Mīthāq Al-Madīnah: A Universal Charter of Peace an Analytical Study in the Modern Socio-Political Context

Different religious, political and social leaders tried their best to establish peace and prosperity in the society in different phases of the human history. An influential effort out of these efforts is that of the Prophet (r) Muḥammad. The Prophet (r) faced a pluralistic society of different faiths and religions in Madīnah. So, to make a better relationship and establish peace between the Muslims and the other communities of Madīnah, an agreement, which is called Mīthāq al-Madīnah, was made. Mīthāq al-Madīnah was not only a deed, but it presents all those principles and regulations, which were mandatory for peace building in a state or society. The excellent aspect of this charter is that the recipients of this charter were not the Muslims only, but a pluralistic society of different faiths. These communities were bound to establish peace with an agreement. This charter is an excellent model of peace, prosperity, freedom and human rights. According to this charter, all the parties were free with their religious beliefs and social interests. It was also the constitution of Madīnah. The renowned Muslim scholars are unanimously agreed that it was the first written constitution of the world. This agreement provides all other communities of Madīnah (the Jews, the Christians, and the polytheists) equal rights and freedom. Consequently, the charter of Madīnah can become a base for enduring peace and peaceful coexistence in a pluralistic world for the sake of the welfare of the human beings.

Psychosocial Factors of Adjustment Problems in University Students

The plethora of research highlights the adjustment problems in college/university students (Friedlander, Reid, Shupak, & Cribbie, 2007; Gerensea, Seid, Lamma, & Malloy, 2017; Leary & DeRosier, 2012; Wintre &Yaffe, 2000). However, the research in Pakistani context is still limited. This research attempts to explore the phenomenology of adjustment problems and is comprised of three studies. In study I, adjustment problems scale (APS) was developed through semi structured interviews and focus groups. Exploratory factor analysis (N=450) revealed nine factors (educational problems, interactional problems, shame and guilt, work related stress, psychological problems, teacher related stress, transport problems, sexual harassment issues and financial problems) with significant internal consistency (ɑ=.96, .96, .96, .95, .97, .93, .95, .88, .90 respectively). Confirmatory factor analysis (N=880) was explored on students sample (M= 19.95, SD= 2.54) which revealed the consistent factor structure as emerged on EFA. In study II, psychometric properties of APS were explored. Convergent Validity (N= 300) was explored through subscale (Negative Affect) of College Adjustment Test (Hasan, Kazmi, & Jawahir, 2017) (r=.28, p<.01). Discriminant validity (N=300) was found out by using Psychological Resilience Scale (Jawahir & Kazmi, 2013) (r=-.21) whereas test retest reliability (N=100) of APS with two weeks interval was (r=.91, p<.01). Method of contrasted groups was used to establish the construct validity of APS. In study III, role of adjustment problems was explored in relation to depression, academic achievement and resilience. APS along with demographic sheet, Psychological Resilience scale and Siddiqui Shah Depression Scale was administered on the sample (N=880). Academic achievement was assessed through the percentage of marks obtained by iv students in their 1st semester exams after admission. Results reveal that adjustment problems are significant positive predictor of depression while negative predictor of academic achievement. Resilience is significant negative predictor of adjustment problems. Furthermore, resilience mediates between adjustment problems and depression, adjustment problems and academic achievement. Stepwise regression analysis on the subscales of APS reveals that shame & guilt and psychological problems are significant positive predictors of depression. Financial problems, shame & guilt, work related stress, educational problems and teacher related stress are significant negative predictors of academic achievement. Results further reveal that male students have more adjustment problems as compared to female students. This study will be helpful for campus counselors for the early assessment and management of adjustment problems.