اَب تو سب کچھ نَیا نَیا ہے
تُو بھی کتنا بدل گیا ہے
غنچہ غنچہ زخم بنا ہے
یہ کیسا موسم آیا ہے
اَب تو دل میں درد بسا ہے
خُون تو کب کا سُوکھ چُکا ہے
میرے پاس ذرا بیٹھو تم
مجھ کو خُود سے ڈَر لگتا ہے
یُوں ہی اُداس اُداس نہ پھِرنا
جانے والے نے روکا ہے
مجھ کو اُداس جو دیکھا تو کب
جانے والا ٹھہر گیا ہے
یاد اُس کی اِس جُولائی میں
سَرد ہَوا کا اِک جھونکا ہے
اُس کی یاد سے ہی دل میرا
برف سی راتوں میں جلتا ہے
مجھ کو ہر جانب سے صادق
تَنہائی نے آ گھیرا ہے
The literature represents the nation’s treasure of poetry and prose and its original heritage. It is the outcome of minds believe fully in its right to develop along with other nations. Poetry is one of the fields of heritage which observe human activity in the Arab environment and records the nation’s deeds everywhere by its pure tongue. For all these reasons it is concluded that the poetry which was generated with the advent of Islam especially the poetry of the prophet’s honorable companions who represented the first generation in Islam who were imparted education in Prophet’s school. This subject of research appealed to know their ideas in their poetry. In this regard, poetical works of poets of the early stage of Islam was started. The research consists of a preface, two objects of research and a conclusion. In the first object of research it has been discussed the introduction of the Prophet’s companion’s personality, concerning linguistically, technical and conceptual views, their attitude, and the nature of his role in the call for Islam, their role in learning Holy Qur’an by heart, Islam and honorable Prophet’s attitude towards poetry and poets. Whereas the second object of research is, it has been discussed the sensual ideology aspect in one topic such as, Jihad.
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.