Adolescence is a critical period of transition from childhood to adulthood, which is characterized by rapid physiological changes and psycho-social maturation. This is a turning point in one's life, a period of increased potential but also of vulnerability. Some key issues and concerns observed among adolescents include, those relating to forming of self-image, managing emotions, building relationships, strengthening social skills, and dealing with peer pressure. Given the stage of their lives, adolescents are more prone to act impulsively and take risks. While many adolescents are able to deal effectively with challenges, some struggle and may experience psychological morbidity. Globally, one in seven in the adolescent age group has a mental disorder, which accounts for 13% of the global burden of disease (1). Depression, anxiety and behavioural disorders are important causes of illness and disability among adolescents, and suicide is the fourth leading cause of death among 15-19 year-olds (2).

Conventionally, a teacher brings two things to the classroom that are of value to the learners, one is expertise in the subject and the other is knowledge of teaching-learning methods. Emotional Intelligence is the unrecognized third component what a teacher possess and also delivers to her learners indirectly. From the last two decades educational professionals understood the importance of feelings in the overall development of their pupils and in their own daily tasks. Teachers are aware of the role played by emotions in their daily effort. Emotions and skills for coping with them affect learning processes, mental and physical health, the quality of social relationships and academic and work performance (Brackett & Caruso, 2007). Teaching is considered to be one of the most stressful occupations, especially because it involves daily work based on social interactions where the teacher must make great effort to regulate not only his or her own emotions, but also those of students, parents, colleagues etc., (Brotheridge & Grandey, 2002). As emotional intelligence is playing vital role in teaching the present study is attempted to adopt emotional intelligence based teaching strategies to enhance emotional intelligence which in turn influence teaching competence. The objective of this study is to develop knowledge among student teachers about their strengths and development of opportunities related to the emotional intelligence competencies. In the present study the researcher identified Self

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Background:The misuse of ilicit drugs has become a very significant and challenging problem, worldwide. There has been significant increase in crime and violence across the world which may be associated with the illegal production and distribution of illicit drugs. According to a UN report, the number of people dependent on drugs in India is on the increase, indicating very difficult challenges ahead. Aims: The present study explores the effectiveness of a life skills intervention to change the attitudes of youth towards alcohol and drug abuse, in the Punjab state of India. Methods: A quasi-experimental design of research was used to conduct the study among a sample of 1000 first year college students from 6 randomly selected districts of Punjab, India. The scales used for measuring the attitudes of college students towards alcohol and drug abuse were developed for the purpose of this study. Conclusions: The results of analysis of covariance revealed that life skills training had a significant effect on changing attitudes towards alcohol and drug abuse, among study participants. The findings from this study suggest that the introduction of appropriate life skills programs within institutes of higher education in India, could significantly improve the attitude of youngsters towards the misuse of illicit drugs. This may impact their behavior and reduce future misuse of illicit drugs.

Teacher preparation programs involve face-to-face (f2f) and online modes of delivery. Although the face-to-face learning environments are often complex and unpredictable, we are very familiar with them and have developed high levels of skill in working in these environments. The skills, strategies, and techniques that we so effectively use in face-to-face learning environments may not work well in online learning and vice-versa. Despite the pervasiveness of online learning in higher education, this delivery mode has yet to receive similar quality status of F2F learning. Long standing beliefs that F2F training as the only viable option continues to dominate teacher education. Central to determining the effectiveness of technology to support learning and the value of technology-mediated instruction is the quality of programs. edTPA (Educative Teacher Performance Assessment) is a widely accepted, national measure of teacher readiness and preparation. Using edTPA scorecards, teacher candidates’ efficiency can be evaluated after the completion of teacher education program in traditional face to face (F2F) and online mode. This article focuses that online may be a more effective and adept program delivery platform for preparing educators for planning for instruction and assessing student learning outcomes.