<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tinatin Tiabashvili</style></author><author><style face="normal" font="default" size="100%">Rusudan Mirtskhulava</style></author><author><style face="normal" font="default" size="100%">Marine   Japaridze</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INCREASING EMOTIONAL INTELLIGENCE AMONG EARLY ADOLESCENTS: MYTHODRAMA GROUP PSYCHOTHERAPY APPROACH</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">early adolescents</style></keyword><keyword><style  face="normal" font="default" size="100%">emotional intelligence</style></keyword><keyword><style  face="normal" font="default" size="100%">group psychotherapy</style></keyword><keyword><style  face="normal" font="default" size="100%">Mythodrama</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1441442312.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">66</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Adolescents exhibit a range of behavior difficulties as a result of the many physical, emotional, and social stresses associated with this developmental stage. Conflicts and occasional aggressive outbursts are common in this period, but this behavior becomes problematic when it is persistent. Allan Guggenbühl’s Mythodrama group psychotherapy approach of resolving conflict and bullying in a school setting has been proven successful in Europe and in the USA. The aim of the current study was to provide further evaluation of Mythodrama group work to address emotional and behavioral problems with early adolescents. As emotional abilities and dispositions appear to play a crucial role for adjustment and well-being in adolescence period, the present study investigated, using a controlled experimental design, whether it is possible to increase Emotional Intelligence in pupils received Mythodrama group intervention during three months. Sixty three public school pupils aged 10- to 12-years-old (M of age =11.06, SD=0.59), identified by school staff as displaying emotional and behavioral difficulties, were administered with Trait Emotional Intelligence Questionnaire (TEIQue) – Child’s form (Petrides, 2008) twice, prior and post Mythodrama group intervention. Repeated measures ANOVA revealed a statistically significant change in seven domains of emotional intelligence, while no significant changes were observed in the control group, except three of the domains. These findings suggest that Emotional Intelligence can be improved using Mythodrama group intervention, but more follow-up research is required to reveal the persistence of the result and its influence on school performance.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">67-74</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maya Bitsadze</style></author><author><style face="normal" font="default" size="100%">Marine   Japaridze</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PERSONAL AND SOCIAL ASPECTS OF TEACHER BURNOUT IN GEORGIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">locus of control</style></keyword><keyword><style  face="normal" font="default" size="100%">school climate</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher burnout</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420361738.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">59</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The study aimed to identify personal and social factors having impact on teacher burnout in Georgia. The survey was conducted on 373 Georgian school teachers. Teacher burnout phenomena was studied in connection with psychological factor such as locus of control and social factors - school climate dimensions: Principals' attitude to teachers, teachers' attitude to colleagues and to students. Qualitative and quantitative methods were used for the research. The highest teacher burnout was identified on Emotional Exhaustion subscale of burnout. Correlatios were confirmed between burnout and locus of control, school climate variables and burnout, teacher burnout and number of students. The research findings are important as teacher burnout identification and its prevention is closely connected to teacher well-being and health ultimately having impact on teaching quality.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">7-14</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tamara   Turashvili</style></author><author><style face="normal" font="default" size="100%">Marine   Japaridze</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COPING STRATEGIES OF UNIVERSITY STUDENTS IN GEORGIAN CONTEXT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">coping strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">critical life event</style></keyword><keyword><style  face="normal" font="default" size="100%">social support</style></keyword><keyword><style  face="normal" font="default" size="100%">student</style></keyword><keyword><style  face="normal" font="default" size="100%">university</style></keyword><keyword><style  face="normal" font="default" size="100%">well-being</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420056255.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">56</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Studies in university students' coping strategies have their peculiarities due to particularly acute stresses characteristic of this period of life. On the other hand, there are specific limits regarding the nature of stressors and the lack of coping ability in this period. Due to such limits, it is necessary to consider different approaches to university students' stressors. Research into university students' coping strategies has been done in various countries, but this is the first such study done in Georgia. Within the transactional stress concept of Lazarus, we tested the stress buffering effects of various coping strategies such as task-, emotion-, and avoidance-oriented coping strategies, praying, and social support.
Within the framework of the research, 252 university students from a wide variety of disciplines and with an average age of 21 were surveyed. The methods applied in the study are the Coping Inventory for Stressful Situations (CISS) by Endler &amp; Parker (Endler &amp; Parker,1990) and the Stress Life Inventory (SRRS) by Holmes and Rahe (Holmes &amp; Rahe, 1967) combined with the Kucher Adolescent Depression Scale KADS -6 (Brooks et al.,2003). Results show expected main effects: There are different coping strategies used in different critical life events. Coping strategies such as social support and praying have a stress-buffering effect and prove to be situational resources in cases of strong stress. Certain coping strategies such as task-oriented coping, emotional coping and praying are predictors of psychological well-being.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">144-149</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tamara   Turashvili</style></author><author><style face="normal" font="default" size="100%">Marine   Japaridze</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PSYCHOLOGICAL WELL-BEING AND ITS RELATION TO ACADEMIC PERFORMANCE OF STUDENTS IN GEORGIAN CONTEXT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic performance</style></keyword><keyword><style  face="normal" font="default" size="100%">personal growth</style></keyword><keyword><style  face="normal" font="default" size="100%">well-being</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419345273.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">49</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Well-being is a dynamic concept that includes subjective, social, and psychological dimensions as well as health-related behaviors. It is often thought of as one of the hallmarks of the liberal arts experience, resulting from educational encounters that both guide students in the search for meaning and direction in life and help them realize their true potential. Research of students’ well-being is conducted in various countries, but it is the first study conducted in Georgia. The objectives of the studies were to test hypothesis, that because of social, political and economic conditions, and frequent reforms in educational system of Georgia, the majority of the students have high level of depression, low level of well-being, that is reflected on their academic performance. 
 Within the framework of the research 252 students from wide variety of disciplines, of mean age 21 were surveyed. The study methods are Ryff well-being inventory which consists of series of statements reflecting the six areas of psychological well-being, combination with Coping Inventory for Stressful Situation (CISS), from Endler &amp; Parker and, Kucher Adolescent depression scale (KADS-6).The Results of the study show, that majority of students have middle level of well-being, do not have depression and average self-evaluated academic performance. The research also revealed that the students, who have medium or high level of academic performance, have high index of well-being, purpose of life and personal growth on scale. Also, those students who carry task oriented coping strategy, have high index of well-being, and personal growth on the scale. But the students, who carry avoidance coping strategy, have high level of depression.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">73-80</style></section></record></records></xml>