Background: Schizophrenia is a mental disorder that causes the social breakdown of relationships with others. Patients with schizophrenia interpret reality and verbal communication in an abnormal way. They experience great difficulty in building and maintaining of social relationships within society. They also experience barriers in communication and motivation that hinder their readiness for treatment. The willingness of patients with schizophrenia to be treated improves mental illness, social support and other health-related issues. The main purpose of this study was to explore the relationship between social support and willingness for treatment in patients with Schizophrenia. Methods: The qualitative research approach was used to solicit and capture more in-depth information from participants. The research design was phenomenological in nature. A crosssectional survey method was employed. The sample consisted of twenty female patients diagnosed with schizophrenia, seven psychiatrists, and seven psychologists. A semistructured interview guide was developed to collect the data. The interview guide covered three themes. The first theme included four questions for patients with schizophrenia. The second theme consisted of six questions for the psychiatrists and the third theme included two questions for the psychologists. Interview data were analysed through frame workanalysis. Results: The results of the study showed that social support plays an essential role in the improvement of patients with schizophrenia. Psychiatrists with the help of medication and therapies reduce the negativity and anxiety level of patients and motivate patients to accept treatment. Through counseling, psychologists help patients with schizophrenia build social skills such as the ability to engage in eye contact. Conclusion: It is revealed that the social support is closely related to the willingness for treatment in patients with schizophrenia. Therefore, social support is recommended in the course of treatment of patients with schizophrenia.

In Pakistan, 96% children with disabilities are out of school and are unreached for any educational services. According to UNESCO (2010), the unreached are those children and youth who are of school age but not attending school for some reasons. Some of these children may have never been to school; others may have attended school but eventually were dropped out. Reaching out these marginalised children is imperative for the country like Pakistan that intends to meet the goals of Education for All (EFA) by 2015. A survey was conducted to identify the causes of being out of school in order to propose necessary measures for their inclusion. The researchers conveniently selected 433 unreached children with disabilities across all Tehsils of districts Sheikhupura and Kasur to document the voices of out of school children and their families. Children and their parents were contacted to collect the data through structured interviews. Both qualitative and quantitative analyses were performed to answer the questions. Descriptive and inferential statistics were used for the analysis of quantitative data. The study revealed that lack of school readiness, admission policy, poverty, child health conditions, distance from home to school and overprotection of children with disabilities are the main reasons (in rank order) for being out of school. It was also found that although existing special schools in both districts were providing their services through curriculum adaptation, adaptive assessment techniques, teacher trainings, student's leisure and recreational activities, but still had no capacity to accommodate all the unreached children at Tehsil level with limited budget, staff, physical infrastructure and transport facility. The study recommended that unless the regular schools are not improved through inclusive approaches, the problem would remain as such.

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The study examined the role of teachers’ self-efficacy as a predictor of general perceived self-efficacy among students. For this purpose, a sample of 300 teachers and 300 students was selected from different educational institutions of Pakistan. Teachers were categorized into two groups; experienced and inexperienced. To achieve the objectives of the study two instruments i.e.; Teachers’ self-efficacy Scale and General Self-efficacy Scale (GSES) were used. In addition short demographic sheets for the teachers and students were used indicating teachers’ institutional affiliation and experience, and students’ educational institutes, ages and gender. Part I of the study dealt with determining the psychometric properties of the scales and the pilot study and Part II consisted of the main study. Statistical analyses of the main study revealed a significant positive correlation between teachers’ self-efficacy and general self-efficacy among students. Experienced teachers showed more teachers’ self-efficacy as compared to inexperienced teachers. Overall mean scores of female students were comparatively higher on General self-efficacy scale as compared to the male students. Students belonging to the late adolescence showed more self-efficacy as compared to the students categorized as early adolescence group. Simple linear regression analyses suggested that teacher self-efficacy contribute positively to self-efficacy among students.   Keywords - Teachers’ self-efficacy, General perceived self-efficacy

The study was carried out to determine the effect of training of eyefixation skills on the reading fluency of Children with OculomotorDysfunction. Pretest-Posttest Control Group Design was used in thisexperimental study. All the school going children having OculomotorDysfunction and poor reading skills between the ages5-14 years atprimary level were population of this study. King Devick Pro Readingtest was run on the children with poor reading abilities to diagnose theChildren with Oculomotor Dysfunction. Children having percentile rankbelow 15 or below average accuracy on King Devick Pro Reading testwere diagnosed as Children with Oculomotor Dysfunction. 20 Childrenwith Oculomotor Dysfunction were selected from a pool of 50 Childrenwith Oculomotor Dysfunction using random sampling technique. Twocohorts (experimental and control) having 10 Children with OculomotorDysfunction each, were used in the study. The level of Visual FixationSkills of the children of both of the groups was analyzed sing NovaSoutheastern University College of Optometry Oculomotor Test. Thesubjects of experimental group underwent training of manual andcomputer animated visual fixation skills 50 minutes per day for 7 days aweek for 6 weeks. Words Correct Per Minute Method was used todetermine the reading fluency of both of the groups before and after theintervention from selected paragraphs of Punjab Textbook Boar