_post      120
+
+Mean       Sum of rank        Ranks
+3.55	426 1.47	176.4
+
+
+
+Mann Whitney U Test  - Independent samples :
+
+Table 6 : PANAS – Control group – Friedman’s Two way Analysis of Variance by Ranks
+
+
+
+Variable
+
+Posit_pre Negat_pre
+
+N	Mean	Sum of rank           Ranks
+120       1.48            177.6 120       3.49            418.8
+
+Variable	N
+
+Posit_post       120 Negat_post      120
+
+Mean       Sum of rank        Ranks
+1.52            182.4 3.51            421.2
+
+
+
+Table 7 : Hypothesis Test statistics summary
+
+
+N = 120
+Degrees of freedom	= 3
+Exact significance   –  2*(1-tailed sig) = 0.00 Variable
+Posit_post Negat_post
+
+
+
+
+
+
+Volume XIII Issue III MARCH 2020
+
+
+
+
+Asymptotic  Significance (2 sided Test) = 0.00 0.00
+0.00
+
+
+
+
+
+
+Page No: 223

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+This technique is called cyclic meditation (CM) which 
+consists of a set of postures interspersed with relaxation 
+techniques. Scientific investigations documented that CM 
+showed improvement in physiological,[3] psychological,[4] 
+and neurophysiological variables.[5] School children’s 
+underwent 7 days CM training and found improvement 
+in psychomotor performance.[6,7]
+Stress is associated with homeostasis, which lead to somatic 
+and pathological condition.[8] This has been playing a major 
+role in society and generating difficulties in human’s social, 
+emotional, behavioral, and personal life.[9] All the fields 
+are getting affected by stress, including working place, 
+educational and health institutions.[10] The negative effects 
+have been seen in all occupational and professional areas.
+Impact of stress has an adverse effect on student’s health 
+and academic performance.[11] Independently, either 
+INTRODUCTION
+Meditation is difficult to learn and practice and hence 
+requires guided training. Hence, S‑VYASA developed 
+a technique based on Upanishadic verses taken from 
+Mandukya karika,[1] which say that when mind loses 
+its awareness (laya) and enters into a sleepy state, then 
+it awaken with some stimulation (Sambodhayet). Do it 
+again and again till mind reaches a state of equanimity 
+calmness.[2]
+Background: Meditation brings calmness to the mental activities and develops the internal awareness. It 
+can be helpful in reducing stress and anxiety in student community and academicians. Aims: The aim was 
+to measure the outcomes of cyclic meditation (CM), yogic relaxation technique, when compared to supine 
+rest (SR). We examine reduction in anxiety, using Spielberger’s State‑Trait Anxiety Inventory (STAI). Materials 
+and Methods: A total of 60 high school students (both genders) participated in this study, aged between 13 
+and 16 years (group average age ± standard deviation, 14.78 ± 1.22 years). They were attending 10 days 
+yoga training course during their summer vacation. Those children’s, who had English as the main medium of 
+instructions, were included. They acted as their own controls. They were divided into two groups and tested 
+on the STAI, immediately before and after 22:30 min of practice of CM on 1 day, and immediately before and 
+after an equal period of SR on the other day. For the assessment, the first group performed CM on day 9, 
+and SR on day 10. For the second group, the order was reversed. Results: There was a significant reduction 
+on STAI scores within group (pre and post) of CM (4.27%, P = 0.016) session and no change in SR session. 
+Further, subgroup analysis based on gender revealed that the female group had a significant reduction 
+following both sessions, but male group had nonsignificant reduction in STAI score. The female group found 
+significantly differs from the male group in STAI score on both the sessions. Conclusions: The CM found to 
+be a useful technique to combat the state of anxiety with different magnitude of changes in gender subgroups. 
+The female group was benefitted more by following both CM and SR sessions compared with male group.
+Key words: Anxiety, cyclic meditation, meditation, relaxation
+A comparative study on two yogic relaxation techniques on 
+anxiety in school children
+Natesh Babu, Balaram Pradhana, H R Nagendra
+S-VYASA Yoga University Campus, Prashanti Kutiram, Vivekananda Road, Kallubalu Post, Jigani, Anekal, Bengaluru, India
+Address for Correspondence: Mr. Natesh Babu, 
+Asst. Director, S-VYASA Yoga University Campus, Prashanti Kutiram, 
+ 
+Vivekananda Road, Kallubalu Post, Jigani, Anekal, Bengaluru – 560105, India 
+ 
+E‑mail: [email protected]
+Access this article online
+Website: 
+www.ijoyppp.in
+Quick Response Code
+DOI: 
+10.4103/2347-5633.157887
+Original Article
+ABSTRACT
+65
+International Journal of Yoga - Philosophy, Psychology and Parapsychology  Vol. 1  Jul-Dec-2013
+[Downloaded free from http://www.ijoyppp.org on Friday, July 29, 2016, IP: 14.139.155.82]
+Babu, et al.: Relaxation technique on anxiety in children
+66
+International Journal of Yoga - Philosophy, Psychology and Parapsychology  Vol. 1  Jul-Dec-2013
+single yoga technique or integrated yoga has been found 
+to diminish the stress level. There are several yoga 
+techniques to combat the harmful effects. Scientific 
+investigation showed that students of MBBS,[8,12‑14] dental[15] 
+and nursing,[16] engineering,[17] college,[18] and school[19] 
+have used different yoga practices for their psychological 
+health benefits.
+Most of the above mentioned studies investigated the 
+long‑term effect while CM studies are conducted on Yoga 
+residential university course students. There is a dearth of 
+scientific studies on teenage school students. Hence, the 
+present study is aimed to evaluate immediate effect of CM 
+on teenage students’ anxiety.
+MATERIALS AND METHODS
+Subjects
+The sample size was calculated based on the effect 
+size (0.57) obtained from the previous study,[20] using 
+G* Power software, Version 3.0.10 (Behavior Research 
+Methods),[21] where the  level was 0.05, power  = 
+0.95 and the recommended sample size was 42. In this 
+study, 60 high school students were recruited, who were 
+under‑going a 10  day personality development camp. 
+Since the intervention and measuring tool for the test 
+were in English, the subjects belonged to English medium 
+school with normal health status were included. Similarly, 
+subjects having any history of ill‑health and undergoing 
+any medication were excluded. They were in the age range 
+of 13-16 years (group average age, 14.37 ± 1.22 years) 
+in equal number of both genders [Table 1]. They were 
+explained about the details of the protocol, and the written 
+consent was obtained from their parents.
+Procedure
+The participants were given training for practice of both 
+CM and supine rest (SR) for 8 days. They were assessed 
+before and after equal period of both CM and SR. The 
+assessments were taken on two consecutive days, on day 
+9 and 10. It was self as control design. The subjects were 
+randomly assigned into two groups equally. The first group 
+performed CM on day 9 and SR on day 10, and the second 
+group with the order reversed. Subjects were tested on the 
+State‑Trait Anxiety Inventory (STAI) immediately before 
+and after a session of CM of 22:30 min’s duration on 1 day, 
+and immediately before and after an equal period of SR 
+on the other day.
+Instrument
+Anxiety assessment
+The state anxiety was measured using Spielberger’s STAI 
+consisted of 20 self‑report scales, with each scale running 
+from 1 to 4 for a full score of 80, to evaluate the general 
+tendency to be anxious as a personality trait. The reported 
+concurrent validity ranges from 0.75 to 0.80 with other 
+tests[22] and it was widely used earlier in Indian population.
+Intervention
+Subjects were instructed to keep their eyes closed 
+throughout the practice of both CM and SR. CM used 
+prerecorded instructions, which emphasized the need 
+to carry out the practice slowly, with awareness and 
+relaxation. Practice starts with subjects lying on their back 
+in the supine (Shavasana) and consists of the following 
+sequence:
+Chanting of a verse from the Mandukya Upanishad[1] 
+(0:40 min); isometric contraction of the muscles of the 
+body ending with SR (1:00 min); slowly getting up by 
+shifting the body to the left side and standing at ease 
+(Tadasana), “balancing” the weight on both feet, called 
+centering (2:00 min); The first standing lateral bending 
+posture, toward the right side (Ardhakaticakrasana) 
+(1:20 min); Tadasana (1:10 min) with instructions about 
+relaxation and awareness; Ardhakaticakrasana bending 
+toward the left side (1:20 min); Tadasana as previously 
+(1:10 min); forward bending (Padahastasana) (1:20 min); 
+Tadasana as previously (1:10 min); backward bending 
+(Ardhacakrasana) (1:20 min); slowly coming down into 
+the supine posture (Shavasana) with instructions to 
+relax different parts of the body in sequence (10:00 min). 
+All postures are practiced slowly, with instructions to be 
+aware of all felt sensations. Total duration of practice is 
+22:30 min.[2]
+During the session of SR, subjects were asked to lie on their 
+back in the corpse posture (Shavasana) with eyes closed, 
+legs apart and arms away from the sides of the body. This 
+practice was also given for 22:30 min, the same as for CM, 
+timed on a stopwatch.
+Data analysis
+Statistical analysis was performed using SPSS (Released 
+2007. SPSS for Windows, Version 16.0. Chicago, SPSS Inc.). 
+The scores of STAI data were normally distributed (P > 0.05, 
+Shapiro–Wilk’s test). Hence, Student’s paired “t”‑test was 
+used for within group comparison for both CM and SR.
+RESULTS
+Mean values and standard deviation for STAI scores tests 
+are given in Table 2.
+Table  1: Age groups mean±SD, of male and female
+Age
+Mean±SD
+n
+Total
+14.37±1.22
+60
+Male
+14.47±1.14
+30
+Female
+14.27±1.31
+30
+SD=Standard deviation
+[Downloaded free from http://www.ijoyppp.org on Friday, July 29, 2016, IP: 14.139.155.82]
+Babu, et al.: Relaxation technique on anxiety in children
+67
+International Journal of Yoga - Philosophy, Psychology and Parapsychology  Vol. 1  Jul-Dec-2013
+Cyclic meditation session showed a significant reduction 
+in the STAI score from 38.90 to 37.24 (P = 0.016, paired 
+sample “t”‑test). The SR session showed a nonsignificant 
+reduction in the STAI score from 38.88 to 37.62 (P = 0.073, 
+paired sample “t”‑test). The two sessions showed no 
+significant difference in their baseline mean (P = 0.981, 
+independent “t”‑test) and also following CM and SR 
+sessions (P = 0.705, independent “t”‑test).
+• Female group: CM sessions showed a significant 
+reduction in the STAI score from 37.71 to 
+34.75 (P = 0.01, paired sample “t”‑test). The SR session 
+showed a significant reduction in the STAI score from 
+37.94 to 35.08 (P = 0.017, paired sample “t”‑test)
+• Male group: CM sessions showed a nonsignificant 
+reduction in the STAI score from 37.71 to 
+34.75 (P = 0.633, paired sample “t”‑test). The SR session 
+SR showed a nonsignificant reduction in the STAI score 
+from 37.94 to 35.08 (P = 0.620, paired sample “t”‑test).
+There was no significant gender difference of the mean 
+before sessions of CM (P = 0.301, Independent “t”‑test) 
+and SR (P = 0.451, Independent “t”‑test). However, there 
+were significant difference in the mean score after session 
+of CM (P = 0.047, Independent “t”‑test) and SR (P = 0.049, 
+Independent “t”‑test).
+The female group had significantly higher reduction 
+in STAI score as compared to male group in CM 
+(P = 0.049, Independent “t”‑test) and SR (P = 0.019, 
+Independent “t”‑test).
+DISCUSSION
+The present study showed a significant reduction in State 
+Anxiety Scores following CM session in the whole group 
+by 4.27% alone. Previous study in adult group with similar 
+design showed higher magnitude of changes. This may be 
+due to participants in the previous study who were highly 
+experienced and well‑trained in meditation, relaxation and 
+different yoga techniques. They were residential students 
+doing undergraduate and postgraduate yoga courses.[23] The 
+gender subgroup analysis found a significant reduction 
+in (CM = 7.85% and SR = 7.54%) compared with their 
+respective prescores.
+The meta‑analysis of efficacy of relaxation training 
+(Jacobson’s progressive relaxation, autogenic training, 
+applied relaxation, and meditation) for anxiety showed 
+medium effect size (Cohen’s d  =  0.57).[20] In another 
+study on natural stress relief, meditation reduced trait 
+anxiety after 1 and 2 weeks of practice (Cohen’s d = 0.46; 
+d = 0.67) respectively.[24] Whereas in the present study 
+found (Cohen’s d = 0.32 for the whole group and d = 0.5 
+for female group) immediately after CM, which showed 
+consistent findings with earlier studies. Hence, this 
+indicates that different relaxation strategies had a different 
+effect on anxiety levels.
+The key components of CM are slow, smooth, effortless 
+body movement with awareness and relaxation. The 
+relaxation component of CM occurs at the end of last 
+7 min, which may lead to lowering the sympathetic arousal 
+and anxiety scores. These characteristics of CM may be 
+contributing toward reducing the state of anxiety.
+Identical study on CM had shown an increase in 
+parasympathetic activity,[25] reduction in oxygen 
+consumption,[3] inhibit the cortical arousal.[5] These are the 
+physiological indicators of reduction of stress and anxiety.
+This is the first comparative study between genders on 
+CM. Until now all the CM study had been evaluated in 
+the adult well experienced male participants except one 
+study that included female subjects alone.[25] Apart from 
+this there were two studies on teenagers that included 
+both genders, but they were not mentioned about gender 
+comparison of their outcome measures.[6,7]
+The study had few limitations; participants were recruited 
+from yoga camp, which could be a confounding variable, 
+as the outcome variable might be influenced because 
+of the adherence toward yoga practices. It was a self as 
+control study design with convenient sampling, low 
+sample size, and short duration of training program 
+7 days. Hence, the result cannot be generalized. CM can 
+be used in educational programs for the school children’s 
+to reduce their anxiety level. Further, studies using CM as 
+an intervention could also be investigated on physiological 
+variable viz., EEG, EMG activity, and cortisol level and 
+hormonal activity.
+ACKNOWLEDGMENT
+Authors acknowledge the support of S‑VYASA Yoga University, 
+Bengaluru in carrying out this study.
+REFERENCES
+1.	
+Chinmayananda S. Mandukya Upanishad. Bombay, India: Sachin Publishers; 
+1984.
+Table  2: State anxiety inventory of CM and SR 
+(values  are group mean±SD)
+Gender n
+CM
+SR
+Pre
+Post
+Pre
+Post
+Total
+60 38.9±8.84 37.24±9.76*** 38.88±9.49
+37.62±10.02
+Male
+30 40.09±9.59
+39.73±9.6
+39.81±9.38
+40.15±9.36
+Female
+30 37.71±8.01 34.75±9.42**† 37.94±9.66 35.08±10.16***
+***P<0.05; **P<0.01 Student’s paired t‑test; postscores compared with 
+respective prescores, †P<0.05; Independent t‑test; postscore compared 
+with postscore between gender (male vs. female). SD=Standard deviation, 
+CM=Cyclic meditation, SR=Supine rest
+[Downloaded free from http://www.ijoyppp.org on Friday, July 29, 2016, IP: 14.139.155.82]
+2.	
+Nagendra HR, Nagarathna R. New Perspectives in Stress Management. 
+Bangalore, India: Swami Vivekananda Yoga Prakashan; 1997.
+3.	
+Sarang PS, Telles S. Oxygen consumption and respiration during and 
+after two yoga relaxation techniques. Appl Psychophysiol Biofeedback 
+2006;31:143‑53.
+4.	
+Subramanya P, Telles S. Performance on psychomotor tasks following two 
+yoga‑based relaxation techniques. Percept Mot Skills 2009;109:563‑76.
+5.	
+Subramanya P, Telles S. Changes in midlatency auditory evoked potentials 
+following two yoga‑based relaxation techniques. Clin EEG Neurosci 
+2009;40:190‑5.
+6.	
+Pradhan B, Nagendra H. Immediate effect of two yoga‑based relaxation 
+techniques on attention in children. Int J Yoga 2010;3:67‑9.
+7.	
+Pradhan B, Nagendra HR. Effect of yoga relaxation techniques on performance 
+of digit‑letter substitution task by teenagers. Int J Yoga 2009;2:30‑4.
+8.	
+Gopal A, Mondal S, Gandhi A, Arora S, Bhattacharjee J. Effect of integrated 
+yoga practices on immune responses in examination stress‑A preliminary 
+study. Int J Yoga 2011;4:26‑32.
+9.	
+Mendelson T, Greenberg MT, Dariotis JK, Gould LF, Rhoades BL, Leaf PJ. 
+Feasibility and preliminary outcomes of a school‑based mindfulness 
+intervention for urban youth. J Abnorm Child Psychol 2010;38:985‑94.
+10.	 Shirey  MR, McDaniel AM, Ebright  PR, Fisher  ML, Doebbeling  BN. 
+Understanding nurse manager stress and work complexity: Factors that make 
+a difference. J Nurs Adm 2010;40:82‑91.
+11.	
+Warnecke E, Quinn S, Ogden K, Towle N, Nelson MR. A randomised 
+controlled trial of the effects of mindfulness practice on medical student 
+stress levels. Med Educ 2011;45:381‑8.
+12.	 Malathi A, Damodaran A, Shah N, Krishnamurthy G, Namjoshi P, Ghodke S. 
+Psychophysiological changes at the time of examination in medical students 
+before and after the practice of yoga and relaxation. Indian J Psychiatry 
+1998;40:35‑40.
+13.	 Malathi A, Damodaran A. Stress due to exams in medical students – role of 
+yoga. Indian J Physiol Pharmacol 1999;43:218‑24.
+14.	 Simard AA, Henry M. Impact of a short yoga intervention on medical students’ 
+health: A pilot study. Med Teach 2009;31:950‑2.
+15.	 Shankarapillai R, Nair MA, George R. The effect of yoga in stress reduction 
+for dental students performing their first periodontal surgery: A randomized 
+controlled study. Int J Yoga 2012;5:48‑51.
+16.	 Malinski VM, Todaro‑Franceschi V. Exploring co‑meditation as a means 
+of reducing anxiety and facilitating relaxation in a nursing school setting. 
+J Holist Nurs 2011;29:242‑8.
+17.	 Subramanian S, Elango T, Malligarjunan H, Kochupillai V, Dayalan H. 
+Role of sudarshan kriya and pranayam on lipid profile and blood cell 
+parameters during exam stress: A randomized controlled trial. Int J Yoga 
+2012;5:21‑7.
+18.	 Smith JA, Greer T, Sheets T, Watson S. Is there more to yoga than exercise? 
+Altern Ther Health Med 2011;17:22‑9.
+19.	 Kauts A, Sharma N. Effect of yoga on academic performance in relation to 
+stress. Int J Yoga 2009;2:39‑43.
+20.	 Manzoni GM, Pagnini F, Castelnuovo G, Molinari E. Relaxation training for 
+anxiety: A ten‑years systematic review with meta‑analysis. BMC Psychiatry 
+2008;8:41.
+21.	 Faul F, Erdfelder E, Lang AG, Buchner A. G*Power 3: A flexible statistical 
+power analysis program for the social, behavioral, and biomedical sciences. 
+Behav Res Methods 2007;39:175‑91.
+22.	 Spielberger C, Gorsuch R, Lushene R. Manual for the State‑Trait Anxiety 
+Inventory. Palo Alto, CA: Consulting Psychologists Press; 1970.
+23.	 Subramanya P, Telles S. Effect of two yoga‑based relaxation techniques on 
+memory scores and state anxiety. Biopsychosoc Med 2009;3:8.
+24.	 Coppola F. Effects of natural stress relief meditation on trait anxiety: A pilot 
+study. Psychol Rep 2007;101:130‑4.
+25.	 An H, Kulkarni R, Nagarathna R, Nagendra H. Measures of heart rate 
+variability in women following a meditation technique. Int J Yoga 
+2010;3:6‑9.
+How to cite this article: Babu N, Pradhana B, Nagendra HR. A 
+comparative study on two yogic relaxation techniques on anxiety in 
+school children. Int J Yoga - Philosop Psychol Parapsychol 2013;1:65-8.
+Source of Support: Nil, Conflict of Interest: None declared
+Babu, et al.: Relaxation technique on anxiety in children
+68
+International Journal of Yoga - Philosophy, Psychology and Parapsychology  Vol. 1  Jul-Dec-2013
+[Downloaded free from http://www.ijoyppp.org on Friday, July 29, 2016, IP: 14.139.155.82]

subfolder_0/A Study on effect of Yoga based practices on Job anxiety in Information technology professionals conv.txt

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+
+Paper Received:  30th June, 2015
+Paper Accepted: 05th July, 2015
+Paper Published: 15th July, 2015
+
+ạ
+Human Resource Reflection
+
+A STUDY ON EFFECT OF YOGA BASED PRACTICES ON JOB ANXIETY IN INFORMATION TECHNOLOGY
+PROFESSIONALS
+
+
+ISSN(ONLINE):2348-7518
+
+
+Human Resource Reflection 2(4) 01-09
+July 2015 Impact factor 0.641
+Avanseaza.in
+
+
+
+Pammi Sesha Srinivas SVYASA University, Bangalore
+
+
+Sony Kumari
+SVYASA University, Bangalore
+
+
+Abstract
+Information Technology sector is subjected to large number of job fluctuations as it needs to deal  with  global  market  trends  and  technology  advancements.	Due  to  increasingly adaptation of “short term contracting” by organisations, IT professionals are continuously subjected to regular displacements, layoffs and exceeding job demands.  These uncertainties at workplace are introducing Job anxieties for the professionals. With prolonged periods of Job anxieties, IT professionals are becoming victims of work related stress and depression disorders.  Yoga is the ancient Indian science, said to bring mind fluctuations under control. There is a need to study whether Yoga based practices can help IT professionals on reducing Job anxiety.	Here a  quantitative  study  is  done on  IT professionals from one  of  Multi National company office situated in Bangalore, India to check the impact of Yoga based cyclic meditation practice on Job anxiety levels. It was found in this empirical study that yoga based practices can help to bring down the Job Anxiety levels of IT Professionals. Though findings are done for Indian context, authors strongly feel that, these results may also be applicable to international IT professionals equally. Authors suggest IT professionals and  IT  organisations  to  make  Cyclic  Meditation  as  part  of  health  routines  which  can potentially help reduce job anxiety levels and help increase on-job productivity.
+
+Keywords
+Job Anxiety, Yoga, stress, IT professionals, India.
+
+
+
+
+
+Corresponding author
+Pammi Sesha Srinivas, Research Scholar, SVYASA University, Bengaluru, Karnataka Email: [email protected]
+1
+
+
+Background
+In the present ―age of anxiety‖ one‘s path to success has been rendered extremely difficult owing  to  both  environmental  variables  and psychological characteristics of the individual ( AK Srivatsava, 1977). Researchers working in the field are in agreement that anxiety is a mental	state	primarily	driven	by apprehensions and vague fear.   Anxiety can either be stimulus related, referred as state anxiety or general in nature referred as trait anxiety    (B.    Muschalla.    et    al,    2013). Grinker(1966)  also pointed out that methods of  producing  anxiety  also  depends  on  the personality  traits  of  the  individual.  For  the woman/man  of  modern  age,  being  in  paid working  positions  is  becoming  increasingly important. People prefer to engage in some job  where  they  generally  end  up  spending more  number  hours  in  day.  Anxiety  which pertains to job life of an employee who gets unnecessarily fearful, apprehensive, pessimistic and   emotional   regarding   components   of his/her own work  may be referred to as ‗job anxiety‘(H.N.Prasad,1994).   Job anxiety could also be understood as general feeling of vague fear   and   apprehensive   mind   set   of   the employee  regarding  various  job-components in relation to his /her frame of reference or his/her psychological make-up (AK Srivastava, 1977).     Job anxiety is also a form of state anxiety, driven by job related stimulus.   The relationship  between  characteristics  of  the workplace   and   health   has   been   primary subject  of  research  interest,  and  it  is  also observed  that  both  work  related  stressors and non-work related stressors effect mental health of the individual independently (Clark C  et  al,  2102).  Workplace  effect  on  the individual can either be positive by helping to provide necessary social support, confidence and  self-esteem,  or  be  negative  with  its excessive demands which in turn can induce anxiety.       Job   anxiety   of   employees   is influenced   by   the   market   trends,   fit   to organisation	culture,           supervisor management/leadership          style,          self-expectations  from  job  and  social  support available  at  work/out-side  work  place.  Job Anxiety   may   effect   the   individual   work relations with supervisor and peers. In turn, job  anxiety  for  employees  may  result  in reduced    productivity	for    organisations. Realizing  this  fact,  Organizations  with  long
+
+term   vision   plan   their   management   and leadership  hierarchy  in  such  a  way  that employees	do	get	time	of	their managers/leaders at regular intervals, to know about  company  current  status  and  future prospects.  This helps employees to be aware of their company future plans.
+Review of Literature
+It is observed that job anxiety may influence perceived stress at workplace. There are few studies done about association of job anxiety with   depression,   perceived   stress,   work phobia   and   job   satisfaction.   It   was   also observed  that  personality  characteristics  of individuals  influence  anxiety  traits  in  the individuals.  Below  is  the  literature  survey done	to	understand	existing	studies performed related to Job Anxiety.
+	AK Srivastava (1977) did a detailed study on  components  influencing  ‗Job-Anxiety‘ and came to an understanding that Job-Anxiety is influenced by both work life and  personal  life.	He  concluded  that components   like   Security,   Recognition, Human   relations   at   work,   Reward   and Punishment,  Self-Esteem,  Future  Prospects and capacity to work are essential ones to assess ‗Job-Anxiety‘.
+	During   a   study   performed   on   pre-registration	house	officers,	it	was observed    that	stress,	anxiety    and depression    scores    were    significantly correlated with neuroticism score in both men  and  women.  It  was also  observed that	personality     characteristics     of neuroticism  were  a  predisposing  factor for stress and anxiety in junior doctors (D Newbury-Birch et al., 2015).
+	 A	study	performed	on	Library employees, revealed that degrees of job anxiety are related to job satisfaction in different  ways.  This  study  also  further confirms  the  theory  that  interpersonal relations are major determinants of job anxiety ( H N Prasad, 1994).
+	A  study  done  on  self-  perceived  Job insecurity,  based  on  representative  data from 17 European countries, reveals that job insecurity is also driven by not only by social	structural	or	institutional differences	,	but    also    by	cultural characteristics (Marcel Erlinghagen, 2007).
+    It is also noticed that Job anxiety can also lead  to  work  related  phobia,  which  is
+2
+a STUDY ON EFFECT OF YOGA BASED PRACTICES ON JOB ANXIETY IN INFORMATION TECHNOLOGY PROFESSIONALS
+
+
+
+panic when approaching or thinking about work.	It  was  observed,  from  a  study performed on primary care patients with chronic   mental   disorders,   that   work-related anxiety may play significant role on work related phobia (Beate Muschalla et al.,2014).
+   A  study  performed  on  Male  Assembly Automotive workers in Malaysia revealed that  depression,  anxiety  and  stress  are important  mental  outcomes  in  stressful working settings.  It was further suggested that  reduced  psychological  job-demand, Job  –  insecurity  and  hazards  conditions factors	may	improve	self-perceived depression, anxiety and stress (Bin Abdin EDIMANSYAH et al., 2007).
+	 A study performed on employees from different professional settings of Germany, revealed that Job anxiety is different from trait anxiety and Job anxiety could lead to work avoidance and sickness absence (B. Muschalla,  2013).  A  quantitative  study performed  on  automotive  workers  in Malaysia, revealed that depression, anxiety and  stress  due  to  work  conditions  has mediating role on perceived quality of life (Bin Nordin Rusli, 2008).
+
+Rational for this Study
+Today‘s  world  economy  fluctuations  have caused a lot of disturbances to organisations offering  both services and products , resulting in  downsizing  the  staff,	displacement  of production   units  to   cheaper   geographical places,  mergers	and  in  some  cases  filing bankruptcies. This is particularly applicable to organisations	pertaining    to	Information technology    based	services/products.	IT organisations	are	increasingly    adopting ―short-term  contracting‖  polices  to  reduce impact of exceeding employees expenses on their  financial  figures.  This  means  regular displacement, facing possible lay off, necessity to accept exceeding job demands, are to be named a few for IT professionals of today‘s world.   This   is   not   coming   free   for   IT professionals  in  their  both  professional  life and  personal  lives.  Though  study  done  by Otago University may not have been done on IT  professionals in  particular,  the  university study has shown that 45 per cent of newly diagnosed cases of depression or generalised
+
+anxiety  disorder  were  directly  related  to workplace stress. (Kumar et al., 2009).
+Job  Anxiety  of  IT  professionals  is  much required topic to be understood, where very little	studies	were	performed.	Sub components of Job anxiety described by A.K. Srivastava  (1977)  do  help  to  understand current Job anxiety levels of IT professionals. As jobs for IT  professionals,  are  bound  to move around geographical locations, it would impact   both   personal   and   job   security. Recognition  at  work  is  essential  for  these professionals as they deal with dynamic job and market conditions, failing which it would be difficult to be innovative in problem solving strategies.  IT  professionals  on  an  average spend more numbers at work place/thinking of Job and hence human relations at work, play significant role for them. Any long term disturbances in human relations at work, may cause sleep disorders and may cause mental health illness.     Rewards in terms of sizable monetary   benefits   are   essential   for   IT professionals   due   to   their   uncertain   job profiles. Any anxiety coming due to possible punishment  by  supervisor  has  far  reaching consequences   on   mental   health   for   the employees.   Any delay in Future prospects at work in terms of promotion/ advancements also  plays  a  role  on  Job  anxiety  of  IT professionals. IT professionals as they put up more service need to continuously work for increasing   their   aptitude   to   solve   bigger problems	of   organisations/market,    failing which   organisations do question the need to issue pay checks to these IT professionals.  All in  all,  all  the  components  of  Job  anxiety described A.K. Srivastava help to understand Job Anxiety of IT professionals.
+As it is increasingly visible in today‘s social media,   Yoga   based   practices   are   gaining popularity  for  improvement  of  self  both  in professional life and personal life. Job anxiety is an important symptom that needs to be understood in IT professionals as it may also possibly end up in aiding work related stress and  depression.  Any  Impact  of  Yoga  based practices  on  Job  anxiety  measured  through scientific  study  would  help  IT  professional community to increase its awareness about yoga based practices. This is a unique scientific study performed to date, on measuring impact of Yoga based practices on job anxiety modification.
+
+
+3
+Pammi Sesha Srinivas & Sony kumari
+
+
+
+Details about Job Anxiety Scale (JAS) used:-Job	Anxiety	Scale	(JAS)	questionnaire developed  by     A.K.Srivatsava  is  used  to measure  the  Job  Anxiety  in  this  study.  It measures   seven   sub   components   of   Job Anxiety as shown in Table1. It is an inventory of 80 items out of which 63 were True-keyed and the remaining 17 has been False-keyed with an a priori weight of one score each. The questionnaire items were designed in such a way that they could be used for measuring the extent  of  job  anxiety  of  all  the  employees irrespective  of  the  nature  of  their  jobs, organizations,  and  machines  or  tools  they used. The score on Sinha W-A Self Analysis Form (Anxiety Scale) was used as one of the validation criteria for the Job Anxiety Scale. The  coefficient  of  correlation  between  the scores on the two tests was found to be 0.54 on a representative sample of 100 semi-skilled personnel.	The	obtained    validity	index indicates  that  the  two  tests  measure  the extent of anxiety, although the JAS basically measures the degree of anxiety manifested in
+
+a particular dimension of life of a specified social  group.  To  ascertain  the  extent  of consistency of the results obtained by the Job Anxiety	Scale,	the	split-half	reliability coefficient by odd-even methods, on a sample of   414   employees,   and   the   test-retest reliability  coefficient  on  the  sample  of  110 employees  were  computed.  The  obtained reliability coefficients indicate that the scale is free from internal defects and possesses a fair amount of accuracy in assessing the extent of Job Anxiety. All Validated and reliability tests were  performed  by  AK  Srivatsava  before releasing to public for usage, and his works were published in Indian journal of Industrial Relations   (IJIR).   Based   on   validity   and reliability of this scale, this scale was chosen as a measurement tool for measuring degrees of Job	anxiety	in    IT	professionals.	Due permission was also obtained from editor of IJIR   to   use   this   scale   for   purpose   of conducting this study.
+
+Table1 :-  Components of Job Anxiety Scale
+
+S.No
+
+1
+
+
+2
+
+
+
+3
+
+
+4
+
+
+5
+
+Component
+
+Security concerns
+
+
+Recognition concerns
+
+
+Human relations at work concerns
+
+Reward and Punishment concerns
+
+Self-esteem concerns
+
+Component details
+
+Job security, personal security
+
+
+Fair evaluation, participation, praise, approval, freedom to show proficiency
+
+
+Interpersonal (intra-cadre and inter-cadre) relationship, cooperation, communication
+
+Financial gains, treatment of supervisors, unjust criticism, blame
+
+Self-image, self-respect, social status of the job
+
+
+
+
+
+6
+
+Future concerns
+
+Prospects   Opportunities	of	promotion	and	advancement, opportunity to learn and increase efficiency
+
+
+
+
+
+7
+
+Capacity	to concerns
+
+work   Shoulder  responsibilities,  Self-confidence,  aptitude  and interest for the job-activities
+
+
+
+
+Details about Cyclic Meditation
+Cyclic meditation was developed by SVYASA (Swami Vivekananda Yoga Anusandhana
+
+Samstahana)   University,   Bangalore,   India. Cyclic Meditation could be shortly referred as C.M here after.   C.M is inspired by a verse
+4
+a STUDY ON EFFECT OF YOGA BASED PRACTICES ON JOB ANXIETY IN INFORMATION TECHNOLOGY PROFESSIONALS
+
+
+
+from   Mandukya   Upanishad   (Sanjib   Patra, Shirley Tells.2009). C.M. is a set of stimulation and  relaxation  combine  involving  cycles  of body postures followed by supine rest relax poses.  Body postures are  yoga based  body postures like ardha kati chakrasana, Taadasana , Vajrasana and Ardha vustrasana. Supine rest relax posture followed is shavasana i.e dead corpse pose. Participants going through this intervention   need   to   make   their   body movements very slow  and  continuous. Idea here is by controlling the speed of the body movements, participants can feel the energy impulses flowing throughout the body. While in supine rest position, participants are made aware of their body parts and asked to relax the  tension  if  any.  There  is  a  conscious attempt about breath awareness and slowing down of the thought process in this practice. This is over all 35 minute practice.
+Details of Empirical study performed Sample	chosen	consists	of	―96‖	IT professionals.  All  the  IT  professionals  were selected  from  Bangalore  office  of  a  Multi-National  Information  Technology  company named  Infineon technology  Pvt  Ltd  which  has presence   in   India,   Germany,   Singapore, Austria, UK and U.S.A.   Employees‘ position within   organisation   ranged   from   junior
+
+engineers,  senior  technical  leads  to  people managers. All participants came voluntarily to participate in the study.  Study was performed from 15th  September 2014 to 28th  November 2014.  Total sample size was divided into two groups   namely   Yoga   group   and   Control group.   Yoga group has both men and women employees with an average age of 31.04 years and  with  standard  deviation  of  4.57  years. Control  group  has  both  men  and  women employees with an average age of 32.02 years with a standard deviation of 4.582 years. A, 35 minute ―Cyclic meditation‖ was administered as an intervention for Yoga group. Control group  was  administered  with  walking  or equivalent  physical  exercise  for  35  minute duration   daily   and   maintaining   dairy   as intervention.	The	intervention	was administered  for  2  months  for  both  the groups.   Job Anxiety scale was administered before the intervention period and after the intervention period.
+Inclusion and Exclusion criteria: -	Both Men and women employees, with normal health as declared  by  subjects  were  included  in  the study.  Subjects volunteered for the study do not have any previous experience of any Yoga program as declared by subjects.
+
+
+Table 2 :- Age and Job Experience of Subjects
+
+Control Group	Yoga Group
+
+
+
+
+Age
+
+I.T. Industry Experience
+
+
+Age	I.T. Industry Experience
+
+
+
+
+Mean   32.021   8.208
+S.D	4.307	4.307
+
+31.041   7.395
+4.547	4.281
+
+
+
+
+Procedure
+JAS  questionnaire  were  administered  to  all members participating in the study from both control and yoga groups.   The intervention given  to  Yoga  group  is  a  35  minute,  cyclic meditation	practice,	whose	details	are mentioned   earlier.	Control   group   was administered   with   walking   or   equivalent exercise for 35 minutes and was told to write
+
+a dairy to observe changes taking place. This is a  pre-post  study.	Participants  from  both groups filled up the questionnaires voluntarily before the beginning of the study period and at the end of study period.
+
+Results and Discussion
+Table3 shows Mean and S.D values of various components  of  Job  anxiety  scale  in  Yoga group
+
+
+
+
+5
+
+
+
+Table3 :- Yoga Group
+
+
+Pre
+
+
+
+JAS Component	Mean	S.D Job Security concerns	7.71	1.27 Self-Esteem concerns	7.52	1.32
+Recognition concerns	7.73	1.26 Human   Relations   at   work
+concerns	10.27	1.56 Rewards     &     Punishments
+concerns	10.58	1.44
+Future Prospects concerns	7.56	1.21
+Capacity to work concerns	7.46	1.25 Job Anxiety (overall)	58.85	3.798
+
+
+
+
+
+Mean	S.D 6.04	1.129 5.70	1.57 6.21	1.15
+
+7.77	1.52
+
+8.87       1.52 6.35       1.02
+6.42       1.48 47.37     2.77
+
+Post
+
+
+%	change  in Mean
+21.61 24.11 19.68
+
+24.34
+
+16.13 15.98
+13.96 19.51
+
+
+p	value (Wilcoxon signed      rank test)
+.000 .000 .000
+
+.000
+
+.000 .000
+.000 .000
+
+
+
+As  shown  in  Table3,  mean  value  of  Job security concerns component decreased from 7.71 to 6.04	(21.61% decrease) between pre and   post.   Similarly,   self-esteem   concerns component mean value decreased from 7.52 to 132.4 (24.11% decrease), Human Relations at work concerns mean value decreased from 10.27 to 7.77 (24.34 % decrease). Overall job
+
+anxiety mean value decreased from 58.85 to 47.37   (19.51%)   decrease.   To   see   the significance of change, Wilcoxon signed rank test was used.  It was observed that change is very  significant  in  all  components  of  Job Anxiety Scale (p < .001).
+Table4 shows Mean and S.D values of various components of Job anxiety scale in Control group.
+
+
+Table4 :- Control Group
+
+
+Pre
+
+
+JAS Component	Mean
+
+Job Security concerns	7.79
+
+Self – esteem concerns	7.39
+Recognition concerns	7.81 Human	Relations    at    work concerns                                      10.81 Rewards       &	Punishments concerns                                      10.79 Future Prospects concerns	7.47
+Capacity to work concerns	7.85
+
+
+
+
+S.D   Mean
+
+1.23   7.31
+
+1.25   7.10 1.12   7.27
+
+1.46   10.08
+
+1.67   10.27 1.32   7.17
+1.28   7.46
+
+Post
+
+%   change S.D   in  Mean
+
+1.13   6.18
+
+1.17   4 1.14   6.95
+
+1.38   6.78
+
+1.66   4.84 1.09   4.13
+1.22   5.02
+
+
+p	value (Wilcoxon signed rank test)
+
+.001
+
+.002 .000
+
+.000
+
+.000 .004
+.000
+
+
+
+Job Anxiety (overall)	59.94	3.41
+
+As  shown  in  Table4,  mean  value  of  Job security concerns component decreased from 7.79 to 7.31%	(6.18% decrease) between
+
+56.67	3.35   5.45	.000
+pre and post. Similarly, self-esteem concerns component mean value decreased from 7.39 to 7.10 (4% decrease), Human Relations at work  concerns mean value decreased  from
+6
+a STUDY ON EFFECT OF YOGA BASED PRACTICES ON JOB ANXIETY IN INFORMATION TECHNOLOGY PROFESSIONALS
+
+
+
+10.81 to 10.08 (6.78 % decrease). Overall job anxiety mean value decreased from 59.94 to 56.67 (5.45%) decrease. To see the
+
+significance of change, Wilcoxon signed rank test was used.  It was observed that change is very  significant  in  all  components  of  Job Anxiety Scale (p < .001).
+
+Between groups,	to observe the difference between  pre  post  changes,  Mann  Whitney test was used (Table 5).  There is a significant change in all components of Job Anxiety ( p< .01).
+
+
+Table5 :- Between the Groups (Mann Whitney test)
+
+
+Job Security Recognition
+Human Relations at work Rewards and Punishment Self Esteem
+Future Prospects Capacity to work
+Job Anxiety
+
+Pre	Post .749	.000 .912	.000 .076	.000 .418	.000 .546	.000 .847	.000 0.062	.000
+0.184	.000
+
+
+
+
+Conclusion
+Based on the empirical study performed, it could  be  observed	that  Yoga  group  has performed  well  in  decreasing	Job  Anxiety compared to control group. With the study performed, authors came to conclusion that Yoga	based	practices	can    potentially modify/decrease degrees of Job Anxiety for I.T  professionals.  This  would  be  interesting observation for both IT professionals and IT organisations  as  reduction  in  Job  anxiety would directly help to increase productivity and innovation at work.   I.T organisations can consider	employing    yoga    based	cyclic meditation as part of health programmes for the employees which may aid in reducing Job Anxiety levels.
+
+Limitations of the current study
+This   study   is   done   specific   to   one   I.T organisation,   but   however   extending   this study to multiple organisations and to more number  of  participants  would  give  more generalised   results.   It   also   needs   to   be observed that Job Anxiety for IT Professionals also   depends   on   project   schedule   peak periods   and   performance   review   periods during  the  year.  So  authors  feel  that  to generalize the results observed more number of studies have to be performed on the same number of participants during different time
+
+periods   of   a   year.   Indian   I.T   sector   is witnessing	more	and	more	female professionals year on year, which is healthy for  organisations  as  it  brings  diversity  in organisations thinking. In the current study, not much specific study concerning female and male  professionals  could  be  done.  A  more specific study concerning Female professionals as well as Male professionals could also be carried out in future research studies.
+
+References
+
+A.   K.   Srivastava(1977).   Construction   and Standardization of a Job Anxiety scale. Indian Journal of Industrial Relations.Vol. 13, No. 1 (Jul., 1977), pp. 73-84
+
+Beate Muschalla, DPhil, and Michael Linden, MD  (2014).  Workplace  Phobia,  Workplace Problems, and Work Ability among Primary Care Patients with Chronic Mental Disorders. J Am Board Fam Med 2014;27: 486–494.)
+
+B. Muschalla, M. Heldmann and D. Fay(2013). The significance of job-anxiety in a working population. Occupational Medicine ;63:415–421
+
+Bin	Abdin	EDIMANSYAH,	Bin	Nordin RUSLI1,	Lin	NAING,     Bin     Abdullah MOHAMED RUSLI, Than WINN and Bin Raja Hussin TENGKU MOHAMED ARIFF (2007).
+
+
+7
+Pammi Sesha Srinivas & Sony kumari
+
+
+
+Self-perceived Depression, Anxiety, Stress and Their  Relationships  with  Psychosocial  Job Factors	in	Male	Automotive	Assembly Workers. Industrial Health 2008, 46, 90–100
+
+Bin Nordin Rusli, Bin Abdin Edimansyah and Lin Naing (2008).  Working conditions,  self-perceived   stress,   anxiety,   depression   and quality of life: A structural equation modelling approach. BMC Public Health 2008, 8:48
+
+Clark C, Pike C, McManus S et al (2102). The contribution of work and non-work stressors to  common  mental  disorders  in  the  2007 Adult  Psychiatric  Morbidity  Survey.  Psychol Med 2012;42:829–842.
+
+D	Newbury-Birch,	F	Kamali	(2001) Psychological stress, anxiety, depression, job satisfaction, and personality characteristics in preregistration house officers ; published in Postgrad Med J. 2001 Feb; 77(904): 109–111
+
+Erlinghagen, Marcel (2007) : Self-Perceived Job Insecurity  and  Social  Context:  Are  there Different   European   Cultures   of   Anxiety?, DIW-Diskussionspapiere, No. 688
+
+Muschalla B, Linden M, Olbrich D(2010). The relationship  between  job-anxiety  and  trait-anxiety—a  differentialdiagnostic  investigation with  the  Job-Anxiety-Scale  and  the  State-Trait-Anxiety-Inventory.	J	Anxiety	Disord 2010;24:366–371.
+
+Grinker,   R.R.   (1966).   The   psychosomatic asects  of  anxiety,  in  C.D.  Spielberger(ed.), anxiety and Behavior, Academic Press, 129-142. H.N.PRASAD  (1994).  JOB  ANXIETY  AND JOB	SATISFACTION	AMONG PROFESSIONAL LIBRARY  EMPLOYEES  :  A STUDY.   Annals   of   Library   Science   and Documentation 41,2;1994;41-54.
+
+Kumar Sunil,  Rooprai K. Y. (2009).   Role of Emotional Intelligence in Managing Stress and Anxiety	at	workplace.	ASBBS	Annual Conference: Las Vegas
+
+Sanjib Patra., Shirley Telles(2009). ` Positive impact  of  Cyclic  Meditation  on  subsequent sleep‘. Med Sci Monit; 15(7) :CR375-381
+
+Anthony D LaMontagne, Tessa Keegel, Amber M Louie & Aleck Ostry (2010). ` Job stress as a   preventable   upstream   determinant   of common  mental  disorders:  A  review  for practitioners and policy-makers.‘ Advances in Mental  Health:  Promotion,  Prevention  and Early Intervention Volume9, issue1, 2010.
+
+Anthony   D   LaMontagne.,   Tessa   Keegel., Amber   M   Louie.,	Aleck   Ostry&   Paul A.LandSBergis. (2007).  ` A Systematic Review of	Job-stress	Intervention	Evaluation Literature,   1990-2005`.   INT   J   OCCUP ENVIRON HELATH 2007: 13:268-280
+
+BarOn,   R.   (2000)   Emotional   and   social Intelligence:   Insights   from   the   emotional quotient inventory, in R. Bar-On & J. D. A. Parker   (Eds.)   (2000)   The   Handbook   of emotional intelligence: Theory, development, assessment, and application at home, school, and  in  the  workplace,  (pp.  363-388).  San Francisco,CA: Jossey- Bass.
+
+Cary L. cooper   (2010)― Mental Capital and Well-Being‖, stress and health; 2010.
+
+Ciarrochi,  J.,  Deane,  F.  P.,  &  Anderson,  S. (2002). Emotional intelligence moderates the relationship between stress and mental health. Personality  and  Individual  Differences,  32, 197-209.
+
+Gohm, C. L., Corser, G. C., & Dalsky, D. J. (2005).  Emotional  intelligence  under  stress: Useful, unnecessary, or irrelevant? Personality and Individual Differences, 39, 1017-1028.
+
+Goleman, Daniel (1996). Emotional intelligence: Why it can more matter than I.Q., New York: Bantam Books.
+
+Jorfi, H., Jorfi, S., Moghadam, K., (2010) Impact of Emotional Intelligence on Performance of Employees in Postmodern Openings, Year 1, No.4, Vol 4, December, 2010
+
+Mayer,   J.   D.,   Salovey,   P.   (1993)   The intelligence	of	emotional	intelligence. Intelligence, 17,
+433–442.(chapter2)
+
+Nagendra.H.R,  &  Nagarathn.R  (1986).  New Prospective  in  Stress  Management,  SVYASA
+8
+a STUDY ON EFFECT OF YOGA BASED PRACTICES ON JOB ANXIETY IN INFORMATION TECHNOLOGY PROFESSIONALS
+
+
+
+(Swami	Vivekananda	yoga	Anusandhana Samsthana) Publication.
+
+Nasrin  Zamani  Forushani.,  Mohammad  Ali Besharat.,	(21011)	Relation	between emotional  intelligence  and  perceived  stress among    female	students,              Sciverse scienceDirect, Procedia-social and Behavioral sciences 30(2011)1109-1112.
+
+Sheldon  Cohen,  Tom  Kamarck  and  Robin Mermelstein  (1983).  A  Global  Measure  of Perceived Stress. Journal of Health and Social Behavior, Vol. 24, No. 4 (Dec., 1983), pp. 385-396
+
+Sibia,G.Misra,G.	&	Srivastava,K.A.(2004) Towards	Understanding	Emotional Intelliegnce in Indian context (perspectives of parents,  teachers  and  childrens  )  journal  of National academy of Psychology,vol-49,114-123
+
+Singh, Dalip. (2001) Emotional Intelligence at work (1st ed.). New Delhi: Response Books.
+
+Singh, S. (2004) Development of a Measure of Emotional   intelligence,   Journal   of   National Academy of Psychology, vol-49,136-141
+
+
+Sony  Kumari,  Alex  Hanky,  H.R.  Nagendra (2013) Effect of SMET on Emotional dynamics of Managers , voice of research, Vol2, issue 1, June 2013
+
+Tiwari.,P.S.N.&Srivastava,.N.(2004)   Schooling and Development of Emotional Intelligence , Journal of National Academy of psychology,vol-49,151-154
+
+Vempati R.P. & Telles, Shirley (2000). Baseline occupational  stress  levels  and  physiological responses to a two day stress management program. Journal of Indian Psychology, 18, no 1& 2.
+
+Wall, B. (2008) Working Relationships Using Emotional Intelligence to Enhance your Effectiveness with ther (1st Ed.) USA: Davies Black Publishing.
+
+Yvonne Birks, Jean McKendree and Ian Watt (2009)  Emotional  intelligence  and  perceived stress   in   healthcare   students   :   a   multi-institutional, multi- professional survey. BMC medical Education.
+
+
+Srivastava,K.B.L.&   Bharamamaikar,S.R.,(2004) Emotional	Intelligence	and	Effective Leadership   Behavior   ,   Journal   of   National Academy of Psychology,vol- 49,107-113
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subfolder_0/A comparative study of minimum muscular fitness in students with visual impairment and normal vision..txt

@@ -0,0 +1,70 @@
+3/3/2017
+A Comparative Study of Minimum Muscular Fitness in Students with Visual Impairment and Normal Vision | Mohanty | Indian Journal of Health and W…
+http://www.i­scholar.in/index.php/ijhw/article/view/122507
+1/1
+All
+Search
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+Authors
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+Vol 7, No 1 (2016)
+Pages: 97­100
+Published: 2016­01­01
+   Subscribe/Renew Journal
+The protective effects of fitness on several health related outcomes have clearly been shown among normal
+sighted  students.  However,  currently  there  is  a  dearth  of  data  pertaining  to  children  with  visual  impairment
+regarding their fitness. The purpose of the study was to examine differences in minimum muscular fitness among
+students with visual impairment and normal vision. Two hundred thirty six students; visually impaired (n=125)
+and  sighted  (n  =111);  of  South  India  matched  on  age,  height,  weight,  and  gender  participated  in  this  study.
+Participants were evaluated for minimum muscular fitness through Kraus­Weber test. Chi ­ square test was used
+to calculate the frequency and percentage of failure and success in both the groups. The results demonstrated
+that sighted students had significantly greater levels of muscle fitness than students with visual impairment. It
+appears that students with visual impairment are deficient in muscle strength as compared to sighted students.
+Inclusion  of  physical  activities  such  as  yoga  in  the  regular  curriculum  of  the  school  is  suggested  for  the
+improvement of the failures status. 
+Keywords
+Visual Impairment, Minimum Muscles Fitness, Kraus­Weber Test.
+ 
+A Comparative Study of Minimum Muscular Fitness in Students with Visual
+Impairment and Normal Vision
+Soubhagyalaxmi Mohanty  , Satyaprakash Purohit  , Rima Mayanglanbam  , Rajashree Ranjita  , Balaram Pradhan  ,
+Alex Hankey 
+ 
+Affiliations
+1 Division of Yoga and Humanities, SVYASA Yoga University, Bangalore, India
+2 Division of Yoga and Humanities, SVYASA Yoga University, Bangalore, Karnataka, India
+ 
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subfolder_0/A quantitative study on Indian IT professionals to validate the integrated model of Job stress conv.txt

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+International Journal of Education and Psychological Research (IJEPR)	Volume 4, Issue 4, December 2015
+
+AQuantitative Study on Indian IT Professionals to Validate the Integrated Model on Job Stress
+
+
+Pammi Shesha Srinivas[1] Sony Kumari[2]
+Katte Bharathiramanachar Akhilesh[3] Hongsandra Ramarao Nagendra[4]
+
+
+Abstract:
+Impact of mental strain caused by Job stress in workforce, is much researched topic in this   digital age. It is generally accepted that mental strain caused by excessive stress (distress), is one of the main reasons for today’s wide spread nature of non-communicable diseases like hypertension, depression etc., in the knowledge based workforce. Eustress (positive state of stress) brings high alertness and helps to perform beyond the perceived capability of any worker. Most of the western popular models on job stress, considered only distress component while understanding mental state due to job stress leaving behind the Eustress component. In this integrated model on job stress, both Eustress and distress states were duly considered, by making it the unique comprehensive model on defining impact due to Job stress. This model also brings about the significance of psyche nurturing practices which play key role in modifying the impact of job stress. To validate this integrated model on Job stress, a quantitative study was performed on assessing “perceived stress levels” of Indian IT professionals by choosing Yoga based Cyclic Meditation practice as psyche nurturing practice. It was observed that “perceived stress levels” were reduced significantly in Indian IT professionals with regular practice of cyclic meditation.  This quantitative study supports claims of Integrated Job stress model that psyche nurturing practices have modifying effect on impact due to job stress in knowledge based workforce. Stress researchers across the globe, are encouraged to use this unique integrated model under multiple industry/professional setups and come   up with valuable suggestions for mental well –beings of the workforce.
+Key words: Job stress, mental strain, integrated model, Yoga, ITprofessionals
+
+
+I. BACKGROUND
+As per US National Institute for Occupational Safety & Health (1998) , [1]Job stress can be defined as the harmful physical  and  emotional  response  that  occurs  when  the requirements  of  the  job  do  not  match  the  capabilities, resources or needs of the worker. Job stress can cause poor mental health and can increase rates of work-related injuries and accidents. Stress and lack of well-being in the workplace cost more than $25.9 billion per annum in terms of sickness absence, presents and labour turn over in UK and Europe.[2] Given the impact and importance of stress at work place, popular western models on mental strain due to job stress were studied with a view of coming up with suggestions to increase  ‘stress  tolerance  levels’  of  knowledge  based workforce.
+1.1 western popular models related to job stress:
+Demand-Control Model (DCM): As per DCM model, if a worker has less control/discretion power at work, while meeting job demands, then the worker would go through mental strain caused by Job stress. [3]Based on job control and Job demand, jobs are classified as Passive jobs, active jobs, low strain jobs and high strain jobs.
+
+
+[1]Svyasa University, India [2]Svyasa University, India [3]Svyasa University, India [4]Svyasa University, India
+
+26
+International Journal of Education and Psychological Research (IJEPR)	Volume 4, Issue 4, December 2015
+
+
+
+Person –Environment Fit Model (P-E model): The P-E fit model   characterizes   stress   as   misfit   between   person characteristics (e.gabilities, values) and Environment ( E.g Supplies,   Demands).   This   misfit   causes   negative psychological, physiological and behavioural patterns which could be collectively labelled as mental strain.[4]
+High Effort – Low Reward imbalance model:- High effort and  low  reward  model  is  derived  after  reviewing  many studies related to mental strain due to job stress, including Demand Control Model and Person Environment  model . It came to conclusion that reciprocity is the crucial element, which was not considered well in earlier related studies. The model is of the view that the work role in adult life defines a crucial link between self- regulatory functions such as self-esteem, self- efficacy and social opportunity structure. This causes individuals to invest high effort on job to be in a position to expect high rewards, which in turn increases their reciprocity capability. This model argues that any imbalance between efforts spent and rewards gained would cause a state of emotional distress.[5]
+
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+
+1.2 Quick Analysis of popular models and need for integrated model:
+All  these  popular  models  helped  to  understand  distress causing situations for work force and are outward in nature by looking at environment/ control at work place. These models do not consider ‘Eustress’component at all. It was called up on  stress  researchers  to  include  ‘eustress’  along  with ‘distress’ in the upcoming models on job stress. [6]So any forward looking integrated model on Job stress needs to consider both positive and negative states of work related stress  and  its  impact  on  worker.  Everybody  is  uniquely different in coping up with stressful scenarios faced. Some people may turn these situations into opportunities while others may lose existing opportunities. So any mental strain faced by the individual due to stress related scenario is also conditioned by the psyche-orientation of the individual.  As
+
+these popular models, do not consider psyche- orientation/ self-condition of the individuals, they are not complete in understanding  the  effects  of  Job  stress  on  Individuals. Current Integrated Model looks at the ancient Indian view on stress as well as at principles from western models, in coming up with unique model on defining impact due to job stress.
+The ancient Indian View:There is lot of literature available on  human  body-mind  complex  characteristics  in  ancient Indian  scriptures  .It  is  maintained  in  the  ancient  Indian scriptures that, continued imbalance at mind level could be termed as stress and would manifest as disease at the physical level .It was also discussed on how to train the psyche to overcome   the   state   of   imbalance.   Text   below   from MandukyaUpanishad help son understanding, techniques on achieving mental state of equilibrium.[7]
+
+?????????????????????????? ????????????????????????????
+Layesambodhayetcittaàvikñiptaàçamayetpunaù, Sakañäyaàvijïänéyätsamapräptaànacälayet.
+‘In a state of mental inactivity awaken the mind; when agitated, calm it; between these
+two states realize the possible abilities of the mind. If the mind has reached the state of
+perfect equilibrium then do not disturb it again’(Mandukya Upanishad Karika: 3.44)
+
+II.  INTEGRATED MODEL ON JOB STRESS
+In today’s modern medicalworld, it is well accepted that mental  well-being  is  a  major  vector  in  drivingphysical health.[8,9]    This is in accordance with literature from ancient Indian view.  So, by being able to condition the psyche, the response to stressful situation could also be modified, which could potentially alter impact of mental strain due to job stress on the individual. This principle is grossly missed in the existing models while describing impact of mental strain due to Job stress. Any stimulus external or internal, which can cause ‘stress’is called ‘stressor’in stress research. So in this integrated model, along with work related stressors and Person related stressors, due consideration was also given to the effect of psyche nurturing practices.Existing psyche deposits due to impact of previous stressful situations faced, also plays a significant role in responding to current and future stress stimulus situations.
+Work related stressors:   Work related stressors could be further categorized as environment stressor and organisation stressors. Work related stress variables which are governed by changing customer needs, government policies, market fluctuations,  vendor  costs,  competitive  pricing  demands, back  to  school  schedules  etc.,  come  under  environment stressors. There is a little control for employers as well as employees  of  a  business  enterprise  on  the  environment stressors.   Stressors controlled by inter department and/or intra department practices followed with in the organisation come under organisation stressors. Organisation culture in terms of setting ambitious targets, openness to employee
+
+
+27
+International Journal of Education and Psychological Research (IJEPR)	Volume 4, Issue 4, December 2015
+
+
+
+concerns,   cross   cultural   sensitivity,   organised   project management, Risk management	etc., also contribute to modify organisation stress variables.
+Person related stressors:   These are the stressors which arise from home as well as from work settings. Stressors like ill-health  of  family  members/friends,  financial  loss  of self/family   members/friends,growing   needs   of   family, necessity of support to family member education/health etc. come under personal related stressors arising from home. Stressors like lack of skills for current job, lack of decision making authority at work by virtue of position, over work demanded by the organisation, demanding schedules etc. come  under  person  related  stressors  arising  from  work settings.
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+
+
+Theory of operation explaining flow ofJob stress stimulus and  its  impact:  Job  stress  stimulus  for  any  worker  is generated  by  work  related  stressors.  This  stimulus  is influenced by both person related stressors as well as psyche history variable. This Job stress stimulus traverses through virtual  stress  perception  channel  in  the  psyche.  Psyche nurturing  practices  followed  by  the  worker  would  have modifying effect on the perception of job stress stimulus. Healthy psyche nurturing practices like regular practice of Yoga  etc.  may  reduce  the  agitation  of  the  mind  while perceiving the stress situations faced.[10]Un-healthy psyche nurturing practices like taking drugs/excessive alcohol etc., may   increase the agitation of the mind while perceiving the stress situations faced.  Every individual has stress tolerance capacity (TC)i.e. he /she can with stand the impact of stress situations  faced  by  being  able  to  return  to  homeostasis condition soon. If the actual perceived Job stress (JS) is less than the Tolerance capacity (TC) , then one would end up in positive stress sphere else in negative stress sphere. In the positive stress (Eustress) sphere, one would adopt positive coping  skills  like  listening,  focusing  on  solution  based approaches etc. Positive stress sphere would help to find new opportunities which in turn increases the self-esteem of the
+
+worker resulting in positive health. In the Negative stress (Distress) sphere, one would use negative coping techniques like running away from problem, unable to listen to others etc., which would result in uncertainty to solve problem at hand. One under the negative stress sphere may lose existing opportunities causing ill health effects like depression. The net impact of previous Eustress /distress experiences would be stored as deposited psyche variable in the person.  This psyche variable plays a role in influencing the next stress stimulus faced as well as stress tolerance capacity. A well nurtured psyche would be able to expand its ‘stress tolerance limits’.  .By  increasing  the  positive  effects  of  psyche nurturing practices, one can land up in eustress sphere, even if challenging  situationswere  created  due  towork  related stressors.
+
+III. VALIDATION OFTHE INTEGRATED MODEL
+IT professionals in India represent knowledge based work force as they mainly work with their mental capital. Indian IT professionals are always under constant pressure to deliver services efficiently along with being cost efficient. This requires to plan for ever changing customer requirements and forecast  market  demands  in  advance  ,  so  as  to  deliver services/products in “first time right” approach. In this web-connected world, time is the most precious thing for all the customers round the globe for IT professionals. All these factors   cause   Job   stress   for   IT  professionals.   In   a studyperformed  on  professional  stress,  depression  and alcohol use among Indian software professionalswith support of a sample size of 1071 subjects working in Bengaluru, it was observed that the software employees are professionally stressed due to job conditions and are at ten times higher risk for developing depression and also there is a significant increase in the incidence of psychiatric disorders.[11]Asurvey performed  on  call  centre  workers  from  IT  based  BPO industry  based  in  Pune  &Mumbai  indicates  that,a  high proportion   of   workers   faced   sleep   disturbances   and associated mental stress and anxiety as a result of work related  stressors.[12]     In  a  study  performed  on  200  IT professionals based out of Delhi, common problems seen among the study subjects were musculoskeletal (77.5%) and visual (76%) followed by stress (35%).[13]For these reasons, IT professionals   working in Bengaluruwere selected for validating this integrated model using quantitative methods.
+Cyclic Meditation: Cyclic Meditation(C.M) practice was chosen as psyche nurturing practice. C.M is inspired by a verse from Mandukya Upanishad .Cyclic meditation was developed by Swami Yoga Anusansandhana Samstahana, a world class Yoga university based in Bangalore, India. In a day to day life we relax, though unconsciously, by stretching and  relaxing.  In  Cyclic  Meditation  we  not  only  stretch consciously and systematically, but also relax consciously. Yoga  body  postures  (asana)  like  PadaHastasana, Ardha Chakrasana, Ardhakati  Chakrasana,  Shashankasana  and Ushtrasana are used for stretching where as Shavasana is used   for   relaxing.  Various   relaxation   techniques   are employed during Shavasana like Instant Relaxation, Quick relaxation and Deep Relaxation. This provides stimulation
+
+
+
+28
+International Journal of Education and Psychological Research (IJEPR)	Volume 4, Issue 4, December 2015
+
+
+
+followed by relaxation at muscular level as well as psyche Level.  [14]In  a  study  done  at  Swami  VivekanandYoga Anusandhan Samsthan, Bengaluru,   it was also that found Cyclic  Meditation  Technique,  to  be  more  effective  in achieving voluntary heart rate variability as compared with another  yogic  technique  of  Supine  Rest  (Savasan).[15]
+Materials   and   Methods:   Sample   sizechosen   forthis quantitative study consisted of “96” ITprofessionals. All the IT professionals were selected from Bangalore office of an Information  Technology  based  Multi-National  company, which has presence in India, Germany, Singapore, Austria, UK and U.S.A. Participants position within organisation ranged from junior engineers, senior technical leads to people managers. All participants came voluntarily to participate in the study.  Study also got permission from institution Ethical committee. Total sample size was divided into two groups, namely Yoga group and Control group.  Yoga group has both men and women employees with an average age of 31.04 years and with standard deviation of 4.57 years. Control group has both men and women employees with an average age of 32.02 years with a standard deviation of 4.582 years. Study was performed for an average duration of 2 months excluding weekends in the selected office premises. Both Men and women employees, with normal health as declared by subjects were included in the study. Subjects volunteered for the study do not have any previous experience of Yoga program as declared by subjects.   Employees who age is below 24 years or above 50 years are excluded from the study. All participants have education qualification of graduation and above. Perceived stress is measured through Perceived stress  scale  (PSS)  questionnaire  developed  by  Sheldon Cohen.	PSS  questionnaire  was  designed  to  tap  how unpredictable, uncontrollable, and overloaded respondents find their lives. The scale also includes a number ofdirect queries about current levels of experienced stress.
+
+
+V. RESULTS AND DISCUSSION
+Table   2:   indicates   response   on   Perceived   Stress(PS) component of Yoga Group, at the starting and at the end of study period.
+Table 2 :  Yoga Group
+
+
+
+
+
+
+
+
+Yoga group has shown reduction of 34.77 % in the mean value  from  pre  to  post.  The  improvement  observed  in reduction  of  perceived  stress  is  very  significant  as  p  < .01.Table 3 indicates responses on PS components of Control group, at the starting and at the end of study period.
+Table 3 : Control Group
+
+
+
+
+
+
+
+Control group has shown a reduction of 2.33 % in the mean value  of  perceived  stress  between  pre  and  post.	The improvement observed in reduction of perceived stress is not much significant as p > 0.01.
+The significance of change in PS component between Yoga and control group is measured with Mann Whitneytest.
+Table 4 : Between the Groups (Mann Whitney test)
+
+
+
+
+
+
+The baseline between yoga and control group is matched and the post value has shown highly significant result ( p< 0.01).
+
+
+
+
+IV. PROCEDURE
+PSS  questionnaires  were  administered  to  all  members participating in the study from both control and yoga groups. The intervention given to Yoga group is a 35 minute, cyclic meditation practice, whose details are mentioned earlier. Control group was administered with walking or equivalent exercise for 35 minutes and was told to write a dairy to observe  changes  taking  place.  This  is  a  pre-post  study. Participants from both groups filled up the questionnaires voluntarily before the beginning of the study period and at the end of study period.
+
+VI. CONCLUSION
+Based	on the quantitative study performed, it could be observed   that   psyche   nurturing   practices   like   cyclic meditation have  significant positive effect in reducing the perceived stress levels in Indian ITprofessionals. This study validates the integrated model on Job stress by supporting the claim that regular psyche nurturing practices would have modifying effect on perceived stress at work place.
+
+VII. LIMITATIONS
+Though psyche nurturing practices could have modifying effect  on  perceivedJob  stress  as  per  discussed  model, organizational changes would also have effect in altering Job stressors.   Certain   variables   like   Role   conflict,
+
+
+
+29
+International Journal of Education and Psychological Research (IJEPR)	Volume 4, Issue 4, December 2015
+
+
+
+Role ambiguity could also cause Job stress to employees. Organisational changes which address these concerns would also bring down the Job stress perceived by the workforce. Current study is done specific to one ITcompany , however it could  be	expanded  to  multiple  industry  domains  like nursing,  police  offers  etc.,  to  validate  this  model  more robustly.
+
+VIII. STRENGTH OFTHE STUDY
+This is the unique model in explaining the effect of psyche nurturing practices in altering job stress effects in physically healthy work force.This also brings out the positive effect of psyche nurturing practices in coping with job stress.
+
+IX. FUTURE DIRECTIONS
+Authors call up on stress researchers across the globe to use this model in all stress research by employing it under various industry set ups like police officers, nursing etc. Findings from the future data using the model would help to robustly validate this model.
+Acknowledgement-  I  would  like  to  acknowledge  my hearty thanks to S-VYASA university for their financial and technical support.
+
+12.  P   BhuyarA,   BanerjeeH,PandveP,PadmnabhanA, PatilS.Mental, physical and social health problems of call  centre  workers.	Industrial  Psychiatry  Journal 2008;17:21-25.
+13.  Sharma A K, Khera S, Khandekar J. Computer related health   problems   among   information   technology professionals  in  Delhi.  Indian  J  Community  Med 2006;31:36-38
+14.  Patil, Sarang and Telles, Shirley 2006. “Effects of Two Yoga  Based  Relaxation  Techniques  on  Heart  Rate Variability  (HRV).  International  Journal  of  Stress Management 2006;13(4): 460-475.
+15.  Patra S, Telles S. Positive impact of cyclic meditation on sleep. Med SciMonit 2009;15:CR375-81.
+
+
+X. REFERENCES
+1.	 US National Institute for Occupational Safety & Health (NIOSH). Stress at work1998.
+2.	 Cary L Cooper. Mental Capital and Well-Being. Stress and health2010.
+3.	 Robert  A  Karasek  Jr,Job  Demands.  Job  Decision Latitude  and  Mental  Strain:  Implications  for  Job Redesign.Administrative Science Quarterly 1990; 2:42.
+4.	 Jeffrey   R   Edwards,Cary   L  Cooper.  The   person-environment fit approach to stress: Recurring problems and some suggested solutions. Journal of Organizational behaviour 1990; 11: 293-307.
+5.	 Johannes  Siegrist. Adverse  Health  Effects  of  High-Effort/Low-reward conditions. Journal of Occupational Health Psychology 1996;1:27-41:
+6.	 Debra  Nilson,  Cary  Cooper.  Stress  and  health:  A positive direction. Stress and health 2005; 21: 2.
+7.	 Chinmayananda	S.   Mandukya   Upanisat.Sachin Publishers;1984.
+8.	 Karasek   R,   Theorell   T.   Healthy   work-stress, productivity and the reconstruction of working life. New York: Basic Books;1990.
+9.	 Luthans,  F.  The  need  for  and  meaning  of  positive organizational  behaviour.  Journal  of  organizational behaviour 2002; 23: 695-706.
+10.  Sony  Kumari,  Effect  of  SMET  Yoga  Module  on Emotional dynamics of Managers. AIMS international journal of management2014;Volume8.
+11.   Darshan et al. Astudy on professional stress, depression and alcohol use among Indian software professionals. Indian Journal ofPsychiatry2013;Vol 55.
+
+
+30

subfolder_0/A randomized control trial of the effect of yoga on verbal.txt

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+International Journal of Yoga 
+ 
+! 
+ 
+Vol. 1:2 
+ 
+! 
+ 
+Jul-Dec-2008
+76
+A randomized control trial of the effect of yoga on verbal 
+aggressiveness in normal healthy volunteers 
+Sudheer Deshpande, Nagendra H R, Raghuram Nagarathna
+Department of Yoga Research, Swami Vivekananda Yoga Anusandhana Samsthana, Bangalore, India.
+Objective: To study the effect of yoga on verbal aggressiveness in normal healthy adults. 
+Methods: Of the 1228 persons who attended introductory lectures, 226 subjects of both sexes who satisfi
+ ed the inclusion 
+and exclusion criteria and who consented to participate in the study were randomly allocated into two groups. These 226 
+subjects were between the ages of 17 and 62 years and 173/226 completed the eight weeks of intervention. The Yoga (Y) 
+group practised an integrated yoga module that included asanas, pranayama, meditation, notional correction, and devotional 
+sessions. The control group practised mild to moderate physical exercises (PE). Both groups had supervised practices (by 
+trained experts) for one hour daily, six days a week for eight weeks. 
+Verbal Aggressiveness was assessed before and after eight weeks using the self-administered Verbal Aggressive Scale. 
+Results: The baseline score of the two groups did not differ signifi
+ cantly (P = 0.66). There was a signifi
+ cant decrease in verbal 
+aggressiveness in the yoga group (P = 0.01 paired samples t-test) with a nonsignifi
+ cant increase in the PE group. ANCOVA 
+using pre- values as covariates showed a signifi
+ cant difference between the groups (P = 0.013). RMANOVA for interaction 
+between the sexes or age groups in change scores were not signifi
+ cant. 
+Conclusions: This study has demonstrated that an eight week intervention of an integrated yoga module decreased verbal 
+aggressiveness in the yoga group (in males and those below 25 years of age), with a nonsignifi
+ cant increase in the PE 
+group. 
+Keywords: Physical exercise; verbal aggression scale; Yoga.
+Original Article
+Correspondence to: Dr. Nagarathna Raghuram
+No 19, Eknath Bhavan, Gavipuram Circle, 
+KG Nagar, Bangalore – 560 019, India.
+E-mail: [email protected]
+INTRODUCTION
+Although global scientific and technological progress is 
+evidence of human intelligence and creativity, emotional 
+hypersensitivity and aggression have increased.[1] 
+Violence remains one of the greatest public health threats 
+to youth. Intentional injuries due to violence comprise 
+the second leading cause of death of US adolescents,[2] as 
+well as a substantial proportion of morbidity[3,4] such as 
+elevated depressive symptoms and posttraumatic stress 
+disorder.[5] Irritability and emotional outbursts are other 
+manifestations of violence that could be measured. The 
+verbal aggressiveness scale is a measure of violence that 
+has been used in earlier studies.[6] Verbal aggressiveness 
+is defined as an attack on an individual’s self-concept 
+instead of, or in addition to the person’s position 
+on a topic of communication, to inflict psychological 
+pain.[7] A message must attack the self-concept of the 
+receiver if it is to be considered as verbally aggressive 
+message.[8] It was found that people who are high in the 
+verbal aggression trait, differ significantly from those low 
+in verbal aggression trait in terms of their use of these 
+messages.[8]
+Yoga which encompasses several techniques including 
+physical postures, breathing techniques (Pranayama) and 
+meditation has become very popular for its applications 
+in health starting from better physical fitness[9] to a 
+better quality of life in cancer patients.[10] Yoga has been 
+used effectively for stress reduction that has resulted 
+in biochemical[11] and physiological[12] changes. Several 
+ABSTRACT
+[Downloaded free from http://www.ijoy.org.in on Tuesday, January 06, 2009]
+77
+International Journal of Yoga 
+ 
+! 
+ 
+Vol. 1:2 
+ 
+! 
+ 
+Jul-Dec-2008
+studies have highlighted the psychological benefits of 
+integrated yoga practices such as anxiety, neurosis,[13,14] 
+and depressive illness.[15,16] The clinical potential of yoga 
+as a self-control technique for improving and stabilizing 
+affective states was studied by Harvey. In a three armed 
+study, Harvey compared yogic breathing exercises with 
+two control groups (a course on the philosophy of 
+meditation and a course in psychology) and demonstrated 
+that yogic breathing exercises showed an improvement in 
+mood and vigor as well as decreased tension, fatigue, and 
+depression relative to subjects in control groups.[17] The 
+mood benefits of Hatha yoga and swimming compared 
+in college students showed that yoga was as effective 
+as swimming in decreasing anxiety, confusion, tension 
+and depression, and that the acute decreases after yoga 
+were significantly greater than after swimming for men 
+who were personally selected to participate.[18] Similar 
+results have also been noted in psychiatric patients 
+with a reduction in negative emotions factor in Profile 
+of Mood States, including tension-anxiety, depression-
+dejection, anger-hostility, fatigue-inertia, and confusion-
+bewilderment after yoga.[19] The verbal aggressiveness 
+scale was also used to assess the response of basketball 
+players to the verbal aggressiveness of the coaches which 
+showed that male players were more affected than the 
+female players.[20]
+Although there are several studies on the efficacy of yoga 
+on different measures of emotional states, there are no 
+studies on any measure of aggressive responses. Also there 
+are no randomized control trials (RCTs) on the effect of 
+yoga in comparison to PE in the same study. Hence, the 
+aim of the current study was to investigate whether Yoga 
+can provide benefits comparable to PE in reducing verbal 
+aggressiveness in normal healthy adults. 
+METHODS
+Subjects
+Two hundred and twenty-six subjects who consented to 
+participate in the study, were randomly allocated into two 
+groups of equal size. The final data was available on 173 
+subjects. Inclusion criteria were (a) healthy individuals 
+of both sexes and between the ages of 18 and 71 years, 
+and (b) ability to read and write English because the 
+participant had to fill up the questionnaire available in the 
+English language. Exclusion criteria were (a) individuals 
+with diseases such as diabetes, cancer, hypertension, 
+anxiety, depression etc., (b) substance abuse, and (c) active 
+nicotine abuse. 
+Source of subjects: Normal adult volunteers who 
+consented to participate in the study were recruited from 
+different locations in Bangalore.
+Ethical clearance: Signed informed consent was obtained 
+from all the subjects and also from the institutional heads 
+where the classes were conducted. The institutional 
+ethical committee of the parent institution had cleared 
+the project proposal. 
+Design 
+This was a prospective randomized control design to 
+compare the efficacy of yoga (Y) with physical exercise 
+(PE) as a control intervention in normal healthy volunteers. 
+Motivational lectures were arranged in public centers such 
+as colleges, health clubs, Rotary clubs, Lions’ clubs and 
+apartment complexes. The classes were planned in five 
+different centers in the city of Bangalore. 
+After reading the instructions in the informed consent 
+form about the design of the study, these subjects agreed 
+to be in the allotted group. The experimental group was 
+given Y practices and the control group was given PE for 
+one hour daily on an empty stomach (6 to 7 a.m.). The 
+classes were conducted six days a week for eight weeks 
+and attendance was maintained by the teachers. Trained 
+experts in either Y or PE conducted parallel sessions for 
+the two groups in different rooms of the same building. 
+It was ensured that there was no interaction between the 
+subjects. The tests were administered on the first and last 
+day of the study before starting the classes, by arranging 
+the subjects to sit in a quiet hall, free from distractions 
+and influences from each other, with supervisors moving 
+around to clarify any doubts.
+Randomization 
+The subjects selected for the study were randomly allotted 
+into two groups by using five different random number 
+tables (different tables for each center) generated from the 
+random number generator program.[21]
+Masking
+The answered questionnaires were coded and kept away 
+for future scoring. A psychologist who was not involved 
+in the subject allocation or supervision of the classes, 
+scored the questionnaires which were decoded only after 
+the scoring of all answer sheets was completed. 
+Assessments
+The Verbal Aggressiveness Scale (VAS)—VAS [Table 1] is 
+an interpersonal model and measure. The VAS developed 
+by Infante and Wigley contains 20 items scored on a 
+5-point linear rating format with reverse scoring on ten out 
+of 20 items (questions: 1, 3, 5, 8, 10, 12, 14, 15, 17, 20). The 
+scores can range from 20 to 100. The VAS gives a single 
+overall score that describes the disposition of an individual 
+Effect of Yoga on verbal aggressiveness
+[Downloaded free from http://www.ijoy.org.in on Tuesday, January 06, 2009]
+International Journal of Yoga 
+ 
+! 
+ 
+Vol. 1:2 
+ 
+! 
+ 
+Jul-Dec-2008
+78
+towards low, moderate, or high verbal aggressiveness. 
+Scores from 20–46 suggest low verbal aggressiveness, 
+47–73 suggest moderate verbal aggressiveness and 74–100 
+suggest high verbal aggressiveness. 
+Validity: This scale is stable across time. The reported 
+test-retest reliability is 0.82 for a four week period. Further, 
+cross-culture reliability has been supported in a number 
+of studies.[7]
+Interventions
+Yoga group
+Table 2 shows the list of practices used for the two 
+groups. The integrated yoga module was selected from 
+the integrated set of yoga practices used in earlier studies 
+on yoga for positive health.[22] The module was developed 
+based on ancient Yoga texts[23] to bring about a total 
+development at the physical, mental, emotional, social, 
+and spiritual levels.[24] The techniques included i) physical 
+practices (Kriyas, asanas, healthy yoga diet), ii) breathing 
+practices with body movements and Pranayama, iii) 
+meditation, iv) devotional sessions, v) lectures on yoga, 
+vi) stress management based on yogic philosophy, and vii) 
+lifestyle change through notional corrections for blissful 
+awareness under all circumstances (action in relaxation). 
+Qualified yoga teachers taught yoga.
+Physical exercise group 
+The set of physical exercises chosen for this study consisted 
+of standard practices[25] to provide mild to moderate 
+exercises designed by experts in physical education and 
+taught by trained physical education teachers. This group 
+also had interactive lectures on healthy lifestyle including 
+diet habits and stress management based on modern 
+medical knowledge. The daily sessions began with short 
+talks of five minutes on lifestyle and health covering the 
+topics of (a) healthy diet (six talks) such as classification of 
+foods, energy-yielding foods, role of animal fat and relation 
+to cholesterol, vegetarian vs nonvegetarian diet, value of 
+fiber etc., (b) value of exercise and health (six sessions) 
+explaining different type of exercises, effects on muscles, 
+joints, the value of regular sport activity etc, (c) bad effects 
+of smoking (four talks), alcohol and other chemical abuse 
+(two sessions), (d) effects of mental stress on health and 
+the role of physical exercise in management of stress. 
+This was followed by practice of the physical exercises 
+for 45 minutes with enough rest in between. The sessions 
+ended with ten minutes of self-relaxation (without guided 
+instructions) in the supine position.
+Data extraction
+The scoring of the questionnaires was carried out as per 
+the instructions in the manual and under the guidance 
+of a psychologist. They were decoded after the scoring of 
+both pre- and post- data 
+Data analysis
+Data was analyzed using SPSS version 10.0. A sample 
+size of 164 was calculated based on previous studies,[26] 
+which showed an effect size of 0.8, with a power of 0.8 
+and alpha set to 0.05. This calculation was done using G 
+power.[27] The size of the sample actually recruited was 
+226 while only data on 173/226 subjects were available 
+for analysis. 
+The statistical tests used were paired samples t-test for 
+pre-post comparison and ANCOVA for change score 
+comparison of the two groups. Interaction between males 
+Table 1: VAS Questionnaire
+1 
+I am extremely careful to avoid attacking individuals’ intelligence when I attack their ideas. 
+1 2 3 4 5
+2 
+When individuals are very stubborn, I use insults to soften their stubbornness. 
+1 2 3 4 5
+3 
+I try very hard to avoid having other people feel bad about themselves when I try to influence them. 
+1 2 3 4 5
+4 
+When people refuse to do a task I know is important without good reason, I tell them they are unreasonable. 
+1 2 3 4 5
+5 
+When others do things that I regard as stupid, I try to be extremely gentle with them. 
+1 2 3 4 5
+6 
+If individuals that I am trying to influence really deserve it, I attack their character. 
+1 2 3 4 5
+7 
+When people behave in ways that are in very poor taste, I insult them in order to shock them into proper behavior. 
+1 2 3 4 5
+8 
+I try to make people feel good about themselves, even when their ideas are stupid. 
+1 2 3 4 5
+9 
+When people simply will not budge on a matter of importance, I lose my temper and say rather strong things to them. 
+1 2 3 4 5
+10 When people criticize my shortcomings, I take it in good humor and do not try to get back at them. 
+1 2 3 4 5
+11 When individuals insult me, I get a lot of pleasure out of really telling them off. 
+1 2 3 4 5
+12 When I dislike individuals greatly, I try not to show it in what I say or how I say it. 
+1 2 3 4 5
+13 I like poking fun at people who do things that are very stupid in order to stimulate their intelligence. 
+1 2 3 4 5
+14 When I attach peoples’ ideas, I try not to damage their self-concepts. 
+1 2 3 4 5
+15 When I try to influence people, I make a great effort not to offend them. 
+1 2 3 4 5
+16 When people do things that are mean or cruel, I attack their character in order to help correct their behaviour. 
+1 2 3 4 5
+17 I refuse to participate in arguments when they involve personal attacks. 
+1 2 3 4 5
+18 When nothing seems to work in trying to influence others, I yell and scream in order to get some movement from them. 1 2 3 4 5
+19 When I am not able to refute others’ positions, I try to make them feel defensive in order to weaken their positions. 
+1 2 3 4 5
+20 When an argument shifts to personal attacks, I try very hard to change the subject. 
+1 2 3 4 5
+1 – Almost never true, 2 – Rarely true, 3 – Occasionally true, 4 – Often true, 5 – Almost always true
+Deshpande S, et al. 
+[Downloaded free from http://www.ijoy.org.in on Tuesday, January 06, 2009]
+79
+International Journal of Yoga 
+ 
+! 
+ 
+Vol. 1:2 
+ 
+! 
+ 
+Jul-Dec-2008
+and females in their change scores in yoga and control 
+groups was checked by Repeated Measures ANOVA 
+(RMANOVA). As the study population had a wide age 
+range, analysis was also carried out by considering the 
+median age of 25 years as the value for grouping them 
+as juniors (age ≤ 25 years) and seniors (age > 25 years). 
+The interaction between these two groups in their change 
+scores were also checked by RMANOVA.
+RESULTS
+Figure 1 shows the trial profile of the 1228 subjects who 
+attended the motivational lectures. Two hundred twenty-
+six subjects who satisfied the inclusion and exclusion 
+criteria, were selected and randomly allotted to two 
+groups: Y and PE. The reasons for drop-out of 53 subjects 
+are shown in the figure. Data on 84 subjects in the yoga 
+group and 89 in the control group were available for the 
+final analysis.
+Table 3 shows the demographic data. There were 80 
+females and 93 males within the age range of 17–62 years. 
+The mean ages were 28.7 ± 11.6 years for the Y group 
+and 30.8 ± 11.9 years for the PE group. They belonged to 
+different categories such as college students, employees, 
+Table 2: Details of Y and PE Practices
+ 
+                  Yoga practices 
+                Physical exercise practice
+No. Duration 
+Names 
+Duration 
+Names
+1) 
+5 minutes 
+Breathing practices 
+10 minutes 
+Warm up Exercises 
+ 
+ 
+Hands in and out breathing  
+ 
+(a) loosening of ankles 
+ 
+ 
+Dog breathing 
+ 
+(b) knee caps
+ 
+ 
+Tiger breathing 
+ 
+(c) waist 
+ 
+ 
+Straight leg raise breathing 
+ 
+(d) spine 
+ 
+ 
+ 
+ 
+(e) twisting 
+2) 
+5 minutes 
+Loosening Exercises 
+ 
+(f) shoulder movements
+ 
+ 
+Jogging 
+ 
+(g) hands movement
+ 
+ 
+Forward and backward bending 
+ 
+(h) Wrist movements and rotations
+ 
+ 
+Side bending 
+ 
+(i) neck movement and rotations
+ 
+ 
+Twisting 
+ 
+(j) head movement and rotations
+ 
+ 
+Pavanamuktäsana kriya 
+ 
+ 
+ 
+ 
+5 minutes 
+Stretches
+3) 
+25 minutes  
+Äsanas 
+ 
+(a) leg stretch 
+ 
+ 
+Standing 
+ 
+(b) hand stretch
+ 
+ 
+Ardha Chakrasana 
+ 
+(c) leg to hand 
+ 
+ 
+Pada Hastasana 
+ 
+(d) sideward leg stretch (full)
+ 
+ 
+Privritta Trikonasana 
+ 
+(e) folded leg lumber stretch 
+ 
+ 
+Sitting 
+ 
+(f) dog stretch
+ 
+ 
+Vajrasana 
+ 
+(g) tiger stretch
+ 
+ 
+Supta Vajrasana 
+ 
+(h) dorsal stretch
+ 
+ 
+Chakrasana 
+ 
+ 
+ 
+Hamsasana or Mayurasana 
+10 minutes 
+Sit-ups (50 to 100 times)
+ 
+ 
+Prone postures 
+ 
+Push-ups (20 times)
+ 
+ 
+Dhanurasana 
+ 
+Squats
+ 
+ 
+Supine postures 
+ 
+ 
+ 
+Sarvangasana 
+10 minutes 
+Supine 
+ 
+ 
+Matsyasana 
+ 
+(a) single leg raising
+ 
+ 
+Ardha Shirshasana or Shirshasana 
+ 
+(b) alternative leg raising
+ 
+ 
+ 
+ 
+(c) both leg raising (50 times) 
+ 
+ 
+ 
+ 
+(d) coming up and touching the  
+ 
+ 
+ 
+ 
+knees to forehead and going back 
+ 
+ 
+ 
+ 
+(e) Cycling
+4) 
+5 minutes 
+Deep relaxation technique 
+10 Minutes 
+Supine rest (Guided relaxation)
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+5) 
+10 minutes 
+Pranayama 
+10 minutes 
+Dynamics
+ 
+ 
+Kapalabhati 
+ 
+(a) forward Backward bending
+ 
+ 
+Vibhagiya Pranayama 
+ 
+(b) side bending
+ 
+ 
+Nadishuddhi Pranayama 
+ 
+(c) bending and twisting
+ 
+ 
+Sitali, Sitkari and Sadanta 
+ 
+(Simple and legs apart)
+ 
+ 
+Bhramari Pranayama 
+ 
+(d) Twisting
+ 
+ 
+Nada Anusandhana 
+ 
+ 
+ 
+Or  
+5 minutes 
+Lectures 
+6) 
+ 
+ 
+Meditation—Om Meditation 
+ 
+ 
+ 
+ 
+ 
+7) 
+10 minutes 
+ 
+Bhajans/Lectures 
+ 
+Effect of Yoga on verbal aggressiveness
+[Downloaded free from http://www.ijoy.org.in on Tuesday, January 06, 2009]
+International Journal of Yoga 
+ 
+! 
+ 
+Vol. 1:2 
+ 
+! 
+ 
+Jul-Dec-2008
+80
+business people and housewives. There were ten subjects 
+with low scores, 156 subjects with moderate scores and 
+seven subjects with high scores on the VAS. 
+Table 4 shows the changes after the intervention in the 
+two groups. The scores on VAS in the Y group (59.77 ± 
+7.51 to 57.36 ± 6.20) showed a significant decrease (P = 
+0.01). There was a nonsignificant increase in the PE group 
+(58.71 ± 9.25 to 59.93 ± 8.63). There was a significant 
+difference between the groups (P = 0.013) on ANCOVA 
+considering the pre- values as covariates. RMANOVA 
+for interaction between males and females (P = 0.68) 
+and the two age groups (P > 0.50) showed no significant 
+differences between groups.
+DISCUSSION
+This is a randomized control prospective study in normal 
+adults comparing the effects of Yoga (Y) and physical 
+exercise (PE) on verbal aggressiveness. This study has 
+demonstrated that an eight weeks’ intervention of an 
+integrated yoga module decreased verbal aggressiveness 
+in the yoga group with a nonsignificant increase in the 
+PE group. RMANOVA for interactions of change scores 
+showed no significant differences between the sexes and 
+age groups in either the yoga or control groups. 
+A comparison of the baseline VAS scores used in another 
+study by Wolf (used to validate the Rajas domain of 
+another questionnaire called Vedic personality inventory) 
+showed that the means of the baseline scores (59.23 ± 
+8.44) of our study group (n = 173) are comparable to their 
+population (n = 240) in the USA (56.04 ± 17.08).[28]
+The changes found after eight weeks of intervention 
+although not very significant, suggest that continued 
+Table 3: Demographic data
+ 
+Yoga 
+PE
+ 
+(n = 84) 
+(n = 89)
+Age (years) 
+28.73 ± 11.56 
+30.81 ± 11.86
+Range (years) 
+17–67 
+18–62
+Female 
+40 
+40
+Male 
+44 
+49
+Category of people
+Students 
+42 
+44
+Employees 
+18 
+23
+Housewives 
+14 
+12
+Business  
+10 
+ 10
+Orienta
on Seminar Conducted at different parts of Bangalore
+ 
+1228  
+Consented to par
cipate in the project
+ 
+Centre I 
+66 
+Centre II 
+30 
+Centre V 
+32 
+Centre III 
+50
+Centre IV 
+48 
+Randomized 
+226 
+Yoga 
+33
+PE 
+33
+Yoga 
+15
+PE. 
+15
+Yoga 
+25
+PE 
+25
+Yoga 
+24
+Yoga 
+23
+PE 
+30
+No. of People who dropped out 
+53
+No. of subjects in the project 
+173
+Yoga 
+24
+PE 
+16
+Yoga 
+16
+Reasons for dropping 
+                                                   
+Yoga     PE  
+1. Change of address                       4         10 
+2. Unexpected duty shis               5           7
+3. Weather condi
ons                     3           2  
+ 
+4. Out-of-town
+                              
+8  
+         
+3
+ 
+ 
+ 
+ 
+        
+ 
+Yoga 
+84
+PE 
+89
+226
+5. Ill health                                         3            -
+6. Wanted to shi to yoga                            8
+Total                                23         30
+Figure 1: Trial profile
+Deshpande S, et al. 
+[Downloaded free from http://www.ijoy.org.in on Tuesday, January 06, 2009]
+81
+International Journal of Yoga 
+ 
+! 
+ 
+Vol. 1:2 
+ 
+! 
+ 
+Jul-Dec-2008
+practices may show greater degree of changes. The type 
+of assessment tool used may also not be the most suitable 
+one to bring out the subtle changes that may have occurred 
+after the yoga practices.
+A study on the relationship between verbal aggressiveness 
+and state anxiety in sports by Alexandra et al.[20] showed 
+that male basketball players were more affected by verbal 
+aggressiveness of their coaches compared to female 
+basketball players as assessed by VAS administered 
+immediately after the game. In their study, they also 
+observed a positive correlation between their anxiety 
+and VAS scores in male players. It is known that yoga 
+with its holistic approach uses several techniques to calm 
+down the mind and reduce the anxiety state. Our earlier 
+studies have shown that in community home girls and 
+congenitally blind children, sympathetic tone reduced 
+after yoga practices which resulted in significant decreases 
+in resting heart rates and breath rates, thus reducing fear 
+and anxiety.[29] The sympathetic tone reduction could be a 
+valuable treatment modality for the reduction of anxiety. 
+Another study on PT teachers also showed that yoga 
+reduced their sympathetic activity after three months of 
+yoga practices.[30] A significant reduction in anxiety scores 
+was observed in patients with anxiety neurosis[31] after 
+a yoga program. Based on these observations, we may 
+suggest that the reduction in aggressiveness in the present 
+study could be due to the reduction in their baseline 
+anxiety and sympathetic reactivity. 
+The rate of violent victimization among 12 to 24 year-olds 
+is nearly twice as high as that among adults ≥ 25 years 
+(Bureau of Justice Statistics, 1996). In the present study, 
+the changes observed in VAS after yoga practices suggest 
+that yoga can be used for the reduction of violence.
+According to the most widely used scriptural reference 
+on yoga, the sage Patanjali[32] defines yoga as a technique 
+for developing mastery over the modifications of the 
+mind and goes on to highlight many techniques that 
+help in achieving this mastery. They are classified under 
+eight major streams including injunctions for social and 
+personal behavior (yama niyama), body postures (asanas), 
+breathing (pranayama), and meditation (pratyahara, 
+dharana, dhyana, and samadhi) techniques that lead 
+to mastery over any of the modifications in the mind. 
+Furthermore, the sage Vasistha[24] in his famous work, Yoga 
+Vasistha, defines yoga as a technique to slow or calm the 
+mind directly through deep internal awareness. Hence, 
+it was hypothesized that verbal aggressiveness, one of 
+the manifestations of an uncontrolled fast mind, can be 
+decreased by these techniques of yoga. 
+The strength of this study is the good sample size and 
+the design in which the control group also had the same 
+duration of interaction with the instructor and learnt 
+nonyogic physical practices comparable to the integrated 
+Yoga module. And the study population was taken from 
+different parts of Bangalore from different socio-economic 
+classes of the city. 
+Some limitations of the study were (a) this could not be a 
+blinded RCT as yoga is a self-corrective learning process, 
+(b) although we ensured that both groups had not done 
+any yoga practices before recruitment, the possibility that 
+the control group participants may have been exposed 
+earlier to the concepts and philosophy of yoga (as it is 
+widely available in Indian media) could not be ruled out, 
+(c) although significant, the difference found after eight 
+weeks of intervention was small, raising the utility of just 
+an hour’s practice in today’s busy schedules. However, 
+it may be possible that continued longer durations of 
+practice may show greater degrees of changes. This was 
+noticed in asthma and schizophrenia projects, where 
+shorter yoga intervention did not result in any significant 
+changes but greater significance was seen when the 
+intervention was increased.[33] Furthermore, a justification 
+for yoga intervention would be the potential for other 
+health benefits with yoga (such as positive effects on 
+blood pressure, well being etc) and the complications 
+and costs associated with drug therapy as pharmaceutical 
+intervention. Future studies are required to study the 
+Effect of Yoga on verbal aggressiveness
+Table 4: Results of VAS after the intervention in both groups
+ 
+                     Y 
+ 
+ 
+ 
+                         PE  
+ 
+n 
+Before 
+After 
+P† 
+n 
+Before 
+After 
+P† 
+P*
+Whole group 
+84 
+59.77 ± 7.51 
+57.36 ± 6.20 
+0.017 
+89 
+58.71 ± 9.25 
+59.93 ± 8.63 
+0.268 
+0.013
+Age ≤ 25years 
+47 
+60.31 ± 7.10 
+57.60 ± 6.32 
+0.072 
+41 
+58.31 ±10.06 
+59.49 ± 8.83 
+0.532 
+Age > 25 years 
+37 
+59.15 ± 8.01 
+57.09 ± 6.14 
+0.126 
+48 
+59.02 ± 8.67 
+60.28 ± 8.54 
+0.346 
+Females 
+40 
+60.38 ± 7.96 
+57.74 ± 6.48 
+0.053 
+80 
+58.55 ± 8.97 
+61.25 ± 7.38 
+0.73 
+Males 
+44 
+59.23 ± 7.96 
+57.20 ± 6.48 
+0.156 
+49 
+58.84 ± 8.91 
+58.86 ± 7.38 
+0.987 
+Legend: P† = significance pre-post within groups (paired t test)
+P* = significance between groups (ANCOVA with pre- values as covariates)
+n = Number
+Interactions between change scores (pre/post) between sexes (males/females) and the two age groups (≤ 25 / >25) in the yoga and control groups were 
+checked by using RMANOVA that showed that there was no significant difference between the two groups (P > 0.5).
+[Downloaded free from http://www.ijoy.org.in on Tuesday, January 06, 2009]
+International Journal of Yoga 
+ 
+! 
+ 
+Vol. 1:2 
+ 
+! 
+ 
+Jul-Dec-2008
+82
+physiological indicators of anxiety that may correlate with 
+VAS. Also, a third arm with only lectures for education 
+may be included in future studies. 
+In summary, this randomized, prospective, single-blind, 
+comparative study has shown the efficacy of Yoga in 
+decreasing verbal aggressiveness. Hence, yoga may be 
+recommended in schools to deal with the problem of 
+violence among students, which is still a live issue in all 
+parts of the world.
+ACKNOWLEDGMENTS
+My grateful acknowledgments for all who helped in this project. 
+We are grateful to SVYASA for supporting this study. We thank 
+the volunteers, teachers and supporters who participated in 
+this study.
+REFERENCES
+1. 
+Nagendra HR, Nagarathna R. New Perspectives in stress management. 4th 
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+2. 
+Singh SP, Greenwood N, White S, Churchill R. Ethnicity and the mental 
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+Annest JL, Mercy JA, Gibson DR, Ryan GW. National estimates of nonfatal 
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+ rearm-related injuries: Beyond the tip of the iceberg. JAMA 1995;273:
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+DuRant RH. Exposure to violence and victimization and depression, 
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+Campbell C, Donald F, Schwarz DF. Prevalence and impact of exposure to 
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+Wilson SR, Hayes J, Bylund C, Rack JJ, Herman AP. Mothers’ trait verbal 
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+Infante DA, Wigley CJ. Verbal aggressiveness: An interpersonal model and 
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+Bekiari A, Digelidis N, Hatzigeordiadis A, Sakelariu K. Development of a 
+scale to assess verbal aggressiveness in the physical education context. Ital 
+J Sport Sci 2005;12:160-4.
+9. 
+Telles S, Hanumanthaiah BH, Nagarathna R, Nagendra HR. Plasticity of motor 
+control systems demonstrated by yoga training. Indian J Physiol Pharmacol 
+1994;38:143-4. 
+10. Bower JE, Woolery A, Sternlieb B, Garet D. Yoga for cancer patients and 
+survivors. Cancer Control 2005;12:165-71.
+11. 
+Selvamurthy W, Ray US, Hegde KS, Sharma RP. Physiological responses 
+to cold (10° C) in men after six months’ practice of yoga exercises. Int J 
+Biometeorol 2005;32:188-93. 
+12. Vempati RP, Telles S. Baseline occupational stress levels and physiological 
+responses to a two day stress management program. J Indian Psychol 
+2000;18:33-7. 
+13. Brown RP, Gerbarg PL. Sudarshan Kriya Yogic breathing in the treatment 
+of stress, anxiety, and depression: Part I-neurophysiologic model. J Altern 
+Complement Med 2005;11:189-201. 
+14. Shannahoff-Khalsa DS, Beckett LR. Clinical case report: EfÞ
+ cacy of yogic 
+techniques in the treatment of obsessive compulsive disorders. Int J Neurosci 
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+15. Jorm AF, Christensen H, Griffiths KM, Rodgers B. Effectiveness of 
+complementary and self-help treatments for depression. Med J Aust 
+2002;176:S84-96. 
+16. Janakiramaiah N. Antidepressant efÞ
+ cacy of Sudarshan Kriya Yoga (SKY) 
+in melancholia: A randomized comparison with electroconvulsive therapy 
+(ECT) and imipramine. J Affect Disord 2000;57:255-9.
+17. Harvey JR. The effect of yogic breathing exercises on mood. J Am Soc 
+Psychosomat Dentist Med 1983;30:39-48. 
+18. Berger BG, Owen DR. Mood alteration with yoga and swimming: Aerobic 
+exercise may not be necessary. Percept Motor Skills 1992;75:1331-43. 
+19. Lavey R, Sherman T, Musser KT, Osbrne DD, Currier M, Wolfe R. The 
+effects of yoga on mood in psychiatric inpatients. Psychiatr Rehabil J 
+2005;28:399-402.
+20. Bekiari A, Pantazis S, Apostolou M, Nonnati A, Sakellariou K. The 
+relationship between verbal aggressiveness and state anxiety in sport settings. 
+Ital J Sport Sci 2005;12:165-8.
+21. Available from: http://www.rndomisor.org. ***Provide date of citation***
+22. Nagarathna R, Nagendra HR. Integrated approach of yoga therapy for positive 
+health. 5th ed. Bangalore: SVYP; 2003.
+23. Lokeswarananda S. Taittiriya Upanisad. Calcutta: The Ramakrishna Mission 
+Institute of Culture; 1996. p. 136-80.
+24. Nagarathna R, Nagendra HR. Yoga. 2nd ed. Bangalore: SVYP; 
+2003. p. 6. 
+25. Nagarathna R, Nagendra HR. Yoga for arthritis. Bangalore: SVYP; 2001.
+ p. 35-51.
+26. Atlantis E, Chow CM, Kirby A, Singh MF. An effective exercise-based 
+intervention for improving mental health and quality of life measures: A 
+randomized controlled trial. Prev Med 2004;39:424-34. 
+27. Available from: http://www.uni-mannhein.de/gpower. [July 23, 2008]
+28. Wolf DB. The Vedic personality inventory: A study of the Gunas. J Indian 
+Psychol 1998;16:26-43.
+29. Telles S, Narendran S, Raghuraj P, Nagarathna R, Nagendra HR. Comparison 
+of changes in autonomic and respiratory parameters of girls after Yoga and 
+games at a community home. Percept Motor Skills 1997;84:251-7. 
+30. Telles S, Nagarathna R, Nagendra HR, Desiraju T. Physiological changes 
+in sports teachers following 3 months of training in Yoga. Indian J Med Sci 
+1993;10:235-8. 
+31. Sahasi G, Mohan D, Kacker C. Effectiveness of yogic techniques in the 
+management of anxiety. J Personality Clin Studies 1989;5:51-5.
+32. Taimini IK. The science of Yoga: The Yoga-Sutras of Patanjali in Sanskrit. 
+Quest Books; 1999.
+33. Nagarathna R, Nagendra HR. Yoga for bronchial asthma: A controlled study. 
+Br Med J 1985;291:1077-9.
+Deshpande, et al. 
+[Downloaded free from http://www.ijoy.org.in on Tuesday, January 06, 2009]

subfolder_0/An Empirical Study to Improve Performance Oriented Personality conv.txt

@@ -0,0 +1,307 @@
+
+
+
+
+Siddhant
+Volume15,Issue3,July-September,2015,pp-236-242
+
+
+IndianJournals.com A product of Diva Enterprises Pvt. Ltd.
+DOI:10.5958/2231-0657.2015.00026.9
+
+
+
+
+AnEmpiricalStudytoImprovePerformanceOrientedPersonality DimensionsthroughYogaIntervention
+
+P.S. Chokkalingam1, Sony Kumari2*, K.B. Akhilesh3  and H.R.Nagendra4
+
+
+ABSTRACT
+
+Improving employee performance is an important concern for employee, employer and society at large. The performanceofemployeedependsonthepersonalityofemployee.Inmoderntimes,studiesonBigFivePersonality concepts suggest that Conscientiousness is the most important dimension affecting performance of employee. Ancient Indian knowledge envisages the Guna Traya model of understanding personality. The description of Sattva Guna indicates that it improves the performance of a person. The present action research study aims to assess if the Conscientiousness and Sattva Guna can be improved through practice of Yoga by employees and to find the relationshipbetweenSattvaGunaandConscientiousness.Fiftyoneemployees whoaregivenintervention for 4 months and another 51 employees forming Control group without any intervention participated in the study. Vedic Personality Inventory was used to assess the changes in Sattva Guna and Big Five Personality inventory was used to assess changes in Conscientiousness. The data analysis showed that there is significant increase in Sattva Guna and Conscientiousness in Intervention group but no significant changes are found in Control group implying that practice of Integrated Yoga improves the performance oriented personality dimensions.
+
+KEYWORDS: EmployeePersonality,Performance, Conscientiousness,SattvaGuna,Yoga Intervention
+
+
+INTRODUCTION
+
+In the present knowledge-based society, human resources are the most important resource for the development. Personalities of employees shape the behaviours  in  the  workplace  and  thus  their performance. Development of the personalities to suit thechangingrequirementsoftheorganisationand also societyisanimportantneedofthepresentfastchanging society.
+
+In modern times, in the West, a Big Five Personality Modelismostwidelyusedinidentifyingandclassifying personality dimensions. The Big Five Personality dimensions	are	Openness	to	Experience, Conscientiousness, Extraversion, Agreeableness and Neuroticism. Chakraborty (1998) notes that Indian
+
+
+traditional knowledge is robustly empirical meant for application in all fields including organisation and management. Ancient Indian knowledgedescribesthe GunaTrayamodelofPersonality.Thismodelidentifies Sattva, Rajas and Tamas as the three personality dimensions.
+
+This paper aims at studying concept of personality dimensions which affect employee performance from modern western perspective (Conscientiousness) and traditionalIndianperspective(SattvaGuna),therelation between thesetwo andhowpracticeofIntegrated Yoga by employees can improve these two personality dimensionsthroughempiricalstudy.Reviewofliterature identifies Conscientiousness from the Big Five Personality model and Sattva from the Guna Traya
+
+
+1Researcher, 2Associate Professor, 4Chancellor, SVyasa University, Bangalore, Karnataka, India 3Professor, IndianInstitute of Science, Bangalore, Karnataka, India
+*Correspondingauthore-mail id: [email protected]
+
+
+Siddhant	236
+
+
+
+An Empirical Study to Improve Performance Oriented PersonalityDimensions throughYoga Intervention
+
+
+
+model as the most important dimensionswhich affect the performance of employee.
+
+AccordingtoWiktionarydictionaryConscientiousness impliesbeingthorough, careful, vigilant, desireto doa task well, efficient, organised, self discipline, act dutifully, aimforachievement, displayplanned rather than spontaneous behaviour, generally organised, systematicand dependable.According to Wolf(1998) Sattva Guna is characterised by qualities such as cleanliness,  truthfulness, gravity,  dutifulness, detachment,discipline, mentalequilibrium,respectfor superiors,contentment,sharpintelligence,sensecontrol, and staunch determination. Sattvic action isfreefrom attachment and vanity and absolutely unruffled in success and failure.
+
+Review   of   Literature   –   Importance   of Conscientiousness in Job Performance
+
+Performance of companies correlated with the Conscientiousness of CEOs (Robbins, 1994), shows high selfefficacy, developsgreaterjob knowledgeand producesmoreandbetterqualityoutput,developsmore positive beliefs about their capabilities to accomplish particulartasks(Casperetal.,1999),givesextraeffort andleadership,personaldiscipline,physicalfitnessand military bearing (McHenry et al., 1990), better task performance(Rothmann and Coetzer, 2003), negative correlation withanindividual’spropensitytowithdraw fromthejob(BarrickandMount,1991),highcorrelation witheffortexerted,affectingtaskperformancethrough increased time on task (Mount and Barrick, 1995), Conscientioussales representativesaremorelikely to set goals autonomously and to be more committed to theirgoal(Barricketal.,1993),lesscounter-productive behaviour at work, high integrity (Ones et al., 1993), high  customer  service  orientation  (Ones  and Viswesvaran, 1996; Frei and McDaniel, 1998), high job satisfaction (Judge et al., 1999), high job and life satisfaction (McCraeand Costa, 1991), moresatisfied because they achieve a heightened sense of control and competencethroughtheirdiligentand responsible behaviour(Schmutte and Ryff, 1997).
+
+Siddhant
+
+Review of Literature– Importanceof Sattva Guna in Job Performance
+
+DaftuarandAnjali(1997)empiricallydemonstratedthe usefulnessoftheconceptofGunaTrayain thearea of worklife.Mathew(2010)foundthatSattvicpersonality performsbetterthanotherpersonalities. Biswas(2010) foundthatinservicemanagement,Sattvikpeoplewould be effective.
+
+Many studies found that Sattva Guna enhances transformational leadership (Kejriwal and Krishnan, 2004; Ammineedu, 2009; Kumar and Thomas, 2013; Narayanan et al., 2003). Sattva works at self-actualisation level(Daftuarand Sharma, 1997),Sattva enhances the cognitive abilities of employee which is an important performance indicator of a knowledge worker (Das, 1991), Sattvik employees are featured high in Job Involvement (Elankumaran, 2004), Sattva positively correlated with psychological well-being (Rastogi, 2004), Chakraborty (1987) found that managers and students taking a course to improve quality of work life following Vedantic perspective could viewamanagerialproblemorconflict– episode in an illuminatedperspectivewith greaterdetachment and objectiveclarityofSattva. Kaurand Sinha(1992) found thatSattvaaidsthemindforatrueunderstanding of facts and events.
+
+Personality Development – Integrated Yoga as the facilitator
+
+Yogaisbecoming popularinall partsoftheworld and recognising the importance of it the United Nations declared June 21st as World Yoga Day. However only a little research has been done on Yoga and most of it is related to application of Yoga to improve physical health ofpeople. Very littleresearch hasbeen doneon the application of Yoga to managerial issues. To fill this gap, an effort has been made in the present study.
+
+Patanjali, defines Yoga as Yogah Cittavritti Nirodhah – Yoga is a technique used to still the fluctuations of the mind to reach the central reality of the true self. According to Yoga Vashishta  (3.9.32)  Manah Prasamanopayah Yoga ityabhidhiyate – Yoga is a
+
+
+237
+
+
+
+P.S.Chokkalingam,SonyKumari,K.B.AkhileshandH.R.Nagendra
+
+
+
+skillful and subtle process to calm down the mind. According to Swamy Vivekananda, everyone can become divine by Psychic control (Raja Yoga), Devotion (Bhakti Yoga), Knowledge of self (Jnana Yoga), Selfless action (Karma Yoga). Yoga practice which aims at the integral development of the personality by a fine combination of the above four methods of yoga viz., Karma Yoga, Bhakthi Yoga, JnanaYogaand RajaYogaiscalled asIntegrated Yoga. Practicing this knowledge may bring out complete transformationofone’spersonalityonphysical,mental, emotionalandspirituallevelswhich,amongotherthings, strengthen his performance levels.
+
+DESIGNOFTHE EMPIRICAL STUDY
+
+Objectives of Study
+
+1.   To study the effect of practice of Integrated Yoga by employees on Conscientiousness and Sattva Guna.
+2.   To	study	the	relationship	between Conscientiousness and Sattva Guna.
+
+Details of Participants
+
+The participants for the study were 102 employees (afterconsideringdropoutsfromthestudy),51ofthem practicing Integrated Yoga (Intervention Group) and theremaining51ofthemnotpracticingIntegratedYoga (Control group). The average age of participants in intervention group is34.7 yearwith standarddeviation of 6.6, whereas the average age of participants in Controlgroupis32.21withstandard deviationof4.77. Theaverageexperienceofparticipantsin intervention group is 10.6 years with standard deviation of 6.17, whereas the average experience of participants in Control group is 7.21 year with standard deviation of 4.2 year. Theindustryprofileoftheparticipantsisthat inIntervention group – 21areinITand related sectors, 14 are in finance and related sectors, 16 are in other sectors. In Control group – 20 are in IT and related sectors, 18 are in Finance and related sectors and 13 are  in  other  sectors.  Thus  the background  of participantsin termsofageand experience and nature
+
+
+238
+
+ofindustryin Control group and intervention group is similar.
+
+Inclusion and Exclusion Criteria
+
+Employees – men and women, with normal health as declared by the participants are included in the study. Thosewho haveanypreviousexperienceofanyYoga program or presently following any type of Yoga programortaking anymedication forpsycho somatic problems are excluded from the study.
+
+Source of Participants
+
+TheparticipantsforIntervention group areemployees who practice Integrated Yoga in Andhra Pradesh YogadhyanaParishad,astategovernmentorganisation inHyderabad.ParticipantsforControlgrouparepeople who volunteered to participate in the study.
+
+Time Period of Study
+
+The period of study is four months i.e., from 1st October2014 to31st January2015.Datawascollected for both the groups before the study i.e., on October 1st  2014 (Pre), in the middle of the study i.e., on December 1st 2014 (Mid), at the end of the study i.e., on 31st January 2015 (End).
+
+Intervention
+
+The participants in the intervention group practiced IntegratedYogafor4months(100days,afterdeducting holidays, absents etc.) for 1.5 h a day. The daily program of intervention contains Surya Namaskaras (Sun salutations), Asanas (bodypostures), Pranayama (breath  regulation  exercises),  Self-awareness Meditation and 10 min lecture on application of traditional Indian knowledge to modern work and personallives. Everymonth alectureviz., JnanaYoga class for 1 h on application of traditional Indian knowledge is conducted by the first author on the followingtopics, either through oral lectures or audio visual presentations: (1)Yogah Karmasu Koushalam-Integrated Yoga; (2) Six Dimensions of Karma Yoga; (3)Axioms of meaningful work, (4) Lord Krishna as
+
+
+Volume 15, Issue 3, July-September, 2015
+
+
+
+An Empirical Study to Improve Performance Oriented PersonalityDimensions throughYoga Intervention
+
+
+
+modernmanager.TheparticipantsintheControlgroup werenot given anyintervention.
+
+Instruments
+
+consistency and reliability with Cronbach alpha ranging from 0.850 for Sattva.
+
+RESULTS
+
+
+
+1.   To assess Conscientiousness, The Big Five Inventory(BFI)developed byJohn and Srivastava (1999) was used. The BFI contains 44 questions and 9 of them are related to Conscientiousness. It isafivepointLikerttypescaleandhasaCronbach Alphareliabilityof.82 and validityof.92.
+2.   To assess Sattva Guna, the Vedic Personality Inventory (VPI) developed by David Wolf was used. The VPI contains 56 questions and 15 of themare related to SattvaGuna. Itisaseven point Likert-type scale and VPI has good internal
+
+Total number of subjects
+
+Table   1   shows   how   the   Sattva   Guna   and Conscientiousnesschanged duringthestudyperiod in participants of Intervention group and Control group. During thestudy period, in intervention group, Sattva was75.6 beforethestudy, which increased to 80.22 in themiddleofthestudyperiod showing6.1%increase. Then it increased to 85.9 showing overall increase of 13.6% in Sattva during the study period. In Control group Sattva was 79.1 before the study, which increased to 81.34 in the middle of the study period showing 1.88% increase. Then it decreased to 81.3 showing overall increase of 2.78 % only during the study period. Thus the change in the Sattva of Intervention group is 2.2 times more compared to Control group during the middle of the study and 4.9 times in the entirestudyperiod.
+
+
+
+Intervention Group	Control Group
+51	51
+
+
+Pre                 Mid           End                         Pre               Mid            End study              study         study                      study             study          study
+
+Figure1:Aschematicrepresentationofthestudyplan
+
+
+During the study period, in Intervention group, Conscientiousness was 28.5 before the study, which increased to 31.25 in the middle of the study period showing 9.6% increase. Then it increased to 33.6 showingoverallincreaseof18%inConscientiousness during  the  study  period.  In  Control  group
+
+
+Table1:MeanchangesinSattvaGunaandConscientiousnessinInterventionandcontrol groups InterventionGroup	Controlgroup
+
+Maxscore	Sattva
+105
+
+Conscientiousness	Sattva
+45	105
+
+Conscientiousness
+45
+
+
+
+Studyperiod	Pre Mean	75.6 Std. dev.	7.02
+Percentage change
+
+Mid      End 80.22      85.9 7.4        7.9
+6.1	13.6
+
+Pre	Mid	End 28.5      31.25	33.6 3.83	3.93	4.46
+9.6	18
+
+Pre	Mid 79.1      81.34 8.47	8.32
+2.83
+
+End      Pre      Mid      End 81.3      28.17      28.7      28.96 9.00       4.20       4.08       4.90
+2.78	1.88	2.78
+
+NotestoTables1–3
+ Pre, Mid and End means the study before Intervention, study in the middle of Intervention, study after Intervention, respectively.
+ Maximum scores are derived by multiplying number of questions with points in scale.
+ Y1,Y2 andY3 meansYoga Intervention Group before study, middle of study, after study, respectively.  C1, C2 and C3 means Control group before study, middle of study, after study, respectively.
+ **Indicates that the values are significant. When p value is less than .01(p<.01) it is considered as significant.  ‘r’ Indicates the correlation between Sattva Guna and Conscientiousness.
+
+
+Siddhant	239
+
+
+
+P.S.Chokkalingam,SonyKumari,K.B.AkhileshandH.R.Nagendra
+
+
+
+Conscientiousness was 28.17 before the study which increased to 28.7 in the middle of the study period showing 1.88% increase. Then it increased to 28.96 showingoverallincreaseof2.78%onlyduringthestudy period. Thus the change in the Conscientiousness of Intervention group is 5.10 times more compared to Control group duringthemiddleofthe studyand 6.47 times in the entire studyperiod.
+
+Table 3:Changes inSattva GunaandConscientiousness withinInterventionandcontrolgroups
+Group	Timefactor	Sattva	Conscienti-ousness
+Yoga	Pre vs Mid	0.000**	0.000** Pre vs End	0.000**	0.000** Mid vs End	0.000**	0.000**
+Control	Pre vs Mid	0.012**	0.275
+
+
+
+Table 2:Changes inSattva GunaandConscientiousness betweenInterventionandcontrolgroups
+
+Pre vs End	0.201	0.327
+Mid vs End	1.000	1.000
+
+
+
+Time	Group	Sattva	Conscientiousness Pre             Y1vsC1         0.930                     0.056
+Mid           Y2vsC2         0.286                    0.000** End           Y3vsC3       0.001**                  0.000**
+Note: In table 2 and 3 *indicates that the values are significant and **indicates that the values are very significant(p<.01).
+
+Table2showsthatthedifferenceinSattvaGunaamong participants in intervention group and Control group before the study, i.e., baseline data is not significant (p>0.05). It shows that the score of Sattva Guna is relativelysameintheparticipantsofbothgroupsbefore study. Mid data i.e., data in the middle of the study showthat thereisno significant increasein the Sattva Gunaininterventiongroupcomparedto Controlgroup (p<.001). End data i.e., data at the end of the study shows that there is significant increase in the Sattva Gunaininterventiongroupcomparedto Controlgroup (p<.001). Similarly Table 2 shows that the difference inConscientiousnessamongparticipantsinintervention group and Control groupbeforethestudyi.e., baseline dataisnot significant(p>0.05). Itshowsthatthescore of Conscientiousness is relatively same in the participants of both groups before study. Post 1 data i.e., data in the middle of the study show that there is significant increase in the Conscientiousness in intervention group compared to Control group (p<0.001). Post 2 study i.e., data at the end of the study shows that there is significant increase in the Conscientiousness in intervention group compared to Controlgroup (p<0.001).
+
+240
+
+
+Table 3 shows changes in Sattva Guna with in Intervention group and Controlgroup duringthestudy. It shows a continuous increase in Sattva Guna from beginningtomiddle(p<0.001),middletoend(p<0.001) and beginning to end (p<0.001) in participants of intervention group. There is significant increase in Sattva Guna from beginning to middle (p>0.05), but thereisnosignificantchangein middletoend(p>0.05) andbeginningtoend(p<0.05)inparticipantsofControl group.	Table	3	also	shows	changes	in Conscientiousness with in Intervention group and Control group duringthe study. It shows a continuous increaseinConscientiousnessfrombeginningtomiddle (p<0.001), middle to end (p<0.001) and beginning to end (p<0.001) in participants of intervention group. There is no significant increase in Conscientiousness from beginning to middle (p>0.05), middle to end (p>0.05)and beginningto end (p<0.05)in participants ofControl group.
+
+Table  4:  Correlation  between  Sattva  Guna  and Conscientiousness
+Studyperiod	Correlation(r)	Significance (p) Pre study                     0.237*                                       0.017
+Mid study                   0.463**                                      0.000 End study                    0.666**                                      0.000
+Note: **Indicates correlation is significant at the 0.01 level (2-tailed).
+*Indicatescorrelationissignificantatthe0.05level(2-tailed).
+
+Pre study, Mid study, End study represent data at the beginning of, middle of and at the end of the study
+
+
+Volume 15, Issue 3, July-September, 2015
+
+
+
+An Empirical Study to Improve Performance Oriented PersonalityDimensions throughYoga Intervention
+
+
+
+period, respectively. One objective of this research is to study the relationship between Sattva Guna and Conscientiousness. Table 4 shows the correlation between Sattva Guna and Conscientiousness. In pre studyitshowed significantpositivecorrelation,andthe in Mid and End studies it showed very significant positivecorrelation.
+
+CONCLUSION
+
+Thefollowingconclusionscanbedrawnfromthestudy:
+
+1.   Earlier studies showed that Sattva Guna and Conscientiousness  has  an  impact  on  the performance of employee.
+
+Limitations of the study and recommendations
+
+1.   The participants are from different organisations and sectors. The changes in environment of their respective organisations and sectors during the studyperiodmayaffecttheirresponses.Forfurther research, it is recommended to have participants from the same organisation.
+2.   The Control group is not given any intervention, which mayaffect theirinterestto giveresponseto the questionnaires and affect its accuracy. For further research, it is recommended to give some interventionto Controlgroup.
+
+Importance of the Study
+
+
+
+2.   This study shows that practice ofIntegrated Yoga improves Sattva Guna and Conscientiousness.
+3.   Theimplicationoftheabovepointsisthatpractice of Integrated Yoga can improve the performance ofemployee.
+4.   Thestudyshowed significantpositivecorrelation between Conscientiousness,awesternpersonality concept and Sattva Guna, an Indian personality concept. This is a remarkable to study in the directionofshowingfurtherinterestinresearching ancientIndian conceptsforapplication in modern managerial issues. HRmanagersusing modern or western personality assessment scales can now use the Guna Traya model as well.
+
+
+To the best of the knowledge of the authors this is the first study to assess the impact of Integrated Yoga practice  on western  personality concepts  like Conscientiousness. Sincethefastchangingknowledge based societyneedsConscientiousand Sattvikpeople fortheprogress, it isrecommended that organisations can implement Yoga programs for its people so that they can perform better. The knowledge of dynamics of Gunas will result in a better understanding of the workenvironmentand, theissuesoftheorganisational behaviourcan bedealtmoreeffectively.Managements can take initiatives to transform Tamasic and Rajasic work culture to Sattvic work culture through practice ofYogabypeople, which will result in theprogressof the organisation and the nation as a whole.
+
+REFERENCES
+
+Ammineedu V, 2009. Leadership effectiveness and style in relation to personality characteristics: an exploratory study synopsis. Dharana Bhavan’s International Journal of Business, Vol. 3, No. 2, pp. 65–81.
+Barrick MR and Mount MK, 1991. The big five personality dimensions and job performance: a meta-analysis. Personnel Psychology,Vol.44,No.1,pp.1–26.doi:10.1111/j.1744-6570.1991.tb00688.x.
+Barrick MR, Mount MK and Strauss JP, 1993. Conscientiousness and performance of sales representatives: test of the mediatingeffects of goal setting. Journal of Applied Psychology,Vol. 78,pp. 715–722.
+Biswas M, 2010. Insearchofpersonalityinventoryfor Indianmanagement: anapplicationofstructural equationmodeling. Journal of ServicesResearch,Vol.10,No.1,pp.101–123.
+Casper WJ, Chen G and Cortina JM, 1999. Meta-analytic examination of the relationships among cognitive ability, conscientiousness, self-efficacy, and task performance. Proceedings of the Annual Meeting of the Society of Industrial-Organizational Psychology, Atlanta.
+ChakrabortySK,1987. Managerial effectivenessandqualityofworklife.NewDelhi: TataMcGrawHill, pp. 45-47.
+
+
+Siddhant	241
+
+
+
+P.S.Chokkalingam,SonyKumari,K.B.AkhileshandH.R.Nagendra
+
+
+ChakrabortySK,1998.Foundations of managerial work– contributionfrom Indianthought.HimalayanPublishingHouse, pp.83-87.
+Daftuar CN andSharma R, 1997. Beyond maslow–anIndianpsycho philosophical viewonneedhierarchy. Proceedingsof the 84th Indian Science Congress (Part IV). Delhi.
+Daftuar NC and Anjuli, 1997. Organisational stress, organisational commitment and job involvement in sattva, rajas and tamas personalitytypes. Journal of Indian Psychology, Vol. 15, Nos. 1–2, pp. 44–52.
+Das, 1991.PsychologyinIndia revisited–developments inthediscipline. PersonalityandHealthPsychology,Vol.2.New Delhi: SagePublicationsIndiaPvt.Ltd.,pp.54-58
+ElankumaranS,2004.Personality,organisational climateandjobinvolvement: anempirical study.Journal ofHumanValues, Vol.10,No.2,pp.117–130.
+Frei RL and McDaniel MA, 1998. Validity of customer service measures in personnel selection: a review of criterion and construct evidence.HumanPerformance,Vol.11,No. 1,pp.1–27.
+http://en.wiktionary.org/wiki/conscientious.
+JohnOPandSrivastavaS,1999.TheBig-Fivetrait taxonomy: history,measurement,andtheoretical perspectives.In: Pervin LAand John OP, eds., Handbook of personality: Theory and research. Guilford Press, NewYork.
+JudgeTJ,HigginsCA,ThoresenCJandBarrickMR,1999.TheBigFivepersonalitytraits,general mental ability,andcareer success across the life span. Personnel Psychology, Vol. 52, No. 3, pp. 621–652.
+Kaur PandSinhaAK, 1992.Dimensions ofGunainorganisational setting, Vikalpa,Vol.17, No. 3,pp. 27–32.
+KejriwalAandKrishnanVR, 2004. Impact ofvedicworldviewand Gunas ontransformational leadership. Vikalpa.Vol.29, No1,p.29.
+KumarKCTLandThomasTM,2013.CreativityandTriGunapersonalityofmanagers.Journal of OrganisationandHuman Behavior,Vol.2,No.1,pp.1–16.
+MathewT,2010. Identifyingmanagement trainingneedsforcharteredaccountant usingTriGunas. Proceedingsof theAIMs International Conference on value Based Management. Haridwar, India.
+McCrae RR and Costa PT, 1991. The neo personality-inventory – using the 5-factor model in counseling. Journal of CounselingDevelopment,Vol.69,pp.367–372.
+McHenryJJ,HoughLM,ToquamJL,HansonMAandAshworthS, 1990.Project Avalidityresults:therelationshipbetween predictorandcriteriondomains.Personnel Psychology,Vol.43,pp.335–354.
+Mount MK and Barrick MR, 1995. The Big Five personality dimensions: implications for research and practice in human resource management. Research in Personnel and Human Resources Management,Vol. 13,pp. 153–200.
+Narayanan J and Krishnan VR, 2003. Impact of Sattva and Rajas Gunas on transformational leadership and Karma Yoga. Journal of Indian Psychology,Vol.21,No. 2,pp. 1–11.
+OnesDSandViswesvaranC,1996.Bandwidth-fidelitydilemmainpersonalitymeasurement forpersonnelselection.Journal of Organizational Behavior,Vol.17,No.6,pp.609–626.
+Ones DS, 1993. The construct validity of integrity tests. Unpublished doctoral dissertation, University of Iowa. RastogiA, 2004. TriGuna and psychological well-being, Ph.D. thesis, Lucknow University, Lucknow. RobbinsSP,1994.Organizational behavior:concepts, controversiesandapplication.Prentice-Hall.EnglewoodCliffs, NJ.
+Rothmann S and Coetzer E, 2003. The big five personality dimensions and job performance. SA Journal of Industrial Psychology,Vol.29,No1,pp.68–74.doi:10.4102/sajip.v29i1.88.
+Schmutte PS and Ryff CD, 1997. Personality and well-being: reexamining methods and meanings. Journal of Personality andSocial Psychology,Vol.73,No.3,pp.549–559.
+Wolf D, 1998. The vedic personalityinventory: a studyofthe Gunas. Journal of Indian Psychology, Vol. 16, pp. 26–43.
+
+242	Volume 15, Issue 3, July-September, 2015

subfolder_0/An action research study on effect of Integrated Yoga on personality and performance of employees with reference to Openness to experience conv.txt

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+International Journal of Education and Psychological Research (IJEPR)	Volume 4, Issue 3, September 2015
+
+An Action Research Study on Effect of Integrated Yoga on Personality of Employees with reference to Openness to Experience
+
+
+Chokkalingam[1] Dr. Sony Kumari[2] K. B. Akhilesh[3] H. R. Nagendra[4]
+
+
+Abstract:
+Aim: The purpose of writing the paper is to evaluate the impact of practice of Integrated Yoga on a personality trait of employees namely Openness to experience by using Big Five Personality Inventory.
+Literature review:Earlier studies proved the validity of Big Five Personality measures to evaluate the performance of employee
+Study Design: An empirical study is made to assess the effect of practicing Integrated Yoga on personality traits, including Openness to experience. 51 employees are given Integrated Yoga Intervention for four months and another 51 are not given any intervention. Using Big Five Personality Inventory, data is collected before the study, in the middle of the study and at the end of the study.
+Results and Conclusion:The analysis of data using SPSS showed that Openness to Experience in Integrated Yoga Intervention group improved significantly (p<.01)
+Keywords:Personality, Performance, Openness to Experience, Integrated Yoga
+
+
+
+I. INTRODUCTION
+In the present knowledge based society, human resources are the   most   important   resource   for   the   development. Personalities  of  employees  shape  the  behaviours  in  the workplace and thus their performance. Development of the personalities  to  suit  the  changing  requirements  of  the organization and also society is an important need of the present fast changing society. The present research studies how  practice  of  Integrated  Yoga  can  bring  changes  in employee’s  personality  with  reference  to  Openness  to experience, a Big Five Personality trait.
+According   to  American   Psychological  Association, Personality refers to individual differences in characteristic patterns of thinking, feeling and behaving. Many efforts are made to identify the primary traits that govern behaviour and out of these Big Five Personality Model is most widely used in identifying and classifying traits. The Big Five Personality traits  are  Openness  to  Experience,  Conscientiousness, Extraversion, Agreeableness and Neuroticism. Among these, Openness  to  experience,  it’s  importance  and  impact  of practice of Integrated Yoga on it are studied in the present research. The facets of openness are Active imagination (fantasy),  Aesthetic   sensitivity,  Attentiveness   to   inner feelings, Preference for variety, and Intellectual curiosity. According to ancient Indian literature, Yoga is a technique to mind control and personality development. The present study wants  to  assess  the impact of Yoga  Intervention on  the
+
+
+personality of employees with special reference to Openness to Experience.
+
+II. REVIEW OF LITERATURE
+According to previous studies, Openness to experience is important in following aspects:
+Training proficiency(Jesus F. Salgado (1997),Broad minded and imaginative ( Dollinger, Leoung, and Ulicni ,1996), Predicted unique variance in job performance (Mark N.Bing, John  W.Lounsbury  ,  2000),  Positive  attitudes  towards learning experiences in general(McCrae and Costa, 1986), Task performance and Creativity(S Rothmann et al, 2003), in high complexity jobs (Gouri Mohan & Zubin R.Mulla), Skill acquisition  (Oakes  et  al,  2001),  Better  performance  in unfamiliar environments (Bing &Lounsbury, 2000),  higher levels of creativity when the ends and means to their task are ill-defined  (George  &  Zhou,  2001),  More  cued  in  to environment and will be attentive to multiple influences while taking decisions (McElroy & Dowd, 2007), Divergent thinking (McCrae, 1987)
+Personality  Development-  Integrated  Yoga  as  the facilitator:
+Yoga is becoming popular in all parts of the world and recognising the importance of it the United Nations declared June 21st as World Yoga Day. However only a little research
+
+
+
+[1]Researcher, SVyasa University, Bangalore
+[2]Associate Professor, SVyasa University, Bangalore,    Mob.:09742060024,    Email: [email protected] [3]Professor, Indian Institute of Science, Bangalore
+[4]Chancellor, SVyasa University, Bangalore
+
+37
+International Journal of Education and Psychological Research (IJEPR)	Volume 4, Issue 3, September 2015
+
+
+
+has been done on Yoga and most of it is related to application of Yoga to improve physical health   of people. Very little research  has  been  done  on  the  application  of  Yoga  to personality development of employees. To fill this gap, an effort   has   been   made   in   the   present   study.
+Patanjali, defines Yoga as Yogah Cittavritti Nirodhah –Yoga is a   technique used to still the fluctuations of the mind to reach the central reality of the true self . According to Yoga Vashishta(3.9.32)   Manah   Prasamanopayah   Yoga ityabhidhiyate- Yoga is a skillful and subtle process to calm down the mind. According to Swamy Vivekananda,  every one  can  become  divine  by  Psychic  control(Raja  Yoga), Devotion(Bhakti   Yoga),Knowledge   of   self   (Jnana Yoga),Selfless action(Karma Yoga). Yoga practice which aim at the integral development of the personality by a fine combination of  the above four methods of yoga viz., Karma Yoga, Bhakthi Yoga, Jnana Yoga and Raja Yoga is called as Integrated Yoga. Practicing this knowledge may bring out complete transformation of one’s   personality on physical, mental, emotional and spiritual levels which, among other things, strengthen his performance levels.
+
+
+•	 The   subjects   in   the   intervention   group   practiced Integrated Yoga for  4 months( 100 days, after deducting holidays, absents etc) for 1.5 hours a day. The daily program of intervention contains Surya Namaskaras(Sun salutations), Asanas (Body postures),Pranayama(Breath regulation exercises), Self Awareness Meditation and 10 minutes  lecture  on  application  of  traditional  Indian knowledge to modern work and personal lives. Every month a lecture viz., Jnana yoga class for 1 hour on application of traditional Indian knowledge is conducted by the first author on the following topics, either through oral  lectures  or  audio  visual  presentations.1)  Yogah Karmasu Koushalam-Integrated Yoga 2) Six Dimensions of Karma Yoga 3) Axioms of meaningful work 4) Lord Krishna as modern manager. The subjects in the control group were not given any intervention.
+•	 The period of study is four months i.e from 1st October 2014 to 31st January 2015. Data was collected for both the groups before the study i.e, on October 1st 2014( Pre ), in the middle of the study i.,e on December 1st 2014(Mid ), at the end of the study i.e., on 31st January 2015 (End )
+
+
+
+
+III. DETAILS OF STUDY DESIGN
+The salient features of the   of this study is summarized as below:
+•	 The aim of the study is to see if Openness to experience is improved by practice of Integrated Yoga
+
+•	 The Big Five Inventory developed by Oliver P.John was used. It contains 44 questions  and 10 of them are related to Openness to Experience. It is a five point Likert scale and has a Cronbach Alpha reliability of .82 and validity of .92.
+Figure 1: Aschematic representation of the study plan
+
+
+
+•	 The subjects for the study were 102 employees (after considering  drop  outs  from  the  study),  51  of  them practicing Integrated Yoga (Intervention Group) and the remaining   51   of   them   not   practicing   Integrated Yoga(Control group)
+•	 Employees-men and women,	with normal health as declared by the subjects are included in the study. Those who have any previous experience of any Yoga program or presently following any type of Yoga program or taking any   medication   for   psycho   somatic   problems   are excluded from the study
+•	 The average age of subjects in intervention group is 34.7 years with standard deviation of 6.6 where as the average age of subjects in control group is 32.21 with standard deviation of 4.77. The average experience of subjects in intervention group is 10.6 years with standard deviation of 6.17 where as the average experience of subjects in control group is 7.21 years with standard deviation of 4.2 years.
+•	 The participants are working in different industries as follows.  In  intervention  group-  21  in  IT and  related sectors, 14 in Finance and related sectors, 16 in other sectors. In Control group- 20 in ITand related sectors, 18 in Finance and related sectors and 13 in other sectors. Thus the   background of subjects in terms of age   and experience and nature of industry  in control group and intervention group is similar.
+•	 The subjects for intervention group are employees who practice Integrated Yoga in Andhra Pradesh Yogadhyana Parishad, a state government organization in Hyderabad. Subjects for control group are people who volunteered to participate in the study.
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+IV. RESULTS
+Table- 1: Change in scores of  Openness in Intervention and Control group during the study
+
+
+38
+International Journal of Education and Psychological Research (IJEPR)	Volume 4, Issue 3, September 2015
+
+
+
+Table 1 represents the average changes in the openness among the subjects in Intervention group and Control group. Since the total number of items in Openness to Experience are ten and scales are five, the maximum score is 50. The pre study   i.e., base line data shows that score of Openness is 29.61  with  standard  deviation  of  5.67  in  subjects  of Intervention group where as the same for Control group is 29.9 and 5.02 respectively which shows that the subjects have similar traits before the study. The mid study  i.e., data in the middle of the study shows that there is 7.4% increase in openness in intervention group ,but only 1.66% increase in openness in control group. Similarly the End study i.e., data at the end of the study compared to beginning of study shows there is 14.8% increase in openness in intervention group where as it is only 2% in control group.
+Since the design of the study requires repetitive studies of the same subjects, Repetitive Measures ANOVAi.e RMANOVA test  was used to analyse the data which are collected before the study, in the middle of the study and at the end of the study both for intervention group and control group. The results are shown in the table 2
+Table – 2:Changes Within group in Openness to Experience
+
+
+
+
+
+
+
+
+
+
+Table 2 shows changes in Openness with in Intervention group  and  control  group  during  the  study.  It  shows  a continuous increase in openness from Pre Study to Mid Study(p<.001), Mid Study to End Study(p<.001) and Pre Study to End Study (p<.001) in subjects of Intervention group . There is no significant increase in Openness to Experience from beginning to middle(p>0.05), middle to end(p>.05) and beginning to end (p>.05) in subjects of control group
+
+Notes:
+** indicates that the values are significant
+Pre, Mid / Mid Study, End/ End Study means the   Study before intervention (baseline data), study in the middle of intervention, study at the end of intervention respectively
+Y1,Y2,Y3   means Yoga group(Intervention group) at the time of before study, middle of study, after study
+C1,C2,C3 means Control group at the time of before study, middle of study, after study
+
+V. LIMITATIONS OFTHE STUDYAND RECOMMENDATIONS
+The control group is not given any intervention, which may affect their interest to give response to the questionnaires and affect it’s accuracy. For further research, it is recommended to give   some   non   yoga   intervention   to   control   group.
+
+The participants are working in different industries. The changes in work environment in these different industries may   affect   their   responses.   For   further   study   it   is recommended to study employees from one organization or industry only.
+
+VI.  CONCLUSIONS
+The following conclusions can be drawn from the study
+1.  Personality traits of employees especially Openness to Experience has an impact on the their performance which is established through literature survey
+2.  Practice   of   Integrated  Yoga   improves   employees Openness to Experience
+3.  The above two conclusions may imply that practice of Integrated  Yoga   can   improve   the   performance   of employee.
+
+VII. STRENGTH AND IMPORTANCE OF STUDY
+To the best of authors’ knowledge this is the first study to assess impact of Yoga intervention on Employees Openness to Experience. Since the study proves effectiveness of Yoga intervention, it is recommended that all employees to practice Yoga to improve their performance in work.
+
+VIII. REFERENCES 1.  http://www.apa.org/topics/personality
+2.  Jesus  F.  Salgado  (1997).  The  five  factor  model  of personality  and  job  performance  in  the  European community. Journal of Applied Psychology. Vol.82, No.1, 30-43
+3.  Dollinger, S. J, Leong, F.T.L,   Ulicni S.K. (1996). On traits and values: With special reference to openness to experience. Journal of Research in personality. 30,23-41.
+4.  Mark N. Bing, John W.Lounsbury (2000). Openness and Job Performance in U.S. – based Japanese Manufacturing Companies. Journal of Business and Psychology. Vol.14, No.3, Spring. p515-521
+5.  McCrae  ,  Costa Jr. (1986). ‘Openness to experience.’ Perspectives in Personality, 1, Greenwich, CT: JAI Press, pp. 145-172
+6.  S  Rothmann  E  P.  Coetzer,  The  big  five  personality dimensions and job performance, SAJournal of industrial psychology, 2003, 29 (1), 68-74
+7.  Gouri Mohan & Zubin R.Mulla , Openness To Experience And Work Outcomes: Exploring The Moderating Effects Of Conscientiousness And Job Complexity,	Great Lakes Herald, Vol 7, No 2, September 2013
+8.  Oakes, D.W., Ferris, G.R., Martocchio, J.J., Buckley, M.R.,  &  Broach,  D.  (2001).  Cognitive  ability  and personality   predictors   of   training   program   skill acquisition and job performance. Journal of Business and Psychology, 15(4), 523-548.
+9.  Bing, M. N., &Lounsbury, J. W. (2000).Openness and job performance  in  U.S.-based  Japanese  manufacturing companies. Journal of Business and Psychology, 14(3), 515-522.
+
+39
+International Journal of Education and Psychological Research (IJEPR)	Volume 4, Issue 3, September 2015
+
+
+10.De  Jong,  R.D.,  Velde,  M.E.G,  &  Jansen,  P.G.W. (2001).Openness to experience and growth need strength as   moderators   between   job   characteristics   and satisfaction.  International  Journal  of  Selection  and Assessment, 9 (4).
+11. George,  J.M.,  &  Zhou,  J.  (2001).When  openness  to experience and conscientiousness are related to creative behavior: An interactional approach. Journal of Applied Psychology, 86, 513-524.
+12.McElroy, T& Dowd, E(2007), Susceptibility to anchoring effects:   How   openness   to   experience   influences responses to anchoring cues. Judgment and Decision Making, 2(1),48-53
+13.McCrae, R. R. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52, 1258– 1265.
+14.John, O. P., & Srivastava, S. (1999). The Big-Five trait taxonomy:   History,   measurement,   and   theoretical perspectives.  In  L.  A.  Pervin  &  O.  P.  John  (Eds.), Handbook of personality: Theory and research (Vol. 2, pp. 102–138). New York: Guilford Press.
+
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subfolder_0/Ancient science of yogic life for academic excellence in university students conv.txt

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+8/11/2014	Ancient scienceof yogic lifefor academic excellenceinuniversitystudents
+
+
+Ancient science of yogic life for academic excellence in university students
+
+Sham Ganpat Tikhe, H. R. Nagendra, and Neeraj Tripathi
+
+
+Abstract
+
+Background:
+
+Academic excellence is essential to provide opportunities for students to work together to improve their understanding of
+concepts in their academic core. Academic excellence helps students to teach problem-solving and collaborative learning
+strategies.
+
+
+Objective:
+
+The objective of this study was to assess Guna (personality traits) in students undergoing Yoga Instructor's Course (YIC).
+
+
+Materials and Methods:
+
+In all, 68 YIC students with a mean age of 28.03 ± 9.38 years participated in this single group pre–post study. The Personality
+Inventory data were collected before (pre) and after (post) the YIC.
+
+
+Statistical Analysis:
+
+Means, standard deviations, Kolmogorov–Smirnov test, and Wilcoxon signed rank test were used for analyzing the data with the
+help of SPSS16.
+
+
+Results:
+
+The data analysis showed 11.33% decrease (P < 0.01) in Tamas Guna (dull personality trait), 0.68% decrease (P =0.819) in
+Rajas Guna (violent personality trait), and 10.34% increase (P <0.01) in Sattva Guna (balanced personality trait) scores.
+
+
+Conclusion:
+
+This study suggests that YIC can result in the improvement of Sattva Guna (balance personality trait) among students, thus
+paving the way for their academic excellence.
+
+KEYWORDS: Academic excellence, ancient science of yogic life, university students
+
+
+INTRODUCTION
+
+Indian philosophy provides Guna theory, a composite framework of Tri-dimensional Personality Inventory to aid the
+understanding of the mental make-up of a person. This theory is based on Samkhya Philosophy's concept of Guna.[1,2] In an
+ideal situation of perfect health, an individual has the complete freedom to use any of these three Gunas with dominance of
+Sattva Guna in his personality. Ill health or limited health occurs if Rajas or Tamas Guna becomes dominant, as one loses
+freedom and gets habituated to either of these Guna. Hence, the degree of positive health can be measured by a tool that can
+grade these three personality traits or Guna.[3]
+
+The philosophy of yoga believes that somatic problems are nothing but a manifestation of an imbalance between three Gunas
+(Sattva, Rajas, and Tamas) that go to constitute the body–mind complex of the individual.[4] Further, in the famous scriptural
+text, the Gita, a guna, indicates a specific behavior style. Sattva is symbolized by purity, wisdom, bliss, serenity, love of
+knowledge, spiritual excellence, and other noble and sublime qualities. Rajas is symbolized by egoism, activity, restlessness, and
+hankering after mundane things such as wealth, power, valor, and comforts. Tamas is related to qualities such as bias, heedlessness
+
+http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3530342/	1/5
+8/11/2014	Ancient scienceof yogic lifefor academic excellenceinuniversitystudents
+
+and inertia, perversion in taste, thought, and action.[5]
+
+However, the personality changes that characterize the efficacy of Integrated Approach of Yoga Therapy (IAYT) for students
+have not been reported adequately. Hence, we have designed this study to assess the efficacy of Yoga Instructor's Course (YIC)
+for academic performance in university students using Personality (Guna) Inventory (PI).
+
+
+Objective
+
+The objective was to assess PI in university students undergoing YIC.
+
+
+MATERIALS AND METHODS
+
+Subjects
+
+In all, 68 YIC students (27 males and 41 females) with a mean age of 28.03 ± 9.38 years participated in this study.
+
+
+Inclusion criteria
+
+Age range 18 and 37 years
+Both males and females
+
+
+Exclusion criteria
+
+Students with serious medical conditions
+Students taking medication
+Using any other wellness strategy
+Students using psychiatric drugs, alcohol, or tobacco in any form
+
+
+Design
+
+A single group pre–post study
+
+
+Source
+
+The subjects for this study were selected from Swami Vivekananda Yoga Anusandhana Samsthana (S-VYASA) University,
+Bangalore, undergoing a 21-day YIC program.
+
+
+Informed consent
+
+An informed consent was obtained from all the participants.
+
+
+The institutional review board (IRB) approval
+
+The study was approved by the IRB of S-VYASA University.
+
+
+Assessments
+
+In this study, we have used PI developed by Pathak, Bhatt and Sharma.[6] It has 24 items for Sattva Guna (balanced, gentle, and
+controlled personality trait), 34 items for Rajas Guna (violent and uncontrolled personality trait), and 30 items for Tamas Guna
+(dull and uncontrolled personality trait). It has good internal consistency and reliability and in terms of validity, all the three
+traits showed lowcorrelation with each other indicating that these three traits are independent.
+
+PI is based on Samkhya Philosophy's concept of Guna.[1] In an ideal situation of perfect health, an individual has the complete
+freedom to use any of these three Gunas with dominance of Sattva Guna in his personality. Ill health or limited health occurs if
+
+http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3530342/	2/5
+8/11/2014	Ancient scienceof yogic lifefor academic excellenceinuniversitystudents
+
+Rajas or Tamas Guna becomes dominant, as one loses freedom and gets habituated to either of these Guna. Hence, the degree of
+positive health can be measured by a tool that can grade these three personality traits or Guna.[3]
+
+
+Intervention
+
+All the subjects participated in the YIC of 21 days duration [Table 1]. The program was conducted in a serene and peaceful
+atmosphere of the S-VYASA University in a residential setup with a schedule starting from 5 AM to 10 PM. Sattvic diet (high-
+fiber low-fat vegetarian and balanced diet), devotional sessions, cultural programs, and discourses from experts were the key
+essence of this program. The program was based on IAYT leading to the holistic development of the personality.
+
+
+Table 1
+Schedule ofthe YIC program
+
+
+
+
+
+
+Data collection
+
+The PI data were collected before (pre) and after (post) the 21-day YIC program.
+
+Data analysis
+
+Tables 2, 3, and 4 showthe items in their respective Guna (personality) with their interpretation and test–retest reliability co-
+efficient. Responses to inventory items are received in terms of choices between very much, much, moderate, little, or not at all.
+These rawanswers are then converted to numerical values from 5 to 1, respectively. Answers to all items on all three scales are
+converted to 5, 4, 3, 2, or 1, as above. Addition of scores on all items on a particular scale gives the individual's total score on
+that scale. In this way, each individual receives a score on each of the three scales. Percentage of each was calculated by dividing
+the score of each Guna with total score and multiplying by 100.
+
+
+Table 2
+Interpretation ofGuna (Personality) inventory scores
+
+
+
+
+
+
+Table 3
+Test–retest reliability co-efficient ofGuna
+
+
+
+
+Table 4
+Interpretation ofGuna scores
+
+
+
+
+Statistical analysis was done with the help of Statistical Package for Social Sciences [SPSS]-16. The Kolmogorov–Smirnov test
+showed that the data were not normally distributed. We used the Wilcoxon signed rank test to compare means of the data
+collected before (pre) and after (post) the YIC program.
+
+
+RESULTS AND DISCUSSION
+
+The data analysis showed 11.33% significant decrease (P < 0.001) in Tamas Guna (dull personality trait), 0.68% decrease (P =
+
+http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3530342/	3/5
+8/11/2014	Ancient scienceof yogic lifefor academic excellenceinuniversitystudents
+
+0.819) in Rajas Guna (violent personality trait), and 10.34% significant increase (P < 0.001) in Sattva Guna (balanced
+personality trait) scores [Table 5].
+
+
+Table 5
+Data analysis
+
+
+
+
+The behavior of a human being is an expression of a combination of different Gunas. Tamas (meaning darkness) is the grossest
+aspect of our personality characterized by excessive sleep, innocence, laziness, depression, procrastination, a feeling of
+helplessness, impulsivity, anger, and arrogance (packed up with vital energy). When we reduce Tamas through mastery over the
+mind, we become dynamic, sensitive, and sharp to move toward Rajas (the shining one) characterized by intense activity,
+ambitiousness, competitiveness, high sense of self importance, desire for sense gratification, little interest in spiritual elevation,
+dissatisfaction with one's position, envy of others, and a materialistic cleverness.[7]
+
+With further growth and mastery, one moves into Sattva—a dominance that includes the qualities of truthfulness, stability,
+discipline, sense of control, sharp intelligence, preference for vegetarianism, truthfulness, gravity, dutifulness, detachment,
+respect for superiors, staunch determination,[8] and stability in the face of adversity and also conscious action. Thus, we can see
+that although both Rajas and Tamas have both positive and negative qualities, they are the manifestation of a violent state of
+mind in which a person lacks mastery over upsurges of emotions and impulsive behavior.[7] Most of the qualities of Sattva which
+are manifestation of a calm state of mind are achievable by different yoga techniques (physical postures, pranayama, and/or
+meditation) meant for mastery over the mind–body complex.[9] Several earlier studies have independently corroborated these
+notions. It has been shown that self-esteem as well as the sense of control and determination improved after meditation.[10]
+Reduction in crime rate after transcendental meditation (TM) supported the effect of a calm state of mind on social health.[11]
+These positive effects also showup as better perception and memory as well as better motor performance (dexterity and
+coordination tests).[12]
+
+The mechanism of howyoga may reduce Rajas and Tamas and howit may increase Sattva may be understood by three cardinal
+principles of yoga: relax the body, slowdown the breath, and calm down the mind.[13] Recent research has shown a positive
+relationship between personality trait and academic performance. A previous study on yoga reported enhanced PI as a result of
+the practice of yoga way of life. The result indicates the importance of yoga to improve academic performance.[14,15] This
+study is consistent with these findings, indicating that a systematic practice of the yoga in the form of YIC can result in better
+academic excellence.
+
+
+CONCLUSION
+
+This study suggests that YIC can result in the improvement of Sattva Guna (balance personality trait) among students, thus
+paving the way for their academic excellence.
+
+
+ACKNOWLEDGEMENT
+
+The authors acknowledge S-VYASA University for granting permission to carry out this work.
+
+
+Footnotes
+
+Source of Support: Nil.
+
+Conflict of Interest: None declared.
+
+Article information
+
+Anc Sci Life.2012 Jan-Mar;31(3):80–83.
+
+
+http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3530342/	4/5
+8/11/2014
+
+doi: 10.4103/0257-7941.103179
+
+Ancient scienceof yogic lifefor academic excellenceinuniversitystudents
+
+
+PMCID:PMC3530342
+
+
+Sham GanpatTikhe,H.R.Nagendra,1 and Neeraj Tripathi2
+
+Swami Vivekananda Yoga Anusandhana Samsthana (S-VYASA) University,Bangalore,India
+1ChiefEditor,International Journal ofYoga (Indexed with Pubmed) and Vice Chancellor,S-VYASAUniversity,Bangalore,India 2ResidentMedical Officer,S-VYASAUniversity,Bangalore,India
+Address for correspondence: Dr.Sham GanpatTikhe,Swami Vivekananda Yoga Anusandhana Samsthana University (Prashanti Kutiram),19,Eknath Bhavan,Gavipuram Circle,Kempegowda Nagar,Bangalore – 560 019,Karnataka,India.Email:[email protected]
+
+Copyright:© AncientScience ofLife
+This is an open-access article distributed under the terms ofthe Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported,which permits unrestricted use,distribution,and reproduction in any medium,provided the original work is properly cited.
+
+This article has been cited by other articles in PMC.
+
+Articles from AncientScience ofLife are provided here courtesy ofMedknowPublications
+
+REFERENCES
+
+1. Deshpande S, Nagendra HR, Raghuram N. A randomized control trial ofthe effect ofYoga on Gunas (personality) and Selfesteem in normal
+healthy volunteers. Int J Yoga. 2009;2:13–21. [PMC free article] [PubMed]
+
+2. Woodroofe SJ. Madras: Ganesh and Company; 1972. Shakti and Shakta.
+
+3. Goyanka J. Gorakhpur: Gita Press; 1999. Srimadbhagavadgita Tattvavivecani, Govind Bhavan Karyalaya.
+
+4. Goyandka J. 15th ed. Gorakhpur, Govind Bhavan Karyalaya: Gita Press; 1999. Srimadbhagavad gita Tattvavivecani.
+
+5. Das RC. Standardization ofthe Gita inventory ofpersonality. J Indian Psychol. 1991;09:47–54.
+
+6. Pathak NS, Bhatt ID, Sharma R. Manual for Classifying Personality on Tridimensions ofGunas- An Indian Approach. Indian J Behav.
+1992;16:4.
+
+7. Deshpande S, Nagendra HR, Raghuram N. A randomized control trial ofthe effect ofYoga on Gunas (personality) and Health in normal healthy
+volunteers. Int J Yoga. 2008;1:2–10. [PMC free article] [PubMed]
+
+8. WolfDB. The vedic personality inventory: A study ofthe Gunas. J Indian Psychol. 1998;16:26–43.
+
+9. Holt WR, Caruso JL, Riley JB. Transcendental Meditation vs pseudo-meditation on visual choice reaction time. Percept Motor Skills.
+1978;46:726. [PubMed]
+
+10. Alexander CN, Robinson P, Rainforth M. Treating and preventing alcohol, nicotine and drug abuse through transcendental meditation: A
+review and statistical meta-analysis. (13-87).Alcohol Treat Q. 1994;11:1–2.
+
+11. Abrams AI. Transcendental meditation and rehabilitation at Folsom prison: Response to a critique. Criminal Justice Behav. 1979;6:13–21.
+
+12. Dillbeck MC, Orme-Johnson DW. Physiological differences between transcendental meditation and rest. Am Psychol. 1987;42:879–81.
+
+13. Murthy SR. From local to global - Contributions ofIndian psychiatry to international psychiatry. Indian J Psychiatry. 2010;52:30–7.
+[PMC free article] [PubMed]
+
+14. Kember P. The Transcendental Meditation technique and postgraduate academic performance. Br J Educ Psychol. 1985;55:164–6.
+
+15. Ganpat TS, Nagendra HR. Yoga therapy for developing emotional intelligence in mid-life managers. J Mid-life Health. 2011;2:28–30.
+[PMC free article] [PubMed]
+
+
+
+http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3530342/	5/5

subfolder_0/Association of physical fitness and soccer skills in diploma college soccer players..txt

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+ 
+~ 20 ~ 
+International Journal of Physiology, Nutrition and Physical Education 2018; 3(1): 20-22 
+  
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ISSN: 2456-0057 
+IJPNPE 2018; 3(1): 20-22 
+© 2018 IJPNPE 
+www.journalofsports.com 
+Received: 07-11-2017 
+Accepted: 08-12-2017 
+ 
+Poornabodha V Kadagadakai 
+Division of Yoga and 
+Humanities, SVYASA 
+University, Bengaluru, 
+Karnataka, India  
+ 
+Balaram Pradhan 
+Division of Yoga and 
+Humanities, SVYASA 
+University, Bengaluru, 
+Karnataka, India 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+Correspondence 
+Poornabodha V Kadagadakai 
+Division of Yoga and 
+Humanities, SVYASA 
+University, Bengaluru, 
+Karnataka, India 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+Association of physical fitness and soccer skills in 
+diploma college soccer players 
+ 
+Poornabodha V Kadagadakai and Balaram Pradhan 
+ 
+Abstract 
+Purpose: To find out the relation between physical fitness components and soccer skills among diploma 
+college soccer players. 
+Methods: Forty one diploma college soccer players were selected for the study. They were assessed 
+through physical fitness tests on muscle strength (hand grip), Sit-up, Harvard step-up, height and weight, 
+sit and reach. The soccer skill tests dribble, lofted-pass, shooting, short pass, and juggling were 
+evaluated.  
+Results: The BMI was found negative correlation with dribbling (r= -0.309, p≤0.05). 
+Conclusion: This study found that, there is a relation between physical fitness components with soccer 
+skills. 
+ 
+Keywords: Soccer, fitness, endurance, BMI, dribbling, passing, correlation 
+ 
+Introduction  
+Soccer is a multifaceted game, involve the reappearance of various contrasting actions, and 
+quite a few tests are at present being used to evaluate the physical ability of players (Rampinini 
+et al., 2007) [1]. For example, aerobic capability can be assessed by means of the Yo-Yo test 
+(Krustrup et al., 2003) [2], simple running tests can be used to examine speed, agility and 
+repetitive sprint performance, and countermovement jump can be used to evaluate leg power. 
+Previous studies found that, the players of the best group carry out more short passes in official 
+games than players of worst teams (Rampinini et al., 2007) [1]. Also it was observed that, the 
+number of short passes reduces in the subsequent half as compare to initial. These most likely 
+points out towards fatigue, which indicate the deficiency of fitness (Enoka et al., 1992) [3].  
+During the 90 minute game, players run approximately at an average intensity of 10 kilometers 
+comes closer to the anaerobic doorstep (80-90%of maximal heart rate). Within this endurance 
+background, frequent short-tempered activities required including tackling, turning, sprinting, 
+jumping, kicking, heading, balancing against forceful contractions and control over the ball 
+against defensive pressure. In this game situation, all the players are anticipated to be 
+competent of retaining high aerobic fitness and anaerobic power all along excellent agility 
+(Sheppard et al., 2006) [5].  
+Skill is ‘the reliable creation of goal-oriented actions, which are cultured and specific to the 
+task’ (McMorris, 2004) [6]. The improvement of match performance is normally observed in 
+learning strategic and scientific skills and their assimilation into the game situation (Mitchell et 
+al., 2006; Grehaigne et al., 2005) [7]. The motor skillfulness required to effectively control, 
+pass, dribble and shoot the ball at goal are basic skills of the soccer player (Ajmal Ali, 2010) 
+[8]. In the game, the player becomes useless if he does not use proper skill at the right time 
+even though he was a skillful player (Knapp, 1977) [9]. An additional impact on skill is the 
+player’s capability to uphold their technique as tiredness sets in during different phases of the 
+game (Mohr et al., 2003) [10]. Hence, this study was undertaken to know the correlation among 
+fitness components and soccer skills. The previous study (Rampinini et al., 2008) [11] suggests 
+that, the greater the fitness level, the lesser the fatigue experienced by the players for a given 
+unconditional intensity, which in turn results in less decline in technical skill ability. 
+ 
+ 
+ 
+~ 21 ~ 
+International Journal of Physiology, Nutrition and Physical Education 
+Methods and Subjects 
+Participants: Forty one diploma college soccer players 
+volunteered for the study. The scheduled was five days a 
+week and about 2 hours duration. The soccer training 
+consisted of general warm up, physical fitness, technical and 
+tactical skills followed by cool down. The institutional Ethical 
+committee protocol was followed and written informed 
+consent was received. Prior to study, the detailed information 
+about the benefits and risk of the investigation was given to 
+the subjects. Five physical fitness tests and five soccer skill 
+tests were included in the study.  
+ 
+Handgrip Strength Test: The subject was asked to hold the 
+dynamometer in one hand. Then, he was instructed to squeeze 
+the dynamometer with all out efforts. Body movements are 
+not allowed. Tester shall record the score. This test measures 
+the hand grip strength of forearm. 
+  
+Sits up Test: The participant asked to lie down on the mat 
+with the bent knees at right angles. The feet shall be hold by 
+the partner. The fingers interlocked behind the neck. After the 
+‘start’ command, the subject raises his upper body from the 
+trunk region towards knee and then returns back on the floor. 
+Successful counts shall be recorded.  
+  
+Harvard step test: This test is a type of cardiac stress test for 
+finding cardiovascular endurance. The platform or a stool is 
+kept in front of the subject at a height of about 50 cm or 20 
+inches. On the command ‘start’, the subject steps up and 
+down on a platform with the rhythm for which metronome 
+instrument was used. The subject will continue the exercise 
+for five minutes. Immediately after exercise, the subject was 
+asked to lie-down on back. After one minute rest, start 
+counting the pulse from one to one and half minute, two to 
+two and half minute and three to three and half minute. 
+Physical efficiency Index = duration of exercise in sec. x 
+100/2 x sum of pulse during recovery.  
+ 
+Body Composition: The height in meter and weight in 
+kilogram was recorded in the record sheet. The body mass 
+index (BMI) was calculated as per the weight of a person in 
+kilogram divided by height in meter squared. 
+  
+Sit and Reach Flexibility Test: The subject was asked to sit 
+on the floor with bare feet and instructed to put the feet flat 
+against the closed end of the box through the open end of the 
+box with the knees fully extended. The subject then extends 
+his both arms ahead as far as possible along with the 
+measuring scale which was fixed on the top of the box. The 
+distance covered is measured and recorded. 
+ 
+Dribbling: The subject was asked to dribble the ball around 
+each cone in a zigzag manner. After clearing the final cone, 
+the player has to run along with the ball towards end line as 
+shown in fig. 1. The subject scores 200 points for finishing 
+the test in 30 seconds. 10 additional points shall be scored for 
+every second under and 10 points shall be deducted for every 
+second over 30. 
+ 
+Lofted pass: This test is designed to develop accuracy. Every 
+subject has 4 attempts. The subject was asked to push the ball 
+towards designated marker as shown in the fig. 2. If the ball 
+passes at the center without bouncing, 100 points shall be 
+given. The subject is allowed to attempt with weaker foot and 
+double points shall be given if the attempt is successful. Total 
+4 attempt scores shall be recorded. 
+ 
+Shooting: This test is useful for measuring accuracy in 
+shooting. As shown in fig. 3, the subject was asked to push 
+the ball towards goal post. Every subject will be given 4 
+attempts and score shall be recorded within 15 seconds. 
+ 
+Passing: This test promotes the subject to use his feet for 
+passing a short distance. As shown in fig. 4, the subject starts 
+passing the ball to the designated distance and takes next 
+attempt with alternate leg. Each successful pass shall be given 
+50 points. If the subject able to pass all 4 attempts 
+successfully, he shall be given 50 bonus points.  
+ 
+Juggling: This test measures the skill of controlling the ball 
+off the air. The subject was asked to hold the ball in air as 
+long as possible. If the ball was hold in air for 5 seconds, 50 
+points shall be given. 6-10 seconds, 100 points shall be given. 
+Further, for each 10 seconds, 20 additional points shall be 
+given and total scores shall be recorded. 
+ 
+Statistical analysis  
+The data were analyzed by using Pearson product moment 
+correlations to determine the relationship between physical 
+fitness components and soccer skills.  
+ 
+Results 
+The BMI was found significant negative correlation with 
+dribbling (r= -0.309, p≤0.05). However, the results shows 
+positively related to Juggling (r=.281, p=0.075) as shown in 
+Table 1. 
+ 
+Table 1: Correlation between physical fitness and soccer skills in Diploma football players 
+ 
+ 
+Strength 
+Sit ups 
+Index 
+BMI 
+flexibility 
+Dribbling 
+Lofted Passing 
+Shooting 
+Passing 
+Strength 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+Sit ups 
+.215 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+Index 
+.094 
+.055 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+BMI 
+.022 
+.166 
+-.307 
+ 
+ 
+ 
+ 
+ 
+ 
+Flexibility 
+.100 
+-.273 
+-.049 
+.053 
+ 
+ 
+ 
+ 
+ 
+Dribbling 
+.173 
+.174 
+.299 
+-.309* 
+.022 
+ 
+ 
+ 
+ 
+Lofted Passing 
+.047 
+.049 
+.264 
+-.217 
+.114 
+.239 
+ 
+ 
+ 
+Shooting 
+-.058 
+-.115 
+.254 
+-.248 
+.107 
+.126 
+.102 
+ 
+ 
+Passing 
+.042 
+.017 
+-.221 
+-.103 
+-.029 
+.073 
+-.222 
+-.196 
+ 
+Juggling 
+-.098 
+.084 
+.086 
+.281 
+-.125 
+-.282 
+-.174 
+.146 
+.221 
+* p<0.05 
+ 
+Discussion  
+In the present research, diploma college soccer players went 
+through physical fitness and soccer skill tests. There is a 
+significant negative moderate correlation was found between 
+body mass index with dribbling. Also, we found that, BMI is 
+significant (borderline) positively correlated with juggling. 
+ 
+~ 22 ~ 
+International Journal of Physiology, Nutrition and Physical Education 
+The previous findings showed that, Loughborough Soccer 
+Passing Test total performance (LSPT TP) found significant 
+positively correlated with various sprint distance times, 
+Agility, dribbling and Illinois agility test and seems to be 
+more effective factors. Negative correlations were found 
+significantly between LSPT TP and squat jump and counter 
+movement jump. Also, previous findings disclose that, the 
+motor fitness components such as speed, muscular strength 
+endurance and cardiovascular endurance were significantly 
+associated with skill performance (Baljinder Singh et al., 
+2016) [13]. Kicking in soccer is related to the strength and 
+power of the kicking foot, dribbling the ball and tackling are 
+very much associated with speed and agility of the player. 
+ 
+Conclusion 
+BMI had significant negative correlation with dribbling. Other 
+components showed insignificant. Hence, the further study 
+kept open to find higher correlation in physical fitness and 
+soccer skill tests. 
+ 
+References  
+1. Rampinini E, Coutts AJ, Castagna C, et al. Variation in 
+top level soccer matches performance. Int J Sports Med. 
+2007; 28:1018-24.  
+2. Krustrup P, Mohr M, Amstrup T, et al. The yo-yo 
+intermittent recovery 
+test: Physiological response, 
+reliability, and validity. Med Sci Sports Exerc. 2003; 
+35:697-705. 
+3. Enoka RM, Stuart DG. Neurobiology of muscle fatigue. J 
+Applied Physiol. 1992; 72:1631-48. 
+4. Stølen T, Chamari K, Castagna C, Wisløff U. Physiology 
+of soccer: an update. Sports Med. 2005; 35:501-36. 
+5. Sheppard JM, Young WB. Agility literature review: 
+Classifications, training and testing. J Sports Sci. 2006; 
+24:919-32. 
+6. McMorris T. Acquisition and Performance of Sports 
+Skills. Chichester, UK: Wiley, 2004. 
+7. Mitchell SA, Oslin JL, Griffin LL. Teaching sport 
+concepts and skills: A tactical games approach (2nd ed.). 
+Champaign, IL: Human Kinetics, 2006.  
+8. Ajmal Ali. Measuring soccer skill performance: a review. 
+Scandinavion journal of Medicine & science in sports, 
+2010. 
+9. Knapp B. Skill in sport: the attainment of proficiency. 
+London: Routledge. 1977, 1-6. 
+10. Mohr M, Krustrup P, Bangsbo J. Match performance of 
+high-standard soccer players with special reference to 
+development of fatigue. Journal of Sports Sciences. 2003; 
+21:519-528. 
+11. Rampinini E, Impellizzeri FM, Castagna C, et al. Effect 
+of match-related fatigue on short passing ability in young 
+soccer players. Med Sci in Sports Exerc. 2008; 40:934-
+942.  
+12. Benounis O, Benabderrahman A, Chamari K, Ajmol A, 
+Benbrahim M, Hammouda A, et al. Association of short-
+passing ability with athletic performances in youth soccer 
+players. Asian journal of sports medicine. 2013; 4(1):41. 
+13. Baljinder singh, Dalwinder Singh. Skill performance 
+among soccer players in relation to their motor fitness 
+components. International Journal of Behavioural Social 
+and Movement Science. 2016; 05(3).  

subfolder_0/Barriers in the path of yoga practice an online survey.txt

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+8/11/2014
+Barriers in the path of yoga practice: An online survey :[PAUTHORS], International Journal of Yoga (IJoY)
+http://www.ijoy.org.in/printarticle.asp?issn=0973-6131;year=2014;volume=7;issue=1;spage=66;epage=71;aulast=Dayananda
+1/3
+SHORT COMMUNICATION
+Year : 2014  |  Volume : 7  |  Issue : 1  |  Page : 66--71
+Barriers in the path of yoga practice: An online survey
+HV Dayananda, Judu V Ilavarasu, SK Rajesh, Natesh Babu 
+ Division of Yoga and Management Studies, Sw ami Vivekananda Yoga Anusandhana Samsthana, Bangalore, Karnataka, India
+Correspondence Address:
+Judu V Ilavarasu
+19, Eknath Bhavan, Gavipuram Circle, Kempegow da Nagar, Bangalore 560 019, Karnataka 
+India
+Abstract
+Context: Clinical benefits of yoga have been well explored, but factors contributing to adherence to regular yoga practice are not well studied. Aims: To study the factors influencing
+adherence to yoga practices on those participants who have completed 1-month Yoga Instructors«SQ» course from a yoga university. Settings and Design: Online survey was
+conducted on participants who had finished 1-month Yoga Instructors«SQ» course at a yoga university. Materials and Methods: Online survey was conducted using Survey Monkey
+web portal with response rate of 42.5%. A total of 1355 participants were approached. Demographic items and a checklist of 21 items on a 5-point likert scale were prepared based
+on traditional yoga texts. A few items to assess modern lifestyle barriers were also included. Statistical Analysis: One-sample proportion test with chi square statistics was used for
+analysis. Results: Irregularity in lifestyle, family commitments, and occupational commitments are perceived as significant strong barriers. Dullness, excessive talking, strictly
+adhering to rules, laziness, physical and mental overexertion, fickleness and wandering of mind, unsteadiness of mind, procrastination, and oversleeping are considered as
+significant barriers of moderate nature. Conclusions: Modern lifestyle is the major challenge for yoga practitioners to adhere to regular practice of yoga. To address this, attention is
+required in strengthening the lifestyle management and the spiritual dimension of yoga practice as the spiritual component seems to be side-tracked.
+How to cite this article:
+Dayananda H V, Ilavarasu JV, Rajesh S K, Babu N. Barriers in the path of yoga practice: An online survey.Int J Yoga 2014;7:66-71
+How to cite this URL:
+Dayananda H V, Ilavarasu JV, Rajesh S K, Babu N. Barriers in the path of yoga practice: An online survey. Int J Yoga [serial online] 2014 [cited 2014 Aug 11 ];7:66-71 
+Available from: http://www.ijoy.org.in/text.asp?2014/7/1/66/123490
+Full Text
+ Introduction
+Yoga is becoming very popular not only in the East but also in the West. The results of the 2002 NHIS survey suggest that 5.1% of the U.S. population (over 10 million) practice yoga.
+[1] Published literature suggests that majority of people take to yoga for health reasons and overall wellbeing. Various degrees of efficacy of yoga in medical condition have been
+discussed in a number of published review articles. Yoga for cancer, [2] diabetes, [3] asthma, [4] and anxiety [5] are few examples. Although some studies have focused on healthy
+adults, [6],[7] older adults, [8] and school children, [9] majority of other studies have focused on therapeutic efficacy of yoga along with cognitive functions. Very few studies have
+attempted to look into the adherence to yoga practice. We suggest that the study of adherence to yoga practice is very essential because efficacy of yoga would also vary depending
+upon subject's involvement in therapy process. Importance of adherence in clinical trials is well acknowledged, especially interventions involving mind-body. [10] Even for the placebo
+treatment, patients who adhered to prescribed medical regime had better health outcomes than those who adhered poorly. [11] Strength and moderators of the adherence-outcome
+association in clinical setup have also been systematically reviewed. [12] Such an extensive effort to study the influence of adherence in yoga has not been attempted yet. As yoga
+therapy at deeper level involves mind-body system, adherence to yoga practice could be a potential predictor of clinical efficacy. No doubt, if conviction in the practice is high,
+adherence to yoga practice may be strong. In a recent study, Baspure et al., identified various factors including busy work schedule as barriers to yoga therapy for schizophrenia in
+India. [13] A previous study reported that motivational variables played a key role in adherence to Iyengar yoga in breast cancer survivors. [14] Therefore, it is necessary to understand
+various factors that determine long-term adherence to yoga practice. The current study aims at evaluating the factors influencing adherence to yoga practices by those who had
+completed 1-month Yoga Instructors' course from a yoga university. In order to give better functional direction to the study, we used the term barriers, which is the other side of the
+coin of adherence. A checklist for the survey was prepared on the basis of the source of barriers mentioned in Hatha Yoga Pradipika[15] and Patanjali Yoga Sutra, [16] the classic
+texts of yoga. In addition, modern lifestyle barriers were also taken into consideration. We proposed two main research hypotheses: 1) The factors mentioned in Hatha Yoga
+Pradipika and Patanjali Yoga Sutra may have been perceived as the sources of barrier by the yoga practitioners and 2) daily occupational and family commitments may also be
+sources of hindrance in modern context. The results showed an interesting fact that modern lifestyle is a major challenge for continued yoga practice.
+ Materials and Methods
+A total of 1355 subjects who completed 1-month residential yoga instructors' course from January 2006 to March 2012 at a yoga university in Bangalore, India, were sent request to
+participate in an online survey through e-mail mentioning details of study, link to survey web page, and request for consent. Of these, 282 voluntarily agreed and participated.
+Responses of participants were kept confidential and no sensitive information that could reveal their identity was gathered.
+Preparation of the checklist for the survey
+Initially, a draft of the checklist of barriers faced by yoga practitioners was developed from the classic yogic texts, Patanjali Yoga Sutra and Hatha Yoga Pradipika. Then, it was
+discussed with two yoga experts. The experts recommended inclusion of modern day barriers in the checklist. Subsequently, a checklist containing 21 statements was prepared.
+The final checklist was prepared after simplifying the language.
+Assessment
+8/11/2014
+Barriers in the path of yoga practice: An online survey :[PAUTHORS], International Journal of Yoga (IJoY)
+http://www.ijoy.org.in/printarticle.asp?issn=0973-6131;year=2014;volume=7;issue=1;spage=66;epage=71;aulast=Dayananda
+2/3
+The Survey Monkey web portal was chosen to host this study. The program was easy to use and also economical. Survey Monkey is a website that facilitates conducting online
+surveys. There were two pages of survey. In the first page, demographic details were collected with either open-ended questions or multiple choice questions. In the second page,
+specific responses toward various barriers faced by yoga practitioners were collected. There were 11 items in the first page and the second page had 21 items with 5-point likert
+scale ranging from 'Never' to 'Always'. Once the survey page was designed, a test run was conducted by sending to other experimenters. Once it was tested, survey link was sent via
+e-mail attachment, which provided an easy and immediate means of response from the participants. All of the sent mails contained brief details of the survey stating the purpose
+and asking their voluntary consent. The mail also had a link to direct the eligible and interested subjects to Survey Monkey website where they could fill in all the details. All necessary
+directions to complete the survey were given in the first page. Each survey page had an institutional logo in order to assure the respondent that this was a genuine online survey and
+not a spam message. Experimenter's name and contact number were also given in the mail to further ensure that it was not a junk mail. On the whole, the survey took approximately
+5 minutes to complete. It was designed to be brief and targeted to attract maximum respondents.
+Data analysis
+Data were extracted from the Excel report generated by Survey Monkey. For further analysis, the data were imported to R statistical package. [17] Since all variables were considered
+as categorical at either nominal or ordinal levels of measurement, no assumptions for parametric test were checked. The main statistical test performed was one-sample proportion
+test.
+To evaluate our main hypothesis, that is, to find various barriers faced by those students who had undergone 1-month residential yoga instructors' course, we considered the
+responses of 21-items checklist. Originally, the responses were collected on a 5-point likert scale, with options as never, rarely, sometimes, often, and always. The 21 items were to
+be evaluated on this 5-point likert scale. For our analysis, we clubbed them into three categories with the following rationale: 'Never' category as the comparison group, i.e. including
+subjects who responded they did not perceive the listed item as a barrier in the practice of yoga. We labeled this 'never' group as 'no barrier' group. 'Rarely' and 'sometimes' were
+clubbed together to form 'moderate barrier' group. Finally 'often' and 'always' were clubbed together to form 'strong barrier' group. Now, the final three categories were: 'No barrier',
+'moderate barrier', and 'strong barrier' groups, with first group acting as the comparison group. The one-sample proportion test tests the null hypothesis that true proportion between
+the two categories is 0.5, i.e., it has equal chances. Apart from the main analysis, sub analysis was also done to find variation by gender, nationality, and health status.
+ Results
+Response rate
+There were a total of 1355 mails sent, of which, 693 did not reach the recipient due to e-mail id errors and other sending problems. The remaining 282 responded and 380 did not
+respond. Out of 282 responses, one of the subjects was found to have done the survey twice with different ids, hence one among the two responses that contained missing values
+was discarded. The final total was 281 with a response rate of 42.5%.
+Demography
+[Table 1] illustrates the results of demographic details. This includes those subjects who did not respond to the second page of the survey. Other open-ended responses were not
+reported as they can be used for further analysis.{Table 1}
+Analysis for the main research question
+The [Table 2] and [Table 3] give summary of analysis results.{Table 2}{Table 3}
+From the [Table 2], it is evident that dullness, excessive talking, strictly adhering to rules, laziness, overexertion (physical), fickleness and wandering of mind, unsteadiness of mind,
+procrastination (delaying), overexertion (mental), and oversleeping were perceived as significant barriers of moderate nature. Over-fasting and doubt about results of practice were
+perceived as significant non-barriers.
+Coming to strong barriers, from [Table 3], it is very clear that only irregularity in lifestyle, family commitments, and occupational commitments alone were perceived as significant
+strong barriers.
+Further analysis to find out variations in gender, nationality, or health revealed no significant difference and hence will not be discussed further.
+ Discussion
+Our main aim was to evaluate major barriers faced by students who had undergone 1-month residential yoga instructors' course. From the above results, it is very clear that modern
+lifestyle, family, and occupational commitments were perceived as serious barriers. Those barriers mentioned in traditional texts like Hatha Yoga Pradipika and Patanjali Yoga
+Sutras were perceived as either moderate barriers or barriers not relevant to today's world. The results reveal that irregularity in lifestyle is also a major barrier. It can be noted that
+barrier factors extracted from scriptures were perceived only as moderate and some of the factors like 'doubt about results of practice' and 'over fasting' were perceived as significant
+non-barriers. Does this mean that some of the factors mentioned in classic texts are not relevant in modern times? Do we need to look into yoga from the perspective of modern
+times? We, however, suggest that these findings should not be taken at the face value as the sample on which this survey was done was based on modern lifestyle. There were no
+yoga practitioners who did intense practice to achieve higher goals in the path of yoga by following a strict regime. This indicates that the primary reason for taking up the path of yoga
+in the contemporary society is not for the attainment of any spiritual goal, rather for other goals like better health and quality of life. This is also echoed in Varambally's and
+Gangadhar's work, according to which, yoga practice today is being seen as a means to promote physical and mental health rather than for achieving self-realization, for which the
+philosophy was originally proposed. [18] These findings though encourage the current scenario, pose a serious threat to the tradition of yoga. Yoga which used to be adopted
+primarily for spiritual culmination, harmonious health, and contentment as secondary natural outcome, is now being looked chiefly as a means to attain good health and harmony
+alone, side-tracking the main aspect of it. No doubt, awareness about giving importance to spiritual discipline (sadhana) is being stressed, [19] although the voice seems to be quite
+feeble. More research has to be done to bring this vital component of yoga practice. One of the reasons why modern lifestyle related barriers were perceived as strong barriers is
+that, today, life seems to be centered around family and occupation and only a little scope is left out for community activities. Hectic night shift jobs and increasing daycare centers
+are self revealing to support this point. In order to cope with the demand, people seem to be pushed into disoriented lifestyle. In Baspure's study, [13] it was found that, in spite of
+giving good orientation about merits of yoga practice and providing remuneration to attend the training, many could not come to attend the therapy classes, which shows how strongly
+social commitments like family and occupation could influence adherence. Those factors like laziness, overexertion, strictly adhering to rules, and wandering of mind, which were
+perceived as significant moderate barriers, are either related to lifestyle problems or personality factors. To face family and occupational commitments, social support may help to a
+great extent, as shown in Aggarwal et al.'s study that low social support is associated with non-adherence to diet in the family intervention trial for heart patients. [20] It has been
+reported in an integrative review that health coaching strategies could improve healthy lifestyle. [21] Culturally relevant lifestyle was recommended for Korean Americans in a study
+conducted to compare advice given on lifestyle by healthcare providers for Korean Americans and native Koreans with hypertension. [22] These evidences show that such kind of
+programs, if encouraged, might help develop healthy lifestyle. Although some of these programs might play their contributory role in alleviating the challenge of family and
+occupational commitments by promoting better lifestyle, still a lot needs to be done in lifestyle management, especially in an Indian societal setup.
+It is encouraging that Büssing et al., reported development of specific aspect of spirituality during a 6-month intense yoga practice. [23] The existing literature in yoga clearly shows
+greater clinical thrust rather than spiritual quest. Ross et al., suggest that home practice of yoga done without any external commitments is a better predictor of health than years of
+8/11/2014
+Barriers in the path of yoga practice: An online survey :[PAUTHORS], International Journal of Yoga (IJoY)
+http://www.ijoy.org.in/printarticle.asp?issn=0973-6131;year=2014;volume=7;issue=1;spage=66;epage=71;aulast=Dayananda
+3/3
+practice or class frequency. [24] This indicates that if we are able to overcome the barriers, there will be better practice of yoga. Prolonged practice of yoga is quite necessary for
+effective outcome. For this, motivational factor is of great importance. [14] Hence, the current study has brought out the importance of the study of adherence factor in yoga practices. It
+also adds the preliminary results to promote further research. There are a few studies that have reported adverse effects of yoga practice. [25],[26] Though, on one side, such
+alarming events may give rise to doubt about practice of yoga, practice of yoga under supervision is found to be more beneficial. Furthermore, such reported adverse evidences can
+be assessed censoriously if adherence factor is also considered, because overall efficacy of yoga comes from both external (therapy) and internal (adherence) factors. Also,
+mediating effect of adherence needs to be studied to evaluate better clinical efficacy of yoga. In India, a cross-sectional study conducted in Ahmadabad city showed that religious
+practices (78.4%), yoga (11.6%), and meditation (4.8%) are the most popular stress relieving practices. [27] Hence, we recommend further studies to find out the role played by
+various adherence factors in yoga practices, emphasizing on modern lifestyle components.
+The current study has few limitations. The results are limited to the population of respondents, especially given the survey's relatively low rate of return. Many email addresses were
+not correctly reported. One major limitation of using online method was that those who were not comfortable with computer usage might have found this online survey a bit tough. As
+was seen, 33 (11.7%) did not go to the second page of survey to complete the main questionnaire list. Since response rate was moderate (42.5%), the results cannot be
+generalized. The study was conducted through online method and so it was easy to assess large number of respondents in a short span of 1 month. This ensured a wider sample
+and the results to be more representative and reliable. The results of the current study suggest that a nationwide survey to study the prevalence and details of yoga practice in India
+should be conducted in order to get a comprehensive picture. We need to study modern day hindrances to practice yoga among other yoga institutes in India to get a clear estimate.
+A funded project should be planned in order to accomplish this goal. This will guide not only policy makers but also yoga practitioners and academic institutes.
+ Conclusion
+To conclude, the results of this short-term focused survey reveal that modern lifestyle can be perceived as the major challenge for yoga practitioners to adhere to regular yoga
+practice. To address this issue, attention is required in the direction of strengthening lifestyle management and the spiritual dimension of yoga practice, as the spiritual component
+seems to be side-tracked.
+ Acknowledgments
+We thank Swami Vivekananda Yoga Anusandhana Samsthana, Bangalore for supporting this study. We also thank Dr. Balaram Pradhan and Dr. T. Indira Rao for their valuable
+suggestions to improve this manuscript.
+References
+1
+Birdee GS, Legedza AT, Saper RB, Bertisch SM, Eisenberg DM, Phillips RS. Characteristics of yoga users: Results of a national survey. J Gen Intern Med 2008;23:1653-8.
+2
+Culos-Reed SN, Mackenzie MJ, Sohl SJ, Jesse MT, Zahavich AN, Danhauer SC. Yoga and cancer interventions: A review of the clinical significance of patient reported
+outcomes for cancer survivors. Evid Based Complement Alternat Med 2012;2012:642576.
+3
+Aljasir B, Bryson M, Al-Shehri B. Yoga Practice for the Management of Type II Diabetes Mellitus in Adults: A systematic review. Evid Based Complement Alternat Med
+2010;7:399-408.
+4
+Posadzki P, Ernst E. Yoga for asthma? A systematic review of randomized clinical trials. J Asthma 2011;48:632-9.
+5
+Kirkwood G, Rampes H, Tuffrey V, Richardson J, Pilkington K. Yoga for anxiety: A systematic review of the research evidence. Br J Sports Med 2005;39:884-91.
+6
+Abel AN, Lloyd LK, Williams JS. The effects of regular yoga practice on pulmonary function in healthy individuals: A literature review. J Altern Complement Med 2013;19:185-
+90.
+7
+Chong CS, Tsunaka M, Tsang HW, Chan EP, Cheung WM. Effects of yoga on stress management in healthy adults: A systematic review. Altern Ther Health Med
+2011;17:32-8.
+8
+Patel NK, Newstead AH, Ferrer RL. The effects of yoga on physical functioning and health related quality of life in older adults: A systematic review and meta-analysis. J
+Altern Complement Med 2012;18:902-17.
+9
+Serwacki ML, Cook-Cottone C. Yoga in the schools: A systematic review of the literature. Int J Yoga Therap 2012;22:101-9.
+10
+Flegal KE, Kishiyama S, Zajdel D, Haas M, Oken BS. Adherence to yoga and exercise interventions in a 6-month clinical trial. BMC Complement Altern Med 2007;7:37.
+11
+Horwitz RI, Horwitz SM. Adherence to treatment and health outcomes. Arch Intern Med 1993;153:1863-8.
+12
+DiMatteo MR, Giordani PJ, Lepper HS, Croghan TW. Patient adherence and medical treatment outcomes: A meta-analysis. Med Care 2002;40:794-811.
+13
+Baspure S, Jagannathan A, Kumar S, Varambally S, Thirthalli J, Venkatasubramanain G, et al. Barriers to yoga therapy as an add-on treatment for schizophrenia in India. Int
+J Yoga 2012;5:70-3.
+14
+Speed-Andrews AE, Stevinson C, Belanger LJ, Mirus JJ, Courneya KS. Predictors of adherence to an Iyengar yoga program in breast cancer survivors. Int J Yoga 2012;5:3-9.
+15
+Muktibodhananda S. Hatha Yoga Pradipika. 3 rd ed. Munger: Bihar School of Yoga; 1998.
+16
+Taimni IK. The science of yoga. 2 nd ed. Adyar: The Theosophical Publishing House; 1967.
+17
+R Core Team. R: A language and environment for statistical computing. Vienna: R Foundation for Statistical Computing; 2012.
+18
+Varambally S, Gangadhar BN. Yoga: A spiritual practice with therapeutic value in psychiatry. Asian J Psychiatr 2012;5:186-9.
+19
+Bhavanani AB. Bridging yoga therapy and personal practice: The power of sadhana. Int J Yoga Therap 2012;22:89-90.
+20
+Aggarwal B, Liao M, Allegrante JP, Mosca L. Low social support level is associated with non-adherence to diet at 1 year in the Family Intervention Trial for Heart Health (FIT
+Heart). J Nutr Educ Behav 2010;42:380-8.
+21
+Olsen JM, Nesbitt BJ. Health coaching to improve healthy lifestyle behaviors: An integrative review. Am J Health Promot 2010;25:e1-12.
+22
+Kim MJ, Lee SJ, Ahn YH, Lee H. Lifestyle advice for Korean Americans and native Koreans with hypertension. J Adv Nurs 2011 Mar; 67:531-9.
+23
+Bussing A, Hedtstuck A, Khalsa SB, Ostermann T, Heusser P. Development of Specific Aspects of Spirituality during a 6-Month Intensive Yoga Practice. Evid Based
+Complement Alternat Med 2012;2012:981523.
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+Ross A, Friedmann E, Bevans M, Thomas S. Frequency of yoga practice predicts health: Results of a national survey of yoga practitioners. Evid Based Complement Alternat
+Med 2012;2012:983258.
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+Dacci P, Amadio S, Gerevini S, Moiola L, Del Carro U, Radaelli M, et al. Practice of yoga may cause damage of both sciatic nerves: A case report. Neurol Sci 2013;34:393-6.
+26
+Zhu JK, Wu LD, Zheng RZ, Lan SH. Yoga is found hazardous to the meniscus for Chinese women. Chin J Traumatol 2012;15:148-51.
+27
+Nayak HK, Sonia B, Kapoor R, Gadhavi R, Solanki A, Vyas S, et al. Prevalence and pattern of stress relaxation practices in Ahmedabad city: A cross-sectional study. Int J
+Yoga 2011;4:87-92.
+ 
+ 
+Monday, August 11, 2014
+ Site Map | Home | Contact Us | Feedback | Copyright and Disclaimer

subfolder_0/Can The Cyclic Meditation Intervention Help To Manage Job Stress Effectively A Qualitative Study on Indian Information Technology Professionals conv.txt

@@ -0,0 +1,194 @@
+International Journal of Science and Research (IJSR) ISSN (Online): 2319-7064
+Index Copernicus Value (2013): 6.14 | Impact Factor (2013): 4.438
+
+Can The Cyclic Meditation Intervention Help To Manage Job Stress Effectively? A Qualitative Study on Indian Information Technology Professionals
+
+Pammi Sesha Srinivas1, K. B. Akhilesh2, Sony Kumari3
+
+
+Abstract: Enormous increase in opportunities in Information Technology industry in India also resulted in increase of job stress among its professionals. Coping techniques employed by professionals is of paramount importance as job stress caused by informational technology industry sector has enormous health complications starting from musculoskeletal disorders to cardio-vascular diseases. In-effective management of job stress by professionals would impact their employability as well as personal lives. Yoga is an ancient science which can give comfort to body/mind complex of human being in any context of life with a disciplined practice. Here a study was done to pursue the effect ofyoga based cyclic meditation practice to cope up with job stress for Indian information technology professionals. A qualitative research method was employed to gain deep insights into effects of the practice. A, 8 work week duration intervention was administered to the participants. Based on the findings derived from written experience from participants, Cyclic Meditation has potential to be chosen as one of the coping techniques for Job stress management among Indian Information Technology Professionals. Though  these  findings  are  derived  for  Indian  context,  the  results  are  worth  pursuing  for  international  information  technology professionals as well.
+
+Keywords: Cyclic Meditation, Yoga, Job stress, Information Technology Professional, Qualitative
+
+
+1. Background
+
+Post 1991 economic reforms, India attracted lot of private and  foreign  investment  in  business.  The  impact  of  the economic reforms were started to be seen in big way in late 90s  where  more  number  of  foreign  industries  set  up  its development  and  manufacturing  units  in  India,  creating thousands   of   jobs   for   Indian   nationals.   India,   having advantage of premier educational institutes of research as well   as   considerable   percentage   of   English   speaking population, attracted investments in information technology business sector from both Indian business firms as well as foreign  business   firms.   In   this   web   connected   world, information technology (IT) based companies need to cater to the needs of the global market trends to stay competitive. Global Competitive markets demand IT professionals to be innovative, cost effective as well as deliver ―customer liked‖ products on time, all the time. It all boils down to‖ do more with less every time on time ―.This creates lot of stressful situations for IT Professionals like ever changing customer expectations,  squeezed  project  schedules,  availability  of skilled professionals, availability of talented leadership pool etc.  As  Robbins  (2001)  mentioned,  an  individual  goes through stressful condition when he/she needs to deliver on any opportunity where the perceived outcome is essential and un-predictable. Research also shown that excessive job stress  can  cause  enormous  health  complications  ranging from musculoskeletal disorders to cardio-vascular diseases. Indian IT professionals are more prone to Job stress related health complication due to the nature of the job they have to perform.
+
+Though  job  stress is  mainly governed  by  work-overload, role conflict and role ambiguity, any professional’s ability to withstand job related stress also depends on physical well-being, psychological wellbeing and personal life well-being. An individual who can with stand job related stress, can also turn areas of problems in the organization/industry into areas of opportunity for success. Yoga based practices are gaining
+
+popularity in India and abroad among IT professionals. This study investigates the effects of cyclic meditation (A yoga practice	based	meditation	technique)	on   Indian	IT professionals. Qualitative method was used to find out the experiences from the participants` perspective.
+
+2. Cyclic Meditation
+
+Cyclic Meditation (C.M.) was used as an intervention for this qualitative study. Cyclic meditation was developed by SVYASA	(Swami	Vivekananda	Yoga	Anusandhana Samstahana), Bangalore, India. Cyclic Meditation could be shortly referred as C.M here after. C.M is inspired by a verse from	Mandukya     Upanishad     (SanjibPatra,	Shirley Tells.2009).  C.M.is  a  set  of  stimulation  and  relaxation combine  involving  cycles  of  body  postures  followed  by supine rest relax poses. Body postures are yoga based body postures  like  ardhakatichakrasana,  Taadasana  ,  Vajrasana and Ardhavustrasana. Supine rest relax posture followed is shavasana i.e dead corpse pose. Participants going through this intervention need to make their body movements very slow and continuous. Idea here is by controlling the speed of the  body  movements,  participants  can  feel  the  energy impulses flowing in the body. While in supine rest position, participants are made aware of their body parts and asked to relax the tension if any. This is over all 40 minute practice.
+
+3. Research Design and Methods
+
+Qualitative methodologies could be considered to be used in cases where large range of unknown variables effect an area (Creswell,  1998). There  are large  range  of variables  like organisational	variables,	environment	variables	and individual variables which play significant role in job stress perceived  by  IT  professionals.  Hence  qualitative  design method  was  adopted  for  this  study.  Key  advantage  with qualitative case study is that it helps to get deeper insight into  participant  experiences  without  any  prior  hypothesis (Patton, 1990). Participants were selected from Bengaluru,
+
+
+
+
+
+Paper ID: SUB15941
+
+Volume 4 Issue 1, January 2015 www.ijsr.net
+Licensed Under Creative Commons Attribution CC BY
+
+
+
+2518
+International Journal of Science and Research (IJSR) ISSN (Online): 2319-7064
+Index Copernicus Value (2013): 6.14 | Impact Factor (2013): 4.438
+
+
+India office of one of the leading Multinational European Company  (MNC).  This  MNC  has  its  headquarters  in Germany  and  has  research  and  development  office  in Bengaluru since 1999. This company also has research and development   centres	in	Munich   (Germany),	Villach (Austria), Bristol (U.K) and in Singapore. Along with that, this company has marketing presence in all continents of the world.
+
+A,8   work   week  intervention   was   administered   to   the participants during working days. Participants were mix of both  male  and  female  employees.  45  employees  of  the selected company participated in the study which ended in Nov 2014. All the participants were not having any serious illness  or  were  not  under  medical  treatment  during  the intervention period. The age range of employees varied from 24 years to 42 years. This is a post only study. At the end of intervention period, participants were encouraged to provide their experience which they believed happened due to C.M. practice  honestly.  Participants  were  requested  to  provide their experience in a written format honestly without any bias  or  apprehension.15  participants  volunteered  to  share their  experience  in a  written  format.  Average  age  of the experience sharing volunteers is about 28.9 years. A written format was provided to the volunteering participants to share their experiences.
+
+The  written  format  provided,  has  guiding  questions  like ―describe the impact of cyclic meditation at physical level, if any‖. Written format provided also left room to share any remarkswhich  participants  wanted  to  express  freely  and honestly.
+
+4. Data Analysis
+
+As Denzin and Lincoln (1994) explain, data analysis begins after collecting the data from the participants in qualitative research. Written experiences from participants were studied carefully by the researcher. By looking into the obtained data, researcher looked into pattern of experiences so that the experiences could be grouped into conceptual categories. Written  data  provided  by  volunteered  participants,  was grouped into four major categories of information. First one was effect of Cyclic Meditation (C.M.) on physical well-being, second one was effect of C.M. on psychological well-being, and third one was effect of C.M. on personal life and the last one being effect of C.M. on work place. As part of last   category  of  effect   on   workplace,   responses   from participants were also carefully examined to see the effect of C.M on job stress for IT professionals.
+
+Effect of C.M. practice on physical well-being
+
+Due to the nature of the Job, IT professionals need to be seated in chairs before the monitors for long hours in a day. Most of the times, IT professionals might not adapt most healthy pose for the backbone which can potentially cause back bone problems. Due to regular use of mouse and key board with the computer, IT professionals are more prone to wrist  pains,  shoulder  joint  pains  etc.  Also  due  to  less physical nature of the job,IT professionals are also prone to obesity   issues   as   well   body   laziness   issues.   As   IT professionals work under cool air conditions constantly, IT
+
+professionals might also get exposed to breathing issues. As the job requires more of mind share than body share, I.T professionals might be exposed to sleep issues as there is a possibility of imbalance in effort done between body and mind in a day. Below are experiences as expressed by some of the participants.
+
+“Usually, I do not get proper sleep in the night. Also if I sleep longer hours by chance, I use to feel tired and sleepy all the time following wakeup. C.M. sessions helped me to get proper and continuous sleep for 6 hours, which is good enough for the body to relax. (Participant#7).”
+
+“I  often used  to get  head-aches  (sinus  problem) at  least thrice a week which got drastically reduced after practicing cyclic meditation. (Participant#10). “
+
+“I use to have back pain on daily basis. When I use to get up in the morning, I use to feel the pain a lot. After I practice cyclic meditation, I have no more back pain and feeling relaxed. (Participant#12). “
+
+“Conscious breathing as part of the meditation practice is helping to cure nasal related discomfort (Participant#5)”
+
+Effect of C.M. practice on psychological well-being:-
+
+As IT jobs demand more of professionals’ mind share, it is possible for IT professionals to experience un-comfortness at  psychological  level  due  to  demands  from  work-place. Challenging  projects  and  ambitious  targets  also  add  to impact  the  psychological  well-being.  Psychological  well-being can be felt by self-awareness, self- confidence and listening capabilities. Below are experiences as expressed by some of the participants.
+
+“I feel confident about self being and feel easy in decision making. (Participant#10)”.
+
+“I have become aware of my thoughts and body movements post Cyclic Meditation practice. (Participant#1). “
+
+“I am able to take decisions well after analysing all the pre &   post   actions   of   decisions   post   Cyclic   Meditation practice(Participant#2).”
+“I	became	more	patient	in	listening	to	others. (Participant#12).”
+
+Effect of the C.M. practice on personal life:-
+
+With ever increasing demands of I.T jobs, I.T professionals are spending much more time at workplace than at home. It would not be un-natural to say that working professionals are  becoming  weekend  partners  and/or  weekend  parents .This could potentially also be one of the reasons for the rise in  the  family  outings  as  well  as  family  shopping  in  the weekends in India, compared to earlier times. Many a jobs, demand  professionals  to  work  for  the  tasks  even  after reaching  home  in  working  days,  if  not  in  weekends.  As quality time spent at home for professionals is decreasing day by day, any disturbance at home/family would disturb the   work   efficiency   of   professionals   and   make   those
+
+
+
+
+
+Paper ID: SUB15941
+
+Volume 4 Issue 1, January 2015 www.ijsr.net
+Licensed Under Creative Commons Attribution CC BY
+
+
+
+2519
+International Journal of Science and Research (IJSR) ISSN (Online): 2319-7064
+Index Copernicus Value (2013): 6.14 | Impact Factor (2013): 4.438
+
+
+professional more prone to job stress situation. Below are experiences as expressed by some of the participants.
+
+“I am able to manage multiple tasks without feeling anxiety and stress. (Participant #9). “
+“Cyclic  Meditation  practice  has  obviously  increased  the patience and it helped to handle the
+situations and relations effectively with family and friends ( Participant#3).”
+“Also I must say, I am able to spend quality time with my family every evening. (Participant #15). “
+
+Effect of C.M. practice at workplace
+
+Some  of  the  common  challenges  for  Indian  Information Technology sector projects are, lack of sufficiently skilled resources  availability,  need  to  execute  multiple  projects simultaneously, ambitious project timelines, role ambiguity for   employees,   ever   demanding   customer   expectations (which   can   also   result   in   canning   of   projects),   non-availability of sufficiently experienced leadership and cross cultural communicational challenges. Due to the challenges listed,  I.T  professionals  may  have  challenging  times  in handling	work	related	discussions/risk	management/ schedules  which  can  potentially  impact  work  efficiency, resulting in job related stress. Support from sub-ordinates/ peers as well as supervisors, is also crucial for performing assigned   tasks   efficiently.   Responses   from   Participant experience sharing document were also examined to assess the impact of Cyclic Meditation at workplace. Below are experiences as expressed by some of the participants.
+
+“I feel relaxed and able to solve problems in a better way without getting tensed. (Participant #1).”
+“I am able to focus on work with greater intensity and am able to manage work schedules more effectively (Participant #7)”
+“I  feel  effectiveness  in  my  way  of  approach  in  handling discussions   which   helped   to   increase   my   productivity (Participant#3). “
+
+Effect of C.M on Job related stress management Participants’  responses  were  also  carefully  examined  to assess the effect of C.M. in handling job related stressful situations. Ability to work with cool mind is the key for stressful  job  situations.  It  is  also  important  to  respond appropriately for work place discussions else it would have negative spiral effect on Job stress. Ability to complete tasks even  under  stressful  situations  is  key  for  professional’s success. Below are experiences as expressed by some of the participants.
+
+“Compared to before, Under stress situations, I can work easily  with  cool  mind  and  complete  the  tasksuccessfully without errors. (Participant #10). “
+
+“It  helped  to  reduce  tensions  at  work  place  and  I  feel relaxed in taking decisions compared to before. (Participant #12). “
+
+“Earlier due to more stress, sometimes I tend to react to situations hastily. With a relaxed body and mind, I am able
+
+to  appropriately  respond  to  situations  at  work  place.( Participant #15). “
+
+5. Result Discussion
+
+Results due to C.M. practice are encouraging as expressed by participants. Participants experienced positive effects at physical well-being as well as psychological well-being due to C.M. practice. Practice helped some participants to reduce uncomfortness due to body ailments like sinus problem and back  pain  issues.  All  participants  who  had  quality  sleep issues, experienced a good quality sleep due to practice of Cyclic Meditation. C.M. practice also helped to reduce the nasal   related   discomfort   for   some   participants.   Some Participants  reported  more  of  self-  awareness  and  self-confidence as expressed in written experience. C.M practice also has positive effect  on  decision making capability as well   as   on   listening   capability   as   expressed   by   few participants. Some participants experienced positive effect in personal lives in terms of handling situations and relations effectively. A quality time spent in personal time helps to tackle work related issues as well as job stress effectively. Most of the participants experienced positive effect at work place in terms handling discussions, risk forecasting and in adopting   systematic   problem   solving.   Some   of   the participants  also  experienced  ability  to  handle  job  stress effectively and able to deliver on the tasks without errors under stressful conditions. Some participants also expressed enhancement  in  their  ability  to  respond  appropriately  in work related situations.
+
+6. Limitations
+
+The  average  age  of  the  participants  under  this  study  is around  29  years.  Also  to  generalize  these  finding  more number of participants to be covered bringing the average age  of  the  participant  close  to  40  years.  This  study  is currently done in one I.T , M.N.C company. Doing similar study  in  more  I.T,  M.N.C  companies  would  give  more promising outcomes which might support existing findings more robustly or modify some of the findings. Triangulation might  be  helpful  to  generalize  these  current  findings  by using a mix of qualitative and quantitative research methods. However  present  study  gives  a  solid  platform  for  future studies on job stress management in I.T professionals using yoga based interventions like Cyclic Meditation. To enrich this study, future research can also consider women specific job stress as well as, study on IT enabling sector like B.P.O industry
+
+7. Conclusions
+
+Cyclic  Meditation  practice  helped  IT  professionals  for enhancing  their  physical  and  psychological  well-being. Cyclic  Meditation  also  helped  to  spend  quality  time  in personal  lives  of  IT  professionals.  This  intervention  also helped  to  manage  work related  tasks effectively .Though organization and environment variables play significant role in impacting job stress for Indian IT professionals, a well thought through and relaxed attitude from individual also plays positive effect in alleviating the Job stress for Indian IT professionals to greater extent. Cyclic Meditation practice
+
+
+
+
+
+Paper ID: SUB15941
+
+Volume 4 Issue 1, January 2015 www.ijsr.net
+Licensed Under Creative Commons Attribution CC BY
+
+
+
+2520
+International Journal of Science and Research (IJSR) ISSN (Online): 2319-7064
+Index Copernicus Value (2013): 6.14 | Impact Factor (2013): 4.438
+
+
+would help modify IT professional response to job stress so that , not only he/she would not become scape-goat to health complications due to job stress, but it also enables the IT professional to perform efficiently at work place despite of stressful work conditions.
+
+References
+
+[1]  Anthony  D  LaMontagne,  Tessa  Keegel,  Amber  M Louie   &   Aleck   Ostry  (2010).   `  Job   stress   as   a preventable  upstream determinant of common mental disorders:   A   review   for   practitioners   and   policy-makers.’   Advances   in   Mental   Health:   Promotion, Prevention  and  Early  Intervention  Volume9,  issue1, 2010.
+[2]  Anthony  D  LaMontagne.,  Tessa  Keegel.,  Amber  M Louie., AleckOstry& Paul A.LandSBergis. (2007). ` A Systematic	Review	of	Job-stress	Intervention Evaluation   Literature,   1990-2005`.   INT   J   OCCUP ENVIRON HELATH 2007: 13:268-280
+[3]  Belkic,K.,  P.Landsbergis  et  al.(2004).`Is  job  strain  a major source of cardiovascular  disease  risk?`Scand  J Work Environ Health 30(2):85-128.
+[4]  Cano, C. R., Sams, D., & Schwartz, J. (2009). The job stress—Job   performance   relationship   in   the   social serviceencounter. International Journal of Nonprofit& Voluntary Sector Marketing, 14(1), 83–93.
+[5]  Creswell,   J.   W.   (1998).   Qualitative   inquiry   and research   design:   Choosing   among   five   traditions. Thousand Oaks,CA: Sage Publications.
+[6]  Denzin,  N.  K.,  &  Lincoln,  Y.  S.  (Eds.).  (1994). Handbook   of   qualitative   research.   London:   Sage Publications.
+[7]  Folman,S., &Lazarus,R.S.(1988). `Coping as a mediator of   emotion`.   Journal   of   Personality   and   Social Psychology, 54(3), 466-475.
+[8]  Ivancevich,  J.,  Napier,  H.,  &Wetherbe,   J.  (1983). Occupational stress, attitudes and health problems in the informationsystems professional.Communications of the ACM, October.
+[9]  Karasek, R., &Teorell, T. (1990).Healthy work: Stress, productivity,  and  the  reconstruction  of  working  life. NewYork: Basic Books.
+[10]LaMontagne,A.D.   and   T.G.Keegel   (2009).   `Work environments	as	a	determinant	of	health,	In`: Understanding   health   :   A   determinant   approach, 2ndednH.Kelecher   and   C.MacDougall   eds.   Oxford, Oxford unoveristy Press 201:217
+[11]Marmot,M.G.,H.Bosma,et  al.(1997).  `Contribution  of Job control and other risk factors to social variations in coronary heart disease incidence.`The Lancet 360:235-239.
+[12]Maxwell, J. A. (1996). Qualitative research design: An interactive   approach.   Thousand   Oaks,   CA:   Sage Publications.
+[13]Moddie,R. and I.Verins(2002).`To whom does mental health	belong?’	Australian	e-journal	for	the Advancement of Mental Health1(2): 68-73.
+[14]Nagendra HR, Nagarathna R. Bangalore, India: Swami Vivekananda	Yoga	Publications;	2007.	New perspectives in stress management.
+
+[15]Patton,   M.   Q.   (2002).   Qualitative   research   and evaluations	methods	(3rd	ed.).	London:	Sage Publications.
+[16]Perreweˇı, P. L., &Zellars, K. L. (1999).An examination of   attributions   and   emotions   in   the   transactional approachto the organizational stress process.Journal of Organizational Behavior, 20(5), 739–752.
+[17]RajibLochanDhar.  andMahuaDhar  (2010).`Job  stress, coping  process  and  intentions  to  leave:  A  study  of information technology professionals working in India’. The Social Science Journal 47 (2010) 560–577
+[18]Ramesh	Manocha.,DeborahBalck.	And	Leiwilson (2012).`Quality of Life and Functional Health Status of Long-Term	Meditators’.             Evidence-Based Complementary        and	Alternative        Medicine Volume 2012 (2012), Article ID 350674, 9 pages
+[19]SanjibPatra., Shirley Telles(2009). ` Positive impact of Cyclic Meditation on subsequent sleep’. Med SciMonit; 15(7) :CR375-381
+[20]Sleep  Matters:  The  Impact  of  Sleep  On  health  and Wellbeing  (2011).Mental  Health  foundation.  ISBN: 978-1-906162-65-8
+[21]Somerfield, M. P.,&McGrae, R.R. (Eds.) (2000). Stress and	coping	research:	Methodological	challenges, theoreticaladvances,	and    clinical	applications.	In Psychology in the Public Forum.American Psychologist, 55(6), 620–673.
+[22]Stansfeld,S.A.  and  B.Candy.  (2006).  `  Psychological work environment and mental health – a meta-analytic review.’Scand J Work Environ Health 32(6): 443-462
+
+
+
+
+
+
+Paper ID: SUB15941
+
+Volume 4 Issue 1, January 2015 www.ijsr.net
+Licensed Under Creative Commons Attribution CC BY
+
+
+
+2521

subfolder_0/Comparison of effect of Gayatri Mantra and Poem Chanting on Digit Letter Substitution Task_unlocked.txt

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+Original Article
+	
+Ancient Science of Life / Oct-Dec 2012 / Vol 32 / Issue 2
+89
+Comparison of effect of Gayatri Mantra and 
+Poem Chanting on Digit Letter Substitution 
+Task
+Balaram Pradhan, Seema Godse Derle
+Division of Humanities and Swami Vivekananda Yoga Anushandhana Samsthana, Bangalore, Karnataka, India
+INTRODUCTION
+Ś
+abda Kalpadrumam defines mantra as ‘‘mantaboha 
+mananéyacya  (mNtbaeh mnnIyCy),’’ meaning 
+repetition of a syllable.[1] Mantras originated in the Vedic 
+tradition of India and an essential part of the Ancient 
+Indian traditional life. The Gayatri mantra (GM) has been 
+mentioned in the Rig Veda. The GM was revealed to the 
+sage Vishwamitra. It is also called Savitṛ mantra since it 
+concerns the deity Savitṛ (Sun).[2] According to the Indian 
+tradition, GM initiated to a student before starting his/her 
+formal education. It is said that chanting GM will bring 
+the improvement in the dhī śakti (the power of intellect).[3]
+Scientific investigation also found that yoga mantra (sutras 
+of scriptures) and religious chanting (prayers) had positive 
+influence on many physiological and psychological functions 
+of the body. For example, during both prayers and mantras, 
+there was an increase in the synchronicity of cardiovascular 
+rhythms when they were recited 6 times a minute. There 
+was also an increase in baroflex sensitivity. These findings 
+suggested that the recitation of the rosary and certain 
+yoga mantras, at specific frequencies, induce favorable 
+psychological and physiological effects.[4] The significance of 
+recitation of ‘‘Om’’ in twelve experienced meditators found 
+subtle changes in mental state indicated by reduction in the 
+skin resistance.[5] The different types of meditation in Japanese 
+Buddhism showed different brain regional activation. 
+The recitation of Buddha name (Nenbutsu) activated the 
+prefrontal cortex, and the Buddhist sutra activated the left
+ 
+dorsolateral prefrontal cortex and right parietal cortex.[6]
+In a match paired control study using chanting Vedic 
+hymns showed improvement in sustained attention in 
+teenaged school students of residential setup of similar 
+ambience.[7] Hence, the present study has been designed to 
+evaluate the effect of chanting GM on attention in school 
+students.
+ABSTRACT
+Context: Attention is one of the components to enhance 
+academic excellence. Traditional techniques were included 
+in Indian schools to develop mental faculties with a view to 
+add value to the latter.
+Aim: The aim was to evaluate the effects of Gayatri 
+mantra (GM) chanting on attention as measured by digit‑letter 
+substitution task (DLST).
+Settings and Design: School setting and self as control 
+study design.
+Materials and Methods: Subjects consisted of 60 school 
+students included (boys = 30 and girls = 30) in the age 
+range of 12‑14 years, who were trained for chanting GM for 
+5  days. They were assessed on DLST immediately before 
+and after two sessions  (i) GM chanting  (10  min) and  (ii) 
+Poem line  (PL) chanting with an equal duration  (10  min). 
+Fifty percent of participants performed GM chanting and 
+remaining on the PL recitation on day 6. The orders of the 
+sessions were reversed on day 7.
+Statistical Analysis Used: Repeated measure analysis of 
+variance with Bonferroni adjustment used.
+Results: Both sessions showed significant improvement in 
+the total and net score of DLST. The magnitude of net score 
+improvement was greater after GM (21.67%) compared to 
+PL  (4.85%). Female group had found better performance 
+following GM compared to PL chanting. Conclusions: Both 
+GM and PL led to improvement in performance, as assessed 
+by DLST. But the influence of GM had significantly higher 
+than PL in net score of female group.
+KEY WORDS: Attention, Gayatri mantra, mantra, recitation
+Access this article online
+Quick Response Code:
+Website:
+www.ancientscienceoflife.org
+DOI:
+10.4103/0257-7941.118540
+>'RZQORDGHG IUHH IURP KWWSZZZDQFLHQWVFLHQFHRIOLIHRUJ RQ 0RQGD\ $XJXVW   ,3 @  __  &OLFN KHUH WR GRZQORDG IUHH $QGURLG DSSOLFDWLRQ IRU WKLV
+MRXUQDO
+Pradhan and Derle: Gayatri mantra
+90 	
+Ancient Science of Life / Oct-Dec 2012 / Vol 32 / Issue 2
+MATERIALS AND METHODS
+Participants
+Sixty healthy school students (30 boys and 30 girls) in the age 
+group of 12‑14 years (mean age: 13 ± 0.83 years) were recruited 
+for the study from an English medium school in Nasik, 
+Maharashtra. Approval of the school authorities and consent 
+of the parents were obtained before conducting the study.
+Design of the study
+All the students were trained in GM and PL chanting for 
+5 days before the starting of the study and were assessed 
+using digit‑letter substitution task (DLST) (explained in 
+the next paragraph) before and immediately after GM and 
+PL chanting. The students were divided randomly into 
+two groups and each group participated in both the GM 
+and PL chanting. All the students were assessed for both 
+(1) GM chanting and (2) PL chanting. Four recordings were 
+made on consecutive days for each participant. This was a 
+crossover study design.
+Assessment
+DLST consisted of a worksheet, which has 8 rows and 
+12 columns and randomly arranged digits in rows and 
+columns. The students are asked to substitute as many target 
+digits as possible in the specified time of 90 s. The letter 
+substitution may be undertaken in a horizontal, vertical, or 
+a randomized manner by selecting a particular digit. The 
+total number of substitutions and wrong substitutions are 
+scored. The net score was obtained by deducting wrong 
+substitutions from the total substitutions attempted.[8]
+Structure of sessions
+In order to avoid any possible learning effect, the participants 
+were divided into two sessions randomly. They were asked 
+to sit comfortably on the floor cross legged with eyes closed. 
+Fifty percent of participants were asked to chant GM loudly 
+for 10 min and remaining participants did PL chanting on 
+day 6. The order of the sessions was reversed on day 7.
+Intervention
+Gayatri mantra
+The students were asked to chant GM about 10 min. During 
+chanting, the eyes were closed. The subjects followed the 
+traditional procedure of chanting it loudly for its best effect 
+to invoke the innate power of effulgence and intellect.
+Om bhūrbḥuvah svaḥ tatsaviturvareṇyam bhargodevasya 
+dhīmahi Dhiyoh yonaḥ pracodayāt ||
+Poem line chanting
+In control session, the same subjects were seated in a relaxed 
+posture with open eyes. The duration of both the sessions 
+was equal.
+ikkde tikkde cohi kade anandi ananda gade.
+Data extraction
+The total number of substitutions attempted and the number 
+of wrong substitutions were counted. Then net score was 
+obtained by deducting the latter from the former.[8] The 
+answer sheets were coded and scoring was done by the 
+researcher who was not involved in the study. It was cross 
+checked by another researcher. Then entries were made in 
+computer and checked.
+Data analysis
+The raw data obtained for each subject in each recording 
+session were tabulated separately. The statistical analysis 
+was done using SPSS.
+The group mean and standard deviation were calculated. 
+Repeated measures analysis of variance  (RMANOVA) 
+were performed with two ‘‘Within subjects’’ factors, that 
+is, Factor 1: Sessions: GM chanting and PL chanting and 
+Factor 2: States; ‘‘Pre’’ and ‘‘Post.’’ The RMANOVA was 
+carried out for each variable separately. Subsequently, post 
+hoc tests with Bonferroni adjustment were performed to 
+compare the data of the ‘‘Post’’ periods with those of the 
+respective ‘‘Pre’’ period and also the different states were 
+compared between sessions.
+RESULTS
+There were significant differences in between sessions 
+(GM vs. PL) in (i) Total score F (1, 59) = 4.697, P = 0.034 
+(ii) Wrong score F (1, 59) = 0.26, P = 0.873 (iii) Net score 
+F (1, 59) = 7.28, P < 0.001. There were significant differences in 
+between states (pre vs. post) in (i) Total score F (1, 59) = 63.9, 
+P < 0.001]; (ii) Wrong score F (1, 59) = 6.54, P = 0.013] (iii) 
+Net score F (1, 59) = 83.26, P < 0.001. There was significant 
+interaction between sessions and states in (i) Total score 
+F (1, 59) = 23.51, P < 0.001; (ii) Wrong score F (1, 59) = 4.47, 
+P = 0.034] (iii) Net score F (1, 59) = 27.85, P < 0.001. Post hoc test 
+with Bonferroni adjustment showed a significantly increase 
+in (i) Total score (P < 0.001) and (iii) net score (P = 0.001) 
+immediately after both GM and PL compared with their 
+respective prescores. There was a significant increased in 
+wrong score (P = 0.001) in GM alone. The group average 
+values ± standard deviation are given in Table 1.
+>'RZQORDGHG IUHH IURP KWWSZZZDQFLHQWVFLHQFHRIOLIHRUJ RQ 0RQGD\ $XJXVW   ,3 @  __  &OLFN KHUH WR GRZQORDG IUHH $QGURLG DSSOLFDWLRQ IRU WKLV
+MRXUQDO
+Pradhan and Derle: Gayatri mantra
+	
+Ancient Science of Life / Oct-Dec 2012 / Vol 32 / Issue 2
+91
+Gender subgroup analysis
+Male group showed significant increases in total PL (P < 0.01); 
+GM (P < 0.001)], wrong PL (P < 0.05); GM (P < 0.001), and 
+net PL (P < 0.01); GM (P < 0.001) score in both the sessions, 
+that is, PL and GM.
+Female groups had significant improvement in the GM 
+sessions alone in total (P < 0.001), wrong (P < 0.05), and 
+net (P < 0.001) score. Also, GM sessions had significantly 
+performed better in comparison to the PL session in total 
+and net scores. This indicates that GM had positive impact 
+on female.
+DISCUSSION
+There was a significant improvement in net score in both 
+GM and PL sessions. But further analysis showed that GM 
+significantly performed better than PL session in female. 
+Previous two groups randomized wait‑listed control study 
+showed improvements in DLST when GM recited using two 
+different methods, that is, Ekaswar and Dwiswara which 
+was aligned with our present study.[9]
+The attention processes involve network of brain regions 
+such as the prefrontal and temporal  (including the 
+parahippocampal gyrus) cortices, in addition to the 
+anterior cingulate gyrus.[10] During a selective attention 
+task, decreased activation was found in several areas 
+of the dorsolateral prefrontal cortex, anterior cingulate 
+in addition to parietal areas.[11] A feeling of resonating 
+effect during audible ‘‘OM’’ chanting found significant 
+deactivation was seen bilaterally during ‘’OM’’ chanting 
+in comparison to the resting brain state in bilateral 
+orbitofrontal, anterior cingulate, parahippocampal 
+gyri, thalami, and hippocampi. The right amygdala too 
+demonstrated significant deactivation. No significant 
+activation was observed during ‘‘OM’’ chanting. In 
+contrast, neither activation nor deactivation occurred in 
+these brain regions during the comparative task – Namely 
+the ‘’ssss’’ pronunciation condition.[12] The prayer of 
+the Namo Amida Butsu  (Nembutsu) activates the 
+medial frontal gyrus, which is mainly related to mental 
+concentration and visuospatial attention, similar to the 
+areas activated by meditation. The task of reciting the 
+sutra (Buddhist scriptures) activates the left lateral middle 
+frontal gyrus, the right angular gyrus, and the right 
+supramarginal gyrus, which are related to visuospatial 
+attention also involved in the area activated by meditation.
+[6] All these studies indicate that recitation of GM may play 
+a role in improving the attention potential.
+The present study, although preliminary in nature, shows 
+that recitation of GM improves attention. The limitations 
+of the study, however, are: (1) Only the immediate effects 
+of mantra chanting were studied and (2) the participants 
+belonged to a single religious group. The strengths of the 
+study as per our knowledge goes, this is the first study 
+on self as control trial on immediate effect of GM on 
+task performance among school children using simple 
+paper pencil test, that is, DLST. Mantra recitation may be 
+implemented in school setting which can help to raise the 
+academic ability of the students along with their all round 
+development. Future study may include different age 
+groups of students for a longer duration (more than 1 week), 
+different levels of attention, assessment methods to check 
+physiological changes. This can be repeated irrespective 
+of religions.
+ACKNOWLEDGMENT
+We thank for the support given by the school authority for 
+conducting the study.
+Table 1: Total, wrong, and net score for DLST pre‑ and post‑GM chanting and PL chanting sessions; values are group mean±SD
+Group
+Score
+PL Chanting
+GM Chanting
+Pre
+Post
+Pre
+Post
+Whole (n=60)
+Total
+47.62±12.62
+50.88±12.71***
+46.67±13.03
+56.25±12.37***
+Wrong
+1.20±0.29
+1.43±0.17
+0.80±0.27
+1.77±0.12***
+Net
+46.07±13.43
+49.43±12.73**
+45.70±12.70
+54.83±12.39***
+Male (n=30)
+Total
+44.7±11.61
+50.3±14.33**
+49.5±12.03
+58.6±15.78***
+Wrong
+1.27±1.36
+2.4±2.65*
+1.1±1.69
+3.3±3.01***
+Net
+42.73±10.62
+47.87±12.5***
+48.07±11.56
+56±14.04***
+Female (n=30)
+Total
+50.53±11.4
+51.47±9.57
+43.83±11.77
+53.9±10.74***
+Wrong
+1.13±1.55
+0.47±0.82
+0.5±0.86
+0.23±0.73*
+Net
+49.4±10.7
+51±9.51
+43.33±11.62
+53.67±10.57***
+***P<0.001, Post hoc tests with Bonferroni adjustment, Postscores compared with respective prescores, DLST: Digit-letter substitution task, GM: Gayatri mantra, PL: Poem line, 
+SD: Standard deviation
+>'RZQORDGHG IUHH IURP KWWSZZZDQFLHQWVFLHQFHRIOLIHRUJ RQ 0RQGD\ $XJXVW   ,3 @  __  &OLFN KHUH WR GRZQORDG IUHH $QGURLG DSSOLFDWLRQ IRU WKLV
+MRXUQDO
+Pradhan and Derle: Gayatri mantra
+92 	
+Ancient Science of Life / Oct-Dec 2012 / Vol 32 / Issue 2
+REFERENCES
+1.	
+Syararaja D. Radhakanta, Bahaddur. Śabdakalpadrumaḥ. Madhriya 
+Ghat. Calcutta: Sahitya bhavan; 1813. p. 611.
+2.	
+Harshananda S. Upanayana, Sandhya Vandana and Gayatri Mantra 
+Japa. 3rd ed. Chennai: Ramkrishna Math; 2010.
+3.	
+Bhatta KV. Shri Gayatri Mantra Rahasya. 4th ed. South Canara: Kaitanje 
+Prakashan; 2004.
+4.	
+Bernardi  L, Sleight  P, Bandinelli  G, Cencetti  S, Fattorini  L, 
+Wdowczyc‑Szulc J, et al. Effect of rosary prayer and yoga mantras 
+on autonomic cardiovascular rhythms: Comparative study. BMJ 
+2001;323:1446‑9.
+5.	
+Telles S, Nagarathna R, Nagendra HR. Autonomic changes while 
+mentally repeating two syllables: One meaningful and the other neutral. 
+Indian J Physiol Pharmacol 1998;42:57‑63.
+6.	
+Shimomura T, Fujiki M, Akiyoshi J, Yoshida T, Tabata M, Kabasawa H, 
+et al. Functional brain mapping during recitation of Buddhist scriptures 
+and repetition of the Namu Amida Butsu: A study in experienced 
+Japanese monks. Turk Neurosurg 2008;18:134‑41.
+7.	
+Sripad G, Nagendra HR, Bhatta R, Vivekananda S, Samsthana YA, 
+Bhawan E, et al. Effect of vedic chanting on memory and sustained 
+attention. Indian J Tradit Knowl 2006;5:177‑80.
+8.	
+Natu MV, Agarwal AK. Testing of stimulant effects of coffee on the 
+psychomotor performance: An exercise in clinical pharmacology. Indian 
+J Pharmachol 1997;29:11‑4.
+9.	
+Sushrutha  S, Manjunath  NK, Bhatta  R. Changes in higher brain 
+functions following recitation of gayatri mantra. M. Sc dissertation. 
+Swami Vivekananda Yoga Anushandhan Samsthana, Bangaluru. 
+Karnataka; 2009.
+10.	 Filbey FM, Russell T, Morris RG, Murray RM, McDonald C. Functional 
+magnetic resonance imaging (fMRI) of attention processes in presumed 
+obligate carriers of schizophrenia: Preliminary findings. Ann Gen 
+Psychiatry 2008;7:18.
+11.	 Weiss EM, Siedentopf C, Golaszewski S, Mottaghy FM, Hofer A, 
+Kremser C, et al. Brain activation patterns during a selective attention 
+test‑a functional MRI study in healthy volunteers and unmedicated 
+patients during an acute episode of schizophrenia. Psychiatry Res 
+2007;154:31‑40.
+12.	 Kalyani BG, Venkatasubramanian G, Arasappa R, Rao NP, Kalmady SV, 
+Behere RV, et al. Neurohemodynamic correlates of ‘OM’ chanting: 
+A pilot functional magnetic resonance imaging study. Int J Yoga 
+2011;4:3‑6.
+Address for correspondence: 
+Dr. Balaram Pradhan, 
+Eknath Bhavan, 19 Gavipuram Circle, 
+Bangalore ‑ 560 019, India. 
+E‑mail: [email protected]
+How to cite this article: Pradhan B, Derle SG. Comparison of effect of 
+Gayatri Mantra and Poem Chanting on Digit Letter Substitution Task. 
+Ancient Sci Life 2012;32:89-92.
+Source of Support: Nil. Conflict of Interest: None declared.
+Commentary
+The editorial board appreciates the importance of 
+studying validity of traditional beliefs. Once such belief 
+is the positive effect of Gāyatrī mantra on concentration, 
+hence it has decided to publish this paper, "titled 
+Comparison of effect of Gayatri Mantra and Poem 
+Chanting on Digit Letter Substitution Task". We have 
+observed certain methodological inadequacies in the 
+paper. We consider it to be important to alert researchers 
+on such important aspects in framing a study such as 
+this. Here, in this study the selection of the Poem "ikkde 
+tikkde cohi kade anandi ananda gade" could raise the 
+following ambiguities (1) Whether there was any reason 
+to select this specific poem for comparison 2) whether the 
+authors have done any test to check whether the students 
+understood the meaning of the poem. 3) As the meaning 
+of Gāyatrī mantra and the poem are different, it is likely 
+that it may have influenced the results.
+The following may be the possibilities: The children 
+were swayed by (1) the name 'Mantra', as it has esoteric 
+connotations and hence the results skew in favour of 
+Gāyatrī mantra. (2) the fact that the poem does not have 
+the same meaning as Gāyatrī mantra could have skewed 
+the current results in-spite of this being a crossover study.
+It is also possible that the students did not understand 
+the meaning of Gāyatrī mantra at all, in this case, one 
+group would have chanted something they thought was 
+esoteric (Gāyatrī) but something they did not understand 
+and another group were chanting something simple but 
+something that they understood (poem in their regional 
+language). In this case too, results could skew in favour 
+of Gāyatrī mantra.
+In case the children understood the meaning of Gāyatrī 
+Mantra  it means that one group were chanting something 
+esoertic which they understood to be having a great 
+meaning and the other group were chanting something 
+simple i.e. not having great meaning. This could also 
+make results skew in favour of Gāyatrī mantra.
+Considering the above possibilities, it can be concluded 
+that the design of the experiment has created results that 
+are ambiguous.
+-Editorial Board
+>'RZQORDGHG IUHH IURP KWWSZZZDQFLHQWVFLHQFHRIOLIHRUJ RQ 0RQGD\ $XJXVW   ,3 @  __  &OLFN KHUH WR GRZQORDG IUHH $QGURLG DSSOLFDWLRQ IRU WKLV
+MRXUQDO

subfolder_0/Correlates and predictors of resilience among baccalaureate nursing students.txt

@@ -0,0 +1,571 @@
+Journal of Clinical and Diagnostic Research. 2017 Feb, Vol-11(2): JC05-JC08
+5
+DOI: 10.7860/JCDR/2017/24442.9352
+Original Article
+Introduction
+Nursing students experience enormous stress to meet the 
+professional demands [1]. Considerably, resilience is an essential 
+quality that equips them to meet this demand [2]. According to 
+the American Psychological Association, 2014, resilience can be 
+defined as, “the process of adapting well in the face of adversity, 
+trauma, tragedy, threats or even significant sources of stress 
+[3].” It was reported that nursing students experience moderate 
+to high level of perceived stress and this is negatively associated 
+with resilience [4]. Moreover, resilience plays an important role in 
+the retention of students in the academic program [5], and has a 
+positive correlation with their academic success [6]. This also helps 
+them to cope effectively with adversities in the clinical setting [7]. 
+However, resilience is considered as an innate personal resource 
+[8], this is dynamic in nature [9]. The growing body of literature 
+recognizes the importance of resilience in nursing profession [10].
+There is a significant positive correlation between resilience and 
+mindfulness among health care professionals [11]. Mindfulness 
+is being aware of the present moment to one’s own experiences 
+[12]. Being mindful helps to cope with stress [13], and resilience 
+is considered as a measure of stress coping ability. Thus, both 
+resilience and mindfulness play an important role in combating 
+stress. Consequently, stress causes detrimental effects and many 
+studies have reported stress factor increases the risk of anxiety 
+and depression. Especially female nursing students are at high 
+risk of anxiety and depression [14]. In this study, PTQ was used 
+to assess the level of dysfunctional RNT [15]. This is involved in 
+the maintenance of emotional disorders [16]. However, emotional 
+problems are related to increased levels of RNT either in the 
+form of rumination and/or worry. Specifically, rumination is the 
+key feature in the onset of depressive symptoms [17], whereas, 
+worry is subsequently related to anxiety [18]. Nursing students 
+have more stress and anxiety compared with other students [19]. 
+Indeed, students in nursing with high depressive rumination have 
+the pessimistic disposition and this is related to drop out from the 
+academic program [20].
+On the other hand, attempt is made in this paper to explore the 
+role of empathy and its correlation with resilience. As empathy is 
+an essential quality of a student nurse to provide quality health 
+care to patients. In this study, TEQ was used to measure the 
+affective empathy [21], this is an ability to imagine and understand 
+the patients experience and the feeling [22]. In line with the 
+professional requirement, several studies have reported higher 
+levels of empathy in nursing students than other undergraduate 
+students [23,24]. However, females are more empathetic than 
+male students [24].
+Considering the above evidence both mindfulness and resilience 
+aid in handling stress, stress increases the risk of rumination and/
+worry especially in females and they are more empathetic than 
+other healthcare students. Henceforth, we need to explore how 
+much they are related and able to predict resilience.
+MATERIALS AND METHODS
+This is a descriptive correlation study, designed with an aim to 
+identify the associated factors and predictors of the resilience 
+among nursing students. A priori computation of sample size with 
+r=-.24 as input, revealed 133 participants were required for the 
+study at an alpha value of 0.05 and with an actual power of 0.80 
+as computed using G*Power version 3.1.9.2. Data collection was 
+done from September 15 to February 16 and only those students 
+who were willing to participate in the study were recruited. Total 
+194 participants (from 1-4th year B.Sc Nursing) were recruited from 
+Government College of Nursing and NIMHANS College of Nursing 
+in Bangalore, India. This study was approved by the Institutional 
+Ethics Committee and informed consent was obtained from all the 
+participants.
+Socio-demographic sheet and the following instruments, FMI, CD-
+RISC, TEQ and PTQ were used to collect data from the students.
+Keywords: Empathy, Mindfulness, Nursing education, Repeated negative thinking
+Education Section
+Correlates and Predictors of 
+Resilience among Baccalaureate 
+Nursing Students
+ABSTRACT
+Introduction: A growing body of literature recognizes the 
+importance of resilience in the nursing profession. Both 
+mindfulness and resilience aid in handling stress, stress increases 
+the risk of rumination and/or worry especially in females and they 
+are more empathetic than other healthcare students.
+Aim: To identify correlates and predictors of the resilience 
+among nursing students.
+Materials and Methods: This is a descriptive correlation study 
+and we have recruited 194 participants (1-4th year B.Sc Nursing) 
+from Government College of Nursing and NIMHANS College of 
+Nursing in Bangalore, India. The following instruments were 
+used to collect the data, Freiburg Mindfulness Inventory (FMI), 
+Toronto Empathy Questionnaire (TEQ), Perseverative Thinking 
+Questionnaire (PTQ) and Connor–Davidson Resilience Scale 
+(CD-RISC). Data was analysed using Pearson’s correlation test 
+and multiple regression analysis.
+Results: Resilience is significantly correlated with mindfulness, 
+perseverative thinking and empathy in nursing students. Based 
+on regression analysis this model accounted for almost 33% of 
+variance in resilience. This result is of interest as mindfulness 
+alone explained 23% of the variance and unproductive Repeated 
+Negative Thinking (RNT) and RNT consuming mental capacity 
+predicted 8% and 2% respectively.
+Conclusion: These results support the importance of resilience 
+and mindfulness in nursing students. Hence, resilience and/or 
+mindfulness enhancing interventions should be inculcated in 
+nursing education.
+Monali Devaraj Mathad1, Balaram Pradhan2, Sasidharan K Rajesh3 
+Monali Devaraj Mathad et al., Correlates and Predictors of Resilience among Baccalaureate Nursing Students	
+www.jcdr.net
+Journal of Clinical and Diagnostic Research. 2017 Feb, Vol-11(2): JC05-JC08
+6
+The socio-demographic sheet included age, gender, education, 
+marital status and religion as reported by the participants.
+Freiburg Mindfulness Inventory: The FMI is a self-report 
+questionnaire to measure mindfulness. This consists of 14 items 
+and is a very sensitive scale to change. Each item has a 4-point 
+Likert rating from 1 (Rarely) to 4 (Almost always). The total score 
+will be between 14 to 56. A higher score corresponds to high 
+mindfulness. This scale is a valid and reliable instrument to measure 
+mindfulness reported Cronbach’s alpha is 0.86 [25].
+Connor–Davidson Resilience Scale: CD-RISC is a brief, self-
+report questionnaire to measure resilience. Ten items scale was 
+used in this study. Respondents answer each item on a scale 
+from 0 (not true at all) to 4 (true nearly all the time). The range of 
+total score is between 0 to 40. One who scores high has more 
+resilience. This scale has robust psychometric properties [26], 
+with Cronbach’s alpha=0.85 [27]. Reported Cronbach’s α =0.81 
+among Nigerian nursing students [28].
+Toronto Empathy Questionnaire: This is a brief, reliable, and 
+valid instrument to assess the affective components of empathy. 
+TEQ measures empathy primarily as an emotional process. There 
+are 16 items in this scale. Participants will rate each item on a 
+scale from 0 (never) to 4 (always). Individual responses are added 
+to give a total score, with the range of score between 0 to 64. 
+Higher scores indicate a high level of affective empathy. TEQ 
+was validated on college students and has sound psychometric 
+properties [21].
+Perseverative Thinking Questionnaire: The PTQ was developed 
+to assess dysfunctional forms of RNT which are involved in the 
+maintenance of emotional disorders. This consists of 15 items. 
+Participants were asked to answer using the 5 point Likert scale 
+from 0 (never) to 4 (almost always). The PTQ comprises of three core 
+characteristics of RNT (repetitiveness, intrusiveness, and difficulties 
+to disengage) and two associated features (unproductiveness of 
+RNT and RNT capturing mental capacity). This scale is a reliable 
+and valid instrument [15].
+Statistical Analysis
+Pearson’s correlation test was applied to evaluate the correlation 
+between variables. Prior to this missing value analysis was done. 
+Then the mean scores of empathy, repetitive negative thoughts 
+and mindfulness were subjected to multiple regression analysis to 
+predict resilience. Data analysis was done using SPSS 16.0.
+RESULTs
+Characteristics of the study group are reported in [Table/Fig-1]. 
+Students from all the four batch were included in the study. Majority 
+of the students were females, single and belong to Christian 
+religion. Results from the [Table/Fig-2] are evident that students 
+were moderately resilient, mindful and empathetic. However, 
+considerable amount of RNT was also reported. Moving ahead, 
+Pearson’s correlation test was run to determine the relationship 
+between resilience, mindfulness, perseverative thinking and 
+empathy among nursing students. The results obtained from the 
+correlation analysis are shown in [Table/Fig-3]. It is apparent from 
+this table that there is a significant correlation between resilience 
+and mindfulness, perseverative thinking and empathy in nursing 
+students. Particularly resilience is positively related to mindfulness 
+and empathy. Conversely, there is a negative correlation between 
+resilience and RNT subscales. 
+Finally, based on correlation results we applied multiple linear 
+regression analysis (stepwise method) in which resilience was 
+introduced as the dependent variable and all other variables as 
+an independent variable. Overall, this model accounted for almost 
+33% of the variance in resilience. This finding is of particular 
+interest as mindfulness alone explained 23% of the variance and 
+unproductive RNT and RNT consuming mental capacity predicted 
+8% and 2% respectively. The results of regression analysis are 
+presented in [Table/Fig-4].
+DISCUSSION
+The most obvious finding to emerge from the analysis was that 
+resilience is positively correlated with mindfulness and empathy. 
+This finding seems to be consistent with other research which also 
+found a significant correlation between resilience and mindfulness 
+[11]. According to a survey, older nursing students were more 
+empathetic and resilient [29]. On the other hand, resilience is 
+negatively associated with RNT, similar result was reported in a 
+study among anxiety and depressive patient’s [30]. As reported 
+above, both resilience and mindfulness are considered as a 
+Characteristics
+N (%)
+Gender
+Male
+11(6)
+Female
+183(94)
+Marital status
+Single
+193(99)
+Married
+1(1)
+Class/batch
+1st year B.Sc
+38(19.5)
+2nd year B.Sc
+42(21.5)
+3rd year B.Sc
+54(28)
+4th year B.Sc
+60(31)
+Religion
+Hindu
+67(35)
+Christian
+123(63)
+Muslim
+4(2)
+[Table/Fig-1]: Characteristics of the sample (N=194).
+Variable
+Mean±SD
+Range of total 
+score 
+Resilience
+26.31±6.28
+5-40
+Mindfulness
+37.83±6.07
+19-51
+Empathy
+41.39±6.55
+26-58
+Sub-scales of perseverative thinking scale
+Repeated Negative Thinking
+16.64±6.85
+3-35
+Unproductive repeated negative thinking
+4.83±2.56
+0-12
+RNT capturing mental capacity
+5.96±2.76
+0-12
+[Table/Fig-2]: Descriptive statistics of resilience, mindfulness, perseverative thinking 
+(subscales) and empathy.
+Age
+Resilience
+Mind-
+fulness
+Repeated 
+Negative 
+Thinking
+Unpro-
+ductive 
+repeated 
+negative 
+thinking
+Mental 
+capacity
+Empathy
+Age
+-
+Resilience
+-0.054
+-
+Mindfulness
+-0.063
+0.471**
+-
+Repeated 
+Negative 
+Thinking
+-0.077
+-0.203**
+-0.090
+-
+Unproductive 
+repeated 
+negative 
+thinking
+-0.003
+-0.329**
+-0.139
+0.643**
+-
+Mental 
+capacity
+-0.084
+-0.291**
+-0.134
+0.690**
+0.513**
+-
+Empathy
+-0.080
+0.226**
+0.116
+-0.097
+-0.210**
+-0.178*
+-
+[Table/Fig-3]: Correlates of resilience among nursing students.
+*p<0.05, **p<0.01
+Pearson’s correlation test
+www.jcdr.net	
+Monali Devaraj Mathad et al., Correlates and Predictors of Resilience among Baccalaureate Nursing Students
+Journal of Clinical and Diagnostic Research. 2017 Feb, Vol-11(2): JC05-JC08
+7
+ACKNOWLEDGEMENTS
+We would like to thank all the nursing students for their sincere 
+participation in our research study.
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+in nursing education: An integrative review. J Nurs Educ. 2015;54(8):438–44.
+	 Kemper KJ, Mo X, Khayat R. Are mindfulness and self-compassion associated 
+[11]
+with sleep and resilience in health professionals? J Altern Complement Med. 
+2015;21(8):496–503. 
+	 Brown KW, Ryan RM. The benefits of being present: Mindfulness and its role in 
+[12]
+psychological well-being. J Pers Soc Psychol. 2003;84(4):822–48. 
+	 Walker M, Mann RA. Exploration of mindfulness in relation to compassion, empathy 
+[13]
+and reflection within nursing education. Nurse Educ Today. 2016;40:188–90. 
+	 Uras C, Delle Poggi A, Rocco G, Tabolli S. Psychological wellbeing and risk 
+[14]
+of anxiety/depression in nursing students measured with the General Health 
+Questionnaire-12. Assist Inferm Ric. 2011;31(2):70–75. 
+	 Ehring T, Zetsche U, Weidacker K, Wahl K, Schönfeld S, Ehlers A. The perseverative 
+[15]
+thinking questionnaire (PTQ): validation of a content-independent measure of 
+repetitive negative thinking. J Behav Ther Exp Psychiatry. 2011;42(2):225–32. 
+	 Watkins ER. Constructive and unconstructive repetitive thought. Psychol Bull. 
+[16]
+2008;134(2):163–206. 
+	 Nolen-Hoeksema S, Wisco BE, Lyubomirsky S. Rethinking rumination. Perspect 
+[17]
+Psychol Sci. 2008;3(5):400–24. 
+	 Borkovec TD, Robinson E, Pruzinsky T, DePree JA. Preliminary exploration of 
+[18]
+worry: Some characteristics and processes. Behav Res Ther. 1983;21(1):09–
+16.
+	 Bartlett ML, Taylor H, Nelson JD. Comparison of mental health characteristics 
+[19]
+and stress between baccalaureate nursing students and non-nursing students. 
+J Nurs Educ. 2016;55(2):87–90. 
+	 Roso-Bas F, Pades Jiménez A, García-Buades E. Emotional variables, dropout 
+[20]
+and academic performance in Spanish nursing students. Nurse Educ Today. 
+2016;37:53–58. 
+	 Spreng RN, McKinnon MC, Mar RA, Levine B. The Toronto empathy 
+[21]
+Questionnaire: scale development and initial validation of a factor-analytic 
+solution to multiple empathy measures. J Pers Assess. 2009;91(1):62–71.
+	 Shamay-Tsoory SG. The neural bases for empathy. Neurosci. 2011;17(1):18–
+[22]
+24. 
+	 Penprase B, Oakley B, Ternes R, Driscoll D. Empathy as a determining factor for 
+[23]
+nursing career selection. J Nurs Educ. 2013;52(4):192–97. 
+	 Williams B, Brown T, McKenna L, Boyle MJ, Palermo C, Nestel D, et al. Empathy 
+[24]
+levels among health professional students: a cross-sectional study at two 
+universities in Australia. Adv Med Educ Pract. 2014;5:107–13. 
+	 Walach H, Buchheld N, Buttenmüller V, Kleinknecht N, Schmidt S. Measuring 
+[25]
+mindfulness-the Freiburg Mindfulness Inventory (FMI). Pers Individ Dif. 
+2006;40(8):1543–55. 
+	 Connor KM, Davidson JRT. Development of a new resilience scale: The Connor-
+[26]
+Davidson Resilience Scale (CD-RISC). Depress Anxiety. 2003;18(2):76–82. 
+	 Campbell-Sills L, Stein MB. Psychometric analysis and refinement of the 
+[27]
+connor–davidson resilience scale (CD-RISC): Validation of a 10-item measure of 
+resilience. J Trauma Stress. 2007;20(6):1019–28. 
+	 Aloba O, Olabisi O, Aloba T. The 10-Item Connor-Davidson Resilience Scale: 
+[28]
+factorial structure, reliability, validity, and correlates among student nurses in 
+southwestern Nigeria. J Am Psychiatr Nurses Assoc. 2016;22(1):43–51.
+	 Pitt V, Powis D, Levett-Jones T, Hunter S. Nursing students’ personal qualities: a 
+[29]
+descriptive study. Nurse Educ Today. 2014;34(9):1196–200. 
+	 Min J-A, Yu JJ, Lee C-U, Chae J-H. Cognitive emotion regulation strategies 
+[30]
+contributing to resilience in patients with depression and/or anxiety disorders. 
+Compr Psychiatry. 2013;54(8):1190–97. 
+	 Keye MD, Pidgeon AM. Investigation of the relationship between resilience, 
+[31]
+mindfulness, and academic self-efficacy. Open J Soc Sci. 2013;1(6):1–4. 
+measure of stress coping ability. This can be the reason behind 
+our result. 
+The main finding of this study was that, mindfulness alone predicted 
+23% of the variance in resilience. This result can be supported by 
+a study which reported mindfulness predicted 44% of variance in 
+resilience among university students [31]. Our results are in line 
+with other previous studies. Among health service professionals 
+higher levels of both resilience and mindfulness are significant 
+predictors of psychological distress and burnout [32]. Being mindful 
+and having an accepting attitude towards experience bestows 
+on psychological resilience, especially when exposed to trauma 
+[33]. So, it is essential to enhance personal resilience to cope with 
+demands of the profession [34]. Furthermore, unproductive RNT 
+explained 8% of variance and RNT consuming mental capacity 
+could predict only 2% of variance in resilience. However, less 
+rumination was also one among significant predictors of resilience 
+[30]. And there is no single demographic, personality or biological 
+factor that can predict or enhance resilience more than a small 
+degree [35].
+Our results partially support aim of the study, since, only mindfulness 
+and RNT could predict resilience but not empathy. Reason remains 
+unclear which needs to be explored in future research.
+These factors, active coping, cognitive flexibility, and social 
+support aid in the maintenance of resilience [36]. Specifically, 
+use of positive reappraisal and less rumination can predict high 
+resilience in patients with anxiety and depression [30]. Positive re-
+appraisal is the main factor in protecting against the ill-effects of 
+stress [37]. Substantially it plays a significant role in enhancing 
+resilience [38] and mindfulness plays a key role in positive re-
+appraisal [39]. Even though re-appraisal is essential in increasing 
+resilience other factors like personal, socio-environmental factors 
+also contribute to a great extent [40]. Reason for our result could 
+be explained based on the role of positive re-appraisal as a stress 
+coping strategy.
+LIMITATION
+The scope of this study is limited in terms of its design itself and 
+only self-reported questionnaires were used for data collection. 
+However, research should be undertaken using a large sample 
+size and other variables (both psychological and physiological 
+parameters) in relation to resilience. This has to be explored in 
+future research using controlled trials for practical application.
+CONCLUSION
+Taken together, these findings show resilience is significantly 
+related to mindfulness, empathy and RNT. Regression results 
+reveal mindfulness alone could predict 23% of the variance in 
+resilience. Overall, these outcomes support the importance of 
+resilience and mindfulness in nursing students. Resilience and/
+mindfulness enhancing program should be inculcated in nursing 
+education. 
+Unstandardized 
+Co-efficient
+Standardized 
+Co-efficient
+t
+p
+B
+Std. error
+Beta
+Mindfulness*
+0.495
+0.065
+0.483
+7.627
+<0.001
+Mindfulness 
+0.455
+0.062
+0.444
+7.320
+<0.001
+Unproductive RNT†
+-0.694
+0.147
+-0.286
+-4.711
+<0.001
+Mindfulness
+0.445
+0.062
+0.434
+7.222
+<0.001
+Unproductive RNT 
+-0.497
+0.168
+-0.205
+-2.959
+0.003
+Mental capacity‡
+-0.369
+0.158
+-0.162
+-2.344
+0.020
+[Table/Fig-4]: Multiple linear regression analysis (stepwise method) of predictors of 
+resilience.
+*r=.483 and r2=.233	
+†r=.560 and r2=.314	
+‡r=.577 and r2=.333
+Multiple linear regression analysis (stepwise method)
+Monali Devaraj Mathad et al., Correlates and Predictors of Resilience among Baccalaureate Nursing Students	
+www.jcdr.net
+Journal of Clinical and Diagnostic Research. 2017 Feb, Vol-11(2): JC05-JC08
+8
+	
+	
+PARTICULARS OF CONTRIBUTORS:
+1.	
+Research Scholar, Division of Yoga and Humanities, SVYASA University, Bangalore, Karnataka, India.
+2.	
+Assistant Professor, Division of Yoga and Humanities, SVYASA University, Bangalore, Karnataka, India.
+3.	
+Assistant Professor, Division of Yoga and Humanities, SVYASA University, Bangalore, Karnataka, India.
+NAME, ADDRESS, E-MAIL ID OF THE CORRESPONDING AUTHOR:
+Ms. Monali Devaraj Mathad,
+#19, Eknath Bhavan, Gavipuram Circle, Kempe Gowda Nagar, Bengaluru-560019, Karnataka, India.
+E-mail: [email protected]
+Financial OR OTHER COMPETING INTERESTS: None.
+Date of Submission: Sep 27, 2016
+Date of Peer Review: Oct 15, 2016
+ Date of Acceptance: Nov 17, 2016
+Date of Publishing: Feb 01, 2017
+	 Harker R, Pidgeon AM, Klaassen F, King S. Exploring resilience and mindfulness as 
+[32]
+preventative factors for psychological distress burnout and secondary traumatic 
+stress among human service professionals. Work. 2016;(Preprint):1–7.
+	 Thompson RW, Arnkoff DB, Glass CR. Conceptualizing mindfulness and 
+[33]
+acceptance as components of psychological resilience to trauma. Trauma 
+Violence Abuse. 2011;12(4):220–35.
+	 Jackson D, Firtko A, Edenborough M. Personal resilience as a strategy for 
+[34]
+surviving and thriving in the face of work place adversity: a literature review. J 
+Adv Nurs. 2007;60(1):1–9. 
+	 Southwick SM, Bonanno GA, Masten AS, Panter-Brick C, Yehuda R. Resilience 
+[35]
+definitions, theory, and challenges: interdisciplinary perspectives. Eur J 
+Psychotraumatol. 2014;5. 
+	 Genet JJ, Siemer M. Flexible control in processing affective and non-
+[36]
+affective material predicts individual differences in trait resilience. Cogn Emot. 
+2011;25(2):380–88. 
+	 Kalisch R, Müller MB, Tüscher O. A conceptual framework for the neurobiological 
+[37]
+study of resilience. Behav Brain Sci. 2015;38:e92.
+	 Quirin M, Kent M, Boksem MAS, Tops M. Integration of negative experiences: 
+[38]
+A neuropsychological framework for human resilience. Behav Brain Sci. 
+2015;38:e116. 
+	 Garland E, Gaylord S, Park J. The role of mindfulness in positive reappraisal. 
+[39]
+Explore (NY). 2009;5(1):37–44. 
+	 Southwick SM, Pietrzak RH, Charney DS, Krystal JH. Resilience: The role of 
+[40]
+accurate appraisal, thresholds, and socio-environmental factors. Behav Brain 
+Sci. 2015;38:e122.

subfolder_0/Development and initial standardization of Kashyapa Psychophysiological state inventory.txt

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+ 
+ 
+ 
+ 
+Research Article                                                     ISSN: 2320 5091                                                       Impact Factor: 5.344 
+ 
+DEVELOPMENT AND INITIAL STANDARDIZATION OF KASHYAPA  
+PSYCHOPHYSIOLOGICAL STATE INVENTORY 
+ 
+Devika Kaur1*, Alex Hankey2, Aarti Jagannathan3, H R Nagendra4  
+ 
+1 PhD scholar (Yoga), SVYASA University, Bangalore, Karnataka, India  
+2Distinguished Professor of Yoga and Physical Science, SVYASA University, Bangalore, Karnataka, India 
+3Assistant Professor NIMHANS, Bangalore, Karnataka, India 
+4PhD, Chancellor, SVYASA University, Bangalore, Karnataka, India  
+ 
+ 
+Email: [email protected] 
+  
+ABSTRACT 
+Among the fundamental concepts of Ayurveda, are the ‘three doshas’, systems concepts controlling major systems 
+functions at every level of organism organization. Ayurveda maintains that health corresponds to balance in dosha 
+functioning. Every organism has a natural state, where one or more doshas are in dominance.  Disease develops as 
+doshas depart from balance in successive stages. Determining the Prakriti, natural state of doshas, and their imbal-
+anced states, Vikriti, is central to diagnosis and treatment in Ayurveda. Here we present an inventory for adolescents 
+to assess states of Tridosha, which are neither exactly Prakriti, nor Vikriti. It aims to assess participants’ present 
+state of mind, interpreting that as states of tridosha, because doshas influence the mind, and, in turn, are reflected 
+in states of mind. The Inventory was developed as follows. Items from classical Ayurveda texts were selected to 
+assess appropriate properties of each dosha, in accordance with the above aim of the inventory. The first draft of 
+the inventory was sent to ten Ayurveda experts for a Delphi round of consultation. After reducing questions, the 
+final draft contained six items. The Inventory was then administered to 450 students aged 13-18 at the Vivekananda 
+Education Centre in Jayanagar, Bengaluru. Data analysis used SPSS-10.0. Analysis of consistency and reliability 
+found the following Cronbach’s alpha for each dosha: Vata 0.806; Pitta 0.825; Kapha 0.768. Correlations between 
+dosha pairs were: Vata / Pitta negative; Pitta / Kapha negative; Kapha / Vata negative. The small number of ques-
+tions precluded factor analysis; similarly, for Split-Half analysis of consistency. Comparison with the State Trait 
+Anxiety Inventory shows that criterion validity cannot be obtained either. Nor is Inter-rater reliability-consistency 
+appropriate for a self-report questionnaire. We suggest that, nevertheless, the Kashyapa Psychophysiological State 
+Inventory is consistent and reliable, and that it can assess mood-states.  
+ 
+Keywords: Inventory; Tridosha; Prakriti; Vata; Pitta; Kapha 
+ 
+ 
+ 
+INTERNATIONAL   
+AYURVEDIC  
+MEDICAL JOURNAL 
+Devika Kaur et al: Development And Initial Standardization Of Kashyapa Psychophysiological State Inventory 
+IAMJ: Volume 8, Issue 5, May - 2020 (www.iamj.in) 
+Page 3445 
+ 
+INTRODUCTION 
+India boasts many traditional health sciences that have 
+been found relevant to solving problems created by 
+modern civilization such as the plague of chronic dis-
+eases [1] that are now the scourges of our times. [2] 
+Among the traditional sciences, Ayurveda [3] and Yoga 
+[4] stand out as having extraordinarily profound and 
+well-developed knowledge to offer that can help solve 
+the problem [5,6], improving both health [7,8] and the 
+quality of life. [9,10] Their evidence basis makes them 
+leading practices in the Indian government’s Depart-
+ment of AYUSH (http://ayush.gov.in). [11] Yoga in par-
+ticular has been adopted for spreading its benefits to 
+other countries in the world via the International Day 
+of 
+Yoga 
+(http://yoga.ayush.gov.in/ 
+See 
+also 
+https://peacekeeping.un.org/en/Indian-peacekeepers-
+organize-group-yoga-session.)  
+Ayurveda, India’s traditional Vedic system of medi-
+cine, dating back some 5,000 years or more [12], is of 
+importance to treating otherwise incurable non-com-
+municable diseases (NCDs). So much so, that its wide 
+adoption is being promoted internationally. To enable 
+other countries to adopt Ayurveda and reap its benefits, 
+its fundamental concepts, Ayurveda Padartha Vigyana, 
+need placing on well-established scientific basis[13], by 
+explaining how they fit into modern concepts of biol-
+ogy, such as Systems Biology[14] and Complexity Biol-
+ogy. [15] This paper reports the development of an in-
+ventory aiming to assess states of Tridosha in the phys-
+iology and associated psychological states in adoles-
+cents as understood by Ayurveda.  
+Among the fundamental concepts of Ayurveda are the 
+‘three doshas’[3,14], systems concepts controlling major 
+systems functions[14] at every level of organization of 
+any organism. More precisely SushruthaSamhita de-
+fines: Vata is movement, Pitta gives warmth, Kapha 
+provides binding. [16] Ayurveda maintains that health 
+corresponds to balance in the functioning of doshas. [17] 
+The natural state is known as the ‘Prakriti’: either one 
+or more doshas are in dominance, or more rarely all 
+three are in balance. [17] Disease develops as doshas de-
+part from their natural state of balance. [18] Determining 
+the state of doshas, the Prakriti, and details of their 
+imbalanced states, Vikriti (also known as Dosha 
+Avastha [19], is central to diagnosis and treatment in 
+Ayurveda.  
+In Ayurveda, Vikriti[20] may be defined as imbalances 
+leading to pathology, primarily of doshas, systems con-
+trol functions, but also of tissues, Dhatu Dushya, and 
+waste products, Malas. Imbalances develop in six suc-
+cessive stages known as Shadkriyakala. [21] Here we 
+present an inventory designed to assess states of 
+Doshas in adolescents. The inventory adopts a unique 
+approach: it is not directly concerned with states of the 
+physiology. Rather, it is designed to identify states of 
+situational variations in emotions, which can then con-
+vey the state of Tridosha.  
+The reasoning behind this can be traced to medical 
+statements in Yoga Vasishtha. [22] Yoga medicine [23] 
+regards fluctuations of mind as the cause, ‘Adhi’, of dis-
+ease, ‘Vyadhi’. Each ‘Adhi’ thus has a corresponding 
+dosha imbalance. By determining fluctuations in a per-
+son’s mental state, their ‘Adhis’, inferences can be 
+made about their dosha imbalances, ‘Vyadhis’. Such 
+fluctuations, though temporary, can have long-lasting 
+implications. Yoga medicine translates this idea into 
+the language of the Panchakoshas. [24] Mental fluctua-
+tions in Manomayakosha lead to imbalances in the 
+body of subtle energy, the Pranamayakosha, and thus 
+to susceptibility to disease in the physical body, the An-
+namayakosha[22,23], i.e. imbalances in doshas. This in-
+ventory’s aim is to assess participants’ current mental 
+state, which is interpreted using the above reasoning, in 
+terms of states of the three doshas.  
+Previous studies have developed various kinds of ques-
+tionnaire for measurement of Prakriti and Vikriti. 
+Among the first, was one developed at CDAC, the fa-
+mous computing laboratory at University of Pune. 
+(https://www.cdac.in/index.aspx?id=hi_dss_pra-
+kriti_vichaya) That included hundreds of questions to 
+be answered on computer. Though comprehensive, it 
+was found too unwieldy to be of practical value to 
+G.P.’s and Ayurvedic doctors, Vaidyas. Others were 
+conceived. [25] One such inventory to measure Prakriti, 
+the Sushrutha Prakriti Inventory (SPI), was developed 
+by Ramakrishna [26]. But Prakriti is inclusive of 
+Devika Kaur et al: Development And Initial Standardization Of Kashyapa Psychophysiological State Inventory 
+IAMJ: Volume 8, Issue 5, May - 2020 (www.iamj.in) 
+Page 3446 
+ 
+physical, physiological, psychological, intellectual and 
+spiritual characteristics. Using this kind of understand-
+ing, Shilpa developed a similar inventory[27] to assess 
+psychological aspects associated with a person’s Pra-
+kriti. Patil has developed a questionnaire to assess Pra-
+kriti in children aged 6-12 years [28], younger than those 
+aimed for in this study. Since adolescents require a dif-
+ferent approach, this new questionnaire was formu-
+lated.   
+Since pediatrics in Ayurveda is comprehensively de-
+scribed in Kashyapa Samhita [29], the name proposed for 
+the questionnaire described here is Kashyapa Psycho-
+physiological State Inventory, KPSI. The 20 items ini-
+tially comprising the inventory were reduced to six dur-
+ing development as described in the next two sections. 
+The KPSI is designed to assess states of a person’s 
+Tridosha.  
+Study Rationale: Previous attempts to determine Pra-
+kriti of patients have focused on adults, and developed 
+questionnaires for them. However, questions in such 
+questionnaires may not be appropriate for non-adults. 
+In recognition of this, Suchitra Patil developed a ques-
+tionnaire for children aged 6-12. [28] But the questions 
+in that questionnaire may not be ideal for adolescents. 
+This study therefore developed a questionnaire specifi-
+cally for that age group.  
+What is here being attempted is analogous to the highly 
+respected State-Trait Anxiety Test, STAI. Anxiety 
+states can, when extreme, develop into Anxiety Neuro-
+sis, causing a person to score highly on the Subscale of 
+the Big Five Personality Inventory known as Emotion-
+ality, originally called ‘Neuroticism’. That name, being 
+potentially pejorative, was changed. Here, by measur-
+ing fluctuating states in the psychology, we identify po-
+tential fluctuations in the physiology characterizing 
+particular states of Tridosha. Such states obviously ex-
+ist, if only as responses to biorhythms, diurnal, men-
+strual, seasonal, and annual biorhythms etc., all of 
+which are recognized by Ayurveda. In fact, failure to 
+take such fluctuating states into account is recognized 
+by Ayurveda to lead to disease states at times of change 
+[30], Ayurveda intrinsically recognizes their relevance to 
+health care and wellbeing.  
+ 
+2. METHODS  
+2.1 The study was conducted at the Vivekananda Edu-
+cation Centre, and M.E.S. College, Bangalore. Its aim 
+was to yield a descriptive analysis the state of subjects’ 
+doshas. As background, the properties of Vata, Pitta 
+and Kapha imbalances were studied in Ayurveda’s 
+main texts, CharakaSamhita [31], SushruthaSamhita [32], 
+and Vagbhata’s Ashtanga Hridaya [33] and Ashtanga 
+Sangraha[34], and the Madhavanidhana[35]; Sha-
+rangadhara Samhita [36]; Yogaratnakara[37], and Harita 
+Samhita. [38] All kinds of lakshanas, symptoms, were 
+listed, with repetitions omitted. Twenty items seeming 
+most apposite were selected from the list, and carefully 
+translated into English (this will be discussed in detail 
+in later work).  
+The list was then sent for refining to a set of five mod-
+ern psychologists (Table1a), and ten Ayurveda experts 
+Table1. The Ayurveda experts all had MDs and post 
+graduate degrees in Kayachikitsa, MoolaSiddhanta, or 
+Kaumaramrtya depts. with over a decade of teaching 
+and research experience. Experts’ opinions resulted in 
+elimination of 14 items, reducing the list to six items 
+supported by all. It was agreed that only having two 
+items for each dosha would appropriately simplify the 
+scale and make it more similar to a psychological scale. 
+The six items fell in three pairs, each pair for one dosha: 
+1 & 2 for Vata, 3 & 4 for Pitta, 5 & 6 for Kapha. (Table 
+2) 
+As shown, each item has a five-point Likert Scale, with 
+values indicating degree of agreement:  
+1. Not at all; 2. A little; 3. Moderately; 4. Mostly; and 
+5. Completely. 
+The right-hand column labeled ‘Dosha Clarification’ is 
+not part of the Inventory. It is included to make the con-
+cern of each question clear to the reader.  The inventory 
+was first tested for comprehensibility in a Pilot Study. 
+Fifty adolescent students took the test and gave feed-
+back on ease of understanding so that quantitative dif-
+ficulty of items (answerability) could be assessed.  
+They found no difficulty. The scale with the Item va-
+lidity is seen in Table2. 
+Study Participants: Selected by purposive sampling, 
+participants were residents of Jayanagar 4th Block in 
+South Bangalore or Maleshwaram 13th Cross area in 
+Devika Kaur et al: Development And Initial Standardization Of Kashyapa Psychophysiological State Inventory 
+IAMJ: Volume 8, Issue 5, May - 2020 (www.iamj.in) 
+Page 3447 
+ 
+North-West Bangalore. Those in Jayanagar were 7th-
+10th grade students at Vivekananda Education Centre; 
+those in Maleshwaram students were 11th& 12th grades, 
+studying at M.E.S. Pre-University College. See Table 
+4. 
+Inclusion Criteria: both genders; aged 13 to 18 years 
+old; either residents of Jayanagar or residents of 
+Maleshwaram; healthy.  
+Exclusion Criteria (by Teachers’ opinion): mentally 
+or physically challenged. Not understanding English.  
+Data Acquisition: After consent from school / college 
+management and parents had been obtained, the inven-
+tory was administered to the 485 adolescents at the ed-
+ucational institutions named above, in July, 2014 in Ja-
+yanagar, and July-August, 2014, for Maleshwaram.  
+Data Analysis: Used the IBM Statistical Package for 
+Social Sciences, SPSS, version 10.  
+Content Validity: had been performed through the ex-
+pert consultation described above.  
+RESULTS  
+Demographic data of the two groups is presented in Ta-
+ble 4.  
+When the inventory questions in Table 3 were marked, 
+35 were found to have problems, such as not answering 
+one of the six questions, or circling two possible re-
+sponses.   
+Reliability statistics with these problems allowed for 
+are presented in Table 5. Cronbach’s Alpha for Vata-
+Dosha, was 0.806; for Pitta Dosha, it was 0.825; and 
+for KaphaDosha, 0.768.  
+Mutual Correlations are presented in Table 6. Results 
+for all dosha pairs were negatively correlated, signifi-
+cant at the p < 0.01 level (2-tailed).  
+ 
+DISCUSSION  
+The Questionnaire presented here is new in two ways: 
+it is the first for the age-group concerned; second, it is 
+the first to try and simplify the measurement of 
+Tridosha, by making use of Ayurveda’s stated connec-
+tions between mind and body.  It thus assumes that 
+dosha states influence the mind, so that physiological 
+states are reflected in the state of mind. But, precisely 
+speaking, what the mind reflects is neither Prakriti, nor 
+Vikriti. In order to assess Prakriti, the original state of 
+Tridosha in health, many questions are needed: on 
+physical, physiological, and mental levels, as in the 
+Trait paper (e.g. 84 questions). In contrast, Vikriti is a 
+different, pathological concept, allowing diagnosis of 
+disease conditions by assessing each dosha’s Vriddhi, 
+Kshaya, and Sthana, etc., i.e. its progressive imbalance 
+within the stages structuring Shadkriyakala. In this pa-
+per, the inventory aims to assess the present ‘State of 
+each Dosha’, in a sense that is neither exactly its Pra-
+kriti, nor its Vikriti.  
+Cronbach’s alpha analysis of the test, Table 5, found 
+the Kashyapa Psychophysiological State Inventory 
+(KPSI) both consistent and reliable. As regards content 
+validity, the consultations with Ayurveda experts and 
+psychologists established that the questions are appro-
+priate.  
+Table 3 shows that all items in the KPSI describe emo-
+tional states or tendencies. These had been selected as 
+psychological characteristics of Dosha states in the 
+physiology, a unique approach to measuring Doshas, a 
+physiological concept, which had not been tried previ-
+ously. Rather than being directly concerned with states 
+of the physiology, the KPSI approach uses the fact that 
+any Ayurvedic imbalance in the physiology tends to be 
+associated with a related psychological imbalance on 
+the mental plane. Thus, by assessing a person’s state, 
+the KPSI obtains indications of which Doshas have 
+moved out of balance. It thus infers the state of a per-
+son’s physiological balance or imbalance from their 
+self-perceived state of psychological imbalance.  
+The whole point of this inventory is to assess the par-
+ticipant’s current state of mind and interpret that state 
+in terms of states of each dosha, on the assumption that 
+those dosha states influence the mind and are reflected 
+in the state of mind. But what the mind reflects is nei-
+ther exactly Prakriti, nor Vikriti. In order to assess Pra-
+kriti, the original state of Tridosha in health, many 
+questions are needed: on physical, physiological, and 
+mental levels, as in the Trait paper (e.g. 84 questions). 
+In contrast, Vikriti is a different, pathological concept, 
+allowing diagnosis of disease conditions by assessing 
+each Dosha’s Vriddhi, Kshaya, and Sthana, etc., i.e. its 
+progressive imbalance within the stages structuring 
+Shadkriyakala. In this paper, we attempt to assess the 
+Devika Kaur et al: Development And Initial Standardization Of Kashyapa Psychophysiological State Inventory 
+IAMJ: Volume 8, Issue 5, May - 2020 (www.iamj.in) 
+Page 3448 
+ 
+present ‘state of each dosha’, in a sense that is neither 
+exactly its Prakriti, nor its Vikriti. 
+However, the personality characteristics of an individ-
+ual are not measured by this instrument. It makes no 
+assessment of the Big Five. It only measures mood 
+states in given situations. Also, the six items selected 
+by the experts are mutually exclusive.  
+Although this paper describes the assessment of 
+Cronbach’s α (alpha), test-retest reliability has yet to be 
+performed. That will be reported at a later date.  
+Strengths: The KPSI is the first Ayurveda inventory to 
+assess mood states. Its Cronbach’s alpha values were 
+good, above 0.7, indicating good internal consistency. 
+Also, its ability to assess a person’s Dosha Vikriti can 
+help a patient’s physician to combat such states of im-
+balance. The KPSI should help diagnosis in adolescent 
+patients suffering from physical or mental problems, 
+e.g. surgical etc. Shilpa and Murthy’s related test [27] 
+has even been used to assess clinical anxiety. The in-
+ventory can also be used for research, e.g. physicians 
+and researchers can administer the inventory to assess 
+the immediate effect of yoga or other interventions on 
+a subject’s state of mind.  
+Weaknesses: The idea behind this research program 
+lies in S-VYASA’s use of the Panchakosha model of 
+disease generation, i.e. that problems in the emotional 
+body, the manomaya kosha cause problems in the 
+pranamaya kosha, and then in the physical body or an-
+namaya kosh. While this seems a sufficient basis for 
+administering Yoga therapy programs, it does not en-
+compass every element of Ayurveda’s Shadkriyakala, 
+which therefore means that the inventory cannot be 
+used for a full physiological assessment of a patient’s 
+dosha imbalances. Also, Test-Retest Reliability was 
+not performed and should be done at the earliest oppor-
+tunity.  
+Future Research: Developing a scale specific to the 
+adolescent age-group was because agitation, unsteadi-
+ness, etc. are seen in initial stages of adolescence onset. 
+The inventory could also be used for young adults, but 
+only after validating it on such an adult sample. The 
+scale’s usefulness to practicing Ayurveda physicians 
+should also be tested. Its accuracy in diagnosing Pra-
+kriti should be compared with other modes of 
+assessment, notably NadiVigyanaYantra, which is used 
+accurately and reliably by many of India’s top experts 
+in the field. Also, as stated above, the scale’s test-retest 
+reliability must be assessed. Criterion Validity on the 
+other hand, suffers from the same weakness as for 
+STAI: it is very difficult to establish for self-assessment 
+tests of any kind, simply because those being assessed 
+are asked questions about themselves. Finally, this re-
+search has the potential to be developed into a study of 
+disease susceptibility and strategies of prevention in the 
+age group concerned. 
+ 
+CONCLUSION 
+The Kashyapa Psychophysiological State Inventory, 
+KPSI, is designed to assess the state of the three doshas 
+in adolescents. It has been shown to be a consistent in-
+strument for identification of an individual’s Dosha-
+Prakriti and changes in mood-state imbalances.  
+ 
+ACKNOWLEDGEMENTS  
+The authors would like to acknowledge Dr. Kishore 
+Kumar from NIMHANS, and the ten Ayurveda experts 
+from Government Ayurveda Medical College, Benga-
+luru; also the five psychologists and the Principal at the 
+Vivekananda Education Centre, Jayanagar, and M.E.S. 
+P.U. College, Maleshwaram, for their valuable advice, 
+and kind cooperation in the study.  
+Statement of Ethics: Ethical Approval was obtained 
+through the S-VYASA University Vice-Chancellor’s 
+Office.  
+Disclosure Statement: No author has a conflict of inter-
+est to declare. All have significantly contributed to this 
+study, and its report, as stated in the Submission Docu-
+ment.  
+ 
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+IAMJ: Volume 8, Issue 5, May - 2020 (www.iamj.in) 
+Page 3450 
+ 
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+Krishnadas Academy, Varanasi, U.P.  
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+nasi, U.P. 
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+Prakaranam Hindi commentary, Fifth edition: Versa1,2, 
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+nasi, U.P.   
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+vyakhya: first edition: Chapter5, verse 50- 67, Page:36, 
+Chaukhambha Krishnadas Academy, Varanasi.  
+ 
+State Paper Tables: 
+ 
+ 
+ 
+Table 2: Kashyapa Psychophysiological State Inventory  
+ 
+Number 
+Questions 
+Ratings 
+Item Validity 
+1. 
+I am Perceptive 
+a.   Not at all           b. A little 
+c.   Moderately       d. Mostly 
+e.   Completely  
+0.6 VATA 
+2. 
+I am Unsteady 
+a. 
+Not at all        b. A little 
+c. 
+Moderately     d. Mostly 
+e.   Completely 
+0.5 VATA 
+3. 
+I am Energetic 
+a.    Not at all           b. A little 
+c.    Moderately        d. Mostly 
+0.7 PITTA   
+ 
+Table 1: Experts’ Final Content Validity 
+Expert 
+No. of Items Approved 
+01 
+06 
+02 
+06 
+03 
+06 
+04 
+06 
+05 
+06 
+06 
+06 
+07 
+06 
+08 
+06 
+09 
+06 
+10 
+06 
+Table 1a: Experts’ Final Content Validity Psychologists 
+Expert 
+No. of Items Approved 
+01 
+06 
+02 
+06 
+03 
+06 
+04 
+06 
+05 
+06 
+Devika Kaur et al: Development And Initial Standardization Of Kashyapa Psychophysiological State Inventory 
+IAMJ: Volume 8, Issue 5, May - 2020 (www.iamj.in) 
+Page 3451 
+ 
+e.   Completely 
+4. 
+I am Agitated 
+a.    Not at all           b. A little 
+c.    Moderately       d. Mostly 
+e.    Completely 
+0.5 PITTA  
+5. 
+I am Calm 
+a.    Not at all           b. A little 
+c.    Moderately       d. Mostly 
+e.   Completely 
+0.6 KAPHA 
+6. 
+I feel Lethargic 
+a.    Not at all           b. A little 
+c.    Moderately       d. Mostly 
+e.    Completely 
+0.5 KAPHA 
+ 
+Table 3: Kashyapa Psychophysiological State Inventory  
+Number 
+Questions 
+Ratings 
+1. 
+I am Perceptive 
+a.   Not at all          b. A little 
+c.   Moderately      d. Mostly 
+e.   Completely  
+2. 
+I am Unsteady 
+a. 
+Not at all      b. A little   
+b. Moderately  d. Mostly 
+e.    Completely 
+3. 
+I am Energetic 
+a.    Not at all          b. A little 
+c.    Moderately      d. Mostly 
+e.   Completely 
+4. 
+I am Agitated 
+a.    Not at all          b. A little 
+c.    Moderately      d. Mostly 
+e.    Completely 
+5. 
+I am Calm 
+a.    Not at all          b. A little 
+c.    Moderately      d. Mostly 
+e.   Completely 
+6. 
+I feel Lethargic 
+a.    Not at all          b. A little 
+c.    Moderately      d. Mostly 
+e.   Completely 
+ 
+ 
+ 
+ 
+ 
+Table 4: Demographic Data 
+Gender  
+Number 
+Mean Age 
+St. Dev 
+Jayanagar Group 
+Boys 
+52 
+13.81 
+0.69 
+Girls 
+37 
+14.22 
+0.79 
+Maleshwaram Group 
+Boys 
+195 
+16.87 
+0.56 
+Girls 
+166 
+16.96 
+0.45 
+Both Groups Together 
+Boys 
+247 
+16.23 
+1.38 
+Girls 
+203 
+16.46 
+1.18 
+Devika Kaur et al: Development And Initial Standardization Of Kashyapa Psychophysiological State Inventory 
+IAMJ: Volume 8, Issue 5, May - 2020 (www.iamj.in) 
+Page 3452 
+ 
+Table 5: Reliability Statistics 
+Dosha 
+No. of Items 
+Cronbach’s Alpha 
+Vata 
+02 
+0.806 
+Pitta 
+02 
+0.825 
+Kapha 
+02 
+0.768 
+ 
+Scale: The Content Validity among the ten Ayurveda 
+experts who served as judges agreed upon the number 
+of items after discussion and refinement.  The Psy-
+chologist agreed on the item and advised on the format 
+of the scale and the scorings. A 5-point rating (a. Not 
+at all, b. A little, c. Moderately, d. Mostly, e. Com-
+pletely) was selected on their advice. 
+The Kashyapa State Personality Inventory is Consistent 
+and Reliable with Cronbach’s Alpha of Vata being 
+(0.806), Pitta (0.825), Kapha (0.768) (Table-03) 0.7, 
+since the Cronbach’s alpha values are above 0.7, the 
+scale has a very good Internal consistency. Correlation 
+between Vataja, Pittaja and Kaphaja was negative 
+which is suggesting of the discriminative validity. The 
+Split- half and the factor analysis cannot be done 
+because of a smaller number of questions. When com-
+pared with STAI questionnaire, it won’t be a criterion 
+validity. Inter-rater cannot be done because it is self-
+reporting. Further, this is the first attempt to develop a 
+scale to assess the mood states, according to Ayurveda 
+in adolescents. It helps to predict the dosha – Avastha 
+in an individual, in order to combat that particular state 
+for e.g.: Anger which can be situational, seasonal or 
+temperamental. It can be used by the clinicians in clin-
+ical settings. It is also helpful to diagnose clinical anx-
+iety in surgical and other medical patients as well as in 
+mental health patients. This inventory can be used in 
+research projects. Also, the Test- Re-test is not done. It 
+doesn’t predict the personality in an individual, instead 
+it measures only the mood state in a given condition. 
+ 
+Table 6: Cross Correlation Matrix for N = 450 Subjects 
+DOSHA 
+Vata 
+Pitta 
+Kapha 
+Vata       Pearson Correlation 
+Signif (2-tailed)   
+1.000 
+N/A 
+-0.562** 
+.000 
+-0.129** 
+.006 
+Pitta       Pearson Correlation 
+Signif (2-tailed)   
+-0.562** 
+.000 
+1.000 
+N/A 
+-0.654** 
+.000 
+Kapha    Pearson Correlation 
+Signif (2-tailed) 
+-0.129** 
+0.006 
+-0.654** 
+0.000 
+1.000 
+N/A 
+** All Correlations significant at least at the 0.01 level (2-tailed) 
+ 
+Source of Support: Nil 
+Conflict of Interest: None Declared 
+ 
+ 
+How to cite this URL: Devika Kaur et al: Development And Initial Standardization Of Kashyapa Psychophysiological State Inventory. 
+International 
+Ayurvedic 
+Medical 
+Journal 
+{online} 
+2020 
+{cited 
+May, 
+2020} 
+Available 
+from: 
+http://www.iamj.in/posts/images/upload/3444_3452.pdf 

subfolder_0/Development and validation of Yoga Module for Anger Management in adolescents conv.txt

@@ -0,0 +1,521 @@
+Complementary Therapies in Medicine 61 (2021) 102772
+
+Contents lists available at ScienceDirect
+
+Complementary Therapies in Medicine
+
+journal homepage: www.elsevier.com/locate/ctim
+
+
+
+Development and validation of Yoga Module for Anger Management in adolescents
+
+Alaka Mani TLa,*, Omkar SNb,1, Manoj K. Sharmac, Astha Chouksed, Nagendra HRe,2
+
+a Yoga and Counselling Professional, Life Skills Trainer, Life-Style Couch, Adolescent Health Couch, India b Dept of Aerospace Eng., Indian Institute of Science, Bangalore, India
+c Dept of Clinical Psychology, National Institute of Mental Health and Neuro Sciences, India d Yoga Professional, India
+e Founder and Chancellor of a World Renowned Yoga University, India
+
+
+
+A  R  T  I  C  L  E   I  N  F  O
+
+Keywords: Yoga Module
+Anger management Adolescent
+School
+
+A  B  S  T  R  A  C  T
+
+Background: Development of anger management programs and in particular, yoga module for anger management has  not  been  well  researched.  Being  a  complex  emotion,  anger  poses  serious  challenges  in  developing  a comprehensive anger management program. While various theories of anger are dealt in modern psychology, several anger management techniques are set forth in Indian traditional texts. Yoga, which is considered as a holistic and integrated approach is explored in this study to develop and validate a school-based yoga program for anger management in adolescence.
+Materials and methods: Integrated Approach to Yoga Therapy (IAYT) principles and literary review formed the basis  for  deriving  the  concepts  of  anger  management.  The  methodology  includes  construction  of  the  yoga module, validation of the module by 22 experts followed by a pilot non-randomised control study (n-50) to assess feasibility and initial effectiveness. Content Validity Ratio (CVR) and paired t-test were employed to analyse the experts’ rating and pilot-study data respectively.
+Results: Emergence of IAYT based yoga program for anger management. Based on CVR ratio, 16 out of 18 yogic techniques qualified for the final module. The pilot study revealed viability of the module and its recognition as an anger management program. Significant reduction of anger scores in yoga group substantiates initial effec-tiveness of the module.
+Conclusion: The developed and validated yoga module for anger management is recognised as a well-accepted and effective yoga program for anger management in adolescents.
+
+
+
+
+1.  Introduction
+
+Anger and its manifestations among adolescents have drawn global
+concern.  Anger  is  a  difficult  construct  to  understand,  assess  and  to conceive coping strategies.1,2  Furthermore, anger issues and conduct disorders among adolescents and youth are on rise in India.3
+Anger  is  marked  by  a  profound  chemical  and  electrical  activity
+simultaneously occurring at the hypothalamic-pituitary-adrenal (HPA) axis.4 Arousal of anger is marked by release of noradrenaline (nor-epi-
+nephrine)  hormone  that  results  in  a  sudden  surge  of  energy  and increased   sympathetic   activity.   Anger   arousal   is   counteracted   by
+
+activation  of  parasympathetic  activity  with  release  of  acetylcholine neurotransmitter.5
+Considering the adverse effects and the long-term consequences of anger, researchers and clinicians have prescribed a variety of interven-tion programs for anger management. Cognitive-behavioural and skills-
+based approaches are widely studied and empirically validated treat-ments for anger in adolescents.2,6 Recent years have witnessed the use of
+mindfulness, yoga, and other healing techniques to manage emotional dyscontrol or affective states.7–9  School-based yoga programs that has
+gathered special interest among researchers, promote healthy behav-iours at societal level by focusing on prevention of negative patterns
+
+
+
+*  Corresponding author.
+E-mail addresses: [email protected] (A.M. TL), [email protected] (O. SN), [email protected] (M.K. Sharma), [email protected] (A. Choukse), [email protected] (N. HR).
+1   www.yogaomkar.com. 2   www.svyasa.org.
+
+https://doi.org/10.1016/j.ctim.2021.102772
+Received 3 September 2020; Received in revised form 20 August 2021; Accepted 25 August 2021 Available online 8 September 2021
+0965-2299/©    2021    The    Authors.	Published    by    Elsevier    Ltd.	This    is    an    open    access    article    under    the    CC    BY-NC-ND    license
+(http://creativecommons.org/licenses/by-nc-nd/4.0/).
+A.M. TL et al.
+
+during adolescent transition.10–14
+Yoga is an umbrella term used for any physical, psychological and spiritual activity that originated from ancient texts to enhance quality of life. Yoga is broadly classified as Bhakti Yoga (Yoga of devotion), Jnana
+Yoga (Yoga of knowledge), Raja Yoga (Yoga of mental mastery) and Karma Yoga (Yoga of action).15  Among these, Raja Yoga or Patanjali
+Yoga is more popular and researched. This form of yoga comprises of 8 limbs called Yama (social conducts), Niyama (individual adherences), Asana (postures), Pranayama (breathing techniques), Pratyahara (con-trol of senses), Dharana (focusing), Dhyana (meditation) and Samadhi (contemplation). Adherence to first two limbs (Yama and Niyama) is essential to tread the path of yogic way of life. Yama comprises of five essential social conducts called ahimsa (non-violence), satya (truthful-ness), asteya (non-stealing), brahmacharya (living in moderation) and aparigraha (non-possessiveness). Niyama also comprises of five essential qualities such as shoucha (purity), santosha (contentment), tapas (aus-terity), swadhyaya (self-awareness) and Iswara pranidhana (let go of ego). Both Yama and Niyama play a vital role in establishing self-control of emotions and judicial use of intellect.
+The tenets of yoga emphasise on establishing harmony between the physical body, breath and mind.16,17 In yogic parlance, human existence
+is  an  amalgamation  of  five  sheaths  described  as  the  physical  body, breath, emotions, intellect, and blissfulness. This theory of human ex-istence is called pancha-kosha model and is explained in detail in the ancient text called Taittiriya Upanishad. The Brahmananda Valli and Brugu  Valli  sections  of  this  text,  also  define  human  existence  as  a composition  of  5  koshas  (sheaths)  called  Annamaya  kosha  (gross sheath),    Pranamaya    kosha    (energy    sheath),    Manomaya    kosha
+(emotional sheath), Vijnanamaya kosha (intellectual sheath) & Anan-damaya kosha (bliss sheath).18
+Holistic and integrated approach is to consider suitable yogic prac-tices from different forms of yoga to establish health and wellbeing at all the five sheaths. This approach is also well correlated with the definition of health declared by World Health Organisation (WHO). According to WHO, health is the state of complete wellbeing at physical, psycholog-ical, social and spiritual domains and not merely the absence of disease and infirmity.
+Considering the vastness of the Yogic science, experts have derived a comprehensive approach called Integrated Approach to Yoga Therapy (IAYT) or Integrated Yoga Module (IYM). Anchored in the concept of pancha-kosha, IYM is a prescription of yogic techniques derived from all major forms of yoga, to address specific health conditions. A study based
+on qualitative evidence, decoded IAYT module to prescribe a framework of yogic practices for different koshas as detailed below.19,20
+
+1) Annamaya Kosha – Asanas (Yogic Postures), Loosening Exercises, Kriyas (cleansing techniques) and Yogic Diet predominantly work on Annamaya Kosha. A stable and comfortable asana engages musculo-skeletal system in a systematic way. Asanas also provide stimulation and  deep  relaxation  to  internal  organs  by  thoroughly  massaging them. Sage Patanjali states that the mind becomes tranquilled and expanded in a natural effortless way by practicing Asanas. He further claims that the dualities of the mind cease to exist by practicing Asanas. Loosening exercises strengthens the muscles, reduces joint stiffness and increases physical stamina. Kriyas have many hidden benefits in addition to purifying the body. Balanced diet helps to maintain internal harmony in the body and mind.
+2) Pranamaya Kosha – Breathing exercises increases bodily awareness, corrects breathing pattern, clears the lungs and increases lung ca-pacity.  Pranayamas  help  to  slow  down  breath  rate  and  restore autonomic balance thereby calming the mind. It promotes free flow of  energy  in  the  body  thereby  makes  the  mind  ready  for  higher practices.
+3) Manomaya  Kosha  –  Meditations,  Devotional  Sessions  and  Bhakti Yoga   engage   the   mind   to   promote   emotional   regulation   and emotional culture.
+
+
+Complementary Therapies in Medicine 61 (2021) 102772
+
+4) Vijnanamaya Kosha – Lectures, Counselling, Satsang (company of good people) and Jnana Yoga (in-depth study of a subject) sharpens the intellect. All these provide right knowledge and eradicate igno-rance. Helps to understand realities of life.
+5) Anandamaya Kosha - Karma Yoga (selfless service) leads to a state of blissful silence with awareness, perfect poise, and freedom of choice where the mind is not troubled by stressful thoughts and fears.
+
+Anchored in this theory, an attempt is made to develop an integrated and holistic yoga module for anger management by deriving the concept of anger management from the traditional texts as detailed below.
+According to ancient texts, anger is an innate emotion and has its origin in manomaya kosha. It is experienced throughout the body and causes disruption in all dimensions of existence (koshas). Anger triggers sympathetic arousal causing various physiological changes in the body (annamaya kosha). It alters the breathing pattern (pranamaya kosha) and leads to momentary memory loss (manomaya kosha). Further it destroys the power of discrimination (vijnanamaya kosha) and distances one from being at bliss (anandamaya kosha).
+Among  the  several  traditional  texts,  Patanjali  Yoga  Sutras  (PYS), Yoga  Vasista,  Bhagavad-Gita  (BG)  and  Upanishads  have  illustrated many anger management techniques. Yama –Niyama concepts of PYS provide a strong base to overcome anger. Yoga Vasista offers evidences for mind–body inter-connectedness in defining, diagnosing and treating illnesses of all kinds. BG explains the origin of anger, its consequences, and management techniques spread across in various verses. To mention a  few,  Yoga  Vasista  talks  about  sublimation  of  thoughts  (mana  pra-shamana),  PYS  suggests  distraction  (pratipaksha  bhavana),  physical activity (asanas), regulating the breath (pranayama) etc. BG promotes developing virtues such as ahimsa, forgiveness, and patience as a rem-edy for anger.
+Although it is seen that yoga is effective in schools for nurturing mental   health,   available   studies   suffer   from   several   limitations regarding  study  design,  methodology,  standardization  yoga  module,
+sample size, absence of control group, etc. Review studies on yoga in schools calls for standardisation of yoga module.12,21
+Considering the dearth in studies pertaining to yoga modules for anger management, this study aims at developing an integrated and holistic yoga program for anger management suitable to school envi-ronment. Holistic and integrative approach is established by considering the yogic practices suited to all layers of existence and also considering major forms of yoga such as Raja Yoga, Bhakti Yoga and Jnana Yoga.
+
+2.  Material and methods
+
+The purpose of the study is to develop a yoga module  for anger management for secondary school children. The scope of the study in-cludes a) construction of the module based on IAYT principle and lit-erary review, b) validation of the module by experts, and c) through the pilot study, assessing the feasibility of the module and also check its initial effectiveness. It is a school-based yoga program designed to be taught in secondary schools. This study was approved by Institutional Ethics Committee of S-VYASA Yoga University. Clinical trial registry was not done as it was not mandatory at the time of study and the scope of the work was more theoretical.
+The study relies on scriptural evidences for deriving various anger management  techniques  and  contemporary  yoga  books  for  selecting relevant  yogic  practices  for  anger  management.  Strict  adherence  to modern scientific module development procedures and processes was ensured during construction and validation of the module.
+The  study  methodology  comprises  of  three  processes.  They  are construction of a yoga module, validation of the module by experts, and a pilot study administering the module in a non-randomised control trial.
+Initially a framework of 18 yogic techniques was prepared providing justification for each technique. Evidences for justification of the yogic
+
+
+2
+A.M. TL et al.
+
+techniques were drawn from the contemporary books on yoga.22–30  In general, yogic techniques that activate parasympathetic activities and promote balance of sympathetic and parasympathetic activities were chosen. These include asanas that promote concentration, attention, and balance; pranayamas that promote calmness and tranquillity; medita-tion that promotes emotional mastery. Under the premise of Jnana yoga, a few aspects of Yama, Niyama, Pratyahara and also physiology and psychology of anger are discussed.
+This framework was prepared in a tabular form providing columns for validation using Likert scale of 0–4 with 0 being necessary, 1 a little useful, 2 moderately useful, 3 essential 4 extremely essential. Provision were made to provide overall comments, suggestions and also to review the module in terms of it’s
+
+a) relevance - whether the technique significantly works for anger b) specificity - whether the technique is precise for anger;
+c) sensitivity - whether the technique is sensitive enough to be prac-ticed by children (both girls and boys) in school setting; and
+d) evidence - whether the justification provided is adequate for its use.
+
+The  framework  was sent  to 26  experts (6  yoga  practitioners and therapists, 4 yoga professors, 4 yoga research scholars, 10 psychologists, and 2 adolescent counselling experts). A detailed note on the purpose of this study was also sent along with the framework in printed form for local experts and in electronic form for outstation and overseas experts. Experts were requested to respond immediately but not later than 30 days. Most of the experts were Ph.D. holders with more than 10–15 years of experience and are veterans in their field.
+Content  rationality  of  the  module  was  calculated  using  Lawshe’s Content Validity Ratio (CVR), which is a method for measuring the level of agreement of an item among experts in the panel. The more the ex-
+perts agree on an item, the greater the level of content validity for that item.31
+A yoga module was constructed using techniques that were qualified in  expert  validation.  It  was  broadly  classified  into  1)  Opening  and closing prayers 2) Postures and breathing techniques 3) Meditations 4) Knowledge points, and 5) Home practice.
+The developed module was administered in a non-randomised con-trol study (pilot study) carried out in a secondary school. The school had two sections (divisions/ classrooms/groups) of 8th grade students i.e. Section A and Section B with around 30 children in each section. Among them, 28 children in Section A and 22 children in Section B consented for the  study  and  met  inclusion  and  exclusion  criterion.  Using  lottery method, one section was considered as the yoga group and the other section as the waitlist control group. Randomisation at the children level could not be done as it was disturbing the school’s internal set-up. Yoga sessions were conducted during the academic hours in the slots (free periods) allotted by the school. Control group students attended regular classes. Yoga sessions were conducted for four months with two sessions of 30 min each per week.
+Anger  assessment  was  done  using  a  validated  Adolescent  Anger Assessment  Scale.  This  23-item  self-reporting  scale  assesses  anger  at behavioural, verbal, and mental domains in adolescents and enjoys high reliability scores with Alpha coefficient (α-0.804) and test-retest reli-ability (r-0.835). Anger scales tend to have limitations of culture spec-
+ificity and sensitivity as the words used to describe anger have variety of meanings in different cultures.32,33 This is the first of its kind anger scale developed in India34  and is found to be in par with the popular and
+widely  used  STAXI-2A  anger  assessment  Scale  which  is  of  western origin.
+
+
+Complementary Therapies in Medicine 61 (2021) 102772
+
+psychologists)   partially   filled   the   forms   excluding   the   asana   and breathing part as they stated that they don’t have expertise in these aspects. Remaining eight experts did not provide their rating item-wise but  responded  saying  that  everything  is  OK  and  it  is  an  excellent attempt. For the purpose of calculation, only technique-wise provided responses were considered.
+Out of 18 practices in the framework, 12 practices were validated by 8  experts  and  6  practices  were  validated  by  14  experts.  As  per  the Lawshe’s CVR ratio, the minimum value (qualifying value) for 8 experts is 0.75, and for 14 experts is 0.51. CVR was calculated for all the prac-tices which are presented in Table 1 below.
+Seven techniques have scored CVR 1.0 indicating total agreement. 11 techniques with CVR ³ 0.75 reviewed by 8 experts, and 5 techniques with CVR ³ 0.51 reviewed by 14 experts, qualified for inclusion in the module. Techniques (with asterisk mark in Table 1) namely krida yoga (CVR = 0.50)  and  screening  of  movies  (CVR = 0.14)  were  excluded. Experts have expressed their apprehension about screening of movies and conducting krida yoga in the class room in the 30-minutes slot.
+Even though experts who gave an overall OK comment and did not provide item-wise rating were excluded, it is worth mentioning that they have validated all the techniques in total agreement. In general, these responses were excellent.
+The pre and post data of pilot study is anlysed using paired t-test to examine the effectiveness of the yoga module. For the purpose of sta-tistical testing, α level was set at 5 %. Normality test was not carried out as it was a pilot work and randomisation at children level was not done. Results are tabulated in Table 2 below.
+Results indicate significant reduction of anger  scores in the yoga group. An increase, though not significant is observed in control group. Table 2 also reveal a big difference in baseline data which renders the results non conclusive. However, p value 0.000 of yoga group moder-ately substantiates the initial effectiveness.
+Subjective feedback from the students during practice was excellent. The module was well accepted and children found it very convenient and comfortable to practice. Oral feedback from the teachers was that
+
+
+Table 1
+Yogic Techniques with CVR as per Lawshe formula.
+Yogic techniques	ne	N	N/	ne	CVR 2	-N/2
+Techniques reviewed by 8 experts
+1	Dynamic practice of asanas in sequence -	7	8	4	3	0.75 Shashankasana, Bhujangasana,
+Adhomukha swanasana
+2	Triyak Tadasana	7	8	4	3	0.75 3	Ostrich Pose	7	8	4	3	0.75 4	Vrikshasana, veerabhadrasana-3,	7	8	4	3	0.75
+Natarajasana
+5	Paschimottanasana	7	8	4	3	0.75 6	Suryanamaskara	8	8	4	4	1.0 7	Conscious Breathing	8	8	4	4	1.0 8	Abdominal breathing	8	8	4	4	1.0 9	Alternate Nostril Breathing	7	8	4	3	0.75 10	Brahmari	7	8	4	3	0.75 11	Yogic Concepts (Ahimsa, Brahmacharya,	8	8	4	4	1.0
+Santosha, Swadhyaya, Iswara Pranidhana, Pratyahara)
+12	Krida Yoga	6	8	4	2	0.5* Techniques reviewed by 14 experts
+13	Meditation	12	14	7	5	0.71 14	Physiology & Psychology of Anger	14	14	7	7	1.0 15	Screening of Movies	7	14	7	0	0.14
+*
+
+
+
+16 2.1.  Analysis and results	17
+18
+
+Food and Anger Stories on Anger
+Home work
+
+14        14        7            7               1.0 14        14        7            7               1.0
+13	14	7	6	0.88
+
+
+
+The framework that was sent to experts for their rating is placed as Appendix A. Out of twenty-six, four experts did not respond. Eight ex-perts  provided  their  ratings  for  all  the  items.  Six  experts  (mostly
+
+
+ne = number of experts indicating ‘essential and extremely essential’ (3 or 4 in 0–4 Likert scale), N = Total number of experts, CVR = Content validity ratio.
+*   Excluded in final module.
+
+
+3
+A.M. TL et al.
+
+Table 2
+Results of intervention study.
+
+
+Complementary Therapies in Medicine 61 (2021) 102772
+
+3.  Discussion
+
+
+
+Category	Groups	pre-mean	post-mean	p-value
+Yoga Group (n = 28)              51.50                 45.07                   .000 Control Group (n = 22)         46.82                 47.23                   .585
+School (n = 50)
+
+children were active, energetic and attentive in the class after the yoga sessions. As a part of homework, children were asked to practice 12 surya namaskaras every day at home which led the students’ family members also to start practicing yoga.
+The  conclusive  result  of  the  study  is  the  emergence  of  the  Yoga module after expert validation and pilot study. The framework of the module is detailed below in Table 3.
+
+Table 3
+Summarised Integrated Yoga Module for Anger Management.
+Sl	Technique	Description No
+Opening Prayer, sitting	Bhagavad-Gita Chapter 2 verse 62 and 63. position, (2 min)	The verses are "dhyayato vishayaanpumsaha
+sangasteshoopajaayate| sangaat sanjaayate kaamaha kaamaat krodhobhijaayate|| krodhaadbhavati sammohah sammohaat smritivibhramaha| smritibhramshaad
+1	Prayer should be chanted	buddinaasho buddhinaashaat pranashyati||”, followed by explaining the	Meaning: Looking at something, an interest meaning.	develops, which leads to attachment then the
+desire to have it. From the desire, anger arises. Anger leads to mesmerisation which leads to loss of memory which leads to loss of decision making ability. With that, one ruins. Surya namaskar 6–12 rounds + any 2 prescribed asanas practice in each session (Shashankasana, Bhujangasana, Adhomukha swanasana, Ostrich Pose Vrikshasana,
+Asanas, standing position,
+(10 min)
+2	veerabhadrasana-3, Natarajasana, Triyak Tadasana, Paschimottanasana); each asana should be done twice. Repetition of asanas in subsequent sessions one after the other depending on their learning
+Any one of the prescribed breathing Breathing practice, sitting	technique each session (Conscious Breathing, position, (5 min)	Abdominal breathing, Alternate Nostril
+3
+Breathing, Brahmari)
+Any one of the prescribed four guided short Meditation, sitting position	meditations in each session Meditations
+4
+(8 min)	include Awareness, Sublimation, Distraction to opposite emotion, Developing Virtues Any one concept is driven in each session either through story or lecture. Concepts include Ahimsa (non-violence), Brahmacharya (moderation), Santosha (contentment), Swadhyaya (Self-awareness), Iswara Pranidhana (dropping of ego), Mindful eating, Pratyahara (controlling the senses). Story telling on anger and its management. Basic physiology and psychology of anger.
+Jana Yoga (knowledge
+5	points), sitting position,
+(3 min)
+Bhagavad-Gita, Chapter 3, verse 37 - "Kaama esha krodha esha rajoguna samudhbhavaha| mahaashano mahaapaapmaa viddhyenamiha
+Closing Prayer, sitting
+position (2 min)
+6	vairinam ||" Meaning: Desire and Anger are same. It arises from the Rajasic nature. Anger is most sinful and heinous character. It is said to be biggest enemy of man.
+Children are asked to practice minimum 12 rounds of Surya Namaskara everyday morning. Children can be asked to maintain a log book of the following: 1) wake up time &
+7	Home Practice	going to bed time; 2) No. of times got angry, brief about the situation, with whom; 3) Screen time (TV watching time); 4) foods eaten details; 5) No. of Surya Namaskara
+done on that day
+
+The study documented development and validation of an integrative yoga module for anger management among healthy students in a school setting. Anchored in IAYT concept, the module was very well received by the students. Excellent CVR scores, pilot study results and feedback from the subjects confirm the validity and feasibility of the yoga module. The pilot study also records significant reduction of anger scores in the yoga group which provides reasonable evidences for initial effectiveness of the module.
+The current study is considered as a maiden step to develop a holistic and  integrative  module  based  on  IAYT  for  anger  management.  The strength of the module is  that it comprises of specific techniques to address the issues of anger at physical, psychological, and social do-mains. Utmost care was taken while designing the module to aptly suit to the school environment.
+The  novelty  of  this  study  is  in  developing  the  framework  by providing justification and seeking both subjective and objective vali-dation of experts. The framework developed was validated by multi-disciplinary  experts,  which  is  first  of  its  kind.  The  experts  included experienced  and  veteran  Yoga  Practitioners,  Yoga  Scientists,  Yoga Therapists, Psychologist, and Counselling Professionals. Sixteen out of 18 yogic techniques suggested in the framework received high scores of CVR in expert validation confirming high content validity of the module. Uniqueness of the study also lies in emphasising on Yama–Niyama concept  as  well  as  considering  physiology  and  psychology  of  anger under  the  premise  of  Jnana  Yoga  and  incorporating  it  in  a  planned manner. Novelty of the program also lies in driving the yogic concepts through stories and lectures immediately after asana and pranayama practice. An observation is that the dynamic practice of 10–15 min of Asanas helped children to counter their fatigue and burn a few calories. They seemed to be in a calm state of mind after practicing Asanas and Pranayamas. Children were more attentive and focused throughout the session. The concept driven through lectures and stories were very well understood by the students. It also helped them to internalise the con-
+cepts better.
+In the current study, the framework that was prepared for expert validation appeared to be having too many dimensions to evaluate. The fragmentation of sensitivity, relevance, significance, evidence etc. also did not receive good response. The response was almost same for all the features. This may be due to many of the experts resorting to providing an overall comment. This complexity could be considered as a limitation and future studies may consider simplifying the aspects for validation. Secondly, the significant reduction in the anger scores in the yoga group failed  to  provide  strong  evidences  for  effectiveness  of  the  module because  of  weak  methodology.  As  it  was  a  pilot  study,  sample  size calculation,  normality,  and  significance  tests  were  not  done  a  priori which could be considered as a limitation. Further, subject wise ran-domisation was not done and hence could not explain the baseline dif-
+ference observed. However, testing of baseline difference is debated in a couple of studies.35,36
+The developed module has been used in a separate study to assess anger among 187 children. The design of this non-randomised control study is similar to the pilot study of current research work. The study was conducted in two schools and each school had a yoga and control group. Yoga intervention was provided for 4 months with two sessions
+per week. Yoga group had 114 (71+ 43) children and control group had 73 (38+ 35) children.37The study showed significant reduction of anger
+scores in yoga group. In addition to confirming efficacy of the module, the	study	also	substantiates	module’s	standardisation	and generalisation.
+Very few studies on developing and validating yoga modules are available. Common aspects followed in these studies are 1) reviewing yoga  texts  (Literary  review),  2)  validation  by  yoga  experts  and  3) administration of the module in a small sample size.
+A study developing yoga module for depression reports validation of
+
+
+4
+A.M. TL et al.
+
+the module by 9 experts and pilot intervention study with 7 patients.38 Another yoga module developed for Parkinson disease carried out only
+validation  by  20  experts.  Twenty  one  out  of  28  techniques  scored required CVR ratio in this study.39  A study developing an IAYT Yoga
+module for obesity in adolescents developed the module based on lit-
+erary review and was validated by 16 yoga experts. This module consists of 43 techniques.40 Another study developing yoga module for children
+with visual impairment developed the module based on traditional texts,
+followed by validation by 25 yoga experts and pilot administration with 9 children.41
+The highlights of the current study are 1) detailed literary review of Indian traditional texts for deriving concepts of anger management, 2) yoga books referred for selection of yogic practices are placed as refer-ences 3) provided justification and evidences for each of the techniques chosen  in  the  module,  4)  inter-disciplinary  experts  were  chosen  for validation of the module, 5) field study was conducted with a reasonably good sample size, and 6) an attempt to combine the best of East (Indian traditional  concepts  of  anger  management)  with  the  best  of  West (modern scientific research processes and practices).
+There are a couple of yoga studies that assessed anger along with
+other parameters in adolescents. These studies have used yoga modules based on Kripalu Yoga,42 Yoga Ed program,11 and IAYT.43 Though they
+have found effectiveness of yoga in reduction of anger scores, there is no mention of validation of the yoga module in any of these studies.
+A few studies have reported benefits of specific yogic techniques. Studies on Suryanamaskara report multiple benefits such as activation of 80  %  of  the  musculoskeletal  system,  enhanced  executive  functions,
+improved attention and concentration and also inducement of peace and calmness44,45 Brahmari pranayama helps in activating the higher limbic activities and harmonizing the hypothalamic functions.46  The medita-
+tions are known to produce changes in the limbic lobes of brain and influence the expression of anger and also produce calmness.47
+The waitlist control group in the pilot study did not perform any specific activity during the period of study which could also be consid-ered as a limitation. Secondly, a data sheet (dairy) was provided to all the children to fill. Children did not respond well for this and most of the
+
+
+Complementary Therapies in Medicine 61 (2021) 102772
+
+children in the control group did not return the data sheets.
+Sample size calculation could not be done for considering the num-ber of experts. Number of expert in previous studies varied from 5 to 26 and had experts only from yoga field. The current study considered 26 experts in total from interdisciplinary fields like yoga, psychology, ed-ucation etc. Four of the experts did not respond and eight experts did not provide  item-wise  rating.  Hence,  only  responses  of  14  experts  were considered for calculation. Further, out of 18 practices in the frame-work, 12 practices were validated by 8 experts and 6 practices were validated by 14 experts. Future studies may consider streamlining this process in a more effective way.
+
+4.  Conclusion
+
+Holistic and integrative approach employed by considering Pancha Kosha concept and IAYT principle in developing yoga module for anger management provided adequate basis to achieve content validity.
+Validation  from  multi-disciplinary  experts  greatly  supported  the integrative approach. The pilot study provided satisfactory evidence for standardisation of the module.
+Yoga program for anger management is feasible in school environ-ment and the techniques were very well accepted by students.
+The developed yoga module is recognized as a very useful program for anger management among adolescents.
+
+Declaration of Competing Interest
+
+The authors report no declarations of interest.
+
+Acknowledgement
+
+The current study is part of a project on anger in adolescents for which financial assistance is provided by Sri. Venkateswara Vedic Uni-versity, Tirupati. The authors acknowledge the support of the funding institution.
+
+
+
+Appendix A.  Framework of yogic techniques – sent to experts for validation
+
+
+Sl no
+
+
+
+
+1
+
+
+
+2
+
+3
+
+
+4
+
+
+5
+
+
+6
+
+
+7
+
+Yogic Technique
+
+
+Dynamic practice of these asanas in sequence
+
+Shashankasana, Bhujangasana, Adhomukha swanasana,
+
+
+Triyak Tadasana
+
+Ostrich Pose
+
+Vrikshasana, veerabhadrasana-3, Natarajasana
+
+Paschimottanasana
+
+
+Suryanamaskara
+
+
+Conscious Breathing
+
+Details and Justification	1	2	3	4	5
+
+1-relevance, 2-specificity, 3-sensitivity, 4-evidence, 5-overall comments
+
+Provides gentle movement, flexion and extension to all major joints - head to toe
+Enhanced blood flow throughout the body Induces cycle of relaxation and activation
+Bhujangasana – has balancing effect on some hormones, keep the spine supple Shashankasana – regulates the functioning of adrenal glands and good for anger Strengthens the nerves and muscles of arms and legs.
+(ref : book ‘Yoga Education for children’ by Bihar School of Yoga) Lateral bending and lateral balancing posture.
+Simple movement in coronal plane as opposed to sagittal plane movements in the previous step (ref : book ‘Yoga Education for children’ by Bihar School of Yoga)
+Develops balance, attention and concentration balancing postures
+Enhance focusing, strengthen the lower extremities, Awareness of sensory input perception
+Balancing enhances concentration / attention. (anger is associated with restlessness or lack of attention and concentration)
+Good for strengthening lower extremities, Thymus gland activation Mind-body-breath coordination;
+80 % of the musculoskeletal system gets activation, sub maximum pressure on joints (Ref: SNO paper)
+Positive outlook; improved memory, concentration and attention; induces peace and calmness; promotes well-being; enhances depth of perception
+(Ref: Book - Dynamic Suryanamaskar-Krzysztof Stec)
+Awareness of breathing
+
+(continued on next page)
+
+
+5
+A.M. TL et al.	Complementary Therapies in Medicine 61 (2021) 102772
+
+(continued)
+
+Sl	Yogic Technique no
+
+
+
+8	Abdominal breathing
+
+
+
+9	Alternate Nostril Breathing
+
+
+10	Brahmari
+
+
+
+
+
+
+
+11	Meditation
+
+
+
+
+
+
+
+12	Physiology & Psychology of Anger
+
+
+
+13	Screening of Movies
+
+
+
+
+
+
+14	Yogic Concepts
+
+Details and Justification	1	2	3	4	5
+
+Helps to calm down.
+Easy and simple way to practice – be in the present
+Upper Chest breathing is observed with anger abdominal breathing is the natural breathing pattern
+Requires less energy than chest or upper lunch breathing
+Oxygen/Carbon dioxide exchange is greater during this type of breathing (Ref: Yoga Education for Children, Bihar School of Yoga; page 265, vol 1) Balances the sympathetic and parasympathetic tone ;
+Flow of prana in Ida and Pingala nadis is equalized
+Regulating breathing helps in calming down the mind. Mind stabilises when breath is steady (Ref: Hata Yoga Pradeepika 2-2)
+Activates the higher limbic activities – anger is generated at lower limbic but coping is done at higher limbic region
+Harmonises the hypothalamic functions by which entire mind-body complex gets benefits (Ref: book Power of Pranayama, Dr. Renu Mahtani)
+Short guided-meditations comprised of three parts a) Preparation b) One of the four Anger Management Techniques and c) Conclusion.
+Preparation process includes adopting a sitting meditative posture, bringing the mind-body-breath awareness by observing the posture and breathing. The concluding process includes observing silence, making a resolve. The middle part includes one of the four anger management techniques as detailed below:
+Prajna (awareness) – Thinking and feeling of anger by evoking, intensifying and defusing the anger emotion. This helps children to become aware of their anger emotion, physiological and psychological changes that occur during anger.
+Manaprashamana (sublimation) – Art of sublimation of anger thoughts. The process involves evoking anger emotion and then reducing the speed by slowing down the thought process.
+Pratipaksha Bhavana (shifting of emotions) – It is a process of experiencing opposite emotions one after the other. This helps in swiftly shifting the mind to an opposite emotion.
+Sadguna (developing positive virtue): Forgiveness is one of the positive virtues that turn away the anger emotion. This process involves calling or re-living an instance once with anger driven response and recalling it again with forgiveness driven response
+Definition of anger
+Stimulus and Response theory SNS and PSNS
+What happens when you are angry Manifestations
+Anger consequences Anger Management
+Philosophers who emphasised Non-violence (Krishna, Gandhi, Vivekananda etc.) Health consequences of Anger
+Ahimsa (Nonviolence)
+Do not cause physical or mental suffering to anyone Do not hurt others for whatsoever reason
+Do not blame anything and hate anybody
+Be gentle in your speech - speak good and pleasant things Be polite in your behaviour
+Be kind to everyone Brahmacharya (moderation)
+Do not do anything in excess – watching TV, sleeping, playing, eating etc. Do not get addicted to electronic gadgets
+Do not get into bad habits – smoking, alcohol, drugs etc. Judge what is good for you and do only that
+Know your limits Live in moderation
+Santosha (Contentment)
+Be satisfied with what you have Love yourself
+Enjoy doing things without focusing too much on the results Do not feel bad for what you don’t have
+Don’t feel jealous
+Do not get attracted towards crafty advertisements Swadhyaya (Self Awareness)
+Know your strengths and weaknesses Be self-motivated
+Have an inclination to understand the mind, consciousness, our existence and the whole creation Do not get fooled by false information / wrong knowledge
+Do not learn anything that brings down your personality Iswara Pranidana (Giving up the Ego)
+Develop humility
+Treat everyone as equal Learn to surrender
+Do good and forget it Do not argue
+Don’t have rigid thoughts
+Do not boast
+
+(continued on next page)
+
+6
+A.M. TL et al.	Complementary Therapies in Medicine 61 (2021) 102772
+
+(continued)
+
+Sl	Yogic Technique no
+
+
+
+
+
+15	Food and Anger
+
+
+
+16	Stories on Anger
+
+
+
+17	Krida Yoga
+
+
+18	Home Work
+
+Details and Justification	1	2	3	4	5
+
+Pratyahara (withdrawal of senses) Controlling the sensory inputs Focus on what you are doing
+Do not get disturbed /distracted by other things (Ref : Book – SURYA by Dr. SN Omkar,)
+Food types (rajasic, tamasic and satvic) What, when, how, how much, where to eat MINDFUL EATING
+Stories on anger can be narrated to students to make them understand the concept of anger. Briefing and debriefing the moral of story is essential to reinforce the concept. 3 stories are listed below:
+Story of a boy hitting the nail on a tree every time when he got angry. Moral : Anger comes and goes leaving a permanent scar
+Story of smashed fingers: Enraged father punishing his son for making a scratch on the car. Moral: Anger has no limits. Anger leads to inappropriate and harmful actions. Anger leads to temporary memory loss. Story of Vivekananda as a student in Law College in UK. Interaction between him and Mr. Peters. Moral -Anger is not a solution to any problem. Keeping mind calm helps one to take better decisions.
+A computer game on anger management will be developed and used if time permits.
+Asana Practice : Daily practice of Surya Namaskara – minimum 12 rounds
+Dairy writing – Children can be asked to maintain a log book of the following: 1) wake up time & going to
+bed time; 2) No. of times got angry, brief about the situation, with whom; 3) Screen time (TV watching time); 4) foods eaten details; 5) Good thing of the day & Bad thing of the day and 6) No. of Surya
+Namaskara done on that day
+
+
+
+
+
+References
+
+1  Kerr MA, Schneider BH. Anger expression in children and adolescents: a review of the empirical literature. Clin Psychol Rev. 2008;28:559–577.
+2  Novaco RW. Chapter 35 - Anger. In: G. B. T.-S. C, ed. Fink cognition, emotion, and behavior. Academic Press; 2016:285–292. https://doi.org/10.1016/B978-0-12-800951-2.00035-2.
+3  Sharma MK, Marimuthu P. Prevalence and psychosocial factors of aggression among youth. Indian J Psychol Med. 2014;36:48–53.
+4  Garfinkel SN, et al. Anger in brain and body: the neural and physiological perturbation of decision-making by emotion. Soc Cogn Affect Neurosci. 2016;11: 150–158.
+5  Hendricks L, Aslinia D. The effects of anger on the brain and body. Natl. Forum J. Couns. Addict. 2013;2:1–12.
+6  Sukhodolsky DG, Kassinove H, Gorman BS. Cognitive-behavioral therapy for anger in children and adolescents: a meta-analysis. Aggress Violent Behav. 2004;9:247–269.
+7  Narasimhan L, Nagarathna R, Nagendra H. Effect of integrated yogic practices on positive and negative emotions in healthy adults. Int J Yoga. 2011;4:13–19.
+8  Amaranath B, Nagendra HR, Deshpande S. Effect of integrated Yoga module on positive and negative emotions in Home Guards in Bengaluru: a wait list randomized control trial. Int J Yoga. 2016;9:35–43.
+9  Rodrigues J. Anger awareness and adolescent boys - a literature review. 2019.
+10  Conboy LA, Noggle JJ, Frey JL, Kudesia RS, Khalsa SBS. Qualitative evaluation of a high school yoga program: Feasibility and perceived benefits. Explor. J. Sci. Heal. 2013;9:171–180.
+11  Noggle JJ, Steiner NJ, Minami T, Khalsa SBS. Benefits of yoga for psychosocial well-being in a US high school curriculum. J Dev Behav Pediatr. 2012;33:193–201.
+12  Hagen I, Nayar US. Yoga for children and young people’s mental health and well-being: Research review and reflections on the mental health potentials of yoga. Front Psychiatry. 2014;5:1–6.
+13  Butzer B, Bury D, Telles S, Khalsa SBS. Implementing yoga within the school curriculum: a scientific rationale for improving social-emotional learning and positive student outcomes. J Child Serv. 2016;11:3–24.
+14  Rangan R, Nagendra H, Bhat GR. Effect of yogic education system and modern education system on memory. Int J Yoga. 2009;2:55–61.
+15  Vivekananda S. Raja Yoga. Kolkata: Advaita Ashrama; 1896. 16  Nagendra HR. Defining yoga. Int J Yoga. 2008;1:43–44.
+17  Bhavanani A. Understanding the science of yoga. SENSE. 2011;1:334–344. 18  Sethumadhavan. Taittiriya Upanishad. Nagpur: Esamskriti.com; 2011.
+19  Villacres MDC, Jagannathan A, Nagarathna R, Ramakrsihna J. Decoding the integrated approach to yoga therapy: qualitative evidence based conceptual framework. Int J Yoga. 2014;7:22–31.
+20  Jagannathan A, Bishenchandra Y. Decoding the integrated approach to yoga therapy. Int J Yoga. 2014;7:166–167.
+21  Butzer B, Ebert M, Telles S, Khalsa SBS. School-based Yoga programs in the United States: a survey. Adv Mind Body Med. 2015;29:18–26.
+22  AYUSH. Yoga for children. Dept of AYUSH, Govt of Karnataka and National Rural Health Mission; 2011.
+23  Nagaratna R, N. H. Integrated approach of yoga therapy for positive health. Swami Vivekananda Yoga Prakashana; 2008.
+
+
+24  Omkar S. Student Upliftment and Rejuvenation through YogA (SURYA). Bangalore: Yoga Mandir Trust; 2007.
+25  RIMMI Teachers. Yoga Shastra TOME 1-4. Mumbai-13: YOG; 2012. 26  SVYASA. Yoga – the science of holistic living. 1988.
+27  SVYASA. Krida Yoga. 2009.
+28  Saraswati SN. Yoga education for children. Munge, Bihar, India: Yoga Publiscations Trust; 1985.
+29  Saraswati SS. Yoga education for children. Munge, Bihar, India: Yoga Publiscations Trust; 1985.
+30  Chanchani S. Yoga for children a complete illustrated guide to yoga. UBS Publishers, Distributors Pvt Ltd; 1995.
+31  Lawshe CH. A quantitative approach to content validity. Pers Psychol. 2006;28: 563–575.
+32  Barchard KA, Grob KE, Roe MJ. Is sadness blue? The problem of using figurative language for emotions on psychological tests. Behav Res Methods. 2017;49:443–456.
+33  Matsumoto D, Yoo SH, Chung J. International handbook of anger. Int. Handb. Anger. 2010:125–137. https://doi.org/10.1007/978-0-387-89676-2.
+34  Alaka Mani TL, Sharma MK, Omkar SN, Nagendra HR. Holistic assessment of anger in adolescents – development of a rating scale. J Ayurveda Integr Med. 2018;9:195–200.
+35  de Boer MR, Waterlander WE, Kuijper LDJ, Steenhuis IHM, Twisk JWR. Testing for baseline differences in randomized controlled trials: an unhealthy research behavior that is hard to eradicate. Int J Behav Nutr Phys Act. 2015;12:1–8.
+36  Roberts C, Torgerson DJ. Understanding controlled trials: baseline imbalance in randomised controlled trials. BMJ. 1999;319:185.
+37  Alaka Mani, Sharma MK, Omkar SN, Marimuttu P, H. N. Yogic management of anger in high school children T.L. Int J Curr Res Acad Rev. 2016;4.
+38  Naveen GH, et al. Development and feasibility of yoga therapy module for out-patients with depression in India. Indian J Psychiatry. 2013;55.
+39  Kakde N, Metri KG, Varambally S, Nagaratna R, Nagendra HR. Development and validation of a yoga module for Parkinson disease. J Complement Integr Med. 2017;14.
+40  Rathi SS, Raghuaram N, Tekur P, Joshi RR, Ramarao NH. Development and validation of integrated yoga module for obesity in adolescents. Int J Yoga. 2018;11: 231–238.
+41  Mohanty S, Venkataramanujam S, Pradhan B, Hankey A. Development and validation of a yoga module for children with visual impairment: a feasibility study. Br J Vis Impair. 2018;37:64–73.
+42  Khalsa SBS, Hickey-Schultz L, Cohen D, Steiner N, Cope S. Evaluation of the mental health benefits of yoga in a secondary school: a preliminary randomized controlled trial. J. Behav. Heal. Serv. Res. 2012;39:80–90.
+43  Choukse A, Ram A, Nagendra HR. Effect of residential yoga camp on psychological fitness of adolescents: a cohort study. J Clin Diagn Res. 2018;12:VC07–VC11.
+44  Bhutkar MV, Bhutkar PM, Taware GB, Surdi AD. How effective is sun salutation in improving muscle strength, general body endurance and body composition? Asian J Sports Med. 2011;2:259–266.
+45  Omkar SN. An analysis of sun salutation. 2008:81–86. https://doi.org/10.1201/ 9781439828427.ch11.
+46  Sahu KP, Kishore K. The effect of Bhramari Pranayama and Jyoti Dhyan effect on alpha EEG and Hemoglobin of college going students. Int J Phys Educ Sport Heal IJPESH. 2015;1:40–44.
+47  Jindal V, Gupta S, Das R. Molecular mechanisms of meditation. Mol Neurobiol. 2013; 48:808–811.
+
+
+
+
+7

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+Original Article
+
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+
+Access this article online
+Quick Response Code:
+
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+Website: www.jehp.net
+
+DOI: 10.4103/jehp.jehp_674_20
+
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+Department of Yoga and Humanities, Swami Vivekananda Yoga
+Anusandhana Samsthana,
+Bengaluru, Karnataka,
+
+Development, validation, and feasibility of a school‑based short duration integrated classroom yoga module: A pilot study design
+
+Atul Sinha, Sony Kumari, Mollika Ganguly
+
+
+Abstract:
+BACKGROUND: The practice of yoga is proven to have physical, cognitive and emotional benefits for school children. Despite this many schools do not include yoga in their daily schedule. The reasons cited are lack of time and resources. To overcome these problems the present study aimed to develop and validate a short duration Integrated classroom yoga module. The design guidelines were that it should be possible to practice in the classroom environment and that it could be led by the class teacher. In this way the module would overcome the problem of both time and resource.
+MATERIALS AND METHODS: The study had two main phases. In the first phase, selected ICYM practices based on the literature review were validated by 21 subject matter experts using Lawhse’s content validity ratio (CVR) formula. In the second phase, a pilot study using a paired sample prepost measurement design was carried out on 49 high  school children. The study was conducted in June 2019. The intervention period was 1 month, and the test variables were physical fitness, cognitive performance, self‑esteem, emotional well‑being, and personality characteristic. Pairedsamplet‑test was the analysis tool and the software used was the Statistical Package for the Social Science version 26.
+RESULTS: In the Lawshe’s CVR analysis, 17 out of the 24 practices tested were rated by experts as essential as was the overall module(CVR score≥0.429). In the pilot study, there were significant differences in the postmean scores compared to premean scores, for all the 4 EUROFIT physical fitness testing battery tests (P < 0.02), all the three scores of the Stroop color‑word naming task (P < 0.001) and the Rosenberg self‑esteem scale (P < 0.008).
+CONCLUSION: ICYM was validated and found feasible by the present study. It was found to have a statistically significant impact on physical fitness, cognitive performance, and self‑esteem variables. However, a randomized control trial with a longer intervention period is needed to strengthen the present study.
+Keywords:
+Children’s cognitive function, children’s physical fitness, children’s psychosocial well‑being, classroom yoga, school‑based yoga
+
+
+
+India
+
+Address for correspondence: Dr. Sony Kumari, Department of Yoga
+and Humanities, Swami Vivekananda Yoga Anusandhana Samsthana, 19 Eknath Bhavan, Gavipuram Circle,
+Kempe Gowda Nagar, Bengaluru - 560 019, Karnataka, India.
+E-mail: sonykarmanidhi@ gmail.com
+Received: 17-06-2020 Accepted: 02-10-2020 Published: 20-05-2021
+
+
+Introduction
+
+espite awareness of the benefits of school‑based  yoga,  most  schools either have not incorporated the practice of yoga in the school curriculum or have done  so  sub‑optimally,  usually  one class a week. The reasons range from
+D
+
+This  is  an  open  access  journal,  and  articles  are distributed under the terms of the Creative Commons Attribution‑NonCommercial‑ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non‑commercially, as long as appropriate credit is givenand the new creations are licensed under the identical terms.
+
+For reprints contact: [email protected]
+
+
+lack of time, a packed curricular and co‑curricular schedule and the need for resources such as yoga rooms, yoga mats, and trained yoga instructors. If a solution can be found to overcome the problems associated with including yoga in the daily school schedule, it will benefit children immensely.
+
+The yogic vision of education is to lay the foundations of character and personality
+
+How to cite this article: Sinha A, Kumari S, Ganguly M. Development, validation, and feasibility of a school-based short duration integrated classroom yoga module: A pilot study design. J Edu Health Promot 2021;10:148.
+
+
+© 2021 Journal of Education and Health Promotion | Published by Wolters Kluwer - Medknow	1
+Sinha, et al.: Validation of integrated classroom yoga module
+
+
+based on self‑transformation.[1]  Yoga is a system of disciplines for furthering an integrated development of multiple aspects of the individual’s personality. Through asanas (physical postures) the body is maintained in a steady and supple state. By the practice of pranayama (breathing exercises) emotional stability, self‑confidence and self‑control are developed. Through dhyana (meditation) the turbulent mind is stilled. The practice of yoga creates a balance in the personality.[2]
+
+Over the last three decades, modern research has demonstrated positive results of yoga on children. Serwacki and Cook‑Cottone[3] reviewed 12 preliminary studies of yoga in schools and found that yoga had a positive effect on cognitive performance, emotional well‑being, anxiety and negative behavior. Physical fitnesswasshown tobe positively associatedwith yoga.[4]
+
+Another factor for considering school‑based yoga is its possible role in promoting health literacy. Studies have found a correlation between health literacy and health promotion. A study by Karimi et al., 2019[5]  defined health literacy as the degree to which people are able to choose, understand, process, communicate, and get information for their health. They hypothesized that health literacy aids correct decision making regarding disease prevention, health promotion and for improving quality of life. The authors conducted a randomized controlled study with adolescents where the intervention comprised the dissemination of the PBL health literacy program. They found that the average level of health literacy in the intervention group increased significantly, specifically in the self‑efficacy dimension. Another study with adolescents by Bayati et al., 2018[6]  found a direct significant correlation of health literacy with all the dimensions of health‑promotion. Astudy with students foundasignificant relationship betweenadopting health promoting lifestyle and aspects of spiritual growth, stress management and general quality of life.[7]  An aspect of school‑based yoga is the dissemination of self‑care knowledge. Hyde, 2012[8]  says that school‑based yoga as critical‑emancipatory pedagogy, effectively uses national standards for physical education, health and safety and social‑emotional learning to provide self‑care knowledge and skills to students and teachers. Hence, yoga may be considered beneficial from the perspective of health literacy too.
+
+The problems of the packed school schedule, time and resources come in the way of incorporating yoga in the daily school schedule. We hypothesize that a short duration integrated classroom yoga module (ICYM) can potentially overcome the problem of time and resources. The short  duration would make it possible to be practiced in the first period of the day without impinging materially on the time for academic lessons.
+
+2
+
+Further, the class‑teacher can lead the practice in the limited spaces of the classroom environment. This ensures that no additional resources will be required. Traditional texts of yoga too support its practice in the classroom. Yogabhakti Saraswati says that children enter the class with different states of mind. Yoga in the classroom helps to harmonize their minds and create the right balance between excitement and alertness.[2]  The objective of this study was to develop a validated short duration ICYM and confirm its feasibility and efficacy with a pilot study design.
+
+Materials and Methods
+
+The present study adopted a phased methodology to develop, validate and confirm the feasibility and efficacy of the school‑based short duration ICYM. In the first phase, yoga practices were selected based on a review of ancient and contemporary literature on yoga. In the second phase, the content validity of the selected practices was assessed by a panel of 21 subject matter experts. The content validity was calculated using Lawshe’s content validity ratio (CVR) formula.[9] In the third phase, the validated ICYM was developed. In the fourth phase a pilot study was conducted to confirm the feasibility and ascertain the efficacy of the module. Figure 1 shows the four phases adopted in the study. The study was approved by the Institutional ethics committee of S‑VYASA  University (reference number: RES/IEC‑SVYASA/145/2019).
+
+Designing integrated classroom yoga module based on literature review
+Ancient and contemporary texts of yoga were reviewed to develop the content of the module. The ancient texts reviewed were Patanjali yoga sutra,[10]   Hatha yoga pradipika,[11]   Gheranda Samhita,[12]   Siva Samhita,[13] Svetasvatara  Upanishad,[14]   and  Brhdaranyaka
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+Figure 1: Phases in developing a validated school‑based integrated classroom yoga module
+
+Journal of Education and Health Promotion | Volume 10 | April 2021
+Sinha, et al.: Validation of integrated classroom yoga module
+
+
+Upansidhad.[15] The contemporary texts reviewed were Light on Yoga,[16]  Asana Pranayama Mudra Bandha[17] and Integrated yoga therapy for positive health.[18] At an overall level, these texts make out a compelling case for making yoga integral to children’s education.
+
+According to Niranjanananda[1] the purpose of education is to develop a fully integrated personality by laying the foundations of character and personality. He elaborates on this theme by stating that there are two main ingredients to achieve this objective. The first is the development of discrimination between what is worthy and what is not and the second is the development of a spiritual attitude in order to face life with courage and fortitude. Being self‑transformative, yoga aids in the development of discrimination and a spiritual attitude. Satyananda[2]  says that yoga has immense benefits for children. It gently massages the endocrine glands whose proper functioning is critical for growing bodies. Regular practice of yoga brings about emotional stability and enhancesself‑confidence, self‑awareness and self‑control.
+
+Patanjali yoga sutra says that only a still mind is capable of concentration and higher perception. It advises constant practice and an attitude of nonattachment to bring the mind under control. Asanas (physical postures) make the body firm and still. It lessens the natural restlessness of the body making it easier for the mind to concentrate. Pranayama (breathing exercises) removes rajas (uncontrolled restless activity) and tamas (uncontrolled dullness) to make the mind sattvic (controlled gentle steadiness). This in turn makes the mind fit for concentration. Dharana (concentration) and Dhyana (meditation) trains the mind to focus on one subject effortlessly.[10]  Hatha yoga pradipika states that asanas (physical postures) steadies the body, makes it supple, induces relaxation and facilitates free low of prana (vital energy). The practice of pranayama (breathing exercises) increases pranic force and balances the mind. The left and right hemispheres of the brain are balanced to allow both the logical and intuitive faculties to function.[11] Gheranda Samhita says yoga calms the mind and brings the whole personality under control, moderation and balance.[12]  According to Siva samhita yoga helps to develop an attitude of cheerfulness, enthusiasm and courage.[13]
+
+Modern  research  has  corroborated  many  of  the claims made by ancient texts of yoga. Studies have shown that yoga had a beneficial effect on physical fitness.[19]   It improved musculoskeletal health.[20]   It impacted cardiopulmonary health positively,[21‑23]  and improved neuromuscular health.[23‑25]   Studies have associated yoga with significant improvements in memory, attention and executive function.[26‑28]  Yoga enhanced self‑esteem,[29,30]  and improved self‑efficacy,
+
+Journal of Education and Health Promotion | Volume 10 | April 2021
+
+self‑regulation and self‑adjustment.[31‑33]  Yoga helped improve moodstate, depression, anger and anxiety.[34‑36] Ferreira‑Vorkapic et al.[37]  reviewed nine randomized control trial studies and found positive effects of yoga on mood indicators, tension, anxiety, self‑esteem and memory. Yoga had a positive impact on three types of response patterns called gunas. A study showed an increase in sattva (controlled gentle steadiness) and reduction in rajas (uncontrolled restless activity) and tamas (uncontrolled dullness).[38]   Om chanting has been shown to activate the neural region, increase oxygenation, give psychological relaxation, relieve stress and provide vigor.[39,40]  Pradhan and Derle[41]  reported that chanting Gayatri mantra improved attention.
+
+The ancient and contemporary literature on yoga were scanned to identify and evaluate practices beneficial for physical fitness, cognitive performance and emotional well‑being of children. Only practices that could be performed in the confined spaces of the classroom environment were evaluated. Table 1 lists the selected practices of asanas (physical postures), Table 2 lists the selected practices of pranayama (breathing exercises), and Table 3 lists the selected dhyana (meditation) and mantra(chanting) practices and summarizes their benefits as referred in yoga texts. The literature review found that all 14 asanas selected impacted physical fitness, 11 asanas were associated with cognitive performance and 6 with emotional wellbeing. Of the 7 pranayama practices(breathing exercises) selected, 5 had a positive effect on physical fitness and all 7 were beneficial for cognitive and emotional well‑being. The 3 dhyana(meditation) and mantra(chanting) practices were found to promote cognitive performance and emotional well‑being.
+
+Validation of Integrated classroom yoga module by subject matter experts
+The 24 practices selected from literature review were incorporated in 4 alternate sets of yoga module. These sets were meant to be rotated from 1 day to the next. A questionnaire was prepared for yoga experts. They were required to validate the practices on a three‑point scale:
+1.  Not essential: Has no role in improving physical fitness, cognitive performance, emotional wellbeing or personality characteristics of school children
+2.  Useful but not essential: Useful but not important in improving physical fitness, cognitive performance, emotional well‑being or personality characteristics of school children
+3.  Essential: Very important for improving physical fitness, cognitive performance, emotional wellbeing or personality characteristics of school children.
+
+The questionnaire further required them to rate the yoga module as a whole on its ability to achieve the objectives
+
+3
+Sinha, et al.: Validation of integrated classroom yoga module
+
+Table 1: Asanas (physical postures) selected from literature review
+
+Asanas (physical postures) Sideways bending/twisting
+Katichakrasana TirikayaTadasana ArdhakatiChakrasana Parsvakonnasana
+Forward and backward bending
+Prasarita Padohastasana + Ardhachakrasana
+Padahastasana + Ardhachakrasana
+
+Padahastasana + Hastauthanasana
+
+Stretching Tadasana
+
+ParivrittaTrikonasana
+
+Gaumukhasana
+
+
+
+Ardhachandrasana
+
+
+Balancing Vrkshasana
+
+Garudasana
+
+
+Veerbhadrasana Pose III
+
+Benefits
+
+Tones upper body; corrects posture; relieves stress Exercises and balances side muscles
+Stimulates sides and spine; improves liver function Tones lower body; increases peristaltic activity
+
+Develops lower body muscles; improves flexibility, increase blood flow to head region
+Tones abdomen; improves digestive health; improves metabolism, improves concentration
+
+Tones abdomen; improves digestive health; improves metabolism, improves concentration
+
+
+Lightness; mental agility; physical and mental balance; tones nerves
+Tones lower body; invigorates abdominal organs; stimulates nervous system
+Tones upper body; regulates endocrine system; regulates prana flow; steadies body and calms mind, increases energy and awareness
+
+Strengthens lower body and abdomen; improves digestion; improves balance
+
+
+Improves balance; strengthens lower body; promotes kidney health
+Strengthens and loosens body; tones nerves, develops concentration
+
+Creates harmony and balance; tones abdomen; gives vigour; improves concentration
+
+Textual references
+
+Asana Pranayama Mudra Bandha. Satyananda (2009) Asana Pranayama Mudra Bandha. Satyananda (2009) Positive Health. Nagarathna and Nagendra (2011) Light on Yoga. Iyengar (2012)
+
+Light on Yoga. Iyengar (2012)
+
+Light on Yoga. Iyengar (2012)
+Positive Health. Nagarathna and Nagendra (2011) Asana Pranayama Mudra Bandha. Satyananda (2009) Light on Yoga. Iyengar (2012)
+Positive Health. Nagarathna and Nagendra (2011) Asana Pranayama Mudra Bandha. Satyananda (2009)
+
+Light on Yoga. Iyengar (2012)
+Asana Pranayama Mudra Bandha. Satyananda (2009) Light on Yoga. Iyengar (2012)
+Asana Pranayama Mudra Bandha. Satyananda (2009) Hatha Yoga Pradipika. Muktibodhananda (1985) Gheranda Samhita. Niranjananda (2012)
+Light on Yoga. Iyengar (2012)
+Asana Pranayama Mudra Bandha. Satyananda (2009) Gheranda Samhita. Niranjananda (2012)
+Light on Yoga. Iyengar (2012)
+Asana Pranayama Mudra Bandha. Satyananda (2009)
+
+Gheranda Samhita. Niranjananda (2012) Light on Yoga. Iyengar (2012)
+Gheranda Samhita. Niranjananda (2012) Light on Yoga. Iyengar (2012)
+Asana Pranayama Mudra Bandha. Satyananda (2009) Light on Yoga. Iyengar (2012)
+Asana Pranayama Mudra Bandha. Satyananda (2009)
+
+
+
+of impacting physical fitness, cognitive performance, emotional wellbeing and personality characteristics of school children. The rating was on a three‑point scale. 1.  Not at all
+2.  Moderately 3.  Very much.
+
+Open ended suggestions for improvement of the module were also solicited in the questions.
+
+The experts were selected based on convenience sampling. 21 yoga experts responded to the questionnaire. Lawshe’s CVR formula was the statistical tool employed to analyze the data.[9]
+
+Designing a validated integrated classroom yoga
+module
+Definition of Integrated classroom yoga module
+The premise worked on was that a short duration yoga module, amenable to be led by the class teacher
+
+4
+
+and possible to practice in the limited spaces of the classroom environment would encourage schools to incorporate yoga in their daily schedule. ICYM was thus conceived as a 12‑min integrated yoga module to be practiced in the limited spaces of the classroom environment. It could be led by the class teacher after a 1‑week training in the practice and a working theory of yoga.
+
+The integrated module included different limbs of yoga namely asanas(physical postures), pranayama(breathing exercises), dhyana (meditation) and mantra (chanting). The design was based on three predefined criteria:
+1.  It should be an integrated yoga module
+2.  It should be possible to practice the module in the limited spaces of the classroom environment
+3.  The choice of practices should have the ability to impact physical fitness, cognitive performance, emotional well‑being and personality characteristics of school children.
+
+Journal of Education and Health Promotion | Volume 10 | April 2021
+Sinha, et al.: Validation of integrated classroom yoga module
+
+Table 2: Pranayama (Breathing exercises) selected from literature review
+
+Pranayama (breathing exercises) Bhastrika
+
+
+
+Ujjai
+
+
+
+Yogic breathing (abdominal)
+
+Nadi Shudhi
+
+
+
+
+Sheetali and Sadanta
+
+
+
+
+Bhramari
+
+Benefits
+Stimulates cerebral region; strengthens nervous system; oxygenates blood; stimulates heart; detoxification; unblocks prana movement; stimulates metabolism; lowers stress; induces clarity of thought and improves concentration
+Relaxes; develops psychic sensitivity; internalises the senses; calms the mind; promotes cardio and digestive health
+
+Relaxed and comfortable breathing; gives vitality and calmness; clarity of thought
+Purifies nadis; increases prana capacity; eliminates bodily disorders; makes breathing rhythmic; soothes nerves; stills the mind; balances brain hemispheres; improves concentration
+
+Cools the body and mind; keeps teeth and gums healthy; harmonises the endocrine system; reduces BP; encourages flow of prana; gives vigour; gives inner tranquillity
+
+
+Awakens psychic sensitivity; relieves anxiety; alleviates anger; reduces BP; helps in throat ailments; creates healing capacity
+
+Textual reference
+Hatha Yoga Pradipika. Muktibodhananda (1985) Gheranda Samhita. Niranjananda (2012)
+Light on Yoga. Iyengar (2012)
+Asana Pranayama Mudra Bandha. Satyananda (2009)
+
+Hatha Yoga Pradipika. Muktibodhananda (1985) Gheranda Samhita. Niranjananda (2012)
+Light on Yoga. Iyengar (2012)
+Asana Pranayama Mudra Bandha. Satyananda (2009) Asana Pranayama Mudra Bandha. Satyananda (2009) Positive Health. Nagarathna and Nagendra (2011) Hatha Yoga Pradipika. Muktibodhananda (1985) Gheranda Samhita. Niranjananda (2012)
+Light on Yoga. Iyengar (2012)
+Asana Pranayama Mudra Bandha. Satyananda (2009) Positive Health. Nagarathna and Nagendra (2011) Hatha Yoga Pradipika. Muktibodhananda (1985) Gheranda Samhita. Niranjananda (2012)
+Light on Yoga. Iyengar (2012)
+Asana Pranayama Mudra Bandha. Satyananda (2009) Positive Health. Nagarathna and Nagendra (2011) Hatha Yoga Pradipika. Muktibodhananda (1985) Gheranda Samhita. Niranjananda (2012)
+Asana Pranayama Mudra Bandha. Satyananda (2009)
+Positive Health. Nagarathna and Nagendra (2011)
+
+
+Table 3: Dhyana (meditation) and mantra (chanting) practices shortlisted from literature review
+
+Meditation/Chanting Dhyana (meditation)
+Mauna
+
+
+
+Mantra (chanting)
+OM and Gayatri Mantras
+
+Benefits
+
+Control over mind; stillness, one pointedness, continuous awareness; deep relaxation; reduced metabolic rate; light and expansive feeling
+
+
+Steadies the senses and quietens the mind; balances the emotions; purifies the mind
+
+Textual reference
+
+Patanjali Yoga Sutra. Vivekananda (1986) Hatha Yoga Pradipika. Muktibodhananda (1985) Gheranda Samhita. Niranjananda (2012)
+Positive Health. Nagarathna and Nagendra (2011)
+
+Svetasvatara Upanishad. Tejomayananda (2011) Brhadaranyaka Upanishad. Madhavananda (1934)
+Positive Health. Nagarathna and Nagendra (2011)
+
+
+
+Designing a validated Integrated classroom yoga module The validated practices were incorporated in the ICYM. From the open‑ended suggestions given by experts we thought it useful to include a positive affirmation practice. Another suggestion incorporated was to slow down the pace of the practice to ensure that children were not tired. The parameters followed to design the module were:
+1.  The module duration was 12 min
+2.  Two sets were to be made meant to be practiced on alternate days to provide variety and derive more benefits
+3.  The practice was to start with dhyana (meditative silence) to harmonize the mental state of the cohort
+4.  The asanas (physical postures) that followed would comprise side bending or twisting, forward and backward bending, stretching and balancing to ensure that the whole body was exercised
+
+Journal of Education and Health Promotion | Volume 10 | April 2021
+
+
+5.  The asanas were tobe followed by pranayama(breathing exercises)
+6.  At the tail end, there was dhyana(meditative silence) and OM chanting to relax the body and mind. The module ended  with a positive affirmation.
+
+The ICYM module is presented in Table 4.
+
+Pilot study to confirm the feasibility of integrated
+classroom yoga module
+Design
+The aim of the pilot study was to test the feasibility and efficacy of the validated ICYM in a school setting. The design was a paired sample prepost measurement of means of physical fitness, cognitive performance, self‑esteem, emotional well‑being, and personality characteristic variables.
+
+5
+Sinha, et al.: Validation of integrated classroom yoga module
+
+Table 4: Integrated classroom yoga module: Set 1 and Set 2 practiced on alternate days
+
+
+Yoga practice
+Dhyana (Meditative silence)
+
+
+Asanas
+Katichakrasana
+
+Set 1
+Time    Description
+1 min    Sit straight with eyes closed. Attention on breathing. Watch your thoughts flowing
+
+1 min    20 rounds
+
+
+Yoga practice
+Dhyana (Meditative silence)
+
+
+Asanas
+Ardhakatichakrasana
+
+Set 2
+Time	Description
+1 min    Sit straight with eyes closed. Attention on breathing. Watch your thoughts flowing
+
+1 min    Hold for7 counts on each side
+
+
+
+Hastauthanasana/ Padahastasana
+
+
+Tadasana
+
+1 min    3 rounds backward‑forward	Ardhachakrasana/ bending. On 4th round hold for   Padahastasana
+7 counts on backward bend and then on forward bend
+1 min    3 rounds of up and down	Gaumukhasana (standing) followed by 1 round of holding
+for 10 counts
+
+1 min    3 rounds of backward‑forward bending. On 4th round hold
+for 7 counts on back bend and then
+1 min    Hold on each side to the count of 10
+
+
+
+Vrkhsasana
+
+Pranayama
+Yogic breathing (abdominal) Nadi Shudhi
+Bhramari OM chanting Dhyana
+
+Affirmation
+
+1 min    Hold on each side for 10 counts
+
+1 min    10 rounds 2 min    6 rounds 1 min    6 rounds 1 min    6 rounds
+1 min    Mentally recap the practices. Attention on breathing
+
+Garudasana
+
+Pranayama
+Yogic breathing (abdominal) Nadi Shudhi
+Bhramari OM chanting Dhyana
+
+Affirmation
+
+1 min    Hold on each side for 10 counts
+
+1 min    10 rounds 2 min    6 rounds 1 min    6 rounds 1 min    6 rounds
+1 min    Mentally recap the practices. Attention on breathing
+
+
+
+I am a powerful soul
+Closing
+
+0.5 min  3 rounds
+0.5 min  Rub palms, massage eyes, face, neck. With a few blinks open eyes
+
+I am a loveful soul
+Closing
+
+0.5 min  3 rounds
+0.5 min  Rub palms, massage eyes, face, neck. With a few blinks open eyes
+
+Total timing	12 min   Total timing	12 min
+
+
+Participants
+The participants for the present study were selected from an urban campus of the multi‑campus Samsidh Mount Litera Zee School group in Bengaluru, India. The participants were selected randomly from Grades 7–10. A grade‑wise quota was predecided, and equal gender ratio was fixed. The selection of participants was made blindly and randomly by drawing from paper slips. The inclusion criteria were: (i) participants must be from Grades 7–10 and (ii) of both genders. The exclusion criteria were: (i) any history of major physical illness or surgery in the past 2 months, (ii) any mental illness and (iii) any condition where physical activity was contraindicated.
+
+Intervention
+The intervention period was 1 month, with 5 days a week of practice in the beginning of the first period of the school day. The class teachers were trained by qualified yoga instructors over daily 1 h sessions for 7 days. The training included an overview of the discipline of yoga and its various limbs. The benefits of each practice were conveyed to them. Each yoga exercise was demonstrated and practiced. Teachers had to lead mock sessions. A video of the module was also given to the teachers. Every 2 weeks, there was a top‑up training session conducted for the teachers.
+
+6
+
+Ethics
+The study was approved by the Institutional ethics committee of S‑VYASA University (reference number: RES/IEC‑SVYASA/145/2019). The school administration was briefed in writing and verbally on the details of the study and the intervention. Informed consent was obtained from the school administration.
+
+Assessment
+The participants were assessed for physical fitness, cognitive performance, self‑esteem, emotional well‑being and personality characteristic. Four tests from EUROFIT physical fitness testing battery were conducted.[42]  The Stroop color‑word naming task was used to measure cognitive performance.[43] Rosenberg self‑esteem scale[44] and WHO‑5 well‑being index[45]  were utilized to measure emotional well‑being. Sushruta child personality inventory (SCPI)[46] was employed to measure child personality characteristic.
+
+EUROFIT physical fitness testing battery
+Flamingo balance test
+Participants balanced on a narrow wooden bar on their preferred leg. The free leg was flexed at the knee. Number of falls in 60 s was recorded.
+
+Sit and reach flexibility test
+Participants were made to sit on the floor with both legs stretched, touching the base of a measuring table with
+
+Journal of Education and Health Promotion | Volume 10 | April 2021
+Sinha, et al.: Validation of integrated classroom yoga module
+
+
+their spine erect. The table had a measuring scale. The initial reading on the measuring scale was taken at the point where the tip of the longest finger touched. They were then asked to stretch fully without bending their legs. The final reading where the tip of the longest finger reached was taken and the distance of stretch calculated by subtracting the initial (non stretch reading) from the final (full stretch) reading.
+
+Sit ups trunk strength
+Participants were required to lie on their back with knees bent; thighs kept at right angle to the torso and feet flat on the ground. Their hands were kept behind their head. Participants performed sit‑ups from this position and returned to the initial position. The number of sit‑ups in 30 s was recorded. Incomplete sit‑ups were not counted.
+
+10 × 5‑m shuttle run agility test
+Cones were kept at a distance of 10 m. At the word ‘Go’ the participants ran to the cone 10 m away and back five times without stopping. At the end of the fifth round, the timing was recorded using a stopwatch.
+
+Stroop color‑word naming task
+The Stroop color‑word task measures the executive function involving word, color and an interference naming response. The test consists of three pages. The first page tests how fast the participant can read out words (correct number of words read in 45 s). The second page tests how fast the participant can call out the colors(correct number of colors called in 45 s). The third page tests the speed with which the participant can name the color of the ink and disregard the word printed in that color ink (correct number of ink colors called in 45 s). The test in effect measures the participant’s control over neuropsychological functions involved in color and word naming responses.[39] The test extracts three scores, namely Stroop word score, Stroop color score and Stroop color‑word score.
+
+Rosenberg self‑esteem scale
+The Rosenberg self‑esteem scale is a self‑report scale. It is a 10‑item scale measuring both positive and negative feelings associated with global self‑esteem. The instrument uses a 4‑point Likert scale.
+
+WHO‑5 well‑being index
+The WHO‑5 well‑being index is a self‑report scale. It has 5 items measuring positive feelings associated with emotional well‑being. The instrument uses a 6‑point Likert scale.
+
+of response patterns called gunas. The three patterns are Sattva(controlled gentle steadiness), Rajas(uncontrolled restless activity) and Tamas (uncontrolled dullness).[47] Well‑being is disturbed when Rajas and Tamas become dominant.
+
+The raw data were analyzed using theStatistical Package for the Social Science (SPSS) version 26, IBM, USA.
+
+Results
+
+Results of validation of Integrated classroom yoga module by subject matter experts
+The ICYM was evaluated by subject matter experts(n=21). The qualification of the experts was Ph.D., (Yoga) 13, MD (Yoga Therapy) 1, M.Sc., (Yoga) 2, Yoga instructors certification course 5. The mean number of years’ experience in teaching yoga was M = 19.9 (8.57) and the range was 4–40. The characteristics of the expert panel are given in Table5. To test content validity of subject matter expert ratings, Lawshe’s CVR analysis was undertaken. Tables 6‑9 gives the results of content validity for the 24 yoga practices proposed. For a panel size of 21 the CVR	was calculated at 0.429. A CVR score ≥CVR would constitute sufficient evidence to validate that practice. Conversely a CVR score<CVR   would indicate insufficient evidence tovalidatethat practice.Out of the 14 asanas (physical postures) 12 had a CVR score ≥CVR Out of the 7 pranayama practices(breathing exercises), 3 cleared the content validity test with CVR score≥CVR   . 1 dhyana (meditation) and 1 mantra (chanting) practice cleared the content validity test with a CVR score≥CVR   . The overall module also cleared the content validity test with a CVR score ≥CVR	indicating that the overall module was rated by experts as capable of achieving its objectives.
+crit	crit
+crit
+crit.
+crit
+crit
+crit
+
+Results of pilot study to confirm feasibility and efficacy of Integrated classroom yoga module Participants for the pilot study were selected randomly from grades 7–10. The sample size achieved was N = 49. The mean age was M = 13.63 (1.014), range = 12–16 years and gender ratio B:G = 23:26 [Table 5]. A paired sample t‑test was conducted to test the hypothesis that yoga
+
+Table 5: Characteristics of subject matter experts (n=21)
+Characteristic	Number Qualification
+Ph.D. (Yoga)	13
+M.Sc. (Yoga)	2
+
+
+
+Sushruta child personality inventory
+The SCPI is a self‑report scale measuring personality characteristic. It has 54 items and uses a binomial Yes/ No scale. The scale is based on the concept that the mind is always in a dynamic equilibrium between three types
+
+Journal of Education and Health Promotion | Volume 10 | April 2021
+
+MD (Yoga)
+Yoga instructors certification Experience
+Mean (SD) Range
+SD=Standard deviation
+
+1 5
+
+19.90 (8.57) 4‑40 years
+
+7
+Sinha, et al.: Validation of integrated classroom yoga module
+
+Table 6: Validated asanas (physical postures) using Lawshe’s CVR (n=21)
+
+Asana (physical posture)                                               ne Katichakrasana                                                                15
+TirikayaTadasana	13 ArdhakatiChakrasana	17 Parsvakonnasana	15 PrasaritaPadohastasana + ardhachakrasana	14 Padahastasana + ardhachakrasana	16 Padahastasana + hastauthanasana	18 Tadasana	17 ParivrittaTrikonasana	16 Gaumukhasana	16 Ardhachandrasana	14 Vrkshasana	19 Garudasana	16
+Veerbhadrasana Pose III	16
+
+N/2	CVR (ne‑N/2)/N/2 10.5                          0.810
+10.5	0.429 10.5	0.619 10.5	0.429 10.5	0.333 10.5	0.524 10.5	0.714 10.5	0.619 10.5	0.524 10.5	0.524 10.5	0.333 10.5	0.810 10.5	0.524
+10.5	0.524
+
+CVRcrit 0.429
+0.429 0.429 0.429 0.429 0.429 0.429 0.429 0.429 0.429 0.429 0.429 0.429
+0.429
+
+Select/reject Select
+Select Select Select Reject Select Select Select Select Select Reject Select Select
+Select
+
+n=Total number of panellists, ne=Total number of essentials (2) for each practice, CVR=Content validity ratio, CVRcrit=Minimum value for acceptance based on
+binomial probabilities for panel size
+
+Table 7: Validated pranayama practices (breathing exercises) using Lawshe’s content validity ratio (n=21)
+
+Asana (physical posture) Bhastrika
+Ujjai
+Yogic breathing (abdominal) Nadi Shudhi
+Sheetali Sadanta
+Bhramari
+
+ne	N/2	CVR (ne‑N/2)/N/2 11                     10.5                              0.048
+9	10.5	−0.143 18	10.5                              0.714 19	10.5                              0.810 12	10.5                              0.143 10	10.5	−0.048
+19	10.5	0.810
+
+CVRcrit 0.429
+0.429 0.429 0.429 0.429 0.429
+0.429
+
+Select/Reject Reject
+Reject Select Select Reject Reject
+Select
+
+n=Total number of panellists, ne=Total number of essentials (2) for each practice, CVR=Content validity ratio, CVRcrit=Minimum value for acceptance based on
+binomial probabilities for panel size
+
+Table 8: Validated meditation and chanting practices using Lawshe’s content validity ratio (n=21)
+
+Dhyana (Meditation) and Mantra (chanting)                ne Mauna                                                                              19
+OM mantra	19
+Gayatri mantra	12
+
+N/2	CVR (ne‑N/2)/N/2 10.5                         0.810
+10.5	0.810
+10.5	0.143
+
+CVRcrit 0.429
+0.429
+0.429
+
+Select/reject Select
+Select
+Reject
+
+n=Total number of panellists, ne=Total number of essentials (2) for each practice, CVR=Content validity ratio, CVRcrit=Minimum value for acceptance based on
+binomial probabilities for panel size
+
+Table 9: Validation of overall integrated classroom yoga module module (n=21)
+
+Overall rating of Yoga module
+Can achieve objective
+
+ne	N/2	CVR (ne‑N/2)/N/2 16             10.5                      0.524
+
+CVRcrit 0.429
+
+Will Yoga module achieve objective
+Yes
+
+n=Total number of panelists, ne=Total number of essentials (2) for each practice, CVR=Content validity ratio, CVRcrit=Minimum value for acceptance based on
+binomial probabilities for panel size
+
+
+intervention with the validated ICYM would result in statistically significant differences in postintervention means compared to preintervention means for physical fitness, cognitive performance, self‑esteem, emotional well‑being, and personality characteristic variables. The intervention period was 1 month, with 5 days a week of practice. The preassessment was done in the middle of July 2019 and the postassessment in the middle of August 2019.
+
+EUROFIT physical fitness testing battery
+The  paired  sample  t‑test  was  associated  with statistically significant differences in postintervention means compared to preintervention means with
+
+8
+
+small‑to‑medium effect sizes for all four tests, namely balance, flexibility, strength, and agility.
+
+Flamingo  balance  test:  T  (48)  =  3.03,  P  =  0.004, Cohen’s d = 0.43.
+
+Sit and reach flexibility test: T (48) = 2.52, P = 0.015, Cohen’s d = 0.36.
+
+Sit ups trunk strength test: T (48) = 2.55, P = 0.014, Cohen’s d = 0.36.
+
+10 × 5 m shuttle run agility test: T (48) = 2.61, P = 0.012, Cohen’s d = 0.37.
+
+Journal of Education and Health Promotion | Volume 10 | April 2021
+Sinha, et al.: Validation of integrated classroom yoga module
+
+
+Stroop color‑word naming task
+The  paired  sample  t‑test  was  associated  with statistically significant differences in postintervention means compared to preintervention means with medium‑to‑large effect sizes for all three scores namely word, color and color‑word.
+•   Word score: T (48) = 5.41, P = 0.001, Cohen’s d = 0.77
+•   Color score: T (48) = 4.24, P = 0.001, Cohen’s d = 0.61 •   Color‑word score: T (48) = 4.39, P = 0.001, Cohen’s
+d = 0.63.
+
+Rosenberg self‑esteem scale
+The  paired  sample  t‑test  was  associated  with  a statistically significant difference in postintervention mean compared to preintervention mean with small effect size.
+
+t (48) = 2.75, P = 0.008, Cohen’s d = 0.39.
+
+The paired sample t‑test was associated with statistically insignificant effect for the following variables:
+
+WHO‑5 well‑being index
+•   t (48) = 0.63, P = . 532, Cohen’s d = 0.09.
+
+SCPI:
+•   Sattva score: T (48) = 0.07, P = 0.947., Cohen’s d = 0.01 •   Rajas score: T (48) = 1.92, P = 0.061, Cohen’s d = 0.27 •   Tamas score: T(48) = 1.88, P= 0.067, Cohen’s d=0.27.
+
+Table 10: Age and gender of pilot sample (n=49) Characteristic	Number Age (years)                                                                    13.63 (1.014) Age range                                                                            12‑16 Gender ratio (B:G)                                                               23:26
+Age is group mean (SD). SD: Standard deviation
+
+Summary of results of the pilot study
+The yoga intervention with ICYM gave statistically significant differences in means for physical fitness, cognitive performance and self‑esteem variables. The effect sizes ranged from small to medium in physical fitness measures, medium to large in the cognitive performance measure and small in the measure of self‑esteem. The differences in means for emotional well‑being and child personality characteristic variables were insignificant. It can be concluded that ICYM is feasible in improving physical fitness, cognitive performance, and self‑esteem [Tables 10 and 11].
+
+Discussion
+
+Traditional literature on yoga makes a compelling case for its inclusion in education. It is seen as self‑transformational impacting every facet of the personality to build intelligence, personality, and character. Modern research lends support to the claims made by traditional texts. Despite mounting evidence, yoga finds it difficult to get included in the school curriculum in any meaningful manner. The stated barriers are a paucity of time and need for resources. The aim of this study was to develop a validated short duration (12 min) ICYM for benefiting school children in physical fitness, cognitive performance, self‑esteem, emotional well‑being and personality characteristic variables. It was hypothesized that a short duration ICYM would solve the problem of time and resource and could potentially be included in the daily school schedule. Current studies on classroom yoga have tested mostly nonstandard yoga module designs, provided limited details of the intervention or suffered from sub‑optimal days per week of practice. An uncontrolled pilot study by Butzer et al.[48] used a 30‑min classroom yoga module practiced once a week. A study by Chen and Pauwels[49]
+
+
+Table 11: Variables of scales tested: Paired sample t‑test
+
+Variable
+Pre
+EUROFIT physicalfitness testing battery
+
+n=49
+Post	t	P	Cohen’s d
+
+
+
+Flamingo balance test
+Sit and reach flexibility test Sit ups trunk strength test
+10 × 5 m shuttle run agility test Stroop color ‑ word naming task
+Word score Color score
+Color ‑ word score Rosenberg self‑ esteem scale WHO‑5 well‑being index
+Sushruta child personality inventory Sattva Score
+Rajas Score
+Tamas Score
+
+7.37 (6.366) 13.08 (4.983) 19.18 (4.777) 15.79 (1.964)
+
+92.92 (13.156) 58.53 (11.616) 32.14 (10.454) 27.78 (3,454) 16.59 (4.286)
+
+13.63 (2.118) 8.82 (2.297)
+6.94 (2.025
+
+5.12 (5.270)	3.03	0.004	0.43 14.94 (6.105)	2.52	0.015	0.36 21.12 (5.540)	2.55	0.014	0.36 16.33 (1.527)	2.61	0.012	0.37
+
+98.59 (13.233)	5.41	0.001	0.77 65.82 (9.901)	4.24	0.001	0.61 37.51 (9.520)	4.39	0.001	0.63 29.10 (3.435)	2.75	0.008	0.39 17.00 (3.953)	0.63	0.532	0.09
+
+13.65 (1.877)                 0.07                0.947                     0.01 8.29 (2.000)                  1.92                0.061                     0.27
+6.35 (1.964)	1.88	0.067	0.27
+
+Pre‑ and Post are Group Means (SD). SD=Standard deviation
+
+Journal of Education and Health Promotion | Volume 10 | April 2021	9
+Sinha, et al.: Validation of integrated classroom yoga module
+
+
+used a 5‑15 min yoga‑based activity module. Mische Lawson, Cox and Blackwell studied a 10‑min yoga‑based reflex integration module.[50]  The current research on short‑duration classroom yoga is clearly inadequate. There is a need for a methodologically sound study with a validated short duration classroom yoga module.
+
+ICYM was designed based on a thorough review of traditional yoga literature. The module integrated asanas (physical postures), pranayama (breathing exercises),  dhyana  (meditative  practice),  and mantra (chanting). The module was validated by yoga experts. The analysis tool used was Lawshe’s CVR formula. Only practices rated essential were included in the final module. The entire module was also rated essential by the experts. The methodology used in the module validation phase of this study was consistent with earlier researches on yoga module development and validation. Isha et al.,[51]  developed and validated a yoga module for heart disease. A study by Kakde etal.,[52] validated a yoga module on Parkinson’s disease. Patil etal.[53] developed and validated a yoga module for chronic lower back pain. A yoga module for children with intellectual disabilities was validated by Piseetal.,[54]
+
+The pilot study was conducted in an urban campus of the multi‑campus Samsidh Mount Litera Zee School group in Bengaluru, India (n = 49). It found that the module was well accepted by both teachers and students. There was no problem in practicing the module in the limited spaces of the classroom environment. A paired sample t‑test showed that the differences in postintervention means compared to preintervention means were significant for physical fitness, cognitive performance and self‑ esteemvariables but insignificant for emotional well‑being and child personality variables. The effect sizes ranged from small to medium in physical fitness measures, medium to large in the cognitive performance measure and smallin the measure of self‑esteem. It was concluded thatICYM has a statisticallysignificantimpact on physical fitness, cognitive performance and self‑esteem measures of school children. These findings corroborate earlier researches on the effect of yoga on physical fitness, cognitive performance and self‑esteem although with longer duration yoga modules. Two randomized controlled Indian studies conducted on school children found that integrated yoga practice improved physical fitness as measured by the EUROFIT testing battery. Improved BMI, speed, balance and strength were reported in one study.[4]  Improved balance, reaction time, flexibility, strength, and agility were reported in the other study.[14] Two Indian studies with school children reported improvement in executive function as a result of yoga intervention. Purohit and Pradhan[55]  reported significant differences in the yoga group for Stroop Color‑Word Task, Digit Span Test and part‑A of TMT.
+
+10
+
+A study by Telles et al.,[4]  found that yoga intervention improved executive function as measured by the Stroop Color‑Word task. Bhardwaj and Agrawal[29] assessed the effect of yoga on the level of self‑esteem in preadolescents school‑going children in a randomized controlled study. The scale used was the Indian adaptation of Battle’s self‑esteem inventory for children. The yoga group showed a significant increase in the level of overall, general and social self‑esteem. In another study with school children, Sethi et al.,[56]  showed a significant increase in self‑esteem scores.
+
+The methodology used in the pilot phase of the study was consistent with earlier researches that tested feasibility of customized yoga modules. Bhat et al.,[57]  conducted a pilot study for a yoga module to treat Obsessive compulsive disorder with 17patients. Patil etal.[53] tested the feasibility of a module for chronic lower back pain with 12 patients. A module for depression was tested with 7 patients.[58] Hariprasad et al.[59] conducted a pilot study on a module for the elderly with 10 elders.
+
+The present study is unique since it has developed a validated school‑based short duration classroom yoga module. The interventions used in earlier studies were nonstandard. The strengths of the study are (i) the ICYM was developed methodically based on ancient and contemporary yoga literature; (ii) it was an integrated module incorporating physical postures, breathing practices, meditative practices, chanting and affirmation; (iii) The selected practices were validated by a sufficient number of subject matter experts and the responses were analyzed using a sound statistical tool; (iv) and importantly the validated module was subjected to a pilot study using a paired sample pre–post measurement design. The pilot study found that the module was efficacious in impacting physical fitness, cognitive performance, and self‑esteem variables. The weaknesses of the study were: (i) the sample size of the pilot study was small (n = 49); (ii) the period of intervention was 1 month, which is short; (iii) No follow‑up study was conducted to ascertain long‑term benefits and (iv) the module was tested only with high school children. Its effect on smaller children is thus unknown. Future studies could be undertaken using a randomized control trial design with larger sample size and a longer period of intervention. The module could be tested with smaller children to understand its efficacy across age groups.
+
+Acknowledgments
+This study was a part of one of the author’s Ph.D., thesis. The study was self‑funded and there was no  conflict of  interest.  We  would  like  to  acknowledge  the willing cooperation of the Samsidh Mount Litera Zee School management, principal, teachers, staff, and
+
+Journal of Education and Health Promotion | Volume 10 | April 2021
+Sinha, et al.: Validation of integrated classroom yoga module
+
+
+the enthusiastic students. Without their cooperation, this study would not have been possible.
+
+Financial support and sponsorship Nil.
+
+Conflicts of interest
+There are no conflicts of interest.
+
+References
+
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+38.    Patil SS, Nagendra HR. Effect of yoga personality development camp on the triguna in children. Voice Res 2014;3:19‑21.
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+41.    Pradhan B, Derle SG. Comparison of effect of Gayatri Mantra and Poem Chanting on Digit Letter Substitution Task. Anc Sci Life 2012;32:89‑92.
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+52.    Kakde N, Metri KG, Varambally S, Nagaratna R, Nagendra HR.
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+Development and validation of a yoga module for Parkinson disease. Journal of Complementary and Integrative Medicine. 2017;14.
+53.    Patil NJ, Nagarathna R, Tekur P, Patil DN, Nagendra HR, SubramanyaP. Designing, validation, and feasibility of integrated yoga therapy module for chronic low back pain. Int J Yoga 2015;8:103‑8.
+54.    Pise V, Pradhan B, Gharote MM. Validation of yoga module for children with intellectual disabilities. Ind Psychiatry J 2017;26:151‑4.
+55.    Purohit SP, Pradhan B. Effect of yoga program on executive functions  of  adolescents  dwelling  in  an  orphan  home: A randomized controlled study. J Tradit Complement Med 2017;7:99‑105.
+56.    SethiJK, NagendraHR, Sham GanpatT. Yoga improves attention and self‑esteem in underprivileged girl student. J Educ Health Promot 2013;2:55.
+57.    Bhat S, Varambally S, Karmani S, Govindaraj R, Gangadhar BN. Designing and validation of a yoga‑based intervention for obsessive compulsive disorder. Int Rev Psychiatry 2016;28:327‑33.
+58.    Naveen GH, Rao MG, Vishal V, Thirthalli J, Varambally S, Gangadhar BN. Development and feasibility of yoga therapy module for out‑patients with depression in India. Indian J Psychiatry 2013;55:S350‑6.
+59.    Hariprasad VR, Varambally S, Varambally PT, Thirthalli J, Basavaraddi IV, Gangadhar BN. Designing, validation and feasibility of a yoga‑based intervention for elderly. Indian J Psychiatry 2013;55:S344‑9.
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+12	Journal of Education and Health Promotion | Volume 10 | April 2021

subfolder_0/Effect Of Cyclic Meditation On Job Related Stress In It Professionals conv.txt

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+CYCLIC MEDITATION ON JOB RELATED STRESS
+
+EFFECT  OF  CYCLIC  MEDITATION  ON  JOB  RELATED  STRESS  IN  IT PROFESSIONALS
+
+
+Pammi Sesha Srinivas
+Research Scholar, S-VYASA University, Bangalore Sony Kumari
+Associate Professor, S-VYASA University, Bangalore
+
+Voice of  Research Volume 4, Issue 1 June 2015
+ISSN 2277-7733
+
+
+Abstract
+Information  Technology  industry  in  India  resulted  in  increase  of  job  stress  and  its  management  by  professionals  would  impact  their employability as well as personal lives. Yoga is an ancient science which can give comfort to body/mind complex of  human being in any context of life with a disciplined practice. Present study was design   toassess the effect ofyoga technique- cyclic meditation on job stress on Indian information technology professionals.   A qualitative research method was used to collect data and results are worth pursuing.
+Keywords:Yoga,Meditation, Job stress,Cyclic meditation, Stress management&IT professionals
+
+
+Global Competitive markets demand IT professionals to be innovative, cost effective as well as deliver “customer liked” products on time, all the time. It all boils down to” do more with  less  every  time  on  time “.This  creates  lot  of  stressful situations for IT Professionals like ever changing customer expectations, squeezed project schedules, availability of skilled professionals, availability of talented leadership pool etc. As Robbins  (2001)  mentioned,  an  individual  goes  through stressful  condition  when  he/she  needs  to  deliver  on anyopportunity.Research  has  also  shown  Indian  IT professionals  are  more  prone  to  Job  stress  related complication due to the nature of the job they have to perform.Job stress is mainly governed by work-overload, role conflictand role ambiguityany professional’s ability to withstand job related stress also depends on physical well-being, psychological wellbeing and personal life well-being. An individual who can with stand job related stress can also turn areas of problems in the organization/industry into areas of opportunityfor success. Yoga based practices are gaining  popularity  in  India  and  abroad  among  IT professionals.Thepresent study investigates the effects of cyclic  meditation  on  Indian  IT  professionals  using Qualitative method.
+Intervention-Cyclic Meditation: C.M is inspired by a verse from Mandukya Upanishad (SanjibPatra, Shirley Tells.2009). C.M.is a set of stimulation and relaxation poses. There are two principles of this practice- depth of perception and expansion of awareness. The complete cycle of this practice consists of 35 minutes.Cyclic meditation was developed by SVYASA  (Swami  Vivekananda  Yoga  Anusandhana Samstahana),   Bangalore, India. Cyclic Meditation could be shortly referred as C.M here after.
+Material  and  Methods:  In  this  study  qualitative methodology was used.Qualitative methodologies could be considered to be used in cases wherelarge range of unknown variables effects an area (Creswell, 1998). Key advantage with
+qualitative case study is that it helps to get deeper insight
+
+into participant experiences without any prior hypothesis (Patton,  1990).Subjects-Participants  were  selected  from Bengaluru, India office from one of the leading Multinational European  Company  (MNC).Sixty  days  intervention  was administered  to  45  employees  of  the  selected  company participated in the study. All the participants were not having any serious illness or were not under medical treatment during the intervention period. The age range of employees varied from 24 years to 42 years.Participants were requested to provide their experience in a written format honestly without  any  bias  or  apprehension.  The  written  format provided, has guiding questions like “describe the impact of cyclic meditation at physical level.
+Data Analysis:As Denzin and Lincoln (1994) explain, data analysis begins after collecting the data from the participants in qualitative research.Written data provided by volunteered participants, was grouped into four major categories of information. First one was effect of Cyclic Meditation (C.M.) onphysical well-being, second one was effectof C.M. on psychological well-being, and third one was effect of C.M.on personal life and the last one beingeffect of C.M. on work place.  As  part  of  last  category  of  effect  on  workplace, responses from participants were also carefully examined to see the effect of C.M on job stress for IT professionals.
+On physical well-being:Regular use of mouse and key board with the computer, IT professionals are more prone to wrist pains, shoulder joint pain, obesity issues as well body laziness issues. As IT professionals work under cool air conditions constantly, IT professionals might also get exposed  to  breathing  issue,  seep  issues  as  there  is  a possibility of imbalance in effort done between body and mind in a day.
+On  psychological  well-being:Challenging  projects  and ambitious targets also add to impact the psychological well-being. Psychological well-being can be felt by self-awareness,
+self- confidence and listening capabilities. Below are experiences
+
+
+46 | Voice of Research, Vol. 4 Issue 1, June 2015, ISSN 2277-7733
+CYCLIC MEDITATION ON JOB RELATED STRESS
+
+
+as expressed by some of the participants.
+On personal life: I.T professionals are spending much
+
+“Also I must say, I am able to spend quality time with my
+family every evening.”
+
+more time at workplace than at home.   As quality time	“Earlier due to more stress, sometimes I tend to react to
+
+spent at home for professionals is decreasing day by day, any disturbance at home/family would disturb the work efficiency of professionals and make those professional more prone to job stress situation. Below are experiences as expressed by some of the participants.
+At workplace:I.T professionals may have challenging times in  handling  work  related  discussions/risk  management/ schedules  which  can  potentially  impact  work  efficiency, resulting in job related stress. Support from sub-ordinates/ peers as well as supervisors, is also crucial for performing assigned  tasks  efficiently.  Responses  from  Participant experience sharing document were also examined to assess the impact of Cyclic Meditation at the workplace. Below are experiences as expressed by some of the participants.
+On Job related stress management: Participants’ responses were also carefully examined to assess the effect of C.M. in handling job related stressful situations. Ability to work with cool mindedness is key in stressful job situations. It is also important to respond appropriately for work place discussions else it would have negative spiral effect on Job stress.  Ability  to  complete  tasks  even  under  stressful situations  is  key  for  professional’s  success.  Below  are experiences as expressed by some of the participants.Below are experiences as expressed by some of the participants.
+“I am able to focus on work with greater intensity and am able to manage work schedules more effectively.”
+“I feel effectiveness in my way of approach in handling discussions which helped to increase my productivity.”
+“It helped to reduce tensions at work place and I feel relaxed in taking decisions compared to before.”
+“Usually, I do not get proper sleep in the night. Also if I sleep longer hours by chance, I use to feel tired and sleepy
+all the time following wakeup. C.M. sessions helped me to
+
+situations hastily. With a relaxed body and mind, I am able to appropriately respond to situations at work place.
+“Last few months, my workplace environment had turned from bad to worst. I had to cope with schedule challenges, not  so  supportive  management  during  this  time.  This affected me both physically and emotionally. Because of these changes, I used to get angry with my kids/wife even for a small mistake and also couldn’t get sleep well in the night. After started practicing cyclic meditation, I am more relaxed both physically and mentally. It definitely helped me to let out my stress. This in turn helped me in finding a new career opportunity as well.”
+Results&Discussion
+Participants experienced positive effects at physical well-being as well as psychological well-beingafter practicing Cyclic Meditation. Participantsreported more of self- awareness,self-confidence ,decision making capability as well as on listening capability as expressed by few participants. Participants also experienced ability to respond appropriately in work related situations,positive effect in personal lives in termsof handling situations and relations effectively. Most of the participants experienced positive effect at work place in terms handling discussions,  risk  forecasting  and  in  adopting  systematic problem solving. In addition to a quality time spent in personal time helps to tackle work related issues as well as job stress effectively.
+Limitations: Adding more I.T, M.N.C companies would give more promising outcomes which might support existing findings more robustly ormodify some of the findings. To enrich this study, future research can also consider women specific job stress as well as, study on IT enabling sector like B.P.O industry
+Conclusions
+
+get proper and continuous sleep for 6 hours, which is good	Cyclic  Meditation  practice  helped  IT  professionals	for
+
+enough for the body to relax.”
+“I use to have back pain on daily basis. When I use to get up in the morning, I use to feel the pain a lot. After I practice cyclic meditation, I have no more back pain and feeling relaxed.”
+“I have become aware of my thoughts and body movements post Cyclic Meditation  practice.”
+“I am able to take decisions well after analysing all the pre & post actions of decisions  post Cyclic Meditation practice
+“Cyclic Meditation practice has obviously increased the patience and it helped to handle the situations and relations effectively
+with family and friends.”
+
+enhancing  their  physical  and  psychological  well-being including ability to manage work related tasks effectively . Organization and environment   plays significant role in impacting job stress for Indian IT professionals. Cyclic Meditation practice would help to reduce job stress and it also enables the IT professional to perform efficiently at work place despite of stressful work conditions.
+References
+Anthony D LaMontagne, Tessa Keegel, Amber M Louie & Aleck  Ostry  (2010).  ‘  Job  stress  as  a  preventable upstream determinant of common mental disorders: A review for practitioners and policy-makers.’ Advances in  Mental  Health:  Promotion,  Prevention  and  Early
+Intervention Volume9, issue1, 2010.
+
+Voice of Research, Vol. 4 Issue 1, June 2015, ISSN 2277-7733 | 47
+CYCLIC MEDITATION ON JOB RELATED STRESS
+
+
+Anthony D LaMontagne., Tessa Keegel., Amber M Louie., AleckOstry& Paul A.LandSBergis. (2007). ‘ A Systematic Review of Job-stress Intervention Evaluation Literatu
+re, 1990-2005‘. INT J OCCUP ENVIRON HELATH 2007: 13:268-280
+Belkic,K., P.Landsbergis et al.(2004).‘Is job strain a major source  of  cardiovascular  disease  risk?‘Scand  J  Work Environ Health 30(2):85-128.
+Cano, C. R., Sams, D., & Schwartz, J. (2009).The job stress—
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+Maxwell, J. A. (1996). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage Publications.
+Moddie,R. and I.Verins(2002).‘To whom does mental health belong?’ Australian e-journal for the Advancement of Mental Health1(2): 68-73.
+Nagendra  HR,  Nagarathna  R.  Bangalore,  India:  Swami Vivekananda Yoga Publications; 2007. New perspectives in stress management.
+Patton, M. Q. (2002). Qualitative research and evaluations methods
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+Job   performance   relationship   in   the   social	(3rd ed.). London: Sage Publications.
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+Basic Books.
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+(2012).‘Quality of Life and Functional Health Status of Long-Term Meditators’. Evidence-Based Complementary and Alternative Medicine
+Volume 2012 (2012), Article ID 350674, 9 pages
+SanjibPatra., Shirley Telles(2009). ‘ Positive impact of Cyclic Meditation on subsequent sleep’. Med SciMonit; 15(7) :CR375-381
+Sleep Matters: The Impact of Sleep On health and Wellbeing (2011).
+
+LaMontagne,A.D.   and   T.G.Keegel   (2009).   ‘Work	Mental Health foundation. ISBN: 978-1-906162-65-8
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+environments  as  a  determinant  of  health,  In‘: Understanding  health  :  A  determinant  approach, 2ndednH.Kelecher  and  C.MacDougall  eds.  Oxford, Oxford unoveristy Press 201:217
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+Stansfeld,S.A. and B.Candy. (2006). ‘ Psychological work environment  and  mental  health  –  a  meta-analytic
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+48 | Voice of Research, Vol. 4 Issue 1, June 2015, ISSN 2277-7733

subfolder_0/Effect Of Integrated Yoga On Agreeableness And Performance Of Employees conv.txt

@@ -0,0 +1,166 @@
+INTEGRATED YOGA AND PERFORMANCE OF EMPLOYEES
+
+EFFECT  OF  INTEGRATED  YOGA  ON  AGREEABLENESS  AND PERFORMANCE  OF  EMPLOYEES
+
+
+Chokkalingam
+Researcher, SVYASA University, Bangalore Sony Kumari
+Associate Professor, SVYASA University, Bangalore K.B. Akhilesh
+Professor, Indian Institute of Studies, Bangalore H.R. Nagendra
+Chancellor, SVYASA University, Bangalore
+
+Voice of  Research Volume 4, Issue 1 June 2015
+ISSN 2277-7733
+
+
+Abstract
+The personality of employees determine the performance of employee. Agreeableness is one of the Big Five Personality traits which affects the performance of  employee. An empirical study is made to assess the effect of  practicing Integrated Yoga on personality traits,including agreeableness of  employee. 51 employees are given Yoga Intervention for four months and another 51 employees are not given any intervention. Using Big Five Personality Inventory, data is collected before, in the middle, and at the end of  the study. The analysis of  data using SPSS showed that agreeableness among employees in Integrated Yoga Intervention group improved significantly (p<.01)
+Key words: Personality, Performance of  Employee, Agreeableness, Integrated Yoga
+
+
+In the present knowledge based society, human resources are the most important resource for the progress.Personalities of employees shape the behaviours in the workplace and thus their performance.Development of the personalities to suit  the  changing  requirements  of  the  organization  has become an important duty of the management.
+What is personality:According to Murray R.Barrick and Michael K.Mount “Personality is an individual’s relatively stable  and  enduring  pattern  of  thoughts,  feelings  and actions”1.  The  term  personality  trait  refers  to  enduring personal characteristics that are revealed in a particular pattern of behaviour in a variety of situations.Many efforts are made to identify the primary traits that govern behaviour and these efforts resulted in long lists. Out of these Big Five Personality Modelis most widely used in identifying and  classifying  traits.  The  Big  Five  Personality  Model, supported by an impressive amount of  research suggests that the five basis of dimensions underlie all others and encompasses most of the significant variation in human personality 2.   The Big Five Personality traits are Openness, Conscientiousness,Extraversion,Agreeableness  and Neuroticism. Among these, Agreeableness,it’s importance in job performance and impact of practice of Integrated Yoga on agreeableness are studied in the present research. The facets of agreeableness are Trust (forgiving), Straight forwardness (not demanding), Altruism(warm), Compliance (not stubborn), Modesty (not show off), tender mindedness (sympathetic).
+Importance  of  agreeableness  in  job  performance: Agreeableness is relevant because they are better liked and they are more compliant and confirming. In jobs requiring significant teamwork or frequent interpersonal interactions, higher performance and lower levels of deviant behavioris
+
+very  important3   Conscientiousness,  extraversion,  and agreeableness are positively correlated with job satisfaction (Judge, Heller, & Mount, 2002)4 Workplace deviance was more likely to be endorsed with respect to an individual when both the perception of the workplace was negative and emotional stability, conscientiousness, or agreeableness was low 5  Witt et al. (2002) argued that the interaction between conscientiousness and agreeableness is most relevant for  ‘jobs  requiring  substantial  cooperative  interaction6 Employees  with  high  levels  of  conscientiousness  and agreeableness are more likely to possess the resources required to excel in bank teller jobs requiring speed, accuracy, and customer service. It is critical for positions with frequent interpersonal interactions to be filled by employees who have  high  levels  of  both  conscientiousness  and agreeableness7  Elisa  Ilardaetc  found  that  the  strongest correlations  with  team  work  are  found  to  be  with extraversion, total emotional intelligence, agreeableness8 Cooper  (1997),  Vakola,  Tsaousis,  and  Nikolaou  (2003) found that the relationship between extraversion, openness, agreeableness, conscientiousness and attitude were all found to  be  linked  to  being  adoptable  to  change  in  an organization9  Agreeableness  was  significantly  related  to interpersonal teamwork behavior, collective efficacy also was found to moderate the relationship between agreeableness and interpersonal teamwork behavior. Agreeableness and interpersonal teamwork behavior relationship is stronger for those in high collective efficacy groups10 Agreeableness, and  Emotional  Stability  are  positively  related  to differentaspects  of  contextual  performance11  Agreeable individuals are better able to resolve conflict orfacilitate its resolution when it arises (Frederick p. Morgeson, Matthew h. Reider , Michael a. Campion, 2005)12
+
+
+
+Voice of Research, Vol. 4 Issue 1, June 2015, ISSN 2277-7733 | 49
+INTEGRATED YOGA AND PERFORMANCE OF EMPLOYEES
+
+
+Is  personality  changeable?  Whether  personality  is changeable is an issue of long debate. According to Allport, one of the pioneers in research on personality, personalities are  stable  dispositions  of  an  individual  13.  This  is  well known as the theory of Personality Trait Consistency. Mischel (1968) introduced what has been called Situationalism. It suggests that human behaviour is largely dependent on situations.  He  made  two  empirical  arguments  1)  that personality traits only have a correlation of about 0.30 with personal behaviour in any given situation and 2) the cross sectional behaviour is also only around 0.20-0.30.14 The study of both personality trait theory and situationalism is called Interactionism. Rather than saying that situations determine behaviour (which ignores differences in individual reactions) or that personality determines behavior(which is misleading because of low cross situational consistency of behavior) Interactionism  expresses  it  differently.15  In  some  studies empirical data show that personality traits change throughout the life time. Mean level changes in personality traits have been  demonstrated  in  young  adulthood(Helson& Moane,1987) 16, midlife(Dudek& Hall 1991) 17  and old age (Field & Millsap 1991) 18. Interactionist approach allows us to assume that the person is free because his personality is not genetically determined and that some of his personality traits may vary because of his own decisions(Jose Hernandez and Ricardo Mateo 2012)19 From the above discussion it is clear that personality can be changed by environment and environment  can  act  as  the  facilitator  for  personality development.
+Personality  Development-  Integrated  Yoga  as  the facilitator: Yoga is becoming popular in all parts of  the world  and  recognising  the  importance  of  it  the  United Nations declared June 21st  as World Yoga Day. However only a little research has been done on yoga and most of it is related to application of yoga to improve health of people. Very little research has been done on the application of yoga to human resource management or to improve organizational performance. To fill this gap, an effort has been made in the present study.An analysis of  the term Yoga, as given by different scriptures and gurus in different contexts is as follows.Patanjali, an ancient Yoga sage, defines Yoga as YogahCittavrittiNirodhah –Yoga is a technique used to still the fluctuations of the mind to reach the central reality of  the true self  (Iyengar, 1966) 20. Patanjali’sYoga Sutras outline  a  skillful  way  of  conducting  life  that  fosters moderation and harmony (Becker, 2000) 21   According to Yoga  Vashishta(3.9.32)  ManahPrasamanopayah  Yoga ityabhidhiyate- Yoga is a skillful and subtle process to calm down  the  mind.Mahadevan(2008)  made  important conceptual  analysis  of  application  of  Bhagavadgitato organizational  management  and  how  it  envisages  the importance of one being agreeable and cooperative for team work22. Bhagavadgitais an important scripture on Yoga. It
+
+discusses  about  importance  of  being  agreeable  and cooperative for the progress of society and self. The spirit of  sharing and unconditional giving (the virtue of Yajna) is the basis on which everything in the world sustains. The Gods bless the living beings with this virtue and in turn the living begins give back to the Gods using this principle.The concept of mutual dependence is the corner stone behind ancient  Indian  living.Yajna  way  of  living  about  sharing, giving back to the system and not organizing life in a pure “selfish” or “what is in it for me to enjoy” mode.These three together play the central role of ensuring sustainability in the long run.If we take such an approach to work we will indeed be free of several layers of bondage that we ourselves have inflicted on us. Such an approach to work will take us to the pinnacle of what we need to achieve in life. It essentially means that the peace of mind and happiness for which we are struggling hard will indeed be ours.According to Swamy Vivekananda,  every  one  can  become  divine  by  psychic control(Raja Yoga), devotion(Bhakti Yoga), Knowledge of self (Jnana Yoga), Selfless action(Karma Yoga). According to him it is possible to bring perfection in a person. He suggests four ways for it viz., by Work (Karma Yoga), by Worship (Bhakti Yoga), by Philosophy (Jnana Yoga), by Psychic control (Raja Yoga). Yoga practice which aim at the integral  development  of  the  personality  by  a  fine combination of the above four methods of yoga viz., Karma Yoga, Bhakthi Yoga, Jnana Yoga and Raja Yoga is called as Integrated  Yoga.  Based  on  the  above  principles  Swamy Vivekananda  Yoga  Anusandhana  Samsthan  (S-VYASA) University, Bengaluru, developed a Holistic and Integrated Yoga Module. It encompasses the philosophy of Raja yoga (Asanas,  pranayama,  dhyanaetc),  Karma  Yoga  (path  of detached actions), Jnana Yoga (knowledge of self), Bhakthi Yoga (trust in the supreme order). Practicing this knowledge may bring out complete transformation of one’s personality on physical, mental, emotional and spiritual levels which, among other things, strengthen his performance levels.In modern times, some research has been done on application of  Yoga for personality development which as such the concept of Karma Yoga emphasizes on being agreeable to results of  the work, while performing one’s duties with excellence. It emphasizes the importance of being agreeable to performing one’s duties, Svadharma, even such a duty is menial or not rewarding.(Pandey and naidu) 23. According to Srinivas (1994), a series of techniques collectively known under the general label, ‘Yoga,’ way of management of human resources is better than western methods.He further states that Yoga is a well formulated approach to planned change.24 Aditi Kejriwal and VenkatR.Krishnan (2004) made a study on  what  the  organizations  can  do  for  enhancing transformational leadership by using the Guna ( Sanskrit word for ‘personality’) framework and by reinforcing the Vedic worldview and made recommendations for: Designing
+
+
+50 | Voice of Research, Vol. 4 Issue 1, June 2015, ISSN 2277-7733
+INTEGRATED YOGA AND PERFORMANCE OF EMPLOYEES
+
+
+training programmes to develop Sattva and reduce Tamas, Building team-orientation and self-sacrifice for directing energies towards super ordinate goals, Base organizational policies on a competency framework built around Sattva and a Vedic orientation25. In a study by Sony Kumari (2008) it is  proved  that  practice  of  yoga  improves  Emotional Intelligence and Emotional Competence26. Sudhir Deshpande (2009) in a randamised control trail of the effect of yoga on personalities of 226 people stated that practice of yoga develops Sattva Guna(balanced personality)27. According to Tikheshyam Ganpath et al(2012) practice of Yoga can improve Emotional Quotient in employees and can enable them to excel in execution28. Agreeableness dimension of personality was  significantly  positively  correlated  with  all  the  five
+
+by the first author on the following topics, either thru oral lectures or audio visual presentations. 1) Yogah Karmasu Koushalam 2) Six Dimensions of Karma Yoga 3) Axioms of meaningful work 4) Lord Krishna as modern manager; The subjects in the control group were not given any intervention; In order to prove or disprove the hypothesis, data was collected for both the groups before the study i.e, on October 1st   2014, in the middle of the study i.,e on December 1st  2014, at the end of the study i.e., on 31st January 2015; and The Big Five Inventory developed by Oliver P.John and Sanjaya Srivastava was used 61. It contains 44 questions and 9 of them are related to agreeableness. It is a five point Likert scale and has a Cronbach Alpha reliability of .82 and validity of .92 30
+
+dimensions	of	Organisational	Citizenship
+
+Behaviour.29HasmukhAdhia(2009)  conducted an important study  relating  to  Improving  Organisational  Citizenship Behaviour by practice of Integrated Yoga by employees 30. It is established in the study that by practice of Integrated Yoga that Emotional Intelligence can be enhanced and Job Burnout or Stress can be reduced and improveOrganisational Citizenship Behaviour.
+Empirical  study  details:  The  salient  features  of  the method of this study are The aim of the study is to see if Agreeableness is improved by practice of Integrated Yoga; The subjects for the study were 102 employees (after considering  drop  outs  from  the  study),  51  of  them practicing Integrated Yoga (Intervention Group) and the remaining  51  of  them  not  practicing  Integrated Yoga(Control group); Employees-men and women,  with normal health as declared by the subjects are included in the study; Those who have any previous experience of any Yoga program or presently following any type of  Yoga program  or  taking  any  medication  for  psycho  somatic problems or self occupied people or retired people are excluded from the study; The subjects for intervention group are taken from people who come voluntarily to learn  and  practice  Integrated Yoga  in  Andhra  Pradesh YogadhyanaParishad a state government organization in Hyderabad.  Subjects for control group were taken from employees in different organizations in Hyderabad, who volunteered  to  participate  in  the  study;  The  period  of study is four months i.e from 1st   October 2014 to 31st January  2015;  The  subjects  in  the  intervention  group practiced Integrated Yoga for  4 months( 100 days, after deducting holidays, absents etc) for 1.5 hours a day; The daily program of intervention contains Surya Namaskaras (Sun  salutations),  Asanas  (Body  postures),  Pranayama (Breath regulation exercises), Self Awareness Meditation and 10 minutes lecture on application of traditional Indian knowledge  to  modern  work  and  personal  lives;  Every month  a  lecture  viz.,  Jnana  yoga  class  for  1  hour  on application of traditional Indian knowledge is conducted
+
+
+
+
+
+
+
+
+Figure  1:  A  schematic  representation  of  the  study  plan
+
+Table  1:  Age  and  job  experience  of  Intervention  group  and Control  subjects
+Age of	Experience	Age of	Experience I. G.	of I. G.	C. G.	of C. G.
+Mean	34.784	10.627	32.21	7.2157 std dev	6.6677	6.1722	4.7744	4.265
+Table  2:  Sector  wise  distribution  of  subjects
+Sectors	Intervention group	Control group
+IT and related	21	20 Finance and related	14	13 Others	16	18
+Table 1 represents age and experience of subjects. The average age of  subjects in intervention group is 34.7 years with standard deviation of 6.6 where as the average age of subjects in control group is 32.21 with standard deviation of 4.77. The average experience of subjects in intervention group is 10.6 years with standard deviation of 6.17 where as the average experience of subjects in control group is 7.21 years with standard deviation of 4.2 years. The average experience of subjects of intervention group is about 3.4 years more than that of  control group. Average age of  subjects in intervention group is more by only 2.5 years than that of control  group.	Table  1  shows  that  the  background  of subjects in terms of age  and experience in control group and intervention group is similar.
+Table 2 represents the industries in which the subjects are employed. For the sake of study, the industries are divided as 1) Information Technology and related services like BPO, electronics 2) Finance and related services include banking, insurance, mutual funds, accounting services 3) those who
+
+
+Voice of Research, Vol. 4 Issue 1, June 2015, ISSN 2277-7733 | 51
+INTEGRATED YOGA AND PERFORMANCE OF EMPLOYEES
+
+
+do not fall under the above  two are categorized as ‘others’. The table shows the similarity in distribution of the subjects in both control group and intervention group.
+Table  3:  Agreeableness  in  Intervention  and  Control  group during  the  study
+Intervention Group	Control Group
+Pre	Post1	Post2	Pre	Post1	Post2 Mean	28.22	29.7	31.1	28.51	28.2	28.47 SD	4.51	4.86	5.50	4.21	5.23	5.42 Change                      4.44	11.1                         0.74	0.01
+Table 3 represents the average changes in the agreeableness among the subjects in intervention group and control group. Since the total number of items in agreeableness are nine and scales are five, the maximum score is 45. The pre study i.e., base line data shows that score of agreeableness is 28.22 with standard deviation of 4.51 in subjects of intervention group whereas the same for control group is 28.51 and 4.21 respectively which show that the subjects have similar traits before the study. The post 1 study  i.e., data in the middle of  the  study  shows  that  there  is  4.4%  increase  in agreeableness in intervention group ,but only 0.74% increase in agreeableness in control group. Similarly post 2 study i.e., data at the end of the study compared to beginning of study shows there is 11.1% increase in agreeableness in intervention group where as it is only 0.01% in control group.
+Since the design of the study requires repetitive studies of the  same  subjects,  Repetitive  Measures	ANOVA  i.e. RMANOVA test  was used to analyse the data which are collected before  the study(pre study), in the middle of the study(post1 study) and at the end of the study(post2 study) both for intervention group and control group. The results are shown in the table 4.
+Table  4:  Agreeableness  between  groups
+Time factor	Group	Significance (p value)
+
+
+Table 5 shows changes in agreeableness with in Intervention group  and  control  group  during  the  study.  It  shows  a continuous  increase  in  agreeableness  from  beginning  to middle(p<.001), middle to end(p<.001) and beginning to end (p<.001) in subjects of intervention group . There is no significant increase in agreeableness from beginning to middle(p>0.05), middle to end(p>.05) and beginning to end (p>.05) in subjects of control group
+Notes:**  indicates  that  the  values  are  significant; Pre,post1,post2 means the Study before intervention (baseline data), study in the middle of intervention, study at the end of	intervention  respectively;  Y1,Y2,Y3	means  yoga group(intervention group) at the time of before study, middle of study, after study; and C1,C2,C3 means control group at the time of before study, middle of  study, after study
+Limitations  of  the  study  and  recommendations:The subjects are from different organizations and sectors. The changes in environment of their respective organizations and  sectors  during  the  study  period  may  affect  their responses. For further research, It is recommended to have subjects from the same organization.The control group is not given any intervention, which may affect their interest to give response to the questionnaires and affect it’s accuracy. Considering the ethical issues it is difficult for an outsider to insist on interest of subjects of control group while giving responses.  For further research, it is recommended to give some non yoga intervention to control group.It is recommended for further research that if the intervention for both groups is given with in the organization, the same physical and office environment for all subjects in both
+groups can ensure better accuracy, unbiased responses.
+
+
+
+Pre                      Y1 vs c1                                 .315 Post 1                   Y2 vs c2                               .012** Post 2                   Y3 vs c3                               .001**
+
+
+Conclusions
+The following conclusions can be drawn from the study -
+
+
+
+Table 4 shows that the difference in agreeableness among subjects in intervention group and control group before the study i.e, baseline data is not significant (p>.05). It shows that   the score of agreeableness is relatively same in the subjects of both groups before study. Post 1 data i.e data in the middle of the study show that there is significant increase in the agreeableness in intervention group compared to control group (p < .001).Post 2 study i.,e data at the end of the study shows that there is significant increase in the agreeableness in intervention group compared to control group (p < .001).
+Table  5:  Agreeableness  with  in  groups
+
+
+Personality traits of employee especially agreeableness has an impact  on  the  performance  of  employee;  Personality  is changeable by suitable environment and training; Practice of Integrated Yoga brings a positive transformation in the personality traits especially Agreeableness and the implication of the above points is that practice of Integrated Yoga can improve the performance of employee.
+References
+M.R.Barrick, The Big Five Personality Dimensions and Job Performance:Ameta analysis,” Personnel Psychology,
+Spring 1991, pp 1-26
+
+
+
+Group Yoga
+
+
+Control
+
+Time factor Pre  vs post 1 Pre  vs post 2
+Post 1  vs post  2 Pre  vs post 1 Pre  vs post 2 Post 1  vs post  2
+
+Significance (p value) .000**
+.000** .000** 1.000 1.000 1.000
+
+
+Stephen  P.Robbins,  Timothy  A.Judge,  Neharika  Vohra, Organisational Behavior, Pearson Education: Prentice
+hall, 2011), p.128
+
+
+52 | Voice of Research, Vol. 4 Issue 1, June 2015, ISSN 2277-7733
+INTEGRATED YOGA AND PERFORMANCE OF EMPLOYEES
+
+
+Stephen  P.Robbins,  Timothy  A.Judge,Neharika  Vohra, Organisational Behavior, Pearson Education:Prentice hall, 2011), p.131
+Timothy A. Judge, Daniel Heller and Michael K. Mount, Five-Factor Model of Personality and Job Satisfaction: A Meta-Analysis Journal of Applied Psychology 2002, Vol. 87, No. 3,
+Colbert, Mount, Harter, Witt, & Barrick, Interactive Effects of Personality and Perceptions of the Work Situation on Workplace Deviance ,Journal of Applied Psychology, Vol. 89, No. 4
+L.A.Witt, Lisa A.Burke, Murray R.Barrick, Michael K.Mount, Interactive  Effects  of  conscientiousness  and Agreeableness on Job performance, Journal of Applied Psychology,2002, Vol 87, No 1
+Russell P. Guay, In-Sue Oh, Daejeong Choi, Marie S. Mitchell, Michael K. Mount andKanghyun Shin, The Interactive Effect of Conscientiousness and Agreeableness on Job Performance Dimensions in South Korea, International Journal  of  Selection  and  Assessment  Volume  21 Number 2 June 2013
+Ilarda, Frindley,  Emotional Intelligence and Propensity to be a team player, E-Journal of Applied Psychology :Emotional Intelligence, 2 (2), 19 -29 (2006)
+Cooper  R.K(1997),Applying  Emotional  Intelligence  in Workplace, Training and Development, 51, 31-38
+Kevin tasa1, Sears and H. Schat , Personality and teamwork behavior in context: The cross-level moderating role of collective efficacy, Journal of Organizational Behavior 32, 65–85 (2011), Published online 2 February 2010 in Wiley Online Library, DOI: 10.1002/job.680
+Hogan, J. & Holland, B. 2003, “Using theory to evaluate personality and job performance relations: A socio analytic perspective”, Journal of Applied Psychology, vol. 88, pp.100-112.
+Frederick, Matthew,Michael, selecting individuals in team settings: the importance of social skills, personality characteristics, and teamwork knowledge, Personnel psychology 2005, 58, 583–611
+G.W.Allport, Personality:A psychological Interpretation (New York:Holt,Rinehart&Winston,1937)
+Mischel, W.1968.Personality and assessment.Newyork:Wiley
+Cloninger, S.C.1996. Theories of Personality: Understanding Persons.Eaglewood Cliffs,NJ:Prentice Hall
+Helsen, R.andMoane, G.1987.’ Personality change in women from college to midlife’. Journal of Personality and
+Social Psychology, 53:176-186
+
+Dudek, S.Z and Hall, W.B 1991. ‘Personality consistency: eminent architects 25 years later’. Creativity Research Journal,4:3,213-231
+Field,D.and Millsap,R.E.1991. ‘Personality in Advanced Old Age: Continuity or Change?’ Journals of Gerontology, 46:6,299-308
+Jose Hernandez and Ricardo Mateo ‘Indications of virtues in  Conscientiousness  and  its  practice  through continuous improvement’, Business Ethics:A European review, Vol 21,number 2,April 2012
+Iyengar BK. Light on yoga. New York: Schocken Books; 1966.
+Becker TE. Foci and bases of commitment: Are they distinctions worth making! Acad Manage J 1992;35:232-44.
+Mahadevan,  B.  (2008). ”Management  Lessons  from  the Bhagavad Gita”,Vedanta Kesari,December 2008, pp 558-561.
+Pande N, Naidu RK. Anasakti and health: A study of non-attachment. Psychol Dev Soc J 1992;4:89-104.
+Srinivas KM. Organization development: Maya moksha. In: Kanunga RN, Manuel M, editors. Work Motivation Models  for  Developing  Country.  New  Delhi:  Sage Publications; 1994.
+Aditi Kejriwal and Venkat R Krishnan, Impact of  Vedic Worldview and Gunas on Transformational Leadership, Vikalpa,Volume 29 , No 1 , January - March 2004
+Sony Kumari, Alex Hankey, H.R. Nagendra, Effect Of Smet On  Emotional  Dynamics  Of  Managers,  Voice  Of Research, vol. 2 issue 1, June 2013, issn no. 2277-7733
+Sudheer Deshpande et al.,A Randomized Control Trial Of The Effect Of Yoga On Gunas (Personality) And Health In Normal Healthy Volunteers, International Journal of Yoga, January 06,2009
+Tikhe Sham Ganpat et al., Yoga Therapy for developing Emotional Intelligence in mid-life managers, Journal of Midlife Health, Vol2,issue1,Jan-Jun 2011,issn 0976-7800
+Akhilendra K. et al., Does Personality Predict Organisational Citizenship Behaviour among Managerial Personnel, Journal of the Indian Academy of Applied Psychology July 2009, Vol. 35, No. 2, 291-298.
+HasmukhAdhia, HR Nagendra1, B Mahadevan ,	Impact Of Yoga Way Of Life On Organizational Performance, International Journal of  Yoga, DOI: 10.4103/0973-6131.72631
+John,  O.  P.,  &  Srivastava,  S.  (1999).  The  Big-Five  trait taxonomy:  History,  measurement,  and  theoretical perspectives.  In  L.  A.  Pervin&  O.  P.  John  (Eds.), Handbook of personality: Theory and research (Vol. 2,
+pp. 102–138). New York: Guilford Press.
+
+
+
+Voice of Research, Vol. 4 Issue 1, June 2015, ISSN 2277-7733 | 53

subfolder_0/Effect Of Yoga Practice On Acceptance And Mindfulness On Adolescence_ A Randomized Control Study conv.txt

@@ -0,0 +1,111 @@
+YOGA FOR ACCEPTANCE AND MINDFULNESS
+
+EFFECT  OF  YOGA  PRACTICE  ON  ACCEPTANCE  AND  MINDFULNESS  ON ADOLESCENCE:  A  RANDOMIZED  CONTROL  STUDY
+
+
+Rakesh Shirsat & Sony Kumari
+Swami Vivekananda Yoga Anusandhäna Samsthana-SVYASA University, Bangalore
+
+Abstract
+
+Voice of  Research Volume 4, Issue 4 March 2016
+ISSN 2277-7733
+
+The present study is assessing the effect yoga of acceptance and mindfulness on adolescence. The participants were divided into two groups – yoga (30) & Control (30). Yoga group has introduced 15 days yoga intervention program. The result has shown no significant changes in yoga group. Though mean value of yoga group has shown slight changes than control group.
+
+Keywords: acceptance, mindfulness, adolescence
+
+With 356 million 10-24 year-olds, India has the world’s largest youth population. This emerging power needs to navigate to the right direction. Present generation of children are undergoing a phase of intense competition. Acceptance and mindfulness is an important tool. The absence of ability to unconditionally accept oneself can lead to a variety of emotional difficulties, including uncontrolled anger and depression. The person who is caught up in self-evaluation rather than self-acceptance may also be very needy and may devote special care to self-aggrandizement in order to compensate for perceived personal deficits for healthy development of adolescence. (Langer, E. 1989).Self-acceptance enhancement has become an essential ingredient to comprehensive programs for dealing with a variety of mental health issues that arise with children and adolescents, parenting, relationship difficulties, women’s issues, chronic illness, and aging. It has been successfully taught in life skills, social and emotional learning, rational-emotive education, and psycho-educational curriculam to young people as part of school based prevention and promotion of mental health programs. (e.g., Bernard, 2007; Knaus, 1974; Vernon, 2006).
+Adolescence is term apply to those group of people who are undergoing the transition. It is a developmental transition between childhood and adulthood consider the major physical, cognitive, emotional and psychological changes. Adolescence
+has been described as transitional stage with uncertain
+
+
+
+intentional practice of mindfulness improves the immune system – as well as increases gray matter in the brain involved with memory processes, emotional regulation, empathy and perspective taking. While scientific research related to mindfulness and youth development is a newer area of study, practices of mindfulness are grounded in ancient wisdom and approaches to mental and spiritual health and wellbeing.
+Methods
+60 students from Jawaharlal Neharukendriyavidhyalaya, Dharawad were selected for the study and are divided into two groups Yoga (n=30) and control( n=30).Age group of the children in between 12 to 14.subjects educational qualification was eight and nine.
+Measure
+Child Acceptance and mindfulness measure (CAMM) test was originally develop by LauriA. Greco, S. E. Dew & S. Baer used for collecting data. It consists of 25 questions. . Higher scores indicate higher levels of acceptance and mindfulness.The CAMM is a 25-item measure of mindfulness and assesses the degree to which children and adolescents observe internal experiences, act with awareness, and accept internal experiences without judging them.Participants are asked to indicate how true each item reflects their experience using a 5-point scale ranging from 0 (Never true) to 4 (Always true).
+Methodology
+
+boundaries. In Adolescence, self- image develops gradually	Sixty   students from Jawaharlal Neharukendriyavidyalaya,
+
+on the basic of social norms. For holistic development of adolescents, It’s an important for them to accept themselves
+as it is. Self-acceptance involves a realistic, subjective, awareness
+
+
+Dharawad were selected for the study and are divided into two groups. Yoga (n=30) and control (n=30). Yoga group
+performed physical postures (Asanas), breathing practices
+
+of one’s strengths and weaknesses. Self-acceptance can be	(Pranayam) and yoga based relaxation and  listening  to
+
+achieved by stopping criticizing and solving the defects of one’s self, and then accepting them to be existing within one’s self; that is, tolerating oneself to be imperfect in some parts.
+Term of mindfulness is apt term to handle the hustle of the adolescence. Mindfulness is a process of active, open, nonjudgmental awareness. It is paying attention in the present moment with openness, curiosity, kindness and flexibility.
+Neuroscience and psychological research suggest that the
+
+
+moral stories for 60 mins, whereas control group follows daily routine. Age group was carefully selected in between 12 to 14 years .There were no significant differences in socioeconomic state. CAMM test was used to measure the different pre and post changes in subjects in duration of 15 days. We compared the data within group Wilcoxon signed ranked Test and between the Group Mann Whitney Test
+for getting the final result.
+
+
+Voice of Research, Vol. 4 Issue 4, March 2016, ISSN 2277-7733 | 31
+YOGA FOR ACCEPTANCE AND MINDFULNESS
+
+
+Result
+Data was not normally distributed. Hence, we have conducted non parametric test, Data was analysis by Wilcoxon signed ranked Test was conducted to see the pre post changes within group and between the group Mann Whitney test. Result shows no significant changes with and between the group but mean value of yoga group has shown increase in yoga group from 55.03 to 57.67 where as in control group it decreased 55.53 to 55.10.In future, study would have been conducted with larger sample group and more variable study may show significance result.
+Table 1 - Within group Wilcoxon signed ranked Test
+Variable	Pre	Post	% mean	P value value	(with
+group Mean ±	Mean ±
+SD	SD
+Yoga	55.03 ±	57.60	4.68	.057 CAMM	7.13	±6.49
+Control	55.53 ±	55.10	0.77	.180 CAMM	7.71	±7.94
+
+Adolescence with ADHDA Feasibility study suggested the promising result. ADHD is a childhood onset psychiatric condition that often continues into adulthood. Stimulated medications are the mainstay of treatment; however additional approaches are frequently desired. In recent years, mindfulness meditation has been proposed to improve attention, to reduce stress, and improve mood. This study tests feasibility of an 8 week mindfulness training program for Adult and Adolescents with ADHD.  Twenty four adult and eight adolescents with ADHD enrolled in feasibility study of an eight week training program. The majority of participants completed the training and reported high satisfaction with training. Pre-post improvements in self–reported ADHD symptoms and test performance on tasks measuring attention and cognitive inhabitation were noted. Improvement in anxiety and depression symptoms also observed.
+Based on previous literature, the current study has been done to assess the effect of acceptance and mindfulness in
+adolescence. This data was not normally distributed and we
+
+
+
+
+
+Variable CAMM PRE CAMM POST
+
+
+Table 2 - Between Group Test-
+P value .912 .216
+
+have conducted non parametric test. Within Group Wilcoxon Signed Rank Test and Between- Group-Mann Whitney Test. This is a first attempt trial study to measure the  effeof yoga
+practice on adolescence.it showed the partial changes in variable,
+
+
+
+The current study has been done to assess the effect of acceptance and mindfulness in adolescence. This is a first attempt trial study to measure the effect of yoga practice on adolescence.it showed the partial changes in variable, which proves that yoga has an important role to play in assessing acceptance and mindfulness level of adolescence.
+Discussion and Conclusion
+This study reported the results of a pilot trial of learning to breathe, a mindfulness curriculum for adolescents created for a class room setting by P.C. Broderick and S. Metz. The primary goal of the program is to support the development of the emotional regulation skills through the practice mindfulness, which has been described as intentional, nonjudgmental awareness of present moment experience. The total class of 120 seniors (average age 17.4) from a private girl’s school participants reported decreased negative affect and increased the feeling of calmness relaxation, and self-acceptance. Improvements in emotion regulation and decreases in tiredness, aches and pains were significant in the treatment
+group at the conclusion of the program satisfaction. The results
+
+which proves that yoga has an important role to play in assessing acceptance and mindfulness level of adolescence.
+Yoga practice has trend to be leverage the level of acceptance & mindfulness in adolescence. It is attempt to use yoga intervention in acceptance and mindfulness level in children by using CAMM.
+References
+Kroger,1993:  Ego Identity, An overview, In J. Kroger(Ed), Discussion on Ego.
+Langer, E. (1989).Mindfulness. Reading, MA: Addison-Wesleyerence
+Karen Pace Mindfulness in adolescence,Posted on February 2, 2015 , Michigan State University Extension.
+Michael E. Bernard .prevention and promotion of mental health programs (e.g., Bernard, 2007; Knaus, 1974; Vernon, 2006
+Butler, J. and Ciarrochi, J (2007).Psychological Acceptance and Quality of Life in the Elderly. Quality of Life Research,
+16, 607-615.
+
+
+
+suggest that mindfulness is a potentially promising method for enhancing adolescents’ emotion regulation and wellbeing.
+Another study was conducted by L Zylowska, DL Ackerman,
+MH Yang. Mindfulness Meditation training in Adults And
+
+Sheerer , E. T. (1949). An analysis of   J. consult. Psychol.,
+1949, 13, 169-175.
+
+
+
+
+
+32 | Voice of Research, Vol. 4 Issue 4, March 2016, ISSN 2277-7733

subfolder_0/Effect of Indian Devotional Music on Students and Performers Measured with Electron Photonic Imaging.txt

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+Online International Interdisciplinary Research Journal, {Bi-Monthly}, ISSN2249-9598, Volume-IV, Issue-IV, July-Aug 2014 
+ 
+ 
+w w w . o i i r j . o r g                      I S S N  2 2 4 9 - 9 5 9 8  
+ 
+Page 284 
+Effect of Indian Devotional Music on Students and Performers 
+Measured with Electron Photonic Imaging 
+ 
+aT. Indira Rao, bKuldeep Kumar Kushwah, cT.M. Srinivasan                                                             
+aDepartment of Yoga and Humanities, SVYASA, Bangalore, Karnataka, India                                           
+bDepartment of Yoga and Physical Sciences, SVYASA, Bangalore. Karnataka, India                                 
+cDepartment of Yoga and Physical Sciences, SVYASA, Bangalore, Karnataka, India 
+ 
+The effect of music on the physiological and psychological well being is documented in 
+the literature. The present study aims at finding the influence of Indian devotional music 
+on the human energy measured with EPI (Electron Photonic Imaging) also known as 
+(Gas Discharge Visualization (GDV) technique. The subjects were from Swami 
+Vivekananda Yoga Anusandhana Samsthana, Bengaluru, the performers (singers and 
+accompanists) of the music program and the audience. It was a 2.5 hrs program of Indian 
+devotional music. The design was a pre-test and post-test one. After getting informed 
+consent, sixteen students were taken randomly for the pre data. The pre data of three 
+singers and three accompanists was also obtained. Four from the students and one from 
+the singers dropped in the post data. SPSS version 19 was used for the analysis. GDV 
+parameters- area and intensity - showed positive significant increase and the entropy was 
+not significantly decreased in the students and though the change is not significant, the 
+same trend is found in the singers and accompanists. The interviews of the audience were 
+transcribed into different themes. On the whole, the parameters showed that Indian music 
+entertained, relaxed and energized the listeners.  
+KEYWORDS: EPI, GDV, area, intensity, entropy, Indian devotional music. 
+Introduction  
+The influence of music is not unknown to the world. Music evokes strong emotion 
+(Koelsch, 2010), changes mood (Schellenberg, 2013) and consoles the mind 
+(Prajnanananda, p. 356). Singing and listening have different effects. Singing has positive 
+influence on the health and well being of the singer. It arouses positive emotions and 
+improves immune functions (Gunter, Stephan, Sonja, Volker, Dorothee, 2004). Fast 
+tempo music piece provides higher arousal and mood change compared to slow tempo 
+music (Schellenberg, 2013).  
+ 
+The effects of listening to music have also been investigated widely. Listening to relaxing 
+music 
+reduced 
+subjective 
+anxiety, 
+systolic 
+blood 
+pressure 
+and 
+heart 
+rate                 
+(Knight & Richard, 2001),  pulse rate and respiratory rate (Siritunga, Wijewardena, 
+Ekanayaka, Mudunkotuwa, 2013) in normal healthy men and women and state anxiety in 
+the students after the exposure of a stressor (Labbe, Schmidt, Babin, Pharr, 2007). 
+Cognition is benefitted by long term music listening (Schellenberg, 2013). Music 
+distracts attention (Dibben and Williamson, 2007). This distraction is useful in pain relief 
+(Mitchell, MacDonald, Knussen, Serpell, M. G., 2007). 
+Abstract 
+Online International Interdisciplinary Research Journal, {Bi-Monthly}, ISSN2249-9598, Volume-IV, Issue-IV, July-Aug 2014 
+ 
+ 
+w w w . o i i r j . o r g                      I S S N  2 2 4 9 - 9 5 9 8  
+ 
+Page 285 
+ 
+Music is also used as a therapy because it reduces systolic blood pressure             
+(Mandel, Davis and Secic,2013, Khoshkhou, 2010),  stimulates the depressed        
+(Ashida, 2000, Abhijeet et.al, 2009),  pacifies agitated behavior (Lou, 2001) and reduces  
+hyperglycemia (Khoshkhou, 2010, Cioca, 2012, Mandel, Davis and Secic,2013) and 
+dementia (Sakamoto, Ando, & Tsutou, 2013). 
+ 
+Listening to a combination of Indian cine, classical, folk and instrumental music reduced 
+stress during colonoscopy (Harikumar et al, 2004). Indian classical instrumental music 
+throughout gastroscopy reduced systolic blood pressure, diastolic blood pressure, heart 
+rate and respiratory rate (Kotwal, Rinchhen and Ringe, 1997). Raga Darbari kanada for 
+22 minutes reduced systolic blood pressure, diastolic blood pressure, pulse rate and 
+respiratory rate in asymptomatic individuals (Siritunga, Vijayendra, Eknayaka et al., 
+2013). The combination of Bageshri, Bhupaltodi, Ahir Bhairav, Kalyan and 
+Chandrakauns ragas for three months reduced the systolic and diastolic blood pressure, 
+Fasting Blood Sugar, HbA1c, LDL and VLDL and increased HDL significantly, in 
+metabolic syndrome patients (Sharma & Mathur, 2011). Instrumental music in 
+Hindustani 
+Todi 
+raga 
+reduced 
+pain 
+in 
+children 
+undergoing 
+venepuncture                 
+(Balan, Bavdekar, Jadhav, 2009). But listening to Neelambari raga for one and half hours 
+did not change the sleep pattern of the male healthy volunteers (Gitanjali, 1997).  
+ 
+India is a land of spirituality. In ancient India music was taken as sacred and religious and 
+it was associated with rituals and temple worship (Bhagyalekshmy, p. 2). Different parts 
+of India have similar cultures though different languages. The devotional singing in 
+different parts of India are in different languages. The Kirtans (devotional songs) of the 
+famous saint poets like Tyagaraja, Syama Sastry, Muttuswami Dikshitar, Bhadrachala 
+Ramadas and the abhangas of Tukaram, Jnanadev, Meerabai, Sikh Bhajans and many 
+more compositions of renowned saint poets are sung in programs. 
+ 
+One such program of devotional music was organized by SVYASA in Bangalore. The 
+effect of the music was measured with EPI (Electron Photonic Imaging) also known as 
+GDV (Gas discharge visualization) technique. 
+ 
+EPI is a new tool which works on the principle of Kirlian photography. It images the 
+photonic light produced by ionization of gas molecules around the object through a 
+sliding discharge due to the emission of excited electrons avalanches caused by a pulse 
+with high voltage and high frequency (Korotkov, 2004).  Figure 1 shows a schematic of 
+the system. A finger of the subject is placed on a specially constructed glass plate. A brief 
+high voltage, high frequency current is impressed on the finger through a metal filter at 
+the underside of the glass plate. Electrons pulled out of the finger in this manner collide 
+with air molecules in the atmosphere surrounding the finger and creates a discharge 
+pattern. Thousands of experiments conducted in Russia have shown a correlation between 
+organ function and discharge pattern. This tool is also very sensitive to capture the 
+influence of thoughts, emotions and mental exercises on the human energy    
+(Khannanov, 2009). A filter (special plastic membrane) may also be interspaced between 
+the finger and the glass plate. The images that are taken without filter reflect the person’s 
+Online International Interdisciplinary Research Journal, {Bi-Monthly}, ISSN2249-9598, Volume-IV, Issue-IV, July-Aug 2014 
+ 
+ 
+w w w . o i i r j . o r g                      I S S N  2 2 4 9 - 9 5 9 8  
+ 
+Page 286 
+current psychological and physiological condition and with filter the somatic level of 
+energy. 
+ 
+Aim 
+ 
+To find out the effect of Indian devotional music on the students, singers and 
+accompanists and the audience. 
+ 
+Objectives 
+ 
+
 To find out the effect of listening to devotional music on the area, intensity and 
+entropy in the EPI patterns of students. 
+
 To determine the effect of listening to music on the emotion of the audience. 
+
 To find the effect of singing on the area, intensity and entropy in the EPI patterns 
+of the singers. 
+
 To determine the effect of playing the instruments on the area, intensity and 
+entropy in the EPI patterns of the accompanists also. 
+
  
+Null hypotheses 
+ 
+• There will be no change in the area, intensity and entropy in the EPI parameters of 
+the students before and after listening to devotional music. 
+• There will be no difference in the emotions of the audience before and after 
+listening to the devotional music. 
+• There will be no change in the area, intensity and entropy in EPI patterns of the 
+singers before and after singing the devotional music. 
+• There will be no change in the area, intensity and entropy in EPI patterns of the 
+accompanists before and after playing the instruments. 
+ 
+Materials and methods 
+This is a mixed method design. The response of the students, singers and accompanists 
+was measured using EPI and the audience with short interviews. The source of the 
+students was Swami Vivekananda Yoga Anusandhana Samsthana, the singers and 
+accompanists who participated in the program and the audience from different parts of 
+the city. 
+Inclusion criteria 
+The students were sampled randomly. All the musicians and accompanists were included 
+in the study. Fifty five people from the audience were randomly interviewed. 
+Exclusion criteria 
+ Participants with fingers having obvious visible lesions such as cuts or cracks, moles or 
+tattoos, less or more number of fingers than the normal and hearing impaired were 
+excluded. People from the audience who were not willing to be interviewed were also 
+excluded. 
+ 
+ 
+ 
+Online International Interdisciplinary Research Journal, {Bi-Monthly}, ISSN2249-9598, Volume-IV, Issue-IV, July-Aug 2014 
+ 
+ 
+w w w . o i i r j . o r g                      I S S N  2 2 4 9 - 9 5 9 8  
+ 
+Page 287 
+Tool of measurement 
+ 
+GDV Pro instrument was used to capture the data. 
+  
+Intervention 
+ 
+An Indian devotional music program of 2.5 hours. 
+ 
+A flow chart (Figure 1) is given to show the details of the subjects. 
+ 
+Figure 1: Flow chart of data collected 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+Data extraction 
+ 
+After taking informed consent of the students, singers and accompanists, the pre and post 
+data were extracted with EPI. People from the audience who were willing to participate 
+were interviewed for eliciting general comments regarding their experience after the 
+program.  
+ 
+Data analysis 
+ 
+Data analysis was done with SPSS 19 version and Excel. Shapiro Wilk’s normality test 
+was done for the EPI parameters of the students and singers and accompanists. Students’ 
+entropy was not normally distributed. Hence, Wilcoxon non-parametric test was carried 
+out. Paired sample t test was done for the difference between pre and post results both for 
+the students and the performers. 
+Audience response was measured using interview and later themes were gathered by the 
+transcribed interviews.  
+  
+Results 
+ 
+The present data supports the hypotheses that listening to music brings a significant 
+change in the area (9006.75±1966.71to10295.70±1600.48, p=0.003) and intensity 
+(73.37±6.78 
+to 
+84.11±6.59, 
+p=0.002) 
+of 
+the 
+students 
+(Table1).The 
+area 
+(from12678.86±1730.771 
+to 
+13289.34±1508.254, 
+p 
+= 
+0.20) 
+and 
+intensity                   
+(from 84.44±7.83 to 86.28±1.61, p=0.61) of the singers and accompanists also increased 
+Devotional music program 
+Singers and              
+accompanists 
+Students 
+Audience 
+Pre-16 
+Post-12 
+Pre-6 
+Post-5 
+55 
+Online International Interdisciplinary Research Journal, {Bi-Monthly}, ISSN2249-9598, Volume-IV, Issue-IV, July-Aug 2014 
+ 
+ 
+w w w . o i i r j . o r g                      I S S N  2 2 4 9 - 9 5 9 8  
+ 
+Page 288 
+showing the same trend but the increase is not significant (Table 2). In case of entropy 
+the results fail to reject the null hypothesis. The interviews supported the positive change 
+in the audience (Table 3).  
+ 
+Table 1 
+ 
+Pre – post values of area, intensity and entropy of the students 
+ 
+Variable 
+Pre 
+post 
+t value 
+p value 
+Effect size 
+Area 
+9006.75±1966.71 10295.70±1600.48 
+-3.702 
+0.003** 
+0.71 
+Intensity 
+73.37±6.78 
+84.11±6.59 
+-4.179 
+0.002** 
+1.60 
+Entropy 
+3.08±0.30 
+3.07±0.11 
+-0.863 
+0.388 
+0.07 
+ ** p<0.01 
+ 
+Table 2 
+ 
+Pre – post values of area, intensity and entropy of singers and accompanists 
+ 
+Variable 
+Pre 
+Post 
+t value p value Effect size 
+Area 
+12678.86±1730.771 13289.34±1508.254 
+-1.53 
+0.20 
+0.37 
+Intensity 
+84.44±7.83 
+86.28±1.61 
+-0.56 
+0.61 
+0.25 
+Entropy 
+3.01±0.15 
+3.00±0.09 
+0.40 
+0.71 
+0.07 
+ 
+ 
+Themes were derived from the transcribed interviews of the audience. A sample of the 
+transcribed version is given as follows: 1. It was terrific. I just loved it. 2. Amazing.  3. 
+Really outstanding.  4. It was wonderful. It puts you to another mood altogether, happy, 
+light hearted and free. 5. It is divine. It is beautiful. 
+A total of 55 responses were divided into different themes as shown in Table 3. 
+Table 3 
+Thematic representation of the response of the audience 
+Theme 
+No. of people 
+Enjoyment 
+11 
+Expansion 
+   2 
+Exaltation 
+   2 
+Freshness 
+   1 
+Memorable 
+   3 
+Loved 
+ 33 
+Divinity 
+   3 
+Soothing 
+   1 
+ 
+ 
+Online International Interdisciplinary Research Journal, {Bi-Monthly}, ISSN2249-9598, Volume-IV, Issue-IV, July-Aug 2014 
+ 
+ 
+w w w . o i i r j . o r g                      I S S N  2 2 4 9 - 9 5 9 8  
+ 
+Page 289 
+Discussion 
+In the present study, listening to a 2.5 hrs program of Indian devotional music increased 
+the EPI parameters as follows: area (from 9006.75±1966.71to 10295.70±1600.48, 
+p=0.03) and intensity (from 73.37±6.78 to 84.11±6.59, p=0.02) of the students increased 
+significantly. Singing and playing the instruments did not show significant increase in the 
+area (from12678.86±1730.771 to 13289.34±1508.254, 0.20) and intensity (from 
+84.44±7.83 to 86.28±1.61, p=0.61); however, the increase is considerable. It may be 
+because that the professionally settled musicians have a relaxed approach towards the 
+performance (Robert, Terry, David et al, 2006). This increase in area and intensity could 
+indicate increased physiological protection mechanism of the body from the influence of 
+the toxins (Gibson, 2004).  Negligible change in entropy in both students and performers 
+shows that the organism uses internal energy economically (Korotkov, 2002). 
+The themes derived from the interview of the audience support the results of EPI that 
+listening to devotional music enhances the energy and feelings of expansion. The music 
+took to the otherworld suggests the elevation of spirituality. The themes have also shown 
+that the devotional music is loved not only by the elderly but also the people of different 
+ages.  
+Conclusion 
+Listening to devotional music entertains, expands and energizes.  
+ It may be used as a therapy to strengthen the human energy field. 
+ 
+Acknowledgements 
+A part of the paper was presented in the 6th World Music Therapy Conference organized 
+by Nada Centre for Music Therapy. 
+ 
+References 
+Deshmukh, Abhijeet, D., Sarvaiya, Avani, A., Seethalakshmi, R., Nayak, & Ajita, S. 
+(2009). Effect of Indian classical music on quality of sleep in depressed patients: a 
+randomized controlled trial. Nordic Journal of Music Therapy, 18(1), 70-78. 
+Ashida, S. (2000). The effect of reminiscence music therapy sessions on changes in 
+depressive symptoms in elderly persons with dementia. Journal of Music 
+Therapy. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/10990595. 
+Balan, R., Bavdekar, S. B., & Jadhav, S. (2009). Can Indian Classical Instrumental Music    
+Reduce Pain Felt During Venepuncture? Indian Journal of Pediatrics. 76, 469–
+473. 
+Bhagyalekshmy, S. (2011). Lakshnagranthas in music (3rd edn.). South India: CBH 
+ 
+Publications. 
+Cioca, I. E., House, (2013). Type 2 diabetes–psychosomatic disease approachable 
+through music therapy, Proceedings of the Romanian Academy - Series B, 15(1), 
+38-46. 
+Online International Interdisciplinary Research Journal, {Bi-Monthly}, ISSN2249-9598, Volume-IV, Issue-IV, July-Aug 2014 
+ 
+ 
+w w w . o i i r j . o r g                      I S S N  2 2 4 9 - 9 5 9 8  
+ 
+Page 290 
+Gibson, S. S. (2004). Effect of listening to music and focused meditation on the human 
+energy field as measured by the GDV and the profile of mood states (poms).In: 
+Konstantin. 
+Gitanjali, (1998). Effect of the Karnatic on sleep architecture music ragas “Neelambari”. 
+Indian Journal Physiology 42(1), 119–122. 
+Harikumar, R., Raj, M., Paul, A., Harish, K., Sunil Kumar, K., Sandesh, K., & Thomas, 
+V. (2006). Listening to music decreases need for sedative medication during 
+colonoscopy: 
+a 
+randomized, 
+controlled 
+trail. Indian 
+Journal 
+of 
+Gastroenterology, 25(1), 3. 
+Khannanov, I., Korotkov, K., & Orlov, D., (2009). Essay in Bioelectrography of Musical 
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+Bioelectrography “Science. Information, Spirit”, Saint-Petersburg. 
+Khoshkhou, F., Bakhshipoor, A. R., Dashipour, A., & Keramati, M. R. (2010). 
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+Korotkov, K.G., (2002). Human Energy Field: Study with GDV Bioelectrography 
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+Co. Fair Lawn, USA, 2004. pp. 209-222. 
+Kotwal, M. R., Rinchhen, C. Z., & Ringe, V. V. (1998). Stress reduction through 
+ 
+listening to Indian classical music during gastroscopy. Diagnostic and therapeutic 
+ 
+endoscopy, 4(4), 191–7. doi:10.1155/DTE.4.191. 
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+assisted relaxation and imagery on health-related outcomes in diabetes education: 
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+Music, 35(1), 37–57. doi:10.1177/0305735607068887. 
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+doi:10.4236/health.2013.54A008. 

subfolder_0/Effect of Residential Integrated Yoga on Physical Fitness of Adolescents using EUROFIT battery.txt

@@ -0,0 +1,2444 @@
+ 
+ 
+Research article 
+ 
+EFFECT OF RESIDENTIAL INTEGRATED YOGA ON PHYSICAL FITNESS 
+OF ADOLESCENTS USING EUROFIT BATTERY 
+ 
+Astha Choukse*, Amritanshu Ram**, H R Nagendra*** 
+ 
+*PhD Scholar, Dept. Yoga & Humanities, S-VYASA University, Bengaluru, India 
+**Scientist, CAM Program, HCG Enterprise Ltd., Bengaluru, India 
+***The Chancellor, S-VYASA University, Bengaluru, India  
+ 
+Received 3rd September 2018, Accepted 28th September 2018
+ 
+Abstract 
+Decrease in physical activity and sedentary behavior in adolescents is very prevalent 
+today. These factors can constitute risks in physical and mental health. It is important to 
+promote physical fitness in adolescence to prevent health problems and to minimize sedentary 
+life style in adulthood. Yoga, which includes asana, pranayama, yogic diet and relaxation, is 
+considered an important intervention that provides the right dose of activities to promote 
+physical fitness. To evaluate the effectiveness of short term residential integrated yoga 
+intervention on physical fitness among adolescents. A single group pre-post yoga 
+interventional study was carried out in three independent cohorts, batches 1, 2, and 3, in a 
+residential setting. Sample comprised of 145 (41.38% girls), 166 (27.11% girls) and 194 
+(38.14% girls) respectively. A 7-day holistic integrated yoga program was given as an 
+intervention. Physical fitness tasks such as body mass index (BMI), plate-taping test (PLT), sit 
+and reach (SAR), standing broad jump (SBJ), sit-ups (SUP) and 10x5m Shuttle run (10x5mR) 
+were assessed using Eurofit battery and relevant analyses were carried out. Significant (p 
+value<0.05) positive changes were observed in BMI, SBJ, SAR and SUP in all the cohorts. The 
+study concludes that even a short term residential yoga intervention is an effective tool to 
+enhance physical fitness in adolescents.  
+Keywords: Yoga; adolescents; Physical fitness; Residential 
+ © Copy Right, IJAPEY, 2018. All Rights Reserved
+ 
+Corresponding Author: Astha Choukse 
+e-mail: [email protected] 
+ 
+ 
+ 
+ 
+ 
+Astha Choukse., Amritanshu Ram., Nagendra, H R. (2018)      ISSN: 2455-8958 
+ 
+ 
+International Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12 
+www.ijapey.info 
+ 
+ 
+ 
+ 
+2 
+ 
+ 
+INTRODUCTION 
+There is steady decline in physical 
+activity in children and adolescents as 
+they spend majority of their time in 
+classrooms (indoor) and less time for 
+activity (physical education) (Ahn & 
+Fedewa, 
+2011; 
+Brodersen, 
+Steptoe, 
+Boniface, Wardle, & Hillsdon, 2007). The 
+amount of physical activity is further 
+reduced by limited use of active means of 
+transport (i.e., biking, walking) and 
+outdoor play due to perceived safety risks, 
+distance, child's age, and parents’ travel 
+mode (Merom, Tudor- Locke, Bauman, & 
+Rissel, 2006; Stevens, To, Stenvenson, & 
+Lochbaum, 
+2008). 
+Easily 
+available 
+technology has given rise to opportunities 
+to watch TV, play video games or browse 
+the Internet during and after school hours, 
+resulting in more sedentary lifestyle 
+(Atkin, Gorely, Biddle, Marshall, & 
+Cameron, 2008).  Physical inactivity is a 
+leading cause of juvenile obesity (Leech, 
+McNaughton, & Timperio, 2014) as well 
+as in increasing public health costs across 
+all age groups (An, Xiang, Yang, & Yan, 
+2016; Kohl et al., 2012; World Health 
+Organization, 2010). Reduced physical 
+activity among adolescence not only 
+troubling the implications related to 
+health 
+but 
+also 
+their 
+academic 
+performance (Stevens et al., 2008) and 
+mental health (Ahn & Fedewa, 2011). The 
+risk for adult inactivity was significantly 
+lower for those who were physically 
+active 
+in 
+adolescence 
+(Huotari, 
+Nupponen, 
+Mikkelsson, 
+Laakso, 
+& 
+Kujala, 2011). 
+ 
+Physical fitness is an important factor that 
+influences daily routine activities and 
+sportive productivity of an individual 
+(Erİkoğlu, 
+Güzel, 
+& 
+Pense, 
+2015; 
+Houwen, 
+Visscher, 
+Hartman, 
+& 
+Lemmink, 2006). Physical fitness refers 
+to the full range of physical qualities, i.e. 
+muscular 
+strength, 
+flexibility, 
+coordination, 
+speed, 
+agility 
+and 
+cardiorespiratory fitness (Ruiz et al., 
+2006). Physical fitness assessments for 
+each child help to get information about 
+their physical status (Erİkoğlu et al., 
+2015). Development of a positive attitude 
+towards their bodies and physical fitness 
+may help children to improve positive re-
+appraisal 
+and 
+thereby 
+several 
+psychological 
+constructs. 
+EUROFIT 
+(European Test of Physical Fitness) 
+battery is helpful tool to measure and 
+evaluate the physical fitness of school age 
+children and to motivate them to enjoy 
+taking regular exercise and promote the 
+importance of children’s sport and fitness 
+(Council of Europe. Committee for the 
+Development of Sport.; Committee of 
+Experts on Sports Research., 1988). 
+Effective intervention programs, 
+along with nutritional education are found 
+effectively helpful in promoting physical 
+fitness in children and adolescents 
+(Poitras et al., 2016). Physical fitness can 
+be achieved through right nourishment, 
+exercise and rest  (de Groot & 
+ 
+ 
+ 
+Astha Choukse., Amritanshu Ram., Nagendra, H R. (2018)      ISSN: 2455-8958 
+ 
+ 
+International Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12 
+www.ijapey.info 
+ 
+ 
+ 
+ 
+3 
+ 
+Fagerström, 
+2011; 
+Malina, 
+2010).  
+Physical fitness is closely associated with 
+health and skills. It is also very closely 
+linked to mind state or mental health 
+(Lang et al., 2018; University of Tsukuba, 
+2015).  Corroborating this concept, 
+review 
+studies 
+recommend 
+multi-
+component intervention programs for 
+improving 
+physical 
+fitness 
+among 
+children and adolescents  (Camacho-
+Minano, LaVoi, & Barr-Anderson, 2011) 
+(Kriemler et al., 2011).  
+Any physical activity could be 
+considered an exercise, usually when one 
+does it deliberately for fitness or training, 
+rather than something that's part of daily 
+routine.  Similarly any physical activity or 
+an exercise is considered as yoga when 
+the 
+body, 
+breath 
+and 
+mind 
+are 
+synchronized with it in a harmonious 
+way.   
+Yoga, which is a holistic multi-
+component program that includes asana, 
+pranayama, yogic diet and relaxation, is 
+considered as an effective intervention 
+that provides perfect combination of 
+activities for promoting physical fitness.  
+Review studies suggest that yoga is 
+generally effective in improving physical 
+and mental health in children and 
+adolescents 
+(Birdee 
+et 
+al., 
+2009) 
+(Greenberg & Harris, 2012) (J. Davidson 
+et 
+al., 
+2012). 
+Yoga 
+promotes 
+psychological 
+fitness in 
+adolescents 
+(Choukse, Ram, & Nagendra, 2018), 
+cardiopulmonary 
+fitness 
+(Bhutkar, 
+Bhutkar, Taware, & Surdi, 2011) (Chen, 
+Mao, Lai, Li, & Kuo, 2009) and weight 
+loss in obese children (Benavides & 
+Caballero, 2009). Yoga is found effective 
+in improving posture among children with 
+physical malformations (Savić, Pfau, 
+Skorić, Pfau, & Spasojević, 1990) and 
+many 
+behavioral 
+issues 
+(Harrison, 
+Manocha, & Rubia, 2004). Yoga is 
+beneficial for improving the fitness 
+among  children with visual impairment 
+(Telles & Srinivas, 1998)  and to  increase 
+their exercise capacity (Jain et al., 1991). 
+Yoga as a therapy is effective in 
+alleviating many disease conditions in 
+adolescents and children (Kuttner et al., 
+2006), (Kaley-Isley, Peterson, Fischer, & 
+Peterson, 2010). Studies on yoga and 
+adolescents are generally conducted in 
+school setting, with yoga as part of 
+curriculum, or before / after school hours 
+on homogeneous sample.   
+An important research question in 
+this field relates to whether yoga offers 
+any positive effects on physical fitness of 
+children in a different setting other than 
+school.  Thus, the present study was done 
+to explore the efficacy of short term 
+integrated residential yoga intervention 
+on physical fitness of adolescents.  This 
+study is part of bigger study done on 
+overall fitness of adolescents registered in 
+the Clinical Trials Registry of India 
+bearing 
+the 
+trail 
+number 
+CTRI/2018/02/011709. 
+   
+METHODS AND MATERIALS  
+The aim of this study was to 
+examine the effects of an integrated yoga 
+intervention 
+on 
+physical 
+fitness 
+ 
+ 
+ 
+Astha Choukse., Amritanshu Ram., Nagendra, H R. (2018)      ISSN: 2455-8958 
+ 
+ 
+International Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12 
+www.ijapey.info 
+ 
+ 
+ 
+ 
+4 
+ 
+parameters in adolescents, and across 
+different age groups within adolescence. 
+ 
+Experimental Design 
+This pre-post residential yoga 
+interventional study was done during the 
+summer holidays at the campus of Yoga 
+University, Bengaluru, India.  Three 
+independent 
+cohorts 
+of 
+adolescents 
+underwent similar yoga intervention 
+program with same guidelines. The 
+consecutive studies were conducted in the 
+month of April between 1st and 10th (batch 
+1), 11th and 20th (batch 2) and 21st and 30th 
+of April (batch 3) in the year 2016. The 
+duration of the intervention was 7 days 
+with 8 hours of yoga based sessions per 
+day. All the components were similar and 
+consistent as far as possible like living 
+conditions, teachers, daily routine and 
+dietary plan.  
+  
+Participants 
+The sample of the study comprised 
+of healthy adolescents, between the age of 
+9 and 16 years, studying in English 
+Medium schools, who registered for the 
+yoga camp. The participants were divided 
+into three batches as per the registration 
+and selected time slot. And they were 
+grouped into juniors (9-12years) and 
+seniors (13-16years) to evaluate changes, 
+as the age range 9-16 is wide considering 
+the rapid changes during adolescents.  
+Sample were 145 (91 juniors and 54 
+seniors), 166 (90 juniors and 76 seniors) 
+and 194 (111 juniors and 83 seniors) in 
+batch 1, 2 and 3 respectively.  
+For easier implementation of the 
+intervention, participants were further 
+randomly divided into smaller groups of 
+12-15. Each smaller group was under 
+supervision of two teachers for better 
+monitoring. Teachers were trained on the 
+implementation of the intervention to 
+ensure uniformity and all of them 
+possessed bachelor degree in yoga.   
+Sample was heterogeneous in 
+nature, with subjects from different socio-
+economic strata, cultures, ethnicity and 
+different academic status, as the study 
+was conducted in a residential yoga camp. 
+Subjects with single parents, acute or 
+chronic health problems, on medication, 
+those who attended any yoga program in 
+the last three months were excluded. 
+Ethical approval was obtained 
+from the Institutional Ethical Committee 
+with 
+reference 
+number 
+RES/IEC-
+SVYASA/64/2015.  After explaining the 
+study, written informed consent from 
+parents, and informed assent from all 
+participants, were obtained prior to 
+screening.  
+ 
+INTERVENTION 
+The intervention was a 7-day 
+residential yoga program, with sessions 
+running from 5.00 am till 9.30 pm each 
+day, based on multilevel approach of 
+yoga. The contents of this holistic 
+integrated yoga intervention program 
+were based on concept of Pancha kosha 
+model (five layers of existence) as 
+explained in Taitairya Upanishad. The 
+specially designed and modified version 
+ 
+ 
+ 
+Astha Choukse., Amritanshu Ram., Nagendra, H R. (2018)      ISSN: 2455-8958 
+ 
+ 
+International Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12 
+www.ijapey.info 
+ 
+ 
+ 
+ 
+5 
+ 
+of Integrated Yoga Module had multiple 
+components of yoga to ensure its 
+effectiveness at all the five koshas (Gross 
+body – Annamaya Kosha, Energy body – 
+Pranamaya Kosha, Emotional Body – 
+Manomaya Kosha, Intellectual Body – 
+Vijnanamaya Kosha and Bliss body – 
+Anandamaya Kosha).  The yoga module 
+was customized to the target age group, 
+interactive and children friendly, referring 
+to various yogic texts on yoga for 
+children.  Further the module was 
+reviewed by yoga experts. The yoga 
+module included Asana, Pranayama, 
+Relaxation, Meditation and also Jnana 
+Yoga (Yama Niyama Concepts) and 
+Bhakti Yoga.  The yogic techniques 
+/activities 
+were 
+designed 
+to 
+inculcate/drive 
+the 
+Yama-Niyama 
+concepts. Jnana yoga sessions included 
+lectures, creativity - like role-playing, 
+parables, journal/diary writing etc., while 
+bhakti yoga sessions included chanting 
+and singing. Yogic games (Krida yoga) 
+were played in free time. Several friendly 
+competitions and events were arranged 
+during the study between groups to 
+encourage the participation and team 
+cohesiveness. They were spread over the 
+day with mixing of events to make the 
+program interesting. Daily schedule is 
+given in table 1. Details of asana and 
+pranayama practice sessions are provided 
+in table 2. 
+ 
+TABLE-I 
+ DAILY SCHEDULE OF INTEGRATED YOGA INTERVENTION 
+Time 
+Session 
+Details 
+5am 
+ 
+Wake Up 
+5:30am to 5:45am 
+Session 1 
+Morning Prayer 
+5:45am to 6:45am 
+Session 2 
+Asana practice (Physical postures) 
+6:45am to 7:30am 
+Session 3 
+Meditation ( Om meditation, Cyclic meditation ) 
+7:30am to 8:15am 
+ 
+Breakfast 
+8:15am to 9.00am 
+Session 4 
+Social works (altruistic group activities) 
+9.00am to10:00 am 
+ 
+Bath & Wash 
+10:00am to11:00am 
+Session 5 
+Lectures on concepts of Yoga ( Yama Niyama 
+concepts)  
+11:00am to12:00pm 
+Session 6 
+Pranayama practice 
+12:00pm to 1:00pm 
+ 
+Lunch 
+1:00pm to 2:00pm 
+Session 7 
+Relaxation (IRT,QRT, DRT)  
+2:00pm to 3:30pm 
+Session 8 
+Indoor activities (parables, creativity, chanting) 
+3:30pm to 4:30pm 
+Session 9 
+Asana practice  
+4:30pm to 5.00pm 
+ 
+Evening Tea, Snacks   
+5.00pm to 6:15pm 
+ 
+Free time  
+ 
+ 
+ 
+Astha Choukse., Amritanshu Ram., Nagendra, H R. (2018)      ISSN: 2455-8958 
+ 
+ 
+International Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12 
+www.ijapey.info 
+ 
+ 
+ 
+ 
+6 
+ 
+6:15pm to 7:15pm 
+ 
+Dinner 
+7:15pm to 8:30pm 
+Session 
+10 
+Happy assembly (Cultural programs) 
+8:30pm to 9.00pm 
+Session 
+11 
+Tranquilling Pranayama and Meditation  
+9.00pm to 9.15pm 
+ 
+Milk, Snacks   
+9.15pm to 9:30pm 
+Session 
+12 
+Diary Writing 
+9:30pm 
+ 
+Good Night Sleep  
+    
+ 
+TABLE-II 
+CONTENT OF ASANA AND PRANAYAMA SESSIONS 
+Component 
+Content details 
+Prayer 
+Opening and closing prayer (Taitairya Upanishad 2.1 Shanti Mantra) 
+Warm up and 
+loosening 
+practices  
+Warm up 
+Jogging, 
+jumping, 
+forward 
+& 
+backward 
+bending, Side bends, Twisting  
+Anga-sanchalana 
+Loosening for toes, ankle, knee, hips, fingers, 
+wrist, elbow and neck  
+Stretching 
+with 
+breathing 
+Hands stretch,  Ankle stretch, Back stretch, 
+Tiger stretch, Lumber stretch 
+Shakti-chalana 
+Cycling, Rowing, Rocking and rolling  
+Asana 
+Standing postures 
+ 
+Half wheel posture (Ardhacakrasana) 
+Foot palm posture (Padahastasana) 
+Half 
+waist 
+rotation 
+posture 
+(Ardhakaticakrasana) 
+Triangle posture (Trikonasana) 
+Tree posture (Vrkshasana) 
+Sitting postures 
+ 
+Bolt posture (Vajrasana) 
+Rabbit posture (Shashankasana) 
+ 
+ 
+ 
+Astha Choukse., Amritanshu Ram., Nagendra, H R. (2018)      ISSN: 2455-8958 
+ 
+ 
+International Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12 
+www.ijapey.info 
+ 
+ 
+ 
+ 
+7 
+ 
+Spinal 
+twist 
+posture 
+(Vakrasana 
+/Ardhamatsyendrasana) 
+Camel posture (Ustrasana) 
+Posterior stretch (Paschimottanasana) 
+Prone postures 
+Cobra posture (Bhujangasana) 
+Grasshopper posture (Salabhasana) 
+Bow posture (Dhanurasana) 
+Inverted postures 
+Shoulder stand (Sarvangasana) 
+Plough posture (Halasana) 
+Variation of head stand (Viparitakarni) 
+Supine postures 
+Boat posture (Naukasana) 
+Fish posture (Matsyasana) 
+Surya 
+Namaskara 
+Each round of 12 
+Steps  
+1st round with mantra, rest 11 rounds without 
+mantra 
+Breathing 
+practices   
+Conscious breathing Awareness of natural breathing pattern 
+Sectional breathing 
+Separately Abdominal, Thoracic and Clavicular 
+breathing 
+full yogic breathing 
+Combination of Abdominal, Thoracic and 
+Clavicular breathing 
+Kriya 
+Kapalbhati 
+Alternate and both nostril (Active exhalation) 
+Pranayama 
+Dynamic 
+pranayama  
+Bhastrika (Breathing with rapid inhalation & 
+exhalation)  
+Balancing 
+pranayama 
+Anulom-vilom (Slow & rhythmic alternate 
+nostril breathing) 
+Cooling pranayama 
+Shitli (Inhalation through mouth- beak of the 
+tongue) 
+ 
+ 
+ 
+Astha Choukse., Amritanshu Ram., Nagendra, H R. (2018)      ISSN: 2455-8958 
+ 
+ 
+International Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12 
+www.ijapey.info 
+ 
+ 
+ 
+ 
+8 
+ 
+Tranquilising 
+pranayama 
+Bhramari  (Exhalation, with a honey bee sound) 
+Mudra  
+Jnana mudra 
+Relaxation 
+IRT (Instant Relaxation Technique), QRT (Quick Relaxation 
+Technique), DRT (Deep Relaxation Technique) 
+ 
+ 
+ASSESSMENTS 
+The assessments for measuring 
+physical fitness were done using Eurofit 
+physical fitness testing battery. This  
+battery of tests, designed by the European 
+Council (Council of Europe. Committee 
+for 
+the 
+Development 
+of 
+Sport.; 
+Committee 
+of 
+Experts 
+on 
+Sports 
+Research., 1988), is a standardized set of 
+tasks evaluating physical speed, strength, 
+flexibility, 
+balance, 
+and 
+agility. 
+Reliability of Eurofit physical fitness 
+parameters for adolescent males ranged 
+from 0.84 to 0.94 (Donncha, Watson, 
+McSweeney, & O’Donovan, 1999). 
+Participants 
+were 
+instructed 
+and 
+familiarized with each of the tests prior to 
+administration. 
+The 
+procedure 
+for 
+selected tests were detailed below.   
+ 
+Anthropometry:  Height and weight was 
+measured 
+using 
+standard measuring 
+device. Body mass index (BMI) was 
+calculated by using formula BMI = 
+(Weight in kg) / (height in m)2. 
+Plate-Taping Test (PLT):  On the table 
+two discs were placed 60 cm apart with a 
+rectangle in the centre. Keeping the non-
+preferred 
+hand 
+on 
+the 
+rectangle, 
+participants moved the preferred hand 
+back and forth between the discs as 
+quickly as possible. The time taken to 
+complete 25 cycles ((50 taps) is recorded 
+using a stopwatch. The process was done 
+twice and best result was recorded. 
+Sit-and-Reach 
+Test 
+(SAR): 
+Trunk 
+flexibility was measured with participant 
+seated on the floor with legs extended to 
+front with knee locked. The soles of the 
+feet were placed flat against the sit and 
+reach box. Participants were asked to 
+reach forward along the measuring line as 
+far as possible by keeping hands side by 
+side with palms facing downwards. After 
+some practice reaches, the maximum 
+distance was recorded to the nearest 
+centimeter.  
+Standing Broad Jump (SBJ):  The 
+starting line was marked on a sturdy mat. 
+The participants were told to stand behind 
+the starting line, to jump forward by 
+swinging arms and slightly bending their 
+knees and land on both feet. The distance 
+from the starting line to the back of their 
+heels was measured. This process was 
+done three times and the best attempt was 
+recorded. 
+ 
+ 
+ 
+Astha Choukse., Amritanshu Ram., Nagendra, H R. (2018)      ISSN: 2455-8958 
+ 
+ 
+International Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12 
+www.ijapey.info 
+ 
+ 
+ 
+ 
+9 
+ 
+Sit-Ups Test (SUP): This test was done 
+by lying down in supine position with 
+bent knees at right angle, feet on the floor 
+kept hold down by trainer and hand 
+crossed over chest with palms on opposite 
+shoulders. Lifting upper body to a vertical 
+position and then returned to the supine 
+position was counted as one sit-up. 
+Number of sit-ups in 30 seconds was 
+recorded. 
+10x5m Shuttle run (10x5mR):  Two 
+lines were made 10 meters apart and the 
+participants were told to stand behind the 
+starting line with preferred leg forward. 
+At the whistle participant started running 
+to the other line, crossed it and then ran 
+back to the starting line. Time taken to 
+complete five round-trips at maximum 
+speed between the two lines was recorded 
+in seconds. 
+Socio-demography measures: A short 
+demographic questionnaire and screening 
+sheets were completed by adolescents and 
+parents. Variables included are gender, 
+age, handedness, sibling hierarchy, family 
+background, mother’s age, father’s age 
+etc. 
+ 
+Data collection was done on the 
+first day (pre-data) and on the ninth day 
+(post-data) of the 10 day camp.  Small 
+station set up was done for each 
+performance test by investigators. Three 
+trained researchers were available on each 
+station for data collection. Out of three, 
+one was supervising the test process, one 
+with measuring instrument and third was 
+recording the result and signing the sheets 
+for confirmation of test completion. Each 
+participant was provided with individual 
+excel sheet table with all details. When 
+the participant came to station, he/she 
+handed over the sheet to the researcher 
+(who filled the result column). As the 
+subject finished each test, his/her sheet 
+was signed off and moved on to the next 
+station. 
+After 
+finishing 
+all 
+tests, 
+participant handed over the sheet to one 
+senior researcher, who checked the sheet 
+and signed it and put it in the collection 
+box.  Calibrated stop watches, standard 
+measuring and test materials were used to 
+conduct the tests and record the data.   
+ 
+DATA ANALYSIS 
+To maintain confidentiality, data 
+sheets were coded and all personal 
+identifiers along with name were omitted. 
+Data analysis was done with SPSS 
+(Version 19). Paired samples t-test was 
+used to evaluate change over time.  The 
+results of the tests were deemed to be 
+significant if probability values were less 
+than 0.05 whereas trends (p<0.1) were 
+also highlighted. 
+ 
+RESULTS  
+The three cohorts comprised of 145 
+(41.38% girls) (62.76% Juniors), 166 
+(27.11% girls) (59.64% Juniors) and 194 
+(38.14% girls) (57.22% Juniors), with a 
+mean age of 11.84 ± 1.77, 12.22 ± 1.82 
+and 12.06 ± 1.82 respectively. All 
+individual cohorts were evaluated for the 
+effects of a 7-day holistic integrated yoga 
+intervention program on weight and BMI 
+ 
+ 
+ 
+Astha Choukse., Amritanshu Ram., Nagendra, H R. (2018)      ISSN: 2455-8958 
+ 
+ 
+International Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12 
+www.ijapey.info 
+ 
+ 
+ 
+ 
+10 
+ 
+(Anthropometry), 
+speed 
+of 
+limb 
+movement (PLT), explosive leg power 
+(SBJ), trunk strength and endurance 
+(SUP), 
+running 
+speed 
+and 
+agility 
+(10x5mR) and flexibility (SAR) using 
+European Test of Physical Fitness 
+(EUROFIT) battery by a single arm pre-
+post study.   
+ 
+TABLE-III 
+COMPARISON OF PRE-POST DATA OF THREE COHORTS 
+Measur
+es 
+Batch 1  (n=145) 
+Batch 2 (n=166) 
+Batch 3 (n=194) 
+ 
+Pre 
+Mean 
+(±SD) 
+Post 
+Mean 
+(±SD) 
+p value 
+Pre 
+Mean 
+(±SD) 
+Post 
+Mean 
+(±SD) 
+p value 
+Pre 
+Mean 
+(±SD) 
+Post 
+Mean 
+(±SD) 
+p value 
+Weight 
+(kg) 
+43.42 
+42.32 
+< 
+0.001* 
+41.33 
+40.47 
+< 
+0.001* 
+44.04 
+42.75 
+< 
+0.001* 
+±13.2
+0 
+±13.1
+5 
+±12.2
+4 
+±12.0
+8 
+±12.3
+8 
+±12.4
+1 
+BMI 
+(kg/m2) 
+19.34 
+18.84 
+< 
+0.001* 
+18.24 
+17.85 
+< 
+0.001* 
+19.28 
+18.68 
+< 
+0.001* 
+±3.80 
+±3.80 
+±3.95 
+±3.86 
+±4.98 
+±4.93 
+10x5mR 
+(sec) 
+15.81 
+15.79 
+0.888 
+15.91 
+15.82 
+0.301 
+16.27 
+16.11 
+0.020* 
+±1.63 
+±1.73 
+±1.69 
+±1.66 
+±1.59 
+±1.77 
+SBJ 
+(cm) 
+126.4
+4 
+131.3
+5 
+0.001* 
+128.3
+4 
+136.7
+1 
+< 
+0.001* 
+131.4
+8 
+133.7
+0 
+0.061 
+±27.8
+7 
+±27.3
+6 
+±25.8
+2 
+±25.4
+4 
+±24.3
+5 
+±26.9
+6 
+PLT 
+(sec) 
+11.85 
+10.81 
+< 
+0.001* 
+12.01 
+12.95 
+< 
+0.001* 
+13.09 
+12.32 
+< 
+0.001* 
+±1.44 
+±2.22 
+±2.07 
+±2.55 
+±2.00 
+±1.81 
+SUP 
+(freq./30
+s) 
+13.87 
+14.90 
+0.003* 
+15.93 
+17.33 
+< 
+0.001* 
+15.13 
+17.98 
+< 
+0.001* 
+±6.44 
+±6.23 
+±6.35 
+±6.37 
+±5.76 
+±6.45 
+ 
+ 
+ 
+Astha Choukse., Amritanshu Ram., Nagendra, H R. (2018)      ISSN: 2455-8958 
+ 
+ 
+International Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12 
+www.ijapey.info 
+ 
+ 
+ 
+ 
+11 
+ 
+SAR 
+(cm) 
+31.78 
+33.22 
+< 
+0.001* 
+31.11 
+32.45 
+< 
+0.001* 
+31.12 
+31.69 
+0.069 
+±6.31 
+±7.29 
+±6.21 
+±6.21 
+±7.21 
+±7.06 
+BMI (Body mass index); 10x5mR (Shuttle run); SBJ (Standing board jump); PLT (Plate tapping); 
+SUP (Sit-ups); SAR (Sit and reach); SD (Standard deviation); *indicates p < 0.05.  
+ 
+As seen in Table 3, comparing pre and post data for each of the cohorts, there was 
+significant (p < 0.001) decrease in scores of weight and BMI in all the three cohorts. Time 
+taken in 10x5mR has not shown significant change in batch 1 and batch 2 but significant 
+change is seen in batch 3 (p = 0.020).  Scores of SBJ in batch 1 (p = 0.001) and batch 2 (p 
+< 0.001) increased significantly and positive trend is observed in batch 3 (p =0.061).  Time 
+taken for PLT was significantly decreased in batch 1 (p < 0.001) and batch 3 (p < 0.001), 
+but significant increase is observed in batch 2. SUP scores were significantly increased in 
+batch 1 (p = 0.003), batch 2 (p < 0.001) and batch 3 (p < 0.001). Scores of SAR in batch 1 
+(p < 0.001) and batch 2 (p < 0.001) increased significantly and positive trend is observed 
+in batch 3 (p =0.069). 
+TABLE-IV 
+COMPARISON OF PRE-POST DATA OF THREE COHORTS OF JUNIORS  
+Measure
+s 
+Batch 1  (n=91) 
+Batch 2 (n=90) 
+Batch 3 (n=111) 
+ 
+Pre 
+Mean 
+(±SD) 
+Post 
+Mean 
+(±SD) 
+p value 
+Pre 
+Mean 
+(±SD) 
+Post 
+Mean 
+(±SD) 
+p value 
+Pre 
+Mean 
+(±SD) 
+Post 
+Mean 
+(±SD) 
+p value 
+Weight 
+(kg) 
+ 
+37.26 
+36.01 
+< 
+0.001* 
+36.03 
+35.03 
+< 
+0.001* 
+38.27 
+36.74 
+< 
+0.001* 
+±10.2
+8 
+±10.0
+4 
+±10.7
+2 
+±10.3
+1 
+±9.99 
+±9.98 
+BMI 
+(kg/m2) 
+ 
+18.32 
+17.70 
+< 
+0.001* 
+17.62 
+17.14 
+< 
+0.001* 
+18.35 
+17.59 
+< 
+0.001* 
+±3.55 
+±3.52 
+±4.14 
+±3.98 
+±3.58 
+±3.58 
+10x5mR  
+(sec) 
+16.12 
+15.99 
+0.438 
+16.75 
+16.38 
+0.001* 
+16.57 
+16.60 
+0.752 
+±1.61 
+±1.68 
+±1.31 
+±1.42 
+±1.52 
+±1.70 
+ 
+ 
+ 
+Astha Choukse., Amritanshu Ram., Nagendra, H R. (2018)      ISSN: 2455-8958 
+ 
+ 
+International Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12 
+www.ijapey.info 
+ 
+ 
+ 
+ 
+12 
+ 
+SBJ (cm) 
+ 
+121.5
+7 
+126.5
+4 
+0.012* 
+119.6
+9 
+127.9
+7 
+< 
+0.001* 
+129.8
+5 
+128.5
+0 
+0.272 
+±26.5
+2 
+±26.0
+5 
+±23.1
+3 
+±20.0
+8 
+±21.3
+4 
+±21.8
+6 
+PLT 
+(sec) 
+ 
+11.86 
+11.39 
+ 
+0.026* 
+12.21 
+14.72 
+< 
+0.001* 
+13.47 
+13.04 
+0.018* 
+±1.15 
+±2.30 
+±2.42 
+±2.02 
+±2.06 
+±1.56 
+SUP 
+(freq./30
+s) 
+ 
+13.11 
+14.30 
+ 
+0.011* 
+13.76 
+15.20 
+0.001* 
+14.27 
+15.52 
+0.001* 
+±6.67 
+±6.18 
+±6.55 
+±6.67 
+±5.91 
+±6.64 
+SAR 
+(cm) 
+ 
+32.18 
+34.52 
+ 
+< 
+0.001* 
+30.97 
+32.11 
+< 
+0.001* 
+30.62 
+31.25 
+0.121 
+±5.50 
+±6.63 
+±5.60 
+±5.48 
+±6.41 
+±6.40 
+BMI (Body mass index); 10x5mR (Shuttle run); SBJ (Standing board jump); PLT (Plate tapping); SUP 
+(Sit-ups); SAR (Sit and reach); SD (Standard deviation); *indicates p < 0.05. 
+ 
+Analysis of the junior subgroup, as 
+presented in Table 4, showed significant 
+decrease in scores of Weight (p < 0.001) 
+and BMI (p < 0.001) in all three cohorts. 
+Time taken in 10x5mR has not shown 
+significant change in batch 1 and batch 3 
+but significant decrease is seen in batch 2.  
+Scores of SBJ in batch 1 (p = 0.012) and 
+batch 2 (p < 0.001) increased significantly 
+and slight decrease is observed in batch 3 
+but non-significant (p = 0.272).  Time 
+taken for PLT is significantly decreased in 
+batch 1 (p = 0.026) and batch 3 (p = 0.018) 
+respectively, but significant increase is 
+observed in batch 2. SUP scores were 
+significantly increased (p = 0.011), (p = 
+0.001) and (p = 0.001) in batch 1, 2 and 3 
+respectively. Scores of SAR in batch 1 
+and batch 2 increased significantly (p < 
+0.001) and no significant change was seen 
+in batch 3 (p = 0.121). 
+ 
+ 
+ 
+ 
+ 
+ 
+Astha Choukse., Amritanshu Ram., Nagendra, H R. (2018)      ISSN: 2455-8958 
+ 
+ 
+International Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12 
+www.ijapey.info 
+ 
+ 
+ 
+ 
+13 
+ 
+TABLE-V 
+COMPARISON OF PRE-POST DATA OF THREE COHORTS OF SENIORS 
+Measure
+s 
+Batch 1  (n=54) 
+Batch 2 (n=76) 
+Batch 2 (n=83) 
+ 
+Pre 
+Mean 
+(±SD) 
+Post 
+Mean 
+(±SD) 
+p value 
+Pre 
+Mean 
+(±SD) 
+Post 
+Mean 
+(±SD) 
+p value 
+Pre 
+Mean 
+(±SD) 
+Post 
+Mean 
+(±SD) 
+p value 
+Weight 
+(kg) 
+53.81 
+52.96 
+< 
+0.001* 
+47.60 
+46.91 
+< 
+0.001* 
+51.77 
+50.80 
+< 
+0.001* 
+±10.9
+1 
+±10.7
+1 
+±10.9
+5 
+±10.8
+2 
+±11.0
+3 
+±10.6
+9 
+BMI 
+(kg/m2) 
+21.10 
+20.78 
+< 
+0.001* 
+18.96 
+18.69 
+< 
+0.001* 
+20.52 
+20.13 
+< 
+0.001* 
+±3.58 
+±3.49 
+±3.60 
+±3.56 
+±6.20 
+±6.03 
+10x5mR 
+(sec*) 
+15.23 
+15.42 
+0.262 
+14.94 
+15.17 
+0.067 
+15.88 
+15.47 
+< 
+0.001* 
+±1.53 
+±1.78 
+±1.57 
+±1.69 
+±1.60 
+±1.66 
+SBJ 
+(cm) 
+135.0
+8 
+139.8
+5 
+0.015* 
+138.7
+2 
+147.2
+0 
+< 
+0.001* 
+133.6
+6 
+140.6
+6 
+0.001* 
+±28.3
+5 
+±27.8
+1 
+±25.1
+8 
+±27.3
+1 
+±27.8
+5 
+±31.3
+6 
+PLT 
+(sec*) 
+11.83 
+9.80 
+< 
+0.001* 
+11.79 
+10.95 
+< 
+0.001* 
+12.59 
+11.37 
+< 
+0.001* 
+±1.84 
+±1.65 
+±1.56 
+±1.31 
+±1.81 
+±1.68 
+SUP 
+(freq./30
+s) 
+15.10 
+15.88 
+0.143 
+18.50 
+19.84 
+ 0.001* 
+16.28 
+21.28 
+< 
+0.001* 
+±5.92 
+±6.24 
+±5.03 
+±4.96 
+±5.39 
+±4.41 
+SAR 
+(cm) 
+31.10 
+31.04 
+0.883 
+31.29 
+32.86 
+< 
+0.001* 
+31.78 
+32.29 
+0.319 
+±7.49 
+±7.88 
+±6.89 
+±7.00 
+±8.15 
+±7.85 
+BMI (Body mass index); 10x5mR (Shuttle run); SBJ (Standing board jump); PLT (Plate 
+tapping); SUP (Sit-ups); SAR (Sit and reach); SD (Standard deviation); *indicates p < 
+0.05.  
+ 
+ 
+ 
+ 
+Astha Choukse., Amritanshu Ram., Nagendra, H R. (2018)      ISSN: 2455-8958 
+ 
+ 
+International Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12 
+www.ijapey.info 
+ 
+ 
+ 
+ 
+14 
+ 
+Analysis of the senior subgroup, as 
+presented in Table 5, showed significant 
+decrease in scores of weight and BMI in 
+all three cohorts. Time taken in 10x5mR 
+was increased but not significant in batch 
+1 and batch 2 but significant decrease was 
+seen in batch 3 (p < 0.001).  Scores of SBJ 
+increased significantly with (p = 0.015), 
+(p < 0.001) and (p =0.001) in batch 1, 2 
+and 3 respectively. Time taken for PLT is 
+significantly decreased with p < 0.001, p 
+< 0.001 and p < 0.001 in batch 1, 2 and 3 
+respectively. 
+SUP 
+scores 
+were 
+significantly increased in batch 2 (p = 
+0.001) and 3 (p < 0.001) but not in batch 
+1 (p = 0.143). Scores of SAR increased 
+significantly (p < 0.001) in batch 2 but not 
+in batch 1 and 3. 
+ 
+DISCUSSION 
+The current study has examined 
+the effect of short term residential 
+integrated yoga intervention on physical 
+fitness among adolescents in residential 
+setting in summer holidays. In present 
+study, 
+significant 
+weight 
+loss 
+and 
+decrease in BMI were observed which is 
+in line with previous study done on adults 
+with 6-day residential program (Telles, 
+Visweswaraiah, Balkrishna, & Kumar, 
+2009) and in contrast with another study 
+where weight loss was not seen (Telles, 
+Singh, Bhardwaj, Kumar, & Balkrishna, 
+2013), which may be due to variation in 
+time duration and yoga intervention. As 
+the present study was carried out in a 
+residential setting, the weight loss across 
+all batches could be attributed to the 
+holistic approach which included yogic 
+practices, disciplined life style and 
+balanced diet. Reduction in time taken in 
+10x5mR has shown improvement in 
+agility and speed. Direction of positive 
+change is similar in all three batches 
+although significant in batch 3. Distance 
+covered in SBJ has shown improvement 
+in explosive leg strength which was 
+significantly seen across the batches. This 
+might be due to stretch and strengthening 
+of 
+the 
+muscles 
+by 
+asana 
+and 
+Suryanamaskara practices. Reduction in 
+time shows improvement in PLT which 
+measures upper body reaction and 
+coordination. The results of the batch 1 
+and 3 has shown significant positive 
+change in alignment with the previous 
+study (Telles, Sharma, Yadav, Singh, & 
+Balkrishna, 2014). The increase in 
+reaction and coordination could be 
+attributed to improved concentration and 
+attention due to calming down the mind 
+by practicing bhakti yoga and jnana yoga. 
+Significant increase in SUP across the 
+batches has shown improvement in 
+abdominal 
+strength 
+and 
+muscular 
+endurance which is  aligned with earlier 
+study in children (Telles et al., 2013). 
+Significant increase in SAR across the 
+batches has shown improvement in 
+flexibility. Results aligned with the study 
+done among children (Chen et al., 2009) 
+and young adults (Bal B.S., 2009) 
+following yoga. This improved flexibility 
+might be due to different loosening 
+practices and yoga postures included in 
+this study.  However, any physical 
+ 
+ 
+ 
+Astha Choukse., Amritanshu Ram., Nagendra, H R. (2018)      ISSN: 2455-8958 
+ 
+ 
+International Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12 
+www.ijapey.info 
+ 
+ 
+ 
+ 
+15 
+ 
+activity, mainly asana, pranayama etc. 
+involve 
+concentration, 
+mindfulness, 
+psychological steadfastness, a relaxed and 
+calm mind. This could be achieved 
+through Jnana yoga, Bhakti yoga and 
+Karma yoga practices. 
+All three batches have shown 
+significant changes in weight, BMI, SBJ, 
+SUP and SAR.  Junior group has shown 
+significant changes in Weight, BMI, SUP 
+and SAR across all three batches. PLT has 
+shown negative change in juniors of batch 
+2 which could be contributed to the 
+negative change in PLT results of batch 2. 
+Senior 
+group 
+has 
+shown 
+similar 
+significant changes in Weight, BMI, SBJ 
+and PLT.  Trend of change was in same 
+direction and similar in all three batches. 
+Time taken for 10x5mR did not change 
+significantly overall. Long intervention 
+may be required to improve agility and 
+speed.  
+In present study, significant results 
+across 
+three 
+independent 
+cohorts 
+corroborate the benefits of short term 
+integrated yoga towards improvement in 
+weight loss, flexibility, endurance and 
+strength in adolescents in residential 
+setting. The positive outcomes of the 
+present study also corroborates the 
+finding of earlier studies on yoga and 
+physical fitness among children (Bal B.S., 
+2009; Benavides & Caballero, 2009; 
+Bhavanani, Udupa, Madanmohan, & 
+Ravindra, 2011; Bhutkar et al., 2011; 
+Chen et al., 2009; D’souza & Avadhany, 
+2014; Donahoe-Fillmore, Brahler, Fisher, 
+& Beasley, 2010). The findings suggested 
+that the integrated yoga module specially 
+designed for yoga camp recognized as a 
+tool to establish physical fitness in 
+adolescents. Children found the program 
+captivating and inspiring. Parents also 
+acknowledged that the program was 
+beneficial. 
+The 
+subjective 
+feedback 
+received from children at the end of the 
+program showed that they benefited from 
+a number of positive takeaways in terms 
+of discipline, engaging in good physical 
+activity etc.  
+This integrated approach to yoga 
+acts on multiple layers of existence 
+(pancha koshas) which comprises of 
+asana, pranayama, meditation, relaxation 
+and knowledge imparted via interactive 
+discussions, lectures, activities, games 
+and friendly competitions. The multi-
+component 
+nature 
+of 
+yoga 
+and 
+intervening effect of each technique on 
+various koshas, makes it complicated to 
+precisely assign the particular effect to 
+any parameter.  Asana practice leads to 
+expansion of mind and ceasing of 
+dualities, according to sage Patanjali 
+(Swami Satyananda Saraswati, 1976).  
+Practice of pranayama, relaxation and 
+meditation works on cellular activities 
+and gives better clarity of thoughts. Jnana 
+yoga sharpens the mind while Bhakti 
+yoga calms down the mind.  A healthy 
+mind has impact and influence on 
+physical fitness especially in speed, 
+agility, endurance, perseverance etc. A 
+prospective 
+study 
+recommended 
+considering 
+cognitive 
+factors 
+while 
+developing 
+exercise 
+intervention 
+ 
+ 
+ 
+Astha Choukse., Amritanshu Ram., Nagendra, H R. (2018)      ISSN: 2455-8958 
+ 
+ 
+International Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12 
+www.ijapey.info 
+ 
+ 
+ 
+ 
+16 
+ 
+programs 
+targeting 
+physical 
+fitness 
+among adolescents (Lang et al., 2018). 
+The 
+school-based 
+application 
+of 
+multicomponent intervention strategies 
+was the most consistent promising 
+intervention 
+strategy 
+for 
+improving 
+physical fitness among children and 
+adolescence (Dobbins, Husson, DeCorby, 
+& LaRocca, 2013).  
+Not having a control group has had 
+limitations on the study. Having a control 
+group was a practical challenge as this 
+was a residential program and the sample 
+was heterogeneous in nature. This 
+limitation was addressed by having three 
+independent cohorts where large and 
+matched sample size were subjected to 
+have same intervention to observe the 
+repeatability and consistency of the effect, 
+which helped to prove the effect of 
+intervention. As there was no follow up, 
+sustainability of the improvements was 
+not known, which could have been 
+considered 
+for 
+future 
+studies. 
+As 
+uniformity has been maintained in the 
+execution of the intervention, and in 
+conducting the program across three 
+independent cohorts, this acts as a 
+replication of the study. Results from all 
+the three cohorts indicate consistent and 
+similar trends, which confirm the positive 
+effect of the integrated yoga module in 
+adolescents. 
+ 
+CONCLUSION 
+Successful 
+repeatability 
+with 
+independent cohorts provide evidence for 
+promoting residential short term yoga 
+camps as a powerful tool to establish 
+physical fitness among adolescents. The 
+results of the study show that yoga is an 
+effective tool to enhance physiological 
+functioning 
+in 
+adolescents. 
+Another 
+aspect of the study exhibits that yoga is 
+one of the sportive components which 
+helps to improve fitness in a holistic way.  
+ 
+ACKNOWLEDGEMENT 
+The authors would like to extend 
+their heartiest thanks and appreciation to 
+the University and its faculty, for 
+allowing the study to be conducted during 
+the residential summer camp. The authors 
+thank all the participants and parents for 
+their support. The authors also thank Mrs. 
+Alakamani, PhD for her comments on the 
+manuscript. 
+ 
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+physical fitness items for adolescent 
+males with and without mental 
+retardation. 
+Adapted 
+Physical 
+Activity Quarterly, 16(1), 86–95. 
+http://doi.org/10.1123/apaq.16.1.86 
+Erİkoğlu, Ö., Güzel, N. A., & Pense, M. 
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+International Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12 
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+Meusel, 
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+http://doi.org/10.1007/s10389-006-
+0059-z 
+Savić, K., Pfau, D., Skorić, S., Pfau, J., & 
+Spasojević, N. (1990). The effect of 
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+_Activity_and_Physical_Education_
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+ 
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+Bihar School of Yoga. 
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+yoga breathing. Indian Journal of 
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+Kumar, A., & Balkrishna, A. (2013). 
+Effect of yoga or physical exercise 
+on physical, cognitive and emotional 
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+37 
+Telles, S., & Srinivas, R. B. (1998). 
+Autonomic 
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+Vision Following Yoga and Physical 
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+117–122. 
+http://doi.org/10.1023/A:102291262
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+Telles, 
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+Visweswaraiah, 
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+N., 
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+Short term health impact of a yoga 
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+of-social-inequalities.
+ 
+ 
+Site this article: 
+Astha Choukse., Amritanshu Ram., & Nagendra, H.R. (2018). Effect of Residential 
+Integrated Yoga on Physical Fitness of Adolescents using EUROFIT battery. International 
+Journal of Adapted Physical Education & Yoga, Vol. 3, No. 12, pp. 1 to 21. 

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+Shatrughan Singh Naruka, M.Sc., Rabindramohan Acharya, M.Sc., Balaram Pradhan, Ph.D., Nagendra HR. Ph.D.
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+Division of Yoga and Mangaement, S-VYASA, Bengaluru
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+All correspondence related to this article ha sto be addressed to
+Dr. Balaram Pradha, Eknath Bhavan,# 19, Gavipuram Circle, Bangalore- 560 01, Tele Phone- 080 2263 9961, E-mail address- : [email protected]
+
+ABSTRACT
+
+Background: Top-line managers have to work with production or sales targets to meet their challenges in a specific time frame which naturally generate stresses, tensions, and gradually place them into frustration, insomnia, and cognitive deficits and decrease their efficacy. In a long run this can lead them to one or more life-style disorders.
+Objective:   To assess intentional task performance using Six Letter Cancellation Test (SLCT) in managers who participated in a 5 days Self-Management of Excessive Tension (SMET) residential workshop.
+Material  and  Method:	The  study  consisted  of  78  managers  of  ONGC  company undergoing a single arm per-post design.  SLCT was assessed at the beginning and end of the 5 days SMET program.
+Result: The net score of SLCT showed highly significant (P<0.001) increase of 17.17%. Conclusion: The result suggests that cognitive task needing selective attention enhanced after SMET program based life style is enhanced which may bring greater efficiency among managers.
+
+
+Key word: Attention, managers, self-management of excessive tension.
+
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+
+
+1
+
+INTRODUCTION
+
+Organizational growth depends on their managers who work for its all-round growth. Organizational performance can be enhanced by improving quality of work attitude of executives, which can be measured through five indicators such as job satisfaction, job involvement, goal orientation, effective organizational commitment and team building behavior. Scientific investigation showed that Yoga Way of Life by managers had a significant  positive  impact  on  four  out  of  five  of  these  indicators  of  organizational performance indicators (Adhia, Nagendra, and Mahadevan, 2010). There are few other studies which has shown improvements in EQ (Sony, Nagendra, and Nath, 2007), EI (Adhia and Nagendra, 2009; Ganapath and Nagendra, 2010) on the managers whereas yoga student found improvement in cognitive capabilities (Sarang  and Telles, 2006 ) and improved the sleep status ( Patra and Telles, 2008).
+Fatigue,  best  defined  as  the  difficulty in  initiating  or  sustaining  voluntary activities (Chaudhuri  A,  Behan  PO,  2004)  which  falls  under  physical  and  mental  catagoires. Physical fatigue caused due to repeated muscular activity. In contrast, mental fatigue due to failure in complete mental tasks that require self-motivation and internal cues in the absence of demonstrable cognitive failure or motor weakness (Chaudhuri A, Behan PO, 2000). Thus, mental fatigue decreases sufferers' work or study efficiency in daily life. Sympathetic hyperactivity based on decreased parasympathetic activity is associated with mental fatigue induced by prolonged cognitive load (Mizuno K, Tanaka M, Yamaguti K, Kajimoto O, Kuratsune H, Watanabe Y, 2011).
+Hence the present study was attempted to measure the attention task of the manager undergoing 5 days of SMET program was taken up.
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+2
+
+MATERIAL AND METHODS
+
+The sample size was calculated based on an effect size (0.82) obtained from a previous study of changes in Cyclic Meditation (Pradhan & Nagendra, 2010). It was calculated using G*Power software, Version 3.0.10 (Faul, Erdfelder, Lang, and Buchner, 2007), where the level of α = 0.05, power β = 0.95 and the recommended sample size was 22 participants. The present study consisted of 78 Managers (including12 Females) with the age range of (37 to 62 years) with a Mean±SD of (53.46±4.57). All participants were from  Oil  and  Natural  Gas  Corporation  Limited.  They  were  free  from  cognitive impairment but had mild form of physical illness. The signed informed consent forms were obtained from them after explaining them about detailed study design. The pre-post design was adopted in the present study.
+
+Interventions
+
+All participants followed 5 days of SMET based lifestyle modification by following schedule given in the Table 1 and Table 2.
+
+Table 1: The schedule of the Self –Management of Excessive Tension Program
+
+
+Time	Activity
+
+5.00 AM	Ablution
+5.30 AM	Prayer (Prathasmaran)
+
+
+6.00 AM	Asana / Special yoga technique
+
+Time	Activity
+
+3.00 PM       SMET lecture session 2 4.00 PM       SMET practice (Cyclic
+Meditation)
+5.00 PM	Tuning to nature
+
+7.15 AM	Friendship  meet  (Maitri  Milan)-   6.00 PM	Devotional Gita	sloka	chanting	and	session(Bhajan)
+
+
+8.00 AM
+
+
+9.30 AM 10.30 AM
+
+
+
+11.30 AM
+
+
+12.05 PM
+1.00 PM
+
+discourse(Satsang) Breakfast
+
+SMET lecture session-1 SMET practice (Cyclic Meditation)
+
+Milk or Ayurvedic Tea (Malt)
+
+
+Special yoga techniques
+Lunch and rest
+
+
+6.45 PM
+
+
+7.30 PM 8.30 PM
+
+
+
+9.15 PM
+
+
+10.00 PM
+
+
+MSRT(Mind Sound Resonance technique) Dinner
+Happy assembly (Yogagame session)/ Cultural program Group discussion/ Self practice
+Lights off
+
+
+
+
+
+3
+
+Table 2: Lecture sessions during Self –Management of Excessive Tension Program.
+
+
+Sl.No	Session 1
+
+1	Concept of stress
+
+Session 2
+
+Stress-induced problem and management
+
+2	Stimulation- Relaxations	Stress  and  its  management  according  to yoga
+
+3	Stress levels and its release 4	Executive growth
+5	Group awareness
+
+Recognition of stress is half the solution Depth of perception and awareness
+Progress in tune with nature
+
+
+
+Cyclic Meditation
+
+The SMET program consisted of the practical sessions called cyclic Mediation which was developed at VYASA (Vivekananda Yoga Research Foundation) to combat the stress of excessive tension (Nagendra and Nagarathna, 1997). Cyclic meditation is repetition in a cyclic order stimulation and relaxation as postulated in mandukya karika stimulations to break open the stagnations and drowsiness while relaxation featured by slow movements in asanas as meant to calm down the distractions of mind. These components trained the practitioner  to  develop  mental  wakefulness,  vigilance,  concentration  without  getting disturbed by stress, eustress and distracted thoughts; they were able to reach to a state of mental equilibrium.
+
+Throughout the Cyclic Meditation practice subjects kept their eyes closed, and followed the instructions given by the instructor. The instructions emphasized carrying out the practice slowly, with awareness and relaxation. The practice  began by repeating a verse from  the  yoga  text,  the  Mandukya  Upanisat  (Chinmayananda,  1984);  followed  by isometric contraction of the muscles of the body ending with supine rest in a supine position,  slowly coming up from the left side and standing at ease (called tadasana) and ‘balancing’  the  weight  on  both  feet,  called  centering;  then  the  first  actual  posture, bending  to  the  right  (ardhakaöicakräsana);  a  gap  of  few  min  in  täòäsana  with instructions about relaxation and awareness; bending to the left (ardhakaöicakräsana); a gap as before for few min; forward bending (pädahastäsana; another gap similarly as given  earlier; backward  bending  (ardhacakräsana); and slowly coming down in  the supine posture with instructions to relax different parts of the body in sequence. The postures were practiced slowly, with awareness of all the sensations that are felt. The key
+
+
+4
+
+features of cyclic meditation are (i) postures interspersed with relaxation, (ii) slowness of movements, (iii) continuity, (iv) inner awareness, (v) feeling of heart beat, changes in blood  flow  and  sound  resonance,  and  (vi)  recognition  of  linear,  surface,  three-dimensional and all pervasive awareness.
+
+Assessments: Six letter cancellation test (SLCT)
+
+The participants of the SMET group were assessed before and after 5 days of SMET
+
+program on SLCT.
+
+Cancellation tests require visual selectivity and a repetitive motor response. A six letter
+
+cancellation test was administered to assess functions such as selective and focused attention, visual scanning, and the activation and inhibition of rapid responses. The six letter cancellation test has been used in Indian population (Natu and Agarawal, 1997).
+The six letter cancellation task work sheet consists of an array of random alphabets, A-Z,
+
+in 14 rows and 22 columns. Participants are seated with the worksheet turned over until the start of the test. All participants tested in one group are also given a instruction sheet (coding sheet) indicating the six target letters to be cancelled. The instructions are given asking them to cancel as many target letters as possible in the specified time of 90 seconds.  They  are  given  the  choice  of  cancellation  strategy  to  do  it  horizontally, vertically, or selecting a particular letter one at a time randomly in the array. Finally, after ensuring that  they have  understood  the  test  by answering all  their  queries  they are instructed to turn over the worksheet and start the test. Each test was timed for 90 seconds on a standard stopwatch.
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+5
+
+DATA EXTRACTION
+
+SLCT:  The  total  number  of  cancellations  attempted,  and  the  number  of  wrongly cancelled were counted. Then net score is obtained by deducting the latter from the former (Natu and Agarwal, 1997). The answer sheets were coded and scoring was done by the researcher who was not involved in the study. It was cross checked by another researcher. Then entry was done in computer checking was done.
+DATA ANALYSIS
+
+The data were analyzed using SPSS 16. The Komologorov- Smirnove test found total and net score normally distributed while wrong scenes were not normally distributed. Hence both paired ‘t’ test for net total and net score and Wilcoxon Signed Rank Test for wrong scores. Six participants were excluded from the final analysis because they were not given the post assessment.
+
+
+RESULTS
+
+The  paired‘t’  test  found  that  there  were  significant  improvement  in  total  (p<0.001, 16.79%)  and  net  score  (p<0.001,  17.17%)  when  post  scores  compared  with  their respective pre scores as shown in Table 3.
+Table 3 Total Scores, Net Scores and Scores for Wrong Cancellation in a Six-letter Cancellation Task pre and post 5 days of SMET program. Values are Group Mean and Standard Deviations.
+
+Variables
+
+
+Total Score
+
+
+Wrong Score
+
+
+
+Net Score
+
+
+
+Assessments
+
+Pre
+
+Post
+
+Pre
+
+Post
+
+Pre
+
+Post
+
+
+
+Score (n=78)
+
+30.18 ±9.85
+
+35.21±10.71***
+
+0.18±0.5
+
+0.27±0.78
+
+29.86±10.01
+
+34.95±10.83***
+
+Percentage changes
+
+16.79%
+
+
+50%
+
+
+17.17%
+
+
+
+p-values
+
+
+P< 0.001
+
+
+P= 0.389
+
+
+P< 0.001
+
+
+*** P < 0.001, pre compared with post using paired‘t’ test.
+
+
+
+
+
+
+6
+
+DISCUSSIONS
+
+The performance in the letter cancellation task improved after 5 days of SMET program and life style by 17% significantly.
+
+Comparision with the previous study:
+
+Previously there were two studies using SLCT which had investigated (i) The effect of integrated yoga module University students and (ii) school students having immediate effect of CM.  Both these studies had similar trend of results (Sarang and Telles, 2007; Pradhan  and  Nagendra,  2010)  24.9%  and  11.6%  respectively.  These  differences  of finding could be due to the fact that the subjects in the previous studies were from different population, used different study design and their training periods might be influened the scored of SLCT.
+
+Mechanisms
+
+Alone immediate effect of CM has produced significant improvement at physiological level (Sarang and Telles, 2006), neurophysiology level (Subramanyam and Telles, 2008), sleep quality (Patra and Telles, 2010), cognitive performance (Subramanyam and Telles, 2008,  Pradhan  and  Nagendra,  2008,  2010).  The  results  suggest  that  CM  brings improvements  in  Physiological   and  psychological  level.  These  scientific  finding indiacting that subjectes mental state might be heightened which may be contributing the improvement in the SLCT score of Managers of the present study.
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+7
+
+REFERENCES
+
+Adhia, H., Nagendra, H. R., and Mahadevan, B. (2010). Impact of Adoption of
+
+Yoga  Way  of   Life  on  the  Emotional   Intelligence  of  Managers.   IIMB
+
+Management Review, 22:32-41.
+
+Adhia, H., Nagendra, H. R., and Mahadevan, B. (2010). Impact of Adoption of
+
+Yoga Way of Life on the Reduction of Job Burnout of Managers. Vikalpa, IIMA Journal, 35(2):21-33.
+Chaudhuri,  A., & Behan, P.O. (2000).  Fatigue and basal ganglia. J Neurol Sci. 179(1-2):34–42.
+Chaudhuri,	A.,  &  Behan,  P.O.  (2004).	Fatigue  in  neurological  disorders. Lancet.. 363(9413):978–988.
+Kumar, S., Telles. S. (2009). Meditative states based on yoga texts and their effects on performance of a letter-cancellation task. Percept Mot Skills. 109(3), 679-689.
+Kumari, S., Nath, N. C. B., & Nagendra H, R. (2007). Enhancing emotional competence among managers SMET. Jour Nat Acad Psych (India), 52,171-173. Mizuno,  K.,  Tanaka,  M.,  Yamaguti,  K.,  Kajimoto,  O.,  Kuratsune,  H.,  & Watanabe,  Y.  (2011).  Mental  fatigue  caused  by  prolonged  cognitive  load associated with sympathetic hyperactivity. Behav Brain Funct. 23;7:17. Nagendra,  H.  R.,  &  Nagarathna,  R.  (1997).  New  perspectives  in  stress management. Bangalore, India: Swami Vivekananda Yoga Publications.
+Natu, M. V., & Agarawal, A. K. (1997). Testing of stimulant effects of coffee on the  psychomotor  performance:  an  exercise  in  clinical  pharmacology.  Indian Journal of Pharmacology, 29, 11-14.
+Patra,  S.,  &  Telles,  S.  (2009).  Positive  impact  of  cyclic  meditation  on subsequent sleep. Med Sci Monit, 15(7):375-381.
+Pradhan  B.,  &  Nagendra  H.R.  (2010).Immediate  effect  of  two  yoga-based relaxation techniques on attention in children. International Journal of Yoga, 3, 2; 67-69.
+
+
+
+
+
+8
+
+Sarang S. P. & Telles, S. (2006). Change in P300 following two yoga-based
+
+relaxation techniques, Int J Neurosci, 116(12), 1419-1430.
+
+Sarang S. P. & Telles, S. (2006). Oxygen consumption and respiration during
+
+and  after  two  yoga  relaxation  techniques.  Applied  Psychophysiology  and Biofeedback, 31(2), 143-153.
+Sarang,  S.P.,  &  Telles,  S.  (2007).  Immediate  effect  of  two  yoga-  based relaxation techniques on performance in a letter-cancellation task. Perceptual and Motor Skills. 105, 379-385.
+Sony Kumari, N. C. B. Nath, H. R. Nagendra, and Subhasha Sharma. (2008). An exploration of relationship between E.Q. & Guna typology and H.Q.Q. Journal of Indira IManagement Review, 1(1): 72-81.
+Sony Kumari, N.C.B. Nath, and H. R. Nagendra. (2007). Effectiveness of SMET program with respect to emotional well being among managers-An Empirical Study, XIMB Journal of Management (Vilakshan), 4(1): 165-173.
+Sony Kumari, N.C.B. Nath, and H. R. Nagendra. (2007). Enhancing emotional competence  among  managers  SMET,  Journal  of  the  National  Academy  of Psychology (Psychological Studies), 52(2): 171-173.
+Subramanya,  P.,  &  Telles,  S.  (2009).  Performance  on  psychomotor  tasks following two yoga-based relaxation techniques. Percept Mot Skills, 109(2):563-576.
+Subramanya,  P.,  &  Telles,  S.  (2009).  Performance  on  psychomotor  tasks following two yoga-based relaxation techniques. Percept Mot Skills. 109(2), 563-576.
+Tikhe,  S.  G.,  &  Nagendra,  H.  R..  Yoga  therapy  for  developing  emotional intelligence in mid-life managers. Indian J Physiol Pharmacol,under print.
+
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subfolder_0/Effect of SMET of emotions and self-esteem conv.txt

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+
+Effect of SMET on Emotions and Self-esteem -A Study of Managers in a Large PSU in India
+Rabindra Acharya*, Balaram Pradhan** and HR Nagendra***
+
+Abstract
+
+Stress and strain is an integral part of modern-day managers in corporations; more so, in the
+
+current globalised world. It adversely affects their health, productivity and well-being. Managing
+
+stress in the workplace of the managers appears to be a huge challenge for many corporations. Many  previous  studies  on  Self-Management  of  Excessive  Tension  (SMET)  have  indicated how SMET has led to a reduction of stress in managers. A pre-post study was conducted to investigate the effect of the five days residential SMET program for the managers of a large public sector energy Organisation in India. Two psychometric instruments; Positive Affect (PA) and Negative Affect (NA) Scale (PANAS) and Self-esteem Scale were administered before and after the SMET workshop. The study showed a significant increase, in PA scores as well as self-esteem scores and NA significant decrease in NA scores of the managers. The paper concludes how the SMET workshop enhanced emotional well-being and self-esteem of the managers in the Organisation. The author also indicates a few areas of further research.
+
+Key Word: Yoga, Manager, Positive and negative affect, Self-esteem, SMET, PANAS, ONGC
+
+Introduction
+
+Economic liberalization: India had played an important role in global trade over the earlier centuries. Though it had closed the borders over last few decades, the change seems to have been initiated through the process of liberalization. The economic liberalisation in India refers to ongoing economic reforms in India that started on 24 July 1991. After Independence in 1947, India adhered to socialist policies. Attempts were made to liberalise the economy in 1966 and 1985.   In 1991, after India faced a balance of payments crisis, the IMF required India to undertake a series of structural economic reforms. The new neo-liberal policies included opening for international trade and investment, deregulation, initiation of privatisation, tax reforms, and inflation-controlling measures (Wikipedia, 2014).
+
+
+Further,  India’s  growth  miracle  has  attracted  worldwide  attention,  particularly,  because
+
+this growth has been pursued to the wide ranging economic reforms introduced in the early
+
+
+1
+
+1990s. Many other developing countries intensified linearization during this period, but were
+
+unable  to  experience  a  similar  spurt  in  their  economic  growth.  One  distinctive  feature  of
+
+India Liberalization experience is the gradual and calibrated manner in which reforms were
+
+introduced, especially with respect to external Liberalization, be it in the financial, agricultural or
+
+manufacturing sector (UNCTAD, 2012).
+
+
+
+In other words, Indian economy has gone through liberalization since 1990s, leading to rapid
+
+globalisation. This pace of globalisation has been picking up, leading to economic growth,
+
+infrastructure development, and employment generation.  On the other side, while meeting the
+
+high targets and the rapid  pace of growth under constraints, the managers of large corporations
+
+have been facing many challenges; time management, stress, health issues of non-communicable
+
+diseases (Shah, &  Patnaik, 2011).
+
+
+
+Stress at work place: In the corporate organisations, the managers are expected to meet the
+
+challenges  of  profitability,  growth,  customer  satisfaction,  employee  attrition  and  statutory
+
+compliance along with deadlines to achieve the above objectives. These challenges create stress
+
+at workplace.
+
+The relationship between work stress and well-being has flourished over the past 20 years. One of the major advances in this literature has been the emergence of the Allostatic Load model as a central organizing theory for understanding the physiology of stress. This has considered as health outcomes that are associated with exposure to psychosocial stressors at work and provide insight into how workplace experiences affect well-being. Within an Allostatic Load framework, with a focus on primary (e.g., stress hormones, anxiety and tension) and secondary (e.g., resting blood pressure, cholesterol, body mass index) mediators, as well as tertiary disease end points (e.g., cardiovascular disease, depression, mortality). Recommendations are provided for how future research can offer deeper insight into primary Allostatic Load processes that explain the effects of workplace experiences on mental and physical well-being (Daniel, & Christopher,
+
+2
+
+2013).
+
+
+Stress, according to Robbins (2003) is an opportunity, demand, constraint, threat or challenge
+
+can create stress for an individual when the effect of the event is uncertain and important. Factors
+
+relating to the environment, the organization, and the individual can also trigger stress (Robbins
+
+& Judge, 2007). This happens especially when s/he is unable to deal with the demands or
+
+constraints encountered. While stress at work as a concept has been in existence since long and
+
+has been widely studied, both the antecedents and consequences of stress in modern day are very
+
+different and have strong implications in ones’ personal and professional lives too.
+
+
+
+Further, if the stress   continues for long duration, it affects the growth and potential development
+
+of the individual and which starts declining at both personal and professional levels. This is more
+
+so, as an individual goes against his or her own true nature of self. Eventually, the emotional
+
+upsurges take over his/her discrimination faculties and lead him towards destruction. All these
+
+leads to stress; leading to ill-health, lower the productivity, and other related issues.
+
+
+As  the  business  environments  become  more  competitive,  businesses  more  dynamic  and
+
+organizational roles become more complex, the potential for organizational role stress increases.
+
+Varied sources of work stress have been identified by researchers. Five categories of stressors
+
+were identified by Landy and Trumbo (1976) such as excessive competition, hazardous working
+
+conditions, job insecurity, task demands and long or unusual working hours. Marshall and
+
+Cooper (1976) classified stress as intrinsic to a job or role, career growth, relationship with
+
+colleagues and Organisational climate and structure as five main clusters of work stress.
+
+
+
+
+
+
+3
+
+Srivastava (2009) found that the role of an employee in the organization may create conditions
+
+that cause stress for employees at work effecting the quality of work life. Such Organizational
+
+role stress has been found to be negatively related to managerial effectiveness.   Nelson and
+
+Burke (2000) suggest that a number of factors such as role ambiguity, lack of power and role
+
+conflict can also be stressful. Sharma and Devi (2008) further add that role overload, lack of
+
+senior level support, lack of group cohesiveness, inequity at workplace, role stagnation, resource
+
+inadequacy in the role, constraints on change contribute to the stress of employee.
+
+
+
+Role of yoga in stress:  Patanjali suggests a solution, that the above can be overcome by
+
+adopting “Yoga as a way of life” (Taimni, 1961). According to him, Yoga is all about controlling
+
+the thought processes of human beings (Taimni, 1961). In other words, Patanjali, many other
+
+spiritual and Yogic leaders have recommended Yoga for overcoming stress and taking care
+
+of the physical, emotional and psychological well-being of individuals. This has become an
+
+imperative the modern day life.
+
+Pattanjali defines yoga is a technique used to calm down mental thoughts to reach the true Self
+
+(Iyenger, 1996) and skills to manage life that fosters moderation and harmony is the message of
+
+Patanjali’s yoga sutra (Becker, 2000). Yoga harnesses our will, emotions, expands our power
+
+of insight, vision and analysis. Yoga is a science to harness the will, calm the mind and steady
+
+the emotions, without losing the sharpness of intellect is the key to human progress (Nagendra
+
+& Nagarathna, 1997).   The integrated Yogic technique is able to accommodate and bring a
+
+harmonious work culture without expecting any return (Chakraborty, 1978).
+
+
+
+
+
+
+
+
+4
+
+Yoga  offers  us  a  holistic  lifestyle  of  bliss,  efficiency,  emotional  equipoise,  mental  clarity,
+
+intellectual sharpness and physical well-being. It is towards the holistic lifestyle that we should
+
+move through SMET (Nagendra & Nagarathna, 1997).
+
+Emotional Intelligence: To meet various opportunities and challenges in a corporate setup,
+
+more so, in a globalized world,   manager is expected to have high levels of their emotional
+
+intelligence  (EI)  and  positive  emotion  that  helps  them  in  the  execution  of  work  without
+
+hampering their well-being. If not adequate, there can be an opportunity to develop this EI.
+
+Emotional Intelligence has evolved as an area in the last three decades. This has gained further
+
+significance in the context of globalization. “Emotional Intelligence is the ability to perceive
+
+emotions, to access and generate emotions so as to assist thought, to understand emotions and
+
+emotional knowledge, and to reflectively regulate emotions so as to promote emotional and
+
+intellectual growth” (Mayer & Salovey, 1997).
+
+While  elaborating  what  makes  a  leader,  Goldman  (1998),  the  thought  leader  of  EI  states
+
+“effective leaders possess high degrees of emotional intelligence. Along with IQ and technical
+
+skills, emotional capabilities are the entry-level requirements for executive positions. Emotional
+
+intelligence is playing an important role at the highest levels of the company, and is often linked
+
+to exceptional performance. Social skill is another key component to successful management”.
+
+
+
+Review of literature on stress management: Few previous studies on executives had shown
+
+significant improvement in EI. Specifically, an integrated yoga practice program of one month
+
+has  shown  significant  improvement  of  the  EI  level  of  Managers  in  (Adhia,  Nagendra,  &
+
+Mahadevan, 2010).   In another study, managers undergoing one-hours of SMET program for
+
+one month period reported significant improvement in EI (Kumari, Nath, Nagendra, & Sharma,
+
+
+
+5
+
+2007) and EC (Kumari, Nanth, & Nagendra, 2007). In another study, the five days SMET
+
+program also showed significant improvement in EI (Ganpat & Nagendra, 2011) as well as
+
+in executive functions based on Brain wave coherence (Ganpat & Nagendra, & Muralidhar,
+
+2011). In a recent study of managers in ONGC, a large public sector energy corporation found
+
+a significant increase in the scores of cognitive abilities, anxiety scores and in lowering the
+
+symptoms of distress in ONGC managers (Singh, Pradhan, & Nagendra, 2013).
+
+Effect of Yoga on Positive Affect Negative Affect Scale (PANAS): An emotion is defined
+
+as a mental and physiological state associated with a wide variety of feelings, thoughts, and
+
+behaviors. It is a prime determinant of the sense of subjective well-being and appears to play
+
+a central role in many human activities as quoted by (Narasimhan, Nagendra, & Nagarathna,
+
+2011).  These  emotions  were  grouped  under  positive  and  negative  effect.  Positive  Affect
+
+Negative Affect Scale (PANAS) is a tool to measure the person both positive and negative
+
+emotion aspect which is very essential for anybody irrespective of professions (Watson, Clark &
+
+Tellegen, 1988). In a randomized control study design on prisoners in 7-British jail participated
+
+in either yoga program (1 class per week) or a control group for 10-week. Yoga group had
+
+increased self-reported a positive effect, and reduced stress and psychological distress compared
+
+to  control  group  (Bilderbeck,  Farias,  Brazil,  Jakobowitz,  &  Wikholm,  2013).  Similarly,  an
+
+open-arm  pre-post  study  having  450  participants  were  undergoing  integrated  yoga  module
+
+that consisted of asanas, pranayama, relaxation, notional correction and devotional sessions.
+
+Three hundred and twelve pre-post sets of data showed an increase in Positive Affect by 13%
+
+and Negative Affect reduced by 47% after a week long Yoga program. Even short term open
+
+armed study can bring a significant positive change in individuals positive and negative effect
+
+(Narasimhan, Nagendra, & Nagarathna, 2011).
+
+
+
+6
+
+Effect of Yoga on self-esteem: In a Randomized Control Trial study, which consisted of 226
+
+normal,  healthy  participants  were  undergoing  a  set  of  integrated  yoga  module  that  include
+
+asanas, pranayama, meditation, notional correction, and devotional sessions. The control group
+
+took part in physical exercises (PE). Both groups had under supervision for 6-day/week, for eight
+
+weeks, 1-hour/day. The effect size for self esteem in the Yoga group was higher than control
+
+group in three domains of self-esteem. The results suggested that both groups had an influence of
+
+self esteem in different magnitude of changes (Deshpande, Nagendra, & Nagarathna, 2009).
+
+
+
+The  research  gap  of  present  study:  The  author  found  the  research  gap  in  India  and  the
+
+significance of exploring the impact of SMET training on ONGC participant’s on their emotional
+
+health benefits. Hence the current study aimed to evaluate the effect of SMET training on
+
+Positive Affect and Negative Affect Scale (PANAS) and self-esteem.
+
+
+METHODOLOGY
+
+Keeping  the  above  objectives  in  mind,  the  researcher  selected  ONGC,  where  the  research
+
+objectives can be met fruitfully. Purposive sampling was adopted for conducting the study.
+
+ONGC is a large scale public sector undertaking in the energy sector.
+
+Participants
+
+In this research study, the sample size was calculated using the G*Power (a general power
+
+analysis program) 3.1 (Faul, Erdfelder, Buchner, & Lang, 2009). The minimum sample size
+
+need for this study was (no = 65) calculated based on previous study, i.e. The effect size was
+
+calculated as 0.456, fixing alpha = 0.05, power = 0.95 (Narasimhan, Nagarathna & Nagendra,
+
+2011) and But present current study consisted of seventy participants. All the participants were
+
+recruited from ONGC executive undergoing Self-Management of excessive tension (SMET)
+
+
+7
+
+workshop at S-VYASA. Both male and female participants with the age ranging from 25 to 60
+
+years were included in this study. Participants having multiple ailments and health related issues
+
+and women during menstruation were excluded based on general routine health check up by
+
+resident doctors. The current study was approved by the Institutional ethics committee and an
+
+informed consent form was obtained from all the participants after explaining them regarding the
+
+trial of the research.
+
+
+Limitations of the study: This study was confined to ONGC; only one large PSU managers
+
+over a period of one year. Such studies could be done in other sectors with similar growth pattern
+
+such as aviation, Hospitality, education, etc. to map and mitigate stress levels among employees.
+
+Further, there was no control group and only subjective variables were measured, short term in a
+
+residential setup.
+
+Assessment
+
+
+Positive and Negative Affect Schedule (PANAS): All subjects were recorded before the start
+
+and end of the SMET workshop. Positive and negative affect schedule (PANAS). The PANAS
+
+is comprised of a total 20-item with two sub-scales 10-item each measure to assess positive and
+
+negative affect. Participants were asked to rate themselves on the scale over past 5-day using a
+
+Likert scale from 1 (“very slightly or not at all”) to 5 (“extremely”). The PANAS alpha internal
+
+consistency reliabilities are high, ranging from 0.86–0.90 for positive affect and from 0.84–0.87
+
+
+for negative affect (Watson, 1988; Watson, Clark & Tellegen, 1988).
+
+Rosenberg  Self-esteem  Scale:  This  is  a  self-reported  scale  consisted  10-item  evaluates
+
+individual global feeling of self worth. The rating scale ranges from 1 (strongly agree) to 4
+
+strongly disagrees). It is validated and reliable for self-esteem measures (Rosenberg, 1965).
+
+
+8
+
+Study Design: The current study was designed as a single armed pre-post study, wherein the subjects
+
+were interviewed on the record both before and after the 5 days SMET intervention.
+
+Intervention Adopted
+SMET Intervention: SMET comprises of a set of theory. The practices (Cyclic Meditation)
+
+based on the principle of ‘stimulation followed by relaxation’ derived from Mandukyakarika.
+
+Cyclic Meditation (CM), consisting of a set of eight techniques practiced cyclically, is a key process
+
+in SMET, and was practiced for 30 minutes every day. CM is very different from any other form of
+
+meditation. It comprises of a set of physiological stimulations (Yogic postures) followed by relaxation
+
+techniques, i.e. The Instant Relaxation Technique (IRT), the Quick relaxation Technique (QRT) and
+
+the Deep Relaxation Technique (DRT). The CM process is given below in a pictorial format and more
+
+details about the structure of the SMET program are given in Table-1. As explained above, the SMET has
+
+multiple component/dimensions. The details of SMET are provided in Figure-1.
+
+
+Table 1: SMET Program details
+
+
+SMET  THEORY Theory
+1. Introduction to  SMET
+2. Concept and Physiology  of Stress 3. Stress and it’s Release
+4. Executive Growth 5. Group Dynamic
+6. SMET and Yoga Therapy Research 7. Integrated Approach of Yoga therapy 8. Pranayama and Health
+9. Yoga for Mastery over Emotion (Bhakti Yoga) 10. Action in Relaxation (Karma Yoga)
+11. Concept and Basis of Yoga  (Happiness Analysis)
+
+SMET Practices Practice session Cyclic Meditation
+
+
+
+
+
+
+
+
+
+Figure-1: Schematic diagram of Cyclic Meditation
+
+
+9
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+10
+
+
+
+
+
+Results
+Data were analyzed using paired ‘t’ test to assess the effect of SMET intervention for five days.
+
+
+PANAS
+
+
+It was observed that the scores of negative affect were lower (p<0.001) and positive scores
+
+were found to be higher (p<0.01) following the SMET intervention of five days. The significant
+
+change in the scores is quoted in Table-2.
+
+
+Self-esteem
+
+
+It was evident that the self esteem scores was higher (p<0.001) following the SMET intervention.
+
+The significant changes in Self-esteem scores were reflected in Table-2.
+
+
+Table-2: The Pre & Post scores of positive & negative effect, self reported self esteem is given in the form of Mean±SD.
+
+
+n=70
+
+Positive affect
+Negative affect Difference of (Positive-Negative) affect Self-esteem
+
+
+PRE 37.4±6.35
+14.13±6.09 23.27±9.10
+
+
+21.79±4.05
+
+
+POST 40.31±5.97***
+12.54±4.26** 27.22±8.21
+
+
+23.3±4.52***
+
+Percentage changes
+-7.78
+11.25 -19.34
+
+
+-6.93
+
+P values
+
+P<0.001
+P=0.004 P<0.001
+
+
+P<0.001
+
+Legend: ***p< 0.001, **p<0.01, comparing Pre & Post scores of the above mentioned variables by using paired ‘t’-test.
+
+
+Discussions
+
+The present study found there were improvements in positive  affect, self-esteem score and
+
+decrement negative affect scores after SMET training program.
+
+
+
+
+
+11
+
+Our findings are supported by the previous scientific finding on the beneficial effects of yoga on
+
+emotional effect measured using PANAS (Bilderbeck, Farias, Brazil, Jakobowitz, & Wikholm,
+
+2013; Narasimhan, Nagendra, & Nagarathna, 2011) and self-esteem (Deshpande, Nagendra,
+
+& Nagarathna, 2009). The current findings also substantiate the a few studies conducted in
+
+targeted ONGC managers, where SMET has been shown positive improvements in EI (Adhia,
+
+2010, Kumari, Nath, Nagendra, & Sharma, 2007), recent mental status symptoms somatisation,
+
+anxiety, social dysfunction, and depression (Ganpat & Nagendra, 2011).
+
+Mechanisms: The component of SMET consisted of cyclic meditation, lecture sessions, and
+
+talks on Indian Psychology of Gita. The effect of Cyclic meditation immediately after a single
+
+session  found  a  reduction  in  oxygen  consumption  (Sarang  &  Telles,  2006),  increase  high
+
+frequency component of HRV (Patra & Telles, 2010); improve the cognitive domains measured
+
+by memory (Subramanya & Telles, 2009), attention task (Sarang & Telles, 2007; Subramanya &
+
+Telles, 2009), P300 auditory oddball task (Sarang & Telles, 2006). Further quality of sleep was
+
+enhanced in subsequent night on day practice day of CM (Patra & Telles, 2009). This suggests
+
+that CM which is a key practice of SMET practice could bring about change not only at the level
+
+of gross level but also at the tissue level.
+
+Major Findings and Conclusions: SMET program had enhanced the psychological well-being
+
+of ONGC participants in a residential setup where in they were not exposed to any work related
+
+stress. SMET appears to be a very powerful tool, with lesser investments (time, money, and
+
+resources) resulting in high impact outcomes of positive affect, lower negative affect, higher
+
+self-esteem. This study was first of its kind where in the strong psychological tools like PANAS,
+
+self-esteem was studied in a considerably good sample size.
+
+
+
+
+
+12
+
+Applications of the study: This study has a wide range of applied value. SMET practice can be
+
+introduced in an industrial setup to ensure better health and to remain unfected with stress at the
+
+workplace.
+
+Suggestions for future: In the future a large sample size with a follow up and assessment of
+
+objective variables needs to be studied to explore the effectiveness of SMET in the industrial set
+
+up where the managers really face the challenge of work and targets.
+
+In summary five days SMET program had a positive influence on positive affect scores, reducing
+
+negative affect scores and enhancing self-esteem scores of ONGC participants.
+
+
+
+
+
+
+
+
+
+
+
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+
+
+
+
+
+
+
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+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+13
+
+
+
+Reference
+Adhia, H., Nagendra, H.R., & Mahadevan, B. (2010). Impact of adoption of yoga way of life on the emotional intelligence of managers. IIMB Managment Review, 22, 32-41.
+Shah, A., & Patnaik, I,. (2011). India's financial globalisation. http://www.imf.org/external/pubs/ ft/wp/2011/wp1107.pdf. India's financial globalisation.
+Becker,  I.  (2000).  Uses  of  yoga  in  psychiatry  and  medicine.  In:  Muskin  PR,  editor. Complementary and alternative medicine and psychiatry. Washington DC: American Psychiatric Press, pp. 107–45.
+Bilderbeck, A. C., Farias, M., Brazil, I. A., Jakobowitz, S., & Wikholm, C. (2013). Participation in a 10-week course of yoga improves behavioural control and decreases psychological distress in a prison population. J Psychiatr Res, 47(10), 1438-1445.
+Chakraborty, S. K. (1987). Managerial effectiveness and quality of work life: Indian insights, New Delhi: Tata McGraw-Hill.
+Daniel,   C.,   G.   &   Christopher,   C.R.   (2013).   Work   Stress   and   Employee   Health:   A Multidisciplinary Review. Journal of Management. 39: 1085-1122.
+Deshpande, S., Nagendra, H. R., & Nagarathna, R. (2009). A randomized control trial of the effect of yoga on Gunas (personality) and Self esteem in normal healthy volunteers. Int J Yoga, 2(1), 13-21.
+Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G*Power 3.1: tests for correlation and regression analyses. Behav Res Methods, 41(4), 1149-1160.
+Ganpat, T. S., & Nagendra, H. R. (2011). Integrated yoga therapy for improving mental health in managers. Industrial Phychiatric journal. 20(1), 45-48.
+Ganpat, T. S., & Nagendra, H. R. (2011). Yoga therapy for developing emotional intelligence in mid-life managers. J Midlife Health, 2(1), 28-30.
+Ganpat,  T.  S.,  Nagendra,  H.  R.  &  Muralidhar,  K.  (2011).  Effect  of  Yoga  on  brain  wave coherence in executive. Indian J Physiol Pharmacol, 55(4), 304-308.
+Goleman, D. (1998). What makes a leader, Harvard Business Review, pp. 82-91. as seen on the http//www.unpd.org/content /dam/Samoa/docs/UNPD_WS_TLDP2_ What makes a leader_PDF.
+Iyengar,  B. K. (1996). Light on yoga. (1996). New York: Schocken Books.
+Kumari, S., N., Nath, N. .C. B., Nagendra, H.R., & Sharma, S. (2007). Effectiveness   of SMET programme with Respect to Emotional Well-being of Managers -An Empirical Study. Vilakshan, XIMB Journal of Management. 4:165-173.
+Kumari, S., N., Nath., N. C. B., & Nagendra, H.R.(2007). Enhancing Emotional Competence among Managers through SMET. National Academy of Psychology, India. , 52(2), 171-173.
+Landy, F.J. & Trumbo, D.A. (1976). Psychology of Work Behaviour. USA, Dorsey Press.
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+14
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+Marshall, J. & Cooper, C. L. (1979). Executive under pressure: A psychological study. New York: Praeger Publishers.
+Mayer, J., & Salovey, P. (1997). ‘Ability Model of Emotional Intelligence’, available on-line: http//emotionaliq.com/ (accessed 17 November 2003).
+Nagendra, H. R., &  Nagarathna, R. (1997). New perspectives in stress management. Bangalore, India: Swami Vivekananda Yoga Publications. , 61(5), 386-391.
+Narasimhan, L., Nagarathna, R., & Nagendra, H.R. (2011). Effect of integrated yogic practices on positive and negative emotions in healthy adults. Int J Yoga, 4(1), 13-19.
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+Patra, S., & Telles, S. (2009). Positive impact of cyclic meditation on subsequent sleep. MED Sci Monit, 15 (7), 375-381.
+Patra, S., & Telles, S. (2010). Heart rate variability during sleep following the practice of cyclic meditation and supine rest. 35(2): 135-104.
+Robbins, S. P., and Judge, T. A. (2007). Organizational behavior. 12th edition. New Jersey: Pearson Education.
+Robbins, S.P. (2003). Organisational Behavior, 10th ed., Prentice Hall, New Delhi 47. Rosenberg, M. & Princeton, N.J. (1965): Princeton University Press; 1965. Society and the
+adolescent self-image.
+Sarang, P. S., & Telles, S. (2006). Oxygen consumption and respiration during and after two yoga relaxation techniques. Appl Psychophysiol Biofeedback, 31(2), 143-153.
+Sarang,  S.  P.,  &  Telles,  S.  (2006).  Changes  in  p300  following  two  yoga-based  relaxation techniques. Int J Neurosci, 116(12), 1419-1430.
+Sarang, S. P., & Telles, S. (2007). Immediate effect of two yoga-based relaxation techniques on performance in a letter-cancellation task. Percept Mot Skills, 105(2), 379-385.
+Sharma, J. & Devi, A. (2011). Role stress among employees: An empirical study of commercial banks, Gurukul Business Review Vol. 7, pp. 53-61.
+Singh,S.N., Pradhan, B.,  & Nagendra, H.R. (2013). Effect of five days of self management of excessive (SMET) residential workshop on top line days. Ph D. Thesis.
+Srivastava, A.K. (2006). Role stress in the public sector: An empirical study, Managment and Change, 10 (1) pp. 1-10.
+Subramanya,  P.,  &  Telles,  S.  (2009a).  Effect  of  two  yoga-based  relaxation  techniques  on memory scores and state anxiety. Biopsychosoc Med, 3, 8.
+Subramanya, P., & Telles, S. (2009b). Performance on psychomotor tasks following two yoga-based relaxation techniques. Percept Mot Skills, 109(2), 563-576.
+Taimni, I. K. (1961). The Science of Yoga. The Theosophical Publishing House, India: Madras UNCTAD. (2012). Annual report.  pp.22. http//www.unctad.org/en/PublicationsLibrary/
+dom2013d1_en.pdf.
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+Watson, D. (1988). Intra-individual and inter-individual analyses of positive and negative affect: their relation to health complaints, perceived stress, and daily activities. J Pers Soc Psychol, 54(6), 1020-1030.
+Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. J Pers Soc Psychol, 54(6), 1063-1070.
+Wikipedia (2014), “The free encyclopedia, Economic liberalisation in India”, as seen on the http://en.wikipedia.org/wiki/Economic_liberalisation_in_India.
+
+
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subfolder_0/Effect of SMET on Emotional Dynamics of Managers conv.txt

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+EMOTIONAL   DYNAMICS   OF   MANAGERS
+
+EFFECT  OF  SMET  ON EMOTIONAL  DYNAMICS  OF MANAGERS
+
+Sony Kumari Assistant  Professor
+Swami Vivekananda Yoga Anusandhana Samsthana (SVYASA) , Bangalore Alex Hankey
+Associate  Professor
+SVYASA University, Bangalore H.R.Nagendra
+Chancellor
+SWASA University, Bangalore
+Abstract
+
+
+Voice  of  Research Vol. 2 Issue 1,
+June 2013
+ISSN No. 2277-7733
+
+The opening up of the Indian economy through liberalization, privatization, globalization and natural thrust towards information technology has made the task of managers increasingly more demanding. The challenges get multiplied when the executives have to work in diversified cultures.  The workforce diversity has not only affected the emotional stability of the executives but has also come on the  way of leadership behavior and effectiveness. The need for executives who are emotionally stable even in adverse circumstances is increasing. The present study examined the possibility of enhancing emotional competence (EC) through self management of excessive tension (SMET) program. Keywords : Executives, Emotional stability, Emotional competence & SMET
+
+The current upsurge of interest in emotions at the work place owes largely to the ideas of Goleman (1996, 1998) who observed that getting others to respond in a desired way is the heart of EC. At the heart of EC are two abilities-empathy, which involves reading the feeling of others, and social skills, which allow handling those feelings artfully. Our emotional intelligence (EI) determines our potential for learning the practical skills that are based on its following five elements i.e. self awareness, self regulation, empathy, adeptness in relationships, and motivation. EC shows how much of that potential we have translated into on the job capabilities. For instance, being good at serving customers is an EC based on empathy, likewise, trustworthiness is a competence based on self regulation or handling impulses and	emotions	well.	Both	customer	service	and trustworthiness are competencies that can make people outstanding in their work. Simplybeing high in EI doesn’t guarantee a person will have learned the EC that matters for work; it means only that they have excellent potential to learn  them. EC clusters into groups, each  based on common  underlying  EI  capacity  The  EC  framework basically  measures  the  two  types  of  competencies  self competence consisting  involving	self awareness,  self regulation,   and   motivation   and   social   competence consisting two dimensions i.e. empathy and social skills. The use of psychological measurement has always been somewhat controversial. Chadha (1998) observed that EC is a personal trait or a set of habits that leads to more effective or superior job performance. In other words, it is an ability that adds economic value to the efforts of a person  at  the  workplace.  The  data  documenting  the importance  of  each  of  the  20  emotional  intelligence competencies  have  been  building  for  more  than  two decades.  McClelland  (1975)  was  perhaps  the  first  to propose  the  concept   of  competence  as  a   basis  for identifying what differentiates outstanding from average
+
+performers at work. McClelland (1998) reviewed data from more than 30 different organizations and for executive’s positions   in   many   professions,   from   banking   and managing to mining, geology, sales and health care. He showed that a wide range of emotional competencies (and a  narrow  range  of  cognitive  ones)  distinguished  top performers from average ones. EC is not crying openly in the workplace. It is not talking about your personal life to detriment of your job. It is not permitting managers to lash out at employees. It is not “letting it all hang out”. The first model of EI was developed by Bar-On (1980). The basic research in this area was conducted by Salovey and Mayer (1995) who concluded that EI meets the traditional standards for being separate from “intelligence”. Concept of Emotional Intelligence in IndianContext Several  Indian  studies  have  been  done  on  emotional intelligence but still some of the issues have not clear. A study has been done to see the relevance of the concept of E.I in handling the problems in organizations. As Sinha & Jain (2004) have indicted the power of E.I. as a predictor of organizationallyrelevant outcomes in limited. There is a need to make the net larger by covering a wider spectrum of emotionally intelligent behaviors and as well as E.I. concepts  need  to  be  broadened  to  encompass  cultural specifies. E.I. has found increased acceptance as a factor that is potentially useful in understanding and practicing individual  performance  at  work.  The  role  of  E.I.  in leadership development process and many organizations has   been   analysed.Bhalla   &   Nauriyal   (2004)   have addressed   the   implications   of   E.I.   for   leadership, management and business education.
+Study done by Srivastava and Bharamanaikar (2004) on Indian   army  officers   showed   that   E.I.   significantly correlated with transformational leadership and success, but not with job satisfaction .E.I. also differed across rank
+
+
+Voice of Research, Vol. 2 Issue 1, June 2013, ISSN No. 2277-7733	...49...
+EMOTIONAL   DYNAMICS   OF   MANAGERS
+
+or  length  of  service. Another  related  objective  was  to examine the impact of E.I. on leadership effectiveness, success and job satisfaction. In the paper by Sibia, Misra & Srivastava (2004) they have analyzed the notion of E.I. in the context of temporary development in the field of intelligence and growing cultural sensitivityin the domain of self and emotions. Based on interacting with parents, childrens  and  teachers  they  have  come  up  with  an extended view of E.I comprising of prosocial values, action tendencies  and  affective  states.  As  is  evident  front  e results  of  the  study  and  in  view  of  the  distinctive characteristic of the Indian culture context, a culturally appropriate model of E.I. must take into cognizance the following  factors:  prosocial  values,  social  sensitivity, action tendencies & affective states. Sharma and Sharma (2004)   have   used   qualitative   method   to   evolve   an understanding of emotional competence as shared by the children. They have illustrated the interplay of thoughts and feeling as a part of self- narratives. Pant and prakash (2004)  have  tried  to  replicate  the  findings  using  a standardized measure of E.I.They report low reliabilities and mixed relationships of E.I. with key variables. They tried to empiricallyexamine the relevance of the concept of E.I.  and  its  assessment  in  Indian  context.  This  study assesses  the psychometric  properties  of  the MEIS  and whether it correlated with measures that are theoretically related  to  E.I.another  study done by Shailendra  Singh (2004) in the field of development of a self report measure of E.I is a modest attempt in Indian setting, based on the views of Goleman and has reported five factors of E.I. .He found encouraging results in the terms of the structure of E.I.  and  its  value  in  organizational  setting.  Similarly Bhattacharya, Dutt & Mandal (2004) have tried developed a five factor measure of E.I. the result suggested that the construct  of  E.I.  involve  appraisal  and  experience  of emotion  for  self and  interpersonal situation  in  valence specific term (positive-negative).E.I. largely depends on the acceptability of an individuals emotional experience and behavior in the particular socio-cultural context, which is not  emphasize in  other  scales.  Pandey and  Tripathi (2004) have reported developmental change in perception, recognition and identification of emotions in children from five age group developing a new measure of E.I. focusing on understanding emotions. Results indicated that there was increase in  E.I.  with  age and  females were more proficient in mangling and handling their emotions as well as of others. Results are discussed in the light of Indian socialization process. Tiwari and Srivastava, s (2004) work showed interesting linkages between E.I. and medium of instruction.  it  was  noted  that  the  children  attending English medium schools scored higher followed by Hindi and  mixed medium  schools children,respectively.it  was found that perceived environmental quality of home as well as school were positivelyrelated to E.I. scores. Lastly
+
+Nutan Thingujam (2004) has provided a completed and methodological  overview  of  the  present  scenario.  He critically  evaluates  the  diverse  proposals  for  ability, personalityand mixed models of E.I.He notes the strengths of  the  construct  and  reminds  the	readers  about  the various	problems	encountered    at    conceptual	and methodological  levels  .he  also  noted  the  need  of  an awareness of the cultural context in conceptualizing and assessing E.I. development of an ability measure of E.I. in India should be done carefully with special reference to the	diverse	cultural	context	in    which	there    is predominantly collectivistic culture values.
+Further  other  research  has  been  done  in  the  field  of emotions in the relation of disaster, care of Schizophrenic members in the familyand in the field of treatment, healing and rehabilitation.
+On the basis of earlier researches in Indian context here in this paper effort has been made to see the effect of certain set of yogic practice on enhancing the level of emotional competence.
+SMET
+SMET  is  a  set  of  techniques  developed  by  SVYASA (Swami Vivekananda Yoga Anusandhana Samsthana, 1986) Bangalore. It consists of theoretical as well as the practical inputs.  The  conceptual  inputs  are in  areas like  stress, executive growth, group dynamics, and stress physiology. The practical part consists of practices related to Cyclic Meditation and asanas including instant relaxation and deep relaxation. Cyclic Meditation is a combination  of stimulation  and  relaxation,  where  relaxation  period  is longer than stimulation. This practice is based upon two principles  i.e.  depth  of  perception,  and  expansion  of awareness. This study focused on measuring the level of emotional  competence  by using  SMET  program  as an instrument to change. It was hypothesized that the SMET intervention would significantly enhance the EC among managers.
+Methods
+The sample consisted of 163 middle and top class and middle class employees from “Salora” company, the age range were between 25 to 50 years with mean and S.D (35.97 ± 5.40 ).   The rank structure for the respondents varied from engineer to deputy managers, and length of service ranged between 5 to 20 years. Total sample size (163) was divided into two groups-Yoga group (81) and Control group (82). E.Q (Emotional Quotient) has been measured by using the emotional quotient questionnaire where 15 questions are asked for 15 situations developed by N.K.Chadha.  E.C (Emotional Competence) A Scale developed by Sharma and Bhardwaj (1995) was used. It has 30 items to measure 5 emotional competencies i.e. adequate depth  of feeling (ADF), adequate expressions
+and control of emotions (AEC), ability to function with
+
+
+Voice of Research, Vol. 2 Issue 1, June 2013, ISSN No. 2277-7733	...50...
+EMOTIONAL   DYNAMICS   OF   MANAGERS
+
+emotions (AFE), ability to cope with problem emotions (ACPE) and encouragement of positive emotions (EPE). The  retest  reliabilities  of  the  five  subscales  ranged between  .74to  .90.  The  internal  consistency  estimates ranged between .71to .82.
+Procedure
+The E.I & E.C. Scale was administered to all the members participating  in  this study, before the intervention  and after the intervention. The intervention which was given to yoga group was SMET programme, which consists of six lecture sessions as well as practical training for one hour everyday for one month, whereas control group was given only half an hour walking everyday in the evening and was told to write diaryabout their improvement. Theory:  – Six lecture session based on Indian philosophy, name of lectures   are   as   follows-Introduction   to  SMET   (Self Management of Excessive Tension), Introduction to Stress Executive growth, Group dynamics, Stress research and stress physiology, SVYASA (Swami Vivekananda Yoga Anusandhana Samsthana ) research. Practical: Starting prayer , Instant Relaxation Technique (I.R.T), adasana, Bhramari	(Makara	chanting),	Centering, Ardhakatichakrasana, Quick Relaxation Technique (Q.R.T), Shasankasana  with  Makara  chanting,  Ustrasana  with Aakara chanting,Deep Relaxation Technique (D.R.T),and Closing prayer.
+Results and Discussion
+The performances of the control and yoga intervention groups
+on themeasureofE.I&ECareshown inTable1,2,3&4.
+
+
+Table 1 : Test of Normality for E.I Pre EI Scores	Kolmogorov-Smirnov (Sig.)
+Yoga	.200
+Control	.200
+
+Table 2 : Tests of Normality for E.C
+Subscale of	Group	Kolmogorov-	Shapiro-E.C                                     Smirnov (sig.)	Wilk (Sig.)
+ECPREA	Yoga	.090
+Control	.492 ECPREB	Yoga          .017
+Control	.334 ECPREC	Yoga          .001
+Control	.400 ECPRED	Yoga          .001
+Control	.010 ECPREE	Yoga          .048
+Control	.286
+Table 3 : Within and between group changes of EI Scores Group	Pre-E.IScore	Post-E.IScore	pValue	Yoga vs.control
+Mean     S.D	Mean	S.D	Withingroup    Betweengroup
+Pairedttest	Indep.ttest
+YogaGroup	213.04    41.42    239.07	43.92    0.001	Pre-pre.867
+12.20%
+ControlGroup    211.93    36.54    193.50	39.68    0.001	Post-Post.001
+8.70%
+
+The EI score increased by 12.20% points in yoga group while decreased by 8.70% in Control, significance of p < 0.001. Both changes were significant at (p<0.001).
+
+
+Table 4 : Within and between group changes of EC Subscales
+
+GROUP
+
+Yoga
+
+
+
+
+
+
+
+
+Control
+
+
+
+
+
+
+Between
+
+Groups
+Yvs. C
+
+
+Pre (Mean±sd)
+
+Post(Mean±sd)
+
+
+Change of mean
+
+P Value
+
+(WithinGroup)
+
+Pre (Mean±sd)
+
+Post(Mean±sd)
+
+Change of mean
+
+P Value
+
+(Within Group)
+
+Pre-pre
+
+Post-post
+
+ECA
+
+53.97±8.06
+
+64.71±10.43
+
+
+18.04%
+
+0.001
+
+
+54.97±7.75
+
+54.48 ±9.45
+
+.89 %
+
+0.921
+
+
+0.594
+
+0.001
+
+ECB
+
+56.57±6.92
+
+60.57±8.52
+
+
+7.07%
+
+0.001
+
+
+56.70±5.62
+
+52.76±8.42
+
+6.95%
+
+0.005
+
+
+0.935
+
+0.001
+
+ECC
+
+56.88±7.41
+
+59.78±8.28
+
+
+5.10%
+
+0.005
+
+
+57.85±5.96
+
+51.34±8.77
+
+11.25%
+
+0.001
+
+
+0.836
+
+0.001
+
+ECD
+
+57.47±5.95
+
+62.20±7.81
+
+
+8.23%
+
+0.001
+
+
+57.89±5.95
+
+53.14±9.01
+
+8.21%
+
+0.002
+
+
+0.658
+
+0.001
+
+ECE
+
+58.82±6.80
+
+61.85±7.68
+
+
+5.16%
+
+0.001
+
+
+59.19±7.71
+
+50.14±9.11
+
+15.29%
+
+0.001
+
+
+0.760
+
+0.001
+
+TOTAL
+
+283.74±25.11
+
+309.13±38.04
+
+
+8.94%
+
+0.001
+
+
+192.44±136.58
+
+175.84±127.51
+
+8.62%
+
+0.001
+
+
+0.002
+
+0.001
+
+
+
+Voice of Research, Vol. 2 Issue 1, June 2013, ISSN No. 2277-7733	...51...
+EMOTIONAL   DYNAMICS   OF   MANAGERS
+
+The E.C Subscale scores increased by 5 to 18 % in yoga group  while  decreased  by 1  to  15%  in  Control.  Both changes were significant at (p<0.001) (Within groups – Wilcoxon signed rank  test).
+Highly Significant increase in EC Subscale scores in Yoga group  compared  to  Control  group  (p<0.001)  (Between groups Mann-Whitney U test)
+Conclusion:  The  present  study  clearly  indicates  that SMET intervention  contributed to better  E.I & EC. In general the participating executives reported improvement in efficiency at work. In addition they have experienced other  benefits  like  reduction  in  blood  pressure,  sleep decreases in the consumption of the tranquilizers, clarityin thinking, and relaxed feeling in action. Earlier research on occupational  stress  level  and  physiological  responses (Vempati & Telles, 2000) and level of oxygen consumption and respiration following SMET program (Telles, Reddy& Nagendra, 2000) have indicated positive benefits of the SMET program. This study lends further support to the supposed linkages between SMET and its health related psychological consequences. However, there is need for a more  detailed  study  to  spell  out  the  processes  and mechanisms of SMET intervention.
+References
+Bhalla,S.& Nauriyal,D.K., (2004) The Emergingparadigm in personnel Dynamics,   journal of National Academy of Psychology,vol-49,97-106
+Bhattacharya,M.,   Dutta,K.A.,&   Mandal.,K.M.   (2004) Factor   Structure   of   Emotional   Intelligence   in India,Journal	of	National	academy	of psychology,vol-49,142-146
+Chadha,N.K.(1998).Indian  Prime  Ministers  and  Their E.Q.(Unpublished)
+Goleman, Daniel (1996). Emotional intelligence: Why it can more matter than I.Q., NewYork: Bantam Books. Goleman   Daniel   (1998).   Working   with   Emotional
+Intelligence, NewYork: Basic Books.
+Mc. Clelland, D.C. (1975).  Power: The inner experience. NewYork: Irvington Press
+Mc Clelland, D. C. (1998). Identifying competencies with behavioral –event interview, Psychological Science, 9(5), 331-340
+Nagendra.H.R, & Nagarathn.R (1986). New Prospective in Stress Management, SVYASA (Swami Vivekananda yoga Anusandhana Samsthana) Publication.
+Pandey,.R   &Tripathi,.N.A.   (2004)	Development	of
+
+Emotional	Intelligence	:Some	Preliminary observations   Journal   of   National   Academy   of psychology,,vol-49,147-150
+Pant,  N.   &  Prakash,A.(2004)  Multifactor  Emotional Intelligence Scale (MEIS) in India: An Evaluation , Journal  of  National  Academy  of  Psychology,vol-49,128-135
+Salovey Peter & Mayer John (1995). E.I. Consortium at www.eiconsortium.com.
+Sharma,B.& Sharma,N.(2004) Emotional Competence in children: a Qualitative Approach, Journalof National academy of Psychology, vol-49,124-127
+Sharma.H.C. & Bhardwaj, B.L. (1995). Manual for the scale of emotional competency. Agra: Mapan.
+Sibia,G.Misra,G.	&	Srivastava,K.A.(2004)	Towards Understanding  Emotional   Intelliegnce  in   Indian context   (perspectives   of   parents,   teachers   and childrens   )   journal   of   National   academy   of Psychology,vol-49,114-123
+Singh Dalip (2001).  Emotional intelligence at work. New Delhi: Sage.
+Singh, S. (2004) Development of a Measure of Emotional intelligence,   Journal   of   Naational   Academy   of Psychology, vol-49,136-141
+Sinha ,A.K.,Jain & Jain, A.K.(2004) imperative for the organizationally  relevant   outcomes,	journal   of National Academy of  Psychology, vol-49,81-96
+Srivastava,K.B.L.& Bharamamaikar,S.R.,(2004) Emotional Intelligence  and  Effective  Leadership  Behavior  , Journal  of  National  Academy  of  Psychology,vol-49,107-113
+Telles, Shirley , Redddy, S.K.  & Nagendra, H.R. (2000). Oxygen consumption and respiration following two days	yoga	relaxation	techniques.	Applied Psychology and Biofeedback, 25, no24
+Thingujam.,N.S.,	(2004)	Current	Trend	&Future Perspective on E.I.,Journal of National Academy of Psychology,vol-49,155-166
+Tiwari.,P.S.N.&Srivastava,.N.(2004)	Schooling	and Development of Emotional Intelligence , Journal of National Academy of psychology,vol-49,151-154
+Vempati R.P. & Telles, Shirley(2000). Baseline occupational stress levels and  physiological responses to a  two day stress management program. Journal of Indian
+Psychology, 18, no 1& 2.
+
+
+
+
+
+
+
+
+
+Voice of Research, Vol. 2 Issue 1, June 2013, ISSN No. 2277-7733	...52...

subfolder_0/Effect of SMET program base lifestyle on state anxiety on managers conv.txt

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+EFFECT OF SMET PROGRAM BASE LIFESTYLE ON STATE ANXIETY ON MANAGERS
+
+
+Shatrughan Singh, M.Sc.,Balram Pradhan, Ph.D.,Nagendra HR. Ph.D.
+
+
+
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+Division of Yoga and Management, Swami Vivekananda Yoga Anusandhana Samsthana (S-VYASA), Bengaluru
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+All correspondence related to this article has to be addressed to:
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+Dr. H. R. Nagendra, Eknath Bhavan, #19, Gavipuram Circle, Bangalore 560 019, Phone numbers 080 2263 9961, E-mail address: [email protected]
+
+ABSTRACT
+
+Objective
+To determine the short term effect of SMET programed on top executive managers. Design
+73 managers were participated in a five days Yoga based stress management program. The session was comprised of lecture on stress, mediation techniques, devotional sessions, discorses on Bhagavadgita, and practical seesions SMET.
+Main outcome measures
+The pre- and post SMET effects were mesured using the State Anxiety Inventory (STAI). Results
+Thre were significant reduction in state anxiety after five days, Changes from pre to post-session assessments suggested improvement in anxiety score (10.45%, p<0.001)
+Conclusion
+The reduction anxiety score may have contributed due to impact of different yoga techniques and well-structured lifestyle intervention supervised program.
+Key word: Anxiety, managers, STAI, self-management of excessive tension.
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+1
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+INTRODUCTION
+Yoga is an ancient Indian science which helps to improve physical, mental, social and spiritual
+
+health. To achiev the state of health various  yoga techchniques have been used as  a tool. Patanjali has precribed eight limbs of yoga but  most of the people very often used asana, pranayams, and mediation. Apart from conventional treatment many choose yoga as an atlenatve excecise. A article on yoga program reported combines meditation and regulated breathing (pranayamas) as a program called Siddha Samadhi Yoga, reduced scores of anxiety (state and trait), depression, and feelings of tension were reported [1]. Also some similar scientific studies on different study found improvement in stai including other measures immediate effect of relaxation responces, Deep Relaxation techniques [2]; cyclic meditation [3] showed reduction in State Anxiety.  In a clinical randomize study Integrated approach of yoga therapy had positive effect  on  reducing pain, morning stiffness, state and trait anxiety, blood pressure and pulse rate in patients with OA knees[4].
+
+Japan study showed the irrespective of age difference, yoga shown positive effect on different
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+age group. Senior group (65 to 75 years) and Younger group (20 to 30 years) found reduction salivary amylase activity, State and Trait anxiety score following on month of Yoga practices of 90 minutes ones or twice for a month [5].
+
+The pre and post Tai chi/yoga effects were found increase relaxation including decrease anxiety and a trend for increased EEG theta activity [6].Yoga program is helping to achieve relaxation and reduce stress which performs in a daily as their routine activities, and increases the quality of life in cancer patients measure by state and trait anxiety inventory [7].
+
+Sahaja  Yoga  meditation  is  a  safe  and  effective  strategy  for  dealing  with  work  stress  and depressive feelings. The findings suggest that "thought reduction" or "mental silence" may have specific effects relevant to work stress and hence occupational health [8].
+
+Job satisfaction, job involvement, goal orientation, effective organizational commitment and team building behavior are the five indicatore to measure the work attitude to improve the organizatioanl performance. This depends on the manager who works for its developments. Scientific investigation showed that Yoga Way of Life by managers had a significant positive impact on four out of five of these indicators of organizational performance indicators [9]. A
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+2
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+study had shown improvements in Emotion intelligence [10] on the managers. Since, there is no study which evaluates the anxiety. Hence this study was attempted to investigate the State anxiety of the manager undergoing 5 days of SMET program was taken up.
+
+Material and Methods
+
+The present study consisted of 73 Managers (58 male; 15 Female) with the age range of (37 to 62 years)  with  a  mean±SD  of  (52.38±5.02).  All  participants  were  from  Oil  and  Natural  Gas Corporation  Limited.  They  were  free  from  cognitive  impairment  but  having  mild  form  of physical illness. The signed informed consent forms were obtained from them after explaining them about detailed study design. The pre-post design for the present study due to fact that the participant staed over in a residential setup and all of them were sent by the ONGC to join this SMET  program.  Hence  any kind  of  control  group  design  was  quite  impractical  in  present conditions.
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+Interventions
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+All participants followed 5 days of a SMET based lifestyle modification based on the following
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+schedule given in the Table 1 and Table 2.
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+Table 1: The schedule of the Self –Management of Excessive Tension Program
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+Time	Activity
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+5.00 AM	Ablution
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+5.30 AM	Prayer (Prathasmaran)
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+6.00 AM	Asana / Special yoga technique
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+Time	Activity
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+3.00 PM	SMET lecture session 2
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+4.00 PM	SMET practice (Cyclic Meditation)
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+5.00 PM	Tuning to nature
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+7.15 AM	Friendship  meet  (Maitri  Milan)-   6.00 PM	Devotional session(Bhajan)
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+Gita	sloka	chanting	and discourse(Satsang)
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+8.00 AM
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+9.30 AM
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+10.30
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+AM
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+11.30 AM
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+12.05 PM
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+Breakfast
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+SMET lecture session-1
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+SMET practice (Cyclic
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+Meditation)
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+Milk or Ayurvedic Tea (Malt)
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+Special yoga techniques
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+6.45 PM
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+7.30 PM
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+8.30 PM
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+9.15 PM
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+10.00 PM
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+MSRT(Mind Sound
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+Resonance technique)
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+Dinner
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+Happy assembly (Yogagame
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+session)/ Cultural program
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+Group discussion/ Self practice
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+Lights off
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+1.00 PM	Lunch and rest
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+4
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+Table 2: Lecture sessions during Self –Management of Excessive Tension Program.
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+Sl.No	Session 1
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+1	Concept of stress
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+2	Stimulation- Relaxations
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+3	Stress levels and its release
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+4	Executive growth
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+5	Group awareness
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+Session 2
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+Stress-induced problem and management
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+Stress and its management according to yoga
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+Recognition of stress is half the solution
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+Depth of perception and awareness
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+Progress in tune with nature
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+Cyclic Meditation
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+The  SMET  program  is  based  on  the  cyclic  Mediation  which  was  developed  at  Swami Vivekananda Yoga Research Foundation to combat the stress of excessive tension [11]. Cyclic meditation is repetition of cyclic order of dharana and dhyana phase of yoga component. These components trained the practitioner to develop mental wakefulness, vigilance, concentration without getting disturbed by stress and distracted thoughts; they were able to reach to a state of mental equilibrium. The practitioner trained himself to recognize distracted thought (stress and tension) and gradually converted it into the focused or attentive thought (Relaxation).
+
+Throughout the Cyclic Meditation practice subjects kept their eyes closed, and followed the instructions  given  by  the  instructor.  The  instructions  emphasized  carrying  out  the  practice slowly, with awareness and relaxation. The practice  began by repeating a verse from the yoga text, the Mandukya Upanishat [12]; followed by isometric contraction of the muscles of the body ending with supine rest; slowly coming up from the left side and standing at ease (called tadasana) and ‘balancing’ the weight on both feet, called centering; then the first actual posture, bending to the right (ardhakatichakrasana); a gap of few min in täòäsana with instructions about relaxation and awareness; bending to the left (ardhakatichakrasana); a gap as before for few min; forward bending (padahastasana; another gap similarly as given earlier; backward bending (ardhacakrasana); and slowly coming down in the supine posture with instructions to relax
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+
+
+5
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+different parts of the body in sequence. The postures were practiced slowly, with awareness of all the sensations that are felt. The key features of cyclic meditation are (i) postures interspersed with relaxation, (ii) slowness of movements, (iii) continuity, (iv) inner awareness, (v) feeling of heart beat, changes in blood flow and sound resonance, and (vi) recognition of linear, surface, three-dimensional and all pervasive awareness.
+
+Assessments
+
+State Trait Anxiety Inventory (STAI) was given before and after 5 days of SMET programm to
+
+assess change in State anxiety. The State anxiety evaluates how respondents feel right now which consisted 20 questions and each question is rated 1 to 4. In responding to the STAI S-Anxiety scale, partiipants rated on the standard test form to the right of each item statement, which describes their feeling 1) not at all, 2) somewhat, 3) moderately so, 4) very much so. The questionnairs consisted of both anxiety questions and anxiety absent questions. The score of the anxiety present items are the same as the respondent rated in the test form i.e. 1,2,3, and 4 whereas items are reversed for the anxiety absent items scored as 4,3,2,1 for 1,2,3,4 respectively. Scores for the STAI scales ranges from 20 to 80 [13].
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+6
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+DATA ANALYSIS
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+The data were analyzed using SPSS 16. Twelve participants were excluded from  the final analysis because they were not given the post assessment. The paired‘t’ test used to compared the pre and post of state anxiety score.
+
+RESULTS
+
+There was a significant different in state anxiety score (P<0.001, 10.45%) compared to its base
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+line.
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+Table 3 State anxiety score pre and post 5 days of SMET program. Values are Group Mean and Standard Deviations.
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+
+Variables
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+Total Score
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+Assessments
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+Pre
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+Post
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+
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+Score (n=73)
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+33.0 ±9.59
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+29.55±6.29***
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+Percentage
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+changes
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+
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+10.45%
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+
+
+p-values
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+
+
+P< 0.001
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+*** P < 0.001, pre compared with post using paired‘t’ test.
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+7
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+DISCUSSIONS
+
+The present study showed an imoprovement of 10.45% in anxiety reduction following 5 days an integrated yoga-based SMET programed attended by top-executive managers. In the previous study, there was a 6% reduction was seen followigng immmediate effect a combined form of 20-minute of tai chi/yoga [6], 13.88% reduction in state anxiety followong yoga based lifestyle intervention [14].
+
+Scientific investigation  had showed reduction in  anxiety through relaxaion  techniques  [15], systemic review on yoga [16], with six session of yoga programed on dementia caregiver [17], and a week yoga program amonge flood surviors [18], 20 yoga sessions programe in participant diagnosed with anger and anxiety symptoms [19]. These reports and the present study results suggested the followed 5 days of a SMET based lifestyle modification training programed may improved anxiety score.
+
+The limitaion of the present study were (i) with short duration of intevetion (ii) simple pre-post
+
+design where it is difficult to identify the exact effect of perticular intervention. Further study need to be done with ramdomize control with an exteded time dutration on intervention with objective measure such as cotisol level and other stress indicator vriable which will give insight to understand machanism.
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+8
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+REFFERENCES
+
+1.	Kozasa, E.H., et al., Evaluation of Siddha Samadhi Yoga for anxiety and depression symptoms: a preliminary study. Psychol Rep, 2008. 103(1): p. 271-4.
+2.	Khemka,  S.S.,  N.H.  Rao,  and  R.  Nagarathna,  Immediate  effects  of  two  relaxation techniques on healthy volunteers. Indian J Physiol Pharmacol, 2009. 53(1): p. 67-72.
+3.	Subramanya, P. and S. Telles, Effect of two yoga-based relaxation techniques on memory scores and state anxiety. Biopsychosoc Med, 2009. 3: p. 8.
+4.	Ebnezar, J., et al., Effect of integrated yoga therapy on pain, morning stiffness  and anxiety in osteoarthritis of the knee joint: A randomized control study. Int J Yoga, 2012. 5(1): p. 28-36.
+5.	Gururaja, D., et al., Effect of yoga on mental health: Comparative study between young and senior subjects in Japan. Int J Yoga, 2011. 4(1): p. 7-12.
+6.        Field, T., M. Diego, and M. Hernandez-Reif, Tai chi/yoga effects on anxiety, heartrate, EEG and math computations. Complement Ther Clin Pract, 2010. 16(4): p. 235-8.
+7.	Ulger, O. and N.V. Yagli, Effects of yoga on the quality of life in cancer patients. Complement Ther Clin Pract, 2010. 16(2): p. 60-3.
+8.	Manocha, R., et al., A randomized, controlled trial of meditation for work stress, anxiety and depressed mood in full-time workers. Evid Based Complement Alternat Med, 2011. 2011: p. 960583.
+9.	Adhia, H., H. Nagendra, and B. Mahadevan, Impact of yoga way of life on organizational performance. Int J Yoga, 2010. 3(2): p. 55-66.
+10.	Ganpat, T.S. and H.R. Nagendra, Yoga therapy for developing emotional intelligence in mid-life managers. J Midlife Health, 2011. 2(1): p. 28-30.
+11.	Nagendra, H.R. and R. Nagarathna, New perspectives in stress management. Bangalore, India: Swami Vivekananda Yoga Publications. , 1997.
+12.	Chinmayananda, S., Mandukya Upanisad. Sachin publishers, Bombay. Sachin publishers, Bombay., 1984. 1(5): p. 386-91.
+13.	Spielberger, C.D., R.L. Gorsuch, and R.E. Lushene, Manual for the State-Trait Anxiety Inventory. . Palo Alto, CA: Consulting Psychologists Press.
+14.	Gupta, N., et al., Effect of yoga based lifestyle intervention on state and trait anxiety. Indian J Physiol Pharmacol, 2006. 50(1): p. 41-7.
+
+
+9
+
+15.	Smith, C., et al., A randomised comparative trial of yoga and relaxation to reduce stress and anxiety. Complement Ther Med, 2007. 15(2): p. 77-83.
+16.	Kirkwood, G., et al., Yoga for anxiety: a systematic review of the research evidence. Br J Sports Med, 2005. 39(12): p. 884-91; discussion 891.
+17.	Waelde, L.C., L. Thompson, and D. Gallagher-Thompson, A pilot study of a yoga and meditation intervention for dementia caregiver stress. J Clin Psychol, 2004. 60(6): p. 677-87.
+18.	Telles, S., et al., Post traumatic stress symptoms and heart rate variability in Bihar flood survivors following yoga: a randomized controlled study. BMC Psychiatry, 2010. 10: p. 18.
+19.	Shapiro, D., et al., Yoga as a Complementary Treatment of Depression: Effects of Traits and Moods on Treatment Outcome. Evid Based Complement Alternat Med, 2007. 4(4): p. 493-502.
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+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
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+Effect of SMET yoga program on Positive and Negative Affectivity of employees; a randomised controlled study.
+
+Jyothi Vasu
+Research Scholar, S-VYASA University, Bengaluru, Karnataka, India
+
+
+
+Towards the partial fulfillment of Doctoral degree in Yoga
+
+
+under the guidance of
+
+Sony KumariM.A., PhD
+Professor, S-VYASA University, Bengaluru, Karnataka, India
+
+
+and co-guidance of
+
+K. B. AkhileshM.S., PhD
+Professor, Indian Institute of Science, Bengaluru, Karnataka, India
+
+H. R. NagendraM.E., PhD
+
+Chancellor, S-VYASA University, Bengaluru, Karnataka, India
+
+The Division of Yoga & Management
+Swami Vivekananda Yoga AnusandhanaSamsthana (SVYASA- A university established under section 3 of the UGC Act. 1956)
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+Volume XIII Issue III MARCH 2020	Page No: 203
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+Abstract
+
+
+Background :
+
+This study seeks to investigate the impact of Self-Management of Excessive Tension (SMET) yoga program on changes in Positive and Negative affectivity of the employees.
+Materials and methods: It is a randomised two group (yoga and control group) intervention study with pre and post assessments. SMET yoga program is used as an intervention.A sample of 240 employees (120-Yoga and 120-Control group) consisting of both male and female, working for a BPO office in Bengaluru, India belonging to an age group of 20-45 years participated in the study. PANAS scale was used to administer the study parameters. Data was analysed by using SPSS software.
+Results:A considerable variation in mean values (difference in pre and post data) were observed after SMET intervention for various dimensions ofPositive Affectivity and Negative Affectivity Schedule (PANAS). The results were found to be significant with p < 0.05.
+Conclusions: Studyshowed that SMET helped to increase Positive affectivity and to reduce the Negative affectivity of the employees.
+
+Key words: Cyclic Meditation, Negative Affectivity,Personality Traits, Positive Affectivity, SMET, Yoga
+
+
+
+Background:
+
+The word "personality" originates from the Latin word persona, which means mask (Stevko, 2014). In French, it is equivalent to personalete. Personality also refers to the pattern of thoughts, feelings, social adjustments, and behaviours consistently exhibited over time that strongly influences one's expectations, self-perceptions, values, and attitudes (Srivastava & Mishra, 2016). It also predicts human reactions to other people, problems, and stress.
+
+Personality affects all aspects of a person's performance, even how he reacts to situations on the job. Not
+
+every personality is suited for every job position, so it's important to recognize personality traits and pair
+
+employees with the duties that fit their personalities the best. This can lead to increased productivity and job satisfaction, helping your business function more efficiently.
+
+Introduction:
+
+Positive Affectivity:
+
+Positive  Affectivity  (PA)  is  a  personality  characteristic  that  describes  how  humans  experience positive emotions while interacting with others and with their surroundings. Those with high positive
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+Volume XIII Issue III MARCH 2020	Page No: 204
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+affectivity are typically enthusiastic, energetic, confident, active, and alert. Those having low levels of positive affectivity can be characterized by sadness, lethargy, distress, and un-pleasurable engagement (Watson et al, 1988).
+
+
+Positive affect reflects neither a lack of negative affect, nor the opposite of negative affect, but is a
+
+separate,  independent  dimension  of  emotion. Positively  affected  people  are  said  to  be  more  active physically, socially, mentally and emotionally (Watson &Tellegen, 1988a).
+
+
+Positive affectivity is a managerial and organizational behavior tool used to create positive environments
+
+in the workplace. Through the use of PA, the manager can induce a positive employee experience and culture. The positive affectivity hypothesis predicts that employees with positive dispositions receive more supervisor support because they are more socially oriented and likable.PA can be measured as both a state and a trait; state affect captures how a person feels at any given time while trait affect is the tendency of a person to experience a particular affective state over time (Watson and Pennebaker, 1989).
+
+
+PA helps individuals to process emotional information accurately and efficiently, to solve problems, to make plans, and to earn achievements. Psychological capital (PsyCap) refers to an individual’s positive psychological  state  of  development  and  is  characterised  by  positive  affectivity,  self-efficacy,  hope, resilience, and optimism.
+
+
+PA may influence to enhance the personal resources which can help to overcome or deal with distressing situations.  These  resources  are  physical  (e.g.,  better  health),  social  (e.g., social  support networks), intellectual and psychological (e.g., resilience, optimism, and creativity). PA provides a psychological break or relief from stress, supporting continued efforts to replenish resources depleted by stress.Its buffering functions provide a useful antidote to the problems associated with negative emotions and ill health due to stress. Likewise, happy people are better at more mature coping efforts than people with negative emotions.
+
+
+Negative Affectivity:
+
+Negative Affect (NA) is a dimension of subjective distress that includes a variety of adverse mood states, including anger, contempt, disgust, fear, and nervousness (Watson et al., 1988). NA, like PA, can be measured as both a state and a trait and has been linked to both subjective and objective health indicators. State NA has been linked to increased same-day pain (Gil et al., 2003) and decreases in self-reported health (Benyamini et al., 2000). Evans and Egerton (1992) found that state NA led to a higher incident of
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+Volume XIII Issue III MARCH 2020	Page No: 205
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+colds.  Burnout  is  a  negative  affective  state  caused  by  recurring  distress  (Shirom,  1989).Negative affectivity is a stable and inherited disposition to experience nonspecific distress or unpleasant emotions (Clark et al. 1994). It is considered by some to be synonymous with the personality factor of neuroticism, which corresponds to individuals’ tendency to experience negative affect states (Costa and McCrae 1980; Watson et al. 1988a).
+
+It  is  important  to  an  organisation  that  its  employees  must  be  emotionally  balanced.  The  greatest competitive advantage for an organisation’seconomy is a positive workforce. Therefore it is important for organisations to find ways to enhance their employees’ positive psychological states of mind and decrease their negative emotions i.e. their psychological capital, to achieve desired organisational outcomes.
+
+Negative affectivity (NA) is a personality variable that involves the experience of negative emotions and poor self-concept. Watson and Clark (1984) proposed that negative affectivity encompasses a range of constructs including trait anxiety, neuroticism, ego strength, and maladjustment, among others. Negative affectivity roughly corresponds to the dominant personality factor of anxiety/neuroticism that is found within the Big Five personality traits as emotional stability. Neuroticism can plague an individual with severe mood swings, frequent sadness, worry, and being easily disturbed, and predicts the development and onset of all common mental disorders.Research shows that negative affectivity relates to different classes of variables such as, self-reported stress and poor coping skills, health complaints, and frequency of unpleasant events. Weight gain and mental health complaints are often experienced as well.
+
+
+Negative affectivity is considered a general risk factor for a range of physical and mental health problems, which frequently co-occur. For example, someone experiencing one negative mood state (e.g., sadness) is likely to report greater levels of other negative mood states such as fear or anger (Watson and Naragon-Gainey 2010). As a trait, negative affectivity is considered a broad predisposition to experience negative emotions  such  as  anxiety,  fear,  and  sadness  (Watson  et  al.  1988b).  Indeed,  negative  affectivity  is associated with a range of psychopathology, including eating disorders (Cook et al. 2014; Stice 2002), substance use disorders (Cook et al. 2014), schizophreniaspectrum disorders (Blanchard et al. 1998), personality disorders (Zeigler-Hill and Abraham 2006), and a variety of health concerns (Watson and Naragon-Gainey  2014).  Additionally,  negative  affectivity  is  theorized  to  play  an  etiological  role accounting for the overlap in negative emotional disorders of anxiety and depression (Clark and Watson 1991).
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+Volume XIII Issue III MARCH 2020	Page No: 206
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+Further,  negative  affect  was  identified  as  one  of  five  “core  elements”  of  personality  along  with detachment, antagonism, disinhibition, and psychoticism (Krueger et al. 2012), emphasizing the role of negative affectivity not only in personality disorders but also personality at a broader level. Notably, negative affectivity is theorized to be a preexisting temperamental disposition, occurring prior to the onset of specific pathology. Prospective studies have found negative affectivity to predict later onset of a range of problems including mental health, hypertension, and substance abuse (Craske et al. 2001; Jonas and Lando 2000; Measelle et al. 2006; Pine et al. 1998). Overall, available works suggest negative affectivity is a consistent marker of distress across a range of presenting problems and plays an etiological role in their onset.
+
+Hence employees having more negative affectivity trait cannot use their maximum potential and hence will find it difficult to give their fullest to the organization. Therefore these employees may be assisted to decrease their negative affectivity, so that they would be able to work more efficiently and contribute positively to the growth and success of the organization.
+
+
+Stress   Management   programs   (SMP)   are   conducted   in   organisations   to   help   employees   to overcomephysical and mental imbalances. Though everyone is unique, we all possess certain traits that set us apart from the rest, for many reasons. These traits define who we are and how we respond to situations. We only need to ignite that dormant passion and give a boost to our persona.
+
+
+The Stress  Management  programs assists  individuals  to  effectively manage  the  imbalance in  healthy ways, including - exercising, seeking social support, using pleasant activities and relaxation techniques. The Stress Management training program in the workplace builds on the better Work-Life balance. Studies  on  Stress  Management  programs  suggests  that  these  comprehensive  programs  can  improve mental health, behaviour and well-being of workers.
+Previous research studies have proved that yoga techniques can bring down the imbalances enormously. Self-Management  of  Excessive  Tension(SMET)  is  one  such  holistic  yoga-based  stress  management program  developed  by  Swami  Vivekananda  Yoga  AnusandhanaSamsthana  (S-VYASA)  University, Bengaluru. It is a simple and easy technique to practice which is based on traditional concept of yoga for improving both internal and external well-being of an individual. It is specially suited to the modern day executives, professionals, management experts, housewives and others.
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+Volume XIII Issue III MARCH 2020	Page No: 207
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+
+YOGA:
+
+Yoga is a conscious process of gaining mastery over the mind. It’s a process of elevating oneself through calming of mind.
+
+The great sage Patanjali ‘father of yoga’ uses the word ‘Klesha’ in his ‘Yoga Sutras’ for stress and
+
+proposes the techniques of yoga for reducing (thinning) stress. It will not be a sudden elimination but gradual systematic process of moving from higher stress levels to lower ones and slowly eliminating.
+
+According to ‘Bhagavadgita’ (2 - 62, 63), by using the technique of yoga, we learn to expand our
+
+horizons, increase our capacities and manifest our dormant potentialities.
+
+
+Hence yoga is one of the popular ways to reduce physical and mental imbalances to a greater extent. It helps to set right the defects in different koshas. The negative emotions like Negative Affectivity can be minimised which helps to develop confidence, to increase optimism, enthusiasm and other positive characters. An employee with more positivities, tries to improve his performance and in turn strives for the growth of the organisation and also helps to achieve its goals and targets.
+
+Benefits of Yoga :
+
+Yoga offers man a conscious process to solve menacing problems of unhappiness, restlessness, emotional upset, hyper-activity and so on.
+
+It helps to evoke the hidden potentialities of man in a systematic and scientific way by which man becomes a complete individual.   His   physical,   mental, emotional, spiritual and intellectual faculties develop  in  a  harmonious  and  integrated  manner  to  meet  the  all-round  challenges  of  the  modern technological era with its hectic speed.
+
+It also helps for muscular relaxation, developing willpower and improving creativity.
+
+SMET- Self-Management of Excessive Tension
+
+Self-Management of Excessive Tension (SMET) module is a holistic yoga-based stress management program  which  is  developed  by  Swami  Vivekananda  Yoga  AnusandhanaSamsthana  (S-VYASA) University, Bengaluru. It is a simple and easy technique to practice which is based on traditional concept of yoga for improving both internal and external well-being of an individual. It is specially suited to the modern day executives, professionals, management experts, housewives and others. Yoga offers total rehabilitation by integrated module of SMET.
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 208
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+SMET is based on MāndukyaUpanishad consisting of Yogic science and Vedic ideology for combating physical and mental imbalances and ensuring all round health of the body and mind combined. It is a series of successive stimulations and relaxations that can solve the complex problems of the mind. It helps to release stress at deeper levels. This technique is interspersed and an aspirant finds it easy in comparison with other practices of yoga.
+
+
+The cardinal principles of Yoga are; “stimulation and relaxation of the body; slow down the breath and calm down the mind”. Crystallizing such principles into practical techniques, S-VYASA has developed highly effective programs of stress management, offered under the following four headings:
+
+
+1. Instant Relaxation Technique (IRT) 2. Quick Relaxation Technique (QRT) 3. Deep Relaxation Technique (DRT)
+4. Self Management of Excessive Tension (SMET)
+
+
+Aim and Objectives of SMET: 1.   Stimulate the mind.
+2.   Calm down the distractions. 3.   Recognize the Stagnations.
+4.   Achieve peace and happiness.
+
+5.   Enhancing the efficiency of staff involved in management and other stream 6.   Promoting health and wellbeing through yoga
+7.   Recovering and managing various physical and mental aliments through specific yoga techniques.
+
+8.   Improving the skills and equipoise in action by developing concentration and absolute focus towards work through various Yoga techniques.
+
+
+Components of SMET :
+
+(a) Theory sessions - namely Lectures, Talks, Counselling, Discourses and
+
+(b)  Practice  sessions  -  Cyclic  Meditation  (CM)  which  includesÄsanas,  Relaxation  techniques  and Meditation.
+
+
+
+
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 209
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+Theory sessions - topics:
+
+1.   Concept of Stress
+
+2.   Growth of Executives 3.   Group Dynamics
+4.   Introduction to SMET
+
+5.   Recognition of problem is half solution 6.   S-VYASA movement
+7.   Researches on SMET
+
+8.   Benefits and Advantages of going through SMET program
+
+
+
+Practice session - Cyclic Meditation - CM:
+
+Cyclic Meditation is a practice, built on the principle of alternate Stimulation and Relaxation. This technique was developed by Dr. H. R. Nagendra of S-VYASA university, Bengaluru. It is a simple and effective technique to relieve stress and induce deep sleep and relaxation. There are proven results that, CM can reduce the number of hours needed in order to feel rejuvenated.
+
+Cyclic Meditation involves the following steps :
+
+Step 1.   Lie down in śavāsana and chant Opening Prayer  “Layesambodhayetchittam……….”
+
+ललललललललललललललललललललललललललललललललललललललल ललललललललललललललललललललललललललललललललललल३-४४॥
+layesaṃbodhayeccittaṃvikṣiptaṃśamayetpunaḥ | sakaṣāyaṃvijānīyātsamaprāptaṃnacālayet ||māndukyopaniśat kārika|| 3-44 ||
+
+Meaning: If the mind becomes inactive in a state of oblivion awaken it again. If it is distracted,, bring it
+
+back to the state of tranquility. (In the intermediary state) know the mind containing within it desires in potential form. If the mind has attained the state of equilibrium, then do not disturb it again.
+
+Stimulate & awaken the sleeping mind, calm down the distractions, recognize the innate stagnations & stay in steadiness without disturbing it.
+
+
+Step 2	(a) Perform IRT - Instant Relaxation Technique
+
+(b) Coming up to Tāḍāsanasthiti (standing position) – Linear awareness (c) Relaxation and centering in Tāḍāsana
+Step 3.  Standing asana - Perform Ardhakaṭicakrāsana (first right and then left )
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 210
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+(a)  Coming down tośavāsana from right side Step 4.  Perform QRT - Quick Relaxation Technique
+Step 5.  Sitting āsanas - Sit up and relax in Danḍāsana (sitting with leg stretching) (a)Perform Vajrāsana
+(b)Perform Sasankāsana and return to Vajrāsana (c) Perform Ardha-uśtrāsanaor uśtrāsana
+(d) Relax in leg stretching sitting position (e) Go straight back to śavāsana
+Step 6.  Perform DRT – Deep Relaxation Technique
+
+(a) Come up straight and assume any sitting position -preferably Vajrāsana (b) Chant Closing Prayer “ Omsarvebhavantusukhinah…….”
+
+ॐललललल लललललल लललललल|ललललल ललललल लललललललल ।
+ललललल ललललललल लललललललल
+|लल लललललललललललललललललललल । ॐललललललल ललललललल ललललललल ॥
+
+sarve bhavantu sukhinah, sarve santu nirāmayāh, sarve bhadrāṇi paśyantu, mā kaścit duhkha bhāgbhavet; om ṣāntih ṣāntih ṣāntihi॥
+
+Meaning:
+
+
+May	all	become	happy,	May	none	fall	ill;	May	all	see	auspiciousness	everywhere, May none ever feel sorrow, Om peace peacepeace.
+
+
+Need for the study :
+
+Physically healthy and mentally sound employees are the assets for an organisation.Improved Positive affectivity and reduced Negative affectivity of employees are considered to be very important factors which are necessary for the growth and success of an organization in achieving its goals.
+
+No studies have reported examining the impact of SMET Yoga Program on Positive and Negative
+
+affectivity. Hence the need.
+
+Study Rationale:
+
+There are many reasons for all sorts of physical, mental and emotional imbalances of a person. Hence these imbalances causes hindrances for an employee to work to his maximum potential or to exhibit positive characters.
+
+
+
+
+
+
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+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+So by reducing theimbalance , one can maximize his potential and work with a healthy and positive state of mind. Keeping this aspect as a rationale, efforts have been made to improve the positive characters of employeesand to minimise theirnegative characters.
+Previous research studies have proved that yoga techniques can bring down the Negative affectivity and improve positivity enormously. Self-Management of Excessive Tension (SMET) is one such holistic yoga-based	stress	management	program	developed	by	Swami	Vivekananda	Yoga AnusandhanaSamsthana (S-VYASA) University, Bengaluru, which has been used as an intervention in our study.
+
+
+Aim:
+
+To study the impact of SMET yoga module on positive and negative characteristics of employees.
+
+
+Objective:
+
+ To evaluate the impact of SMET yoga module on Positive affectivity of employees.  To evaluate the impact of SMET yoga module on Negative affectivity of employees.
+
+Hypothesis:
+
+Null Hypothesis: SMET Yoga Module will not improve Positive affectivity and will not reduce Negative affectivity of the employees.
+Research Hypothesis: SMET Yoga Module will improve Positive affectivity and will reduce Negative affectivity of the employees.
+
+
+Research Methodology:-
+
+Research Design:
+
+It is a randomised two group (yoga and  control group), intervention study with pre and post assessments.
+
+SMET program is used as an intervention. Yoga group will undergo SMET yoga program and Control group will be engaged in their routine work and they will undergo SMET program after the study. It will be a waitlist control group.
+
+Measures:-
+
+Dependant variables– Positive affectivity andNegative affectivity
+
+Independent variable –Job stress
+
+
+
+
+
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+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+Control Variables – Age, Gender, Qualification, Designation, Job Tenure
+
+Research Instruments used:
+
+PANAS scale- developed by Watson, D.,Clark, L. A., &Tellengen, A., (1988) - measures 10 specific positive and 10 specific negative affects each at two different levels. It uses a 5-point scale (1 = very slightly or not at all, 5 = extremely) to indicate the extent of generally feeling the respective mood state. The Authors calculated Cronbach á coefficients in different samples range from 0.90 to 0.96 for PA and from 0.84 to 0.87 for NA.
+
+Reliability and Validity:
+
+Reliability and Validity reported by Watson (1988) was moderately good. For the Positive Affect Scale, the Cronbach alpha coefficient was 0.86 to 0.90; for the Negative Affect Scale, 0.84 to 0.87. Over a 8-week time period, the test-retest correlations were 0.47-0.68 for the PA and 0.39-0.71 for the NA. The PANAS has strong reported validity with such measures as general distress and dysfunction, depression, and state anxiety.
+
+
+Samples :
+
+Source – The sampling technique used in this research is simple random sampling. Employees working
+
+for Vee-Technologies private Ltd., a BPO organisation at Bengaluru, India were selected randomly for the study. Subjects of the present study were from different departments of the organization like finance, HRM, production etc. and they belonged to the category of managers, non-managers and official staff of the organization.
+
+Criteria - Both male and female employees of 20 to 45 years of age group were selected.
+
+Size - Total of 240 employees participated in the study, out of which 120 belonged to ‘experimental Yoga group’ and 120 belonged to ‘waitlisted Control group’.
+
+Duration of the study :3 months,  weekly 2 days, one hour session per day. Employees were asked to practice the same at home for the remaining 3 days of the week by listening to the instructions which were recorded by them. They self-reported their home practice.
+
+
+Statistical Analysis: Statistical Package for Social Sciences (SPSS) 22.0 was used to perform the statistical analysis.
+
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 213
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+
+
+Results / Findings:
+
+The response choices of the scale used, consisted of a Likert type 5 point rating scale.
+
+As the data consists of scores given to the response choices, the variables under measurement are not normally distributed. Hence analysis was made using non-parametric tests. The Mann -Whitney U test is used to measure the significance of the data.
+
+Table 1 shows the Descriptive Statistics of the PANAS of the employees of Yoga group.
+
+In this table we can see that there is a significant change in the mean values of post data compared to pre data of all the variables. This implies that SMET has a positive impact in improving the positive characters and reducing the negative characters of the employees.
+
+Table 2 shows median, mode and percentile values for yoga group of employees.
+
+Table 3 shows the Descriptive Statistics of the PANAS of the employees of Control group.
+
+In this table, there is not much difference in the mean values of the variables of  pre and post data of the employees who have not participated in the SMET Yoga program.
+
+Table 4 shows median, mode and percentile values for Control group of employees.
+
+Table 5 shows the Mean Ranks and the sum of Ranks for PANAS of the Yoga group - employees.
+
+In this table we can see that there is a tremendous change in the mean Ranks and sum of Ranks of post data compared to pre data of all the variables. This proves the positive effect of SMET in improving the positive characters and reducing the negative characters of the employees.
+
+Table 6 shows the Mean Ranks and the sum of Ranks for PANAS of the Control group - employees.
+
+In this table, there is not much difference in the mean Ranks and sum of Ranks of the variables of  pre and post data of the employees who have not participated in the SMET Yoga program.
+
+Table 7 shows the actual significance values of the test for PANAS of employees of Yoga group.
+
+This table clearly shows the significance of data of each dimension of PANAS of Yoga group. Since the P value is < 0.05 in each case, it means to say that, Reject Null Hypothesis and Accept Research Hypothesis.
+
+The post data of different variables of Control group were not found to be significant for PANAS (p not less than 0.05) as per our observation.
+
+SMET has a positive impact on all the variables of PANAS. SMET has helped the employees in improving their Positive (characters) Affectivity and to reduce theirNegative (emotions) Affectivity to a maximum extent.
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 214
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+Discussions :
+
+Previous studies and research findings aboutSMET :
+
+A study on SMET, reported decrease in occupational stress levels and baseline autonomic arousal in managers, showing significant reduction in sympathetic activity (Vempati, R. P., and Telles, S. (2000)). Effectiveness of Self- Management of Excessive Tension (SMET) programme on emotional well-being of managers was studied.. In this study, Emotional Quotient was used as an indicator for emotional well-being. SMET intervention contributed to the betterment of emotional well- being of the managers (Sony Kumari, N.C.B. Nath, and Nagendra, H. R. (2007)). A study was made to assess the effect of Self-Management of Excessive Tension (SMET), on brain wave coherence. Results of a study showed that participation in a SMET program was associated with improvement in emotional stability and may have implications  for  'Executive  Efficiency'.  On  the  whole,  significant  increase  in  cognitive  flexibility, intelligence and emotional stability were attained by following SMET (Ganpat, T. S., and Nagendra, H. R.  (2011))  .A study examined  the  possibility of enhancing emotional competence  (EC)  along with emotional  Intelligence  (EI)  through  Self  Management  of  Excessive  Tension  (SMET)  program.  The participating executives reported improvement in efficiency at work. In addition they have experienced other benefits like reduction in blood pressure, sleep decreases in the consumption of the tranquilizers, clarity in thinking, and relaxed feeling in action (Kumari, S., Hankey, A., and Nagendra H. R. (2013)). In another study, SMET intervention has again proved to contribute to significant enhancement of emotional competence level of the managers (Sony Kumari, N.C.B. Nath, and Nagendra, H. R. (2007)). A study evaluates the impact of a 5 day stress management programme (SMET) for managers as measured by AcuGraph3  - ‘Digital  Meridian  Imaging’  system.  The  5  days  SMET  intervention  increased  overall ‘Prāṇic’energy in the main acupuncture meridian channels. The program significantly improved overall chi (Chinese term) energy. Chi energy would increase, both in individual meridians and the overall (Meenakshy K. B., Alex Hankey, HongasandraRamarao Nagendra. (2014)). A study was conducted to evaluate the effect of 5 days yoga based Self-Management of Excessive Tension (SMET) on profile of mood states of managers. The negative moods were significantly reduced following SMET program. Whereas positive moods improved. The intense yoga based SMET program enhanced the profile of mood in managers (Rabindra M.A., Pradhan B. and Nagendra H.R, (2014)). SMET intervention with an insight of group dynamics & executive growth along with the practices proved to bring about a significant trend in scores which suggested that SMET as part of Yoga could be an effective tool for managing stress and hence enhancing managerial leadership (PadmavatiMaharana, DrSanjib Patra , Dr. T M Srinivasan, Dr. H R Nagendra,. (2014)). A study was conducted to examine the effect of Stress Management Programme, Self- Management   of excessive Tension (SMET) on the managers. It was observed that significant improvement in health and personality traits were recorded (Rabindra Acharya, BalramPradhan and H. R.
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 215
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+Nagendra (2017)). Effect of SMET Programme showed to improve the attention of top line managers in another study (Shatrughan Singh and Nagendra, H. R. (2012)).
+
+
+Findings from the present study:
+
+In this study, 2 sub-scales were studied with the help of PANAS scale.
+
+It was observed that some positive changes happened in the employees who underwent SMET program as mentioned below for each sub-scale or component.
+
+Negative affectivity :Employees complaining about distress, upset, guilty, scare, hostile, irritability,
+
+ashamed,  nervous,  jittery  or  afraid  became  more  confident,  open  minded,  optimistic  and  also  their participation and involvement increased to a greater extent after going through the SMET programme.
+
+
+Positive  Affectivity:  The  interest,  excitement,  strength,  enthusiasm,  pride,  alertness,  inspiration, determination, attentiveness, activeness and self-motivationof the employees improved noticeably who underwent SMET programme.
+
+
+In total, this study has proved that SMET helps in improving the Positive affectivity of employees to a noticeable extent. It has also showed that the SMET has helped to a large extent in reducing the Negative affectivity of the employees to a minimum level which in turn increased their positivities.
+
+
+Advantages of going through SMET Program :
+
+
+This methodology has been formulated after years of in-depth study and research into actual case histories by highly qualified doctors and yoga experts. Professionals need sensitivity, brilliance and creativity. But in the process of career advancement one’s stress levels rise and this ultimately leads to deteriorating health. Also any activity related to computer leads to Musculoskeletal, Emotional and Visual problems. With SMET all these issues can be avoided or managed if they occur.
+
+
+Over  the  last  25  years,  these  programs  have  been  conducted  at  various  business  houses,  factories, industries, and educational institutions, management development institutions and for the common public in general. Course participants have experienced deep relaxation resulting in great calmness of mind and body during the programs. Preliminary investigations have demonstrated the efficacy of this program in handling stress effectively.
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 216
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+The program ushers in a new era in that, it brings about a ‘Turn around’ in the participant’s outlook, both official and personal and propels him along the path of progress towards efficiency, physical & mental equipoise. SMET improves the sharpness of the mind which is the decision making machinery, by inculcating techniques that help one to go to deeper and subtler levels of consciousness and gain mastery over the mind. It helps to provide the much needed - but denied unwittingly - relaxation to the body-mind complex and to break the shackles of baser thoughts besides elevating one to unlimited expansiveness of understanding - Dr. H. R. Nagendra of S-VYASA university, Bengaluru ; founder of this module.
+
+
+Importance of Positive and Negative affectivityof an employee for an organisation:
+
+Personality  traits  are  extremely  important  in  today’s  competitive  organisational  setting.  Employees
+
+individually  possess  diverse  personality  traits  that  may  influence  negatively  or  positively  their performance of jobs assigned to them. It is therefore important that managers and organisational members take into account these important individual differences because realising these traits will help managers and colleagues to deal with employees’ job performance.
+
+Personality has received much attention from the research community in many contexts. In recent decades research on personality traits and its exploration in the context of work behavior has been revitalized . Personality trait is relatively stable and enduring individual tendency of reacting emotionally or engaging in a behavior in a certain way. Hence Personality traits reflect people’s characteristic patterns of thoughts, feelings, and behaviors. Here we study about two most important personality traits  namely Positive affectivity and Negative affectivity of employees in an organisation.
+
+Conclusion:
+
+Self-Management of Excessive Tension (SMET) program deals with the employees (human beings as a whole), by approaching them in a holistic way to minimize their problems related to various areas of an organisation. SMET Program is exclusively and extensively developed for those having physical and mental imbalances due to various reasons such as work pressure,job stress and so on in specifically corporate world. The techniques are simple but very much effective if practiced regularly. In a very short span of time, the program helps to acquire the power to perform better, free from stress in a relaxed and balanced way. From this study we can see that SMET program contributes considerably to improve the positive behaviourof the employees and reduce their negativities at the same time. Hence it is suggestive that SMET intervention is a very effective way of enhancing employees’ potential to get the maximum benefit out of them and also to enhance their persona.
+
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 217
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+Limitations of the study:
+
+Although the study provided interesting insights, the study also has shortcomings.
+
+Firstly, the measures used in the study are self-report measures, whichtypically suffers the problem of a social desirability effect. Many a times, participants choose an ideal alternative instead of the truth.
+
+Secondly, this study is restricted to a private BPO organisation and the findings are provisional and cannot be generalized to other organizations in the same sector as well as to other sectors. Thus, the external validity of the study is low.
+
+Thirdly, the study has been conducted with a sample size of 120 respondents. More appropriate results could have been obtained if sample size would have been increased.
+
+In this study, three months intervention was given. Intervention period can be increased. Only one company /organization was studied. Studies can be conducted at different organisations. This could give stronger findings.
+
+The study would have brought more good results if the comparative analysis would have been made between males and females and between different variables. Some more demographic variables would have been selected to make the study more detailed one.
+
+Scope for future research :
+
+Some moderator and mediator variables like age, experience or gender variables can be considered to study the parameters and their consequences. Other possible negative consequences can also be studied to enrich this field of research.
+
+Future researchers may also wish to develop their own set of questionnaires. Future research can replicate the methodology adopted in the present study to other sectors.  More studies can be carried out to find out the extent to which personality traits influences other perceptions of the organisation. The development of scientific and practical tools and techniques to implement the above findings can be a future initiative.
+
+Conflict of Interest Statement:
+
+The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
+
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+Volume XIII Issue III MARCH 2020	Page No: 218
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+
+References:
+
+Benyamini, Y., Idler, E. L., Leventhal, H. and Leventhal, E. A. (2000). ‘Positive affect and function as influences on self-assessment of health: expanding our view beyond illness and disability’. Journals of Gerontology, 55B, 107–16.
+
+Blanchard, J. J., Mueser, K. T., &Bellack, A. S. (1998).Anhedonia, positive and negative affect, and social functioning in schizophrenia. Schizophrenia Bulletin, 24(3), 413–424.
+
+Clark, L. A., & Watson, D. (1991). Tripartite model of anxiety and depression: Psychometric evidence and taxonomic implications. Journal of Abnormal Psychology, 100(3), 316–336. http://doi.org/10.1037/0021- 843X.100.3.316.
+
+Clark, L. A., Watson, D., & Mineka, S. (1994). Temperament, personality, and the mood and anxiety disorders. Journal of Abnormal Psychology, 103(1), 103–116. http://doi.org/10.1037/0021-843X.103.1.103.
+
+Cook, B. J., Wonderlich, S. A., & Lavender, J. M. (2014). The role of negative affect in eating disorders and substance use disorders. In T. D. Brewerton & A. B. Dennis (Eds.), Eating disorders, addictions and substance use disorders (pp. 363–378). Berlin: Springer. Retrieved from http://link.springer.com/chapter/10.1007/978-3-642-45378-6_16.
+
+Costa, P. T., & McCrae, R. R. (1980). Influence of extraversion and neuroticism on subjective well-being: Happy and unhappy people. Journal of Personality and Social Psychology, 38(4), 668–678. http://doi.org/ 10.1037/0022-3514.38.4.668.
+
+Craske, M. G., Poulton, R., Tsao, J. C., &Plotkin, D. (2001). Paths to panic disorder/agoraphobia: An exploratory analysis from age 3 to 21 in an unselected birth cohort. Journal of the American Academy of Child and Adolescent Psychiatry, 40(5), 556–563. http://doi. org/10.1097/00004583-200105000-00015.
+
+Evans, P. D. and Egerton, N. (1992). ‘Mood states and minor illness’. British Journal of Medical Psychology, 65, 177–86.
+
+Ganpat, T. S., and Nagendra, H. R., “Effects of yoga on brain wave coherence in executives.”Indian Journal of Physiology and Pharmacology, vol 55(4), (2011), pp. 8-12.
+
+Gil, K. M., Carson, J. W., Porter, L. S., Ready, J., Valrie, C., Redding-Lallinger, R. and Daeschner, C. (2003).‘Daily stress and mood and their association with pain, health-care use, and school activity in adolescents with sickle cell disease’.Journal of Pediatric Psychology, 28, 363–73.
+
+Jonas, B. S., &Lando, J. F. (2000).Negative affect as a prospective risk factor for hypertension. Psychosomatic Medicine, 62(2), 188–196. http://doi.org/10. 1097/00006842-200003000-00006.
+
+Krueger, R. F., Derringer, J., Markon, K. E., Watson, D., &Skodol, A. E. (2012).Initial construction of amaladaptive personality trait model and inventory for DSM-5. Psychological Medicine, 42(9), 1879– 1890. http://doi.org/10.1017/S0033291711002674.
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+Volume XIII Issue III MARCH 2020	Page No: 219
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+Kumari, S., Hankey, A., and Nagendra H. R., “Effect of SMET on Emotional Dynamics of Managers.” Voice of Research, vol 2(1), 2013, pp. 49-52.
+
+Measelle, J. R., Stice, E., & Springer, D. W. (2006). A prospective test of the negative affect model of substance abuse: Moderating effects of social support. Psychology of Addictive Behaviors, 20(3), 225– 233. http://doi.org/10.1037/0893-164X.20.3.225.
+
+Meenakshy,  K.  B.,  Alex  Hankey,	HongasandraRamarao  Nagendra,  “Electrodermal	Assessment  of SMET Program for business executives.” Voice of Researchvol 2 (4), 2014, ISSN 2277-7733.
+
+PadmavatiMaharana , Dr. Sanjib Patra , Dr. T. M. Srinivasan, Dr. H. R. Nagendra, “Role of Yoga based
+
+stress management program towards leadership development in managers.” IOSR Journal of Business and Management (IOSR-JBM) e-ISSN: 2278-487X, p-ISSN: 2319-7668. vol 16(5) ver II, 2014,  pp. 01-05, www.iosrjournals.org.
+
+Pine, D. S., Cohen, P., Gurley, D., Brook, J., & Ma, Y. (1998).The risk for early-adulthood anxiety and depressive disorders in adolescents with anxiety and depressive disorders. Archives of General Psychiatry, 55(1), 56–64. http://doi.org/10.1001/archpsyc.55.1.56.
+
+Rabindra Acharya, Balram Pradhan and H. R. Nagendra, “Effect of Stress Management Programmes on the Health and Personality Traits of Managers.”Indian Journal of Public Administration, vol 60(2),2017, pp. 350-359.
+
+Rabindra, M.A., Pradhan, B. and Nagendra, H.R., “Effect of short-term yoga based stress management program on mood states of managers.” International Journal of Education & Management Studies, vol 4(2), 2014, pp. 150-152 http://www.iahrw.com/index.php/home/journal_detail/21#list© Indian Asociation of Health, Research and Welfare.
+Shatrughan,  Singh,  and  Nagendra,  H.  R.,  “Effect  of  SMET  Programme  on  attention  of  top  line managers.”Space, vol 3(3), 2012, pp. 20.
+
+Shirom, A. (1989). ‘Burnout in work organizations’.In Cooper, C. L. and Robertson, I. (Eds), International Review of Industrial and Organizational Psychology. New York: John Wiley, 25–48.
+
+Sony Kumari, N. C. B. Nath, and Nagendra, H. R., “Enhancing emotional competence among managers – SMET.”Journal  of  the  National  Academy  of  Psychology  (Psychological  Studies),  vol  52(2):  2007. pp.171-173.
+
+Srivastava1, A. & Mishra, A. (2016).A Study on the Impact of Big Five Personality Traits on Consciousness. The International Journal of Indian Psychology, 3(2), 77 – 83.
+
+Stevko, R. (2014). Neurophysiology.Morrisville:Lulu
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 220
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+
+Stice, E. (2002). Risk and maintenance factors for eating pathology: A meta-analytic review. Psychological Bulletin, 128(5), 825–848. http://doi.org/10.1037/0033- 2909.128.5.825.
+
+Stone, A. A., Cox, D. S., Vladimarsdottier, H. and Jandorf, L. (1987). ‘Evidence that secretory IgA antibody is associated with daily mood’. Journal of Personality and Social Psychology, 52, 988–93.
+
+Stone, A. A., Neale, J. M., Cox, D. S. and Napoli, A. (1994). ‘Daily events are associated with a secretory immune response to an oral antigen in men’. Health Psychology, 13, 400–18.
+
+Vempati, R. P., and Telles, S., “Baseline occupational stress levels and physiological responses to a two day stress management program.” Journal of Indian Psychology, vol 18(1 & 2), 2000,  pp. 33-37.
+
+Watson, D., & Clark, L. A. (1984). Negative affectivity: The disposition to experience aversive emotional states. Psychological Bulletin, 96(3), 465–490. http:// doi.org/10.1037/0033-2909.96.3.465.
+
+Watson, D., Clark, L. A., &Tellegen, A. (1988a). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. http:// doi.org/10.1037/0022-3514.54.6.1063.
+
+Watson, D., Clark, L. A., & Carey, G. (1988b). Positive and negative affectivity and their relation to anxiety and depressive disorders.Journal of Abnormal Psychology, 97(3), 346 .http://doi.org/10.1037/0021-843X.97.3. 346.
+
+Watson, D. and Pennebaker, J. W. (1989). ‘Health complaints, stress and distress: exploring the central role of negative affectivity’. Journal of Personality and Social Psychology, 96, 234–54.
+
+Watson, D., &Naragon-Gainey, K. (2010). On the specificity of positive emotional dysfunction in psychopathology: Evidence from the mood and anxiety disorders and schizophrenia/schizotypy. Clinical Psychology Review, 30(7), 839–848. http://doi.org/10.1016/j.cpr. 2009.11.002.
+
+Watson, D., &Naragon-Gainey, K. (2014).Personality, emotions, and the emotional disorders. Clinical Psychological Science, 2(4), 422–442. http://doi.org/10. 1177/2167702614536162.
+
+Zeigler-Hill, V., & Abraham, J. (2006). Borderline personality features: Instability of self-esteem and affect. Journal of Social and Clinical Psychology, 25(6), 668–687. http://doi.org/10.1521/jscp.2006.25.6.668.
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+Volume XIII Issue III MARCH 2020	Page No: 221
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+
+TABLES
+
+Table 1 : PANAS – Yoga – Descriptive Statistics
+
+Descriptive Statistics
+
+N	Range
+
+Posit_pre	120	10
+
+Minimum
+
+11
+
+Maximum
+
+21
+
+Mean
+
+15.54	0.162
+
+Std. Deviation 1.777
+
+Variance
+
+3.158
+
+
+
+Posit_post	120	9 Negat_pre	120	9 Negat_post	120	9
+Valid N	120 (listwise)
+
+40                 49                 44.79 40                 49                 44.60
+11	20	15.28
+
+0.168    1.842           3.393 0.162    1.770           3.133
+0.152	1.670	2.789
+
+
+
+*Posit_pre – Positive Affect pre data values,*Posit_post - Positive Affect post data values
+
+*Negat_pre  –Negative Affect pre data values, * Negat_post - Negative Affect post data values
+
+
+
+Table 2 : PANAS – Yoga –Statistics
+
+
+
+
+
+N	Valid
+Missing
+
+
+Posit_pre 120
+0
+
+Statistics Posit_post 120
+0
+
+
+Negat_pre 120
+0
+
+
+Negat_post 120
+0
+
+Std. Error of Mean	0.162	0.168	0.162	0.152 Median	16.00	45.00	44.50	15.00 Mode	16	45	43	16
+
+Percentiles      25 50
+75
+
+14.00             43.00             43.00              14.00 16.00             44.50             44.50              15.00
+17.00	46.00	46.00	16.00
+
+
+
+Table 3 : PANAS –Control – Descriptive Statistics
+
+Descriptive Statistics
+
+N       Rang     Minimu e            m
+Posit_pre	120	10	11
+Posit_post	120	10	11 Negat_pre	120	9	40 Negat_post	120	9	40
+Valid N	120 (listwise)
+
+Maximu	Mean m
+21	15.38	0.166
+21                15.41    0.175 49                44.55    0.162
+49	44.67	0.163
+
+Std. Deviation 1.820
+1.916 1.777
+1.789
+
+Variance
+
+3.312 3.672 3.157
+3.199
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 222
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+
+Table 4 : PANAS –Control –Statistics
+
+Statistics
+
+
+N	Valid
+Missing
+
+Posit_pre 120
+0
+
+Posit_post 120
+0
+
+Negat_pre 120
+0
+
+Negat_post 120
+0
+
+Std. Error of Mean	0.166	0.175	0.162	0.163 Median	15.00	15.00	44.00	45.00 Mode	16	15	43	43a
+
+Percentiles   25 50
+75
+
+14.00           14.00            43.00            43.00 15.00           15.00            44.00            45.00
+16.00	17.00	46.00	46.00
+
+
+
+Mann Whitney U Test  - Independent samples :
+
+
+
+Table 5 : PANAS – Yoga group – Friedman’s Two way Analysis of Variance by Ranks
+
+
+
+Variable
+
+Posit_pre Negat_pre
+
+N	Mean	Sum of rank             Ranks
+120	1.53	183.6 120	3.45	414
+
+Variable	N
+
+Posit_post       120 Negat_post      120
+
+Mean       Sum of rank        Ranks
+3.55	426 1.47	176.4
+
+
+
+Mann Whitney U Test  - Independent samples :
+
+Table 6 : PANAS – Control group – Friedman’s Two way Analysis of Variance by Ranks
+
+
+
+Variable
+
+Posit_pre Negat_pre
+
+N	Mean	Sum of rank           Ranks
+120       1.48            177.6 120       3.49            418.8
+
+Variable	N
+
+Posit_post       120 Negat_post      120
+
+Mean       Sum of rank        Ranks
+1.52            182.4 3.51            421.2
+
+
+
+Table 7 : Hypothesis Test statistics summary
+
+
+N = 120
+Degrees of freedom	= 3
+Exact significance   –  2*(1-tailed sig) = 0.00 Variable
+Posit_post Negat_post
+
+
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+Volume XIII Issue III MARCH 2020
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+Asymptotic  Significance (2 sided Test) = 0.00 0.00
+0.00
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+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+Effect of SMET yoga program on Positive and Negative Affectivity of employees; a randomised controlled study.
+
+Jyothi Vasu
+Research Scholar, S-VYASA University, Bengaluru, Karnataka, India
+
+
+
+Towards the partial fulfillment of Doctoral degree in Yoga
+
+
+under the guidance of
+
+Sony KumariM.A., PhD
+Professor, S-VYASA University, Bengaluru, Karnataka, India
+
+
+and co-guidance of
+
+K. B. AkhileshM.S., PhD
+Professor, Indian Institute of Science, Bengaluru, Karnataka, India
+
+H. R. NagendraM.E., PhD
+
+Chancellor, S-VYASA University, Bengaluru, Karnataka, India
+
+The Division of Yoga & Management
+Swami Vivekananda Yoga AnusandhanaSamsthana (SVYASA- A university established under section 3 of the UGC Act. 1956)
+
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+Volume XIII Issue III MARCH 2020	Page No: 203
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+Abstract
+
+
+Background :
+
+This study seeks to investigate the impact of Self-Management of Excessive Tension (SMET) yoga program on changes in Positive and Negative affectivity of the employees.
+Materials and methods: It is a randomised two group (yoga and control group) intervention study with pre and post assessments. SMET yoga program is used as an intervention.A sample of 240 employees (120-Yoga and 120-Control group) consisting of both male and female, working for a BPO office in Bengaluru, India belonging to an age group of 20-45 years participated in the study. PANAS scale was used to administer the study parameters. Data was analysed by using SPSS software.
+Results:A considerable variation in mean values (difference in pre and post data) were observed after SMET intervention for various dimensions ofPositive Affectivity and Negative Affectivity Schedule (PANAS). The results were found to be significant with p < 0.05.
+Conclusions: Studyshowed that SMET helped to increase Positive affectivity and to reduce the Negative affectivity of the employees.
+
+Key words: Cyclic Meditation, Negative Affectivity,Personality Traits, Positive Affectivity, SMET, Yoga
+
+
+
+Background:
+
+The word "personality" originates from the Latin word persona, which means mask (Stevko, 2014). In French, it is equivalent to personalete. Personality also refers to the pattern of thoughts, feelings, social adjustments, and behaviours consistently exhibited over time that strongly influences one's expectations, self-perceptions, values, and attitudes (Srivastava & Mishra, 2016). It also predicts human reactions to other people, problems, and stress.
+
+Personality affects all aspects of a person's performance, even how he reacts to situations on the job. Not
+
+every personality is suited for every job position, so it's important to recognize personality traits and pair
+
+employees with the duties that fit their personalities the best. This can lead to increased productivity and job satisfaction, helping your business function more efficiently.
+
+Introduction:
+
+Positive Affectivity:
+
+Positive  Affectivity  (PA)  is  a  personality  characteristic  that  describes  how  humans  experience positive emotions while interacting with others and with their surroundings. Those with high positive
+
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+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+affectivity are typically enthusiastic, energetic, confident, active, and alert. Those having low levels of positive affectivity can be characterized by sadness, lethargy, distress, and un-pleasurable engagement (Watson et al, 1988).
+
+
+Positive affect reflects neither a lack of negative affect, nor the opposite of negative affect, but is a
+
+separate,  independent  dimension  of  emotion. Positively  affected  people  are  said  to  be  more  active physically, socially, mentally and emotionally (Watson &Tellegen, 1988a).
+
+
+Positive affectivity is a managerial and organizational behavior tool used to create positive environments
+
+in the workplace. Through the use of PA, the manager can induce a positive employee experience and culture. The positive affectivity hypothesis predicts that employees with positive dispositions receive more supervisor support because they are more socially oriented and likable.PA can be measured as both a state and a trait; state affect captures how a person feels at any given time while trait affect is the tendency of a person to experience a particular affective state over time (Watson and Pennebaker, 1989).
+
+
+PA helps individuals to process emotional information accurately and efficiently, to solve problems, to make plans, and to earn achievements. Psychological capital (PsyCap) refers to an individual’s positive psychological  state  of  development  and  is  characterised  by  positive  affectivity,  self-efficacy,  hope, resilience, and optimism.
+
+
+PA may influence to enhance the personal resources which can help to overcome or deal with distressing situations.  These  resources  are  physical  (e.g.,  better  health),  social  (e.g., social  support networks), intellectual and psychological (e.g., resilience, optimism, and creativity). PA provides a psychological break or relief from stress, supporting continued efforts to replenish resources depleted by stress.Its buffering functions provide a useful antidote to the problems associated with negative emotions and ill health due to stress. Likewise, happy people are better at more mature coping efforts than people with negative emotions.
+
+
+Negative Affectivity:
+
+Negative Affect (NA) is a dimension of subjective distress that includes a variety of adverse mood states, including anger, contempt, disgust, fear, and nervousness (Watson et al., 1988). NA, like PA, can be measured as both a state and a trait and has been linked to both subjective and objective health indicators. State NA has been linked to increased same-day pain (Gil et al., 2003) and decreases in self-reported health (Benyamini et al., 2000). Evans and Egerton (1992) found that state NA led to a higher incident of
+
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+Volume XIII Issue III MARCH 2020	Page No: 205
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+
+colds.  Burnout  is  a  negative  affective  state  caused  by  recurring  distress  (Shirom,  1989).Negative affectivity is a stable and inherited disposition to experience nonspecific distress or unpleasant emotions (Clark et al. 1994). It is considered by some to be synonymous with the personality factor of neuroticism, which corresponds to individuals’ tendency to experience negative affect states (Costa and McCrae 1980; Watson et al. 1988a).
+
+It  is  important  to  an  organisation  that  its  employees  must  be  emotionally  balanced.  The  greatest competitive advantage for an organisation’seconomy is a positive workforce. Therefore it is important for organisations to find ways to enhance their employees’ positive psychological states of mind and decrease their negative emotions i.e. their psychological capital, to achieve desired organisational outcomes.
+
+Negative affectivity (NA) is a personality variable that involves the experience of negative emotions and poor self-concept. Watson and Clark (1984) proposed that negative affectivity encompasses a range of constructs including trait anxiety, neuroticism, ego strength, and maladjustment, among others. Negative affectivity roughly corresponds to the dominant personality factor of anxiety/neuroticism that is found within the Big Five personality traits as emotional stability. Neuroticism can plague an individual with severe mood swings, frequent sadness, worry, and being easily disturbed, and predicts the development and onset of all common mental disorders.Research shows that negative affectivity relates to different classes of variables such as, self-reported stress and poor coping skills, health complaints, and frequency of unpleasant events. Weight gain and mental health complaints are often experienced as well.
+
+
+Negative affectivity is considered a general risk factor for a range of physical and mental health problems, which frequently co-occur. For example, someone experiencing one negative mood state (e.g., sadness) is likely to report greater levels of other negative mood states such as fear or anger (Watson and Naragon-Gainey 2010). As a trait, negative affectivity is considered a broad predisposition to experience negative emotions  such  as  anxiety,  fear,  and  sadness  (Watson  et  al.  1988b).  Indeed,  negative  affectivity  is associated with a range of psychopathology, including eating disorders (Cook et al. 2014; Stice 2002), substance use disorders (Cook et al. 2014), schizophreniaspectrum disorders (Blanchard et al. 1998), personality disorders (Zeigler-Hill and Abraham 2006), and a variety of health concerns (Watson and Naragon-Gainey  2014).  Additionally,  negative  affectivity  is  theorized  to  play  an  etiological  role accounting for the overlap in negative emotional disorders of anxiety and depression (Clark and Watson 1991).
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+Further,  negative  affect  was  identified  as  one  of  five  “core  elements”  of  personality  along  with detachment, antagonism, disinhibition, and psychoticism (Krueger et al. 2012), emphasizing the role of negative affectivity not only in personality disorders but also personality at a broader level. Notably, negative affectivity is theorized to be a preexisting temperamental disposition, occurring prior to the onset of specific pathology. Prospective studies have found negative affectivity to predict later onset of a range of problems including mental health, hypertension, and substance abuse (Craske et al. 2001; Jonas and Lando 2000; Measelle et al. 2006; Pine et al. 1998). Overall, available works suggest negative affectivity is a consistent marker of distress across a range of presenting problems and plays an etiological role in their onset.
+
+Hence employees having more negative affectivity trait cannot use their maximum potential and hence will find it difficult to give their fullest to the organization. Therefore these employees may be assisted to decrease their negative affectivity, so that they would be able to work more efficiently and contribute positively to the growth and success of the organization.
+
+
+Stress   Management   programs   (SMP)   are   conducted   in   organisations   to   help   employees   to overcomephysical and mental imbalances. Though everyone is unique, we all possess certain traits that set us apart from the rest, for many reasons. These traits define who we are and how we respond to situations. We only need to ignite that dormant passion and give a boost to our persona.
+
+
+The Stress  Management  programs assists  individuals  to  effectively manage  the  imbalance in  healthy ways, including - exercising, seeking social support, using pleasant activities and relaxation techniques. The Stress Management training program in the workplace builds on the better Work-Life balance. Studies  on  Stress  Management  programs  suggests  that  these  comprehensive  programs  can  improve mental health, behaviour and well-being of workers.
+Previous research studies have proved that yoga techniques can bring down the imbalances enormously. Self-Management  of  Excessive  Tension(SMET)  is  one  such  holistic  yoga-based  stress  management program  developed  by  Swami  Vivekananda  Yoga  AnusandhanaSamsthana  (S-VYASA)  University, Bengaluru. It is a simple and easy technique to practice which is based on traditional concept of yoga for improving both internal and external well-being of an individual. It is specially suited to the modern day executives, professionals, management experts, housewives and others.
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+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+YOGA:
+
+Yoga is a conscious process of gaining mastery over the mind. It’s a process of elevating oneself through calming of mind.
+
+The great sage Patanjali ‘father of yoga’ uses the word ‘Klesha’ in his ‘Yoga Sutras’ for stress and
+
+proposes the techniques of yoga for reducing (thinning) stress. It will not be a sudden elimination but gradual systematic process of moving from higher stress levels to lower ones and slowly eliminating.
+
+According to ‘Bhagavadgita’ (2 - 62, 63), by using the technique of yoga, we learn to expand our
+
+horizons, increase our capacities and manifest our dormant potentialities.
+
+
+Hence yoga is one of the popular ways to reduce physical and mental imbalances to a greater extent. It helps to set right the defects in different koshas. The negative emotions like Negative Affectivity can be minimised which helps to develop confidence, to increase optimism, enthusiasm and other positive characters. An employee with more positivities, tries to improve his performance and in turn strives for the growth of the organisation and also helps to achieve its goals and targets.
+
+Benefits of Yoga :
+
+Yoga offers man a conscious process to solve menacing problems of unhappiness, restlessness, emotional upset, hyper-activity and so on.
+
+It helps to evoke the hidden potentialities of man in a systematic and scientific way by which man becomes a complete individual.   His   physical,   mental, emotional, spiritual and intellectual faculties develop  in  a  harmonious  and  integrated  manner  to  meet  the  all-round  challenges  of  the  modern technological era with its hectic speed.
+
+It also helps for muscular relaxation, developing willpower and improving creativity.
+
+SMET- Self-Management of Excessive Tension
+
+Self-Management of Excessive Tension (SMET) module is a holistic yoga-based stress management program  which  is  developed  by  Swami  Vivekananda  Yoga  AnusandhanaSamsthana  (S-VYASA) University, Bengaluru. It is a simple and easy technique to practice which is based on traditional concept of yoga for improving both internal and external well-being of an individual. It is specially suited to the modern day executives, professionals, management experts, housewives and others. Yoga offers total rehabilitation by integrated module of SMET.
+
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+SMET is based on MāndukyaUpanishad consisting of Yogic science and Vedic ideology for combating physical and mental imbalances and ensuring all round health of the body and mind combined. It is a series of successive stimulations and relaxations that can solve the complex problems of the mind. It helps to release stress at deeper levels. This technique is interspersed and an aspirant finds it easy in comparison with other practices of yoga.
+
+
+The cardinal principles of Yoga are; “stimulation and relaxation of the body; slow down the breath and calm down the mind”. Crystallizing such principles into practical techniques, S-VYASA has developed highly effective programs of stress management, offered under the following four headings:
+
+
+1. Instant Relaxation Technique (IRT) 2. Quick Relaxation Technique (QRT) 3. Deep Relaxation Technique (DRT)
+4. Self Management of Excessive Tension (SMET)
+
+
+Aim and Objectives of SMET: 1.   Stimulate the mind.
+2.   Calm down the distractions. 3.   Recognize the Stagnations.
+4.   Achieve peace and happiness.
+
+5.   Enhancing the efficiency of staff involved in management and other stream 6.   Promoting health and wellbeing through yoga
+7.   Recovering and managing various physical and mental aliments through specific yoga techniques.
+
+8.   Improving the skills and equipoise in action by developing concentration and absolute focus towards work through various Yoga techniques.
+
+
+Components of SMET :
+
+(a) Theory sessions - namely Lectures, Talks, Counselling, Discourses and
+
+(b)  Practice  sessions  -  Cyclic  Meditation  (CM)  which  includesÄsanas,  Relaxation  techniques  and Meditation.
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+Theory sessions - topics:
+
+1.   Concept of Stress
+
+2.   Growth of Executives 3.   Group Dynamics
+4.   Introduction to SMET
+
+5.   Recognition of problem is half solution 6.   S-VYASA movement
+7.   Researches on SMET
+
+8.   Benefits and Advantages of going through SMET program
+
+
+
+Practice session - Cyclic Meditation - CM:
+
+Cyclic Meditation is a practice, built on the principle of alternate Stimulation and Relaxation. This technique was developed by Dr. H. R. Nagendra of S-VYASA university, Bengaluru. It is a simple and effective technique to relieve stress and induce deep sleep and relaxation. There are proven results that, CM can reduce the number of hours needed in order to feel rejuvenated.
+
+Cyclic Meditation involves the following steps :
+
+Step 1.   Lie down in śavāsana and chant Opening Prayer  “Layesambodhayetchittam……….”
+
+ललललललललललललललललललललललललललललललललललललललल ललललललललललललललललललललललललललललललललललल३-४४॥
+layesaṃbodhayeccittaṃvikṣiptaṃśamayetpunaḥ | sakaṣāyaṃvijānīyātsamaprāptaṃnacālayet ||māndukyopaniśat kārika|| 3-44 ||
+
+Meaning: If the mind becomes inactive in a state of oblivion awaken it again. If it is distracted,, bring it
+
+back to the state of tranquility. (In the intermediary state) know the mind containing within it desires in potential form. If the mind has attained the state of equilibrium, then do not disturb it again.
+
+Stimulate & awaken the sleeping mind, calm down the distractions, recognize the innate stagnations & stay in steadiness without disturbing it.
+
+
+Step 2	(a) Perform IRT - Instant Relaxation Technique
+
+(b) Coming up to Tāḍāsanasthiti (standing position) – Linear awareness (c) Relaxation and centering in Tāḍāsana
+Step 3.  Standing asana - Perform Ardhakaṭicakrāsana (first right and then left )
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 210
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+(a)  Coming down tośavāsana from right side Step 4.  Perform QRT - Quick Relaxation Technique
+Step 5.  Sitting āsanas - Sit up and relax in Danḍāsana (sitting with leg stretching) (a)Perform Vajrāsana
+(b)Perform Sasankāsana and return to Vajrāsana (c) Perform Ardha-uśtrāsanaor uśtrāsana
+(d) Relax in leg stretching sitting position (e) Go straight back to śavāsana
+Step 6.  Perform DRT – Deep Relaxation Technique
+
+(a) Come up straight and assume any sitting position -preferably Vajrāsana (b) Chant Closing Prayer “ Omsarvebhavantusukhinah…….”
+
+ॐललललल लललललल लललललल|ललललल ललललल लललललललल ।
+ललललल ललललललल लललललललल
+|लल लललललललललललललललललललल । ॐललललललल ललललललल ललललललल ॥
+
+sarve bhavantu sukhinah, sarve santu nirāmayāh, sarve bhadrāṇi paśyantu, mā kaścit duhkha bhāgbhavet; om ṣāntih ṣāntih ṣāntihi॥
+
+Meaning:
+
+
+May	all	become	happy,	May	none	fall	ill;	May	all	see	auspiciousness	everywhere, May none ever feel sorrow, Om peace peacepeace.
+
+
+Need for the study :
+
+Physically healthy and mentally sound employees are the assets for an organisation.Improved Positive affectivity and reduced Negative affectivity of employees are considered to be very important factors which are necessary for the growth and success of an organization in achieving its goals.
+
+No studies have reported examining the impact of SMET Yoga Program on Positive and Negative
+
+affectivity. Hence the need.
+
+Study Rationale:
+
+There are many reasons for all sorts of physical, mental and emotional imbalances of a person. Hence these imbalances causes hindrances for an employee to work to his maximum potential or to exhibit positive characters.
+
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 211
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+So by reducing theimbalance , one can maximize his potential and work with a healthy and positive state of mind. Keeping this aspect as a rationale, efforts have been made to improve the positive characters of employeesand to minimise theirnegative characters.
+Previous research studies have proved that yoga techniques can bring down the Negative affectivity and improve positivity enormously. Self-Management of Excessive Tension (SMET) is one such holistic yoga-based	stress	management	program	developed	by	Swami	Vivekananda	Yoga AnusandhanaSamsthana (S-VYASA) University, Bengaluru, which has been used as an intervention in our study.
+
+
+Aim:
+
+To study the impact of SMET yoga module on positive and negative characteristics of employees.
+
+
+Objective:
+
+ To evaluate the impact of SMET yoga module on Positive affectivity of employees.  To evaluate the impact of SMET yoga module on Negative affectivity of employees.
+
+Hypothesis:
+
+Null Hypothesis: SMET Yoga Module will not improve Positive affectivity and will not reduce Negative affectivity of the employees.
+Research Hypothesis: SMET Yoga Module will improve Positive affectivity and will reduce Negative affectivity of the employees.
+
+
+Research Methodology:-
+
+Research Design:
+
+It is a randomised two group (yoga and  control group), intervention study with pre and post assessments.
+
+SMET program is used as an intervention. Yoga group will undergo SMET yoga program and Control group will be engaged in their routine work and they will undergo SMET program after the study. It will be a waitlist control group.
+
+Measures:-
+
+Dependant variables– Positive affectivity andNegative affectivity
+
+Independent variable –Job stress
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 212
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+Control Variables – Age, Gender, Qualification, Designation, Job Tenure
+
+Research Instruments used:
+
+PANAS scale- developed by Watson, D.,Clark, L. A., &Tellengen, A., (1988) - measures 10 specific positive and 10 specific negative affects each at two different levels. It uses a 5-point scale (1 = very slightly or not at all, 5 = extremely) to indicate the extent of generally feeling the respective mood state. The Authors calculated Cronbach á coefficients in different samples range from 0.90 to 0.96 for PA and from 0.84 to 0.87 for NA.
+
+Reliability and Validity:
+
+Reliability and Validity reported by Watson (1988) was moderately good. For the Positive Affect Scale, the Cronbach alpha coefficient was 0.86 to 0.90; for the Negative Affect Scale, 0.84 to 0.87. Over a 8-week time period, the test-retest correlations were 0.47-0.68 for the PA and 0.39-0.71 for the NA. The PANAS has strong reported validity with such measures as general distress and dysfunction, depression, and state anxiety.
+
+
+Samples :
+
+Source – The sampling technique used in this research is simple random sampling. Employees working
+
+for Vee-Technologies private Ltd., a BPO organisation at Bengaluru, India were selected randomly for the study. Subjects of the present study were from different departments of the organization like finance, HRM, production etc. and they belonged to the category of managers, non-managers and official staff of the organization.
+
+Criteria - Both male and female employees of 20 to 45 years of age group were selected.
+
+Size - Total of 240 employees participated in the study, out of which 120 belonged to ‘experimental Yoga group’ and 120 belonged to ‘waitlisted Control group’.
+
+Duration of the study :3 months,  weekly 2 days, one hour session per day. Employees were asked to practice the same at home for the remaining 3 days of the week by listening to the instructions which were recorded by them. They self-reported their home practice.
+
+
+Statistical Analysis: Statistical Package for Social Sciences (SPSS) 22.0 was used to perform the statistical analysis.
+
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 213
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+
+
+Results / Findings:
+
+The response choices of the scale used, consisted of a Likert type 5 point rating scale.
+
+As the data consists of scores given to the response choices, the variables under measurement are not normally distributed. Hence analysis was made using non-parametric tests. The Mann -Whitney U test is used to measure the significance of the data.
+
+Table 1 shows the Descriptive Statistics of the PANAS of the employees of Yoga group.
+
+In this table we can see that there is a significant change in the mean values of post data compared to pre data of all the variables. This implies that SMET has a positive impact in improving the positive characters and reducing the negative characters of the employees.
+
+Table 2 shows median, mode and percentile values for yoga group of employees.
+
+Table 3 shows the Descriptive Statistics of the PANAS of the employees of Control group.
+
+In this table, there is not much difference in the mean values of the variables of  pre and post data of the employees who have not participated in the SMET Yoga program.
+
+Table 4 shows median, mode and percentile values for Control group of employees.
+
+Table 5 shows the Mean Ranks and the sum of Ranks for PANAS of the Yoga group - employees.
+
+In this table we can see that there is a tremendous change in the mean Ranks and sum of Ranks of post data compared to pre data of all the variables. This proves the positive effect of SMET in improving the positive characters and reducing the negative characters of the employees.
+
+Table 6 shows the Mean Ranks and the sum of Ranks for PANAS of the Control group - employees.
+
+In this table, there is not much difference in the mean Ranks and sum of Ranks of the variables of  pre and post data of the employees who have not participated in the SMET Yoga program.
+
+Table 7 shows the actual significance values of the test for PANAS of employees of Yoga group.
+
+This table clearly shows the significance of data of each dimension of PANAS of Yoga group. Since the P value is < 0.05 in each case, it means to say that, Reject Null Hypothesis and Accept Research Hypothesis.
+
+The post data of different variables of Control group were not found to be significant for PANAS (p not less than 0.05) as per our observation.
+
+SMET has a positive impact on all the variables of PANAS. SMET has helped the employees in improving their Positive (characters) Affectivity and to reduce theirNegative (emotions) Affectivity to a maximum extent.
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 214
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+Discussions :
+
+Previous studies and research findings aboutSMET :
+
+A study on SMET, reported decrease in occupational stress levels and baseline autonomic arousal in managers, showing significant reduction in sympathetic activity (Vempati, R. P., and Telles, S. (2000)). Effectiveness of Self- Management of Excessive Tension (SMET) programme on emotional well-being of managers was studied.. In this study, Emotional Quotient was used as an indicator for emotional well-being. SMET intervention contributed to the betterment of emotional well- being of the managers (Sony Kumari, N.C.B. Nath, and Nagendra, H. R. (2007)). A study was made to assess the effect of Self-Management of Excessive Tension (SMET), on brain wave coherence. Results of a study showed that participation in a SMET program was associated with improvement in emotional stability and may have implications  for  'Executive  Efficiency'.  On  the  whole,  significant  increase  in  cognitive  flexibility, intelligence and emotional stability were attained by following SMET (Ganpat, T. S., and Nagendra, H. R.  (2011))  .A study examined  the  possibility of enhancing emotional competence  (EC)  along with emotional  Intelligence  (EI)  through  Self  Management  of  Excessive  Tension  (SMET)  program.  The participating executives reported improvement in efficiency at work. In addition they have experienced other benefits like reduction in blood pressure, sleep decreases in the consumption of the tranquilizers, clarity in thinking, and relaxed feeling in action (Kumari, S., Hankey, A., and Nagendra H. R. (2013)). In another study, SMET intervention has again proved to contribute to significant enhancement of emotional competence level of the managers (Sony Kumari, N.C.B. Nath, and Nagendra, H. R. (2007)). A study evaluates the impact of a 5 day stress management programme (SMET) for managers as measured by AcuGraph3  - ‘Digital  Meridian  Imaging’  system.  The  5  days  SMET  intervention  increased  overall ‘Prāṇic’energy in the main acupuncture meridian channels. The program significantly improved overall chi (Chinese term) energy. Chi energy would increase, both in individual meridians and the overall (Meenakshy K. B., Alex Hankey, HongasandraRamarao Nagendra. (2014)). A study was conducted to evaluate the effect of 5 days yoga based Self-Management of Excessive Tension (SMET) on profile of mood states of managers. The negative moods were significantly reduced following SMET program. Whereas positive moods improved. The intense yoga based SMET program enhanced the profile of mood in managers (Rabindra M.A., Pradhan B. and Nagendra H.R, (2014)). SMET intervention with an insight of group dynamics & executive growth along with the practices proved to bring about a significant trend in scores which suggested that SMET as part of Yoga could be an effective tool for managing stress and hence enhancing managerial leadership (PadmavatiMaharana, DrSanjib Patra , Dr. T M Srinivasan, Dr. H R Nagendra,. (2014)). A study was conducted to examine the effect of Stress Management Programme, Self- Management   of excessive Tension (SMET) on the managers. It was observed that significant improvement in health and personality traits were recorded (Rabindra Acharya, BalramPradhan and H. R.
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 215
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+Nagendra (2017)). Effect of SMET Programme showed to improve the attention of top line managers in another study (Shatrughan Singh and Nagendra, H. R. (2012)).
+
+
+Findings from the present study:
+
+In this study, 2 sub-scales were studied with the help of PANAS scale.
+
+It was observed that some positive changes happened in the employees who underwent SMET program as mentioned below for each sub-scale or component.
+
+Negative affectivity :Employees complaining about distress, upset, guilty, scare, hostile, irritability,
+
+ashamed,  nervous,  jittery  or  afraid  became  more  confident,  open  minded,  optimistic  and  also  their participation and involvement increased to a greater extent after going through the SMET programme.
+
+
+Positive  Affectivity:  The  interest,  excitement,  strength,  enthusiasm,  pride,  alertness,  inspiration, determination, attentiveness, activeness and self-motivationof the employees improved noticeably who underwent SMET programme.
+
+
+In total, this study has proved that SMET helps in improving the Positive affectivity of employees to a noticeable extent. It has also showed that the SMET has helped to a large extent in reducing the Negative affectivity of the employees to a minimum level which in turn increased their positivities.
+
+
+Advantages of going through SMET Program :
+
+
+This methodology has been formulated after years of in-depth study and research into actual case histories by highly qualified doctors and yoga experts. Professionals need sensitivity, brilliance and creativity. But in the process of career advancement one’s stress levels rise and this ultimately leads to deteriorating health. Also any activity related to computer leads to Musculoskeletal, Emotional and Visual problems. With SMET all these issues can be avoided or managed if they occur.
+
+
+Over  the  last  25  years,  these  programs  have  been  conducted  at  various  business  houses,  factories, industries, and educational institutions, management development institutions and for the common public in general. Course participants have experienced deep relaxation resulting in great calmness of mind and body during the programs. Preliminary investigations have demonstrated the efficacy of this program in handling stress effectively.
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 216
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+The program ushers in a new era in that, it brings about a ‘Turn around’ in the participant’s outlook, both official and personal and propels him along the path of progress towards efficiency, physical & mental equipoise. SMET improves the sharpness of the mind which is the decision making machinery, by inculcating techniques that help one to go to deeper and subtler levels of consciousness and gain mastery over the mind. It helps to provide the much needed - but denied unwittingly - relaxation to the body-mind complex and to break the shackles of baser thoughts besides elevating one to unlimited expansiveness of understanding - Dr. H. R. Nagendra of S-VYASA university, Bengaluru ; founder of this module.
+
+
+Importance of Positive and Negative affectivityof an employee for an organisation:
+
+Personality  traits  are  extremely  important  in  today’s  competitive  organisational  setting.  Employees
+
+individually  possess  diverse  personality  traits  that  may  influence  negatively  or  positively  their performance of jobs assigned to them. It is therefore important that managers and organisational members take into account these important individual differences because realising these traits will help managers and colleagues to deal with employees’ job performance.
+
+Personality has received much attention from the research community in many contexts. In recent decades research on personality traits and its exploration in the context of work behavior has been revitalized . Personality trait is relatively stable and enduring individual tendency of reacting emotionally or engaging in a behavior in a certain way. Hence Personality traits reflect people’s characteristic patterns of thoughts, feelings, and behaviors. Here we study about two most important personality traits  namely Positive affectivity and Negative affectivity of employees in an organisation.
+
+Conclusion:
+
+Self-Management of Excessive Tension (SMET) program deals with the employees (human beings as a whole), by approaching them in a holistic way to minimize their problems related to various areas of an organisation. SMET Program is exclusively and extensively developed for those having physical and mental imbalances due to various reasons such as work pressure,job stress and so on in specifically corporate world. The techniques are simple but very much effective if practiced regularly. In a very short span of time, the program helps to acquire the power to perform better, free from stress in a relaxed and balanced way. From this study we can see that SMET program contributes considerably to improve the positive behaviourof the employees and reduce their negativities at the same time. Hence it is suggestive that SMET intervention is a very effective way of enhancing employees’ potential to get the maximum benefit out of them and also to enhance their persona.
+
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 217
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+Limitations of the study:
+
+Although the study provided interesting insights, the study also has shortcomings.
+
+Firstly, the measures used in the study are self-report measures, whichtypically suffers the problem of a social desirability effect. Many a times, participants choose an ideal alternative instead of the truth.
+
+Secondly, this study is restricted to a private BPO organisation and the findings are provisional and cannot be generalized to other organizations in the same sector as well as to other sectors. Thus, the external validity of the study is low.
+
+Thirdly, the study has been conducted with a sample size of 120 respondents. More appropriate results could have been obtained if sample size would have been increased.
+
+In this study, three months intervention was given. Intervention period can be increased. Only one company /organization was studied. Studies can be conducted at different organisations. This could give stronger findings.
+
+The study would have brought more good results if the comparative analysis would have been made between males and females and between different variables. Some more demographic variables would have been selected to make the study more detailed one.
+
+Scope for future research :
+
+Some moderator and mediator variables like age, experience or gender variables can be considered to study the parameters and their consequences. Other possible negative consequences can also be studied to enrich this field of research.
+
+Future researchers may also wish to develop their own set of questionnaires. Future research can replicate the methodology adopted in the present study to other sectors.  More studies can be carried out to find out the extent to which personality traits influences other perceptions of the organisation. The development of scientific and practical tools and techniques to implement the above findings can be a future initiative.
+
+Conflict of Interest Statement:
+
+The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
+
+
+
+
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+
+Volume XIII Issue III MARCH 2020	Page No: 218
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+References:
+
+Benyamini, Y., Idler, E. L., Leventhal, H. and Leventhal, E. A. (2000). ‘Positive affect and function as influences on self-assessment of health: expanding our view beyond illness and disability’. Journals of Gerontology, 55B, 107–16.
+
+Blanchard, J. J., Mueser, K. T., &Bellack, A. S. (1998).Anhedonia, positive and negative affect, and social functioning in schizophrenia. Schizophrenia Bulletin, 24(3), 413–424.
+
+Clark, L. A., & Watson, D. (1991). Tripartite model of anxiety and depression: Psychometric evidence and taxonomic implications. Journal of Abnormal Psychology, 100(3), 316–336. http://doi.org/10.1037/0021- 843X.100.3.316.
+
+Clark, L. A., Watson, D., & Mineka, S. (1994). Temperament, personality, and the mood and anxiety disorders. Journal of Abnormal Psychology, 103(1), 103–116. http://doi.org/10.1037/0021-843X.103.1.103.
+
+Cook, B. J., Wonderlich, S. A., & Lavender, J. M. (2014). The role of negative affect in eating disorders and substance use disorders. In T. D. Brewerton & A. B. Dennis (Eds.), Eating disorders, addictions and substance use disorders (pp. 363–378). Berlin: Springer. Retrieved from http://link.springer.com/chapter/10.1007/978-3-642-45378-6_16.
+
+Costa, P. T., & McCrae, R. R. (1980). Influence of extraversion and neuroticism on subjective well-being: Happy and unhappy people. Journal of Personality and Social Psychology, 38(4), 668–678. http://doi.org/ 10.1037/0022-3514.38.4.668.
+
+Craske, M. G., Poulton, R., Tsao, J. C., &Plotkin, D. (2001). Paths to panic disorder/agoraphobia: An exploratory analysis from age 3 to 21 in an unselected birth cohort. Journal of the American Academy of Child and Adolescent Psychiatry, 40(5), 556–563. http://doi. org/10.1097/00004583-200105000-00015.
+
+Evans, P. D. and Egerton, N. (1992). ‘Mood states and minor illness’. British Journal of Medical Psychology, 65, 177–86.
+
+Ganpat, T. S., and Nagendra, H. R., “Effects of yoga on brain wave coherence in executives.”Indian Journal of Physiology and Pharmacology, vol 55(4), (2011), pp. 8-12.
+
+Gil, K. M., Carson, J. W., Porter, L. S., Ready, J., Valrie, C., Redding-Lallinger, R. and Daeschner, C. (2003).‘Daily stress and mood and their association with pain, health-care use, and school activity in adolescents with sickle cell disease’.Journal of Pediatric Psychology, 28, 363–73.
+
+Jonas, B. S., &Lando, J. F. (2000).Negative affect as a prospective risk factor for hypertension. Psychosomatic Medicine, 62(2), 188–196. http://doi.org/10. 1097/00006842-200003000-00006.
+
+Krueger, R. F., Derringer, J., Markon, K. E., Watson, D., &Skodol, A. E. (2012).Initial construction of amaladaptive personality trait model and inventory for DSM-5. Psychological Medicine, 42(9), 1879– 1890. http://doi.org/10.1017/S0033291711002674.
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+Volume XIII Issue III MARCH 2020	Page No: 219
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+Kumari, S., Hankey, A., and Nagendra H. R., “Effect of SMET on Emotional Dynamics of Managers.” Voice of Research, vol 2(1), 2013, pp. 49-52.
+
+Measelle, J. R., Stice, E., & Springer, D. W. (2006). A prospective test of the negative affect model of substance abuse: Moderating effects of social support. Psychology of Addictive Behaviors, 20(3), 225– 233. http://doi.org/10.1037/0893-164X.20.3.225.
+
+Meenakshy,  K.  B.,  Alex  Hankey,	HongasandraRamarao  Nagendra,  “Electrodermal	Assessment  of SMET Program for business executives.” Voice of Researchvol 2 (4), 2014, ISSN 2277-7733.
+
+PadmavatiMaharana , Dr. Sanjib Patra , Dr. T. M. Srinivasan, Dr. H. R. Nagendra, “Role of Yoga based
+
+stress management program towards leadership development in managers.” IOSR Journal of Business and Management (IOSR-JBM) e-ISSN: 2278-487X, p-ISSN: 2319-7668. vol 16(5) ver II, 2014,  pp. 01-05, www.iosrjournals.org.
+
+Pine, D. S., Cohen, P., Gurley, D., Brook, J., & Ma, Y. (1998).The risk for early-adulthood anxiety and depressive disorders in adolescents with anxiety and depressive disorders. Archives of General Psychiatry, 55(1), 56–64. http://doi.org/10.1001/archpsyc.55.1.56.
+
+Rabindra Acharya, Balram Pradhan and H. R. Nagendra, “Effect of Stress Management Programmes on the Health and Personality Traits of Managers.”Indian Journal of Public Administration, vol 60(2),2017, pp. 350-359.
+
+Rabindra, M.A., Pradhan, B. and Nagendra, H.R., “Effect of short-term yoga based stress management program on mood states of managers.” International Journal of Education & Management Studies, vol 4(2), 2014, pp. 150-152 http://www.iahrw.com/index.php/home/journal_detail/21#list© Indian Asociation of Health, Research and Welfare.
+Shatrughan,  Singh,  and  Nagendra,  H.  R.,  “Effect  of  SMET  Programme  on  attention  of  top  line managers.”Space, vol 3(3), 2012, pp. 20.
+
+Shirom, A. (1989). ‘Burnout in work organizations’.In Cooper, C. L. and Robertson, I. (Eds), International Review of Industrial and Organizational Psychology. New York: John Wiley, 25–48.
+
+Sony Kumari, N. C. B. Nath, and Nagendra, H. R., “Enhancing emotional competence among managers – SMET.”Journal  of  the  National  Academy  of  Psychology  (Psychological  Studies),  vol  52(2):  2007. pp.171-173.
+
+Srivastava1, A. & Mishra, A. (2016).A Study on the Impact of Big Five Personality Traits on Consciousness. The International Journal of Indian Psychology, 3(2), 77 – 83.
+
+Stevko, R. (2014). Neurophysiology.Morrisville:Lulu
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+Volume XIII Issue III MARCH 2020	Page No: 220
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+
+Stice, E. (2002). Risk and maintenance factors for eating pathology: A meta-analytic review. Psychological Bulletin, 128(5), 825–848. http://doi.org/10.1037/0033- 2909.128.5.825.
+
+Stone, A. A., Cox, D. S., Vladimarsdottier, H. and Jandorf, L. (1987). ‘Evidence that secretory IgA antibody is associated with daily mood’. Journal of Personality and Social Psychology, 52, 988–93.
+
+Stone, A. A., Neale, J. M., Cox, D. S. and Napoli, A. (1994). ‘Daily events are associated with a secretory immune response to an oral antigen in men’. Health Psychology, 13, 400–18.
+
+Vempati, R. P., and Telles, S., “Baseline occupational stress levels and physiological responses to a two day stress management program.” Journal of Indian Psychology, vol 18(1 & 2), 2000,  pp. 33-37.
+
+Watson, D., & Clark, L. A. (1984). Negative affectivity: The disposition to experience aversive emotional states. Psychological Bulletin, 96(3), 465–490. http:// doi.org/10.1037/0033-2909.96.3.465.
+
+Watson, D., Clark, L. A., &Tellegen, A. (1988a). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. http:// doi.org/10.1037/0022-3514.54.6.1063.
+
+Watson, D., Clark, L. A., & Carey, G. (1988b). Positive and negative affectivity and their relation to anxiety and depressive disorders.Journal of Abnormal Psychology, 97(3), 346 .http://doi.org/10.1037/0021-843X.97.3. 346.
+
+Watson, D. and Pennebaker, J. W. (1989). ‘Health complaints, stress and distress: exploring the central role of negative affectivity’. Journal of Personality and Social Psychology, 96, 234–54.
+
+Watson, D., &Naragon-Gainey, K. (2010). On the specificity of positive emotional dysfunction in psychopathology: Evidence from the mood and anxiety disorders and schizophrenia/schizotypy. Clinical Psychology Review, 30(7), 839–848. http://doi.org/10.1016/j.cpr. 2009.11.002.
+
+Watson, D., &Naragon-Gainey, K. (2014).Personality, emotions, and the emotional disorders. Clinical Psychological Science, 2(4), 422–442. http://doi.org/10. 1177/2167702614536162.
+
+Zeigler-Hill, V., & Abraham, J. (2006). Borderline personality features: Instability of self-esteem and affect. Journal of Social and Clinical Psychology, 25(6), 668–687. http://doi.org/10.1521/jscp.2006.25.6.668.
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+Volume XIII Issue III MARCH 2020	Page No: 221
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
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+
+TABLES
+
+Table 1 : PANAS – Yoga – Descriptive Statistics
+
+Descriptive Statistics
+
+N	Range
+
+Posit_pre	120	10
+
+Minimum
+
+11
+
+Maximum
+
+21
+
+Mean
+
+15.54	0.162
+
+Std. Deviation 1.777
+
+Variance
+
+3.158
+
+
+
+Posit_post	120	9 Negat_pre	120	9 Negat_post	120	9
+Valid N	120 (listwise)
+
+40                 49                 44.79 40                 49                 44.60
+11	20	15.28
+
+0.168    1.842           3.393 0.162    1.770           3.133
+0.152	1.670	2.789
+
+
+
+*Posit_pre – Positive Affect pre data values,*Posit_post - Positive Affect post data values
+
+*Negat_pre  –Negative Affect pre data values, * Negat_post - Negative Affect post data values
+
+
+
+Table 2 : PANAS – Yoga –Statistics
+
+
+
+
+
+N	Valid
+Missing
+
+
+Posit_pre 120
+0
+
+Statistics Posit_post 120
+0
+
+
+Negat_pre 120
+0
+
+
+Negat_post 120
+0
+
+Std. Error of Mean	0.162	0.168	0.162	0.152 Median	16.00	45.00	44.50	15.00 Mode	16	45	43	16
+
+Percentiles      25 50
+75
+
+14.00             43.00             43.00              14.00 16.00             44.50             44.50              15.00
+17.00	46.00	46.00	16.00
+
+
+
+Table 3 : PANAS –Control – Descriptive Statistics
+
+Descriptive Statistics
+
+N       Rang     Minimu e            m
+Posit_pre	120	10	11
+Posit_post	120	10	11 Negat_pre	120	9	40 Negat_post	120	9	40
+Valid N	120 (listwise)
+
+Maximu	Mean m
+21	15.38	0.166
+21                15.41    0.175 49                44.55    0.162
+49	44.67	0.163
+
+Std. Deviation 1.820
+1.916 1.777
+1.789
+
+Variance
+
+3.312 3.672 3.157
+3.199
+
+
+
+
+
+Volume XIII Issue III MARCH 2020	Page No: 222
+JAC : A Journal Of Composition Theory	ISSN : 0731-6755
+
+
+
+
+
+Table 4 : PANAS –Control –Statistics
+
+Statistics
+
+
+N	Valid
+Missing
+
+Posit_pre 120
+0
+
+Posit_post 120
+0
+
+Negat_pre 120
+0
+
+Negat_post 120
+0
+
+Std. Error of Mean	0.166	0.175	0.162	0.163 Median	15.00	15.00	44.00	45.00 Mode	16	15	43	43a
+
+Percentiles   25 50
+75
+
+14.00           14.00            43.00            43.00 15.00           15.00            44.00            45.00
+16.00	17.00	46.00	46.00
+
+
+
+Mann Whitney U Test  - Independent samples :
+
+
+
+Table 5 : PANAS – Yoga group – Friedman’s Two way Analysis of Variance by Ranks
+
+
+
+Variable
+
+Posit_pre Negat_pre
+
+N	Mean	Sum of rank             Ranks
+120	1.53	183.6 120	3.45	414
+
+Variable	N
+
+Posit_post       120 Negat_post      120
+
+Mean       Sum of rank        Ranks
+3.55	426 1.47	176.4
+
+
+
+Mann Whitney U Test  - Independent samples :
+
+Table 6 : PANAS – Control group – Friedman’s Two way Analysis of Variance by Ranks
+
+
+
+Variable
+
+Posit_pre Negat_pre
+
+N	Mean	Sum of rank           Ranks
+120       1.48            177.6 120       3.49            418.8
+
+Variable	N
+
+Posit_post       120 Negat_post      120
+
+Mean       Sum of rank        Ranks
+1.52            182.4 3.51            421.2
+
+
+
+Table 7 : Hypothesis Test statistics summary
+
+
+N = 120
+Degrees of freedom	= 3
+Exact significance   –  2*(1-tailed sig) = 0.00 Variable
+Posit_post Negat_post
+
+
+
+
+
+
+Volume XIII Issue III MARCH 2020
+
+
+
+
+Asymptotic  Significance (2 sided Test) = 0.00 0.00
+0.00
+
+
+
+
+
+
+Page No: 223

subfolder_0/Effect of Yoga on Adolescents’ Attitude towards Violence.txt

@@ -0,0 +1,552 @@
+Article
+Effect of Yoga on Adolescents’  
+Attitude towards Violence
+Govindaraja Setty A. G.1
+Pailoor Subramanya1
+B. Mahadevan2
+Abstract
+As society progresses with newer technology choices and greater materialistic welfare, we also witness 
+more incidences of aggression and violence among the youth and adolescents. This is partly due to 
+the mental stress that they undergo. There has been a renewed interest to understand the causes of 
+aggression and violence. More importantly, there is an interest to identify methods to manage these. This 
+article is an attempt to showcase the usefulness of yoga in addressing this aspect. The present study was 
+conducted to find out the effect of 4 weeks’ yoga practice on 158 (76 girls and 82 boys) normal healthy 
+adolescents’ attitude towards violence (ATV) in comparison to practice of physical exercises (PE). 
+The study showed that both yoga and PE groups demonstrated significant reduction in their positive 
+ATV strategies and increased positive use of non-violent strategies. Boys in the yoga group showed 
+significant improvement, whereas the control group showed non-significant improvement. Girls in the 
+yoga also displayed significant progress over the control group. Thus, the study points to the usefulness 
+of introducing yoga to the adolescents in their formative years through a structured curriculum. This is 
+likely to provide numerous benefits both for the individual and the society at large.
+Keywords 
+Yoga, adolescents, violence, aggression, empirical study
+Introduction
+Violent behaviour is one of the negative and undesirable behaviours in adolescents. Being one’s 
+destructive way of expression and interaction with others, an adolescent might choose violent mode to 
+indicate his desire or wish or way for solving interpersonal problems. During adolescence, an individual 
+Journal of Human 
+Values
+23(2) 81–91
+© 2017 Management Centre 
+ 
+for Human 
+Values 
+SAGE Publications
+sagepub.in/home.nav
+DOI: 10.1177/0971685816689734
+http://jhv.sagepub.com
+1 Swami Vivekananda Yoga University (SVYASA), Bengaluru, Karnataka, India.
+2 Indian Institute of Management Bangalore, Bengaluru, Karnataka, India.
+Corresponding author:
+Govindaraja Setty A. G., Swami Vivekananda Yoga University (SVYASA), #19, Eknath Bhavan, Gavipuram Circle, K.G. Nagar, 
+Bengaluru, Karnataka, India.
+E-mail: [email protected]
+82	
+	
+Journal of Human Values 23(2)
+exhibits highest level of violence by flouting code of conduct and rules, disobedience, aggression and 
+fighting. When they feel their safety is challenged, persona is affected owing to others actions, or their 
+ideas or tastes are not appreciated, they exhibit aggressiveness in their efforts to protect themselves or 
+their interests or ideas. Such aggressive or violent adolescents face rejection by their social groups owing 
+to powerful cultural and social sanctions, hence aggressive tendency is always considered socially 
+unacceptable.
+Being considered as a major global health problem which is neither country-specific nor religion-
+specific, causing concern is unrestrained aggression or violence could lead to substantial toll on our 
+societies, affecting both the delinquent and the one who is uninvolved. The seriousness could be 
+understood from the fact that violence is the second foremost cause of death for youth in USA (Deshpande, 
+Nagendra & Raghuram, 2008). Some studies suggest that 10–15 per cent of children are aggressive or 
+violent in Western countries, which is more or less comparable in other countries as well (Olweus & 
+Limber, 2010), as aggression- or violence-related conducts in adolescents are extraordinarily similar all 
+over the world. 
+Men in India are seven times more offenders than women, which is analogous to offences in 
+demographics of other countries of the world as well. More than 66 per cent of juvenile violence in India 
+is committed by adolescents (Mukherjee, Rustagi & Krishnaji, 2001) and elderly adolescents are more 
+likely to be arrested and put behind bars than their younger counterparts (Kethineni & Klosky, 2000). 
+Further, aggression and violent behaviour is considered to be mostly stable from childhood to adulthood 
+which could lead to multitude of problems, such as juvenile delinquency, adolescent relational problems 
+and adulthood criminal attitude; hence, it is essential to correct the adolescents’ violent attitude at the 
+earliest to avoid delinquency in the later age points. 
+The rest of the article is organized as follows. In the next section, we introduce the notion of violence, 
+forms of violence and the role of yoga in addressing them. In the following section, we present the 
+details of the study conducted followed by a section that discusses the results, their usefulness and 
+implications for practice. Finally, we conclude the article by pointing to certain areas that require further 
+study on this issue. 
+Violence and Role of ‘Yoga’ in Addressing Violence
+Before we dwell into the main aspects of the study findings, it is imperative to define some key terms. 
+These definitions clarify the study’s scope with respect to violence, its causes and impact. Violence is 
+‘intentional or deliberate use of bodily power against others, which can result in (or high chance of 
+resulting in) harm, death, mal-developments or deprivation’ (WHO).  It is the conduct engaged towards 
+another individual or against a group or community, with the sole intention of initiating damage, injury 
+or harm. ‘Attitude’ presupposes actions and is person’s preparedness to act or react in a particular/
+specific mode. 
+‘Aggression’ is the resentment expression resulting in violence or hostility; or preparedness to attack 
+or confront. ‘Violent attitude’ is hidden or latent discernment variable towards violence, that is guided by 
+one’s own assessment systems. Aggression or violent action carried out is dependent on one’s violent 
+attitude. Thus, violent attitude can be a good predictor of one’s aggression/violence level. 
+Violence is treated as intense form of physical aggression that is likely to end up in physical injury; and 
+in extreme form it could lead to homicide as well. Human being, the most intelligent creature, is the only 
+species on this earth that can resort to mass massacre driven by his own violent attitude. Thus, he can be 
+(and is) highly disruptive. Various ways in which violence is expressed or gets manifested in man are the 
+Setty A. G. et al.	
+83
+basis for its classification. Accordingly, it could be physical, verbal or covert. Physical violence could lead 
+to physical injuries to others. Verbal aggression is preference to attack others self-concept, thus includes 
+threatening warnings, use of disruptive, abusive words and verbal expression of animosity. Covert or 
+concealed aggression is instigating others to attack, without one’s express involvement in aggression.
+Indian yogic scriptures proclaim that yoga is a way to explore external and internal realms, finally to 
+attain ultimate knowledge. Herein, the Indian yogis equated yoga with a way of living to be in tune with 
+‘Supreme Reality’. They preached that yoga is both for internal bliss and external coherence, with an 
+objective of unifying body, mind and emotions. Addressing violent behaviour through yoga, which has 
+its roots in Indian scriptures, is suggested by many researchers on the grounds that it is very effective and 
+could be documented to promote research on violent attitudes and applications of yoga. 
+If violent attitude is one’s latent perception to be violent, it can be reversed only through non-violent 
+(peaceful) mechanisms, such as yoga. If violent attitude is uncontrolled speed or arousal, aimed at instant 
+intention of initiating harm to others, yoga is the art of slowing down, to remain equipoise in all 
+conditions. Yoga has diverse constituents, such as guided relaxation, physical postures (yogasanas), 
+regulated breathing (pranayama), meditation and sermons on philosophy of yoga (Nagendra, 2000). The 
+ultimate aim of yoga is perfection of the personality of its practitioner so that he could stay equipoise in 
+every circumstance. Yogasanas are methodical physical movements, synchronized with slow breathing 
+to give exercises to various organs, systems and tissues and provide them an avenue to deal with character, 
+attitudes and tensions that can bring about healthy changes in several psychopathological aspects. When 
+yoga-induced non-violence in speech, thought and action is established, one’s violent nature is 
+relinquished and even violent persons abandon their hostility in such a yogi’s presence (Iyengar, 1993). 
+Yoga is growing in popularity in many countries. But sometimes yoga is confused and equated with 
+physical exercises (PE). However, the comparative roles of PE and yoga are yet to be understood in 
+respect of their effects on attitude towards violence (ATV) in adolescents, beliefs about aggression and 
+alternatives, normative beliefs about violence. The present study seeks to fill this gap by systematically 
+studying the effect of integrated yoga module on adolescents’ ATV in comparison to PE.
+Details of the Empirical Study
+Research Design
+Since the study was directed towards finding effect of yoga on ATV of adolescents, children in 12–16 
+years of age group were considered for the study. Two schools, namely, ‘Lords’ and Samarthanam, 
+located in south Bangalore were selected. These schools were approximately identical in respect to 
+financial status of parents, standard of education and medium of instruction. In both the schools, English 
+and Kannada languages were taught as medium of instruction. Both the school managements had 
+confirmed that this kind of yoga programmes was never conducted in their schools previously. The 
+consent was obtained from managements of two schools to conduct the present research with a condition 
+that the data collected from students would not be published in any kind of media, by mentioning names 
+of the students.
+The adolescents were exposed to an introductory lecture, along with parents and school teachers. The 
+students were given the choice of not participating in the study and of not answering the questionnaire. 
+They were also given choice to quit the study at any point of time without assigning reasons. The 
+adolescents who took part in the current study expressed their approval by signing ‘Informed Consent’ 
+which was provided in English or Kannada as per their choice. Parents also signed ‘consent forms’, 
+84	
+	
+Journal of Human Values 23(2)
+agreeing for their children’s participation. Both the school managements agreed for the study. Further, 
+Institutional Ethical Committee of SVYASA (parent Institution) had also cleared the project. Figure 1 
+shows a pictorial representation of the study plan.
+Totally, 180 students (88 girls and 92 boys) satisfied inclusion and exclusion criteria and agreed to be 
+in allotted groups (Yoga/PE). The inclusion criteria were healthy adolescents of both genders and ability 
+to read and write both the languages namely, English and Kannada (local language). The exclusion 
+criteria were chronic illnesses, anxiety disorders, depression and substance abuse, such as nicotine, 
+intoxicant drinks and drugs. Besides student’s own confirmation, this was again checked with school 
+teachers and concerned parents.
+ATV scale (English or Kannada as per adolescents’ choice) was administered on the first day (before 
+start of yoga/PE) and on the last day (after the practice of yoga/PE) in a single sitting, in the presence of 
+a psychologist, who had no roles in grouping of participants or in the conduct of sessions. He was totally 
+an outsider from the point of schools. During administration of scale, adolescents were made to sit 
+silently and it was ensured that they were free from diversions and influences of one over the other, by 
+having no interaction or discussion. Two supervisors fluent in English and Kannada languages were 
+moving around and clarifying adolescents’ doubts. 
+After the pre-data collection, 180 adolescents were randomly allocated to yoga and control groups (90 
++ 90). The yoga group practiced integrated yoga module for 4 weeks (for 1 hour a day, for 5 days a week) 
+taught by qualified yoga professionals, who were proficient in both the languages (English and Kannada). 
+The integrated yoga module (Table 1) used in this study was designed based on the ancient Indian yoga 
+scriptures, and the same has been used in previous studies on yoga for promotion of positive health. 
+ 
+Figure 1.  Pictorial Representation of Study Details
+Source:	 Authors’ own.
+Setty A. G. et al.	
+85
+This module has been found to be useful for all round personality development of the practitioners—at 
+corporeal level, mental level, emotional level, spiritual level and for their social ability. The topics 
+mentioned in the table may appear to be exhaustive, given the duration of the programme. However, it 
+must be mentioned that there were variable depth of coverage. All the asanas mentioned in the tables 
+were covered, albeit in different combinations on different dates. Compared to the asanas and meditation, 
+the coverage on yogic way of life was minimal. For instance, meditation was taught for 3 days and the 
+tips on yogic diet were taught on 1 day. 
+The control group practiced moderate PE for the same period simultaneously in different floors of the 
+same premises. Physical exercises module was developed by professionals and was taught to the 
+participants by trained teachers. The PE selected in this study was aimed at moderate exercise of various 
+parts of the body, loosening of joints, muscles, besides, PowerPoint presentation on healthy lifestyle 
+according to modern medical science, importance of balanced diet, ill-effects of drug abuse, alcoholism, 
+injurious effects of smoking, modern stressful life, effects of sedentary lifestyle, obesity and related 
+ailments, remedial measures through PE. Unguided relaxation was taught for 5 minutes every day. 
+By the end of study period, there was participant attrition to the extent of 22 adolescents (12.22 per 
+cent) and reason was attributed to inter-school sports meet. At the end of 4 weeks, complete data were 
+available for 158 adolescents (76 yoga, 82 control; boys 82, girls 76; 89 seventh, 69 eighth grades) in the 
+age groups: 12 years (13), 13 years (39), 14 years (36), 15 years (69), 16 years (1). Both the pre- and 
+post-intervention questionnaires administered and collected were marked suitably by the psychologist 
+and preserved for future analysis. Access to these materials was limited only to the psychologist and the 
+researchers of the present study. 
+Measurement Scale for Attitude towards Violence
+Since the purpose of this study is to understand the effect of yoga on aggression and violence, it was 
+decided to make use of an appropriate instrument for measurement. This study uses the ATV scale 
+originally designed by Houston Community demonstration project (1993) and later adapted by Bosworth 
+Table 1.  Yoga Module Coverage
+Category
+Details
+Yogasanas
+Supine postures: Pavanamuktasana, Paryankasana, Sethubandhasana, Dhanurasana, 
+Chakrasana.
+Prone postures: Bhujangasana, Shalabhasana, Naukasana.
+Sitting postures: Janushirasana, Vakrasana, Vajrasana, Ushtrasana, Shashankasana, 
+Padmasana.
+Standing postures: Trikonasana, Prasarita Padottasana, Parshva-konasana, 
+Ardhakaticakrasana.
+Balancing postures: Vrikshasana, Utthita Padmasana, Shirasasana.
+Pranayama
+Cleansing techniques, breathing techniques, yogic breathing.
+‘Way of life’ aspects
+Yogic diet, meditation, prayer gatherings, yogic life style in the light of yoga scriptures, 
+such as Patanjali yoga sutras and Bhagavad Gita.
+Others
+Suryanamaskara, yogic relaxation.
+Source:	 Authors’ own.
+86	
+	
+Journal of Human Values 23(2)
+and Espelage (1995). The scale has an internal consistency of 0.67. Targeted at middle school children 
+in the grades 6–8, the scale evaluates adolescents’ ATV and its acceptability or otherwise and assesses 
+their extent of use of non-violent strategies as alternatives to violent strategies. Details of the scale are 
+available in Appendix 1. 
+The process involves translation of adolescents’ subjective perceptions towards violence into 
+numerical objectivity so that the output is analyzed mathematically. The respondents are asked to indicate 
+the extent to which they agree/disagree with different statements using a Likert type of scale. The score 
+for six items in scale range from strongly disagree (1) to strongly agree (5). Items two and five are 
+reverse coded. Therefore, the score ranges from 6 to 30. Higher scores indicate positive ATV strategies 
+and limited use of non-violent strategies and vice versa.
+Results and Implications
+The data collected from the study were suitably coded and statistically analyzed using SPSS 21.0. It was 
+preferred to assess normality visually as well as through Shapiro–Wilk test provided by SPSS. The data 
+have Cronbach’s alpha of 0.766 which shows good internal consistency of scale items. Data are normally 
+distributed (Shapiro–Wilk (Sig) 0.051) and hence parametric test is conducted. 
+The results (Table 2) show that the impact of yoga in influencing ATV is most pronounced during the 
+age group of 12–14 years. As the adolescents grow up, they tend to be relatively less influenced. This is 
+partly because of the formative years in their schooling. The results, though based on a single intervention, 
+point to the usefulness of teaching yoga at formative years of a child. Equipped with this knowledge and 
+yoga practice, they may be in a better position to handle the stress that they are likely to face as they 
+grow up. 
+Table 3 has salient aspects of the paired t-test. The results are also tabulated with respect to the gender. 
+Paired sample t-test at the overall level shows a significant change in both yoga and control groups, 
+F(1,158) = 0.000 ( p < 0.05) in self-reported ATV, pre- and post-intervention. But the mean change in the 
+yoga group is 39.59 per cent, as against 7.51 per cent in the case of control group, demonstrating 
+significant improvement in the yoga group. On the other hand, though there is an improvement, it is not 
+significant in the control group. Thus, yoga could be a powerful intervention to reverse the adolescent’s 
+ATV compared to PE, and the outcome is comparable to several previous studies.
+In boys, the yoga group showed significant improvement F(1, 39) = 0.000 ( p < 0.05), whereas in the 
+control group, it was non-significant F(1, 43) = 0.507 ( p > 0.05). In girls, both yoga and control groups 
+Table 2.  ATV: Impact of Respondents’ Age
+Age
+(Years)
+Frequency
+Pre
+(Mean)
+Post
+(Mean)
+Pre–Post
+(Mean)
+% Mean
+Difference
+Sig
+(Two-tailed)
+12
+13
+22.62
+16.69
+5.93
+22.22
+0.000
+13
+38
+21.45
+16.68
+4.77
+22.24
+0.000
+14
+37
+19.81
+14.76
+5.05
+25.49
+0.000
+15
+69
+18.67
+15.33
+3.34
+17.89
+0.000
+16
+1
+22.00
+23.00
+– 1.00
+– 4.55
+NA
+158
+Source:	 Primary data collected by authors.
+Setty A. G. et al.	
+87
+displayed significant progress F(1, 76) = 0.000 ( p < 0.05), but the mean change in the yoga group is 
+28.54 per cent; against 14.90 per cent in the control group. This again demonstrates that yoga brought 
+about a significant change in the participants’ decreased positive ATV strategies and increased positive 
+use of non-violent strategies. This outcome also demonstrates that irrespective of gender, yoga can bring 
+about positive changes in their ATV more than the PE does.
+Discussion
+Earlier studies have mixed patterns as far as the effect of yoga on ATV is concerned. In one of the 
+randomized control trial, no significant changes were reported between groups (yoga/control) in self-
+reported positive effect, aggression indices, and global self-worth (Haden, Daly & Hagins, 2014). For 
+children participating in the yoga group, negative effect (where ‘hostility’ is an item) augmented when 
+compared to the control group which practiced PE. This finding suggested that yoga and PE curricula did 
+not differentially impact on middle-school children’s emotional and behavioural operative. However, 
+most of the earlier scientific studies have demonstrated that yoga practice would reduce the ATV (Berger, 
+Silver & Stein, 2009; Deshpande, Nagendra & Nagarathna, 2009; Frank, Bose & Schrobenhauser-
+Clonan, 2014; Khemka, Hankey & Ramarao, 2011; Raghuraj & Telles, 1997; Ramadoss & Bose, 2010; 
+Schell, Allolio & Schonecke, 1994). Thus, in consistent with these majority of the studies, the findings 
+of present study show that intervention of yoga can reduce the adolescents’ ATV significantly F(1, 76) = 
+0.000 ( p < 0.05) as compared to PE. 
+Many studies reported that women are more empathy driven compared to men and men are found to 
+be significantly violent, highly approving of violence, heated discussions, war, interest in penal code, 
+political disputes, crime stories/news and support capital punishment (Anderson,  et al., 2006). Hence, 
+ 
+Table 3.  Details of Paired t-test Results
+Cronbach’s Alpha 0.766
+Normality Tests:
+Kolmogorov–Smirnov (Sig)  0.030
+Shapiro–Wilk (Sig) 0.051
+Groups
+Measures
+Overall
+Male
+Female
+Yoga group
+Pre
+Mean
+17.91
+19.97
+15.73
+SD
+2.936
+1.967
+2.090
+Post
+Mean
+10.82
+10.41
+11.24
+SD
+3.063
+3.185
+2.910
+Pre–Post (Mean)
+7.09
+9.56
+4.49
+Percentage Mean Difference
+39.59
+47.87
+28.54
+Sig (Two-tailed)
+0.000
+0.000
+0.000
+Control group  
+(PE group)
+Pre
+Mean
+21.84
+22.91
+20.67
+SD
+3.218
+2.827
+3.247
+Post
+Mean
+20.20
+22.56
+17.59
+SD
+3.320
+1.968
+2.436
+Pre–Post (Mean)
+1.64
+0.35
+3.08
+Percentage Mean Difference
+7.51
+1.53
+14.90
+Sig (Two-tailed)
+0.000
+0.507
+0.000
+Source: Primary data collected by authors.
+88	
+	
+Journal of Human Values 23(2)
+in the present study, it was expected that boys would be more aggressive. The data analysis in the 
+ 
+present study did support this view. In both yoga and control groups, boys were more aggressive. These 
+gender-related variations in aggression level may simply reveal the factual phenomenon that girls and 
+boys have different ‘perceptions’, ‘styles’ or ‘strategies’ of aggressive behaviour and may vary according 
+to context. The instinct theory of aggression (notably Sigmund Freud) presupposes that there exists a 
+‘sex instinct’ which makes men more likely candidates than women to outbursts of anger, violence and 
+aggression (Eron & Huesmann, 1994). Further, the theory of hormones and chromosomes, which became 
+popular since 1920, says that excessive violent attitude in men is attributable to presence of extra ‘Y’ 
+hormone and supporters of this theory opine that by increasing ‘Y’ hormone, a person’s aggression/
+violent attitude can be increased. 
+Some research studies say that ATV is inversely related to age. The age brings about maturity and 
+sensitive to the pains of others, and owing to this fundamental change in their attitude, adolescents 
+increasingly become aware of their surroundings, with increase in age (Huesmann & Guerra, 1997). 
+Accordingly, it was predicted in the present study that the violent attitude of adolescents would decrease 
+as they get older. The pre-intervention mean scores of ATV (age wise) is 12 years (22.62), 13 years 
+(21.45), 14 years (19.81) and 15 years (18.67), showing a gradual tapering as the age increases and thus 
+the age of the adolescent is a good predictor of ATV. Even in case of post-intervention, this correlate with 
+age mostly remains and ATV (age wise) is 12 years (16.69), 13 years (16.68), 14 years (14.76) and 15 
+years (15.33).
+The present study demonstrated that 4 weeks’ intervention of integrated yoga module on the yoga 
+group and PE on the control group decreases positive ATV strategies and increases positive use of non-
+violent strategies. However, the significance of change in case of the yoga group is more than the PE 
+group. If aggression and violent attitude is uncontrolled or unrestrained rapidity or speed or provocation, 
+aimed at instant intent of initiating harm to others, yoga is the art of slowing down, to remain equipoise 
+in all conditions, which can cause to increase the self-control and tolerance (titiksha, in the words of 
+yoga). Owing to this slowing down, the person is more thoughtful about his own actions. Devotional 
+sessions, spiritual discourse, bhajans (devotional songs) and recitation of Vedic mantras (which are all 
+integral parts of yoga) have direct impact on person’s emotions and make him more sensitive to 
+happenings around and to the pain of others (Nagendra, 2000). 
+Improved self-control and emotional change make a person reciprocate with ‘empathy’, which is a 
+derivative of sensitivity (to the pains/sufferings of others and to behave responsibly). Empathy and level 
+of aggression are inversely related to each other (Anderson et al., 2010). Yogasanas are very methodical 
+stretching physical movements, exercising various organs, systems, muscles, tissues and provide them a 
+way to deal with character, attitudes and tensions and can bring about healthy changes in several 
+psychopathological conditions, as body and mind are different facets of one’s personality. Peaceful, 
+harmonious society is the need of the hour and research works have to try for methods that can bring 
+about strong and effective psychological changes, in order to achieve harmony with nature, with society 
+(where we are integral parts), and finally among ourselves and yoga can do this (Ditmanson, Koller & 
+Kupperman, 2002). 
+Implications for Practice
+The study results point to certain implications and useful directions in terms of use of yoga in addressing 
+the issue of aggression and violence. In an era characterized by increased competitive pressures from 
+schooling right up to professional growth, individuals are expected to face more stress which can lead to 
+Setty A. G. et al.	
+89
+aggression and violent behaviours. As discussed earlier, introduction of yoga at the formative years will 
+provide a significant helping hand in addressing the problem. Schooling system needs to recognize the 
+importance of introduction of yoga and provide a structured mechanism to incorporate it into the 
+curricula. Yoga lessons could be introduced at the third grade. A 5–6 year curricula with relevant inputs 
+from yoga could be designed and progressively introduced. 
+Practice of yoga not only helps in addressing aggression, but also helps an individual to develop a 
+more balanced view of life, empathy towards multiple actors and situations, an overall and a holistic 
+perspective of life and a sense of preparedness to face difficulties in life. This results in developing 
+healthy individuals in the society. The indirect effects of such a development include greater work 
+productivity for the organizations these individuals are associated with in the future. 
+Addressing aggression-related ailments through yoga as proposed in this study is alternative to drug 
+therapy. Drug therapy is normally associated with high costs and is known to produce various side 
+effects. The present study strengthens the view that yoga could be a safe and cost-effective alternative 
+for drug therapy to address violent attitudes of adolescents without side effects. Another important 
+strength of the study is that, irrespective of sex, yoga intervention can bring about upbeat changes in the 
+adolescents’ ATV, more than the PE does. Hence, the study outcome is consistent with the Indian 
+conventional yoga scriptures which did not make any gender discrimination for yoga practice. 
+Conclusions
+The study has established the potential of yoga to address aggression and ATV among the adolescents. 
+The sample size has been large enough providing a certain statistical stability to the results and the 
+findings. There are certain limitations in the present study which could be overcome by conducting 
+additional studies in the future. Use of Likert scale for soliciting responses is traditionally found to have 
+certain limitations in terms of translating the respondents’ specific perception to a point in the scale. 
+Increasing the sample size, maintaining and ensuring privacy and protection of data, building anonymity 
+into the data collection method are some of the known methods to minimize these. The present study has 
+taken care of these issues. However, this can be further strengthened by gathering data on parent rating 
+and teachers’ rating. Further, the present study does not include other variables, such as income levels of 
+the parents and racial/ethnic differences, which are considered to be the good predictors of violent 
+attitude. Despite these limitations, the present study opens up the possibilities for future research. 
+Acknowledgements
+We would like to thank the parent Institution SVYASA, students, school management, school teachers, yoga and PE 
+teachers, translators and psychologist who have helped in completion of this study.
+90	
+	
+Journal of Human Values 23(2)
+How much do you agree or disagree with the following statements?
+Items 
+5*
+4
+3
+2
+1
+1
+If I walk away from a fight, I’d be a coward (‘chicken’).
+2
+I do not need to fight because there are other ways to deal with being mad.
+3
+It is okay to hit someone who hits you first.
+4
+If a kid teases me, I usually cannot get him/her to stop unless I hit him/her.
+5
+If I really want to, I can usually talk someone out of trying to fight with me.
+6
+If I refuse to fight, my friends will think I am afraid.
+Note: * Scale description: strongly disagree (1); strongly agree (5).
+Appendix 1. 
+ATV Scale
+Name of the Student:_______________
+Class _________
+Age__________ 
+Gender: M / F
+References
+Anderson, C.A., Benjamin, A.J. Jr., Wood, P.K., & Bonacci, A.M. (2006). Development and testing of the velicer 
+attitudes toward violence scale: Evidence for a four-factor model. Aggressive Behavior, 32(2), 122–136. 
+doi:10.1002/ab.20112
+Anderson, C.A., Shibuya, A., Ihori, N., Swing, E.L., Bushman, B.J., Sakamoto, A., Rothstein H.R., Saleem, M. 
+(2010). Violent video game effects on aggression, empathy, and prosocial behavior in eastern and western 
+countries: A meta-analytic review. Psychological Bulletin, 136(2), 151–173. doi:10.1037/a0018251
+Berger, D.L., Silver, E.J., & Stein, R.E.K. (2009). Effects of yoga on inner-city children’s well-being: A pilot study. 
+Alternative Therapies in Health and Medicine, 15(5), 36–42.
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+Studies, Indiana University. 
+Deshpande, S., Nagendra, H.R., & Raghuram, N. (2008). A randomized control trial of the effect of yoga on 
+Gunas (personality) and health in normal healthy volunteers. International Journal of Yoga, 1(1/2), 2–10. 
+doi:10.4103/0973–6131.36785
+———. (2009). A randomized control trial of the effect of yoga on Gunas (personality) and self-esteem in normal 
+healthy volunteers. International Journal of Yoga, 2(1), 13–21. doi:10.4103/0973–6131.43287
+Ditmanson, P., Koller, J.M., & Kupperman, J.J. (2002). Asian philosophies. The Journal of Asian Studies, 61(3), 
+1010. doi:10.2307/3096359
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+(Ed.), Aggressive Behavior: Current Perspective, 3. New York: Plenum Press. doi: 10.1007/978–1–4757–9116–
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+Frank, J.L., Bose, B., & Schrobenhauser-Clonan, A. (2014). Effectiveness of a school-based yoga program on 
+adolescent mental health, stress coping strategies, and attitudes toward violence: Findings from a high-risk 
+sample. Journal of Applied School Psychology, 30(1), 29–49. doi:10.1080/15377903.2013.863259
+Haden, S.C., Daly, L., & Hagins, M. (2014). A randomised controlled trial comparing the impact of yoga and physical 
+education on the emotional and behavioural functioning of middle school children. Focus on Alternative and 
+Setty A. G. et al.	
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+Complementary Therapies : FACT/Department of Complementary Medicine, Postgraduate Medical School, 
+University of Exeter, 19(3), 148–155. doi:10.1111/fct.12130
+Huesmann, L.R., & Guerra, N.G. (1997). Children’s normative beliefs about aggression and aggressive behavior. 
+Journal of Personality and Social Psychology, 72(2), 408–419. doi:10.1037/0022–3514.72.2.408
+Iyengar, B.K.S.M.Y.P. (1993). Light on the yoga sutras of Patañjali: Patañjala yoga pradipika (11th ed., p. 46). 
+New Delhi: Harper Collins.
+Kethineni, S., & Klosky, T. (2000). The impact of juvenile justice reforms in India. International Journal of Offender 
+Therapy and Comparative Criminology, 44(3), 312–325. doi:10.1177/0306624X00443005
+Khemka, S., Hankey, A., & Ramarao, N. (2011). Effect of integral yoga on psychological and health variables and 
+their correlations. International Journal of Yoga, 4(2), 93. doi:10.4103/0973–6131.85492
+Mukherjee, C., Rustagi, P., & Krishnaji, N. (2001). Crimes against women in India analysis of official statistics. 
+Economic and Political Weekly, 36(43), 4070–4080.
+Nagendra, H.R. (2000). Yoga its basis and applications (1st ed.). Bangalore: Swami Vivekananda Yoga Prakashana.
+Olweus, D., & Limber, S. (2010). Olweus bullying prevention program. In Shane R. Jimerson, Susan M. Swearer, 
+Dorothy L. Espelage (Eds), The handbook of bullying in schools: An international perspective (p. 72). Retrieved 
+22 November 2015, from http://books.google.com/books?hl=en&lr=&id=d2–NAgAAQBAJ&oi=fnd&pg=PA
+377&dq=Olweus+bullying+prevention+program&ots=gpL3gauIB2&sig=RvfOzC9snZpbRt97rHb4YYs4uOQ
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@@ -0,0 +1,705 @@
+Int J Med. Public Health. 2017; 7(3):166-171
+A Multifaceted Peer Reviewed Journal in the field of Medicine and Public Health
+www.ijmedph.org | www.journalonweb.com/ijmedph
+Original Article
+International Journal of Medicine and Public Health, Vol 7, Issue 3, Jul-Sep, 2017
+166
+Effect of Yoga on Adolescents’ Beliefs about Aggression and 
+Alternatives
+Govindaraja Setty A.G.1*,  Pailoor Subramanya2,  B.Mahadevan3
+Govindaraja Setty 
+A.G.1*, Pailoor Subra­
+manya2, B.Mahadevan3
+1PhD Scholar Swami Vivekananda Yoga University 
+(SVYASA)#19, Eknath Bhavan, Gavipuram Circle, 
+K.G.Nagar, Bangalore-560 019, Karnataka ,INDIA.
+2Associate Professor Swami Vivekananda Yoga 
+University (SVYASA) #19, Eknath Bhavan, Gavipuram 
+Circle, K.G.Nagar, Bangalore-560 019, Karnataka, 
+INDIA.
+3Professor Indian Institute of Management Bangalore 
+Bangalore – 560076, Karnataka, INDIA.
+Correspondence
+Govindaraja Setty A.G
+Member of Visiting Faculty for Yoga, In­
+dian Institute of Management, Bangalore 
+PhD Scholar Swami Vivekananda 
+Yoga University (SVYASA) #19, Eknath 
+Bhavan, Gavipuram Circle, K.G.Nagar, 
+Bangalore-560 019, Karnataka, INDIA.
+Mobile no: 9916874263, 080-26993443
+Email: [email protected], govin­
+[email protected] 
+History
+•  Submission Date: 25-11-2016;
+•  Revised Date: 26-06-2017;
+•  Accepted Date: 17-07-2017;
+DOI : 10.5530/ijmedph.2017
+.3.34
+Article Available online 
+http://www.ijmedph.org/v7/i3
+Copyright
+© 2017 Phcog.Net. This is an open-
+access article distributed under the terms 
+of the Creative Commons Attribution 4.0 
+International license.
+Cite this article : Setty GAG, Subramanya P, Mahadevan B. Effect of Yoga on Adolescents’ Beliefs about Aggression 
+and Alternatives. Int J Med Public Health. 2017;7(3):166-71.
+ABSTRACT
+Introduction: While the adolescents are trying to adapt to changing life styles and emerging 
+challenges, they are also becoming increasingly aggressive/violent. This is largely attributable 
+to increased competition, stress, and anxiety, besides poor parenting methods. Several stud­
+ies seek to understand the causes for this delinquency and search for preventive interventions. 
+Indian traditional texts claim that yoga is one of the important preventive interventions. The 
+objective of this paper is to demonstrate the potential of yoga in addressing the non-clinical 
+adolescents’ beliefs about aggression and alternatives compared to physical exercises (PE). 
+Materials and Methods: One hundred and fifty eight normal healthy adolescents participated 
+in this ‘Randomized Control Trial’ design study (Yoga: 76, aged 14.03±1.00 years; PE: 82, aged 
+14.06 +/- 1.03 years). Yoga/PE intervention was for one hour a day, five days a week, for four 
+weeks. Adolescents’ ‘beliefs about aggression and alternatives’ were measured using ‘beliefs 
+about aggression and alternatives scale’ developed by Multisite violence prevention project 
+(2004). Data analysis was done using SPSS 21.0. Results: Yoga practitioners significantly de­
+creased their overall beliefs supporting aggression (p<.05) and significantly increased their 
+beliefs favoring alternatives to aggression (p<.05), compared to PE practitioners. Conclusion: 
+Four weeks yoga practice significantly reduces the adolescents’ beliefs supporting aggression 
+and increases their beliefs supporting alternatives to aggression compared to PE.
+Key words:  Yoga, Physical Exercises, Aggression, Beliefs about Aggression, Alternatives.
+INTRODUCTION
+Ancient Indian texts identify non-violence, tranquil­
+ity, compassion, gentleness, modesty, tolerance as 
+divine traits; aggression, arrogance, wrath, rudeness, 
+insensitiveness to others pain/spiritual values, as de­
+moniac traits. Patanjala-Yogasutra (2.35) proclaims 
+there is no enmity where a yogi resolutely commits to 
+non-violence and yoga can bring about mental/emo­
+tional equipoise. In our contemporary world such an 
+equipoise is increasingly becoming hard to possess as 
+the modern living is characterized by greed, speed, 
+stiff-competition, restlessness, and struggle, causing 
+stress on our personality, and manifesting as aggres­
+sion/violence.1
+Several studies have demonstrated that adolescents 
+believe and endorse aggression, and the aggression 
+level may be predicted on the basis of one’s beliefs 
+about aggression. They have also demonstrated that 
+aggression is extensively employed by adolescents 
+that poses a serious threat to individuals/society.2 
+Childhood aggression largely continues and stabi­
+lizes across different age points like juvenile conduct 
+problems, adolescent relational problems, and adult­
+hood antisocial behavior.3 Suggesting the ill-effects 
+of aggression, anger, and hostility, one of the review 
+papers reveals that these personality traits have long 
+been identified as the risk factors associated with 
+coronary heart disease.4 Another paper suggests that 
+there are certain personality trait differences (in the 
+form of hostility, anger, and aggression) between In­
+dian female and male suicide attempters which can 
+be targeted through suicide prevention interventions, 
+thus signifying the gender differences.5 General Ag­
+gression Model says ‘belief about aggression’ is accep­
+tance of aggression for expressing disagreements that 
+is driven by one’s latent value-structure. It is based on 
+one’s past knowledge and accumulated for future re­
+trieval.6 This latent knowledge-base is the self-guide 
+in all contexts. 
+There is a constant search for effective interventions 
+to address adolescents’ aggressive behavior. In one of 
+the studies verbal aggression in normal healthy adults 
+reduced significantly through yoga intervention 
+in the form of asana, pranayama and meditation.7 
+Another study showed that the yoga intervention 
+(in the form of asanas, pranayama and meditation) 
+can reduce adolescents’ anxiety and aggression lev­
+els where yoga intervention was twice a week for 12 
+weeks.8 In another study it was demonstrated that 
+practice of asanas, pranayama, and meditation for 
+eight weeks significantly reduces one’s self-reported 
+perceived stress, verbal aggression, and life satisfac­
+tion increases.9 Though yoga literature offers promis­
+ing tools, there are no previous research studies on 
+effect of yoga on adolescents’ beliefs about aggression 
+Govindaraja et al.: Effect of Yoga on Adolescents’ Beliefs about Aggession and Alternatives 
+International Journal of Medicine and Public Health, Vol 7, Issue 3, Jul-Sep, 2017
+167
+and alternatives to aggression. Hence, this study was designed to address 
+this gap.
+Definitions
+‘Aggression’ is inclination to attack that may result in hostility.10 ‘Belief 
+about aggression’ is opinion (based on belief-system) as to whether ag­
+gression is acceptable or not.11 ‘Belief’ is deep-rooted, more sustainable, 
+and spreads across a section of larger society, built over a period of time 
+by culture, customs, and traditions,12 and individual sticks to ‘belief’ 
+even when the outcomes are disappointing. Aggression-justification re­
+inforces ‘aggression-perpetration’
+. ‘
+Alternative’ is intensifying peaceful 
+ways by opposing ‘aggression’
+.
+Aggression could be physical, verbal, or covert. Physical aggression ends 
+in physical injuries. Verbal aggression is use of abusive words, expressing 
+animosity, intended at spoiling others self-concept, thus causing psycho­
+logical injury. While physical/verbal aggressions are ‘overt’
+, instigating 
+others without getting oneself personally engaged is ‘covert’
+. Males ex­
+hibit overt-aggression more frequently, and approve aggression; where­
+as, females frequently show covert aggression. 
+Yoga: Conventional perspective
+Our search for remedial measures for aggressiveness leads to yogic sci­
+ence. Yoga is sourced in traditional Indian texts. While Bhagavad-Gita is 
+estimated to have been written about 3000 years before Christ, Patanjali-
+Yogasutras, Hathayoga-Pradipika, Goraksha-Samhita, Geranda-Samhita, 
+Hatharathnavali, are estimated to have been written between 2nd -15th 
+CE.13 Authors of these texts say that they systematically codified what 
+was being practiced in this part of world since time immemorial. Pa­
+tanjali-Ashtanga-Yoga focuses on meditational/contemplative practices, 
+albeit asanas and pranayama are advocated as movement based medita­
+tive/contemplative aspects: 
+Yama, Niyama: Behavioral practices 
+Asana, Pranayama: Slow/rhythmic physical practices
+Prathyahara, Dharana: Mental practices - slowing the mind
+Dhyana, Samadhi: Spiritual practices (being one with the Universal Su­
+preme) 
+While Bhagavad-Gita promotes Jnana yoga (discriminatory wisdom), 
+Bhakti yoga (emotional-culture), Karma yoga (selfless-work), and Raja 
+yoga (mastery of will-power) ‘Hathayoga-Pradipika’ additionally advo­
+cates cleansing techniques (kriyas) to purify energy channels.
+Taittiriya-Upanishad says every individual has five layers/sheaths of ex­
+istence (Figure 1). Goal of yoga is to purify every sheath. Hence yoga 
+intervention with all its components is understandable.
+Yoga involves a practice-sequence intended at slow transcendence from 
+gross/physical domain to deeper domain (gradual transition to peaceful/
+contemplative state):
+Salutations to God (Prayer). 
+Light warm-up: Prepares body, deters injuries.
+Slow/Rhythmic practice of select asanas, pranayama with expansive 
+awareness. Mind progressively relaxes.
+Relaxed positive suggestions.
+Prathyahara, dharana, dhyana. Mind becomes contemplative. 
+Closing prayer for the wellbeing of every soul (powerful optimistic sug­
+gestion).
+However, many people practice physical aspects only (asanas, pranaya­
+ma) and yoga is sometimes equated with exercise. Even if we consider 
+only asanas, we notice fundamental differences. Patanjali says, ‘Stiram-
+sukham-asanam’ meaning, ‘stable and comfortable posture is asana’. 
+Thus asana practice involves slow movements synchronized with slow-
+breathing, with awareness to reach the final position, achieving stability 
+with expansive-awareness. 
+Therefore, besides physical health, yoga aims at achieving peace and 
+tranquility. Research says, behavioral corrections are possible through 
+yoga and suggests further exploration.7 If anxiety, aggression, and anger 
+are uncontrolled speed, yoga is the holistic art of slowing and culturing 
+the body, mind, and emotions. Practitioner becomes calm and serene, 
+experiencing increased body awareness, clarity of thoughts, and control 
+over emotions, thus correcting physical, mental, and emotional dimen­
+sions.14 
+MATERIALS AND METHODS
+Design 
+The ‘Institutional Ethics Board’ of SVYASA Yoga University approved 
+the present study. The study was conducted in Bangalore, where educa­
+tional and language policies are mostly state controlled. Of late, there is 
+greater focus on students’ all round personality growth. Extra-curricular 
+activities are becoming increasingly popular, with equal opportunities to 
+both genders. This is accompanied by increased educational costs and 
+stiff competition. Consequently, there is growing level of stress, anxiety, 
+and aggression across students of all ages.
+Two schools in middle class neighborhood were identified for this study 
+(Figure 2). Students, parents, and school managements confirmed that 
+this kind of study was never done previously. Through an introductory 
+address, detailed protocol, design, and the scales were explained to stu­
+dents and parents. Totally 180 adolescents satisfied inclusion/exclusion 
+criteria and agreed to participate in this ‘Randomized Control Trial’ 
+study. The allocation of subjects to two groups was done randomly using 
+a standard random number table. The sample size was calculated based 
+on a previous study, wherein using Version 3.0.10 of G*Power software, 
+alpha = 0.05, power = 0.7, effect size = 0.5, the sample size was arrived at 
+as 118 (59 yoga, 59 PE). 
+Inclusion criteria: Healthy adolescents, who can read/write Kannada (lo­
+cal language) or English. Exclusion criteria: Adolescents having chronic 
+illnesses, depression, and substance abuse (Confirmed through self re­
+ports and cross checked with parents and school teachers). 
+‘Informed consent’/ ‘Informed assent’ were obtained from parents and 
+students respectively. The students had option to discontinue from study 
+at anytime without assigning explanations. 
+Scale 
+The scale used in this study was developed by Multisite violence pre­
+vention project (2004) and adapted from Farrell, Meyer & White, 
+2001.15 Targeting middle school students (grades 6-8), the scale consid­
+ers 12 hypothetical situations (Table 1): Beliefs about aggression (items 
+3,4,6,9,10,11,12), Beliefs about alternative to aggression (items 1,2,5,7,8). 
+In both the subscales, internal consistency (Reliability/Validity) is 0.72. 
+The scale was translated into ‘Kannada (local language)’ by language ex­
+perts and was administered to the subjects as per subjects’ choice (either 
+English or Kannada) at base-line and at the end of intervention period 
+of four weeks. In the presence of a psychologist, two supervisors fluent 
+in English and Kannada explained the meaning of each of the questions 
+and clarified the doubts of the students, thus ensuring validity of the re­
+sponses.
+Randomly allocated groups (Yoga and PE) were subjected to respective 
+interventions during class hours for one hour a day, five days a week, for 
+four weeks under qualified teachers (Table 2). These teachers followed 
+the same protocol in both the schools, thus ensuring uniformity of inter­
+vention in the schools.
+Govindaraja et al.: Effect of Yoga on Adolescents’ Beliefs about Aggession and Alternatives 
+168
+International Journal of Medicine and Public Health, Vol 7, Issue 3, Jul-Sep, 2017
+supporting aggression (p<.05; mean score difference: 55.02%), whereas 
+the PE group females showed significant increase in their beliefs sup­
+porting aggression (p<.05; mean score difference: -10.61%).  
+Beliefs about alternatives to aggression
+Yoga group showed significant increase in their beliefs about alternatives 
+to aggression (p<.05; mean score difference: 71.82%) whereas PE group 
+showed significant decrease (p<.05; mean score difference: -10.47%). 
+Gender analysis revealed that both males and females in yoga group 
+showed significant increase (p<.05; 49.42% and 93.98% respectively). 
+PE group males and females showed non-significant and significant de­
+crease respectively (p>.05 and p<.05; mean score differences: -5.71% and 
+-14.42% respectively).
+DISCUSSION
+Present study demonstrates that yoga practice significantly decreases 
+adolescents’ beliefs supporting aggression; increases beliefs supporting 
+alternatives to aggression, thus shaping adolescents’ beliefs about ag­
+gression and alternative to aggression. Being an outcome of belief-sys­
+tem, belief about aggression is deep rooted in personality.12 The study 
+outcome demonstrates that even this kind of deep rooted trait may be 
+corrected through yoga intervention. Yoga brings about relaxation and 
+self-control; mind becomes more receptive. Decrease in aggression lev­
+els is brought about with the mediation of ‘self-control’
+.16 The results are 
+comparable to a study where yoga intervention on adolescents showed 
+significant decrease in aggression/anxiety levels compared to baseline 
+scores on .01 significant level.17  
+PE intervention included moderate physical exercises like warm-ups, 
+stretching, alternative toes-touching, dynamic forward/backward bend­
+ing, twisting, side bending, jogging, pull ups, knowledge on balanced 
+diet, alcoholism, smoking, and drug-addiction. 
+By the end of the study, there were 22 dropouts (12.22%) due to ‘Inter-
+school sports meet’ and full data was available for 158 adolescents (76 
+females, 82 males; 89 seventh, 69 eighth grades; 82 PE, 76 yoga). No out­
+liers were dropped.
+RESULTS 
+SPSS 21.0 was used for data analysis. Data was not normal [Kolmogorov 
+(Sig) 0.005 and 0.000 for two subscales p < .05]. Hence, non-parametric 
+tests were done (Wilcoxon Signed-Rank Test 0.000, p < .05). Cronbach’s 
+alpha was 0.805 and 0.657 for two subscales, indicating good internal 
+consistency of different items of scale. The baseline scores for both yoga 
+and PE groups were not significantly different [Sig(2-tailed) = .098 and 
+.116 respectively for both the subscales, p>.001], hence, paired t-tests 
+were conducted. Analysis was also done on variables ‘gender’ and ‘age’
+. 
+Beliefs supporting aggression 
+Yoga group showed significant decrease in their beliefs supporting aggres­
+sion (p<.05; mean score difference: 54.55%), whereas PE group showed 
+significant increase in their beliefs supporting aggression (p<.05; mean 
+score difference: -7.14%) (Table 3). Yoga group males showed significant 
+decrease in their beliefs supporting aggression (p<.05; mean score differ­
+ence: 54.10%), whereas PE group males showed non-significant increase 
+in their beliefs supporting aggression (p>.05; mean score difference: - 
+4.02%). Yoga group females showed significant decrease in their beliefs 
+Table 1: Scale
+1 = strongly agree;  2 = agree somewhat;  3 = disagree somewhat;  4 = strongly disagree
+1.	
+If I’m mad at someone, I just ignore them.
+2.	
+Even if other kids would think I’m weird, I would try to stop a fight.
+3.	
+It’s O.K. for me to hit someone to get them to do what I want.
+4.	
+Sometimes a person doesn’t have any choice but to fight.
+5.	
+When my friends fight, I try to get them to stop.
+6.	
+If I back down from a fight, everyone will think I’m a coward.
+7.	
+There are better ways to solve problems than fighting.
+8.	
+I try to talk out a problem instead of fighting.
+9.	
+I feel big and tough when I push someone around.
+10.	
+If people do something to make me really mad, they deserve to be beaten up.
+11.	
+Sometimes I have only two choices. Get punched or punch the other kid first. 
+12.	
+If I get crazy with anger, it’s O.K. to hit someone.
+Table 2: Yoga module
+Yogasanas:
+Supine: Pavanamuktasana, Paryankasana, Sethubandhasana, Dhanurasana, Chakrasana
+Prone: Bhujangasana, Shalabhasana, Naukasana
+Sitting: Janushirasana, Vakrasana, Vajrasana, Ustrasana, Shashankasana, Padmasana
+Standing: Trikonasana, Prasarita Padottasana, Parsvakonasana, Ardhakatichakrasana
+Balancing: Vrikshasana, Utthita Padmasana, Shirasasana
+Pranayama: Cleansing/Yogic-breathing.
+Yogic life-style: Yogic-diet, meditation, prayer-gatherings, Suryanamaskara, yogic-relaxation.
+Source: Authors’ own.
+Govindaraja et al.: Effect of Yoga on Adolescents’ Beliefs about Aggession and Alternatives 
+International Journal of Medicine and Public Health, Vol 7, Issue 3, Jul-Sep, 2017
+169
+Table 3: Results 
+Beliefs supporting aggression: 
+Cronbach’s-Alpha 0.805; Kolmogorov (Sig) 0.005
+Nonparametric: Wilcoxon-Signed-Rank: 0.000
+Yoga
+PE
+Overall
+Male
+ Female    
+Overall
+Male
+Female
+  Pre-Mean
+3.19
+  3.29
+   3.09
+3.08
+  3.23
+  2.92 
+  SD
+ 0.417
+0.350
+  0.461
+0.410
+ 0.361
+ 0.402
+  Post-Mean
+1.45
+ 1.51
+1.39
+ 3.30
+  3.36
+  3.23
+  SD
+0.246
+0.280
+  0.192
+0.341
+ 0.335
+ 0.340
+  Pre-Post
+ 1.74
+ 1.78
+1.70
+-0.22
+-0.13
+-0.32
+  Mean difference
+54.55%
+54.10% 
+ 55.02%
+-7.14%
+-4.02%
+-10.61%
+  Sig(2-tailed)
+ .000
+  .000
+   .000
+.001
+  .083
+   .002
+Source: Primary data collected by authors.
+Beliefs about alternative to aggression:
+Cronbach’s-Alpha 0.657; Kolmogorov (Sig) 0.000
+Nonparametric-Wilcoxon-Signed-Rank 0.000
+Yoga
+PE
+Overall
+Male
+Female
+Overall
+ Male
+ Female
+Post-Mean
+3.11
+2.57
+ 3.68
+   1.71
+  1.65
+  1.78
+SD
+0.590
+0.239
+  0.159
+0.330
+ 0.311
+ 0.340
+Pre-Mean
+ 1.81
+  1.72
+  1.90
+   1.91
+  1.75
+  2.08
+SD
+ 0.394
+0.310
+ 0.451
+0.395
+0.329
+ 0.396
+Post-Pre
+ 1.30
+  0.85
+ 1.78
+  -0.20
+  -0.10
+ -0.30
+Mean-difference
+71.82%
+49.42%
+93.68%
+-10.47%
+-5.71%
+-14.42%
+Sig(2-tailed)
+   .000
+  .000
+   .000
+  .001
+  .120
+  .003
+Source: Primary data collected by authors.
+Table 4: Age impact 
+Beliefs about aggression:
+Age
+(n)
+pre
+ sd
+  post
+ sd
+pre-post
+Sig
+12
+  13
+  3.143
+  0.484
+2.329
+  1.066
+0.813
+.022
+13
+  38
+  3.184
+  0.419
+2.455
+  0.936
+0.729
+.000
+14
+  37
+  3.259
+  0.456
+2.262
+  0.996
+0.996
+.000 
+15
+  69
+  3.041
+  0.362
+2.462
+  0.967
+0.580
+.000 
+16
+1
+  2.714
+NA
+3.714
+NA
+ NA
+ NA
+Alternatives to Aggression:
+12
+  13
+  1.846
+  0.463
+ 2.400
+  0.898
+-0.554
+  .052
+13
+  38
+  1.821
+  0.388
+ 2.379
+  0.798
+-0.558
+  .000
+14
+  37
+  1.751
+  0.431
+ 2.432
+  0.825
+  -0.681
+  .000
+15
+  69
+  1.936
+  0.360
+ 2.371
+  0.887
+  -0.435
+  .001
+16
+1
+  2.200
+  NA
+  1.400
+NA
+ 0.800
+NA
+158
+Source: Primary data collected by authors.
+Govindaraja et al.: Effect of Yoga on Adolescents’ Beliefs about Aggession and Alternatives 
+170
+International Journal of Medicine and Public Health, Vol 7, Issue 3, Jul-Sep, 2017
+Age impact
+Many studies have demonstrated that age brings about maturity and hos­
+tility drops.21 However, no such outcome surfaced in the present study 
+(Table 4). Possible reason is, the age range is too small (12-15 years). 
+Further, these adolescents are in the same school, mix up daily, on every 
+occasion; influence of one over the other cannot be ruled out. Conse­
+quently, aggression levels may not vary. 
+The study has good sample size and yoga intervention is for four weeks, 
+thus benefits are evident. Getting larger sample sizes is preferable to have 
+good estimates of the population.22 Therefore the results of the study can 
+provide greater confidence among potential users and policy makers. 
+Belief about aggression strongly influences aggression/hostility expecta­
+tions. Positive correlation exists between low empathy and aggression 
+acceptability.23 Empathy is a function of sensitivity to others’ sufferings.24 
+Verbal skills may significantly predict beliefs about aggression.25This 
+Further, the study demonstrates that yoga practice enables the adoles­
+cents to look for alternatives to aggression. Yoga group showed signifi­
+cant increase, 71.82% (overall), 49.42% (males), 93.68% (females). Prac­
+ticing yoga rarely may not yield significant results,18 but longer duration 
+practices might convey more pronounced changes. Patanjali-Yogasutra 
+(1.14) says, to get palpable results, yoga practice should be continuous, 
+for a long time.19 In the present study, yoga practice is for four weeks 
+(considered intense), thus changes are significant. 
+Gender impact 
+Studies say, females have higher empathy and thus adapt peaceful strate­
+gies.20 In the present study, females demonstrated lower beliefs justify­
+ing aggression; higher beliefs supporting alternative strategies. Change 
+among yoga group females (93.68%) is more than the males (49.42%). 
+The reason could be that females respond more due to higher empathy, 
+and express themselves more positively; thus yoga impact is significant. 
+Figure 1: Five bodies’ concept.
+Figure 2: Study design.
+Govindaraja et al.: Effect of Yoga on Adolescents’ Beliefs about Aggession and Alternatives 
+International Journal of Medicine and Public Health, Vol 7, Issue 3, Jul-Sep, 2017
+171
+and aggression and the promotion of socio-emotional competencies in school-
+aged children. Educ Res Eval An Int J Theory Pract. 2015;21(5-6):407-21.
+9.  Amaranath B, Nagendra HR SD. Effect of Integrated Yoga Module on perceived 
+stress, Verbal Aggression and satisfaction with life in Home Guards in Bangalore 
+- A wait list Randomized Control Trial. J Ayurveda Holist Med. 2015;3(5):453-76.
+10.  Eron LD, Huesmann LR. Theories of aggression: From drives to cognitions. In: 
+Aggressive Behavior: Current Perspective.; 1994:3. doi:10.1007/978-1-4757-
+9116-7_1.
+11.  Huesmann LR, Guerra NG. Children’s normative beliefs about aggres­
+sion and aggressive behavior. Journal of personality and social psychology. 
+1997;72(2):408.
+12.  SwamiVivekananda. Selections from 
+The Complete Works of Swami Vivekanan­
+da. 6th ed. Calcutta: Swami Ananyananda, President, Advaita Ashrama, Maya­
+vati, Dt.Pithoragarh, Himalayas; 1988.
+13.  Muktibodhananda S. Hatha Yoga Pradipika. 2nd ed. Munger, Gangadarshan, Bi­
+har, India: Yoga Publications Trust; 2004:57
+.
+14.  Prabhavananda S. Patañjali Yoga Sūtra. 1st ed. Mylapore, Chennai: The Presi­
+dent, Sri Ramakrishna Math; 2004:97
+.
+15.  Dahlberg LL, Toal SB, Swahn M BC. Measuring Violence-Related Attitudes, Be­
+haviors, and Influences Among Youths: A Compendium of Assessment Tools. 
+2nd ed. Atlanta: Centers for Disease Control and Prevention, National Center 
+for Injury Prevention and Control; 2005:23-24. http://www.cdc.gov/violencepre­
+vention/pdf/yv_compendium.pdf.
+16.  Simons RL, Simons LG, Burt CH, Brody GH, Cutrona C. Collective efficacy, 
+authoritative parenting and delinquency: A longitudinal test of a model integrat­
+ing community-and family-level processes. Criminology. 2005;43(4):989-1029.
+17
+.  Singh P
+. Effect of some yogic practices on aggression level among college girls. 
+The International Journal of Indian Psychology. 2015;3(1).
+18.  Streeter CC, Whitfield TH, Owen L, Rein T
+, Karri SK, Yakhkind A, et al. Effects 
+of yoga versus walking on mood, anxiety, and brain GABA levels: a randomized 
+controlled MRS study. The Journal of Alternative and Complementary Medi­
+cine. 2010;16(11):1145-52.
+19.  Adidevananda S. Patanjala Yogadarshana - Vyasabhashya Sahita. 4th print. My­
+sore: Sri Ramakrishna Math; 1998.
+20.  Anderson CA, Benjamin AJ, Wood PK, Bonacci AM. Development and testing 
+of the velicer attitudes toward violence scale: Evidence for a four-factor model. 
+Aggressive Behavior. 2006;32(2):122-36.
+21.  Wallenius M, Punamäki RL. Digital game violence and direct aggression in ado­
+lescence: A longitudinal study of the roles of sex, age, and parent–child com­
+munication. Journal of Applied Developmental Psychology. 2008;29(4):286-94.
+22.  Amir D Aczel SJ. Complete Business Statistics. sixth edit. New York: Tata 
+McGraw-Hill publishing company Ltd, 7
+, West Patel Nagar, New Delhi 110008; 
+1989:266.
+23.  Anderson C a, Shibuya A, Ihori N, et al. Violent video game effects on aggres­
+sion, empathy, and prosocial behavior in eastern and western countries: a me­
+ta-analytic review. Psychol Bull. 2010;136:151-173. doi:10.1037/a0018251.
+24.  Bartholow BD, Bushman BJ, Sestir MA. Chronic violent video game exposure 
+and desensitization to violence: Behavioral and event-related brain potential 
+data. Journal of experimental social psychology. 2006;42(4):532-9.
+25.  Kikas E, Peets K, Tropp K, Hinn M. Associations between verbal reasoning, nor­
+mative beliefs about aggression, and different forms of aggression. Journal of 
+Research on Adolescence. 2009;19(1):137-49.
+26.  Fagan AA. Family-Focused Interventions to Prevent Juvenile Delinquency. Crim­
+inology & public policy. 2013;12(4):617-50.
+kind of trajectory analysis was not employed in the present study. The 
+objective was to know yoga’s effect on adolescents’ beliefs about aggres­
+sion and alternatives, in the light of tall claims made by yoga scriptures, 
+projecting yoga as an effective, non-invasive, drugless intervention. 
+More research is needed where aggression correlates like stress, anxiety, 
+frustration, and hostile expectations may be examined with yoga inter­
+vention.
+CONCLUSION
+Study suggests that during childhood/adolescence if parents could invest 
+in strategic preventive-interventions like yoga, delinquency may reduce. 
+Thus the study encourages policy makers to initiate yoga as a preven­
+tive intervention at school levels through standardized yoga curricula, 
+besides providing a good support for psychiatrists/therapists to apply 
+yoga as a rehabilitative adjunct therapy to address adolescent aggression. 
+Though we cannot fully protect our children from being witness to ag­
+gression, we can surely equip them with suitable dexterities by exposure 
+to preventive interventions.26 
+ACKNOWLEDGMENT
+Authors express gratitude to SVYASA Yoga University, school manage­
+ments, teachers, students, yoga and PE teachers, psychologist, and trans­
+lators. 
+CONFLICT OF INTEREST
+There are no conflicts of interest. 
+ABBREVIATION USED
+SVYASA: Swami Vivekananda Yoga Anusandhana Samsthana. 
+REFERENCES
+1.  Wolff BC, Santiago CD, Wadsworth ME. Poverty and involuntary engagement 
+stress responses: Examining the link to anxiety and aggression within low-
+income families. Anxiety, Stress & Coping. 2009;22(3):309-25.
+2.  Pratt HD, Greydanus DE. Adolescent violence: concepts for a new millennium. 
+Adolescent medicine (Philadelphia, Pa.). 2000;11(1):103-25.http://www.ncbi.
+nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&dopt=Citation&li
+st_uids=10640341.
+3.  Baumrind D. Rearing Competent Children. In: Child Development Today and 
+Tomorrow. 1989:349-78.
+4.  Smith TW, Glazer K, Ruiz JM, Gallo LC. Hostility, anger, aggressiveness, and 
+coronary heart disease: An interpersonal perspective on personality, emotion, 
+and health. Journal of personality. 2004;72(6):1217-70.
+5.  Menon V, Sarkar S, Kattimani S. Association between personality factors and 
+suicide intent in attempted suicide: Gender as a possible mediator?. Personality 
+and mental health. 2015;9(3):220-6.
+6.  Anderson CA, Bushman BJ. Human aggression. Annu Rev Psychol. 2002;53:27-
+51. doi:10.1016/0191-8869(94)90294-1.
+7
+.  Deshpande S, Nagendra HR, Raghuram N. A randomized control trial of the 
+effect of yoga on verbal aggressiveness in normal healthy volunteers. Interna­
+tional journal of yoga. 2008;1(2):76.
+8.  Maria A.V, Maria A.L. NQ& DPP
+. 
+Yoga for the intervention of depression, anxiety, 
+Cite this article :  Setty GAG, Subramanya P, Mahadevan B. Effect of Yoga on Adolescents’ Beliefs about Aggression and Alternatives. Int J Med Public Health. 
+2017;7(3):166-71.

subfolder_0/Effect of Yoga on Conscientiousness and Performance of Employees An Action Research Study conv.txt

@@ -0,0 +1,264 @@
+Innovative Journal of Business and Management 4: 3 May – June (2015) 45 – 51.
+
+Contents lists available at www.innovativejournal.in
+
+INNOVATIVE JOURNAL OF BUSINESS AND MANAGEMENT
+
+Journal homepage: http://www.innovativejournal.in/ijbm/index.php/ijbm
+
+EFFECT OF YOGA ON CONSCIENTIOUSNESS AND PERFORMANCE OF EMPLOYEES: AN ACTION RESEARCH STUDY
+
+Chokkalingam, Sony Kumari, K.B.Akhilesh, H.R.Nagendra
+
+S. Vyasa University, Bangalore, Bengaluru, Karnataka, India
+
+
+
+ARTICLE INFO
+
+Corresponding Author:
+Dr.Sony Kumari,
+Associate Professor,SVyasa University,#19, ‘Eknath Bhavan’, Gavipuram Circle, Kempe Gowda Nagar,, Bengaluru, Karnataka 560019 Email: [email protected]
+
+Key	Words	Personality	and performance of employee, Integrated Yoga, Conscientiousness
+
+
+
+
+DOI:http://dx.doi.org/10.15520/ijb m.vol4.iss3.22.pp45-51
+
+ABSTRACT
+
+Development   of   performance   of   employee   is   an   important concern for employee, employer and society at large. In this study an important personality trait viz., conscientiousness, it’s importance in the performance of employee and impact of practice of integrated yoga on personality and performance of employee are studied. 51 employees are given  Integrated  Yoga  intervention  and  another  51  employees,  who comprise  control  group  are  not  given  any  intervention  for  4  months. Using	the	Big	Five	Personality	Questionnaire,	data	about Conscientiousness is collected from Yoga intervention group and control group before the study, in the middle of the study and at the end of the study. The data is analysed using SPSS and significant increase (p value <0.001) in conscientiousness among subjects in Yoga intervention group is  found  and  not  in  Control  group.  So  it  is  concluded  that  practice  of Integrated Yoga improves the Conscientiousness and thus performance of employee.
+
+
+©2015, IJBM, All Right Reserved
+
+
+
+INTRODUCTION
+Improving  the  performance  of  employee  is  an important  issue  for  employee,  employer  and  society  at large.   The   Big   Five   Personality   Model   identifies   five personality	dimensions	namely	Conscientiousness, Openness to experience, Extraversion, Agreeableness and Neuroticism     which	influence	the     performance	of employee(Stephen  Robbins  et  al,2011)  .  Among  these, Conscientiousness and it’s improvement through practice of Integrated Yoga is discussed in this article. In the first part different facets of conscientiousness, it’s importance in job   performance   and   different   methods   in   vogue   to improve  the  conscientiousness  are  discussed.  In  second part, different aspects of Integrated Yoga are discussed. The third  part  discusses  the  details  of  empirical  study.  The fourth part discusses the results of the study, limitations and suggestions.
+Conscientiousness and Job Performance:
+According  to  John  O.P.  and  Srivatsava  S(1999) facets	(and	correlated	trait	adjectives)	of Conscientiousness              are              Competence(efficient), Order(organized),  dutifulness(  not  careless),achievement striving(thorough),self   discipline(   not   lazy),deliberation (not impulsive).
+The   pioneering   studies	on   the   relationship between  personality  and  job  performance  are  done  by Barrick   and   Mount.   They   studied   the   importance   of Emotional Stability on the following aspects of employee performance  viz.,  Citizenship  and  non  counterproductive work behavior, Low turnover and absenteeism, Leadership
+
+
+and entrepreneurship, Expatriate success, Earnings, safety, Compliance, Healthy behaviors and longevity, Motivation, Job    satisfaction,    commitment,    Life    satisfaction(Edwin A.Locke,2009)
+Most of the studies of Barrick and Mount show that conscientiousness is the most important trait among all the five   traits,   which   contribute   to   the   performance   of employee.	Eight	meta-analyses	reported	that conscientiousness and emotional stability predicted overall job performance with an average true score validity of .24 and  .15,  respectively.  Conscientiousness  and  emotional stability   have   been   found   to   consistently   (negatively) predict  an  individual’s  propensity  to  withdraw  from  the job.  Barrick  and  Mount  showed  that  voluntary  turnover was  predicted  by  both  personality  traits  .   Mount  and Barrick  (1995)  found  that  conscientiousness  correlates highly    with    amount    of    effort    exerted.    This    strong relationship  indicates  that  conscientiousness  affects  task performance through increased time on task, which in turn affects performance through its effect on other mediating variables.    Mount    and	Barrick	(1995)	found	that conscientiousness   is   strongly   correlated   with   quality  . Another    study  by  Barrick,  Mount,  and  Strauss  (1993) showed that highly conscientious sales representatives are more  likely  to  set  goals  autonomously  and  to  be  more committed  to  their  goal,  which,  in  turn,  led  to  higher performance . A study of the personality scores of 313 CEO candidates in private companies(of whom 225 were hired, and  their  companies’  performance  later  correlated  with
+
+
+45
+Soni et. al/ Effect of Yoga on Conscientiousness and Performance of Employees: An Action Research Study
+
+
+their   personality   scores)   found   conscientiousness   was more important  than other traits .
+Employers   are   very   interested   in   eliminating counterproductive or antisocial behavior at work. Research demonstrates integrity tests are valid predictors of these behaviors (Ones, Viswesvaran & Schmidt, 1993), and also predict supervisory ratings of performance . In addition, they	identified	more	than	100	studies	reporting correlations   between   integrity   tests   and   temperament measures.   It   found   that   integrity   tests   were   related primarily   to   conscientiousness   and   emotional   stability (along with agreeableness).  Ones and Viswesvaran (1996) found  that  emotional  stability  emerged  as  the  strongest personality based predictor of customer service orientation followed by conscientiousness. Thus, a major component of what is measured by integrity tests and customer service tests is conscientiousness and emotional stability.   Hurtz and Donovan ( 2000 ) found   that conscientiousness and emotional stability influence citizenship behaviors at work through	their    relationship    to	job    dedication	and interpersonal facilitation. Berry et al. (2007) clarified how emotional     stability	and	conscientiousness     predict counterproductive  behavior.  They  stated  that  the  more conscientious  and  emotionally  stable  a  firm’s  employees are, the less likely they are to engage in counterproductive behaviors at work.
+Frei and McDaniel (1998) reported that customer service	measures	were	strongly	related	to conscientiousness  and  emotional  stability  ,  along  with agreeableness.  Selecting  employees  on  conscientiousness and   emotional   stability   is   also   important   from   the viewpoint of conforming to laws on anti discrimination. In a meta-analysis reported by Hough (1995), when selection of   employees   are   made   based   on   personality   tests differences in selections between different races were very small . Similar non-significant differences have also been found for gender. Feingold (1994) found  only small gender differences were found on measures of conscientiousness and  emotional  stability.  Thus,  from  a  legal  perspective, selecting on conscientiousness and emotional stability (and other personality dimensions) is advantageous.
+Conscientiousness   and   emotional   stability   are positively  related  to  job  satisfaction.  Judge  et  al  (1999) found   that   conscientiousness   and   emotional   stability assessed at an early age (12-14) were strong predictors of overall    job    satisfaction    in    late    adulthood    and    job satisfaction  motives  employees  to  perform  well  in  their jobs  Conscientiousness plays a major role in both job and life	satisfaction	because	conscientious	behavior	is instrumental in attaining outcomes such as career success that achievement-oriented people value (McCrae & Costa, 1991).	Schmutte and Ryff (1997) concluded that those high in conscientiousness are more satisfied because they achieve  a  heightened  sense  of  control  and  competence through     their     diligent     and	responsible	behavior. Conscientious people develop greater job knowledge and produce more and better quality output, they develop more positive   beliefs   about   their   capabilities   to   accomplish particular   tasks.   Chen   et   al   (1999)   have   shown   that employees  with  high  scores  of  conscientiousness  have scores  of  self  efficacy  and  people  with  high  self  efficacy perform well in their tasks.
+During  the  1980’s,  the  U.S.  Army  conducted  the Selection   and   Classification   Project   (Project   A).   The findings from this large-scale project were that intelligence
+
+
+tests   provided  the  best  prediction  of  job-specific  and general  task  proficiency  (core  technical  proficiency  and general  soldiering  proficiency),  whereas  the  personality composites,	particularly	those	traits	measuring conscientiousness  and  emotional  stability,  were  the  best predictors of giving extra effort and leadership, exhibiting personal  discipline  ,  and  physical  fitness  and  military bearing(McHenry et al, 1990).
+In a cross sectional survey with a study population of  159  employees  of  a  pharmaceutical  company  showed that among others Conscientiousness is directly related to task performance(S.Rothman and E.P.Coetzer). The highest validity (PV=0.20) was found for Conscientiousness among the  all  the  Big  Five.  For  all  four  of  the  occupational categories under the study, conscientiousness exhibited the highest estimated true validity ranging from 0.15 to 0.26 across occupations.
+Changeability of Conscientiousness
+As  has  been  discussed,  Conscientiousness  is  a personality dimension. Whether personality is changeable is an issue of long debate. According to Allport, one of the pioneers   in   research   on   personality,   personalities   are stable dispositions of an individual . But, Mischel (1968) suggests  that  human  behaviour  is  largely  dependent  on situations . The study of both of the above theories is called Interactionism.	Rather	than	saying	that	situations determine    behaviour    (which    ignores    differences    in individual   reactions)   or   that   personality   determines behavior(which   is   misleading   because   of   low   cross situational	consistency     of     behavior)     interactionism expresses  it  differently.       This  Interactionist  approach allows  us to  assume  that  the  person  is free  because his personality is not genetically determined and that some of his   personality   traits   may   vary   because   of   his   own decisions(Jose Hernandez and Ricardo Mateo 2012). Brent W.Roberts  et  al(2012)  stated  that  it  is  only  a  common misperception that personality traits are highly heritable. They   have provided an alternative vision of personality traits that expands on the structure, the developmental, as well  as  the  contextual  nature  of  traits    (Roberts,  2009; Roberts  &  Jackson,  2008).  Although  conscientiousness  is heritable,    the    best    estimate    of    the    heritability    of conscientiousness-related traits is between 40% and 50% (Krueger & Johnson, 2008) . Thus, like almost all constructs studied   in   psychology,   the   majority   of   variance   in conscientiousness	is     attributable	to     environmental influences . Empirical evidence has repeatedly shown that conscientiousness,  and  the  related  constructs  that  fall within  the  conscientiousness  spectrum,  such  as  impulse control, are both changeable and continue to develop and change well into adulthood (Roberts et al, 2006). Though changeability     should     not     be     taken     as     meaning inconsistency,  it  is  clear  that  personality  traits  retain robust  rank-order  consistency  over  time  while  showing slow, incremental changes from year to year (Roberts & Mroczek, 2008). From the above discussion it is clear that environment  can  act  as  the  facilitator  for  personality development .
+Conscientiousness can be improved, among other things,   through   employee   empowerment,   training,   job enrichment and trust (Roberts,B.W.,& Mroczek,D, 2008). To the best of the knowledge of the authors, no study has been made  so  far  to  assess  if  practice  of  yoga  can  enhance conscientiousness.  In  this  article,  we  want  to  study  if
+
+
+46
+Soni et. al/ Effect of Yoga on Conscientiousness and Performance of Employees: An Action Research Study
+
+
+Integral Yoga can facilitate a change in personality of the employees to develop conscientiousness in them.
+Integrated	Yoga	as	the	facilitator	to	improve conscientiousness
+Yoga is one of the six schools of Indian philosophy and  it  is  practiced  by  many  people  from  ancient  times (Feuerstein, 1998) An analysis of the term Yoga, as given by different scriptures and gurus in different contexts is as follows.
+“Yujyate  anena  iti  yogah”  –Yoga  is  that  which joins.It implies that Yoga elevates a narrow minded person who is constricted in false ego(Ahamkara) to higher levels of consciousness where he identifies himself with his real ego(Aham) or the universe. Patanjali, an ancient Yoga sage, defines  Yoga  as  Yogah  Cittavritti  Nirodhah  –Yoga  is  a technique used to still the fluctuations of the mind to reach the   central   reality   of   the   true   self   (Iyengar,   1966)   . Patanjali’s Yoga Sutras outline a skillful way of conducting life that fosters moderation and harmony (Becker, 2000). According	to	Yoga	Vashishta(3.9.32)	Manah Prasamanopayah Yoga ityabhidhiyate- Yoga is a skillful and subtle process to calm down the mind
+The  most  important  definition  relevant  for  the present study is given by Bhagavadgita as “Yogah Karmasu Koushalam”(Bhagavagita chapetr 2, shloka 50).
+There  is  no  synonym  in  English  language  for  the word  ‘Karma’  as  used  in  the  context  of  Bhagavadgita. However taking the spirit of Bhagavadgita to understand the word Karma and Koushalam the above definition can be interpreted as follows (Mahadevan,2014)
+Yoga is working with mastery over knowledge of means  and  goals  of  work,Yoga  is  dexterity  and  skill  in action, Yoga is working with proper order and industry, Yoga is working with focus on present activity rather than future results which depend many external factors,Yoga is to    work    in    a    sustainable    way    of    life    and    social order(Dharma),Yoga    is    work    without    stress,Yoga    is working your way to contentment, Yoga is to work with excellence in execution.   Yoga is work the knowledge and abilities of - how to react to real time events, of change management, there is no state of ‘no work’, work is the only means for evolution of one self, engaging in work is always superior to no work, other than the work itself, we have no locus  of  control  on  other  aspects  of  work,work  without attachment (what is in it for me) is bound to be always superior & fulfilling
+According to Swamy Vivekananda each soul is potentially divine. According to him every one can become divine by psychic	control(Raja	Yoga),	devotion(Bhakti Yoga),Knowledge of self (Jnana Yoga),Selfless action(Karma Yoga). It is quite clear from the above statement that he brushed   aside   the   notion   that   personality   cannot   be changed. According to him it is possible to bring perfection in   a   person.   He   suggests   four   ways   for   it   viz.,   by Work(Karma     Yoga),	by    Worship(Bhakti	Yoga),	by Philosophy    (Jnana    Yoga),    by    Psychic    control    (Raja Yoga).Yoga practice which aim at the integral development of the personality by a fine combination of  the above four methods  of  yoga  viz.,  Karma  Yoga,  Bhakthi  Yoga,  Jnana Yoga and Raja Yoga is called as Integrated Yoga.
+Based  on  the  above  principles  Swamy  Vivekananda Yoga	Anusandhana	Samsthan(S-Vyasa)University, Bengaluru, India  developed a Holistic and Integrated Yoga Module.     It	encompasses     the	philosophy	of	Raja yoga(Asanas,pranayama,dhyana etc), Karma Yoga(path of
+
+
+detached  actions),Jnana  Yoga(knowledge  of  self),Bhakthi Yoga(trust	in	the	supreme	order).	Practicing	this knowledge may bring out complete transformation of one’s personality  on  physical,  mental,  emotional  and  spiritual levels	which,	among	other	things,	strengthen    his performance levels.
+In modern times, some research has been done on application of Yoga for personality development which are summarised below:
+Bhole (1977), in his conceptual paper, explained different aspects of Yoga. The Yoga way of life encompasses the philosophy of Karma Yoga (path of detached action), Jnana Yoga (knowledge of self), Bhakti Yoga (trust in the supreme   order)   and   Raja   Yoga   (asana,   pranayama, meditation,  etc.).	Practising  this  knowledge  may  bring about a complete transformation of one’s personality, on physical,  a  mental,  emotional,  and  spiritual  level  which strengthens his stress-coping skills.
+Pandey and Naidu (1986) studied the effort and outcome  orientations  as  moderators  of  the  stress-strain relationship. They noted that the concept of ‘detachment’ is highly valued in Indian culture. The doctrine of detached action  calls  upon  the  individual  to  serve  the  society  by scrupulous performance of one’s duties with utmost skill but without desiring the fruits of actions so performed. It is one of the ways in which an altered super-conscious state or   self-realization   can   be   attained.   Effort   orientation, according to this doctrine, is the ‘individual’s focus on task at hand’ and ‘advice of not to focus on or to be concerned about the outcomes of that activity.’ Further, the doctrine emphasizes  that  an  effort  should  be  made  to  maintain emotional stability regardless of the outcome of the effort, be it success or failure. They theorized that the effort and outcome   orientations   may   moderate   the   stress-strain relationship   for   three   reasons.    First,    the   individual practicing the ideal of detached action would concentrate on most of the activities in which he engages which, in turn, would lead to the attainment of a higher degree of skills. Second, the practice of being mentally less concerned about the  outcomes  may  help  in  conserving  the  physical  and psychic  energies  and  hence,  the  subject  would  be  less affected by mental distracters such as anxiety and fear of failure (which lead to energy dissipation). Third, it is likely that   the   person   practising   these   ideals   cognizes   the stressful events in relatively more positive terms. In the light of these reasons, the authors hypothesized that in the case  of  subjects  with  a  high  degree  of  effort  orientation compared to those with a high outcome orientation: (a) the correlation  between  stress  and  strain  events  would  be smaller; and (c) the means of different strain scores would be smaller.
+Misra (1989) found that effort orientation rather than   concerns   for   outcome   leads   to   greater   intrinsic satisfaction    .	Chakraborty    (1987,    1993)    provides experimental  evidence  that  practising  Yoga,  can  enable workers and managers to control their turbulent mind and develop their self to include others around them and work without false ego.
+Palsane et al (1993) have observed that modern Western psychological literature focusing on ideas related to   the   strength   of   motives   and   frustration   and   their behavioural	consequences,	the	frustration-aggression hypothesis,    ego    involvement,    mind-body    interactions (psychosomatics), and locus of control have their parallels in the ancient Indian thought.
+
+
+47
+Soni et. al/ Effect of Yoga on Conscientiousness and Performance of Employees: An Action Research Study
+
+According    to    Srinivas    (1994),    a    series    of      practicing  Integrated  Yoga  (Intervention  Group)  and  the techniques  collectively  known  under  the  general  label,      remaining     51     of     them     not     practicing     Integrated ‘Yoga,’ way of management of human resources is better      Yoga(Control  group).The  subjects  for  intervention  group than western methods. He further states that  Yoga is a well      are taken from people who come voluntarily to learn and formulated approach to planned change.”                                          practice Integrated Yoga in Andhra Pradesh Yogadhyayana Sripriya  Krishnan(2006)  in  an  empirical  study      Parishad, a state government establishment in Hyderabad.
+proved  that  yoga  can  develop  personality  and  academic	Subjects for control group were taken from employees in excellence among students. R.Rangan et al(2010) made a	different organizations in Hyderabad, who volunteered to study on the students’ planning ability, visual and verbal	participate in the study.
+memory, sustained attention and proved that Yoga system      Inclusion  and  Exclusion:  Employees-men  and  women, of  education  improves  the  planning  ability.  These  three      with normal health as declared by the subject are included abilities  which  are  important  for  students  performance      in the study. Those who have any previous experience of which  also  are  required  for  employee  performance  are      any Yoga program or presently following any type of Yoga similar to aspects of conscientiousness.                                              program  or  taking  any  medication  for  psycho  somatic Aditi Kejriwal and Venkat R.Krishnan (2004) made      problems or self occupied people or retired people     are
+a study on what the organizations can do for enhancing	excluded from the study
+transformational  leadership  by  using  the  Guna(  Sanskrit	Data  collection:  The  data  for  the  study  was  collected word for ‘personality’) framework and by reinforcing the	before the study i.e., before giving intervention(pre study), Vedic	worldview	and	made	recommendations	for:	in  the  middle  of  the  study  i.e,  two  months  after  the Designing  training  programmes  to  develop  Sattva  and	intervention(post1)  and  at  the  end  of  the  study.ie.,  four reduce Tamas, Building team-orientation and self-sacrifice	months of the study(post2).
+for directing energies towards super ordinate goals, Base	The  period  of  study  is  four  months  i.e  from  1st organizational policies on a competency framework built      October 2014 to 31st January 2015.
+around Sattva and a Vedic orientation.                                                                In order to prove or disprove the hypothesis, data In  a  study  by  Sony  Kumari(  2008)  it  is  proved  that      was collected for both the groups before the study i.e, on practice   of   yoga   improves   Emotional   Intelligence   and      October  1st    2014,  in  the  middle  of  the  study  i.,e  on Emotional  Competence.  Sudhir  Deshpande  (2009)  in  a      December  1st   2014,  at  the  end  of  the  study  i.e.,  on  31st
+randamised   control   trail   of   the   effect   of   yoga   on	January 2015
+personalities  of  226  people  stated  that  practice  of  yoga	Intervention:  The  subjects  in  the  intervention develops Sattva Guna(balanced personality) . According to      group practiced Integrated Yoga for   4 months( 100 days, Tikheshyam  Ganpath  et  al(2012)  practice  of    Yoga    can      after deducting holidays, absents etc) for 1.5 hours a day. improve Emotional Quotient in employees and can enable	The	daily	program	contains	Surya them to excel in execution .                                                                     Namaskaras(Sun           salutations),           Asanas           (Body
+Hasmukh Adhia(2009)  conducted an important study	postures),Pranayama(Breath   regulation   exercises),   Self relating   to   Improving   Organisational   Performance   by	Awareness    Meditation    and    10    minutes    lecture    on practice of Integrated Yoga by employees . This study deals	application  of  traditional  Indian  knowledge  to  modern with   impact   of   adoption  of   yoga   way   of   life   on  the	work and personal lives.
+organizational   factors   responsible   for   success   of   the	Every month a lecture viz., Jnana yoga class for 1 organization. It is established in the study that by practice      hour  on  application  of  traditional  Indian  knowledge  is of Integrated Yoga Module , Emotional Intelligence can be      conducted by the first author on the following topics, either enhanced  and  Job  Burnout  can  be  reduced.  Emotional      thru oral lectures or audio visual presentations.1) Yogah Intelligence is positively correlated with Job Satisfaction,      Karmasu Koushalam 2) Six Dimensions of Karma Yoga 3) Goal Orientation, Affective Organisational Commitment and      Axioms  of  meaningful  work  4)  Lord  Krishna  as  modern Organisational   Citizenship   Behaviour.   Thus   the   study      manager
+concluded that practice of Integrated Yoga can bring better	The  subjects  in  the  control  group  were  not  given  any organizational   climate   which   can   bring   organizational	intervention.
+success.	Assessments:
+Details of study design:	The Big Five Inventory developed by  Oliver P.John Aim: The aim of the study is to see if conscientiousness is           and Sanjaya Srivastava was used to assess the changes in improved by practice of Integrated Yoga                                            conscientiousness . It is a five point likert scale , contains 44 Subjects: The subjects for the study were 102 employees      questions  , and 9 of them are related to Conscientiousness. (after  considering  drop  outs     the  study),  51  of  them      It has a reliability of .82 and validity of .92
+Figure 1: A schematic representation of the study plan
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+Soni et. al/ Effect of Yoga on Conscientiousness and Performance of Employees: An Action Research Study
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+Table 1: Age and job experience of subjects	Table 2: Sector wise distribution of subjects
+Age of	Experience	Age of	Experience	Sectors	Intervention	Control Intervention	Of	Control	Of Control                                                       group	group group	intervention	group	group	IT and related	21	20
+group	Finance and	14	13
+Mean	34.784	10.627	32.21	7.2157	related
+std	6.6677	6.1722	4.7744	4.265	Others	16	18 dev
+Table 1 represents age and experience of subjects.	shows that the background of subjects in terms of age  and The average age of subjects in intervention group is 34.7	experience  in  control  group  and  intervention  group  is years with standard deviation of 6.6 where as the average	similar.
+age  of  subjects  in  control  group  is  32.21  with  standard	Table  2  represents  the  industries  in  which  the deviation  of  4.77.  The  average  experience  of  subjects  in      subjects are employed. For the sake of study, the industries intervention group is 10.6 years with standard deviation of      are  divided  as  1)  Information  Technology  and  related 6.17 where as the average experience of subjects in control      services   like   BPO,   electronics   2)   Finance   and   related group is 7.21 years with standard deviation of 4.2 years.      services    include	banking,	insurance,	mutual	funds, The average experience of subjects of intervention group is      accounting  services  3)  those  who  do  not  fall  under  the about 3.4 years more than that of control group. This is in      above  two are categorized as ‘others’.   The table shows the line with the average age of subjects, where average age of      similarity  in  distribution  of  the  subjects  in  both  control subjects in intervention group is more by 2.5 years.  Table 1      group and intervention group.
+
+
+Table 3: Mean Change in scores of Conscientiousness in Intervention group during the study Pre	Pre	Post1	Post1	Post2
+(Yoga group)	(control group)	(yoga group)	(control group)	(yoga group) Mean	28.549                   28.176	31.2549	28.705	33.65
+SD	3.8367	4.2056	3.931246	4.0843	4.46 Change                                                                              9.6  %	1.88%	18 %
+
+
+Post 2
+(control group) 28.96
+4.9 2.78%
+
+
+
+Table  3  represents  the  average  changes  in  the conscientiousness   among   the   subjects   in   intervention group and control group. Since the total number of items in conscientious are nine and scales are five, the maximum score is 45. The pre study   i.e., base line data shows that score of conscientiousness is 28.54 with standard deviation of 3.8 in subjects of intervention group whereas the same for control group is 28.17 and 4.2 respectively which show that the subjects have similar traits before the study. The post 1 study  i.e., data in the middle of the study shows that there is 9.6% increase in conscientiousness in intervention group  ,but  only  1.88%  increase  in  conscientiousness  in control group. Similarly post 2 study i.e., data at the end of the study compared to beginning of study shows there is 18%  increase  in  conscientiousness  where  as  it  is  only 2.78% in control group. These clearly indicate the increase of conscientiousness by 6.5 times more  from beginning of study to the end of the study, in intervention group than in control group.
+Since the design of the study requires repetitive studies of the same subjects, Repetitive Measures ANOVA i.e. RMANOVA test  was used to analyse the data which are collected before  the study(pre study), in the middle of the study(post1  study)  and  at  the  end  of  the  study(post2 study) both for intervention group and control group. The results of the shown in the table 4
+Table 4: Change in Conscientiousness- between groups Time factor	Group	Significance (p value)
+Pre	Y1 vs c1	.056 Post 1	Y2 vs c2	.000** Post 2	Y3 vs c3	.000**
+Table	5	shows	that	the	difference	in conscientiousness  among  subjects  in  intervention  group and control group before the study i.e, baseline data is not significant    (p>.05).    It	shows    that	the    score    of conscientiousness is relatively same in the subjects of both groups before study. Post 1 data i.e data in the middle of
+
+the  study  show  that  there  is  significant  increase  in  the conscientiousness   in   intervention   group   compared   to control group (p < .001).Post 2 study i.,e data at the end of the  study  shows  that  there  is  significant  increase  in  the conscientiousness   in   intervention   group   compared   to control group (p < .001).
+Table 5: Changes in Conscientiousness- Within group Group	Time factor	Significance (p value) Yoga	Pre  vs post 1	.000**
+Pre  vs post 2              .000** Post 1 vs post  2       .000**
+Control	Pre  vs post 1	.275 Pre  vs post 2	.327 Post 1 vs post  2	1.000
+Table 5 shows changes in Conscientiousness with in Intervention group and control group during the study. It shows a continuous increase in conscientiousness from beginning to middle(p<.001), middle to end(p<.001) and beginning to end (p<.001) in subjects of intervention group . There is no significant increase in conscientiousness from beginning  to  middle(p>0.05),  middle  to  end(p>.05)  and beginning to end (p>.05) in subjects of control group Notes:
+• ** indicates that the values are significant
+• Pre,post1,post2 means the Study before intervention (baseline data), study in the middle of intervention, study at the end of  intervention respectively
+• Y1,Y2,Y3  means yoga group(intervention group) at the time of before study, middle of study, after study
+• C1,C2,C3 means control group at the time of before study, middle of study, after study
+Limitations of the study and recommendations:
+1.	The  subjects  are  from  different  organizations  and sectors. The changes in environment of their respective organizations and sectors during the study period may affect   their   responses.   For   further   research,   It   is
+
+
+49
+Soni et. al/ Effect of Yoga on Conscientiousness and Performance of Employees: An Action Research Study
+
+
+recommended    to    have    subjects    from    the    same organization.
+2.	 The control group is not given any intervention, which may  affect  their  interest   to  give  response  to   the questionnaires and affect its accuracy. Considering the ethical issues it is difficult for an outsider to insist on interest  of  subjects  of  control  group  while  giving responses.  For further research, it is recommended to give some non yoga intervention to control group.
+3.	It  is  recommended  for  further  research  that  if  the intervention   for   both   groups   is   given   within   the organization, the same physical and office environment for  all  subjects  in  both  groups  can  ensure  better accuracy, unbiased responses.
+CONCLUSIONS
+The following conclusions can be drawn  from the study
+1.  Personality of employee especially consciousness has an impact on the performance of employee
+2.  Personality is changeable by suitable environment and training
+3.  Practice	of	Integrated	Yoga	brings	a	positive transformation   in   the   personality   traits   especially Conscientiousness
+4.  The implication of the above points is that practice of Integrated   Yoga   can   improve   the   performance   of employee.
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+
+
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+How to cite this article: K.B.AKHILESH, H.R.NAGENDRA, Chokkalingam Sony Kumari. Effect of Yoga on Conscientiousness and Performance of Employees: An Action Research Study. Innovative Journal of Business and Management, [S.l.], v. 4, n. 3, p. 45-51, jun. 2015. ISSN 2277-4947.
+Available at: <http://innovativejournal.in/ijbm/index.php/ijbm/article/view/22>. Date accessed: 27 Jun. 2015. doi:10.15520/ijbm.vol4.iss3.22.pp45-51.
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subfolder_0/Effect of Yoga on anxiety, depression and self-esteem in orphanage residents_ A pilot study.txt

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+Ayu. 2016 Jan-Mar; 37(1): 22–25.
+doi: 10.4103/ayu.AYU_158_15
+PMCID: PMC5541462
+PMID: 28827951
+Effect of Yoga on anxiety, depression and self-esteem in orphanage
+residents: A pilot study
+Ravishankar Tejvani, Kashinath G. Metri, Jyotsna Agrawal,  and H.R. Nagendra
+Division of Yoga and Life Sciences, Swami Vivekananda Yoga Anusandhana Samsthana, Bengaluru,
+Karnataka, India
+Department of Clinical Psychology, National Institute of Mental Health and Neurosciences, Bengaluru,
+Karnataka, India
+Address for correspondence: Dr. Kashinath G. Metri, Assistant Professor, Division of Yoga and Life
+Sciences, Swami Vivekananda Yoga Anusandhana Samsthana, Bengaluru - 560 019, Karnataka, India. E-mail:
+[email protected]
+Copyright : © 2017 AYU (An International quarterly journal of research in Ayurveda)
+This is an open access article distributed under the terms of the Creative Commons Attribution-
+NonCommercial-ShareAlike 3.0 License, which allows others to remix, tweak, and build upon the work non-
+commercially, as long as the author is credited and the new creations are licensed under the identical terms.
+Abstract
+Introduction:
+There has been an increase in a number of orphanages and children living in orphanages in last few
+years. The children living in orphanages often have psychological problems among which anxiety,
+depression, and low self-esteem are considered to be most prominent. Yoga is a noninvasive, cost-
+effective, and safe intervention among complementary and alternative medicine which is known to
+have a positive impact on psychological problems.
+Aims:
+The present pilot study intended to assess the effect of a two week Yoga intervention on anxiety,
+depression, and self-esteem of adolescents and young adults living in an orphanage.
+Materials and Methods:
+Adolescent and young adults participants who were the permanent residents of an orphanage (n = 34;
+males = 27, females = 7) between age ranges of 12–20 years underwent 2 week of Yoga intervention.
+Yoga intervention comprised Asana (Yogic postures), Pranayama (Yogic breathing practices), and
+Dharana-Dhyana (Yogic relaxation techniques) for 1 h daily over 15 days. Hospital anxiety and
+depression and Rosenberg self-esteem scale were administered at baseline and after the intervention to
+assess anxiety, depression, and self-esteem, respectively.
+Results:
+There was a significant reduction (P = 0.001) in anxiety, depression, and significant improvement in
+self-esteem (P = 0.001) at the end of 2 weeks Yoga intervention.
+Conclusions:
+1
+1
+This pilot study suggests that 2 weeks of Yoga practice potentially reduced anxiety and depression and
+improved self-esteem of orphanage adolescents and young adults. These findings need confirmation
+from studies with a larger sample size and randomized controlled design, which are implicated in the
+future.
+Keywords: Adolescents, anxiety, depression, orphanage, self-esteem, Yoga
+Introduction
+It takes a parent, family, and community to bring up a healthy child through love, nurturance, and
+gentle guidance. When children are neglected and abandoned or even abused, it may lead to a severe
+effect on them lasting till lifetime. Several studies have shown such effects of child abuse and neglect
+although the outcome may vary as a function of the interaction between specific genes and
+environmental conditions.[1] Children living in orphanages not only have to face challenges such as
+malnutrition, crowded living spaces, and lack of parental care which have been shown having a
+deleterious effect on development[2] but they may also have psychological difficulties such as
+loneliness, sense of abandonment, and difficulties in identity formation. One study from South Asia
+found behavioral problems in around 33% orphanage children.[3] In another comparative study
+between 52 adolescents living in an orphanage and 55 nonorphanage residents, it was reported that
+participants living in the orphanage had significantly higher anxiety, depression, negative self-concept,
+hostility, and Global Severity Index points than the control group.[4] Further, children living in
+orphanages often have low self-esteem.[5]
+Yoga is one of the alternatives and complementary medicine interventions, which is noninvasive, safe,
+as well as cost-effective. It has found to be effective in many clinical health conditions such as
+hypertension, diabetes, asthma, Parkinson's disease,[6] as well as psychological problems such as
+anxiety[7] and depression.[8] In a study with school children, it was found that 10 days of residential
+Yoga program improved short-term and working memory.[9] In another study, 8 weeks of mindful
+awareness practice 30 min/session, 3 sessions/week showed a significant improvement in cognitive
+functions.[10]
+However, none of the earlier studies have looked into the effects of a short termYoga intervention on
+anxiety, depression, and self-esteem in orphanage adolescents and young adults. Hence, this pilot study
+was conducted to explore this area.
+Materials and methods
+Thirty-four adolescents and young adults’ residents of an orphanage Manav Mandir Gurukul, New
+Delhi, were enrolled in this study. The participants were from both the genders (boys = 27 and girls =
+7) and in the age ranges of 12–20 years.
+Informed consent was obtained from both the participants and head of the orphanage home before the
+commencement of the study. Those participants not willing to participate in the study and those who
+had previous exposure to any form of Yoga were also excluded from the study. The study was approved
+by the Institutional Board of Directorate of distance education, Swami Vivekananda Yoga
+Anusandhana Samsthana University (no. 407/12-54; Dt. 16 February, 2015).
+Exclusion criteria
+Participants with a history of any acute or chronic disease, recent surgery, or under any long-term
+antipsychotic medications were excluded from the study. Demographic details of the participants are
+mentioned in Table 1.
+Table 1
+The demographic details of the participants
+Yoga module: Intervention
+Asanas: Ardhakati Chakrasana (half waist pose), Pada Hastasana (hand feet pose), Vakrasana
+(diamond pose), Bhujangasana (cobra pose), Shalabhasana (locus pose), Vajrasana (diamond
+pose), etc.
+Pranayama: Nadishudhi Pranayama (alternate nostril breathing), Bhramari Pranayama
+(humming sound while exhalation), sectional breathing, etc., breathing practices – hands in and
+out breathing and ankle stretch breathing
+Suryanamaskara (twelve steps sun postures): Five rounds (increased day by day) – up to 12
+rounds
+QRT – Quick Relaxation Technique and A-U-M and OM chanting
+Deep relaxation technique OM meditation.
+Criteria for assessment
+Both anxiety and depression were assessed at baseline and after 2 weeks of yoga intervention using
+Hospital Anxiety Depression Scale (HADS). While self-esteem was assessed using Rosenberg self-
+esteem scale.
+Anxiety and depression
+HADS[11] is a self-assessment scale, it is designed to assess the dimensions of anxiety and depression
+in nonpsychiatric participants in both hospital and community settings.[12] It is a validated and reliable
+tool to diagnose anxiety and depression in adolescents[13] and has been used for research in many
+surveys with the adolescent population.[14] It has got 14 items, which are divided into two subscales of
+seven items each, to measure the levels of anxiety and depression. Each item is rated on a scale from 0
+(not at all) to 3 (very much). This is a popular and reliable scale, with Cronbach's alpha of 0.89.[15]
+Self-esteem
+The Rosenberg self-esteem scale is a widely used self-report scale for evaluating individual self-
+esteem[16] on a global basis.[17] It has been used in many studies to assess self-esteem in the
+adolescent population.[18] It is a 10-item scale that measures global self-worth by measuring both
+positive and negative feelings about the self. All items are answered using a 4-point Likert scale.
+Intervention
+All the participants underwent 2 weeks of Yoga intervention 1 h daily for 6 days/week. Yoga was
+taught by an expert Yoga instructor.
+Data analysis
+Data were analyzed using the SPSS version 10 (IBM SPSS data analytics, headquartered in Armonk,
+New York, United States). Data of all variables, except anxiety, were found to be not normally
+distributed by Kolmogorov–Smirnov test. Wilcoxon signed rank test was applied to see pre–post
+changes and paired sample t-test was applied to find pre–post difference in the anxiety level.
+Observations and results
+At the baseline, we observed that a total number of the participants having HADS anxiety and
+depression score above 11, suggestive of clinical anxiety and depression were 15 (42.82%) and 03
+(8.5%), respectively. After 2 weeks of yoga intervention, these numbers fell down to 1 and 1,
+respectively. A significant reduction in a number of the participants having clinical anxiety (P < 0.001,
+−93.33%) and depression (P < 0.001, −66.66%) was observed at the end of the intervention [Table 2].
+Table 2
+The number of participants with clinical anxiety and depression before and after Yoga
+intervention
+A significant reduction in depression (P < 0.001; −32.98%) and anxiety (P < 0.001; −32.95%) along
+with significant improvement in self-esteem (P < 0.001; +19.24%) was also observed at the end of 2
+weeks [Table 3].
+Table 3
+Effect of Yoga intervention after 15 days (n=35)
+Discussion
+This study aimed to test the effect of short-term (2 weeks) Yoga intervention on anxiety, depression,
+and self-esteem in adolescent and young adult participants living in an orphanage. On post
+intervention, it is observed that a significant reduction in anxiety and depression along with a
+significant increase in self-esteem. Also a significant decrease in the number of the participants having
+clinical anxiety and depression after 2 weeks of Yoga intervention was observed. During the
+intervention phase, most of the participants were enthusiastic and motivated. Participants enjoyed the
+Yoga sessions, and no adverse effects of Yoga practice were reported.
+In one of the earlier comparative studies between Yoga intervention and a control dance group with
+orphanage children having trauma-related distress, the participants showed significant improvements in
+symptoms after participation in an 8-week Yoga program as compared to controls.[19] Apart from this,
+Yoga is widely used in the adolescent population (nonorphanage) in many health-related conditions and
+one study with irritable bowel syndrome found 4 weeks of Yoga practice reduces anxiety, depression,
+pain, and functional disability.[20]
+One possible mechanism behind these findings could be that Yoga improves autonomic functions
+through influencing neurohormonal mechanisms that suppress sympathetic activity through
+downregulation of the hypothalamic–pituitary–adrenal axis.[21] Reduced sympathetic activity leads to
+enhanced physical and mental relaxation. This may help in reducing anxiety, depression, and improve
+self-esteem. It has been reported that active participation in practice and increased physical activity
+may improve self-esteem[22] by improving perceived physical competence. Structured group physical
+activity program for the management of depression is a part of the treatment guidelines.
+It is relevant to mention that in our study, we found the prevalence of anxiety is more than the
+prevalence of depression in this orphanage. One possible reason behind high anxiety levels in this age
+group may be related to worries about their career and uncertainty about future.
+To the best of our knowledge, there are very few studies which have focused on the adolescent
+population living in orphanages. Therefore, in future, another study may be planned with the inclusion
+of a randomly assigned control group which can be given an intervention package of only physical
+exercise and relaxation by a trainer. This will control factors such as increased activity, as well as the
+interpersonal interaction, influencing the outcome. The blind objective behavioral rating can also be
+included as an outcome measure in future. Long-term follow-up may also be done to assess whether
+these children are able to sustain motivation to engage in Yoga once the intervention is over.
+In summary, study results support the earlier findings about the efficacy of Yoga-based intervention in
+at-risk children and adolescents to significantly reduce anxiety and depression, even with a short-term
+intervention. More studies are required to explore the feasibility of scaling up such interventions as a
+preventive public mental measure.
+Future studies should be carried out with larger sample size, proper randomization, and inclusion of an
+active control group. Duration of intervention should be increased and long-term effect should be
+studied. The intervention should also include counseling sessions and other components of Yoga such
+as Yama and Niyama. Assessment tools may include other robust objective variables such as heart rate
+variability, muscle strength, cognitive functions, mindfulness, and emotional states.
+Conclusions
+Two weeks of Yoga intervention may help in reducing anxiety and depression and may improve self-
+esteem in orphanage adolescents and young adults. However, further randomized controlled studies are
+required to confirm these findings. The limitations of this study were a short period of intervention and
+lack of a control group. However, as a pilot study, this research has brought new insights into the
+potential positive role of Yoga on psychological states in adolescents and young adults living in
+orphanages.
+Financial support and sponsorship
+Nil.
+Conflicts of interest
+There are no conflicts of interest.
+References
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subfolder_0/Effect of Yoga on depression and Quality of Life in Drug Abuser.txt

@@ -0,0 +1,664 @@
+ 
+Int. J. Ayur. Pharma Research, 2014; 2(2): 61-65  
+ ISSN: 2322 - 0910 
+ 
+ 
+Available online at : http://ijapr.in 
+Page 61 
+International Journal of Ayurveda and Pharma Research 
+ Research Article 
+EFFECT OF YOGA ON DEPRESSION AND QUALITY OF LIFE IN DRUG ABUSERS 
+Naorem Jiteswori Devi1, Thongam Benji Singh2, Subramanya P.3* 
+1Ph.D. Scholar, Division of Yoga and Humanities, S-VYASA, Bangalore, Karnataka, India.  
+2Department of Distance Education, S-VYASA, Bangalore, Karnataka, India. 
+ 
+*3Assistant professor, Department of Distance Education, S-VYASA, Bangalore, Karnataka, India.  
+ABSTRACT 
+Background: Drug abuse including alcohol may lead to health problems, social 
+problems, morbidity, injuries, unprotected sex, violence, deaths, motor vehicle 
+accidents, homicides, suicides, physical dependence or psychological addiction. 
+Objectives: To study the efficacy of yoga on Quality of life of drug abusers and to study 
+the efficacy of Yoga on measures of depression of drug abusers. Methods and 
+Materials: 66 drug abused males with the mean age of 32.50±9.86 years participated in 
+the randomized control trial pre and post study. BDI-II and WHOQOL-BREF were used 
+to assess depression score and quality of life before and after. Statistical analysis: 
+Shapiro - Wilk, Wilcoxon signed rank test and Mann Whitney test were used for 
+analyzing the data with the help of SPSS 16. Results: There was significant reduction 
+after yoga intervention in depression scores (BDI-II) (p=0.000) and significant increase 
+in Quality of life Domain 1, 2 and 3 (p=0.000, p=0.043, p=0.015). There was no 
+significant increase in QOL Domain 4 (p=0.089). Regarding wait list control group, after 
+the intervention programme, there was significant reduction in depression score, 
+(p=0.040) and no significant increase in QOLBREF score in all four domains. 
+Conclusion: Thus this study has shown that Yoga practice can help in reducing 
+depression symptoms and increased quality of life in drug abuser. 
+KEYWORDS: Yoga Therapy, Alcohol Abusers, Drug abusers, Depression, Quality of Life. 
+INTRODUCTION 
+Substance abuse refers to the harmful or 
+hazardous use of psychoactive substances, 
+including alcohol and illicit drugs. Psychoactive 
+substance use can lead to dependence syndrome 
+- a cluster of behavioral, cognitive, and 
+physiological phenomena that develop after 
+repeated substance use and that typically include 
+a strong desire to take the drug, difficulties in 
+controlling its use, persisting in its use despite 
+harmful consequences, a higher priority given to 
+drug use than to other activities and obligations, 
+increased tolerance, and sometimes a physical 
+withdrawal state. [1] 
+Depending on the actual compound, drug 
+abuse including alcohol may lead to health 
+problems, social problems, morbidity, injuries, 
+unprotected sex, violence, deaths, motor vehicle 
+accidents, 
+homicides, 
+suicides, 
+physical 
+dependence or psychological addiction.[2] There 
+is a high rate of suicide in alcoholics and other 
+drug abusers. The reasons believed to cause the 
+increased risk of suicide include the long-term 
+abuse of alcohol and other drugs causing 
+physiological distortion of brain chemistry as 
+well as the social isolation. Another factor is the 
+acute intoxicating effects of the drugs may make 
+suicide more likely to occur. Suicide is also very 
+common in adolescent alcohol abusers, with 1 in 
+4 suicides in adolescents being related to alcohol 
+abuse. [3] 
+Severe anxiety and depression are 
+commonly induced by sustained alcohol abuse 
+which in most cases abates with prolonged 
+abstinence. Even moderate alcohol sustained use 
+may increase anxiety and depression levels in 
+some individuals. In most cases these drug 
+induced psychiatric disorders fade away with 
+prolonged abstinence.[4] Drug abuse makes 
+central nervous system (CNS) effects, which 
+produce changes in mood, levels of awareness or 
+perceptions and sensations. Most of these drugs 
+also alter systems other than the CNS. Some of 
+these are often thought of being abused. Some 
+drugs appear to be more likely to lead to 
+Subramanya P et al. Effect of Yoga Therapy on Depression and Quality of Life in Drug Abusers 
+ 
+Available online at : http://ijapr.in 
+Page 62 
+uncontrolled use than others.[5] A study which 
+was 
+done 
+in 
+Manipur[6] 
+concluded 
+that 
+prevalence of tobacco and alcohol use was high 
+among students. Familial use of substances was 
+associated with the behavior of adolescents. 
+Friends were the key proximal determinant. 
+ 
+According to yogic science, psychological 
+problems arise due to the unbalance speed of 
+mind. Yoga is the science to control the mind. 
+The disturbance in the mind is the real cause of 
+the problem. Many studies conclude that yoga 
+improves mental health. A study shows that 
+mindfulness meditation improve psychological 
+well being and reduce psychological symptoms 
+of stress related problems, illness and anxiety. [7] 
+Another study was done on brief lifestyle 
+intervention, based on yoga, on anxiety level in 
+normal 
+and 
+diseased 
+subjects.[8] 
+The 
+intervention consisted of Asana, Pranayama, 
+relaxation techniques, group support, lecture 
+and film on philosophy of yoga, place of yoga in 
+daily life, meditation, stress management and 
+nutrition. 
+It was 
+concluded 
+that 
+lifestyle 
+modification 
+based 
+on 
+yoga 
+and 
+stress 
+management leads to remarkable reduction in 
+anxiety score within a period of ten days. Yogic 
+breathing (Pranayama) relieves post traumatic 
+stress disorder (PTSD) and depression.[9] Yoga 
+has been used as a tool for stress management 
+that can assist in alleviating depression and 
+anxiety disorders.  
+OBJECTIVES: To study the efficacy of yoga on 
+Quality of life and depression scores of drug 
+abusers.  
+METHODS AND MATERIALS 
+Subjects: 66 drug abused male with the mean of 
+age 32.50±9.86 years participated in the study. 
+Inclusion criteria 
+ 
+Drug abuse 18 – 40 years old. 
+Exclusion criteria 
+ 
+Complicated medical condition. 
+Source of Subjects 
+Study participants were obtained from 
+two de-addiction centers in Imphal, Manipur. 
+Place of Study 
+ 
+This study is conducted at the following 
+two drug de-addiction centers Newlife drug de-
+addiction centre, Airport road, Changanggei, 
+opposite ISKON temple, Imphal, Manipur. 
+Devinelight drug de-addiction centre, Canchipur, 
+Near Manipur University, Imphal, Manipur. 
+Food and other restrictions 
+ 
+The participants were served both 
+vegetarian and non-vegetarian food at the de-
+addiction centers. Alcohol, tobacco and other 
+intoxicating drugs are strictly prohibited by the 
+rules of the de-addiction centre. 
+ 
+Ethical Considerations 
+The study was approved by the IRB of S-
+VYASA University. Signed informed consent of all 
+subjects was obtained after explaining the study 
+in detail. 
+Design 
+Randomized control trial (Yoga and wait 
+list control groups). The yoga group had 
+undergone Yoga intervention program for 4 
+week. Participants in the control group would 
+undergone 
+day 
+to 
+day 
+regular 
+activities. 
+Assessments were made before and after the 4 
+weeks program in two groups. 
+Assessments 
+Assessments were made on two groups 
+before and after the 4 weeks of intervention. The 
+following Psychological variables were assessed: 
+Beck Depression Inventory (BDI-II) 
+The Beck Depression Inventory (BDI) is a 
+21-item, self-report questionnaire that assesses 
+depressive symptoms experienced in the past 
+two weeks. Scores range from 0 to 63, with 
+higher scores 
+indicating 
+higher levels 
+of 
+depressive symptoms. [10] The BDI-II is positively 
+correlated with the Hamilton Depression Rating 
+Scale with a Pearson r of 0.71, showing good 
+agreement. The test was also shown to have a 
+high one-week test–retest reliability (Pearson r 
+=0.93).[11] 
+WHO Quality of Life –BREF 
+The 
+WHOQOL-BREF 
+instrument 
+comprises 
+26 
+items, 
+which 
+measure 
+the 
+following 
+broad 
+domains: 
+physical 
+health, 
+psychological health, social relationships, and 
+environment. Conbach alpha value for each of 
+the domain scores range from 0.71 to 0.86 which 
+shows good internal consistency. [12]  
+Intervention 
+The intervention was for 4 weeks and 
+consisted of one hour and ten minutes of Yoga 
+practices every day. The schedule for 1 week (6 
+days) is detailed in Table 1 below. Table 2 shows 
+the demographic data.  
+ 
+Int. J. Ayur. Pharma Research, 2014; 2(2): 61-65  
+ ISSN: 2322 - 0910 
+ 
+Available online at : http://ijapr.in 
+Page 63 
+Table 1: Daily Yoga Practices 
+Name of practice 
+Duration 
+Warming up  
+10 minutes 
+Surya Namaskara 
+15 minutes 
+Relaxation Techniques(QRT)- in Savasana 
+4 minutes 
+Asanas: 
+Set 1: Standing – Ardha kati chakrasana, Ardha chakrasana, Trikonasana, 
+Virabhadrasana 1 and 2, Parsvakonasana 
+Set 2: Sitting – Vakrasana, Ardha matsyendrasana, Paschimottanasana, Ustrasana, 
+Vajrasana 
+Set 3: Supine – Naukasana, Viparitta karani, Chakrasana, Setubandhasana. 
+Set 4: Prone – Bhujangasana, Dhanurasana, Salabhasana. 
+20 minutes 
+Each day only 
+one set of 
+Asanas are 
+practiced 
+Relaxation techniques(DRT)- in Savasana 
+6 minutes 
+Pranayama 
+15 minutes 
+Table 2: Demographic data 
+Group characteristics 
+Yoga 
+Control 
+AGE: 
+18 – 40 
+41 – 60 
+OCCUPATION: 
+Student 
+Employed 
+Unemployed 
+MARITAL STATUS: 
+Married 
+Single 
+RELIGION: 
+Islam 
+Christian 
+Hindu 
+FAMILY MONTHLY INCOME: 
+3,500 - 15,000 
+15,000 - 25,000 
+25,000 and above 
+ABUSED SUBSTANCE: 
+Spasmo proxyvon 
+Alcohol 
+Heroin 
+Others 
+QUALIFICATION: 
+Matriculation 
+P.U. 
+Graduate 
+ 
+32.30±9.65 
+26(78.78%) 
+7(21.21%) 
+ 
+6(18.18%) 
+19(57.57%) 
+8(24.24%) 
+ 
+17(51.51%) 
+16(48.48%) 
+ 
+5(15.15%) 
+4(12.12%) 
+24(72.72%) 
+ 
+20(60.60%) 
+8(24.24%) 
+5(15.15%) 
+ 
+13(39.39%) 
+10(30.30%) 
+9(27.27%) 
+1(3.03%) 
+ 
+14(42.42%) 
+13(39.39%) 
+6(18.18%) 
+ 
+32.70±10.13 
+26(78.78%) 
+7(21.21%) 
+ 
+1(3.03%) 
+30(90.90%) 
+2(6.06%) 
+ 
+24(72.72%) 
+9(27.27%) 
+ 
+0 
+4(12.12%) 
+29(87.87%) 
+ 
+17(51.51%) 
+10(30.30%) 
+7(21.21%) 
+ 
+14(42.42%) 
+7(21.21%) 
+11(33.33%) 
+1(3.03%) 
+ 
+18(54.54%) 
+9(27.27%) 
+6(18.18%) 
+ 
+Data Extraction 
+Data were extracted using standard 
+procedures for all the variables. Psychological 
+variables were scored as per standard scoring 
+guidelines. Data will be organized and tabulated 
+for statistical analysis. 
+Data Analysis 
+Data was analyzed using statistical 
+package SPSS software (Version 16.0). Baseline 
+values were not significantly different. As the 
+data was not normally distributed, Wilcoxon 
+Subramanya P et al. Effect of Yoga Therapy on Depression and Quality of Life in Drug Abusers 
+ 
+Available online at : http://ijapr.in 
+Page 64 
+signed ranks’ test was used to compare means 
+within the group and the Mann Whitney U test to 
+compare the means between the groups. 
+Results and discussion 
+There was significant reduction after 
+yoga intervention in depression scores (BDI-II) 
+(p=0.000) and significantly increased in Quality 
+of life Domain 1, 2 and 3 (p=0.000, p=0.043, 
+p=0.015). There was no significant increase in 
+QOL Domain 4(p=0.089). 
+Regarding wait list control group, after 
+the 
+intervention 
+programmed, 
+there 
+was 
+significantly reduction in depression score, 
+(p=0.040) 
+and 
+no 
+significant increase 
+in 
+QOLBREF score in all four domains (p=0.58, 
+p=0.37, p= 0.67, p=0.18) respectively.  
+Table 3: Wilcoxon signed rank test for Yoga group 
+Parameters 
+Pre(Mean ± SD) 
+Post(Mean ± SD) 
+P value 
+BDI II 
+32.03±10.65 
+18.57±10.59 
+0.00 
+QOL-BREF (Domain 1) 
+21.75±5.89 
+25.24±3.81 
+0.00 
+QOL-BREF (Domain 2) 
+19.42±4.61 
+21.27±3.88 
+0.043 
+QOL-BREF (Domain 3) 
+9.75±2.63 
+11.15±2.45 
+0.015 
+QOL-BREF (Domain 4) 
+23.87±6.33 
+25.96±5.74 
+0.089 
+**p<0.001 and *p<0.05 
+Table 4: Wilcoxon signed rank test for control group 
+Parameters 
+Pre (Mean ± SD) 
+Post(Mean ± SD) 
+P value 
+BDI 
+29.39±8.25 
+27.51±8.10 
+0.040 
+QOL-BREF (Domain 1) 
+21.96±3.76 
+21.69±3.94 
+0.58 
+QOL-BREF (Domain 2) 
+17.81±3.20 
+18.12±3.14 
+0.37 
+QOL-BREF (Domain 3) 
+9.21±1.93 
+9.12±1.93 
+0.67 
+QOL-BREF (Domain 4) 
+23.33±3.70 
+22.51±3.01 
+0.18 
+*p<0.05 
+Table 5: Mann-Whitney test to show difference of depression scores between yoga and control 
+after the intervention 
+Parameters 
+Post yoga 
+Post control 
+P value 
+BDI II 
+18.57±8.10 
+29.39±10.65 
+0.001 
+**P<0.001 
+The present study evaluated the effect of 
+Yoga on drug addiction, depression and quality 
+of life levels in drug abuse. The study has shown 
+that there was a significant reduction after yoga 
+practice in depression scores (BDI-II), and 
+increased in quality of life score except in 
+domain 4 (WHOQOL-BREF).  
+Yoga has been shown to be an adjunct in 
+rehabilitation 
+of 
+drug 
+abusers. 
+Previously 
+reported substance abuse interventions based 
+on yoga are believed to provide benefits on 
+psychological and psychosocial factors. The 
+practice of meditation was reported to decrease 
+the degree of substance (marijuana) abuse, by 
+strengthening the mental resolve and decreasing 
+the anxiety.[13] A study on mood state and quality 
+of life of female heroin addicts showed that after 
+yoga intervention a significant improvement in 
+mood status and quality of life over time 
+compared with their counterparts in the control 
+group.[14] Simple yogic-style breathing exercises 
+can reduce cigarette craving acutely in the 
+laboratory[15]. Another study was done on pilot 
+treatment program for substance abuse that 
+integrated a comprehensive array of yoga, 
+meditation, spiritual and mind-body techniques. 
+It showed improvements on a number of 
+psychological 
+self-report 
+questionnaires 
+including 
+the 
+Behavior 
+and 
+Symptom 
+Identification Scale and the Quality of Recovery 
+Index. 
+It 
+concluded 
+that 
+application 
+of 
+comprehensive spiritual lifestyle interventions 
+may prove effective in treating substance abuse. 
+This study is consistent with these findings, 
+indicating that practice of the yoga can help in 
+improving 
+quality 
+of 
+life 
+and 
+reducing 
+depression in drug abusers. [16] 
+This research was done by using only 
+psychological parameters. There was no long 
+term follow up. For the future research, some of 
+the physiological parameters can be used with 
+long term follow up to see better results. 
+ CONCLUSION 
+Thus this study has shown that four 
+weeks Yoga practice can help in reducing 
+ 
+Int. J. Ayur. Pharma Research, 2014; 2(2): 61-65  
+ ISSN: 2322 - 0910 
+ 
+Available online at : http://ijapr.in 
+Page 65 
+depression symptoms and increased quality of 
+life in drug abusers. To better evaluate the 
+impact of yoga on prevention and the treatment 
+of depression and the improvement of quality of 
+life, further studies are needed which include 
+long term follow up, larger sample sizes and 
+controlled group should engaged in some 
+physical activity. 
+REFERENCES 
+1.  WHO | Substance abuse. World Heal Organ 
+[Internet]. World Health Organization; [cited 
+2014 
+Apr 
+12]; 
+Available 
+from: 
+http://www.who.int/topics/substance_abuse/e
+n/ 
+2.  Burke PJ, O’Sullivan J, Vaughan BL. Adolescent 
+substance 
+use: 
+brief 
+interventions 
+by 
+emergency care providers. Pediatr Emerg Care. 
+2005;21:770–6.  
+3.  O’Connor RC, P. Sheehy N. Suicidal Behaviour. 
+Psychologist. 2001;14(1):20–4.  
+4.  Evans K, Sullivan JM. Dual Diagnosis: Counseling 
+the Mentally Ill Substance Abuser [Internet]. 
+Guilford Press; 2001 [cited 2014 Apr 12]. 
+Available 
+from: 
+http://books.google.com/books?id=lvUzR0obih
+EC&pgis=1 
+5.  Jaffe J. Drug addiction and drug abuse. In: 
+Goodman 
+LS, 
+Gilman 
+A, 
+editors. 
+The 
+pharmacological basis of therapeutics. 5th ed. 
+MacMillan publishers, New York; 1975. p. 284–
+324.  
+6.  Ningombam S, Hutin Y, Murhekar M V. 
+Prevalence and pattern of substance use among 
+the higher secondary school students of Imphal, 
+Manipur, India. Natl Med J India [Internet]. 2011 
+[cited 2014 Apr 12];24(1):11–5. Available from: 
+http://www.ncbi.nlm.nih.gov/pubmed/216083
+51 
+7.  Carmody J, Baer RA. Relationships between 
+mindfulness practice and levels of mindfulness, 
+medical and psychological symptoms and well-
+being in a mindfulness-based stress reduction 
+program. J Behav Med. 2008;31:23–33.  
+8.  Gupta N, Khera S, Vempati RP, Sharma R, Bijlani 
+RL. Effect of yoga based lifestyle intervention on 
+state and trait anxiety. Indian J Physiol 
+Pharmacol [Internet]. 2006 [cited 2014 Apr 
+12];50(1):41–7. 
+Available 
+from: 
+http://www.ncbi.nlm.nih.gov/pubmed/168509
+02 
+9.  Descilo T, Vedamurtachar A, Gerbarg PL, 
+Nagaraja D, Gangadhar BN, Damodaran B, et al. 
+Effects of a yoga breath intervention alone and 
+in combination with an exposure therapy for 
+post-traumatic stress disorder and depression 
+in survivors of the 2004 South-East Asia 
+tsunami. Acta Psychiatr Scand. 2010;121:289–
+300.  
+10.  Beck AT, Ward CH, Mendelson M, Mock J, 
+Erbaugh 
+J. 
+An 
+inventory 
+for 
+measuring 
+depression. Arch Gen Psychiatry. 1961;4:561–
+71.  
+11.  Beck AT, Steer RA, Brown GK. Manual for the 
+Beck depression inventory-II. San Antonio, TX 
+Psychol Corp [Internet]. 1996;1–82. Available 
+from: 
+http://scholar.google.com/scholar?hl=en&btnG
+=Search&q=intitle:Manual+for+the+Beck+depre
+ssion+inventory-II#0 
+12.  WHOQOL 
+User 
+Manual. 
+world 
+Health 
+Organisation; 1998.  
+13.  Telles S, Naveen K V. Yoga for rehabilitation: an 
+overview. Indian J Med Sci. 1997;51:123–7.  
+14.  Zhuang SM, An SH, Zhao Y. Yoga effects on mood 
+and quality of life in Chinese women undergoing 
+heroin detoxification: A randomized controlled 
+trial. Nurs Res [Internet]. 2013;62:260–8. 
+Available 
+from: 
+http://www.scopus.com/inward/record.url?eid
+=2-s2.0-
+84879951778&partnerID=40&md5=4149247a
+a9ddb71d07f30cafc766c210 
+15.  Shahab L, Sarkar BK, West R. The acute effects 
+of yogic breathing exercises on craving and 
+withdrawal symptoms in abstaining smokers. 
+Psychopharmacology (Berl) [Internet]. 2013 
+Feb 
+[cited 
+2014 
+Apr 
+12];225(4):875–82. 
+Available 
+from: 
+http://www.ncbi.nlm.nih.gov/pubmed/229930
+51 
+16.  Khalsa SBS, Khalsa GS, Khalsa HK, Khalsa MK. 
+Evaluation of a residential Kundalini yoga 
+lifestyle pilot program for addiction in India. J 
+Ethn Subst Abuse. 2008;7:67–79.  
+ 
+ 
+ 
+Cite this article as:  
+Naorem Jiteswori Devi, Thongam Benji Singh, Subramanya 
+P. Effect of Yoga on Depression and Quality of Life in drug 
+Abusers. Int. J. Ayur. Pharma Research. 2014; 2 (2): 61-65. 
+Source of support: Nil, Conflict of interest: None 
+Declared 
+ 
+*Address for correspondence 
+Pailoor Subramanya  
+S-VYASA 
+# 19, Eknath Bhavan, Gavipuram Circle, 
+Kempe Gowda Nagar, Bengaluru – 560 019, 
+India. 
+Phone: +919886462201 
+Email: [email protected]  

subfolder_0/Effect of cyclic meditation on quality of life and perceived stress in female adolescence_unlocked conv.txt

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+[Downloaded free from http://www.ijeprjournal.org on Wednesday, July 27, 2016, IP: 14.139.155.82]
+
+
+Original Article
+
+
+Effect of cyclic meditation on quality of life and perceived stress in female adolescence
+
+Sony Kumari, Sumitabha Ghosh Swami Vivekananda Yoga Anusandhana Samsthana, Bangalore, Karnataka, India
+
+
+
+
+
+
+
+
+
+
+
+
+Address for Correspondence: Dr. Sony Kumari,
+c/o, Swami Vivekananda Yoga Anusandhana Samsthana, No. 19, Eknath Bhavan, Gavipuram Circle, Kempegowda Nagar,
+Bengaluru ‑ 560 019, Karnataka, India. E‑mail: [email protected]
+
+ABSTRACT
+Aim: Effect of cyclic meditation (CM) on quality of life (QOL) and perceive stress in female adolescence.MaterialsandMethods:Thisstudy wascarriedout in school students(58 adolescence girl). Participants age ranged from 14 to 17 years with a mean age of (mean ± standard deviation = 16.41 ± 0.56). All subjects were recruited from Bongo Sishu Balika Vidhalaya Bali Hawra (West Bengal) India.The variables (perceive stress scale and QOL enjoyment and satisfaction questionnaire) were assessed before the CM practices.All the student underwent CM practices daily for 30 min afternoon 3 pm to 3:30 pm, 5 days a week for 1‑month under the guidance of a trainer yoga therapist.These CMs consisted of eight steps.The eight‑step CM is the same, which is following in SVYASA Yoga University.After 30 days of intervention, the parameters were repeated. Results:The dataanalysis showed significant improvement in QOL(P<0.05) and significant changes in perceive stress (P < 0.05) and there is no significant change in quality of satisfaction.The result shows significant value in both the variables month of CM one.Conclusion:These findings suggest that practice 1‑month of CM showed that there is a significant impact on QOL and perceived stress in an adolescent girl.
+
+Key words:Adolescence, perceived stress, quality of life cyclic meditation, yoga
+
+
+
+Introduction
+Quality of life (QOL) reflects an individual’s subjective perceptions of overall satisfaction with life and general well‑being. It is recognized as a multidimensional concept and, therefore, can be described in terms of fulfillment and functioning in physical, psychological, emotional, social and vocational/educational domains. The cognitive, behavioral, and social problems in adolescents girl with epilepsy results from multiple interacting causes, including socioeconomic‑family, psychological, biological, medication factors, and QOL.
+
+Perceived stress is one of the common problem in adolescent girl compared with boys, girl’s showed a higher amount of perceived interpersonal stress and prone for social support. There is a research, whichdetects that the female
+
+
+Access this article online
+Quick Response Code:
+Website: www.ijeprjournal.org
+
+
+DOI:
+10.4103/2395-2296.158348
+
+
+adolescent has more problem‑focused and emotion‑focused coping were negatively related to emotional and behavioral problems, whereas perceived stress and maladaptive coping was positively associated with adjustment problems. These relations were stronger in female than in male adolescents.[1] Most of the girl feel distress and perceive stress because the phase changes between early childhood to full adolescent they faced so many changes on her family, society, and in school. These changes create differences in their moods, behaviors, and psychological aspects.[2]
+
+Yoga is an ancient Indian science, which includes the practice of loosening exercises (sithilikaranavyayama) specific postures (asana), cleansing practices (kriyas), voluntarily regulated breathing (pranayama), yoga‑based guided relaxation and meditation (dhyana). Yoga an ancient Indian culture and way of life, which gives the practitioner a healthy body and sound mind is known to alleviate stress and produce relaxation. Many branches of yoga have been described, such as “Hatha” yoga, “Karma” yoga, “Bhakti” yoga and others. Yoga includes postural exercises (asana’), breath control (Pranayama’) and at a higher state aims to “yoke’ or Join” the individual soul to the universal soul. Sahaja yoga is reported to help in the prevention of stress disorders.
+
+
+238	International Journal of Educational and Psychological Researches / Vol 1 / Issue 3 / July-September 2015
+[Downloaded free from http://www.ijeprjournal.org on Wednesday, July 27, 2016, IP: 14.139.155.82]
+
+Kumari and Ghosh: Meditation on quality of life
+
+
+A randomized control trial study on adolescent psychiatric outpatient’s age range between 14 and 18 years they were given 5 month mind‑body intervention and the results showed reduction in symptoms of anxiety, depression, and somatic distress, and perceived stress.[3]
+
+The previous study investigated the effects of a 10‑week mindfulness‑based  intervention  on  self‑reported mindfulness,  impulsiveness,  perceived  stress,  and healthy self‑regulation in a group of 32 incarcerated youth. Thirty‑two participants completed questionnaires pre‑ and post‑intervention. In addition, 23 participants were interviewed on completion of the intervention where the results suggest that mindfulness‑based intervention for incarcerated youth may mitigate the numerous psychological stressors associated with incarcerated living. Clinical implications and directions for future research are discussed.[4]
+
+An observational, transversal study was carried out to examine cross‑cultural differences in perceived QOL and health‑related behaviors on adolescents from southern Portugal and southern Spain. Sample consists in 319 adolescents. The Kidscreen‑27 child self‑report, a short version of health behavior in school‑aged children questionnaire, and a Sociodemographic questionnaire were used. Results suggest significant differences between Portuguese and Spanish adolescents health behaviors. Portuguese adolescents experiment more legal drugs and consume more wine and beer. More Spanish adolescents smoke. No differences were found between countries on hashish use, liquor consumption, inebriation, Spanish adolescents perceived themselves with better QOL. Gender differences were found on several dimensions of QOL. Results are discussed with previous research on this topic and might be considered by nurses when promoting adolescent health.
+
+Cyclic meditation (CM) is the meditation technique named as moving meditation taken from Mandukiya Upanishad, which is a combination of the yoga postures and relaxation techniques. It is based on the principles of stimulation and relaxation. There are three relaxation techniques included in this meditation practice, which are instant relaxation technique, quick relaxation technique, and deep relaxation technique.
+
+Materials and Methods
+Subjects  were  recruited  from  Bongo  Sishu  Balika Vidhalaya Bali Hawra (West Bengal) India all subjects were 10th‑12th  standard pass out. Participants are school students (58 adolescence girl) participants age ranged were
+
+from 14 to 17 years with a mean age of (mean ± standard deviation = 16.41 ± 0.56). Subjects age range was between 14 and 17 years. All subjects were female and subjects were 10th–12th  standard pass out. The study protocol will be explained to the subjects, and their signed consent will be obtained. The design of this study was single group pre‑and post‑design and the sampling were convenient sampling. Data were analyzed using SPSS 21 version (Armonk, NY: IBM Company) using nonparametric test. In the present study, QOL and perceived stress scale (PSS) variables were used.
+
+Quality of life enjoyment and satisfaction questionnaire The scoring of the QOL enjoyment and satisfaction questionnaire (Q‑LES‑Q‑SF) involves summing only the first 14 items to yield a raw total score. The last two items are not included in the total score, but are standalone items. The raw total score ranges from 14 to 70.[5]  For assessing the validity of the Q‑LES‑Q‑SF – short form research was done in adults, and the research found with Internal consistency of the Q‑LES‑Q‑SF items was 88, and the correlation between the Q‑LES‑Q‑SF total score and the SAS total T‑score was 72. After these results, it can be supported that the Q‑LES‑Q‑SF is valid to measure the QOL.[6]
+
+Perceived stress scale
+The PSS measures a global perception of the stress response on a continuum from mild to severe. PSS is the most widely used psychological instrument for measuring the perception of stress. The questions in the PSS are of general nature, relatively free of content specific to any sub‑population group and enquire about feelings and thoughts to measure the “degree to which situations in one’s life is appraised as stressful” especially, over last 1‑month. The items are easy to understand, and response alternatives are simple to grasp. Items are designed to tap how unpredictable, uncontrollable, and overloaded respondents find their lives. It comprises of 10 items, four of which are reverse‑scored, measured on a 5‑point scale from 0 to 4. PSS scores are obtained by reversing responses (e.g., 0 = 4, 1 = 3, 2 = 2, 3 = 1 and 4 = 0) to the four positively stated items (items 4, 5, 7, and 8) and then summing across all scale items. The total score ranges from 0 to 40. The measure has good reliability, validity and internal consistency with a Cronbach’s alpha of 88. It has been widely used, is general in nature, and brief.
+
+Intervention Cyclic meditation
+Cyclic meditation is the meditation technique named as moving meditation taken from Mandukiya Upanishad which is a combination of the yoga postures. This
+
+
+
+International Journal of Educational and Psychological Researches / Vol 1 / Issue 3 / July-September 2015	239
+[Downloaded free from http://www.ijeprjournal.org on Wednesday, July 27, 2016, IP: 14.139.155.82]
+
+Kumari and Ghosh: Meditation on quality of life
+
+
+Table 1: Pre‑ and post‑changes of perceive stress, QOL and quality of satisfaction after 1‑month of CM
+Assessment		Pre	Post	Percentage	P (mean±SD)   (mean±SD)    of change
+Perceive stress	18.58±3.5	20.0±3.3	+7.1	0.020* QOL                           46.6±9.5        49.01±10.2	+4.9	0.023* Quality of	3.43±0.94        3.41±1.05	−0.2             0.661 satisfaction
+
+Paired t‑tests revealed a significant decrease (P < .05) in perceived stress and a significant increase (P < .001) in healthy self‑regulation. No significant differences were found on self‑reported mindfulness. Results suggest that
+mindfulness‑based interventions are feasible for incarcerated adolescents
+
+technique of yoga postures with guided meditation was given by H. R. Nagendra, Ph. D, called CM, which has its’ origin in an ancient Indian text, Mandukiya Upanishad.[7] It is interesting that CM does induce a quiet state of mind, which is compatible with the description of meditation (dhyana or effortless expansion), according to Patanjali the description states Tatra pratyayaikatanata dhyanam’ (Patanjali’s Yoga Sutras, chapter 3: verse 2). This means that the uninterrupted flow of the mind towards the object chosen for meditation is dhyana.[8] In CM the period of practicing yoga postures is a combination of alternate stimulation and followed by relaxation’. Stimulation is done by stretching part by part and relaxation by savasana or relaxation technique. An essential part of the practice of CM is being aware of sensations arising in the body.[9]
+
+Results
+Data  were  not  normally  distributed,  and  we  have conducted a nonparametric test to see the within group result. Result showed significant improvement in QOL+4.9%(P>0.05) and significant changes in perceive stress + 7.1% (P > 0.05) and there is changes in the mean value of postquality of satisfaction − 0.2%. Thus, the results of the study concluded that the significant value of both variables is highly significant [Table 1].
+
+The mechanism behind the find could be because, the practice of CM leads to deeper physical and mental relaxation, which could be cause for improved positive attitude and approach towards life. Previous study investigated the effects of a 10‑week mindfulness‑based intervention on self‑reported mindfulness, impulsiveness, perceived stress, and healthy self‑regulation in a group of  32  incarcerated  youth.  Thirty‑two  participants completed questionnaires pre‑ and post‑intervention. In addition, 23 participants were interviewed upon completion of the intervention where the results suggest
+
+that mindfulness‑based intervention for incarcerated youth may mitigate the numerous psychological stressors associated with incarcerated living. Clinical implications and directions for future research are discussed.
+
+The present study was aimed to see the effect of 1‑month CM practice on perceive stress and QOL in an adolescent girl. End of the study we observed significant improvement in QOL and changes in perceive stress. The result shows that there is significant result in both variables.
+
+Conclusion
+This study has the strength with large sample size and success to show the preliminary step in determining the effect of CM on QOL and perceive stress in female adolescence. In future, we can examine the effect of CM on QOL and perceive stress in other generation, and we have to expand our sample size.
+
+References
+
+1.	HampelP, PetermannF. Perceived stress, coping, and adjustment in adolescents. J Adolesc Health 2006;38:409-15.
+2.	Pierrehumbert B, Torrisi R, Glatz N, Dimitrova N, Heinrichs M, Halfon O. The influence of attachment on perceived stress and cortisol response to acute stress in women sexually abused in  childhood  or  adolescence.  Psychoneuroendocrinology 2009;34:924-38.
+3.	Biegel   GM,   Brown   KW,   Shapiro   SL,   Schubert   CM. Mindfulness-based  stress  reduction  for  the  treatment  of adolescent psychiatric outpatients: A randomized clinical trial. J Consult Clin Psychol 2009;77:855-66.
+4.	Himelstein S. A mixed method study of a mindfulness-based intervention on incarcerated youth. Diss Abstr Int B Sci Eng 2010;59:151-6.
+5.	Endicott J, Nee J, Harrison W, Blumenthal R. Quality of Life Enjoyment and Satisfaction Questionnaire: A new measure. Psychopharmacol Bull 1993;29:321-6.
+6.	Mick  E,  Faraone  SV,  Spencer  T,  Zhang  HF,  Biederman  J. Assessing the validity of the Quality of Life Enjoyment and Satisfaction Questionnaire Short Form in adults with ADHD. J Atten Disord 2008;11:504-9.
+7.	Swami  C.  Mandukya  Upanishad.  Bombay,  India:  Sachin Publishers; 1984.
+8.	TaiminiIK. The Science of Yoga. Madras, India: The Theosophical Publishing House; 1986.
+9.	Nagendra  HR,  Nagarathna  R.  New  Perspectives  in  Stress Management.  Bangalore,  India:  Swami  Vivekananda  Yoga Prakashan; 1997.
+
+How to cite this article: Kumari S, Ghosh S. Effect of cyclic meditation on quality of life and perceived stress in female adolescence. Int J Educ Psychol Res 2015;1:238-40.
+Source of Support: Nil. Conflict of Interest: None declared.
+
+
+
+
+
+
+240	International Journal of Educational and Psychological Researches / Vol 1 / Issue 3 / July-September 2015

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+~ 120 ~ 
+International Journal of Physiology, Nutrition and Physical Education 2018; 3(2): 120-122 
+  
+ 
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+ 
+ 
+ 
+ 
+ 
+ 
+ISSN: 2456-0057 
+IJPNPE 2018; 3(2): 120-122 
+© 2018 IJPNPE 
+www.journalofsports.com 
+Received: 22-05-2018 
+Accepted: 27-06-2018 
+ 
+Poornabodha V Kadagadakai 
+Division of Yoga and 
+Humanities, SVYASA Yoga 
+University, Bengaluru, 
+Karnataka, India 
+ 
+Balaram Pradhan 
+Division of Yoga and 
+Humanities, SVYASA Yoga 
+University, Bengaluru, 
+Karnataka, India 
+ 
+ 
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+ 
+ 
+ 
+ 
+ 
+ 
+ 
+Correspondence 
+Poornabodha V Kadagadakai 
+Division of Yoga and 
+Humanities, SVYASA Yoga 
+University, Bengaluru, 
+Karnataka, India 
+ 
+ 
+ 
+ 
+ 
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+ 
+ 
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+ 
+Effect of fitness training and yogic practices on football 
+passing skill 
+ 
+Poornabodha V Kadagadakai and Balaram Pradhan 
+ 
+Abstract 
+The aim of the study is to find out the effect of fitness training along with yogic practices on the passing 
+skill of football players. Eighty two male college football players divided randomly into treatment and 
+control group with the age range from 18-24 years. Each player underwent Bobby Charlton passing skill 
+test before and after intervention period of 4 months. The results shows significant pre-post 
+improvements in the treatment group Passing (P) (p< 0.006) variable where as control group showed 
+insignificant. In conclusion, the short period training program of fitness exercises along with yogic 
+practices is helpful in enhancing the skill level of football players. 
+ 
+Keywords: Football skill, fitness training, yogic practices 
+ 
+Introduction  
+Physical fitness is the ability to carry out day to day actions with no excessive tiredness. The 
+health related physical fitness components enhance the regular health and also fitness level, if 
+an individual take part regularly in the fitness activities. Poor physical fitness and inactive 
+living habits will lead to a negative impact of both health and daily living. The regular practice 
+of yoga shall improve one’s health and also keep fit for day to day activities. The measurement 
+of skillfulness is hardly ever built-in when the fitness of players is monitored. Soccer is a 
+complex sport, requiring the repetition of many disparate actions, and several tests are 
+currently being used to assess the physical ability of players (Rampinini et al., 2007) [1]. For 
+example, aerobic capacity can be assessed using the Yo-Yo test (Krustrup et al., 2003) [2], 
+simple running tests can be used to monitor speed, agility and repeated sprint performance, 
+and countermovement jumps can be used to assess leg power. The development of game 
+performance is generally seen in learning tactical and technical skills and their integration into 
+the game context (Mitchell, Oslin, Griffin, 2006; Grehaigne, Richard & Griffin, 2005) [3]. Skill 
+is the sportsman’s ability to perform the proper techniques in proper time, successfully with 
+less effort. It is the ability to carry out physical or intellectual tasks with a greatest level of 
+success. A more recent definition of skill is: ‘the consistent production of goal-oriented 
+movements, which are learned and specific to the task’ (McMorris, 2004) [4]. In order for 
+players to acquire and execute soccer skills adequately, it is important that they are equipped 
+with the fundamental motor skills, such as sprinting, agility, acceleration, etc. (e.g., Strand & 
+Wilson, 1993; Burton & Miller, 1998; Seefeldt, 1980). Fundamental motor skills are seen as 
+essential precursors or related factors to technical skills and therefore excellence in soccer 
+(Moore, Collins, & Burwitz, 1998) [5]. Technical skills are classified as on-the-ball-
+performance actions and consist of: ball control, passes, crosses, dribbles, tackles, headers, 
+shots, corners, free-kicks and throwing (Rampinini et al., 2007; Taylor, Mellalieu, James, & 
+Shearer, 2008) [1, 6]. Technical skills are a prerequisite for playing soccer and are crucial in 
+soccer performance. These crucial moments consist of winning possession of the ball, 
+deceiving an opponent by passing or dribbling, and most importantly to score a goal (Bangsbo, 
+1994; Reilly et al., 2000b; Rienzi et al., 2000) [7]. All the sports, to unbalanced extents, occupy 
+the submission of cognitive, perceptual or motor skill (Bate, 1996) [8]. The motor skills 
+required to successfully control, pass, dribble and shoot the ball at goal are fundamental skills 
+of the soccer player (Ajmal Ali, 2010) [9]. Since, the performance in skill tests depends on 
+physical fitness abilities, it is challenging for measurements of skill development.  
+ 
+~ 121 ~ 
+International Journal of Physiology, Nutrition and Physical Education 
+The passing and dribbling skill tests comprise of extensive 
+amount of running. Hence, the predictors of successful 
+performance in many skill tests have been shown to depend 
+on measured tasks (Malina et al., 2005) [10]. In football game, 
+a player might have good patterns of technique (movements) 
+but if he does not perform the right action (skill) at the right 
+time, then he becomes useless player (Knapp, 1977) [11]. The 
+physical fitness training along with yogic practices helps a 
+player to enhance his skill related physical fitness. In this 
+regard, this study was done on male football player’s, to know 
+the effect of fitness training along with yogic practices on 
+passing skill of college football players. 
+ 
+Methods  
+Eighty two male football player’s age 18 to 24 years were 
+voluntarily involved in the present study for four months. All 
+the participants were informed about the possible benefits 
+associated with the study and experimental procedures. The 
+informed consent letter was collected from the subjects before 
+the pre test. The subjects were given freedom to withdraw 
+from the study at any point of time. The participants were 
+divided into Treatment group and control group randomly. 
+The physical fitness training of pushups, squat thrust, bench 
+dips, sit ups, back extension, step up and shuttle run training 
+was given to the treatment group along with dynamic 
+Suryanamaskar, asana, breathing practices, Kapalabhati and 
+pranayama for 4 months. The control group was not provided 
+any training.  
+ 
+Assessment 
+Bobby Charlton’s passing test is intended to encourage the 
+use of both feet by passing over short distance. 
+ 
+Experimental design  
+The physical fitness training along with yogic practices was 
+planned for four months to the college football players from 
+Monday to Friday for one hour. The pre-test was taken for 
+both treatment (n=41) and control (n=41) group before start of 
+the intervention. The subjects were allowed to take 20 min 
+warm up including jogging, stretching and football specific 
+exercises every day. Squat thrust, bench dips, sit ups, back 
+extension, step up and shuttle run training were included in 
+the intervention to measure the possible changes or 
+improvement in the football passing skill. The physical fitness 
+components, training methods, related tests and its criterion 
+measures are as shown in table 1. 
+ 
+Table 1: Football skills and Bobby Charlton’s soccer sports tests. 
+ 
+S. No 
+Variable 
+Test 
+Criterion Measures 
+1 
+Short Passing 
+Passing over short distance 
+Scores 
+ 
+Statistical Analysis 
+At base line there was no significant difference between 
+groups for passing (p = 0.824). Repeated measures anova 
+difference 
+between 
+pre-post 
+scores, 
+and 
+group-time 
+interaction scores for football skill variables are as shown in 
+Table 2. 
+ 
+Table 2: Comparison of the Tests Executive Functions of Treatment and Control group by using SPSS 23 version software. 
+ 
+ 
+Treatment (n=41) 
+Control (n=41) 
+Pre vs 
+pre 
+Post vs post 
+Group* time 
+ 
+Pre 
+Post 
+P values 
+(% cha) 
+% 
+PRE 
+POST 
+P values 
+(% cha) 
+% 
+ 
+ 
+ 
+ 
+Mean ± 
+SD 
+Mean± 
+SD 
+ 
+ 
+Mean ± SD 
+Mean ± SD 
+ 
+ 
+ 
+ 
+ 
+Passing 
+(score) 
+79.27± 
+48.70 
+100.00± 
+43.30 
+0.006 
+26.15 
+76.83± 
+50.12 
+81.71± 
+47.11 
+0.505 
+6.35 
+0.824 
+0.071 
+0.128 
+ 
+Results: Passing showed a difference between times [F (1,80) 
+= 6.185, p= 0.015] but, there is non-significant difference in 
+group-time interaction [F (1,80) = 2.370, p=0.128] as shown 
+in fig.1. 
+ 
+ 
+ 
+Fig 1: Passing in scores 
+ 
+Significant pre-post improvements were seen in the treatment 
+group in the variable passing (p< 0.006) whereas control 
+group showed insignificant. 
+Discussion of Findings  
+The four months intervention program of physical fitness 
+training along with yogic practices was mainly consisting of 
+ 
+~ 122 ~ 
+International Journal of Physiology, Nutrition and Physical Education 
+the actual performing fitness and yogapractices. The 
+importance was given on specific fitness training of particular 
+fitness components and selected yogic practices. There is a 
+significant improvement on passing. Control group showed no 
+significant 
+gains 
+in 
+passing 
+skill. 
+The 
+significant 
+improvements in accuracy passing by the treatment group 
+may be due to increase in pelvic rotation. Kicking opens the 
+hips, allowing the pelvis to move through a greater range of 
+motion and prolonging ball contact time, which may have 
+positive benefits for accuracy (Barfield, 1998) [12], Lees and 
+Nolan (2002) [13].  
+Enhancing muscle activation of the Tibialis anterior (TA) and 
+biceps femurs (BF) and reducing gastronomies muscle (GAS) 
+activation may assist players to kick accurately against top 
+targets. In contrast, players who display higher Tibialis 
+anterior (TA) and rectus femurs (RF) activation may be less 
+accurate against a bottom target. It was concluded that muscle 
+activation of the kicking leg represents a significant 
+mechanism which largely contributes to soccer kick accuracy 
+(Athanasios Katis et al., 2013) [14]. 
+ 
+Conclusions  
+The treatment group showed significant improvement in 
+passing skill is mainly due to regular physical fitness training 
+of pushups, squat thrust, bench dips, sit ups, back extension, 
+step up and shuttle run training along with dynamic 
+Suryanamaskar, asana, breathing practices, Kapalabhati and 
+pranayama. Rhythmic exercises like asana practice increased 
+the flexibility thereby players are able to rotate pelvic during 
+ball kick which opens the hips, allowing the pelvis to move 
+through a greater range of motion. This will help during 
+kicking, shooting for accuracy (Barfield, 1998) [12]. Therefore 
+the present study shows that, the short time training program 
+of fitness exercises and yogic practices helpful in improving 
+motor related physical fitness components there by enhances 
+passing skill of football players. It is also suggested that, long 
+duration training program may be more effective as compared 
+to short duration by considering high level competitions. 
+ 
+References  
+1. Rampinini E, Bishop D, Marcora SM, Bravo DF, Sassil 
+R, Impellizzeri FM. Validity of simple field tests as 
+indicators of match-related physical performance in top-
+level professional soccer players. Int J Sports Med. 2007; 
+28:228-235. 
+2. Krustrup P, Mohr M, Amstrup T, Rysgaard T, Johansen 
+J, Steensberg A et al. The Yo-Yo intermittent recovery 
+test: physiological response, reliability, and validity. Med 
+Science Sports Exercise. 2003; 35:697-705. 
+3. Mitchell SA, Oslin JL, Griffin LL. Teaching sport 
+concepts and skills: A tactical games approach (2nd ed.). 
+Champaign, IL: Human Kinetics, 2006. 
+4. McMorris T. Acquisition and Performance of Sports 
+Skills.Chichester, UK: Wiley, 2004. 
+5. Moore Collins, Burwitz. The development of Talent 
+study (DOTS) London: English Sports Coouoncil, 1998. 
+6. Taylor JB, Mellalieu SD, James N, Shearer DA. The 
+influence of match location, quality of opposition, and 
+match status on technical performance in professional 
+Association football. Journal of Sports Sciences. 2008; 
+26:885-895. 
+7. Bangsbo J. The Physiology of Soccer. Acta Physiol 
+Scand. 1994; 151:1-155. 
+8. Bate D. Soccer skills practice. In: Reilly T, ed. Science 
+and soccer. London: E & FN Spon, 1996, 227-241. 
+9. Ajmal Ali. Measuring soccer skill performance: a review. 
+Scandinavion journal of Medicine & science in sports, 
+2010. 
+10. Malina RM, Cumming SP, Kontos AP, Eisenmann JC, 
+Ribeiro B, Aroso J. Maturity-associated variation in sport 
+specific skills of youth soccer players aged 13-15 years. 
+Journal of Sports Sciences. 2005; 23(5):515-522. 
+11. Knapp B. Skill in sport: the attainment of proficiency. 
+London: Routledge, 1977, 1-6. 
+12. Barfield WR. Biomechanics of kicking in soccer. Clinical 
+Sports Medicine. 1998; 17:711-728. 
+13. Lees A, Nolan L. Three-Dimensional Kinematic Analysis 
+of the Instep Kick Under Speed and Accuracy 
+Conditions. In: Science and Football IV. Ed: Spinks, W., 
+Reilly, T. and Murphy, A. London, Routledge, 2002, 16-
+21. 
+14. Athanasios Katis, Emmanouil Giannadakis, Theodoros 
+Kannas, Ioannis Amiridis, Eleftherios Kellis, Adrian 
+Lees. Mechanisms that influence accuracy of the soccer 
+kick. Journal of Electromyography and Kinesiology. 
+2013; 23:125-131. 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 

subfolder_0/Effect of integral yoga on psychological and health variables and their correlations.txt

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+8/11/2014
+Effect of integral yoga on psychological and health variables and their correlations :[PAUTHORS], International Journal of Yoga (IJoY)
+http://www.ijoy.org.in/printarticle.asp?issn=0973-6131;year=2011;volume=4;issue=2;spage=93;epage=99;aulast=Khemka
+1/5
+ORIGINAL ARTICLE
+Year : 2011  |  Volume : 4  |  Issue : 2  |  Page : 93--99
+Effect of integral yoga on psychological and health variables and their correlations
+Sushil S Khemka1, Nagendra Hongasandra Ramarao1, Alex Hankey2,  
+1 Department of Yoga and Life Sciences, Sw ami Vivekananda Yoga Anusandhana Samsthana (SVYASA), Bangalore, India
+2 Institute of Ayurveda and Integrative Medicine, Bangalore, India
+Correspondence Address:
+Sushil S Khemka
+Sw ami Vivekananda Yoga Anusandhana Samsthana (SVYASA), Eknath Bhavan, 19, Gavipuram Circle, Kempegow da Nagar, Bangalore - 560 019 
+India
+Abstract
+Objective: Certain psychological and health variables are commonly measured in India. This study evaluates the effects of integral yoga practices on these variables and also the
+consistency of correlations observed between them. Materials and Methods: The study was a pre-post intervention study. The variables were measured at the beginning and the
+end of a one-month yoga course. There was no control group.The study was carried out at Swami Vivekananda Yoga Anusandhana Samsthana (S-VYASA) University, in its rural
+campus south of Bangalore. Based on health criteria, 108 subjects were selected out of 198 volunteers to form the experimental yoga group. Ages ranged from 17 to 63 years. The
+yogasanas (postures), pranayama (breathing exercises), relaxation techniques, meditation, chanting and lectures were the components of yoga intervention. The variables
+measured were sustained attention, emotional intelligence - EQ, general health - GHQ, guna personality - sattva, rajas and tamas. Results: Significant pre-post changes were found
+in all variables. Significant correlations were found between the following pairs: The two sustained attention variables; emotional intelligence and general health; GHQ and tamas;
+sattva and tamas; and rajas and tamas. Conclusion: The study shows that there were significant changes in all variables (P< 0.001) except in sattva. It also confirms that EQ and
+general health variables correlate significantly with each other and negatively with tamas. EQ and tamas form positive and negative predictors of health respectively. Sattva correlates
+positively with EQ suggesting that a sattvic personality indicates better self-control. This suggests that, by improving guna personality, long-term yoga practice may stabilize EQ.
+How to cite this article:
+Khemka SS, Ramarao NH, Hankey A. Effect of integral yoga on psychological and health variables and their correlations.Int J Yoga 2011;4:93-99
+How to cite this URL:
+Khemka SS, Ramarao NH, Hankey A. Effect of integral yoga on psychological and health variables and their correlations. Int J Yoga [serial online] 2011 [cited 2014 Aug 11 ];4:93-99 
+Available from: http://www.ijoy.org.in/text.asp?2011/4/2/93/85492
+Full Text
+ Introduction
+Yoga is widely practiced for its benefits to body and mind. Yoga therapeutics is an increasingly appreciated discipline, particularly in India where it is overseen by the Ministry of
+Health and Family Welfare's Department of Ayurveda, Yoga and Naturopathy, Unani, Siddha and Homeopathy (AYUSH). Not many studies have assessed the influence of integral
+yoga practices on psychological and health variables, establishing many possible benefits. This study apart from establishing the benefits of internal yoga investigates the
+relationships between the variables themselves. Up till now, this correlation aspect has not been much investigated, since this requires simultaneous measuring of many variables
+for a large group, and then to correlate. The aim of the present study is to begin to remedy this deficiency. It measured many variables on a group of volunteers large enough to
+identify significant correlations between variables. Specifically it evaluated correlations between measures of sustained attention, emotional intelligence, general health and guna
+personality before and after a one-month Yoga instructor's course. 
+Sustained attention is the capacity to attend to a task for a required period of time. The ability may be related to steadiness of focus, which in turn is a sign of mental stability.
+Sustained attention may thus depend on emotionality.
+A self-controlled study on 20 male volunteers measured immediate effects of three yoga-breathing techniques on performance of a letter cancellation task (LCT). [1] Practice of
+alternate nostril yoga breathing (Nadi suddhi pranayama) and right nostril yoga breathing (Surya anuloma pranayama) improved task performance. No significant change was
+observed following left nostril breathing, or simple breath awareness. The authors concluded that anxiety-reducing effects of pranayama might have contributed to better LCT
+performance, since this requires selective attention. 
+Patil and Telles [2] measured the effects of two yoga-based relaxation techniques on six letter cancellation (SLC) test performance, a task requiring selective attention, concentration,
+visual scanning abilities and repetitive motor response. Cyclic meditation brought about a greater improvement than supine rest again suggesting anxiety reduction.
+Khemka et al,[3],[4] in a two separate control studies measured immediate effects of two relaxation techniques and immediate effect of Kapalbhati and breath awareness on healthy
+volunteers on performance of SLC task and digit letter substitution (DLS) task and found significant increase in both task performances of attention in all four interventions of two
+studies.
+Emotional intelligence has been variously defined as "the ability to control one's own and other's feelings and emotions, to discriminate amongst them, and to use this information to
+guide one's thinking and actions", [5] "… the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and
+in relationships." [6] Goleman claims that about 80% of a person's success in life depends on emotional competencies as measured by EQ. [7] 
+A controlled study of 170 subjects by Kumari et al,[8],[9] assessed the effects of a six week part-time self management of excessive tension (SMET) program for managers on their
+emotional well-being. EQ scores increased significantly on four of the five subscales. 
+General health is not just absence of disease, but is well being on physical, mental and social levels. [10] Many studies have found improvements due to yoga practice. A small
+randomized control trial of sahaja yoga[11] evaluated effects on depressive disorders. Anxiety and depression scores reduced more in the yoga group. In a study of Yoga's effects on
+8/11/2014
+Effect of integral yoga on psychological and health variables and their correlations :[PAUTHORS], International Journal of Yoga (IJoY)
+http://www.ijoy.org.in/printarticle.asp?issn=0973-6131;year=2011;volume=4;issue=2;spage=93;epage=99;aulast=Khemka
+2/5
+distress symptoms in survivors of the 2005 tsunami, [12] self-rated fear, anxiety, sadness and disturbed sleep decreased significantly along with heart and breathing rates for
+indigenous people. A review of Sudarshan Kriya Yoga for stress, anxiety, and depression concluded that the technique enhances well being, mood, attention, mental focus and
+stress tolerance, [13] and seems beneficial as a low risk, low cost adjunct to treatment of many conditions, and for criminal rehabilitation. A study of hatha yoga's effects in 107
+healthy adults found improved physical and mental health and well-being. [14] 
+A controlled pilot study evaluating a comprehensive yogic breathing program observed reduced anxiety, depression and stress, and increased optimism in the experimental group.
+[15] An RCT comparing meditation stress-management and education programs as adjuncts to pharmacotherapy for anxiety disorder found reduced anxiety and depression. [16]
+These results consistently find that professionally administered yoga programs improve many health variables.
+Guna personality variables are three Vedic personality patterns named sattva, rajas and tamas: Sattva brings calmness, lightness, illumination, control, and the beginning of
+selflessness, all triggering constructive action; rajas is a more compulsive tendency to action and selfishness, producing pain, and a restless mind; tamas manifests as lethargy,
+drowsiness or sleepiness, blocks, and stagnation. According to Vedic psychology, these gunas constantly control a person's tendencies: "Everyone is helplessly driven to action by
+the gunas". [17] 
+An evaluation of yoga's impact on the gunas, and on self-ideal disparity [18] found significant correlations between self and ideal self for the yoga group, but not for controls. Tamas
+was associated with disparity between self and ideal self. Another study [19] found that the Hare Krishna mantra increased sattva and decreased rajas and tamas. Generally, Yoga
+aims to improve guna quality, until sattva dominates all the time. [20] 
+Correlations between attention and gunas: gunas are related to cognitive characteristics, [21] perceptual acuity and field independence, [22] intelligence, memory, and attention-
+concentration. [23] Negative correlations are reported between tamas and field independence, short-term memory, intelligence and attention-concentration, and positive correlations
+between sattva and general intelligence, short-term memory and attention-concentration. Ability to focus attention correlates positively with sattva, and negatively with tamas. 
+Correlations between EQ and gunas have been studied by Kumari et al.[24] Finding none, they concluded that the two are distinct personality concepts. 
+Correlations between health and gunas: A study of rajas and tamas in psychological disturbance found the two predominant factors in the patient population, [25] suggesting that
+elevated levels of rajas and tamas give rise to mental ill health. It is generally agreed that predominance of rajas and tamas leads to psychological disturbance. Sattva guna, on the
+other hand, leads to positive mental health and optimal functioning. It embodies spiritual values, considered to take subjects beyond mental health problems. Similarly, a study of
+100 cancer patients found that patients high in rajas or tamas are more prone to cancer. [26] 
+On the other hand, an RCT on gunas and health [27] found sattva improved more in the yoga group than in controls. Rajas reduced significantly in the physical exercise (control)
+group. General health status improved in both groups, consistent with the finding that, while sattva correlates positively with health, rajas correlates negatively. Based on previous
+studies on various variables and their correlations, we give below details of different tests by which these variables are measured.
+The tests
+The SLC and DLS tests assess selective, focused and sustained attention, visual scanning and activation and inhibition of rapid responses. Psychomotor performance is a complex
+phenomenon. The tests identify major components of performance: Detection, perception, recognition, processing and integration. They have previously been used on the Indian
+population. 
+N. K. Chadha developed the adapted emotional intelligence (EQ) test in 2003 as discussed by Dalip Singh. [28] He compiled situations experienced by people in real life situations
+deemed neutral with regard to social desirability, and selected to avoid response bias.
+The general health questionnaire (GHQ-28) [29] contains 28 items in four 7-item sub-scales: A-somatic symptoms, B-anxiety/insomnia, C-social dysfunction, and D-severe
+depression. The test examines recent mental status, identifying possible psychiatric disturbance.
+The guna-based personality test [30] uses an inventory of 88 items, characteristic of sattvic, rajasic and tamasic personalities collected from the literature. [23]
+No previous study has evaluated the effect of integral Yoga in a residential set up on healthy volunteers and consistency of correlations between these variables before and after a
+yoga intervention and hence this study was undertaken.
+ Materials and Methods
+Subjects comprised 108 healthy volunteers (male and female, aged 17-63 years, mean 31  10.75) attending one-month, residential, Yoga Instructor's Courses at Swami
+Vivekananda Yoga Anusandhana Samsthana (SVYASA), Bangalore during August 2005 and February 2006. 
+Inclusion criteria
+Healthy student volunteers attending Yoga instructor courses.
+Exclusion criteria
+Poor health as indicated by personal data, taking medication, or initial GHQ value over 5.
+Design
+Subjects were assessed in a single group before and after the yoga practice. 
+Intervention
+An integrated approach to yoga therapy (IAYT) module includes yogasanas, pranayama, meditation, kriyas, lectures, singing, and yogic games. Each 45-60 min session was taught
+by qualified instructors and teachers. Lecture topics included the four paths of yoga, pancha-koshas, diet, and stress management. [31],[32],[33] 
+Assessments
+Subjects took the five tests named below in a single sitting at the same time of day immediately before and after the one-month yoga training period. They were not allowed to talk
+after receiving test sheets, and instructed to remain in place until everyone had finished, so as not to disturb others.
+Six letter cancellation (SLC) test.Digit letter substitution (DLS) test.Emotional intelligence (EQ) test.General health questionnaire (GHQ) test.
+8/11/2014
+Effect of integral yoga on psychological and health variables and their correlations :[PAUTHORS], International Journal of Yoga (IJoY)
+http://www.ijoy.org.in/printarticle.asp?issn=0973-6131;year=2011;volume=4;issue=2;spage=93;epage=99;aulast=Khemka
+3/5
+Guna personality (tamas, rajas, sattva) test
+The SLC test comprises a worksheet specifying six target letters to be cancelled from a working section of 22 rows by 14 columns randomly arranged letters of the alphabet.
+Subjects are asked to cancel as many target letters as possible in 90 s. 
+The DLS test consists of a similar test worksheet, containing a key, pairing digits 1-9 with letters of the alphabet. The working section displays 12 rows Χ 8 columns of randomized
+digits. Subjects are asked to substitute as many target digits as possible in 90 s. A similar digit letter substitution task has been used on an Indian population confirming its validity
+to study immediate effects. The two tests are standard measures of attention span.
+Chadha's EQ test consists of 15 questions, based on 15 socially neutral situations, offering five possible answers for each carrying scores 0-20. Total scores are converted into
+percentiles. Interpretation is as follows:
+[INLINE:1]
+The test was standardized on broad populations in Indian society; hence it is used here. Retest reliability: 0.94; test validity 0.78. [28] 
+The GHQ 28 questionnaire provides individual diagnostic profile information: Four 7-item sub-scales are based on factor analysis, with factor structures consistent with the original
+studies. [34] Internal consistency, and reliability: Cronbach's alpha, 0.85, and validity, 0.76. [25],[29] 
+It has no thresholds for individual sub-scales. Hence, the total of all sub-scales was used. All items have a 4 point scoring system: 'better than usual', 'same as usual', 'worse than
+usual', and 'much worse than usual', scored: 0-0-1-1. [35] 
+Pathak et al,[30] developed a triguna-based personality test, with items taken from guna depictions in Sankhya Karika.[36] It consists of 88 items: 24 sattva, 34 rajas and 30 tamas,
+scored on a five point scale ranging from 'not at all' to 'very much'. Low between scale correlations were reported. Test reliability coefficients were reported: sattva r =0.62, rajas r
+=0.83 and tamas r =0.70. Population norms, percentiles and categorizations were given. 
+Data analysis was carried out using SPSS-10. 
+ Results
+Data were first analyzed for normality using the Kolmogorov-Smirnov test. This found SLC, EQ, tamas, rajas and sattva pre-data to be normally distributed (P > 0.05), while those of
+DLS, EQ, and GHQ were not normally distributed (P < 0.05). The effect of integral yoga on each variable is shown in [Table 1]. Correlation coefficients and their significance are given
+in [Table 2],[Table 3],[Table 4] where results for each class of data are presented.{Table 1}{Table 2}{Table 3}{Table 4} 
+The effect of integral yoga practices shows significant improvement in all the variables but not much in sattva. Improvement in sustained attention, emotional intelligence, general
+health and rajas changes were at P< 0.001 significant level while tamas at P< 0.01 significant level and sattva at P<0.447 insignificant level after integral yoga practices as shown in
+[Table 1].
+Correlation coefficients range from -1.00 to +1.00, extreme values indicating a precise algebraic relationship. Similar measures are highly correlated - for the two measures of
+sustained attention, SLC and DLS: Positive (P < 0.001) both before (r = 0.616) and after (r = 0.55) the intervention. Correlations between these and other variables were not correlated
+consistently before and after e.g. SLC was significantly correlated only before the intervention with EQ, tamas and sattva (P< 0.05), while DLS was significantly correlated only after
+the intervention with EQ (P < 0.05), a curious inconsistency. 
+[Table 2],[Table 3],[Table 4] list correlations among the other variables. [Table 4] gives internal correlations of gunas. Sattva correlated negatively with tamas while rajas correlated
+consistently with tamas before and after yoga (see below, discussion section). 
+Finally, since pre and post intervention data are available, we present correlations between pre- and post-data for each variable in [Table 5].{Table 5}
+ Discussion
+The results of the effect of the integral yoga practices on psychological and health variables showed significant improvement in all measures except sattva guna where improvement
+did not reach significant level.
+Deshpande et al,[27] measured the same health variables (GHQ) and guna variables in a randomized control trial in normal healthy volunteers in Bangalore city and found
+significant improvement (P<0.001) on all the four domains in both Yoga and exercise groups while increase in sattva in both the groups and decrease of rajas and tamas in yoga
+and physical exercise group after the intervention in a non residential set up with daily 1 h classes for eight weeks.
+GHQ is scored according to negative health findings and so negative percentage value indicated tendencies to better health. Both Deshpande et al,[27] scores of GHQ and gunas
+were almost in line with the result of this study. Similarly sustained attention (SLC and DLS) scores of Khemka et al,[3],[4] controlled studies of integral yoga practices on healthy
+volunteers were also in lines with the result of this study.
+A controlled study of Kumari et al[8],[9] who assessed emotional intelligence (EQ) on corporate managers giving intervention of cyclic meditation found significant increase in EQ as
+in this study of integral yoga practices.
+The results of all above studies on various psychological and health variables show beneficial effect of yoga practices in healthy volunteers. Therefore, one may conclude that yoga
+imparts significant benefits to healthy people also.
+In correlation studies, pairs of variables are usually correlated if there is overlap between the various brain regions that each involves, even secondarily. Sustained attention
+variables, though well correlated with each other, do not correlate significantly with most other variables. The reason is probably that there is little overlap between the principal brain
+regions utilized. Sustained attention is primarily governed by cortical areas concerned with various stages of cognition.
+In healthy subjects, cortical areas concerned with variables like EQ and health are only secondarily involved. Sustained attention is strongly dependent on tamas probably due to
+common influence of stress, anxiety or depression, on both task performance and personality. Cognitive processing is mostly cortical, but emotions and imbalances are more
+connected to mid-brain centers, which also modulate cortical function. Negative influence on these centers will have corresponding effects on cortical function. Sattva on the other
+hand may be postulated to be a state where modulation of cortical processing is optimal. 
+Common use of brain regions, which tends to correlate variables with each other as seen between EQ and guna personality, may be predicted from traditional guna analysis.
+8/11/2014
+Effect of integral yoga on psychological and health variables and their correlations :[PAUTHORS], International Journal of Yoga (IJoY)
+http://www.ijoy.org.in/printarticle.asp?issn=0973-6131;year=2011;volume=4;issue=2;spage=93;epage=99;aulast=Khemka
+4/5
+Detailed characteristics of guna personality types identify sattvic people as having higher EQ, rajasic people as slightly negative, and tamasic people as low in EQ. Could this be due
+to insensitivity to mirror neuron functions? This sequence is reflected in pre-pre and post-post correlations between EQ and sattva, rajas and tamas: Positive for the first, a little
+negative for the second, and far more negative for the third. One way to understand Yoga's strong positive effect on EQ is that it first increases alertness (exemplified by increases in
+sustained attention); next it erases negative influences on personality (exemplified by decreases in tamas); and finally this leads to increased sensitivity to others' feelings and
+emotions (exemplified by increases in sattva). 
+Previous failure to observe the EQ-guna correlations identified here [24] may have been due to a more restricted sample: Industry managers, with a more limited range of
+personalities. Our observations of independence of sattva and rajas agree with previous results as do negative correlations between sattva and tamas. However, our study found
+high correlation between rajas and tamas, not seen previously. [24] These correlations may be due to a restricted range of subjects (healthy), manifesting less tamas than a general
+population. Kumari's result [24] suggests it is probably not due to inherent weakness in the questionnaire. This topic merits further investigation.
+When these correlations are compared with each other, many offer self-consistent results; negative correlations between scores on the SLC test and tamas, and between tamas
+and sattva are consistent with positive correlations observed between SLC scores and sattva.
+Remarkably, although the SLC and DLS tests are considered equivalent, they produced inconsistent correlations with the variables EQ, tamas and sattva. It is not clear whether
+these are chance results or if they effectively distinguish between SLC and DLS tests. 
+Of particular interest are the correlations between general health and other variables. GHQ is scored according to negative health findings, so high scores indicate susceptibility to
+disease, particularly psychic illness. Thus, positive r-value correlations with GHQ scores indicate a tendency to fall sick, while negative correlations indicate tendencies to better
+health. Here negative correlations between GHQ and EQ indicate improved health with improved EQ. Positive correlations with tamas confirm tendencies of high tamas people to
+disease.
+The result that tamas correlate negatively with sattva confirms that the two oppose each other. Post-post correlations between GHQ and tamas increased, while correlations
+between GHQ and sattva and rajas remained similar. Yoga's improvements in these three variables did not alter their mutual correlations. The failure of tamasic personalities to
+improve in health increased the negative correlations between GHQ and tamas. 
+Correlations observed between the gunas themselves do not necessarily indicate poor choice of variables, as normally holds for tests of individual differences in personality. Rather,
+they tend to confirm that elevated levels of tamas (and to some extent rajas) prevent subjects from manifesting high levels of sattva. The observed negative correlations between
+sattva and tamas are therefore to be expected.
+ Conclusions
+A single month of integral yoga practices imparts significant benefits to healthy volunteers in all psychological and health variables. It improves sustained attention and EQ. It
+improves the personality of the healthy person by increasing sattva and decreasing rajas and tamas. It also improves all dimensions of general health. 
+Cognitive processes involved in sustained attention tests did not correlate with health and personality tests. This may be because the major brain regions involved in cognitive
+abilities were sufficiently different from those of personality for this group of healthy subjects. Enhancement in the functioning of one would not then seem to affect the other. 
+On the other hand, the impact of sattvic personality on both emotional intelligence and tamas was established. These significant results would not emerge by measuring single
+variables alone. It suggests that regular yoga practice benefits people for deeper reasons than immediate effects on the physical body. As Yoga practice transforms people's
+dominant guna making them more sattvic, their ability to spontaneously maintain high levels of health increases while not being affected by unhelpful emotions. 
+Thus, it is seen that integral yoga practices impart significant benefits and measuring correlations between different variables can yield significant information of potential importance
+that would not otherwise be available. Such studies should definitely be continued in future. 
+ Acknowledgments
+This work forms part of a dissertation to be submitted by the first author (SSK) to the Swami Vivekananda Yoga Anusamsthana Sansthana in partial fulfillment of his doctoral degree.
+He is grateful to the University authorities for the opportunity given to him. The authors would like to thank Dr. Ravi Kulkarni of the Division of Physical Sciences at SVYASA for
+assistance in analysis of statistical data.
+References
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+2
+Patil SS, Telles S. Immediate effect of two yoga based relaxation techniques on performance in a letter cancellation task. Percept Mot Skills 2007;105:379-85.
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+Khemka SS, Nagendra HR, Nagarathna R. Immediate effect of two relaxation techniques on healthy volunteers, Indian J Physiol Pharmacol 2009;53:67-72.
+4
+Khemka SS, Nagendra HR, Nagarathna R. Immediate effect of stimulation in comparision to relaxation in healthy volunteers. Indian J Tradit Knowl 2010;9:606-10.
+5
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+6
+Goleman D. Working with emotional intelligence. London: Bloomsbury publishing; 1998.
+7
+Goleman D. Emotional Intelligence "Why it can more matter than IQ" New York: Bantam Books; 1996.
+8
+Kumari S, Nath NC, Nagendra HR, Subhash S. Effectiveness of Self- Management of Excessive Tension (SMET) programme with respect to emotional well being of
+managers- an empirical study. Vilakshan XIMB. J Manag 2007;4:172.
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+Kumari S, Nath NC, Nagendra HR. Enhancing emotional competence among managers through SMET, Psychological Studies. Natl Acad Psychol India 2007;52:171-3.
+10
+Basic documents. Geneva: World Health Organization; 1966.
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+Sharma VK, Das S, Mondal S, Goswampi U, Gandhi A. Effect of Sahaj yoga on depressive disorders. Indian J Physiol Pharmacol 2005;49:462-8.
+12
+Telles S, Naveen KV, Manoj D. Yoga reduces symptoms of distress in tsunami survivors in the Andaman islands. Evid Based Complement Alternat Med 2007;4:503-9.
+13
+Brown RP, Patricial LG. Sudarshan Kriya Yogic breathing in the treatment of stress, anxiety, and depression. Part II-clinical applications and guidelines. J Altern
+Complement Med 2005;11:711-7.
+14
+Hadi N, Hadi N. Effects of hath yoga on well being in healthy adults in Shiraj, Islamic republic of Iran. East Mediterr Health J 2007;13:829-37.
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+Kjellgren A, Bood SA, Axelsson K, Norlander T, Saatcioglu F. Wellness through a comprehensive yogic breathing program- a controlled pilot trial. BMC Complement Altern
+Med 2007;7:43.
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+Lee SH, Ahu SC, Lee YJ, Choi TK, Yook KH, Suh SY. Effectiveness of a Meditation based stress management program as an adjunct to Pharmacotherapy in patients with
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+Nagendra HR. The Secret of Action. 1 st ed. Bangalore: Swami Vivekananda Yoga Prakashana; 2003. p. 5.
+18
+Rani JN. Impact of yoga training on triguna and self-ideal disparity. Psychological Studies. Natl Acad Psychol India 2007;52:174-7.
+19
+Wolf DB, Abell N. Examining the effects of meditation techniques on psychosocial functioning. Res Soc Work Pract 2002;13:27-42.
+20
+Zimmer H. Philosophies of India. In: Campbell J, Editor. New Delhi: Motilal Banarsidas; 1990, (Original Work published in 1951).
+8/11/2014
+Effect of integral yoga on psychological and health variables and their correlations :[PAUTHORS], International Journal of Yoga (IJoY)
+http://www.ijoy.org.in/printarticle.asp?issn=0973-6131;year=2011;volume=4;issue=2;spage=93;epage=99;aulast=Khemka
+5/5
+21
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+Kumari S, Nath NCB, Nagendra HR. The relationship between emotional quotient and guna typology. Indira Manag Rev; 2008. p. 72-81.
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+Laxmibai AJ, Murthy HN, Nagalakshmi SV. Rajas and tamas in Psychological disturbances. Indian J Clin Psychol 1975;2:135-8.
+26
+Tripathy I, Pandey R. Mansik prakriti of cancer patients: An empirical study. Res Ayurveda J 2005;1:22-4.
+27
+Deshpande S, Nagendra HR, Nagarathna R. A randomized control trial of the effect of yoga on gunas (personality) and health in normal healthy volunteers. Int J Yoga
+2008;1:5-9.
+28
+Singh D. Emotional Intelligence at Work; A Professional Guide. New Delhi: Sage Publications Pvt Ltd; 2006. p. 181-90.
+29
+Goldberg DP, Hillier VF. A scaled version of the General Health Questionnaire. Psychol Med 1979; 9:139-45.
+30
+Pathak NS, Bhatt ID, Sharma R. Manual for classifying personality on tridimensions of gunas- An Indian approach. Indian J Behav 1992;16:1-14.
+31
+Nagendra HR. Bhakti Yoga. Bangalore: Swami Vivekananda Yoga Prakashna; 2000.
+32
+Nagarathna R, Nagendra HR. Yoga 2 nd ed. Bangalore: Swami Vivekananda Yoga Prakashna; 2003.
+33
+Nagendra HR. Raja Yoga. Bangalore: Swami Vivekananda Yoga Prakashna; 2005.
+34
+Kilic C, Rezaki M, Rezaki B, Kaplan I, Ozgen G, Saðduyu A, et al . General Heath Questionnaire (GHQ 12 and GHQ 28): Psychometric properties and factor structure of the
+scales in a Turkish primary care sample. Soc Psychiatry Psychiatr Epidemiol 1997;32:327-31.
+35
+Goldberg DP, Gater R, Saratorious N, Ustun TB, Piccinelli M, Gureje O, et al. The validity of two versions of the GHQ in the WHO study of mental illness in general health
+care. Psychol Med 1997;27:191-7.
+36
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+ 
+ 
+Monday, August 11, 2014
+ Site Map | Home | Contact Us | Feedback | Copyright and Disclaimer

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+International Journal of Yoga  Vol. 4  Jan-Jun-2011
+coping resources of the body-mind complex. This involves 
+cognitive appraisal and coping processes. When these 
+resources are taxed and the responses exceed the coping 
+abilities it can result in distressful negative emotions.[2] 
+These precipitate aggressive behaviors such as anger, 
+fear, distress, irritability etc. Stress and coping are closely 
+related to affect or emotions because they are affected by 
+cognitive appraisal.[3] Thus the heightened stress responses 
+that result in negative affect and distress, are reflections of 
+an inability to cope with demanding situations.[4] 
+An emotion is defined as a mental and physiological 
+state associated with a wide variety of feelings, thoughts, 
+and behaviors. It is a prime determinant of the sense of 
+subjective wellbeing and appears to play a central role in 
+many human activities.[5] Watson et al., measured these 
+emotions under two major categories namely positive and 
+negative affect. Pleasant emotions of different intensities 
+may be grouped as ‘positive affectivity’ (PA) and unpleasant 
+emotions under ‘negative affectivity’ (NA).[6] 
+INTRODUCTION 
+In present-day lifestyle, although modern technology has 
+helped to protect us from physical damages like injuries, 
+infections, accidents, we are faced with many emotionally 
+demanding situations in all fields of life, such as high-level 
+competition, unemployment, unending and ever-mounting 
+targets, high expectations at the workplace, adjustments in 
+families, dealing with difficult personalities, etc. causing 
+heightened anxiety and stress.[1] Stress is not viewed as a 
+singular event, but as a transaction between an individual 
+and the environment that makes demand on all available 
+Background: Studies on affective wellbeing have shown the beneficial role of positive emotions on cognitive processing and 
+the harmful role of negative emotions on coping, stress and health status. Studies have shown that yoga practices reduce 
+anxiety and depression and improve wellbeing.
+Objective: The aims of the study were to, (i) examine the safety and feasibility of conducting a weeklong free yoga camp, and 
+(ii) assess its impact on the negative and positive affect in normal healthy volunteers.
+Materials and Methods: In this open-arm study 450 participants were taught integrated yoga module. It included asanas, 
+pranayama, relaxation, notional correction and devotional sessions. Assessment was carried out on the first and last day of 
+the camp, using a modified version of Positive Affect Negative Affect Scale (PANAS). It has ten questions each to measure 
+positive (PA) and negative affect (NA). Nine questions have been added which are referred as other positive affect (OPA) and 
+other negative affect (ONA) domains.
+Results: Three hundred and twelve sets of pre–post data were analyzed. There was an increase in PA of PANAS by 13% 
+(P<0.001, Wilcoxon’s signed rank test) and OPA by 17% (P<0.001). The NA reduced by 47% (P<0.001) and ONA by 48% 
+(P<0.001).
+Conclusion: It is feasible and safe to conduct a weeklong yoga camp in an urban setting, and integrated yoga practices can 
+reduce the negative affect and increase the positive affect within one week.
+Key words: Negative affect; one week; positive affect; yoga.
+ABSTRACT
+Effect of integrated yogic practices on positive and negative 
+emotions in healthy adults
+Lakshmi Narasimhan, R Nagarathna, HR Nagendra
+Division of Life Sciences and Yoga, Swami Vivekananda Yoga Aunsandhana Samsthana (SVYASA), Jigani, Bangalore, Karnataka, India
+Address for correspondence: Mrs. Lakshmi Narasimhan, 
+ 
+171, 24th Cross, 6th Block, Jayanagar, Bangalore - 560 070, Karnataka, India. 
+E-mail: [email protected]
+Original Article
+Access this article online
+Website:
+www.ijoy.org.in
+Quick Response Code
+DOI:
+10.4103/0973-6131.78174
+[Downloaded from http://www.ijoy.org.in on Friday, July 29, 2016, IP: 14.139.155.82]
+International Journal of Yoga  Vol. 4  Jan-Jun-2011
+14
+Negative affect
+Negative affect (NA) is the dimension with aversive 
+mood states and subjective distress. It lowers self-esteem, 
+depresses the quality of relationships with others, 
+and leads to anxiety and depression that narrows the 
+attention.[7] NA as fear facilitates withdrawal behavior 
+in situations that threaten survival[7] which depends on 
+the capacity to cope with different situations.[8] A state 
+of calmness and contentment are characterized by low 
+ 
+NA.[6]
+Positive affect 
+Those with greater tendencies to cope through humor 
+reported greater positive mood, and have shown increased 
+levels of salivary immunoglobulin A (S-IgA), a vital 
+immune system protein.[9] Positive emotions, especially 
+hope, may uniquely contribute to the health benefits 
+accrued by dispositional optimists.[4]
+Remedial measures 
+Coping strategies related to the occurrence and maintenance 
+of positive emotions (e.g., positive reappraisal, problem-
+focused coping, and infusing ordinary events with 
+positive meaning) help buffer against stress and depressed 
+mood.[10] These strategies help individuals emerge 
+from crises with new coping skills through closer 
+relationships, and a richer appreciation for life, all of 
+which predict an increase in psychological wellbeing.[11] 
+Studies have shown the benefits of positive affect in 
+prevention and rehabilitation of stress-related diseases 
+like hypertension,[12] gastrointestinal disorders,[13] coronary 
+heart disease[14] and diabetes parameters. Higher positive 
+affect predicted lower levels of glycosylated hemoglobin in 
+normal people, indicating the beneficial effect of positive 
+affect on diabetic parameters.[15]
+Yoga 
+Yoga is one of the popular practices that has the potential 
+to promote positive affect. According to a recent 
+survey in 2008, conducted by the National Centre for 
+Complementary and Alternative Medicine, 38% percent of 
+adults and 12% of children in USA use complementary and 
+alternative therapies and yoga is one amongst the top five 
+of these.[16] Yoga, developed thousands of years ago, is now 
+recognized as a form of mind-body medicine. It addresses 
+the full scope of a person’s life including physical, mental, 
+emotional and spiritual aspects of the individual in disease 
+and health.
+Reduction in negative affect with yoga has been shown 
+to improve depression and anxiety amongst distressed 
+women.[17] Also, yoga has been used effectively in reducing 
+pain and increasing flexibility in chronic low back 
+pain,[18] to combat stress in cancer patients,[19] to increase 
+lung functions and reduce usage of bronchodilator in 
+asthmatics[20] and for rehabilitation of patients with post-
+stroke hemiparesis.[21] 
+The benefits of reduction in negative emotions can 
+improve the quality of life in healthy people with increased 
+immunity,[9] better pulmonary functions[22] and increased 
+lifespan.[23] 
+Yoga and physical health 
+In young trainees yoga improved joint flexibility,[24] 
+respiratory endurance and muscle strength[25] and also 
+dexterity in students.[26] Reduction in body fat, improved 
+shoulder flexibility in elderly females,[27] improvement in 
+immunological tolerance,[28] favorable changes in neuro-
+endocrine functions including melatonin and cortisol 
+secretions[29-31], lower perceived exertion after exhaustive 
+exercise[32] are the other documented physical health 
+benefits of yoga. 
+Yoga for positive mental health 
+Improved cognitive functions have been reported in 
+children and adults after practicing integrated yoga. 
+Increased visual perception,[33] better learning skills[34] 
+and increase in spatial and verbal memory[35] have been 
+demonstrated within 10 to 30 days of yoga practices.
+Yoga for positive emotional health
+Studies that have assessed the emotional states by ‘Profile 
+of Mood States’ after yoga have reported significant 
+improvements in negative emotions including tension-
+anxiety, depression-dejection, anger-hostility, fatigue-
+inertia, and confusion-bewilderment.[17,36] A short-term 
+Iyengar yoga (10 h) has shown improvement in self-
+reported acute mood states of depression trait anxiety, 
+negative mood and fatigue in young adults.[37] A study 
+that compared African dance and Hatha yoga showed 
+reduced perceived stress and negative affect with both 
+these practices but reduced cortisol levels in the hatha 
+yoga group.[30] The utility of yoga in improving mood and 
+the differential effects may be related to its influence on 
+physiological states of arousal[30] through establishing 
+stable autonomic balance.[38]
+Thus, ameliorating negative affectivity and increasing 
+positive affectivity is one of the main concerns in stress 
+management. In the present study, we examined the 
+positive and negative affect outcomes after a short-term 
+intervention of integrated yoga in normal adults who 
+volunteered to attend a yoga camp.
+Narasimhan, et al.: Yogic practices and emotions
+[Downloaded from http://www.ijoy.org.in on Friday, July 29, 2016, IP: 14.139.155.82]
+15
+International Journal of Yoga  Vol. 4  Jan-Jun-2011
+(40 min). This session of physical practices ended with 
+guided deep relaxation technique in supine position for 
+10 min. The sessions ended with a closing prayer. The 
+evening sessions (6-8 pm) comprised of devotional sessions 
+for emotion culture, followed by lectures and answers to 
+written questions based on the previous day’s lecture.
+Assessment 
+Assessment was done using the PANAS questionnaire 
+developed by Watson et al.[6] The PANAS is a 20-item 
+questionnaire designed to measure positive and negative 
+affect. It has ten questions each to measure positive and 
+negative emotions, referred to as positive affect (PA) and 
+negative affect (NA). The internal reliability (Cronbach’s 
+coefficient alpha) is 0.86 to 0.96 for positive affect and 
+0.84 to 0.87 for negative affect of the PANAS.[6] To tap other 
+aspects of emotions relevant to the Indian population, we 
+added nine (four positive and five negative) questions 
+for this study which are referred as Other Positive Affect 
+(OPA) and Other Negative Affect (ONA). The PANAS and 
+OPANAS domain scores were analyzed and interpreted 
+separately since the questions that were added had not 
+been tested earlier for validity and reliability. 
+Data extraction
+The participants rated all questions on a 5-point scale of 
+0-4.
+(0=not at all, 1=a little, 2=moderately, 3=quite a 
+bit, 4=extremely) reflecting the extent to which they 
+experienced the emotion during the past one week. All 29 
+questions were intermixed in the questionnaire. They were 
+carefully isolated for obtaining the individual scores for 
+the four domains i.e. PA, NA, OPA and ONA. Incomplete 
+answer sheets were discarded.
+Data analysis
+Statistical analysis was done using ‘SPSS, 10’ software. 
+Normality was checked using Kolmogorov Smirnov test. 
+As the dataset was not normally distributed, Wilcoxon’s 
+test was used to compare the pre-and post-values. 
+RESULTS 
+Of the 450 participants who satisfied the selection criteria 
+for promoting positive health, 355 were available on 
+the morning of the last day of the camp to answer the 
+questionnaire and 312 suitable sets of pre and post answer 
+sheets were available for final analysis.
+Reasons for dropout were incomplete answer sheets and 
+inability to attend all classes due to various reasons. One 
+of the reasons for poor attendance appeared to be lack of 
+Narasimhan, et al.: Yogic practices and emotions
+MATERIALS AND METHODS
+Participants
+Nine hundred and forty participants in the age range of 13-
+78 years volunteered to attend a weeklong non-residential 
+free yoga camp in response to public advertisements in 
+the city of Patna, India. Those who had health problems 
+as per their statement in their registration were excluded. 
+Thus, 450 participants were included in the positive health 
+program designed for normal healthy participants of both 
+sexes. The inclusion criteria were participants from both 
+sexes between the age group of 15-78 years and those who 
+could read and write Hindi or English language. Signed 
+informed consent was obtained from all participants before 
+the camp started.
+Design
+This was an open-armed observational study in a 
+naturalistic setting to evaluate the changes in positive and 
+negative emotions after yoga intervention in participants 
+who attended the weeklong free yoga camp at Patna, 
+India. The camp was advertised through banners, local 
+newspapers and local TV channels. The camp was 
+conducted from 1st to 7th November 2006. The classes were 
+conducted from 6 to 8 am and 6 to 8 pm, in the centre of 
+the city to suit the convenience of people. After checking 
+the registration forms for inclusion and exclusion criteria, 
+the participants were divided into different groups based 
+on their age and sex. All participants recruited for the study 
+were assessed on the first and last day of the camp using 
+modified Positive Affect Negative Affect Questionnaire 
+(PANAS). The questionnaire was printed in both Hindi 
+and English. After reading out the instructions on the 
+public address system, they were asked to fill up the sheets 
+carefully. The group instructors were monitoring the entire 
+procedure in their groups. The instructors took care not 
+give any interpretation of the questions.
+Intervention 
+The instructions with demonstrations for the practices 
+were given from a common raised platform on the public 
+address system by the senior yoga faculty of VYASA. Each 
+group was supervised by two to three assistant instructors 
+for corrections of the practices. These instructors 
+developed a good rapport with their group and enquired 
+about any negative affect about practices. 
+The classes began at 6 am with a prayer followed by 
+loosening exercises (Çithilékarëa vyäyäma) and breathing 
+exercises for 20 min. Then, there was a talk followed by the 
+practice of praëäyäma for 40 min with 10 min for questions 
+and answers. This was followed by Suryanamaskära 
+and Yoga postures that were introduced systematically 
+ 
+[Downloaded from http://www.ijoy.org.in on Friday, July 29, 2016, IP: 14.139.155.82]
+International Journal of Yoga  Vol. 4  Jan-Jun-2011
+16
+commitment as it was a free camp.
+Table 1 shows the demographic data of the participants. 
+Out of 312 participants, 78% were below 25 years and 22% 
+were above 25 years of age. 0nly 8% of the participants 
+were females.
+Table 2 shows the changes in PANAS after yoga. There was 
+a significant improvement in positive affect after yoga at a 
+P<0.001, showing 13% and 17% changes in PA and OPA 
+respectively. The NA decreased after yoga at a P<0.001, 
+with 47% and 48% reduction in NA and ONA respectively.
+Table 3 shows the changes in individual items of positive 
+affect domains (PA and OPA). There was an increase 
+ranging from 3-21% in the individual items of PA with a 
+negative change -3% in the question ‘excitement’. There 
+was 17-28% increase in the OPA scores. Question number 
+15 (‘content��) indicating the degree of contentment showed 
+the highest degree of improvement (28%.)
+Table 4 shows the changes in the individual items of the 
+negative affect. It is noteworthy that the degree of changes in 
+the negative affect is better, in the range of 38-55%, than the 
+increase in the items on positive affect. The NA descriptor 
+‘Irritability’ showed the maximum reduction of 55%.
+Narasimhan, et al.: Yogic practices and emotions
+Table 1: Demographic Data
+Variable
+Number
+Total
+312
+Males 
+287
+Females
+25
+Age in years
+15-20
+200
+21-25
+55
+>25
+57
+Age range (in years)
+15-78
+Age mean±SD (in years) 
+24.92±13.85
+Occupation
+Students
+249
+Working men
+38
+Working women
+04
+Housewives
+21
+Retired
+09
+Education
+School
+252
+Graduates
+55
+Postgraduates
+05
+Table 2: Results of integrated yoga practices in normal volunteers
+Variables
+Mean±SD
+95% CI of mean pre
+95% CI of mean post
+Pre-post Wilcoxon’s P value % changes 
+Pre-yoga
+Post-yoga
+Lower 
+bound
+Upper 
+bound
+Lower 
+bound
+Upper 
+bound
+PANAS positive
+23.47±7.04
+26.54±6.37
+22.68
+24.25
+25.83
+27.25
+<0.001
++13
+Other positive
+9.33±3.42
+11.28±2.98
+8.95
+9.71
+10.95
+11.61
+<0.001
++17
+PANAS negative
+12.51±8.25
+6.62±6.39
+11.59
+13.43
+5.91
+7.33
+<0.001
+-47
+Other negative
+7.36±4.99
+3.86±3.75
+6.80
+7.91
+3.44
+4.28
+<0.001
+-48
+DISCUSSION
+Summary 
+This open-armed observational study on 312 participants 
+of a weeklong free yoga camp for promotion of positive 
+health through integrated yoga practices showed 
+significant reduction in negative affect and increase in 
+positive affect scores on modified version of PANAS 
+questionnaire.
+Probable mechanisms and correlation with previous findings
+The descriptive of negative emotions, ‘guilty’ and 
+‘ashamed’ showed 48% and 45% reduction respectively. 
+Since the maximum number of participants in this study 
+group were below the age of 25 years (78%), it points 
+to the beneficial effect of the integrated yoga module in 
+unwinding the guilt feeling in young students within 
+a short period that may be considered an important 
+contribution of this study. Yoga techniques that are meant 
+to develop better mastery over the modifications of the 
+mind (yogah chitta vrtti nirodhah as defined by the sage 
+Patanjali)[39] through introspective awareness to calm 
+down the mind (manah prashamana upayah as defined 
+by sage Vasishtha),[40] may have increased their level of 
+confidence to make a resolve to change themselves and 
+overcome their guilt, shame and the related complexes. 
+Similar changes have been reported in a study after 
+Vipassana meditation in Tihar Jail. The inmates of the 
+jail showed reduced hostility, anxiety and depression 
+with improved sense of wellbeing and hope for the 
+future in those with or without psychiatric problems.[41] 
+Reduction in aggressive behavior has been demonstrated 
+in normal young volunteers after 12 weeks of integrated 
+yoga program similar to the practices used in this study.[42] 
+Emotions such as ‘Jittery, Nervous, Afraid and Scared’, 
+may all be looked upon as different degrees of performance 
+anxiety that is a very common stress response to academic 
+and psychosocially demanding situations in a progressive 
+society. Many studies have shown the stress-reducing 
+effect of yoga[17,19,30] which support the observation of the 
+present study.
+The relaxation response after yoga may offer the ability to 
+face the situations in a relaxed state of mind and perform 
+[Downloaded from http://www.ijoy.org.in on Friday, July 29, 2016, IP: 14.139.155.82]
+17
+International Journal of Yoga  Vol. 4  Jan-Jun-2011
+Narasimhan, et al.: Yogic practices and emotions
+with utter ease and effortlessness. This is described as 
+one of the quoted definitions of yoga, ‘yogah karmasu 
+kaushalam’ by Sri Krsna in the Bhagavadgita,[43] which 
+means ‘yoga is a special skill of action in relaxation’. 
+This was observed with yoga practices in musicians 
+with the relative reduction in performance anxiety, 
+musculoskeletal conditions, mood and flow experience.[44] 
+Yoga practices prior to exams in medical students showed 
+improved concentration, improved efficiency, increased 
+attentiveness, and significant reduction in number of 
+failures.[45] 
+‘Disappointed, upset, irritable, hostile’ are different facets 
+of anger resulting from unsatisfied desires or the inability 
+to cope. All this is described in the Bhagavadgita as violent 
+speed of mind resulting in anxiety or depression. These 
+have shown reduction in this study. Benefits of yoga 
+practices for rapid stress reduction and anxiolysis among 
+distressed women,[17] betterment of mood in psychiatric 
+inpatients,[36] and reduction in symptoms of depression[37] 
+are reported.
+The perception of vigor ‘Strong’ and ‘active’ (q.10, 25) 
+have increased by 21% and 20% respectively. The feeling 
+of wellness was contributed by asanas and loosening 
+exercises which increases spinal flexibility,[24] dexterity[26] 
+and stamina.[25]
+The integrated yoga program taught in this camp included 
+lectures and practice of bhakti yoga (devotional sessions) 
+that are meant for direct handling of emotions by nurturing 
+the positive emotions of pure love and surrender to the 
+divine as tools for stress reduction and positive health.[46] 
+Similar thinking is expressed by a study, which said that 
+spirituality (faith, selfless service and pure love) promotes 
+a healthier coping style.[47] An increase in positive affect 
+‘contentment’ by 28% and the reduction in the positive 
+affect ‘excitement’ by (-3%) reflects the calming effect of 
+yoga rather than a stimulated happy state of excitement.
+CONCLUSION
+Integrated yoga can be taught to normal participants 
+without any harmful effects and it may reduce the negative 
+affect and increase the positive affect within a week. 
+Limitations of the study 
+a. 	 Since this was an open-armed observational study in a 
+free camp, the conclusions from this are only pointers 
+rather than evidence-based conclusions. 
+b.	 The questions of OPA and ONA are not validated. 
+c.	 High dropout due to the nature of the free camp where 
+it was not possible to control the attendance. 
+Strength of this study
+This study provides evidence for the feasibility of 
+conducting camps ‘yoga for promotion of positive health’ 
+in a city where people can be taught yoga practices during 
+the working days. The camp attracted a good number of 
+students, which is a welcome sign that yoga is acceptable 
+to healthy youngsters. The observation that there could 
+be significant changes after a weeklong program supports 
+the utility of such free camps which have become very 
+popular in India.
+Suggestions for future work
+Randomized controlled studies are necessary to confirm 
+these results. Future studies may also incorporate other 
+psychological and objective measures of mood and 
+emotions to understand the mechanisms.
+Table 3: Changes in individual items of positive affect 
+after yoga practices
+Question no
+Panas positive affect
+Descriptor
+% Change (increase)
+Positive affect
+2
+Attentive
+16
+3
+Interested
+12
+7
+Excited 
+decrease - 3
+10
+Strong
+21.0
+11
+Enthusiastic
+03.0
+17
+Determined
+12.0
+18
+Proud
+16.0
+22
+Inspired
+17.0
+25
+Active
+19.7
+29
+Alert
+13.5
+Other positive affect
+1
+Happy
+18.0
+8
+Pleased
+19.7
+15
+Content
+28.0
+26
+Glad
+17.0
+Table 4: Changes in individual items of negative affect 
+after yoga practices
+Question no.
+Panas negative affect
+Descriptor
+% Change (decrease)
+Negative affect
+4
+Afraid
+44.00
+6
+Distressed
+49.00
+9
+Upset
+38.00
+12
+Jittery
+43.00
+14
+Guilty
+47.90
+16
+Nervous
+46.70
+20
+Scared
+43.02
+21
+Hostile
+45.00
+24
+Ashamed
+49.70
+28
+Irritable
+54.90
+Other negative affect
+5
+Disappointed
+47.00
+13
+Sad
+49.33
+19
+Unhappy
+46.66
+23
+Troubled
+46.00
+27
+Miserable
+47.81
+[Downloaded from http://www.ijoy.org.in on Friday, July 29, 2016, IP: 14.139.155.82]
+International Journal of Yoga  Vol. 4  Jan-Jun-2011
+18
+Narasimhan, et al.: Yogic practices and emotions
+ACKNOWLEDGMENTS 
+We are grateful to Dr. Ravi Kulkarni for his help in statistical 
+analysis and Mr. Amrit Ram while writing the manuscript. We 
+thank the medical doctors, yoga instructors, senior faculty of 
+SVYASA for their help in conducting this camp. We are grateful 
+to the philanthropic persons of Patna city for their donations 
+and the management of the school for providing the venue to 
+conduct this camp. Author wishes to acknowledge the support 
+extended by principal Dr. K. S. Nagesh, DAPM RV Dental College, 
+Bangalore, during her study.
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+[Downloaded from http://www.ijoy.org.in on Friday, July 29, 2016, IP: 14.139.155.82]
+19
+International Journal of Yoga  Vol. 4  Jan-Jun-2011
+Narasimhan, et al.: Yogic practices and emotions
+43. Tapasyananda S. Gita SB. Mylapore, Chennai: Sri Ramakrishan Math 
+Printing Press; 1984.
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+How to cite this article: Narasimhan L, Nagarathna R, Nagendra HR. 
+Effect of integrated yogic practices on positive and negative emotions 
+in healthy adults. Int J Yoga 2011;4:13-9.
+Source of Support: Nil, Conflict of Interest: None declared
+New features on the journal’s website
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+International Journal of Yoga  Vol. 6  Jul-Dec-2013
+128
+Effect of kapalabhati on performance of six‑letter cancellation 
+and digit letter substitution task in adults
+Balaram Pradhan
+Division of Yoga and Humanities, Swami Vivekananda Yoga Anusandhana Samsthana, Bengaluru, Karnataka, India
+Address for correspondence: Dr. Balaram Pradhan, 
+Eknath Bhavan, 19 Gavipuram Circle, Bangalore - 560 019, India. 
+E‑mail: [email protected]
+Most systems of Hatha Yoga incorporate KB practice, the 
+length of recommended time depending on the program, 
+the teacher and the student’s needs. Some Yoga teachers 
+recommend long practice of KB, and say that it can help 
+remedy almost every physical condition. It is therefore of 
+fundamental interest to the evidence base of Yoga and Yoga 
+medicine to understand the effects of KB practice on the 
+human psychophysiology.
+A number of scientific studies have investigated 
+biochemical and physiological effects of KB. Desai and 
+Gharote[2] observed decrease in blood urea, and increases 
+in creatinine and tyrosine. Another study found during KB 
+compared to rest increased cardiovascular and respiratory[3] 
+and increases in heart rate and blood pressure.[4]
+In a third study, Stancak et al.[5] found increased in Alpha, 
+Beta‑1 and Theta activity during the initial 5 min, 10 min 
+and later stages of 15 min KB compared to the pre‑exercise 
+period. During rest after KB, Alpha and Beta‑1 activity 
+decreased, but Theta activity was maintained at the same 
+INTRODUCTION
+The word ‘Kapalabhati’ is constructed from two component 
+words: Kapala and Bhati. In Sanskrit Kapal means forehead 
+and Bhati means to shine. Hence, Kapalabhati (KB) is 
+an exercise that makes the forehead shine. It consists 
+of fast, shallow, abdominal respiratory movements at 
+about 2 Hz (120 per min). KB is one of the six major 
+kriyas (cleansing techniques) described in Hatha Yoga 
+Pradipika.[1]
+Access this article online
+Website: 
+www.ijoy.org.in
+Quick Response Code
+DOI: 
+10.4103/0973-6131.113415
+Background: Attention and concentration are valuable skills for all fields of human activity. Training to improve these skills is 
+described in ancient hatha yoga texts.
+Aims: To study the effect of 1‑min Kapalabhati (KB1) and 5‑min Kapalabhati (KB5) practice of the Yoga rapid breathing 
+exercise, Kapalabhati (KB), on psychomotor performance, as measured by the six‑letter cancellation task (SLCT) and digit‑letter 
+substitution task (DLST).
+Materials and Methods: Thirty‑six subjects, 21 male (mean age 25.71 years, SD 2.10), 15 female (mean age 24.13 years, 
+SD 2.23) participated in the study. All were participating in a 3‑month pranayama training program, part of residential degree 
+courses at Swami Vivekananda Yoga Anusandhana Samsthana, Yoga University. The subjects were divided into two groups, 
+and assessed on the SLCT and DLST, immediately before and after KB on two successive days. The first group did KB1 on 
+day 1, and KB5 on day 2. For the second group, the order was reversed.
+Results: There were no significant differences on SLCT and DLST on Total and Net Scores between sessions for the same 
+group, and between groups for the same session i.e. the effects of KB1 and KB5 were not distinguishable. However, both 
+groups made more errors on DLST after the interventions, 525% after KB1 and 562.5% after KB5, P < 0.018 and P < 0.041, 
+respectively (Wilcoxon Signed Rank Test). In contrast, scores on SLCT remained completely unchanged. 
+Conclusions: Both KB1 and KB5 found no change on both SLCT and DLST. But, this kind of breathing practices leads to 
+increases error score.
+Key words: DLST; high frequency yoga breathing; kapalabhati; pranayama; SLCT.
+ABSTRACT 
+Short Communication
+[Downloaded from http://www.ijoy.org.in on Friday, July 29, 2016, IP: 14.139.155.82]
+129
+International Journal of Yoga  Vol. 6  Jul-Dec-2013
+Pradhan: Effect of kapalabhati on performance on psychomotor performance
+level as during the initial resting period. Subjects reported 
+a sense of rest and relaxation after KB.
+Heart rate variability  (HRV) is an indicator of cardiac 
+autonomic control. A study assessed before and after KB 
+practice and found increase in low frequency (LF) power, 
+and LF/HF ratio, and decrease in high frequency (HF) 
+power, following KB.[6]
+In a recent study of the effects of KB on Six Letter 
+Cancellation  (SLC) task in three different age 
+groups (medical students, middle‑aged adults and older 
+persons) both total errors and net scores improved after 
+10 min KB practice.[7]
+Since KB practice has been found to influence EEG 
+i.e.,  cortical electrical activity, connected to cognitive 
+processes, it is surprising that there has not been more 
+investigation of the effects of KB on cognition. This 
+study compares the effects of two different lengths of KB 
+practice on attention task performance using the six‑letter 
+cancellation (SLC) and digit letter substitution (DLS) tests. 
+The use of this DLST protocol to study immediate effects 
+has already been validated for the Indian population.[8]
+Materials and Methods
+Subjects
+Twenty‑one male and 15  female  (total group: mean 
+age 25.05 years, SD 2.27) were selected for the study. They 
+were free from neurological, respiratory diseases, and 
+students of Yoga couses. They were right handed based on 
+the Edinburgh Handedness Inventory[9] and familiar with 
+KB. All gave their signed informed consent.
+Study design
+Subjects were assigned randomly into two sessions that 
+is KB for 1 min (KB1) and KB for 5 for min (KB5). On day 
+one, who were performed KB1 session and KB5 session. 
+The next day they were reversed their order of session. 
+They were assessed before and immediately after the each 
+session i.e., KB1 and KB5.
+Intervention
+In performing KB, subjects sat cross‑legged, keeping 
+their head, neck and spine erect. Active exhalation is 
+effected by rapid contraction of the abdominal muscles, 
+inhalation is passive. The two durations were 1 min (KB1) 
+and 5 min (KB5). They were trained prior to the start of 
+the study.
+Instruments
+The six‑letter cancellation task (SLCT) consists of a sheet 
+of 22 rows × 14 columns of randomly arranged letters of 
+the alphabet. The top of each sheet names six target letters. 
+Subjects are given the choice of two possible strategies to 
+cancel target letters (i) all six letters at once or (ii) selecting a 
+single target letter at a time. It is also suggested that, according 
+to their own choice, they follow horizontal, vertical, or 
+random paths on the test sheet. They are told to cancel as 
+many target letters as possible in the test time of 90 secs.
+The digit letter substitution task (DLST) test sheet consists 
+of 8 rows × 12 columns of randomly arrayed digits. The key 
+at the top of each sheet, pairs each of the 9 digits with 9 
+selected letters. Subjects have to write the corresponding 
+letters in the empty box below each digit. Choice of strategy 
+for substituting letters is up to each subject: horizontally, 
+vertically, or selecting one digit at a time. Subjects have 
+to substitute as many letters for digits as possible in the 
+test time of 90 sec. Test supervisors timed each test on a 
+standard stopwatch.
+To compensate for test‑retest, and memory effects due to 
+short intervening time intervals, i.e. interventions of only 
+1 and 5 minutes, different worksheets and coding were 
+used for each test, with different digit‑letter pairing in 
+the key and differently randomized arrays of digits on the 
+worksheets. Similar rules were followed for the SLCT by 
+changing target letters and using differently randomized 
+arrays of letters on the worksheet.
+Assessment
+Scoring for both tests counts total substitutions/
+cancellations attempted, and number of wrong 
+substitutions/cancellations. Net Score was obtained 
+by deducting the wrongly attempted score from total 
+attempted score. Scoring was carried out by blind rater.
+Data analysis
+Statistical analysis was done using SPSS‑10.
+RESULTS
+Student’s paired ‘t’ Test was used for total and net scores, 
+and Wilcoxon Signed Rank Test for wrong scores [Table 1].
+Although none of the differences on SLCT and DLST on 
+total and net scores between sessions for the same group 
+reached significance, the fact that all four improved has a 
+chance of 1/16 = P < 0.0625 according to a sign test, and is 
+borderline significant. Both groups made more errors on 
+[Downloaded from http://www.ijoy.org.in on Friday, July 29, 2016, IP: 14.139.155.82]
+International Journal of Yoga  Vol. 6  Jul-Dec-2013
+130
+Pradhan: Effect of kapalabhati on performance on psychomotor performance
+DLST after the intervention, 525% after KB1 (P < 0.018) 
+and 562.5% after KB5 (P < 0.041). Wrong substitution 
+data has significant implications for subjects’ vigilance 
+following KB practice.
+DISCUSSION
+The present study found wrong letter substitution 
+significantly increased in DLST without significant change 
+in Net Score, while no changes in either total wrong or Net 
+Scores were observed in SLCT after either KB1 or KB5. As 
+measures of sustained attention, the two tests are usually 
+considered equivalent, so at first sight this difference in 
+task performance seems remarkable.
+Our results were unexpected contrast to the previous 
+finding. Natu and Agrawal[8] assessed the effect of a 
+stimulant (coffee) on psychomotor performance in third 
+year medical students using the SLC and DLS tasks. Net 
+Scores increased significantly on both tests. Since KB 
+is considered to have a stimulating effect on the central 
+nervous system,[6] we had expected to observe similar 
+improvements after KB practice.
+The following may help us understand the new result. 
+The substitution tasks involve visual scanning, mental 
+flexibility, sustained attention, psychomotor speed, and 
+speed of information processing.[10] The KB practice may 
+have interfered with the mental flexibility component, 
+which is not present in the cancellation task. In contrast to 
+the cancellation task, which can be performed as a simple 
+reaction to seeing the selected letter(s) without thinking what 
+to do about it, the DLST requires a selective substitution to be 
+made, and this requires an instant of reflective consideration. 
+Our results indicate that KB marginally interferes with this 
+moment of reflection. Possible reasons can be found in 
+terms of panchamahabhutta functions: thought involves 
+prana (Vayu), and KB would initially cause a disturbance 
+in system Vayu functions. However, how to translate this 
+phenomenological explanation into modern scientific terms 
+is an open question, and the effects of different pranayama 
+techniques need to be considered, particularly on EEG.
+In contrast, an earlier study of the effects of KB on SLCT 
+found contrasting results in different age groups. They 
+observed a decrease in total errors for the younger and 
+medical students group. In the middle age and older 
+persons groups, they found no changes in total errors 
+after KB, but Net Scores were higher after KB in these two 
+groups by 32.5% and 16.4%, respectively. In the medical 
+students group, Net Scores did not change significantly.[7]
+Our finding, that both KB1 and KB5 selectively impair DLS 
+task performance, suggests that motor skills are not being 
+improved. Further study is required to understand effect 
+of KB on attention using P300 event‑related potentials 
+and sensory motor task. Limitation of the study, it is a 
+comparative study without control group with small 
+sample size.
+REFERENCES
+1.	
+Swami Muktibodhananda, Hatha Yoga Pradipika. Yoga Publication Trust, 
+Munger Bihar, India; 2003.
+2.	
+Desai BP, Gharote ML. Effect of Kapalabhati on blood urea, creatinine and 
+tyrosine. Act Nerv Super (Praha) 1990;32:95‑8.
+3.	
+Stancak A Jr, Kuna  M, Novak  P, Srinivasan  MA, Dostalek  C, 
+Vishnudevananda  S. Observations on respiratory and cardiovascular 
+rhythmicities during yogic high‑frequency respiration. Physiol Res 
+1991;40:345‑54.
+4.	
+Stancak A Jr, Kuna  M, Srinivasan, Vishnudevananda  S, Dostalek  C. 
+Kapalabhati‑‑yogic cleansing exercise. I. Cardiovascular and respiratory 
+changes. Homeost Health Dis 1991;33:126‑34.
+5.	
+Stancak A Jr, Kuna  M, Srinivasan, Dostalek  C, Vishnudevananda  S. 
+Kapalabhati‑‑yogic cleansing exercise. II. EEG topography analysis. Homeost 
+Health Dis 1991;33:182‑9.
+6.	
+Raghuraj P, Ramakrishnan AG, Nagendra HR, Telles S. Effect of two selected 
+yogic breathing techniques of heart rate variability. Indian J Physiol Pharmacol 
+1998;42:467‑72.
+7.	
+Telles  S, Raghuraj  P, Arankalle  D, Naveen  KV. Immediate effect of 
+high‑frequency yoga breathing on attention. Indian J Med Sci 2008;62:20‑2.
+8.	
+Natu MV, Agarawal AK. Testing of stimulant effects of coffee on the 
+psychomotor performance: An exercise in clinical pharmacology. Indian J 
+Pharmacol 1997;29:11‑4.
+9. 
+Oldfield RC. The assessment and analysis of handedness: The Edinburgh 
+inventory. Neuropsychologia 1971;9:97‑113.
+10.	 Van Hoof JJ, Lezak MD. Neuropsychological assessment. 3rd ed. New York: 
+Oxford UP; 1995.
+Table  1: Mean values and standard deviation for total scores, wrong substitutions, and net scores of six-letter 
+cancellation task and digit-letter substitution task
+Variables
+Scores
+KB1
+KB5
+Pre
+Post
+Pre
+Post
+SLCT
+Total
+47.94±12.75
+48.78±13.01
+46.06±13.27
+47.72±12.93
+Wrong
+0.28±0.74
+0.36±0.59
+0.31±0.86
+0.42±0.84
+Net
+47.67±12.92
+48.42±13.01
+45.75±13.64
+47.31±12.73
+DLST
+Total
+63.44±14.54
+64.61±12.32
+59.94±17.24
+63.22±14.81
+Wrong
+0.08±0.37
+0.5±1.16*
+0.08±0.37
+0.53±1.32*
+Net
+63.36±14.6
+64.11±12.56
+59.86±17.27
+62.69±14.76
+SLCT = Six‑letter cancellation task; DLST = Digit letter substitution Task, *P < 0.05, Wilcoxon singed rank test, post compared with pre of KB1 and KB5
+How to cite this article: Pradhan B. Effect of kapalabhati on 
+performance of six-letter cancellation and digit letter substitution task in 
+adults. Int J Yoga 2013;6:128-30. 
+Source of Support: Nil, Conflict of Interest: None declared
+[Downloaded from http://www.ijoy.org.in on Friday, July 29, 2016, IP: 14.139.155.82]

subfolder_0/Effect of short term yoga practices on cognitive function and attitude towards violence in school children-A randomized control study conv.txt

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+YOGA AND ATTITUDE TOWARDS VIOLENCE
+
+EFFECT OF SHORT TERM YOGA PRACTICES ON COGNITIVE FUNCTION AND ATTITUDE TOWARDS VIOLENCE IN SCHOOL CHILDREN- A RANDOMIZED
+CONTROL STUDY
+
+
+G.K. Reddy
+Research Scholar, SVYAS University, Bangalore. Sony Kumari
+Assistant Professor, SVYAS University, Bangalore.
+
+
+Voice of  Research Volume 3, Issue 4 March 2015
+ISSN 2277-7733
+
+
+Abstract
+The effectiveness of short term yoga practice on cognitive function and attitude towards violence in school children (n = 100) was examined. The participants were divided into two groups -Yoga and Control group. Yoga group was given 10 days yoga intervention programme for one hour every day. Results indicated that yoga intervention contributed significant result in cognitive function and no significant result in ATV (attitude towards violence) in school children.
+Keywords: School children, cognitive function, attitude towards violence, yoga
+
+
+Cognition: A term psychologists use to refer to the activity of knowing and the mental processes by which human beings acquire and use knowledge to solve problems, the cognitive  processes  that  help  us  to  understand  and  to adopt to the environment include such activity as attending, perceiving, learning, thinking and remembering in short, the unobservable events and undertaking that characterize the  human  mind.  Cognition  is  a  term  referring  to  the mental  processes  involved  in  gaining  knowledge  and comprehension.  These  processes  include  thinking, knowing,  remembering,  judging,  and  problem-solving. These  are  higher-level  functions  of  the  brain  and encompass  language,  imagination,  perception,  and planning.
+Cognition and its development: The activity of knowing and the processes through which knowledge is acquired. Change that occur in mental activities such as attending, perceiving, learning, thinking and remembering.
+Cognitive equilibrium & Meta cognition: Piaget’s term for the  state  of  affairs  in  which  there  is  a  balanced  or harmonious, relationship between one’s thought processes and the environment. One’s knowledge about cognition and about the regulation of cognitive activities.
+Cognitive  function  in  school  children:  Developing  an understanding  of  the  world  around  you  is  a  lifetime process that begins at birth. Knowing about the regularity and  predictability  of  the  universe  is  important.  This knowledge,  called  cognitive  development,  is  learned through mental processes and sensory perceptions. Warm, supportive interactions with others, as well as the ability to use  all  five  of  the  sensory  modes—seeing,  hearing, touching,  tasting,  and  smelling—are  required  for maximum  development  of  the  mental  or  cognitive processes.  High-quality  child  development  centers  have always placed priority on children’s intellectual learning.
+Today  the  emphasis  is  greater  than  ever,  because  new
+
+research  is  being  reported  that  helps  teachers  better understand the mental or cognitive processes that are at work in the child.
+Violence: The intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm, mal development, or deprivation.
+Effect of violence in school children: High profile acts of violence, particularly in schools, can confuse and frighten children who may feel in danger or worry that their friends or loved-ones are at risk. They will look to adults for information and guidance on how to react. Parents and school personnel can help children feel safe by establishing a sense of normalcy and security and talking with them about their fears.
+Attitude: Attitude is a readiness of the psyche to act or react in a certain way. Attitude is an evaluation of  an attitude object  to  vary  from  extremely  negative  to  extremely positive, but also admits that people can also be conflicted or ambivalent toward an object meaning that they might at different times express both positive and negative attitude toward the same object. This has led to some discussion of whether individual can hold multiple attitudes toward the same object.
+Violence attitude in school children: Children who exhibit explosive or noncompliant behaviour can be a difficult challenge to school personnel and parents. These children are chronically violent or aggressive and may be defiant, start fights, push, kick, hit or grab, throw things, verbally threaten  classmates  or  staff,  or  destroy  property.  Some children respond to verbal prompts to interrupt and stop this  type  of  behaviour.  Others  melt  down  with  little obvious provocation and, once they “lose it,” cannot be reached until they have exhausted their rage. Typically, these
+children do not handle transitions or unexpected change
+
+
+
+14 | Voice of Research,Vol. 3 Issue 4, March 2015, ISSN 2277-7733
+YOGA AND ATTITUDE TOWARDS VIOLENCE
+
+
+well and have low tolerance for frustration. This is different from violent behaviour that is “episodic” (i.e., out of the norm for the child and perhaps the result of an isolated event at school or home) or “goal oriented” (i.e., employed to achieve a specific desire or targeted at a specific person). Aggression is usually defined by behavioural scientists as behaviour  that  is  intended  to  harm  another  person. Common forms of  aggression are physical (for example, punching), verbal (for example, saying or writing hurtful things  to  another  person),  and  relational  (for  example, intentionally and publicly not inviting someone to a party to  harm  his  social  relationships).  Violence  usually  is conceived as more extreme forms of physical aggression that are likely to result in physical injury. The most extreme form of violence is homicide, but any form of aggressive behaviour that is likely to result in an injury serious enough to warrant medical attention is considered violence. Thus, fights involving weapons as well as fistfights by adolescents old  enough  to  be  able  to  inflict  serious  injuries  are considered acts of violence.
+Literature Review
+Faculties’ beliefs in their collective instructional efficacy contribute significantly to their schools’ level of academic achievement. Findings shows there are diverse ways in which  perceived  self-efficacy  contributes  to  cognitive development  and  functioning.  Faculties’ beliefs  in  their collective instructional efficacy contribute significantly to their schools’ level of academic achievement.
+Progressive behavior both in Grades 1 through 3 (ages 5– 8) and Grades 4 through 6 (ages 9–12), the effects on social cognition  were  only  evident  in  the  later  grades. Furthermore, the effect of violence exposure on aggression in the later grades was partially mediated by its effect on social cognition. These findings suggest that witnessing community violence has an effect on children’s aggressive behavior  through  both  imitation  of  violence  and  the development of associated cognitions as children get older.
+The yoga intervention produced improvements in physical measures (e.g., timed 1-legged standing, forward flexibility) as well as a number of quality-of-life measures related to sense of well-being and energy and fatigue compared to controls.  Those  in  the  yoga  group  showed  significant improvement  in  quality-of-life  and  physical  measures compared to exercise and wait-list control groups.
+Three  hundred  and  twelve  sets  of  pre–post  data  were analysed. There was an increase in PA of PANAS by 13% and OPA by 17%. The NA reduced by 47% and ONA by 48% It is feasible and safe to conduct a weeklong yoga camp in an urban setting, and integrated yoga practices can reduce the negative affect and increase the positive affect
+within one week.
+
+Method
+Sample: The sample consisted  of  100  school  students, Chaitanya Vidyanikethan Educational Society, Hyderabad. The school is situated in rural area. The age ranges were between 13 to 15 years. 8th  & 9th  standard from both sex (boys and girls) Total sample size 100 was divided into two  groups.  Experimental  group  50  No.  and  control group 50 No.
+Measure: DLST (Digit Letter Substitution Test), scale is developed by Natu MV, Agarwal AK. (1997). was used to measure  the  cognitive  function  (perception,  thinking, memory,  recollect,  analyze,  judgment,  fast  dissension). ATV (Attitude towards Violence) scale is used to measure the attitude towards violence in school children.
+Procedure: The DLST and ATV scales were administered to all the members participating in this study, before and after the intervention. The intervention which was given to yoga group  was  short  term  yoga  practices  which  consist  of Starting prayer (Om sahanavavatu…..) loosening exercise, breathing exercise, relaxation techniques like QRT, DRT, asana ( physical postures), pranayama ( breathing practices ).Meditation and closing prayer (Sarve bhavanthu…..) daily 1  hr  and  15  minutes  for  10  days.  Loosening  exercise: condition exercise from toe to head. Breathing exercise: hands in & out, hands stretch, ankle stretch. Relaxation techniques: like QRT (quick relaxation technique), DRT (deep	relaxation	technique).	Asana:	Standing-Ardhachakration,  padahasthsan,  Ardhakati  chakrasan, Pariorutha,  Trikonasan.  Sitting-  vajrasan,  shasankasan, ustrasan, bharadvajasan. Pranayama: Kapalabathi, bastrika, bhramari,  Nadisuddi  pranayama.  Meditation:  silence. Whereas the control group was given PE (physical exercise) daily 45 minutes for 10 days.
+Results and Discussion: Intense short term yoga practice in school children lead to significant improvement in cognitive function  and  no  significant  result  shown  in  attitude towards violence.
+Table  1  -  DLST  (within  group  result)  Paired  Sample  T  test
+Scale/Gro       Pre/po      MEA      Percent          Std.          Sig{2-up                        st             N         age of         Deviatio      tailed
+Mean	n	test} DLST(Y)	PRE	45.22	42%            8.09            0.000
+POST	64.30	11.69
+DLST(C)	 PRE	49.5	24%	6.84	0.000 POST	61.4                             7.87
+
+Table 2 - ATV (within group result) wilcoxon signed rank test
+Scale/Gro       Pre/po       MEA       Percent          Std.             Sig{2-up                  st              N           age of        Deviatio          tailed
+Mean	n	test} ATV(Y)	Pre	16.3	3.0%             4.2	.572
+Post	15.8	4.1
+ATV(C)	 Pre	17.9	12.8%	3.3	.003 Post	15.6                                3.4
+
+
+Voice of Research, Vol. 3 Issue 4, March 2015, ISSN 2277-7733 | 15
+YOGA AND ATTITUDE TOWARDS VIOLENCE
+
+Table  3  -  DLST  &  ATV  (Between  Groups)  Independent  t              Wertsch, James V., and Peeter Tulviste. “LS Vygotsky and Test  Mann  Whitney  test                                                        contemporary     developmental     psychology.”
+
+scale	Pre/post Pre
+DLST                              Post ATV                               Pre
+Post
+
+
+Sig{2-tailed test}
+
+0.003 .654
+
+Developmental psychology 28.4 (1992): 548.
+
+Lewis,  Marc  D.  “The  promise  of  dynamic  systems approaches  for  an  integrated  account  of  human
+development.” Child Development 71.1 (2000): 36-43.
+
+
+
+In  table-1,  the  data  was  normally  distributed  therefore parametric test (Paired sample T test) within group was conducted . In yoga group the percentage mean is increased by 42% (p> .05) and the control group is increased by 24% (p>.05).; In table -2, Data was not normally distributed therefore Non-Parametric test (Wilcoxon signed rank test) within group was conducted . Here there is 3.0% percentage change in yoga group (p< .05) and there is 12.8% change in ATV in control group (p>.05).; In table -3, Betweens group DLST & ATV (Independent t test & Mann Whitney test) was administered and result showed significant result (p> .05) in DLST and no significant result in ATV.; In addition they have experienced other benefits like physical flexibility digestion, sleep, mental relaxation and stress free and they are very cooperative with teachers and parents. This  study  lends  further  support  to  supposed  linkages between yoga and personality development at physical and mental level in school children. However, there is need for a  more  detailed  study  to  spell  out  the  processes  and mechanisms of yoga intervention in school children.
+Conclusion
+
+This study was conducted with aim to see the effect of short term yoga intervention on cognitive function and attitude towards violence in school children at the end of the  study  we  observed  significant  improvement  in cognitive function and mean percentage change is high in yoga (42%) compare to control (24%) and, no significant result shown in attitude towards violence but there is a sign of  improvement  in  ATV  in  terms  of  mean  percentage change by 3 % in Experimental group. This is an first attempt to measure ATV ( Attitude towards Violence) in school children’s.
+References
+Uhlén,  Mathias,  and  et  al.  “A  human  protein  atlas  for normal  and  cancer  tissues  based  on  antibody proteomics.”  Molecular  &  Cellular  Proteomics  4.12 (2005): 1920-1932.
+Cherry, Kendra. The Everything Psychology Book: Explore the human psyche and understand why we do the things we do.
+Everything Books, 2010.
+
+
+By P.F. Hearron|V. Hildebrand — Pearson Allyn Bacon Prentice Hall Updated on  Jul 20, 2010
+WHO-2014, global campaign for violence prevention
+NASP  has  additional  information  for  parents  and educators  on  school  safety,  violence  Prevention, children’s  trauma  reactions,  and  crisis  response  at www.nasponline.org. ©2006, National Association of School Psychologists, 4340 East West Highway #402, Bethesda, MD 20814
+Main, R. (2004). The rupture of  time: Synchronicity and Jung’s critique of modern western culture. Routledge.
+Wood, W. (2000). “Attitude Change: Persuasion and Social Influence”. Annual Review of Psychology51: 539–570.
+By Diane Smallwood, PsyD, NCSP,South Brunswick (NJ) School District
+Journal Issue: Children and Electronic Media, Volume 18 Number 1 Spring 2008
+Educational Psychologist,Albert Bandura,Volume 28, Issue 2, 1993,pages 117-148
+Child  Development,Nancy  G.  Guerra,  L.  Rowell Huesmann,
+and Anja Spindler,Volume 74,Issue 5, pages 1561–1576, October 2003,Sample: 4458.
+Accpted for publication in a peer reviewed journal, Barry S. Oken, Daniel Zajdel, Shirley Kishiyama, Kristin Flegal, Cathleen Dehen, Mitchell Haas, Dale F. Kraemer, PhD, Julie Lawrence, and Joanne Leyva, 2006; 12(1): pp.40– 47.Sample : 135
+International  journal  of  yoga,  Lakshmi  Narasimhan,  R Nagarathna, and HR Nagendra, v.4(1); Jan-Jun 2011, Int J Yoga. 2011 Jan-Jun; 4(1): 13–19. pp. 312 sets of samples
+Natu MV, Agarwal AK. Testing of  stimulant effects of coffee on the psychomotor performance: An exercise in  clinical  pharmacology.  Indian  J  Physiology
+Pharmacol. 1997;  9:11–4.
+
+
+16 | Voice of Research,Vol. 3 Issue 4, March 2015, ISSN 2277-7733

subfolder_0/Effect of short-term yoga based stress management program on mood states of managers conv.txt

@@ -0,0 +1,150 @@
+
+
+International Journal of Education & Management Studies, 2014, 4(2), 150-152
+http://www.iahrw.com/index.php/home/journal_detail/21#list
+
+
+© 2014 Indian Association of Health, Research and Welfare
+
+
+Effect of short-term yoga based stress management program on mood states of managers
+
+Rabindra M.A., Pradhan B. and Nagendra H.R. Swami Vivekananda Yoga Anusandhana Samsthana, Bangalore
+
+The manager's come across challenging situations in there day to day working environment. The demanding conditions produces lot of variations in their mood profile, which in turn leads to stress and strain and end up in physical illness. Solution to tackle the mood fluctuation is a need of hour. To evaluate the effect of 5 days yoga based Self-Management of Excessive Tension (SMET) on profile of mood states of managers. A single pre-post pilot study was conducted on seventy seven managers recruited from Oil and Natural Gas Corporation (ONGC). The negative moods sub-scale of POMS was significantly reduced following SMET program. Whereas positive mood sub-scale improved but there was non-significant. Intense five days yoga based SMETprogram shown enhanced of profile of mood in manages.
+
+Keywords: yoga managers POMS SMET
+
+
+Organizational performance depends on multi-factors. In corporate sectors major components of human recourses development are entrepreneur, managers, and workers. They play a measure role in the developments of organization/industry/corporate/business worlds. They were commonly met with targets to achieve their goal in deadlines. In the long run unconsciously psychological strain were accumulated which led to hamper individuals' and professional growth. There were many programs which deal with management stress at various institutions using life-style modification, mind-body training, yoga, meditation, Tai-chi, and Qigong technique.
+Current  study  explored  the  effect  of  Self-Management  of Excessive  Tension  a  yoga  based  Stress  management  program developed by Swami Vivekanada Yoga Anusandhana Samsthana (SVYASA). The SMETconsists of two major component theory and practical sessions. Detail description of the program is presented in the Table 1.  Previous studies on SMET has shown improvement in emotional well-being (Kumari, Nath, Nagendra, & Sharma, 2007), and general health (Ganpat & Nagendra, 2011). The core practical component of SMET is Cyclic Meditation (CM). CM has been scientifically explored extensively. A review on Cyclic Meditation suggested that single sessions of CM provide deep rest to individual physiological   arousal   measured   through   metabolic   cost   and autonomic arousal (HRV). Further, studies has shown enhancement of attention and memory. Furthermore, CM has shown significant improvement in the quality of sleep (Subramanya & Telles, 2009). Hence, a single armed pre-post study has evaluated the effect of SMETprogram on ONGC managers' profile of mood.
+Method
+
+Participants
+
+
+participation. Calculated sample for current study was fifty four based on previous study. The sample size was calculated based on previous study setting effect size (0.45), alpha = 0.05 and power = 0.95  using  the  G*Power  (a  general  power  analysis  program) 3.1(Faul, Erdfelder, Buchner, & Lang, 2009). The sample size of present  study  was  seventy  seven  managers.  Both  the  gender included based on general medical routine health check up by residential doctors. Further those who were unwilling to volunteer for  the  study  were  excluded. The  informed  consent  form  was obtained from them with prior information regarding the study. Each participant read and signed an informed consent document. All procedures  were  reviewed  and  accepted  by  the  appropriate institutional review board. Participants were given questionnaire packets including demographic details and profile of mood state. After participants completed the packet of questionnaires, they were debriefed about the study. Masking has been implemented through not involving researcher in the part of intervention, assessment, scoring and analysis of data.
+Interventions
+Cyclic Meditation: Cyclic Meditation is vital part of SMET is a 30 minute practice which is very different from any other form of meditation. It comprises of a set of asanas (yogic postures) followed by  relaxation  techniques;  Instant  Relaxation  Technique  (IRT), Quick relaxation Technique (QRT) and Deep Relaxation Technique (DRT). The  key  features  of  cyclic  meditation  are  (i)  postures interspersed  with  relaxation,  (ii)  slowness  in  movements,  (iii) continuity, (iv) inner watchful awareness, (v) feeling of changes in breathing, heartbeat, blood flow and the resonance of sound, and (vi) recognition of linear, surface, three-dimensional and all pervasive awareness.
+
+
+
+Seventy  seven  managers  affiliated  to  Oil  and  Natural  Gas Corporation (ONGC), India were recruited for this study. Sample consisted of 10 females and 67 males. Participants age ranged from 29  to  61  years  with  a  mean  age  of  52.25  years  (SD=5.94). Participants  were  not  provided  with  any  incentives  for  their
+
+Correspondence should be sent to Rabindra M.A.
+Swami Vivekananda Yoga Anusandhana Samsthana, Bangalore
+
+
+Table 1: SMETProgram details
+
+SMETTheory
+
+Theory
+1.   Introduction to Yoga 2.   Introduction to SMET
+2. Concept & Physiology of Stress
+3. Stress & it's Release
+
+
+
+SMETPractices
+
+
+Practice session: Cyclic Meditation Instant Relaxation Technique Täòäsana (Tree posture)
+Centering in Täòäsana
+
+151	International Journal of Education & Management Studies, 2014, 4(2), 150-152
+
+
+3. Stress & it's Release 4. Executive Growth 5. Group Dynamic
+6. SMET& Yoga Therapy Research 7. Integrated Approach of Yoga
+therapy
+8. Pranayama and Health
+9. Yoga for Mastery over Emotion (Bhakti Yoga)
+10. Action in Relaxation (Karma Yoga)
+11.Concept and Basis of Yoga
+(Happiness Analysis)
+
+
+Ardhakaöicakräsana (Half wheel posture)
+Pädahastäsana( Forward bending posture)
+Ardhacakräsana (Backward bending posture)
+QRT Ustrasana Shashankasana
+Deep Relaxation Technique
+(DRT)
+
+activity sub-scale (Shacham, 1983; Spinella, 2007).
+Data analysis
+All statistical analyses were performed using the Statistical Package for Social Sciences (version 16.0).Data were analyzed using paired 't' test for evaluating the effect of SMET intervention within the group. The results are summarized in Table 2.
+Results
+
+Profile   of   Mood   State   (POMS):   There   were   significant improvements in the sub-scale profile of mood state in post anger (8.09±3.38) compared to pre anger (9.64±4.24), p<0.001, ES = 0.39, 16.08%); post confusion (6.4±2.86) compared to pre confusion
+
+Variables studied
+Profile of Mood State: Profile of Mood States (POMS) test, which has been used extensively to measure mood states in a variety of situations. The POMS test consists of 37 adjectives describing mood, rated on a five-point Likert scale ranging from 0 (not at all) to 4 (extremely). The POMS is divided into 6 factors describing six mood dimensions  that  include:  tension,  depression,  anger,  fatigue, confusion, and vigor. Following standard procedure, general distress was calculated by summing scores on the tension, depression, anger,
+fatigue, and confusion subscales and subtracting scores on the vigor-
+
+(8±3.62), p<0.001, ES = 0.45, 20%); post depression (9.23±3.61) compared to pre depression (10.71±3.98), p<0.001, ES = 0.33, 13.82%); post fatigue (6.31±2.87) compared to pre fatigue (8±3.69), p = 0.005, ES = 0.46, 21.13%); post tension (8±3.37) compared to pre tension (10.25±4.16), p<0.001, ES = 0.46, 21.95%); post vigor (20.42±6.69) compared to pre vigor (18.91±5.6), p=0.133, ES = -0.21,  -7.99%);  post  Tmp  (38.04±14.6)  compared  to  pre  Tmp (46.6±17.1), p<0.001, ES = 0.48, 18.37%); post Tem variation (17.62±14.52)  compared  to  pre  Tem  Variation  (27.69±17.29), p<0.001, ES = 0.61, 36.37%).
+
+
+Table 2: Mean±SD of pre and post Profile of Mood State
+Variable	PRE	POST	n	ES	Percentage   p value
+
+
+Anger Confusion Depression Fatigue Tension Vigor
+Tmp
+Tem variation
+
+9.64±4.24 8±3.62 10.71±3.98 8±3.69 10.25±4.16 18.91±5.6 46.6±17.1
+27.69±17.29
+
+8.09±3.38***         77             0.39 6.4±2.86***           77             0.45 9.23±3.61**           77             0.33 6.31±2.87***         77             0.46 8±3.37***              77             0.46 20.42±6.69             77             -0.21 38.04±14.6***       77             0.48
+17.62±14.52***	77	0.61
+
+16.08	<0.001 20.00	<0.001 13.82              0.005 21.13	<0.001 21.95	<0.001 -7.99             0.067 18.37	<0.001
+36.37	<0.001
+
+Legend: Profile of Mood State (POMS).
+***p< 0.001, paired t-test; post score compared with respective pre score.
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+Fig. 2. Comparison of six scales of the POMS Pre and post SMET program. Blue bar, five negative moods and one positive mood pre SMET program; red bar, five negative moods post SMET program; green bar, one positive mood post SMETprogram. Significance was found in POMS scales of anger (A), confusion (C), depression (D), fatigue  (F),  tension  (T)  post  SMET  program.  No  significant difference was found in POMS scale V(vigor) post SMETprogram.
+
+Discussion
+Few   published   studies   have   explored   the   effect   of   Stress management and Integrated yoga technique in executive (Adhia, Nagendra, & Mahadevan, 2010a, 2010b, 2010c). The present study shown that a short duration intense yoga based self-management of excessive tension has enhanced the mood state of ONGC manager. The study found significant reduction in five negative mood sub-scale measures of POMS. Current study was in line with previous study evaluated the effect of short duration of meditation training program, Forty Chinese students had participated in a 5 days of meditation practice with the integrative body-mind training for 20-min(Tang, et al., 2007) shown enhancement of mood. Further, four training sessions of meditation has showed improvement on the POMS scale (Zeidan, Johnson, Diamond, David, & Goolkasian, 2010).
+The implications of these findings will help for policy making. Hence with support of scientific investigation on effect of SMETon profile  of  mood  state  give  better  understating  and  to  manage
+excessive stress of a managers.
+
+RABINDRA ETAL./ EFFECT OF SHORT-TERM YOGA BASED STRESS	152
+
+
+There are some limitations to this study that need to be considered. The sample consisting entirely ONGC managers only from a large public sector unit may limit the generalization. Further, there was no control group and only subjective variables were measured, short term in a residential set-up. Future research should examine our findings in more diverse populations. Further self-report measures may  be  compromised  by  response  biases.  Future  work  should explore on large sample size with a follow up and the use of comprehensive behavioral and physiological measures of mood. Despite these limitations, the present study confirmed our primary hypothesis; five days of intense SMET program enhances profile of Mood. Future exploration is necessary to reconnoiter the outcome of SMETprogram with randomized control trial.
+
+References
+Adhia, H., Nagendra, H. R., & Mahadevan, B. (2010a). Impact of adoption of yoga way of life on the emotional intelligence of managers. IIMB Managment Review, 22, 32-41.
+Adhia, H., Nagendra, H. R., & Mahadevan, B. (2010b). Impact of adoption of yoga way
+of life on the reduction of job burnout of managers. Vikalpa, 35(2), 21-33.
+
+
+Adhia, H., Nagendra, H. R., & Mahadevan, B. (2010c). Impact of yoga way of life on organizational performance. International Journal of Yoga, 3(2), 55-66.
+Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G*Power 3.1: tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149-1160.
+Ganpat, T. S., & Nagendra, H. R. (2011). Integrated yoga therapy for improving mental health in managers. Indian Journal of Psychiatry, 20(1), 45-48.
+Kumari, S., Nath, N. C. B., Nagendra, H. R., & Sharma, S. (2007). Effectiveness of SMETprogramme with pespect to emotional well-being of managers -An Empirical Study. Vilakshan, XIMB Journal of Management, 4,172.
+Shacham, S. (1983). A Shortened Version of the Profile of Mood States. Journal of Personality Assessment, 47, 305.
+Spinella, M. (2007). Measuring the executive regulation of emotion with self-rating scales in a nonclinical population. The Journal of General Psychology, 134(1), 101-111.
+Subramanya, P., & Telles, S. (2009). A review of the scientific studies on cyclic meditation. International Journal of Yoga, 2(2), 46-48.
+Tang, Y. Y., Ma, Y., Wang, J., Fan, Y., Feng, S., Lu, Q., et al. (2007). Short-term meditation training improves attention and self-regulation. Proceedings of the National Academy of Sciences of the United States of America, 104(43), 17152-17156.
+Zeidan, F., Johnson, S. K., Diamond, B. J., David, Z., & Goolkasian, P. (2010). Mindfulness meditation improves cognition: evidence of brief mental training.
+Consciousness and Cognition, 19(2), 597-605.

subfolder_0/Effect of yoga intervention on mindfulness, perceived stress, emotion regulation and affect a study on senior managers in an Indian multinational corporate conv.txt

@@ -0,0 +1,418 @@
+Int. J. Indian Culture and Business Management, Vol. 22, No. 1, 2021	37
+
+Effect of yoga intervention on mindfulness, perceived stress, emotion regulation and affect: a study on senior managers in an Indian multinational corporate
+
+
+T.S. Sreekumar
+
+Division of Yoga and Management Studies,
+Swami Vivekananda Yoga Anusandhana Samsthana, 19, Eknath Bhavan, Gavipuram Circle,
+KG Nagar, Bangalore 560019, India Email: [email protected]
+
+H.R. Nagendra
+
+Swami Vivekananda Yoga Anusandhana Samsthana, 19, Eknath Bhavan, Gavipuram Circle,
+KG Nagar, Bangalore 560019, India Email: [email protected]
+
+Judu V. Ilavarasu*
+
+Division of Yoga and Physical Sciences,
+Swami Vivekananda Yoga Anusandhana Samsthana, 19, Eknath Bhavan, Gavipuram Circle,
+KG Nagar, Bangalore 560019, India Email: [email protected] *Corresponding author
+
+Abstract:   Psychological   distress   is   highly   prevalent   among   leadership professionals.   Workplace   yoga   interventions   to   enhance   psychological wellbeing and further follow-up studies are limited. We studied the effect of a residential five days yoga intervention and later follow-up after three months of home  practice  on  102  senior  level  managers  of  Oil  and  Natural  Gas Corporation (ONGC). They were assessed for various psychological constructs like   mindfulness,   emotion   regulation,   positive   and   negative   affect   and perceived stress. Results of linear mixed effects model showed that all the variables had significantly influenced the perceived stress, except for emotion regulation. Findings suggest that intervention is effective in addressing the stress of senior managers by improving mindfulness, positive affect, and better emotion regulation strategy, but due to lack of supervised guidance after the program, there is a high chance of further relapse, which needs further attention to maintain an environment of sustained wellbeing.
+
+Keywords: yoga; stress; leaders; mindfulness; emotion regulation.
+Reference  to  this  paper  should  be  made  as  follows:  Sreekumar,  T.S., Nagendra,  H.R. and Ilavarasu,  J.V. (2021) ‘Effect  of yoga  intervention on mindfulness, perceived stress, emotion regulation and affect: a study on senior managers  in an Indian multinational corporate’, Int.  J.  Indian Culture  and Business Management, Vol. 22, No. 1, pp.37–52.
+
+Copyright © 2021 Inderscience Enterprises Ltd.
+38	T.S. Sreekumar et al.
+
+Biographical notes: T.S. Sreekumar is a PhD scholar in the Division of Yoga and Management Studies, Swami Vivekananda Yoga Anusandhana Samsthana, Bangalore. He is a leadership and talent development professional with over 20 years  of  experience  in  the  corporate  world.  He  also  has  IT  consulting experience in a global context. He has worked in leadership roles in Infosys and Deloitte and as Director-HR at UST Global.
+
+H.R. Nagendra is the Chancellor of Swami Vivekananda Yoga Anusandhana Samsthana, a deemed to be university based at Bangalore. He has authored 35 books, and over 100 research articles in scientific journals. He was also honoured with Padma Shri for his contributions to promote yoga.
+
+Judu  V.  Ilavarasu  is  an  Associate  Professor  at  the  Division  of  Yoga  and Physical Sciences, Swami Vivekananda Yoga Anusandhana Samsthana. His area of research interest includes yoga, psychology, and human bioenergy field, and consciousness studies.
+
+
+
+
+1	Introduction
+
+Stress  in  an  organisational  setup  is  common,  and  also  among  people  who  are  at managerial positions, who have the responsibility of fulfilling organisational goals and also delegating work among employees, seeking their cooperation and support. Placed in such critical positions, their jobs demand them to maintain a delicate workplace balance. Situation can become more challenging when the nature of a company’s work involves high  risk  operations.  Oil  and  Natural  Gas  Corporation  (ONGC)  is  one  such  Indian multinational corporate, where the senior level managers encounter various challenging workplace  situations  and  experience  stress.  Even  though  there  are  many  stress management programs offered in corporate sectors, there are limited scientific works on effectiveness of stress management program in such challenging work place setups.
+Exploring new techniques, such as mindfulness, can lead to the development of novel methods for enhancing employee wellbeing at work (Schultz et al., 2015). Mindfulness studies have grown exponentially over the past three decades. However, investigation into the beneficial effects of mindfulness interventions at workplace is still in infancy stage (Jamieson and Tuckey, 2017). Research suggests that mindfulness could be a trait that buffers against burnout (Taylor et al., 2016). Mindfulness meditation can be an on the spot intervention which can be used in specific work situations (Hafenbrack, 2017). One key mechanism by which mindfulness has its beneficial effects is by promoting effective emotion regulation (Roemer et al., 2015). Mindfulness can facilitate emotion regulation  at  both  explicit  and  implicit  levels  (Remmers  et  al.,  2016).  Emotional intelligence is known to affect the leadership skills (Pooja and Kumar, 2019).
+Like  mindfulness  based  interventions  yoga  is  also  another  popular  method  of addressing stress in workplace setups. Yoga is shown to have a positive effect on health in  the  workplace,  particularly  in  reducing  stress  (Puerto  Valencia  et  al.,  2019). Meditation-based intervention for executives in a large public sector company showed a reduction in perceived stress and also  improvements in physical indicators of  stress (Mulla et al., 2017). However, studies explaining the effect of yoga in various workplace setups are still limited.
+Effect of yoga intervention on mindfulness, perceived stress	39
+
+In this study, we tried to study the effect of yoga based intervention on mindfulness, stress, emotion regulation and affect on the senior managers of the ONGC, a large multinational public sector undertaking in India.
+
+
+2	Literature review
+
+Estimates suggest that working adults, on an average, spend about one third of their waking life at work (Harter et al., 2002). Previous studies have shown psychological distress as highly prevalent among working adults (Hilton et al., 2010; Larsen et al., 2010).  Physical  manifestations  of  stress  include  musculoskeletal  pain,  headaches, constant fatigue, sleep disorders, gastrointestinal disorders, cardiovascular illnesses, and substance  use,  while  its  psychological  manifestations  include  lack  of  concentration, negative affect, low self-esteem, aggression among others (Constantino et al., 2013).
+Managers consider the most important sources of work stress to be lack of control and work life balance. Work relationships, control, nature of job and communications were found to be significantly related with work engagement and job satisfaction (Gupta and Tyagi, 2009).
+Work related factors are shown to have significant and differential relationship with perception of quality of work life among employees of public and private sectors and entrepreneur’s groups (Sinha and Subramanian, 2013). Moment demand is identified as a major factor contributing to job stress among officers and supervisors (Sidhu et al., 2019).
+Stress is experienced in response to a range of physical, occupational and emotional stimuli. Within manageable parameters one’s sense of well-being is maintained, but if these stimuli go beyond normal limits, they become stressors.
+There are many interventions available to handle workplace stress. Since stress is more appraised in the mind, even though it may have its sources at physical or mental levels, many mindfulness based interventions are used to handle workplace stress. It has been recognised that mindfulness can be used for enhancing employee wellbeing at work (Schultz et al., 2015). Preliminary research in embedding mindfulness interventions into the workplace appears to show promising results – few examples are stress reduction and increasing job satisfaction among workers (for a review, see Good et al., 2015). Few studies  have  provided  theoretical  accounts  of  how  mindfulness  might  improve  task performance, physical health, and psychological health (Dane, 2011; Glomb et al., 2011). Mindfulness  is  shown  to  act  as  a  protective  factor  even  in  non-optimal  work environments and appears to provide a potential pathway to wellness at the workplace (Schultz et al., 2015). One of the main areas of interest is the use of mindfulness-based interventions (MBIs) to reduce the effects of stress and distress in working adults who are at risk of higher stress due to the nature of their occupation or work situation (Irving et al., 2009; Jacobs and Blustein, 2010).
+Yoga  based  interventions  have  mindfulness  as  an  inherent  component.  Cyclic meditation (CM) is one such practice which requires mindfulness throughout the practice session. It involves a combination of a set of ‘stimulation’ and ‘relaxation’ practices, based on the knowledge from the ancient yoga texts that suggests that such a combination may be especially helpful to reach a state of mental equilibrium (Sarang and Telles, 2006). The current evidence base on CM shows that the practice of CM significantly
+40	T.S. Sreekumar et al.
+
+reduces oxygen consumption and energy expenditure to a greater degree (32.1%) than a comparable period of supine rest (Sarang and Telles, 2006). The CM practice has also been  shown  to  decrease  occupational  stress  levels  and  baseline  autonomic  arousal (Vempati and Telles, 2000). Practice of CM has shown a significant reduction in stress levels, significant improvement in two positive subscales and reduction in two negative subscales on PANAS (Hankey, 2013). A 5-day intervention of CM practice found a significant reduction in five negative mood subscale measures of POMS. The study found there were improvements in positive affect, self-esteem score and decrement in negative affect scores after the self management of excessive tension (SMET) training program (Rabindra et al., 2014). Following the practice of CM, all the domains of General Health Questionnaire (GHQ) were improved (Maharana et al., 2014). A controlled study on the immediate effect of a single session of CM suggested higher levels of state mindfulness following the practice (Vinchurkar et al., 2014).
+
+2.1   Purpose of the study
+
+In this current study, CM was used an intervention in a five days residential stress management program. There was also a follow-up after three months. Studies on the effect of such yoga-based interventions on corporate leaders are limited and hence this study was conducted, to evaluate the effect of a yoga-based intervention on mindfulness for working adults, more specifically for corporate leadership professionals. The study examines the effect of yoga intervention on mindfulness, emotion regulation, perceived stress, positive affect and negative effect in leadership professionals. The aims of the study were:
+
+1	 Examine the effect of yoga based intervention on mindfulness in working professionals.
+
+2	 Examine the effect of yoga based intervention on perceived stress, positive and negative affect and emotion regulation in working professionals.
+
+3	 Examine the follow-up effect of the residential intervention, after three months of home practice.
+
+2.2   Rationale of the study
+
+Mindfulness  intervention  studies  in  workplace  are  burgeoning  area of  research  with significant  practical  implications.  Studies  focusing  on  yoga  based  interventions  to promote mindfulness are limited. In one of the mindfulness intervention studies, an unexpected finding was the strong association between the mindful yoga form of practice and changes in other variables, including increased mindfulness skills, reduced symptoms and improved wellbeing. Given that mindful yoga was practiced on fewer days and for fewer total hours than the other formal practices, these results are striking and bear further investigation (Carmody and Baer, 2008). In the field of mindfulness research, mind or thought control is emphasised, but the role of body regulation has often been underemphasised. In practices like integrated body mind technique or yoga, mind-body interaction facilitates the mindfulness process and outcomes (Tang and Tang, 2015). Cyclic meditation (CM), which is a yoga based intervention, involves awareness over various bodily movements. This has an advantage of having an anchor at the physical
+Effect of yoga intervention on mindfulness, perceived stress	41
+
+body, which makes it possible to keep the mind focused on the bodily changes, and avoid distractions. CM has been reported to enhance mindfulness (Vinchurkar et al., 2014) and mindfulness  is  known  to  have  an  impact  on  emotion  regulation,  stress,  and  affect variables. In this study, we hypothesise that cyclic meditation intervention will influence psychological  constructs  like  mindfulness,  perceived  stress,  emotion  regulation,  and positive and negative affect scores.
+
+
+3	Method
+
+3.1   Participants
+
+3.1.1  Source of participants
+
+Participants were recruited from a large multinational public sector undertaking, ONGC. We adopted a convenience sampling procedure. Program details were shared with senior level leadership professionals in the organisation and the sample was drawn from senior executives who voluntary opted for the program. However, the sample had representation from  various states  across  India,  like Andhra  Pradesh,  Assam, Delhi,  Goa, Gujarat, Maharashtra,  Tamil  Nadu,  Tripura,  and  Uttarakhand.  Participants  were  sent  in  four consecutive batches, spanning across two months.
+
+3.1.2  Sample size
+
+105 participants reported for the residential program located in a Yoga university setup at Bengaluru.  There  were  three  dropouts  due  to  personal  exigencies  during  the  study. 102 senior level leadership professionals with a mean age of 53.85 years and ranging from  30  to  60  years  participated  in  the  study  and  were  given  five  days  residential yoga-based stress reduction program. Both males and females who volunteered for the program were included in the study. Later they were asked to continue the practices at home and assessments were made at the baseline, after the residential program and following three months home practice. Out of the 102 participants who attended the full 5-day residential intervention, 83 participants provided follow-up data after three months.
+
+3.2   Design
+
+Repeated measures design with a single group followed at three time points, baseline, after the intervention, and after the follow-up for three months.
+
+3.3   Assessments
+
+They were assessed for mindfulness, emotion regulation, positive and negative affect, and perceived stress, apart from the demographic details. Mindfulness was measured using the mindfulness attention awareness scale (MAAS). MAAS is a 15‑item self‑reported single‑factor  scale  that  is  exclusively  focused  on  attention/awareness  component  of mindfulness construct (Brown and Ryan, 2003). The items are answered on a six‑point scale (1 = almost always; 6 = almost never) on which higher scores are an indication of a
+42	T.S. Sreekumar et al.
+
+higher trait mindfulness. The MAAS has been validated in various samples of students (alpha = 0.82) and adults from the general community (alpha = 0.87).
+Emotion regulation was measured using the emotion regulation questionnaire (ERQ). ERQ is designed to assess individual differences in the habitual use of two emotion regulation strategies: cognitive reappraisal and expressive suppression (Gross and John, 2003).  The  questions  involve  two  distinct  aspects  on  emotional  life.  One  is  on  the emotional experience, or what you feel like inside. The other is on emotional expression, or how you show your emotions in the way you talk, gesture, or behave. ERQ has ten items and is self-reported on a 7-point scale (1= strongly disagree; 7 = strongly agree).
+Positive  affect  and  negative  affect  were  measured  using  the  positive  affect  and negative affect schedule (PANAS). PANAS consists of 20 items with two sub-scales and 10-items each measure to assess positive and negative affect. This is measured using a 5-point  scale  that  ranges  from  very  slightly  (1)  to  extremely  (5).  It  can  show  the relationship between positive and negative affect with personality states and traits. The internal consistency, alpha reported for PANAS ranges from 0.86–0.90 for positive affect and from 0.84–0.87 for negative affect (Watson et al., 1988).
+Perceived stress was measured using the perceived stress scale (PSS). PSS is a widely used and well-validated 10-item scale that measures the degree to which the situations in one’s life are appraised as stressful (Cohen, et al.; 1983). A higher score indicates a greater degree of perceived stress. 10-item version of PSS showed adequate internal consistency with a Cronbach’s alpha of 0.67 (Leung et al., 2010).
+The assessments were conducted at three different time points. First assessment was done  as  the  baseline  on  day1  before  commencement  of  the  intervention.  Second assessment was done on day 5, on the last day of the residential intervention program. Both these assessments were conducted in a computer lab in supervised settings. The third assessment was done after three months of home practice, following the residential intervention. The same was administered online through a confidential Google form link where in the participants duly submitted their responses on the various questionnaires.
+
+3.4   Intervention
+
+The  residential  program  was  termed  as  SMET  and  it  covered  theory  sessions  that provided conceptual understanding of yoga, stress and its release, concept of executive growth and group dynamics. Theory sessions were followed up with practice sessions on cyclic meditation (CM) technique. Interaction sessions were conducted to address any participant queries. In addition, the program had components on yogasanas (postures), kriyas (cleansing techniques), pranayama (breathing practices) and bhajan (devotional sessions). Simple, healthy nutrient rich vegetarian diet was served.
+Following the residential program, participants were expected to continue their daily practice of 35 minutes of cyclic meditation on their own for an additional period of three months. Standardised guided instructions in audio format were provided to facilitate the individual practice.
+
+3.5   Ethical considerations
+
+Signed informed consent form was obtained from participants before beginning of the study, after explaining in detail about the study. Subjects were explained about their
+Effect of yoga intervention on mindfulness, perceived stress	43
+
+rights to withdraw from the study at any point of time. The current study was approved by the Institute Ethics committee, before commencing the study.
+
+
+4	Results
+
+4.1   Data extraction and analysis
+
+Data were extracted from the Google form where the responses were originally recorded. Data were cleaned by checking for outliers and missing values. Outliers were checked using boxplot and the Grubbs tests. There were no outliers and all the values fell in the acceptable range. There were no missing data at T1 (baseline) and T2 (after residential intervention) however, after the home practice follow-up, there were 19 drop outs and at T3 only 83 were left for analysis. Various assumption tests were checked for suitability of running parametric tests. We used linear mixed effects models for analysis of repeated measures data, as we found this to be an unbalanced repeated measures design due to dropouts  at  T3.  Linear  mixed  effects  model  are  considered  to  be  a  better  method whenever there is an unbalanced repeated measures design (Locker et al., 2007). We used R statistical software for analysis (R Development Core Team, 2018) and its packages nlme for mixed effect modelling (Pinheiro et al., 2012). The raw data, and analysis code used in this study are shared through Open Science Framework (link provided in the acknowledgement section).
+
+4.2   Baseline characteristics
+
+Table 1 contains the descriptive statistics of all the measured dependent variables across T1, T2, and T3. The n was 102 at T1, except for two of the sub domains in the variable emotion  regulation  questionnaire,  where  due  to  some  technical  reason,  we  failed  to collect the data. The general trend that can be observed is almost all the variables have shown improved in scores after the residential intervention at T2 and tend to diminish after  3-months  of  follow-up.  Table  2  shows  the  correlation  between  the  measured variables at the baseline.
+Table 1	 Mean and standard deviations of dependent variables at baseline (T1), after residential intervention (T2), and after three months follow-up (T3)
+
+Variable	T1 (n = 102*)	T2 (n = 102*)	T3 (n = 83)
+
+M	SD 1	Mindfulness	4.27           0.75 2	Reappraisal               29.22          6.18 3	Suppression              15.65          5.67 4	PosAffect                  34.02          6.47 5	NegAffect                 19.53          7.00
+6	Perceived stress	15.71	5.33
+
+M            SD 4.62         0.77
+30.71        5.94 15.69        6.07 38.3          5.1 14.52        4.93
+13.36	5.52
+
+M              SD 4.58           0.88
+28.43          7.72 16.52          5.69 35.43          6.72 15.6           5.25
+13.48	6.56
+
+Note: *For two sub domains of emotion regulation questionnaire, the n were 86 and 85 at T1 and T2 for reappraisal, and 86 and 86 at T1 and T2 for suppression.
+44	T.S. Sreekumar et al.
+
+The internal consistencies, Cronbach’s alpha for various questionnaires used in this study were: 0.84 for MAAS, 0.87 for negative affect of PANAS, 0.86 for positive affect of PANAS scale, 0.77 for PSS, 0.69 for ERQ reappraisal, and 0.77 for ERQ suppression.
+Table 2	Correlations with 95% confidence intervals of all the variables at baseline
+
+Variable	1	2	3	4	5
+
+1    Mindfulness_T1 2    Reappraisal_T1
+
+3	Suppression_T1
+
+4	PosAffect_T1
+
+5	NegAffect_T1
+
+6	PSS_T1
+
+
+.04
+[–.17, .25] –.17
+[–.37, .05] .30** [.11, .47] –.40**
+[–.55, –.23] –.49**
+[–.62, –.32]
+
+
+
+
+
+.18
+[–.03, .38] .10
+[–.11, .31] –.11
+[–.32, .10] –.05
+[–.26, .17]
+
+
+
+
+
+
+
+–.08
+[–.29, .13] .01
+[–.20, .22] .01
+[–.20, .23]
+
+
+
+
+
+
+
+
+
+–.24*
+[–.41, –.04] –.38**
+[–.53, –.20]
+
+
+
+
+
+
+
+
+
+
+
+
+.60**
+[.46, .71]
+
+
+Note: *Indicates p < 0.05 and ** indicates p < 0.01.
+
+It shows that mindfulness has a significant positive correlation with positive affect, and a significant  negative  correlation  with  negative  affect  and  perceived  stress.  Similarly, negative and positive affect were significantly correlated with perceived stress. Emotion regulation strategies were not found to be correlated with any of the variables.
+
+4.3   Linear mixed effects model
+
+Linear  mixed  effects  model  was  used  as  our  design  had  some  missing  values  and therefore,  we  had  unbalanced  repeated  measures  data.  We  performed  the  one-way repeated measures analysis using linear mixed effect model with time (T1, T2, and T3) and the fixed factor and each of the measured variables as dependent variables one at a time. We used subject as a random factor in all these models. The results are presented in Table 3. Planned contrasts were done using the paired sample t-test to test if the means have changed at T2 and T3 compared to the baseline T1. 0.05 was fixed as the level of statistical  significance.  The  mindfulness  score  has  changed  significantly  over  three assessment points. The change after the residential program compared to baseline was significant, t(101) = 5.35, p < 0.001, d = 0.53, and the increase in the MAAS scores after the follow-up compared to the baseline was significant, t(82) = 2.93, p = .004, d = 0.32, where t is the t-statistic from paired samples t-test, p is the p-value of the statistic, and d is the Cohen’s effect size. The perceived stress scores (PSS) have reduced significantly after residential orientation compared to the baseline, t(101) = –5.81, p < .001, d = –0.58, and  there  was  a  significant  decrease  after  the  follow-up  compared  to  the  baseline, t(82)  =  –3.39,  p  =  .001,  d  =  –0.37.  The  ERQ-reappraisal  scores  have  improved significantly after residential orientation compared to baseline, t(83) = 2.35, p =.021, d = 0.26, and there was no significant decrease after the follow-up compared to the baseline, t(68) = –1.54, p = .128, d = –0.19.
+Effect of yoga intervention on mindfulness, perceived stress	45
+
+Table 3	Repeated measures results using linear mixed effects model
+
+
+
+Baseline Model 2
+(MAAS)
+
+
+(Intercept) (Intercept) MAAS_T2
+MAAS_T3
+
+Estimate 4.47 4.27 0.35
+0.26
+
+Std. error 0.07 0.08 0.07
+0.08
+
+df	t-value 185      66.17 183      54.47 183       4.97
+183	3.49
+
+p-value < .001 < .001 < .001
+0.001
+
+Comparison of model fit:	χ2(2) = 25.07, p < .001
+
+Baseline Model 2
+(PSS)
+
+(Intercept) (Intercept) PSS_T2
+PSS_T3
+
+14.23	0.48 15.71	0.57 –2.34	0.56
+–2.26	0.60
+
+185	29.92	< .001 183	27.45	< .001 183	–4.20	< .001
+183	–3.77	< .001
+
+Comparison of model fit:	χ2(2) = 20.86, p < .001
+
+Baseline Model 2
+(ERQ-reappraisal)
+
+(Intercept)	29.57 (Intercept)	29.44 ERQreappraisal_T2          1.51
+ERQreappraisal_T3	–1.04
+
+0.51	154	57.55	< .001 0.71	152	41.51	< .001 0.83	152       1.83         0.069
+0.85	152	–1.22	0.224
+
+Comparison of model fit:	χ2(2) = 8.82, p = .012
+
+Baseline Model 2
+(ERQ-suppression)
+
+(Intercept)	15.97 (Intercept)	15.68 ERQsuppression_T2	–0.01
+ERQsuppression_T3	0.85
+
+0.48	154	32.98	< .001 0.61	152	25.64	< .001 0.63	152	–0.02        0.982
+0.66	152	1.29	0.200
+
+Comparison of model fit:	χ2(2) = 2.19, p = .334
+
+Baseline Model 2
+(PANAS-positive)
+
+(Intercept) (Intercept) Posaffect_T2
+Posaffect_T3
+
+35.91           0.48 34.02           0.61 4.28            0.64
+1.20	0.69
+
+185	74.43	< .001 183	56.08	< .001 183       6.69	< .001
+183	1.74	0.083
+
+Comparison of model fit:	χ2(2) = 42.27, p < .001
+
+Baseline Model 2
+(PANAS-negative)
+
+(Intercept) (Intercept) Negaffect_T2
+Negaffect_T3
+
+16.65	0.44 19.53	0.58 –5.01	0.65
+–3.79	0.70
+
+185	37.44	< .001 183	33.78	< .001 183	–7.68	< .001
+183	–5.43	< .001
+
+Comparison of model fit:	χ2(2) = 55.14, p < .001
+
+Note: MAAS = mindfulness attention awareness scale, ERQ = emotion regulation questionnaire and PANAS= positive and negative affect scale.
+
+The ERQ-suppression scores have increased after residential program compared to the baseline, but the change was not statistically significant, t(83) = 0.18, p =.86, d = 0.02, and  the  scores  increased  after  the  follow-up  compared  to  the  baseline,  but  again statistically non-significant, t(68) = 1.00, p = .32, d = 0.12. The PANAS positive affect scores have increased significantly after residential orientation compared to the baseline t(101) = 6.95, p <.001, d = 0.69, and there was an increase after the follow-up compared to the baseline which was not statistically significant, t(82) = 1.42, p = .141, d = 0.16.
+46	T.S. Sreekumar et al.
+
+The negative affect scores decreased significantly after residential orientation compared to the baseline, t(101) = –7.00, p <.001, d = –0.69, and there was a significant decrease after the follow-up compared to the baseline, b = –0.86, t(82) = –4.92, p = .04, d = –0.54.
+
+
+5	Discussion
+
+The  main  aims  of  the  study  were  to  evaluate  effect  of  yoga-based  intervention  on mindfulness, perceived stress, positive and negative affect and emotion regulation in working professionals and also to check the stability of the effect after three months of home   practice.   Most   of   the   variables   showed   improvement   during   the   5-day interventional program, however perceived stress, and negative affect showed statistically significant  improved  even  after  the  follow-up  period.  ERQ-reappraisal  increased significantly and later it decreased during the follow-up period; ERQ-suppression scores however, remained almost similar.
+The results show that the 5-day yoga based residential intervention was helpful in managing the stress levels. Better change in various measures after the five days program can be attributed to the intense residential nature of the intervention. However, except mindfulness, and positive affect and emotional suppression strategy, all others domains showed  promising  improvement  even  after  the  self-motivated  home  practice.  This suggests  that  trait-mindfulness  requires  more  than  three  months  bringing  in  and sustaining changes and mindfulness helps to promote reappraisal strategy more than suppression. The overall adherence rate was found to be good as in the follow-up data, 33 (32%) reported practicing at least 1–2 times a week and 26 (26%) reported practicing 3–4 times a week.
+Mindfulness interventions and its effect on reducing psychological distress is known. Mindfulness  is  related  to  effective  emotion  regulation  (Hill  and  Updegraff,  2012). Emotion regulation refers to the process by which individuals influence which emotions they have, when they have them, and how they experience and express them (Gross, 1998). Cognitive reappraisal and suppression are the two major strategies of emotion regulation. Mindfulness practice appears to develop and strengthen cognitive reappraisal as it enables an individual to create an inner space and respond rather than just react to various situations and events. In our study this aspect has been strengthened considerably especially  after  the  residential  intervention.  Mindfulness  practice  is  known  to  be associated with both top down and bottom up emotion regulation strategies (Chiesa et al., 2013).  Insights  regarding  the  unique  and  shared  consequences  of  specific  types  of emotion regulation are promising area for future research (Gross, 2015).
+Mindfulness is known to have an inverse relationship with negative affect and a stronger positive relationship with positive affect (Giluk, 2009). Similar results are also found in our study. Reduced positive affect after the home practice in our case may indicate  presence  of  constant  work  pressure  and  an  associated  tendency  of  reduced positive thinking. This situation is likely to improve with longer duration of practice as  higher  mindfulness  practice  time  corresponds  to  lower  levels  of  negative  affect and higher levels of positive affect (Jha et al., 2010). Similar results were also reproduced with respect to perceived stress. Overall, our results reinforce the reported idea that MBIs can be used in organisational settings for the reduction of psychological distress (Virgili, 2015).
+Effect of yoga intervention on mindfulness, perceived stress	47
+
+As a means of providing a unified body mind experience, yoga has few  equals (Salmon et al., 2009). Yoga is one of the six foundations of Indian philosophy and has been used for millennia to study, explain, and experience the complexities of the mind and human existence (Feuerstein, 1998). Yoga is universal, and the postures a reflection of the extraordinary range of the human body’s capacity for movement and balance and stillness (Kabat-Zinn, 2017). Yoga interventions foster psychological wellbeing (Conboy et al., 2010; Gard et al., 2012; Hartfiel et al., 2012). Practice of yoga increase levels of trait mindfulness in healthy population, who had no prior yoga experience (Shelov et al., 2009). Advanced practitioners of yoga are reported to have higher levels of mindfulness and  lower  levels  of  stress  (Brisbon  and  Lowery,  2011).  Highly  involved  yoga practitioners  had  a  significant  increase  in  levels  of  mindfulness  and  psychological wellbeing (Gaiswinkler and Unterrainer, 2016).
+However, MBIs that have been developed for use in work-places or for specific occupational groups differ from those developed for the clinical context in terms of course  content  and  structure  [e.g.,  session  length,  overall  duration  (Virgili,  2015)]. Typically, truncated versions of well-validated programs (e.g., MBSR) are deployed in workplace settings. These adaptations are made without drawing on specific knowledge of  how  and  why  these  programs  work  (Good  et  al.,  2015).  Moreover,  duration  of mindfulness  intervention  and  the  time  needed  to  experience  benefits  is  a  common question   among   potential   participants   (Creswell,   2017).   Most   participants   have competing time demands, expectation of lengthy out-of-class practice may act as a barrier to participating for some (Carmody and Baer, 2008). Research also needs to examine whether there is a dose response relationship between amount of intervention exposure and amount of psychological benefits (Keng et al., 2011). The practicality of mindfulness training may hinge on the “dose” required for effects. Research on minimum effective doses is promising; yet the sustainability of these effects and their generalisability to the workplace is unknown and their merits need further investigation (Good et al., 2015).
+Testing for intervention effects at follow-up time points is an important area that needs research attention. Very few studies have reported on the follow-up daily practice that  participants  do  in  the  weeks,  months,  and  years  post  completion  of  formal mindfulness intervention programs (Creswell, 2017). The current study also tested for the intervention effect after three months of individual practice following the residential intervention. In the current study, following the residential program, participants were expected to continue their daily practice of 35 minutes of cyclic meditation on their own for an additional period of three months. Standardised guided instructions in audio format were provided to facilitate the individual practice. A common trend that a score improves considerably after the residential intervention and later it diminishes a bit during the home practice indicate that a supervised interventional at workplace is necessary in order to harness the best interventional affect.
+Mindfulness interventions are multidimensional in nature and involve multiple active components. Future research should examine how individual components of mindfulness intervention contribute to overall treatment effects (Keng et al., 2011). Little work has been done to identify the active ingredients in these programs. Which specific ‘active ingredient’ of the intervention produces what effect is still not known (Chiesa et al., 2013). If different components of mindfulness training have differential effects, then organisations  may  tailor  interventions  based  on  program  goals  (Carmody  and  Baer, 2008). Sitting meditation and mindful yoga are found to produce greater differential
+48	T.S. Sreekumar et al.
+
+effects   in   psychological   wellbeing   (Sauer-Zavala   et   al.,   2013).   Most   often previous  studies  have  usually  evaluated  mindfulness  meditation  in  the  context  of  a mindfulness-based  program  such  as  MBSR.  MBSR  uses  meditation  as  one  element among others (e.g., psycho education). Hence, the observed effects are not singularly attributable to the meditation component (Eberth and Sedlmeier, 2012). Future studies may also focus on how proven interventions can be incorporated into the workplace practice so that wellness becomes an integral part of work life.
+
+5.1   Limitation and future scope
+
+In our current study, we could not have a control group because all the participants were participating in the program as a part of their institutional wellbeing promotion program, and  therefore  we  focused  on  follow-up  study  design.  In  order  to  evaluate  the generalisability of the results, the study can be conducted in different work settings and also with a control group added. Different methods of incorporating this intervention into the daily or weekly activities of the organisation can also be one potential area to focus on in the future.
+
+
+6	Conclusions
+
+Yoga-based  intervention  is  effective  in  addressing  the  stress  of  senior  leadership professionals by improving mindfulness, positive affect, and better emotion regulation strategy. Our study introduces cyclic meditation, as a unique yoga based intervention, and is shown to enhance mindfulness and overall psychological wellbeing. The intervention can easily be implemented and adopted in a workplace context. The time duration for daily practice is only 30 minutes and addresses the minimum ‘dosage’ considerations needed for practical implementation in a workplace. Organisations can implement such tailored interventions producing differential effects in workplace setups where the luxury of a full fledged time consuming interventions is practically limited. Our study also examined the follow-up effect after three months. Management development programs in corporate can include yoga based interventions as a continuous process for fostering employee wellbeing at workplace.
+Our study was done on a very large resource based company in India and the same can be replicated in different organisational contexts for generalisability of results. Also, we did not have a control group in the current study and this can be added in future studies. In our current study we observed that due to lack of supervised guidance after the program, there is a high chance of further relapse, which needs further attention to maintain an environment of sustained wellbeing. The underlying pathway mechanisms producing the change could also be a future area of research.
+
+
+Acknowledgements
+
+We thank and acknowledge the ONGC participants and also S-VYASA yoga university to provide the necessary support to conduct this research.
+The  raw  data,  and  analysis  code  used  in  this  study  are  shared  through  OSF (https://osf.io/mdhrk/).
+Effect of yoga intervention on mindfulness, perceived stress	49
+
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+3/1/2017  Effect of yogamoduleonlow back painininformationtechnology professionals :ParimalaSunil, Sony Kumari, International Journal of Educational and...
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+ORIGINAL ARTICLE
+Year : 2016 | Volume : 2 | Issue : 4 | Page : 234­­237
+
+Effect   of   yoga   module   on   low   back   pain   in   information   technology professionals
+
+Parimala Sunil, Sony Kumari
+Department of Yoga and Management Studies, Swami Vivekananda Yoga Anusandhäna Samsthana University, Bengaluru, Karnataka, India
+
+Correspondence Address: Sony Kumari
+Swami Vivekananda Yoga Anusandhäna Samsthana University, Bengaluru, Karnataka India
+
+Abstract
+
+Introduction: The prevalence of back pain is on the rise. “ Throughout the medical profession, we are finding a shocking increase in both the frequency and severity of back problems,” writes Alfred O. Bonati, MD, Director of Orthopedic Center Institute and Shirley Linde, Ph.D., in their No more back pain (Pharos, 1991). A modern computer professional is a typical example of back pain. He has all three problems such as sedentary life, wrong posture and the pressure of targets. All these lead to chronic back pain. Design: Two group pre­post design is used. On first day, before giving the yoga module, Pre STAI(X1), Pre STAI(X2) and Pre BDI is measured. After giving yoga module for 10 days, Post STAI(X1), X2 and BDI is measured. Result: The data was not normally distributed hence we are using non parametric test Wilcoxon test within group and Mann Whitney test between groups. The results show that there was significant change in STAI(X1) and BDI variables between groups and no significant change in STAI(X2). Conclusion: The present study has shown significant result in STAI(X1) and BDI when compared with previous studies. There was 80% decrease in backpain using RMDI based on collective feedback report. With this, we can conclude that yoga module was effective in reducing chronic low back pain, anxiety and depression levels.
+
+
+How to cite this article:
+Sunil P, Kumari S. Effect of yoga module on low back pain in information technology professionals.Int J Educ Psychol Res 2016;2:234­237
+
+
+
+How to cite this URL:
+Sunil P, Kumari S. Effect of yoga module on low back pain in information technology professionals. Int J Educ Psychol Res [serial online] 2016 [cited 2017 Mar 1 ];2:234­237
+Available from: http://www.ijeprjournal.org/text.asp?2016/2/4/234/189663
+
+
+Full Text
+
+
+Introduction
+
+
+
+”Anyone who lives an average life span without suffering from backache belongs to a privileged minority,” says Hamilton Hall, an orthopedic surgeon in his book “The back doctor.”[1] Eighty percent of us suffer from some form of back pain in our lifetime. Recent studies and surveys report that approximately half of us who are of working age will suffer from backache in the coming year, and on any given day, whooping 6.5 million people are too incapacitated by back pain is now the number­one reason people see their primary care doctors, and other research shows that it is now second only to the common cold at causing us to miss work.[2] The prevalence of back pain in on raise.[3] It has an overall prevalence of 60–80% in industrialized countries. [4]
+
+http://www.ijeprjournal.org/printarticle.asp?issn=2395­2296;year=2016;volume=2;issue=4;spage=234;epage=237;aulast=Sunil	1/4
+3/1/2017  Effect of yogamoduleonlow back painininformationtechnology professionals :ParimalaSunil, Sony Kumari, International Journal of Educational and...
+
+A modern computer professional is a typical example of back pain. He has all three problems such as sedentary life, wrong posture, and the pressure of targets. The rapid pace of life demands long hours of work. A young, energetic, enthusiastic engineer in his twenties who is attracted by the big money that his job offer enters the company, he pushes himself into long working hours ignoring his sleep, food, and entertainment leaving alone his emotional needs. He starts feeling oppressed and suppressed by the seniors. The suppressed reactions along with the speed of competitiveness persist as uncontrollable speed in the manomaya kosha. Not well trained in handling this speed he drains out his energies just to manage the demands of the situation. This results in increased irritability, frustration, indecisiveness, etc. Over the next few months or years, he starts getting low back pains which may pass off with rest in bed for a few days. However, this may come back and lead to chronic back pain.[5]
+
+He experiences physical and mental tension because of the continual effort to deal with the pressures of work and with the demands that are made upon him.[6] To have a physical, emotional, and mental balance, it is important to harness our will power and aim at the growth of right side of the brain. This balance is only possible through yoga. Yoga, far from being a mere physical or breathing acrobatics, is a science of future with a holistic vision relevant to a progressive society. Yoga is a conscious process helping us to rise from our animal instincts to a level of normal discrimination.[5]
+
+Four main streams of yoga techniques could be identified. They utilize the four major faculties in man – intellect, emotion, will­ power, and the executive capacities through the sensory and motor apparatus. They are called Jnana Yoga, Bhakti Yoga, Raja Yoga, and Karma Yoga, respectively. The path of wisdom – Jnana Yoga uses the intellect. In this path of study, the most basic questions, regarding reality, goal of life, happiness and misery, life beyond death, etc., are posed. The techniques in Bhakti yoga, the science of emotions culture, are becoming more relevant in the modern era. This yoga harnesses the inherent qualities of the right side of the brain. Bhakti yoga teaches the art of invoking the emotions, intensifying them, and diffusing them at will. It also helps us to gain control over our emotions and thus leads us to a life full of love, harmony, and bliss. Harnessing the “will” and the capacity to do, undo or do it in a different way is the technique of Raja Yoga. In karma yoga, we learn the art of “working in relaxation” with total “Awareness in action.” The regular release of stress and tension helps to spread that insight throughout the action phase. Applications of karma yoga techniques help to reduce the accumulation of tension and stress and thus make the possibility of a tension­free life, a reality.
+
+The  concept of Pancha  kosha  is  described  in  Taittiriya  Upanishad. There  are  five  koshas  namely  Annamaya  kosha, Pranayama kosha, Vijnanamaya kosha, Manomaya kosha, and Anandamaya kosha. The disturbances in the manomaya kosha  percolate  into  the  physical  layer (Annamaya  kosha) through  the  Pranamaya  kosha. Hence, in  the  treatment of psychosomatic ailments, it becomes mandatory to work at all these levels of our existence to bring about the quickest results. [5]
+
+Yoga module is developed by S­Vyasa works. It consists of yogasanas that helps to mobilize and activate particularly affected parts of the body and strengthen the spine as well as muscles. By practices of pranayama, greater control over the vital life force is achieved. Bad and poor health is due to the imbalance in prana. Hence, when this prana is regulated, the body is resolved   back   to   its   healthy   condition.  Yoga   meditation   is   the   very   process   of  recovering   and   retrieving   our psychophysiological and psychological intervention that, otherwise, almost always remains under constant demand from our psychophysiological, social, and bioecological phenomena.[5]
+
+
+Methods
+
+
+
+A study was conducted by Dr. Padmini Tekur titled “Effect of Yoga Therapy on chronic low back pain (CLBP) – A randomized control study.” The design was crossover randomized control study in a residential health center in Bangalore, South India. The sample size taken was eighty, out of which forty were in control group and other forty were in experimental group. The control group was given physical exercises whereas experimental group were administered with yoga practices with an intervention of 2 weeks intensive residential program. Results suggested that there is a significant reduction in Oswestry Disability Index scores in the yoga group compared to control group (P = 0.01, effect size = 1.06). The spinal flexibility measures improved significantly in both the groups but yoga group showed significant improvement as compared to control (P = 0.01, effect size = 1.26). There was a better reduction (P = 0.001, repeated measures n ANOVA) in pain in yoga (P = 0.01, effect size 1.26) than control group on Pain Analog Scale (PAS).[7]
+
+Another study titled conducted by Bhatta, Jalandhar titled “Effect of IAYT on Back pain as measured by Rolland Morris Disability Index,” State­Trait Anxiety Inventory (STAI) 1 and STAI 2 revealed that there was 40.10%, 38.82% decrease in STAI and STA2 score (P < 0.001) after the practice of integrated approach to yoga therapy for 7 days. In trait anxiety tests, subjects are asked to indicate how they felt “most of the time” during the preceding week, i.e., before they came for the intervention on the 1st day and on the 7th day after the yoga practice. And in back depression inventory (BDI) there was 69.90% decrease in BDI score (P < 0.001).[8]
+
+The role of add­on yogic relaxation technique to standard physiotherapy in the management of acute low back pain was
+
+http://www.ijeprjournal.org/printarticle.asp?issn=2395­2296;year=2016;volume=2;issue=4;spage=234;epage=237;aulast=Sunil	2/4
+3/1/2017  Effect of yogamoduleonlow back painininformationtechnology professionals :ParimalaSunil, Sony Kumari, International Journal of Educational and...
+studied by Anuprita with a sample size of 60 patients undergoing traction therapy for CLBP for 10 days in a Physiotherapy Department of an Orthopedic Hospital were randomized into yoga and control groups. The yoga group had mind sound resonance technique for 10 days through prerecorded audio instructions that was heard by the patient through a headphone while undergoing traction treatment. The control group had nonguided supine rest. Results showed significant improvement in forward bending, back bending, sit and reach and PAS. Autonomic means including systolic and diastolic blood pressure and pulse rate were found significant improvement.[9]
+
+Design of study
+
+The sample size was 46, both men and women, age range was between 24 and 50 included. All were information technology professionals working in different companies residing in Pashan­sus road area, Pune. Age group was 24–50 years. Total sample size (n = 46) was conveniently divided into two groups, yoga group (n = 23) and control group (n = 23).
+
+Measure
+
+The data are being measured by using 24­point BDI, STAI (X1 and X2). This 21­item inventory was devised by Beck et al. (1961) that measures cognitive, affective and vegetative symptoms of depression. It assesses the severity of both symptoms and attitudes specific to depressed individuals. The score of each item ranges from 0 to 3, and the range of total score is 0–63.
+
+STAI developed by Spiel Berger et al., (1970)[10] consists of X1 and X2 each comprising on 20­items rated on a4 point scale. Form X1 assess state anxiety defined as “transitory emotional state that varies in intensity, fluctuates over time and is characterized  by  feelings  of  tension  and  apprehension  and  by  heightened  activity  of  the  autonomic  nervous  system (Spielberg, 1970). It evaluates how the respondent feels right now at this moment. Form X2 evaluates trait anxiety, which is a relatively stable individual predisposition to respond to situations perceived as threatening (Spielberg, 1970).
+
+Procedure
+
+Two groups such as pre­ and post­design were used for the study. BDI, STAI (X1), STAI (X2) were used to measure the depression and anxiety levels in information technology professionals. The data were collected on the 1st day and on the 10th day for both yoga and control group. The intervention was given for 10 days consisting of asanas, pranayamas, meditation, and relaxation techniques for 1 h. The control group did not receive any intervention during 10 days and continued with normal daily routine work.
+
+
+Results
+
+
+
+[Table 1] represents the Mean, SD, percentage change and P value of STAI1, STAI2 and BDI of Yoga group. To see the within group pre and post changes in STAI 1, nonparametric test Wilcoxon signed ranked test was used and result shows there is significant change 0.038 (P< 0.05). In STAI 2, there was no significant change 0.676 (P > 0.05) and in BDI, result shows the change is significant 0.002 (P< 0.01). The mean value of STAI 1 has decreased from 50.18 to 35.10 (42.96%) change, whereas in STAI 2, it is increased from 47 to 47.36 (0.76%) change. BDI mean value is significantly decreased from 9.54 to 2.5 (73.79%) change.{Table 1}
+
+[Table 2] represents the Mean, SD, percentage change and P value of STAI1, STAI2 and BDI of Control group Variables. To see the within group pre and post changes in STAI 1, nonparametric test Wilcoxen Signed Test was used and result shows there is no significant change 0.271 (P > 0.05). In STAI 2, there was no significant change 0.729 (P > 0.05) and in BDI also, results show the change is not significant 0.713 (P > 0.05). The mean value of STAI 1 has decreased from 47.46 to 47.19 (0.56%) change whereas in STAI 2, it is decreased from 45 to 45.73 (0.23%) change. BDI mean value is decreased from 9.80 to 9.73 (0.71%) change.{Table 2}
+
+[Table 3] represents the between group P value of STAI1, STAI2 and BDI. To see the between group pre and post changes in STAI 1, nonparametric test – Mann–Whitney Test was used and result shows there is significant change 0.007 (P< 0.05). In STAI 2, there was no significant change, i.e. 0.345 (P > 0.05) and in BDI, the result shows the change is highly significant 0.000 (P< 0.01).{Table 3}
+
+
+Discussion
+
+
+
+The current study was done for 10 days to assess the effect of yoga module on low back pain in information technology professionals. The data were not normally distributed using Wilcoxon Signed Test within the group and Mann–Whitney test between group. When STAI 1 and BDI scores of the previous study and this study was compared, the percentage of decrease is more in this study compared to the previous study. The percentage of decrease in STAI 1 and BDI is 40.10%, 69.90,
+http://www.ijeprjournal.org/printarticle.asp?issn=2395­2296;year=2016;volume=2;issue=4;spage=234;epage=237;aulast=Sunil	3/4
+3/1/2017  Effect of yogamoduleonlow back painininformationtechnology professionals :ParimalaSunil, Sony Kumari, International Journal of Educational and...
+respectively, in previous study, whereas in our study, it is 42.96% and 73.79%. Based on the collective feedback report, there was 80% decrease in CLBP using Roland­Morris Disability Index scores.
+
+The above two studies has been done in a residential setup, whereas the present study was done in a nonresidential set up among information technology people. Based on the BDI and STAI1 result, we can assume that if we had larger sample with extended intervention, we can expect to get good results in STAI 2 in terms of other studies in same area.
+
+
+Conclusion
+
+
+
+The current study was done for 10 days with yoga module on sample size of 23 to assess the effect of yoga on chronic low back pain in IT professionals. When STAI(X1) and BDI scores of previous study and this study are compared, the percentage of decrease is more in this study. Hence, we conclude that yoga module was effective in reducing chronic low back pain, anxiety and depression levels.
+
+Financial support and sponsorship
+
+Nil.
+
+Conflicts of interest
+
+There are no conflicts of interest.
+
+References
+
+1	McClelland & Stewart. The Back Doctor. Toronto: McClelland & Stewart; 1987.
+2	Inlander BC, Shimer P. Backache 51 Ways to Relieve the Pain. New York: Walker Publishing Company, Inc.; 1997. 3	Bonati AO, Linde S. No More Back Pain. New York: St. Martins Publishers; 1991.
+4	Borenstein DG. Epidemiology, etiology, diagnostic evaluation, and treatment of low back pain. Curr Opin Rheumatol 2001;13:128­34.
+5	Nagaratna R, Nagendra HR. Yoga for Back Pain. Swami Vivekananda Yoga Prakashana publishers; 2001. 6	Julie Friedberger. Office Yoga Delhi: Motilal Banarsidas Publishers; 2000.
+7	Tekur P, Chametcha S, Hongasandra RN, Raghuram N. Effect of yoga on quality of life of CLBP patients: A randomized control study. Int J Yoga 2010;3:10­7.
+8	Bhatta, Jalandhar. Effect of integrated approach of yoga therapy on back pain as measured by Rolland Morris Disability Index. Bangalore: SVYASA Publishers; 2015.
+9	Bali Yogita, R Nagaratna, Ebnezer John, H R Nagendra. The role of add­on yogic relaxation technique to standard physiotherapy in management of acute low back pain. Bangalore: SVYASA Publishers; 2007.
+10	Spiel Berger CD, Gorsuch RL, Lushene RE. Manual for the Strait Trait Anxiety Inventory. Palo Alto, CA: Consulting psychologists press; 1970
+
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subfolder_0/Effect of yoga on positive–Negative affect and self-esteem on tribal male adolescents-A randomized control study conv.txt

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+[Downloaded free from http://www.indjsp.org on Friday, January 29, 2021, IP: 136.232.192.146]
+
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+Original Article
+
+Effect of Yoga on Positive–Negative Affect and Self‑Esteem on Tribal Male Adolescents‑ A Randomized Control Study
+
+
+Abstract
+Aim:	Effect	of	yoga	on	positive–negative	affectivity	and	self‑esteem	in	tribal adolescents. Material and Methods: This is a pilot randomized control study. Several chits were made  in  which  the  name  of  all  the  available  students  was  written. The  youngest  boy  from  the group selected 30 chits for yoga group and the remaining students were included in the control group. The yoga group included 30 male adolescents between the age of 10 years and 18 years (M = 14.4, SD = 3.51). Control group included 25 male adolescents between the age of 10 years and 18 years (M = 13.3, SD = 1.90). PANAS‑C and Rosenberg self‑esteem scales were used to measure the positive–negative affectivity and self‑esteem, respectively. Data was collected before and after interventions. Results: Study shows significant increase in positive affect (P = 0.008) and negative affect (P = 0.047) in experimental group as compared to control group’s positive affect (P = 0.468) and negative affect (P = 0.156). Self‑esteem in experimental group slightly reduced (P = 0.927). Similarly, self‑esteem in control group reduced (P = 0.019). Conclusion: Study suggests that two weeks of yoga practice has a significant impact on positive‑negative affect in tribal adolescents.
+
+Keywords: Positive–negative affect, self‑esteem, tribal adolescents, yoga practice
+
+
+Rema Mohan, Sony Kumari
+Swami Vivekananda Yoga Anusandhana Samsthana, Bangalore, Karnataka, India
+
+
+
+Introduction
+Adolescence  is  a  period  of  physical  and psychological	development	which	is overruled   by   emotions.  The   adolescents may  have  been  suffering  from  emotional, behavioral   and   developmental   disorders. Previous   studies   have   shown   increase in  rates  of  suicide,  leaving  home  at  an early  age,  vulnerability  to  addiction  and psychological  illness.[1]     Youth  who  have been victims of high impact trauma, chronic abuse and neglect are especially vulnerable and  may  impair  the  ability  of  the  youth during their developmental period.[2]  Tribes are one of the most exploited populations in  Indian  society  (UNICEF).  Being  the earliest  inhabitants  of  the  country,  they have	maintained	a	distinct    style    for centuries. The isolation has kept them out of  mainstream  and  made  them  easy  prey to  exploitation.[3]    Lack  of  education  and deprivation  that  these  tribes  face  due  to poverty  may  result  in  frustration  both  in personal  and  social  relations.  Further,  the tribal  children  are  subject  to  acculturation pressures   that   do   not   exist   for   other populations, which create unique problems
+
+This is an open access article distributed under the terms of the Creative   Commons   Attribution‑NonCommercial‑ShareAlike   3.0 License, which allows others to remix, tweak, and build upon the work non‑commercially, as long as the author is credited and the new creations are licensed under the identical terms.
+For reprints contact: [email protected]
+
+
+during	their	transition	to	adulthood.[4] Tribal students are emotionally immature,[5] show  poor  emotional  intelligence,[3]    high prevalence  of  anxiety/depression,  somatic, withdrawn/depressed	thought     problems and     attention     problems,[6]         aggression regardless of age and gender ,[7]   and poor self‑esteem.[8]
+The term yoga comes from Sanskrit word Yuj which means union. Traditionally, yoga is a method of joining individual self with the divine. Yoga is the art and science of living.  It  is  concerned  with  the  evolution of  the  mind  and  body.  Yoga  incorporates all  aspects  of  an  individual.  First  aspect of  personality  is  physical  body  and  we begin with disciplining the body by asana or   physical   postures.  Asana   makes   the spine,   muscles,   and   joints   healthy   and flexible.  Internal  organs  are  getting  subtle massage and they balance the physiological abnormalities,	faulty	insulin	secretions and  hormonal  imbalances.  Pranayama  or breathing  techniques  strengthen  the  lungs, increase  the  supply  of  fresh  oxygen  and have a direct effect on brain and emotions. By emotional stability, mental and creative energies are directed in a constructive way
+
+
+How to cite this article:Mohan R, Kumari S. Effect of yoga on positive–Negative affect and self-esteem on tribal male adolescents- A randomized control study. Indian J Soc Psychiatry 2018;34:48-51.
+
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+Address for correspondence: Dr. Sony Kumari,
+Swami Vivekananda Yoga Anusandhana Samsthana (SVYASA University), Eknath Bhavan, Gavipuram Circle, Kempegowda nagar,
+Bangalore, Karnataka, India. E‑mail: sonykarmanidhi@gmail. com
+
+
+Access this article online
+
+Website: www.indjsp.org
+DOI: 10.4103/0971-9962.228795
+Quick Response Code:
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+48	© 2018 Indian Journal of Social Psychiatry | Published by Wolters Kluwer - Medknow
+[Downloaded free from http://www.indjsp.org on Friday, January 29, 2021, IP: 136.232.192.146]
+
+Mohan and Kumari: Effect of Yoga on tribal students
+
+
+and child become more self‑confident, self‑aware and self‑ control.[9]
+There  is  growing  empirical  support  for  positive  health effects,[10]    psychological  and  physiological  improvement after yoga intervention,[11]  and thus may be an ideal practice to  introduce  to  children  and  adolescents.  Present  study is  trying  to  explore  the  construct  positive  and  negative affectivity and self‑esteem on tribal adolescents.
+Positive   affect   is   the   state   where   the   person   feels enthusiastic,   active,   and   alert.   Negative   affect   is   a dimension   of   subjective   distress   and   un‑pleasurable engagement.  It  includes  variety  of  aversive  mood  states, including anger, contempt, disgust, fear and nervousness. Low  PA is  described  by  sadness  and  lethargy.  Low  NA (positive affect) is described by calmness and serenity.[12] Further  low  PA (positive  affect)  and  high  NA (negative affect)  are  major  distinguishing  features  of  depression, and   anxiety,   respectively,[13]     as   well   as   its   ability   to identify  individuals  with  mood  problems.[14]   PA ‘‘buffer’’ the negative effect of NA on job performance.[15]   PA was consistently   related   negatively   only   to   symptoms   and diagnoses of depression.[12]   Character strengths appears to be crucial for students to experience school‑related positive affect,  which  in  turn  supports  students’  positive  school functioning  and  their  overall  school  achievement.[16]   The happiness–success  link  exists  not  only  because  success makes people happy, but also because positive affect brings about success.[17]  Frequent positive emotions during school were associated with higher levels of student engagement and negative emotions with lower levels of engagement.[18]
+Self‑esteem	is	the	totality	of	self‑confidence	and self‑respect. It is the capability of being skillful to cope with  the  basic  challenge  of  life  and  being  worthy  of happiness.[19]    Self‑esteem  includes  feeling  of  worthiness and pride.[20]  It is a significant element affecting their mode of life and well‑being. With good self‑esteem, people do constructive  things  for  themselves  and  due  to  poor  self‑ esteem, avoid doing such things.[21]  Stigma associated with mental  illness  harms  the  self‑esteem  of  many  people.[22] Self‑esteem changes in middle school years.[23]
+Self‑esteem   has   a   positive   role   in   association   with adolescent’s life and this relationship is equally strong for both  genders  and  across  age.[24]   Self‑esteem  is  relatively a  stable  trait  and  reflects  life  satisfaction  and  affective symptoms rather than functional status.[25]
+Yoga   improves   adolescents’  mood   and   affect   and   is highly   beneficial   for   students.[26,27]      In   a   mindfulness based  intervention  for  at‑risk  adolescents,  positive  affect increased  significantly  and  mindfulness  increased.[28]    A one‑month  residential  yoga  program  showed  significant change in reducing negative attitude and improvement in positive  attitude  in  healthy  volunteers.[29]    A  randomized control study on the effect of yoga for a month for school
+
+children showed significant improvement in positive affect and attitude towards violence. Yoga intervention increased self‑esteem,  life  satisfaction,  and  enthusiasm  for  a  better life,  scores  of  interpersonal  anxiety  and  perfectionism dropped.[30]    Review  articles  suggest  that  yoga  can  be  a beneficial   adjunctive   treatment.[11]     Yoga   enhances   self‑ esteem and attention abilities of high school children.[31]
+The present study
+
+The  purpose  of  the  present  study  was  to  measure  the positive–negative  affect  and  self‑esteem  in  tribal  male adolescents	using	PANAS‑C	scale	and	Rosenberg self‑esteem   scale,   respectively.  Although   many   studies have   been   conducted   using   yoga   as   intervention,   no study   is   available   where   positive–negative   affectivity and  self‑esteem  is  measured  on  tribal  adolescents.  We hypothesized   that   yoga   may   have   effect   on   positive affectivity and self‑esteem in tribal adolescents.
+
+Materials and Methods
+
+Patients	were	taken	from	Arshavidya	Kendra, Palakkad‑Kerala.  N  =  54  under  the  age  group  of  10 years  to  18years.  Patients  were  men  and  they  were randomly divided into two groups. Thirty of them were in the experimental group and 24 in the waitlist control group.  Mean  age  of  patients  in  experimental  group was (M = 14.4 years, SD = 3.51) and of control group was  (M  =  13.3  years,  SD  =  1.90).  Informed  consent was  signed  by  the  head  of  the  organization.  Data  was analyzed using SPSS‑version 16.
+PANAS‑C
+
+The  Positive  and  Negative  Affect  Schedule  scale  for children,[32]  is a 27 item youth self‑report measure used in child and adolescent population to measure positive and negative affectivity. It is used to measure the respondent’s emotions  during  the  past  few  weeks.  The  respondent  is asked to read several words which describe feelings and emotions and enter a number that corresponds to the value on a scale. The five‑item scale ranges from not much or not at all, with a value of 1, to a lot with a value of 5.The PANAS‑C has been used successfully on large studies of children and exhibits high reliability and good convergent and discriminant validity. Study revealed that 12‑item PA and  15‑item  NA  scale  scores  demonstrated  support  for convergent  and  divergent  validity  and  yielded  internal consistency (PA 0.89, NA 0.92).[32]  Laurent et al. (1999)[32] reported alpha coefficients of 0.94 for NA, and 0.90 for PA in the scale development sample.[33]
+
+Rosenberg Self‑Esteem Scale
+
+A  10‑item  scales  that  measures  global  self‑worth  by measuring  both  positive  and  negative  feelings  about  the self.  The  scale  is  believed  to  be  uni‑dimensional.  All items are answered using a four‑point Likert scale format
+
+
+Indian Journal of Social Psychiatry  |  Volume 34  |  Issue 1  |  January-March 2018	49
+[Downloaded free from http://www.indjsp.org on Friday, January 29, 2021, IP: 136.232.192.146]
+
+Mohan and Kumari: Effect of Yoga on tribal students
+
+
+Table 1: Yoga and control group‑Wilcoxon Signed Rank Test (Within Group)
+
+
+Variables
+
+
+PA
+
+NA
+
+SE
+
+
+Yoga Pre M±SD
+Post M±SD 36.50±8.1 41.10±8.7 36.90±8.4 34.03±9.5 23.70±3.0
+23.47±3.1
+
+
+P ‑Value
+
+
+0.008
+
+0.047
+
+0.927
+
+
+% Change
+
+
+12.60
+
+7.77
+
+0.97
+
+
+Control Pre M ± SD Post M ±SD
+37.58±9.6 39.0±9.5 35.75±11.11 38.04±8.77 23.21±4.6
+21.67±4.3
+
+
+P‑Value
+
+
+0.468
+
+0.156
+
+0.019
+
+% CHANGE % Change
+
+
+3.77
+
+6.40
+
+6.63
+
+PA = Positive Affect, NA = Negative Affect, SE = Self Esteem
+
+
+Table 2: Between group ‑ Mann Whitney Test
+
+Variables
+
+
+PA
+
+NA
+
+SE
+
+Yoga Pre M ± SD
+Post M ± SD 36.50 ± 8.1 41.10 ± 8.7 36.90 ± 8.4 34.03 ± 9.5 23.70 ± 3.0
+23.47 ± 3.1
+
+Control Pre M ± SD Post M± SD 37.58 ± 9.6
+39.0 ± 9.5 35.75 ± 11.11 38.04 ± 8.77 23.21 ± 4.6
+21.67 ± 4.3
+
+P‑value (pre)
+
+
+0.571
+
+0.787
+
+0.587
+
+P‑value (post)
+
+
+0.497
+
+0.086
+
+0.094
+
+
+
+ranging  from  strongly  agree  to  strongly  disagree.  Items 2, 5, 6, 8, 9 are reverse scored. Give “Strongly Disagree” 1   point,   “Disagree”   2   points,“Agree”   3   points,   and “Strongly Agree” 4 points. Higher scores indicate higher self‑esteem.[34]    RSE  scale  is  of  high  internal  reliability (alpha 0.92). Reliability is high in all age groups and in diverse   population.   Convergent   validity   is   proven   by research studies.[35]
+Intervention
+
+Intervention  was  given  for  two  weeks  (14  days)  for experimental group, in two sessions in a day. Sixty minutes in the morning and 30 minutes in the evening. Program included  breathing,  loosening  practices,  sun  salutation, asanas,  pranayama,  japa,  and  trataka.  Pre  and  post  data was  collected  from  both  the  groups  before  and  after intervention.
+
+Results
+The  data  was  not  normally  distributed,  hence  we  have conducted   non‑parametric   test,   in   within   group   and between   groups.   Wilcoxon   Signed   Rank   Test   shows highly significant improvement in positive affect in yoga group  12.60%  (P  <  0.01)  and  significant  reduction  in negative affect 7.77% (P < 0.05) and self‑esteem in not significant  0.97%  (P  >  0.05).  In  control  group  positive affect increased 3.77% (P > 0.05), negative affect increased 6.40% (P > 0.05), and of self‑esteem 0.019% (P < 0.05) [Table 1]. In between group analysis using Mann–Whitney test showed no significant result in positive–negative affect and self‑esteem [Table 2].
+
+The mechanism behind the result could be because of the pranayama,  japa  and  trataka  practices.  Previous  studies shows  on  adolescents  shows  there  is  a  sharp  decline in  self‑esteem  during  middle  school  years.[36]    A  study conducted by[37]   on ninth grades students by giving yoga as an intervention found no change in yoga group as well as  in  control  group.  Directions  for  the  future  study  are discussed.
+
+Conclusion
+
+This  study  is  a  pilot  randomized  control  study  on  tribal adolescents measuring positive–negative affect and self‑esteem after   giving   yoga   practices.   Experimental   group   shows significant  improvement  in  the  variables  positive–negative affect. Between groups analysis did not give any significant result. In future effect of yoga can be examined with larger sample size and longer duration of intervention.
+Financial support and sponsorship
+
+Nil
+
+Conflict of interest
+
+There are no conflicts of interest
+
+References
+1.	Kumar  V,  Talwar  R,  Roy  N,  Raut  D,  Singh  S.  Psychosocial determinants of tobacco use among school going adolescents in Delhi, India. Journal of addiction, 2014.:170941
+2.     Ashwini HR, Kumari S. Effect of One Month Residential Yoga Program  On  Measuring  The  Positive  And  Negative  Attitude
+(No. 2015‑03‑04). 2015.
+
+
+50	Indian Journal of Social Psychiatry  |  Volume 34  |  Issue 1  |  January-March 2018
+[Downloaded free from http://www.indjsp.org on Friday, January 29, 2021, IP: 136.232.192.146]
+
+Mohan and Kumari: Effect of Yoga on tribal students
+
+
+3.	Ahmed  R,  Haque  ME.  A  comparative  study  in  aggression between  adolescent  boys  and  girls  of  tribal  and  non‑tribal students in Chitagong Hill Tracts. J Life Earth Sci 2007;2:79‑84.
+4.	Adams  SK,  Kuhn  J,  Rhodes  J.  Self‑Esteem  Changes  in  the Middle School Years: A Study of Ethnic and Gender Groups. RMLE Online: Research in middle level education 2006;29:1‑9.
+5.	Branden N. The psychology of self‑esteem: a new concept of Man's psychology. 1969.
+6.	Büssing  A,  Khalsa  SBS,  Michalsen  A,  Sherman  KJ,  Telles S.    Yoga    as    a    therapeutic    intervention.    Evidence‑Based Complementary and Alternative Medicine, 2012;[174291]. DOI: 10.1155/2012/174291.
+7.	DuBois  DL,  Burk‑Braxton  C,  Swenson  LP,  Tevendale  HD, Hardesty JL. Race and gender influences on adjustment in early adolescence:  Investigation  of  an  integrative  model.  Child  Dev 2002;73:1573‑592.
+8.	Ebesutani  C,  Regan  J,  Smith  A,  Reise  S,  Higa‑McMillan  C, Chorpita BF. The 10‑item positive and negative affect schedule for  children,  child  and  parent  shortened  versions:  application of  Item  Response  Theory  for  more  efficient  assessment.  J Psychopathol Behav Assess 2012;34:191‑203.
+9.	Büssing    A,    Khalsa    SBS,    Michalsen    A,    Sherman    KJ, Telles  S.  Yoga  as  a  therapeutic  intervention.  Evidence‑based Complementary  and  Alternative  Medicine,  2012,2012;174291. DOI: 10.1155/2012/174291.
+10.   Gopal  DV, Ashok A.  Prevalence  of  emotional  and  behavioral problems among tribal and non‑tribal adolescents. J Indian Acad Appl Psychol 2012;38:63‑67.
+11.   Ghosh D. Self‑esteem and depression of the tribal and non‑tribal students: It's role on academic achievement need. Indian J Health Wellbeing 2013;4:1042‑48.
+12.   Hall CA. Differential relationships of pleasure and distress with depression  and  anxiety  over  a  past,  present,  and  future  time framework  (Doctoral  dissertation,  ProQuest  Information  and Learning). 1978.
+13.   Kumar S, Dixit V, Chaudhury S, Kenswar DK. Racial differences in  suicidal  ideation  among  school  going  adolescents.  Indus Psychiatry journal 2013;22:118‑24.
+14.   Kundu M. Tribal education in India: Some problems. J Indian Educ 1984;10:1‑7.
+15.  Kokinakis LH. Yoga and adolescents: what do we know? the effects of yoga on adolescents’cognition and social‑emotional development   (Doctoral   dissertation,   Harvard   University). 2011.
+16.   Kaley‑Isley LC, Peterson J, Fischer C, Peterson E. Yoga as a complementary therapy for children and adolescents: a guide for clinicians. Psychiatry (Edgmont) 2010;7:20‑32.
+17.   Winawer  SJ,  Zauber AG,  Ho  MN,  O'Brien  MJ,  Gottlieb  LS, Sternberg   SS,   et   al.   Prevention   of   colorectal   cancer   by colonoscopic	polypectomy.	The	National	Polyp	Study Workgroup. N Engl J Med, 1193;329:1977‑1981.
+18.   Laurent J, Catanzaro SJ, Joiner TE, Jr Rudolph KD, Potter KI, Lambert S, et al. A measure of positive and negative affect for children: scale development and preliminary validation. Psychol Assess 1999;11:326.
+19.   Lyubomirsky  S,  King  L,  Diener  E.  The  benefits  of  frequent positive  affect:  does  happiness  lead  to  success?  Psychological
+bulletin 2005;131:803‑55.
+
+20.   Link BG, Struening EL, Neese‑Todd S, Asmussen S, Phelan JC. Stigma  as  a  barrier  to  recovery:  The  consequences  of  stigma for the self‑esteem of people with mental illnesses. Psychiatric services 2001.
+21.   Moksnes UK, Espnes GA. Self‑esteem and life satisfaction in adolescents‑gender and age as potential moderators. Qual Life Res 2013;22:2921‑2928.
+22.   Nandwana S, Joshi K. Assessment of emotional intelligence of tribal adolescents of Udaipur: an exploratory study. Studies of Tribes and Tribals, 2010;8:37‑40.
+23.   PV  P,  Premsingh  JG.  Self‑esteem‑its  influence  and  structural changes in the lives of tribal students of Kannur district, Kerala.
+24.   Rhodes J, Roffman J, Reddy R, Fredriksen K. Changes in self‑ esteem during the middle school years: A latent growth curve study of individual and contextual influences. J School Psychol 2004;42:243‑261.
+25.   Reschly   AL,   Huebner   ES,   Appleton   JJ,   Antaramian   S. Engagement as flourishing: the contribution of positive emotions and  coping  to  adolescents'  engagement  at  school  and  with learning. Psychol Schools 2008;45:419‑431.
+26.   Selbo‑Bruns,  Nakamura  BJ,  Higa‑McMillan  CK,  Hayashi  K, Chorpita BF. A multi‑informant multi‑measure approach to the two factor model of emotion with youth. J Psychopathol Behav Assess 2012;34:520‑530.
+27.   Sinha VK. A Study of Emotional Maturity Among Tribal and Non‑Tribal Adolescent Girls. RMLE Online:Research in middle level education. 2014;393‑95.
+28.   Sw. Satyananda S. Yoga Education for Children. 1990;299.
+29.   Sethi  JK,  Nagendra  HR,  Ganpat TS. Yoga  improves  attention and self‑esteem in underprivileged girl student. J Educ Health Promot 2013;2.
+30.   Tellegen  A.  Structures  of  mood  and  personality  and  their relevance to assessing anxiety, with an emphasis on self‑report. 1985.
+31.   Van Yperen NW. On the link between different combinations of negative affectivity (NA) and positive affectivity (PA) and job performance. Personality Indiv Diff 2003;35:1873‑1881.
+32.   Watson D, Clark LA, Tellegen A. Development and validation of brief measures of positive and negative affect: the PANAS scales. J Personality Soc Psychol 1988;54:1063‑70.
+33.   Wekerle C, Waechter RL, Leung E, Leonard M. Adolescence: A window of opportunity for positive change in mental health. First People Child Fam Rev 2007;3:8‑16.
+34.   Rosenberg M. Society and the adolescent self‑image. Princeton, NJ: Princeton University Press; 1965.
+35.   Swenson, P. L. A psychometric study of the Rosenberg self‑esteem scale:  An  investigation  of  gender  dif.  Doctoral  dissertation, University of British Columbia; 2003.
+36.   Weber M, Wagner L, Ruch W. Positive feelings at school: on the relationships between students’ character strengths, school‑related affect,  and  school  functioning.  Journal  of  Happiness  Studies, 2016;17:341‑55.
+37.   Yadav   UN,   Parsekar   S,   Prabhu   V,   Patil   DS,   Kumar   S, Singh   MM,   et   al.   A   comparative   study   on   self‑esteem among tribal and non‑tribal students in Udupi Taluk, Karnataka,
+India.
+
+
+
+
+
+
+
+Indian Journal of Social Psychiatry  |  Volume 34  |  Issue 1  |  January-March 2018	51

subfolder_0/Effect of yoga practices in reducing counterproductive work behavior and its predictors conv.txt

@@ -0,0 +1,201 @@
+3/1/2017	Effect of yogapractices inreducingcounterproductivework behavior andits predictors
+
+
+Effect of yoga practices in reducing counterproductive work behavior and its predictors
+
+Umesh Dwivedi, Sony Kumari, and H. R. Nagendra
+
+Abstract
+
+Context:
+
+Aggression and negative affectivity (NA) are known for moderating relationship between job stressors and counterproductive work behavior. Yoga has been demonstrated earlier to reduce the parameters of aggression and negative emotions.
+
+Aim:
+
+The present study examined the effectiveness of yoga practices in reducing counterproductive work behavior and its predictors such as aggression and NA.
+
+Settings and Design:
+
+A pretest–posttest randomized controlled design.
+
+Materials and Methods:
+
+The study sample included yoga group (n = 80) and control group (n = 80). Yoga module that included asanas, pranayama, meditation, and yogic theory were taught to the yoga group. Mild to moderate physical exercises and management theories were taught to the control group. Both groups received intervention for 10 weeks, covering 1 h daily, 5 days a week. Measurements of self­reported counterproductive work behaviors, aggression, and NA were taken as baseline and postintervention for assessment.
+
+Results:
+
+Yoga group reported significant reductions in aggression, NA, and counterproductive work behavior in comparison with the control group after 10 weeks.
+
+Conclusions:
+
+This study contributes by introducing a cost­effective way to prevent the heavy losses organizations are incurring due to counterproductive work behavior and its predictors. The findings support that yoga at workplace may result in positive psychological empowerment of the employees as well.
+
+Keywords:Aggression, counterproductive work behavior, negative affectivity, yoga
+
+INTRODUCTION
+
+Counterproductive work behavior (CWB) in a generic sense is any intentional behavior committed by any member of the organization that harms organization or its members.[1] Personality traits of individuals also influence CWB because these individuals make conscious choices to decide whether to involve in these behaviors.[2] Anger is the connection between both physical and verbal aggression and hostility.[3] Interpersonal aggression has been linked with psychological outcome such as depression, anxiety, frustration, and stress.[4] If these behaviors are not controlled, they can lead to social, physical, mental, and occupational damages. Aggression is also related to somatic issues and poor health.[5] Negative affectivity (NA) is defined as the level to which individuals experience aversive emotional states.[6] NA as a personality variable at work is important for the individual who experiences it and might also be problematic for his or her co­workers. High NA can include feelings of anger, contempt, guilt, fear, nervousness, and negative emotions with higher tendency to moral disengagement that have been found to commit more CWB.[7]
+
+Yoga is known for its effect on body and psyche. Yoga sessions are known for its positive effects on the quality of life and psychosomatic disorders.[8] Yoga sessions have proven to be beneficial in enhancing positive affectivity and decreasing NA.[9] Yoga improved psychological well­being and mood among prisoners and resulted in positive effect on their impulsive behaviors.[10] In comparison to the normal people, prisoners usually have higher rates of mental health problems and aggression, personal grief, drug and alcohol abuse, and antisocial behavior. These are common characteristics of psychological issues.
+
+In short, yoga gives both physiological and psychological benefits including lowered mental distress, perceived stress and enhanced well­being; enhanced function on measures of attention; enhanced cognitive functions; enhanced quality of life; increased positive moods and decreased
+
+
+https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4919969/	1/4
+3/1/2017	Effect of yogapractices inreducingcounterproductivework behavior andits predictors
+
+negative moods. In the present research, role of yoga in reducing aggression, NA, and CWB has been studied. This may play a key role that organizations can implement as a preventive measure to reduce CWB.
+
+MATERIALS AND METHODS
+
+Participants
+
+Subjects were recruited from a private enterprise. Subjects were allowed to participate after they signed written informed consent form, providing adequate information about the nature of the study. In total, 160 employees (total males = 88, total females = 72) were randomly selected and allocated into two groups (yoga and control) having 80 participants per group using a random number generator for allocation of each group by an independent researcher who was not involved in the study assessments.
+
+The inclusion criteria were (1) working professionals (male/female) involved intentionally in CWB, (2) <60 years of age and (3) mentally and physically normal.
+
+Measures
+
+Counterproductive work behavior  The CWB checklist (CWB­C)[1] was used that contains 45 item CWB­C, covering CWBs of an individual. For this study, the internal consistency with the present sample was 0.868.
+
+Aggression  Buss and Perry's [3] Aggression questionnaire was used to measure trait aggressiveness. Sub­scales are physical and verbal aggression, anger, and hostility. Alpha for the aggression scale in this study was 0.866.
+
+Negative affectivity  The 10­item Positive and Negative Affect Schedule (PANAS) from Watson et al. was used to measure NA.[6] Positive and negative affect schedule was used to measure NA. High scores indicate high levels of NA. The internal consistency for the NA scale in this study was 0.951.
+
+Procedure
+
+Only individuals currently working and employed were permitted to take part in this intervention. The respondents were administered the questionnaires with the help of an investigator. Participants who fulfilled the inclusion and exclusion criteria and who willingly consented to participate in the study were allocated randomly into yoga group and control group. After the baseline assessments, subjects who were randomized to yoga group received the yogic theory lecture followed by yoga­based intervention [Appendix 1]. The control group participants received management lectures followed by mild to moderate physical exercises and normal breathing practices. Subjects received intervention by a trained instructor. Venue of practice was arranged within the organization's campus so that maximum attendance can be ensured. Demonstration was given by the instructor to make sure that subjects understand the subtleties of the practices. Both groups practiced their sessions for 1 h daily, 5 days a week for 10 weeks. The confidentiality of the information found from the respondents was assured, and informed consents of the participants were obtained.
+
+Statistical analysis
+
+Data analysis was performed using the SPSS (Statistical Package for the Social Sciences) by IBM, version 21. Change score comparisons of aggression, NA, and CWB over the assessment sessions in the two groups were tested using repeated measure analysis of variance (RMANOVA). Statistical significance was fixed at P < 0.05.
+
+RESULTS
+
+Table 1 shows the sociodemographic profiles of yoga and control group. Yoga group subjects were more educated compared to the control group (P = 0.045).
+
+Table 1
+Sociodemographic data of the study subjects
+
+
+
+
+
+Pre­ to post­test comparisons in the current study revealed that there was no significant difference in the variable scores between the yoga and control groups at baseline. This showed that the sample in both the groups were comparable at the same variable score level at the start of the study. RMANOVA was conducted to assess variable scores across the groups over the period of time. The results of the RMANOVA showed that there was a statistically significant (P < 0.001) reduction in aggression, NA, and CWB among the participants in the yoga group as compared with the control group following post evaluation [Table 2].
+
+https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4919969/	2/4
+3/1/2017	Effect of yogapractices inreducingcounterproductivework behavior andits predictors
+
+Table 2
+Comparisons of pre and posttest scores of aggression,negative affectivity,and counterproductive work behavior between the yoga and control group
+
+
+
+
+DISCUSSION
+
+The present study evaluated the effect of yoga in reducing CWBs and its predictors among working professionals. The results showed that 10­ week intervention of yoga resulted into significant reductions in aggression, NA, and counterproductive work behavior among a randomized group of working professionals.
+
+In comparison to the control group, subjects in the yoga group showed a significant improvement from the baseline performance in aggression and results of the present study are consistent with earlier researches on yoga to reduce aggression.[10]
+
+Narasimhan et al.[9] reported that integrated yoga practices can decrease the NA and increase the positive affectivity within 1 week of yoga intervention. The present study supported similar effect of yoga in the reduction of NA by yoga practice.
+
+Moreover, the present study also highlighted the effect of yoga in reducing CWB in working professionals which other empirical studies have never been reported before.
+
+Limitations and directions for future research
+
+The current study contained several notable limitations that may have affected the results. This study was limited in that data with self­reported dependent measures were used. Practice sessions were conducted in the office premises which may have caused psychological impact on the dedication of employees and also may have impacted in self­reported attention problem. Few people take longer time to respond to true benefits of yoga and these differences would likely have been reduced if the duration of entire intervention would have been longer. Despite these limitations, the present study findings suggest that yoga may offer a safe and beneficial intervention for employees toward psychological and physical health.
+
+More research is needed to establish the true directionality of the relationships between the variables explored in this study. Future studies could implement longitudinal type of research to get detailed and refined conclusions on the benefits of yoga. It should be noted that most of the studies related to CWB have been undertaken by Western scholars. Only few studies on CWB were conducted by Asian researchers. Therefore, further investigations, especially in the Asian context are required for more empirical evidence on the effect of yoga on CWB.
+
+CONCLUSION
+
+Organizations can utilize the potential of yoga to create a foundation for larger cost­effective preventive measures in combating and controlling CWB and its predictors at the workplace assertively. Strength of yoga is that it can be used as a self­management technique where an individual can practice it anywhere. In summary, the present study has shown the effectiveness of yoga in reducing CWB and its predictors. Constant monitoring and mentoring in this direction shall lead to stronger synergy among working professionals which will lead to much higher productivity.
+
+Financial support and sponsorship
+
+Nil.
+
+Conflicts of interest
+
+There are no conflicts of interest.
+
+Acknowledgment
+
+The authors acknowledge the support of SVYASA, Bengaluru, for allowing us to conduct the present study.
+
+Appendix 1: The authors acknowledge the support of SVYASA, Bengaluru, for allowing us to conduct the present study
+
+
+
+
+
+
+https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4919969/	3/4
+3/1/2017	Effect of yogapractices inreducingcounterproductivework behavior andits predictors
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+Article information
+
+Indian J Psychiatry. 2016 Apr-Jun; 58(2): 216–219. doi:  10.4103/0019-5545.183778
+PMCID: PMC4919969
+
+Umesh Dwivedi, Sony Kumari, and H. R. Nagendra
+
+Department of Yoga and Management Studies, Swami Vivekananda Yoga Anusandhana Samsthana University, Bengaluru, Karnataka, India
+Address for correspondence: Mr. Umesh Dwivedi, Department of Yoga and Management Studies, Swami Vivekananda Yoga Anusandhana Samsthana University, 19, Eknath Bhavan, Gavipuram Circle, Kempegowda Nagar, Bengaluru - 560 019, Karnataka, India. E-mail: [email protected]
+
+Copyright : © Indian Journal of Psychiatry
+This is an open access article distributed under the terms of the Creative Commons Attribution NonCommercial ShareAlike 3.0 License, which allows others to remix, tweak, and build upon the work non commercially, as long as the author is credited and the new creations are licensed under the identical terms.
+
+Articles from Indian Journal of Psychiatry are provided here courtesy of Medknow Publications
+
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+
+2. Mount M, Mlies M, Mohnson E. Relationship of personality traits and counterproductive work behaviors: The mediating effects of job satisfaction.
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+https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4919969/	4/4