ABSTRACT
The approach to older adults with major neurocognitive disorder constitutes a challenge for families, this due to the lack of information to carry out this type of specialized care, and the scarcity of health professionals trained to facilitate an approach and Professional guidance on mental health in old age. In this sense, psychogerontological clinical practice is established today as an interdisciplinary field of study, due to the exhaustive knowledge about the sciences of aging and clinical psychology, for the evaluation, detection, rehabilitation, orientation and promotion of mental health with older people, family members and caregivers. Objective: To understand the experiences and perceptions of family members who care for older adults diagnosed with major neurocognitive disorder. In such a way, it allows to explore, understand and interpret about the knowledge about the appropriate approach, the risks of patient care and decision-making for coping. Materials and methods: a phenomenological-oriented qualitative study was carried out in an integral medicine unit, through the design and application of semi-structured interviews and observations of ten caregivers who attended the Psychogerontology service. Results: The informants stated that they did not have the necessary information to carry out adequate care for their relatives. However, the need for more professionals and social institutions to receive information is necessary. In this sense, they perceive their quality of life as poor, since they present the signs and symptoms of caregiver syndrome. Conclusions: Psychogerontological clinical care favors effective intervention in the approach to major neurocognitive disorder.

ABSTRACT
The study investigated application of e-learning technologies in the management of secondary schools in the era of emergency in Rivers State. Two research questions and two hypotheses tested at 0.05 level of significance guided the study. The study adopted descriptive design. The population of the study comprised all the 276 public senior secondary schools in Rivers State. A sample of 206 principals was drawn using simple random sampling technique. The instrument for data collection was titled ‘Application of E-Learning Technologies in the Management of Secondary Schools in the Era of Emergency Questionnaire (AETMSSEEQ). The instrument was validated by an expert in Educational Management and two other experts in Measurement and Evaluation for internal consistency. Cronbach Alpha method was used to establish reliability index of the instrument at 0.82. Data collected was collated and analyzed using mean and standard deviation. The findings of the study showed that principals responded positively that the use of laptop and television can be applied in the management of secondary schools in the era of emergency. Furthermore, the study showed that a significant difference exists between the mean scores of male and female respondents on the ways the use of television can be applied in the management of secondary schools in the era of emergency. It was concluded that e-learning technologies can be used in the management of secondary schools in the era of emergency in Rivers State. Recommendations were made included that government should make adequate funds for provision of e-learning technologies (such as, Wi-Fi, laptops, smartphones, tablets, etc.) and other logistical support that would strengthen seamless application of e-learning technologies in the management of in public secondary schools in the state.

ABSTRACT
This study investigated the assessment strategies used by lecturers, the challenges of innovative assessment strategies and the perceived assessment strategies that can foster critical thinking among teacher-trainees. The population of the study consists of 1,430 teacher trainees from three public universities in Rivers State. The study adopted a survey research design with a sample of 180 lecturers who are teacher-educators drawn from the population. The study was guided by three research questions and two null hypotheses. An instrument developed by the researcher titled: “Innovative Assessment Strategies for Critical Thinking Scale” (IASCTS) was used for data collection. The validity of the instrument was established using experts in Measurement and Evaluation from the Ignatius Ajuru University of Education and the University of Port Harcourt, Rivers State, Nigeria. The reliability of the instrument was determined using the Cronbach Alpha technique with coefficients of 0.81, 0.87, and 0.74 obtained for sections B, C, and D respectively. Data analyses were done using mean and standard deviation to answer the research questions, while one-way ANOVA was used to test the corresponding null hypotheses. Notably, results revealed that the most used assessment strategy in teacher education was the final examination at the end of the course, while the least used is field trip. Furthermore, the major factor hindering lecturers' use of innovative assessment strategies to foster critical thinking is the high enrollment of students, while the least factor is inadequate support from fellow lecturers. Based on some of the aforementioned findings, it was recommended that Lecturers should integrate aspects of educational policy analysis as part of the assessment framework used in developing critical thinking among teacher-trainees in Rivers State.

ABSTRACT
Dating violence can be called a sub-category of domestic violence. It can take place between any partners who are dating (not married), engaged or not engaged. Violence can be physical, sexual as well as psychological. The main purpose of the present study was to examine the gender differences in attitude towards dating violence. The study also examined the relationship between personality traits and attitude towards dating violence. A sample of 200 participants comprising of 100 male and 100 female adolescents between the age group of 16 to 18 years was taken through Google form across the city of Bhopal. Data was collected using standardized psychological tests such as NEO Five-Factor Inventory and Attitude Towards Dating Violence Scale. Pearson correlation and t-test were used to analyze the data. The results revealed significant gender differences in four out of six dimensions of dating violence, namely- physical male dating violence, sexual male dating violence, psychological female dating violence and sexual female dating violence. In all these four dimensions, the males were found to be high on dating violence attitude in comparision to the females. Results also revealed asignificant correlation between most of the domains of dating violence attitude and personality traits i.e., openness to experience, agreeableness, conscientiousness and extroversion. Since dating violence is common among adolescents, the school counsellors need to educate the adolescents to bring about positive changes in their attitudes towards dating.

ABSTRACT
The purpose of this study was to explore teachers’ experiences concerning teachers’ beliefs and practices about DAP in their instructional activities in Early Childhood Education programs in Adama Town. Qualitative multiple case study was employed to collect data using unstructured interviews, observations, and document scrutiny. The participants of the study were nine early childhood care and education (ECCE) teachers purposefully selected in this study (three each from private, faith-based, and government centers). Interview records and observation field notes were transcribed, coded, categorized, and developed into themes within and across cases. The findings are presented under three overarching themes that reveal teachers’ beliefs about and execution of DAP in the preschools including teachers’ beliefs guide practice; Teaching strategies; and reflected upon challenges to DAP. The study revealed that teachers had a moderate belief toward DAP but their classroom practices were developmentally inappropriate/ inconsistent with their beliefs. The teachers’ classroom practices were influenced by environmental factors than their beliefs such as high academic expectation from parents, the constraint of teaching materials, play equipment, budget, lack of suitable learning environment, limited knowledge and pedagogical skills, and stakeholders’ collaboration. Lastly, the implications of this study for the ECCE stakeholders were suggested.

ABSTRACT
Now-a-days, mass media is used worldwide among all age groups, from children to elders. Nutrition education is very important in decreasing the prevalence of increased screen time to enhance the lifestyle and health of children. To assess the impact of nutrition education on the knowledge, attitudes and practices (KAP) of school age female adolescents regarding use of media gadgets and excessive screen time and its effect on their sleep and health. Qausi-experimental study was conducted by using cluster sampling technique. A sample size of 108 female students aged between 10-15 years was selected from two schools in Lahore. Study duration was 6 weeks. A questionnaire was filled by all participants. Nutrition education was given to students in the time period of 4 weeks. Post-test questionnaires were filled after a gap of 1 week. Paired sample t-test was used to analyze data. Results showed that there was a significant association (p=0.001) between pre and post Knowledge, Attitude and Practice (KAP) among school age female adolescents. Results suggest that nutrition education programs that teach the importance of sleep and appropriate use of gadgets can improve the health and academic performance along with an increase in the nutritional knowledge of children as lack of awareness is the main concern.

ABSTRACT
The highly competitive atmosphere during 10th board examinations has led to a substantial increase in test and academic anxiety among students over the years. This research compares the test and academic anxiety, and coping resources of 10th board exam students from schools in Pune who have adopted unconventional (alternative) teaching methods with those from conventional (traditional) teaching methods. The unconventional schools preferably do not engage in ranking or comparative marking of their students based on performance but use unique, practical-based teaching methods, promoting conceptual understanding which could be one of the important reasons of reduced stress levels. From each school type, a sample of 61 students (36 girls, 25 boys) was obtained. Intervening variables of school board and medium were controlled. The tools used were Short Form of the Test Anxiety Inventory (Taylor & Deane, 2002); Academic Anxiety Scale for Children (Singh & Sen Gupta, 2013) and Coping Resources Inventory – Youth Form (Moos, 1993). Although there is no significant difference on test anxiety of unconventional and conventional school students, the mean scores indicate that unconventional school students have higher test anxiety. On the other hand, unconventional school students have significantly lower academic anxiety, and the conventional school students show avoidant coping resources. These results support the emergence of unconventional education systems to reduce academic anxiety of students and lower avoidant coping. It can also be understood that exam practice is necessary for unconventional school students to reduce their test anxiety of 10th board exams.