PSYCHOLO GY TEST :-SELF ACCEPTANCE

INTRODUCTIONSelf -acceptance is acceptance of self in spite of deficiencies. According to Shepard (1979), self- acceptance is an individual’s satisfaction or happiness with oneself, and is thought to be necessary for good mental health. Self -acceptance involves self-understanding, a realistic, albeit subjective, awareness of one’s strengths and weaknesses. It results in an individual’s feeling about oneself, that they are of “unique worth”.

In clinical psychology and positive psychology, self- acceptance is considered the pre requisite for change to occur. It can be 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.

Self- acceptance is an initiation to stop trying to change yourself into the person you wish to be, long enough to find out who you really are.At the deepest level, self-acceptance is either complete or not at all, but for most, yes/no feels too limited because you worry about all the things you would like to change about yourself.

COLLECTION OF DATA In order to understand the self -acceptance , 34 questions were prepared. The questions were true/false type questions. The questions were related to the person’s view about life, his/her school life, their capacity to interact with others, their social awareness, his/her mentality about the events happening in the society etc.

The collected data includes,

Is anyone choose their father as an ideal man.

Their leadership quality. Their confidence to make suggestions in

a group. Their opinion about the women drinking

in cocktail bars. Their social behavior. Their school days. Their dreams etc.

METHODOLOGYFor preparing a report on the self-acceptance, survey method is used to collect the data. For doing the survey, the queustionnaire method was adopted. Because, questionnaires are a useful method to investigate patterns, frequency, ease and success of use, user needs, expectations,

perspectives, priorities and preferences. For this, 34 questions were prepared. 20 student teachers were selected, and the 34 questions were answered by each one ofthem.

The main advantages of questionnaires are;

They are relatively easy to analyse. They are familiar to the people. They are simple to administer. The format is familiar to most

respondents. Information is collected in a standardized

way. They are usually straight forward to

analyse. The respondents have time to think

about their answers; they are not usually required to reply immediately.

A large sample of the given population can be conducted at relatively low cost.

The important steps involved in the questionnaire designing process are;

1. Determine what information is required, what do we want to find out?

2. Decide on the audience for the questionnaire.

3. Decide on the method of data collection.

4. Draft the questionnaire, considering content, wording, format, structure and layout.Issues to consider while preparing a questionnaire:

Can the question be easily understood?

Is the question too vague or too precise?

Is the question biased?

Is the question necessary to the evaluation?

Will respondents be willing to provide the information?

Is the question applicable to all respondents?

5. Test the questionnaire with colleagues or a sample of potential respondents and revise the questionnaire.

6. Plan the timings of the questionnaire.

7. Distribute the questionnaire.8. Analyse the response.

ANALYSIS The questionnaire consist of 34 questions were answered by 20 student teachers. One mark is given for each correct response. Total mark is out of 34. In order to

analyse the data, the student teachers who gets 25-30 mark is included in the above average category. Those who gets mark between 17 and 25 is included in the average category. Those who gets mark below 17 is included in the below average category.

The following table shows the mark distribution of the 20 student teachers;

Name Mark Name Mark

Afna Meeran 13 Jimiya Joy 8Alisha Bava 12 Nivyamol

Kuriyan17

Anjitha V.R 19 Haseena Maideen

23

Ansalymol Thomas

7 Ramya M.T 7

Anu Thomas 13 Rincy M.M 10Archana C.M 14 Seenamol M.K 5Aruna M.A 17 Sethulakshmi

K.D19

Aysha Bai 21 Shibina Shaji 17Chinchu P.E 13 Sunitha

Rajendran8

Geethu Priya K.P

9 Vidhya M 15

From this table, we can see that there is a significant change in the response of student teachers. Because of this variation, they are categorized into 3 levels; below average, average and above average.

Below Average

Average Above Average

Anu Thomas Aruna M.AAfna Meeran Aysha BaiAlisha Bava Nivyamol

Kuriyan Ansalymol Thomas

Haseena Maideen

Archana C.M Shibina Shaji

Chinchu P.E Sethulakshmi K.D

Geethu Priya K.P

Anjitha V.R

Jimiya JoyRamya M.TRincy M.MSeenamol M.KSunitha RajendranVidhya M

From the above table, it is understood that majority come under the below average level. Among the 20 student teachers, 13 of them fall under the below average category and the remaining 7 student teachers are in the average level and no one is in the above average category.

STATISTICAL ANALYSISROW DATA:- 13 12 19 7 1314 17 21 13 98 17 23 7 105 19 17 8 15

FREQUENCY TABLE:-CLASS TALLY

MARKFREQUENCY

0-10 ||||| 610-20 |||||||||| 1220-30 || 2

TOTAL 20

MEASURES OF CENTRAL TENDENCY:-CLASS FREQUENC

Yf

Mid x

fx CUMULATIVE FREQUENCY

0-10 6 5 30 610-20 12 15 18

018

20-30 2 25 50 20TOTAL

20 260

Mean = ∑fx∕N

=260∕20

= 13

Median= l+[((N/2)-F)∕fm]*i

=10+[(10-6)∕12]*10

=10+[4∕12]*10

=13.33

Mode=3Median-2mean

=(3*13.33)-(2*13)

=39.99-26

=13.9

MEAN 13MEDIAN 13.

3MODE 13.

9

MEASURES OF DISPERSION1. STANDARD DEVIATION :-

Assumed mean,x̅= 15

CLASS FREQUENCY f

Mid x

d’ = (xi-x̅)÷i

fd’ d’2 fd’2

0-10 6 5 -1 -6 1 610-20 12 15 0 0 0 020-30 2 25 1 2 1 2

20 -4 8

Therefore, S.D =i* (∑fd’2∕N)-(∑fd’∕N)2

=10* (8∕10)-(-4∕20)2

=10* (8∕20)-(16∕400) =10*(12/20) =6MEAN DEVIATION:-CLASS F x fx |d| f|d| cf0-10 6 5 30 8 48 610-20 12 15 180 2 24 1820-30 2 25 50 12 24 20Total 20 260 22 96|d|=|x-x̅| Where x̅=(∑fx)/N =260/20=13

Therefore, M.D= (∑|f(x-x̅)|)/N

=96/20=4.8RANGE:- Range=Highest mark-Lowest mark =23-5=18

QUARTILE DEVIATION:- Quartile Deviation=(Q3-Q1)/2Q1class=size of (N/4)th item =size of (20/4)th item =5th itemQ1class=0-10 Q1=l1+[[((N/4)-F)*i]/f1] =0+[(5-0)/6]*10 =8.33Q3 class=size of 3(N/4)th item =size of 15th itemQ3 class=10-20 Q3=l3+[[3*(N/4)-F]fm]*i =10+[(15-6)/12]*10 =10+[(9/12)*10]=17.5Quartile deviation=(Q3-Q1)/2=(17.5-8.33)/2 =4.585

Standard Deviation=6Mean Deviation =4.8Quartile Deviation =4.585Range =18

GRAPHICAL REPRESENTATION OF FREQUENCY DISTRIBUTION

1.Histogram2.Frequency Polygon3.Frequency Curve4.Ogives

Class Tally Freque-ncy

Mid x

Lower Bound

Greater than cf

Upper Bound

Less than cf

0-10 ||||| 6 5 0 20 10 610-20 |||||

|||||12 15 10 14 20 18

20-30 || 2 25 20 2 30 20

CONCLUSION Acceptance means embracing what is, rather than wishing for what is not. When we accept difficult realities, we are able to discover whatever positive feelings and experiences may be possible in that

situation. We find ourselves more at peace and able to experience life more deeply. Acceptance of our faults and faults of others help us to be patient and able to avoid hurtful kinds of criticism or judgement. By accepting faults we become more able to trust and celebrate strengths. When people have self acceptance, they usually feel better about themselves. Self acceptance can help to reduce self-defeating anxiety, guilt,shame,shyness,and other self-defeating emotions and behaviours.

SUGGESTIONS1.Set an intention 2. Celebrate your strengths 3. Consider the people around you 4. Create a support system 5. Forgive yourself 6. Grieve the loss of unrealized dreams 7. Realize that acceptance is not resignation 8. Speak to your highest self 9. Be kind to yourself

REFERENCES Psychological Foundation of Education http://www.hawthorne-ed.com http://www.scope.org Self-Love Books That Will Change Your

Life- Anne Sophie Reinhardt