Browsing by Author "Sadia Saleem"

Now showing 1 - 6 of 6
  • Thumbnail Image
    Item
    Development of Interpersonal Difficulties Scale for University Students
    (Pakistan Journal of Psychological Research, 2014) Sadia Saleem; Zubia Ihsan; Zahid Mahmood
    The current research explored the patterns of interpersonal difficulties among university students in Pakistani cultural context. In the first phase, 40 university students were interviewed individually to generate item pool of 69 interpersonal difficulties as experienced by them. After excluding duplication and repetition, the list of 61 items was piloted on 30 university students as a self-report measure of 5-point rating scale (Interpersonal Difficulties Scale). Finally, a stratified sample of 448 university students (49% men and 51% women) were given the final list of 61 items , Student Problem Checklist (Mahmood & Saleem, 2011), and a demographic form. Principal Component factor analysis yielded a six factor solution namely Dominated by Others, Low Self-confidence, Mistrust, Lack of Assertiveness, Lack of Boundaries, and Instability in Relationships. The scale found to have high internal consistency, convergent validity, and test- retest reliability. The results are discussed in terms of the implications of interpersonal difficulties for student counseling services.
  • Thumbnail Image
    Item
    Dyslexia a myth or reality: Identification of dyslexia in school children of grade fourth and fifth
    (FWU Journal of Social Sciences, 2014) Fatima Naeem; Zahid Mahmood; Sadia Saleem
    The concept of dyslexia has been with us for nearly 200 years, yet the controversy about its existence has been a debatable issue among Researchers, Educationalists and Psychologist. The scope of dyslexia expanded from Word Blindness to spectrum of Specific Learning Difficulties affecting school children. Dyslexia manifests itself in the area mainly in reading and for some children writing and arithmetic difficulties co-occur, creating discrepancy between ability and achievement. Recently the debate about the diagnosis of dyslexia has been raised particularly its relevance in third world countries. The purpose of current study was investigate Spectrum of specific learning difficulties in young school children of grade 4th and 5th. The assessment was carried in group and individual setting. 900 school children boys 433(48.3%) and girls 467(51.7 %), age ranges from 9-12 years; were assessed. series of tests used specifically assessing symptoms of specific learning difficulties. The results showed much wider range of cognitive deficits across three level of achievement, yet it is not consistent with the diagnosis of dyslexia. The results were discussed in the light of observation drawn from the third world countries, where difficulties in academics mimic dyslexia.
  • Thumbnail Image
    Item
    Mental Health Problems in University Students: A Prevalence Study
    (FWU Journal of Social Sciences, 2013) Sadia Saleem; Zahid Mahmood
    A survey of mental health problems of university students was carried out on 1850 participants in the age range 19-26 years. An indigenous Student Problem Checklist (SPCL) developed by Mahmood & Saleem, (2011), 45 items is a rating scale, designed to determine the prevalence rate of mental health problem among university students. This scale relates to four dimensions of mental health problems as reported by university students, such as: Sense of Being Dysfunctional, Loss of Confidence, Lack of self Regulation and Anxiety Proneness. For interpretation of the overall SPCL score, the authors suggest that scores falling above one SD should be considered as indicative of severe problems, where as score about 2 SD represent very severe problems. Our finding show that 31% of the participants fall in the “severe” category, whereas 16% fall in the “very severe” category. As far as the individual dimensions are concerned, 17% respondents comprising sample of the present study fall in very severe category Sense of Being Dysfunctional, followed by Loss of Confidence (16%), Lack of Self Regulation (14%) and Anxiety Proneness (12%). These findings are in lying with similar other studies on mental health of students. The role of variables like sample characteristics, the measure used, cultural and contextual factors are discussed in determining rates as well as their implications for student counseling service in prevention and intervention
  • Thumbnail Image
    Item
    Perceived parental practices and mental health problems: cross-cultural validation of embu-c on Pakistani adolescents FWU.
    (Journal of Social Sciences., 2015) Sadia Saleem; Sara Subhan; Zahid Mahmood
    This study provides a validation of EMBU-C on Pakistani adolescents. 1279 adolescents were selected through multistage sampling with the age range of 12-18 (M 13.93, SD 1.83). The participants were given a modified version of EMBU-C Muris, Meesters, & van Brakel, 2003), School Children Problem Scale (SCPS, Saleem & Mahmood, 2011) and a demographic performa. The result showed that EMBU-C produced almost similar factorial structure to the original (4 factors).The EMBU-C was found to have satisfactory internal consistency and proved a reliable and valid scale for Pakistani culture. The results revealed the perceived Parental Warmth was found to be a negative predictors and Parental Rejection was found to be a positive predictor of mental health problems (p<0.001). The results are discussed in terms of gender differences and cultural and clinical implication of parental rearing practices.
  • Thumbnail Image
    Item
    Risk and protective factors of emotional and behavioral problems in school children: a prevalence study
    (Pakistan Journal of Psychological Research,, 2013) Sadia Saleem; Zahid Mahmood
    A sample of 5053 school children (51% girls and 49% boys) with the age range of 13-17 (M = 14.40, SD = 1.25) from 43 government schools in the city of Lahore were selected through multistage sampling method. An indigenously developed School Children Problems Scale (SCPS; Saleem & Mahmood, 2011) was used as a self report measure to determine the prevalence of emotional and behavioral problems of children. Going by the intensity measure on the total of SCPS 31% participants fell in the severe category (one standard deviation above the mean) of these 16% fell in the very severe category (two standard deviations above the mean). By the frequency count, 21% of the sample scored above the 90th percentile. The most frequently reported problem was Anxiousness (16%) followed by Feelings of Rejection (15%) and Academic Problems (15%). Results are discussed in terms of the manifestation of emotional and behavioral problems in school children in traditional and collectivistic cultures, and their relationship with social demographic factors was also explored.
  • Thumbnail Image
    Item
    Self reported depressive symptomatology in adolescents: a psychometric study
    (FWU Journal of Social Sciences, 2014) Sadia Saleem; Tooba Khalid; Zahid Mahmood
    This study attempts to explore cultural-specific manifestation and expression of depressive symptomatology in adolescents. 40 school children referred by their teachers to the school counsellors were interviewed to explore the expression of depressive symptomatology. A list of 32 elicited items was given to 10 school counselors for empirical validation. All those items receiving 90% agreement from the experts were retained. A final list of 27 items converted into a self report measure (Depressive Symptomatology Scale, DSS) was piloted on 30 children. In the final phase, a 385 participants selected through stratified sampling were given the DSS, the Self-Concept Scale (Perveen, Saleem, & Mahmood, 2011), and the Child Depression Inventory (1992) for concurrent validity and a demographic performa. Principal Component Factor analysis yielded a four factor solution; Sadness, Indecisiveness, Irritability and Psychosomatic symptoms. The DSS was found to have high internal consistency, test-retest reliability, and concurrent and discriminant validity. Results are discussed in terms of gender differences, school counseling and cultural differences.