Vol VII issue 04 Sep 2010 by PJNaidu

Journal of SCHOOL SOCIAL WORK September 2010

ISSN: 0976-3759

Journal of School SocialPriceWork Rs 20.00 A National School Social Work monthly dedicated to networking of parents and teachers.

Volume VII Issue 04

Contents

Editorial Student Enrichment Enrichment of Hidden Potentials Elementary School Counselling: The New Edge of Psychiatric Social Work Enrichment through Physical Fitness Intellectual Enrichment of Children Enriching Thinking Skills Enriching After-school Activities Scholastic Enrichment

September 2010 Page 02 03 Beula Francis Catherine Joseph 07 Sree Sai Lakshmi Jitendra Gandhi Sandeep Jagdale Dr Gandhi R Sadhna Jain Mahespriya L Ranjit L Sangeetha P Dr Usha Rani M Maruthavanan M

13 16 18 25 28 30

Focus: Student Enrichment Hony. Special Editor: Dr Sekar K, Professor of Psychiatric Social Work, NIMHANS, Bengaluru. Journal of School Social W ork, 8 (New 14), Sridevi Colony, Seventh Avenue, Ashok Nagar, Chennai 600 083 Mobile: 98406 02325 E-mail: jssw.india@gmail.com Note: Views expressed by the contributors are not necessarily the official view of the Journal.

Journal of SCHOOL SOCIAL WORK September 2010

Editorial

Editorial Learn with Pleasure According to UNESCO (2006), the negatively impact on children net enrollment rate to schools has leading to loss of self-esteem, a increased to 88% in 2002. However feeling of ineffectiveness, anxiety, only 60% continue schooling by the depression and suicidal tendencies. time they reach age ten. School Parents and teachers need to drop out rate is 39% significantly understand that certain development more among girls. There is a very disorders like mental retardation, low rate of enrollment among the sensory impairment, learning socially disadvantaged groups such disabilities, malnutrition, poor as scheduled caste and scheduled physical health, ADHD, emotional tribes. Nearly 50% of children from and behavioural disorders, are scheduled caste and 56% from some of the causes of academic scheduled tribe drop out of school. failure. NIMHANS has been The Government has been taking conducting various training and intensive efforts throughvarious capacity building activities to programmes including the District promote school mental health. Primary Education Programme Social Workers need to work on (DPEP) in 1992, the Minimum Levels “Essentials of Student Enrichment” of Learning (MLL) initiative and more to build up the capacity of teachers, recently the Sarva Shiksha Abhiyan parents, NGO personnel and (the National Programme for volunteers who work closely with Universal Elementary Education). children. The focus needs to be on Children are generally categorized five major aspects such as on the basis of their academic importance of physical health, performance and success in principles of mental health, study examinations is seen as a passport habits, exam preparation and role to a successful life of the child. of parents and teachers. The Failure in examinations is viewed as effective implementation in the a catastrophe. Parental pressure to above-said areas would benefit perform, academic failure, societal students in making learning a and peer pressure altogether pleasure and not a pressure. 02 Journal of SCHOOL SOCIAL WORK September 2010

Focus

Student Enrichment Beula Francis*

*Beula Francis, Asst Professor, Department of Social Work, Stella Maris College, Chennai

Introduction “Education is the manifestation of the perfection already in man” ~Swami Vivekananda. We live in an examination-conscious age where children are often categorized on the basis of their academic performance. Hence children perceive examinations and results as indicators of their worth. Success in examinations is seen as a passport to a successful life and a determinant of the future of the child. Failure in examinations is viewed as a catastrophe. It is no wonder that the very mention of examinations results in stress and psychiatric problems in the child and disgust in the parents. Confronted with the hopeless and frustrating examination process, many children find themselves under increasing stress, sandwiched between an examination system that focuses on marks rather than achieving an ability to think and grow, many children of lower socioeconomic

status drop out which has a number of undesirable consequences including child labour. Cultural and socioeconomic factors play a role in this. Stress builds as the level of education increases and by the time some of these children reach high school they develop temperamental difficulties which can be addressed by student enrichment activities in schools and colleges. Student enrichment Student enrichment activities are basically enhancing or improving activities that impart knowledge to students. The methods that are used differ according to the activities. Instead of the chalk-talk method, most often they are interactive and project based using new, fun filled and innovative methods arousing the interest of students. In short, students learn to apply knowledge and skills to real-life situations. Value education Value education refers to planned educational actions aimed at the development of proper attitudes,

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values, emotions and behaviour patterns of the learners. Value Education is the education that is concerned with the transformation of an individual’s personality. School students are going through a crisis of values in social life. Disregard shown to basic values like honesty and integrity, for example, in personal and public life, has become a matter of grave concern. Crime, violence, cruelty, greed and apathy to human suffering have spread to all aspects of our lifepolitical, economic and social. Pursuit of material wealth and selfish ends at any cost has become ultimate aim of life. It is here that Value Education plays an important role. It is carried out in Schools and Colleges. Tutoring/ Homework help These activities provide direct assistance with classroom work. Tutors or teachers help students complete their homework, prepare for tests and work specifically on concepts taught during the day. Bridge courses There are bridge courses conducted in colleges to enable the students from other mediums other

than English, to comprehend and improve their knowledge and score better in English so as to compete with their classmates. Peer education Peer education is whereby a student helps his/her peers to learn by teaching. This is carried out effectively at college level and a sort of a group study at school level. Remedial classes Students who are academically poor and who require extracoaching are put in remedial classes. Intensive and examoriented coaching is offered to ensure enhanced performance. Enrichment sessions Academically brilliant students securing above 75% of all classes are put in enrichment classes. Students from grades X and XII are given intensive coaching in various subjects with a view to helping them attain optimum level of performance in the Board examinations. School counselling School counselling is still a relatively new idea, although the term has been used in the broadest sense for some years and counselling skills have been recognized and

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described since Socrates’ time. Only recently that people have been employed as full time counsellors in higher secondary schools. Generally speaking there are three areas of pupil’s school life where counselling help might be of assistance and support. These are at first, educational guidance; help with choice of subject, impartial advice, based on knowledge of the pupil’s abilities, aptitudes and limitations. Second, vocational guidance; help and advice in the choice of career, reassessment of abilities, aptitudes and interests in preparation for higher education or employment. Third assistance in the area of personal guidance in relationship difficulties, with problems at home. Life skills education Life skill is a person’s ability to maintain a state of mental wellbeing and to demonstrate this in adaptive and positive behaviour while interacting with others, his/her culture and environment. Psychosocial competence has an important role to play in the promotion of health in its broadest sense; in terms of physical, mental

and social wellbeing. In particular, where health problems are related to behaviour, and where the behaviour is related to an inability to deal effectively with stresses and pressures in life, the enhancement of psychosocial competence could make an important contribution. Red Ribbon Club (RRC) Red Ribbon Club is a voluntary oncampus intervention programme for students in educational institutions. It is initiated and supported by the SACS and implemented through multi-sectoral collaboration, particularly using the services of cadre officers of the State’s NSS. The club is proposed to be established in every school and college to provide youth with access to information on HIV/AIDS and voluntary blood donation. Already RRCs are established in more than 16,000 schools and colleges. Recreation Recreational activities are not academic in nature but rather allow students time to relax or play. Sports, games and clubs fall into this category. Occasional academic aspects of recreation activities can Journal of SCHOOL SOCIAL WORK September 2010 05

be seen, but the primary lessons learned are social skills, teamwork, leadership and discipline Yoga Yoga integrates the body with the mind and the mind with the soul. Yoga calms the mind and has a lot of physical benefits. Meditation helps to concentrate in studies and also helps one to cope up with stress. NCC and NSS The NCC and the NSS in schools and colleges not only develop the personality of students but also

provide opportunities for community service, and imbibe in students the spirit of serving others. Conclusion Summer Camp is another programme for school children whereby they can enrich themselves with various activities, which is of interest to them. The schools and college should provide a lot of enrichment programmes for the development of children and adolescents as they are the future citizens of our country. Parental support is of vital Importance.

References: Robinson Margaret (1978): Schools and Social Work, University of London, Routledge & Kegan Paul Ltd, London. Singh Amrikh (1999): Frustration among Adolescents, Anmol Publications Pvt. Ltd, New Delhi Gandhi Anjali (1990): School Social Work, Commonwealth Publishers, New Delhi, India. www.learningpt.org/promisingpractices. www.studentenrichment.education.llnl.gov/student.html. www.aec.udel.edu/

Gratitude We are thankful to Dr Sekar K, Professor of Psychiatric Social Work, NIMHANS, Bengaluru for consenting to be the honorary special editor for this issue and co-opting the month’s committee members. We thank Dr Emmanuel Janagan, the honorary special editor for October 2010. The focus is REACHING THE UNREACHED. The concept paper already posted in groupmail. Articles may be sent to jssw.india@gmail.com on or before 18.09.2010. Please proofread article before mailing. ~Ed. 06 Journal of SCHOOL SOCIAL WORK September 2010

Focus

Enrichment of Hidden Potentials Catherine Joseph* Sree Sai Lakshmi**

*Catherine Joseph, Lecturer, Department of SocialWork, Stella Maris College, Chennai. **Sree Sai Lakshmi, Counselling Psychologist, Chennai.

Introduction There is a general belief that every individual is endowed with more than the basic intelligence and it has been identified by Gardner as Multiple Intelligence (MI). Since MI has created a major transformation in the educational field in this article the authors have examined the significance of School Social work in advocating MI in schools. Multi dimension of intelligence Intelligence is a very common mental capacity that involves the ability to plan, reason, solve problems, comprehend complex ideas, think abstractly, learn quickly and learn from experience. It is not merely book-learning, a contracted academic skill, or testtaking smartness. It rather reflects a deeper and broader ability to understand the surrounding and respond as per society’s expectation. Initially, intelligence

was related only to one’s ability to perform well in academics and career. This concept of intelligence sounds absurd and views intelligence in a limited way. In the 21st century, a multifaceted and multidimensional intelligence called the multiple intelligence theory provided a broader and wider view of intelligence. According to this principle, in order to perform efficiently, it is essential to identify and reinforce all the intelligences a person has. This theory draws its facts from researches on psychological and neuropsychological fields. The best in life can be achieved by understanding and developing one’s multiple-intelligence. “Understanding is knowing who we are and attitude is knowing what we can do. Ultimately, we must synthesize our understandings for ourselves”. (Howard Gardner 1999).

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Dimensions MI developed by Howard Gardner a psychologist, thus focuses on ten ways that human beings recognize and realize the world around them, they are as follows: àLinguistic intelligence àLogicomathematical intelligence àSpatial intelligence àBodily-Kinesthetic intelligence àMusical intelligence àInterpersonal intelligence àIntrapersonal intelligence àNaturalist intelligence àSpiritual intelligence àExistential intelligence. Multiple intelligence approach Gardner defines each intelligence as unique that requires certain abilities to resolve problems faced in day to day life. MI can be used in schools for training students to develop their potentials, increase performance and efficiency. So it is important to identify and develop multiple intelligence of each student in a school. Mindy L. Kornhaber (2001: 276), a researcher involved with Project Zero, has identified a number of reasons why teachers and policymakers in North America have responded positively to

Howard Gardner’s presentation of multiple intelligences. The theory validates educators’ everyday experience that each student, think and learn in many different ways. This reflection has led many educators to enhance new approaches and redesign lessons using art activities, music, multimedia, field trips, cooperative learning and inner reflection. The theory of multiple intelligence advocates a major transformation in the way our schools are functioning. It gives freedom to the child to study with his/her unique mind. To understand the multiple intelligence of students, first the needs of the students have to be examined, then it has to be matched to the intelligence that they acquire. Appropriate training has to be imparted to make the child use his/ her potentialities to the maximum. This helps in the identification of various skills of the students and discloses their hidden talents. Sometimes, students are not really committed to their studies, their performances are low and face failures at the school. These students are stressed and create

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stress for both their parents and teachers. They tend to blame themselves or the system. Productivity and MI School social work and MI play a vital role in such an environment. It helps in better schooling practices, in identifying the strengths and interests of the students; it focuses more on the positive aspects and helps to use the maximum potentials from their pool of talents. Another study was conducted by Anna L. Green, Aretha Y. Hill, Earnest Friday, Shawnta S. Friday, (2005) on MI and its effectiveness to enhance team productivity. Gardner’s theories of MI and its uses on creating a frame work to enhance team productivity were studied. MI supports and guides the students, it enhances human potentials, upholds creativity, helps in communication, teamwork, interpersonal relationship, time management, motivation, problem solving, decision making, goal setting and encourages other leadership qualities. The use of MI theory can assist the career development of students if their intelligences are correctly identified

and careers matched accordingly. It was found that the MI of people can be used as a tool to achieve goals successfully. It also encourages the use of other intelligences for productivity. Paradigm shift The MI theory has effected a change in the traditional approach of assessing one’s intelligence only through IQ tests and a child is considered intelligent only if he/ she is good at mathematics. Does it mean that children who are average or poor in solving math do not have a right to be termed as intelligent? In the present scenario every parent aspires their children to become a professional. Many children who have got various other intelligences are not recognized, their talents go unnoticed and they are labeled as poor performers or under achievers. Bringing out the best There are numerous ways for a child to express his/her intelligence. Schools are places which can provide an opportunity to bring out their talents. So reflection in this way can help the schools to elicit the best from their students. Thus if school social work reinforces

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MI, self-awareness is experienced to promote self-esteem and selfconfidence which is useful for the wellbeing of the child. They begin to understand their strengths and manage their own way of learning. This helps in the holistic development of the child and makes the child a balanced person. Since MI has implications in student training and development, educational institutions can use the multiple intelligence theory to promote education and child development. So MI can be considered as an intelligence reinforcement technique in School Social Work which promotes selfdevelopment, self esteem, self knowledge and self confidence in a student. Experiments in MI learning Bruce Campbell a third grade teacher in Marysville, WA and a consultant on teaching through the multiple intelligences. Reports in his work ‘The Learning Revolution’ (1991) how he experimented MI in his class room with students. All students were taught each day’s lesson in seven ways. They built models, danced, made

collaborative decisions, created songs, solved deductive reasoning problems, read, wrote, and illustrated all in one school day. And the results of MI in the classroom showed that: à The students developed selfdirection, independence and increased responsibility. àProblems such as Indiscipline were considerably reduced. à All students created and applied new skills. à Supportive and Mutual learning skills improved in all students. àAcademic accomplishments and achievement improved. Advocasy role of social work According to Walter McKenzie (2002) MI Theory was not developed to exclude individuals, but to allow all people to contribute to society through their own strengths! MI can be used as a technique to reinforce quality education in schools. The social work principles and values help to promote MI in schools such as: Acceptance: In the social work process the foremost in the code of ethics is respect and acceptance of the client. MI also

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accepts every individual and counselling. It deals with course respects them as an intelligent selection and career planning, it is person. well integrated with personal Empathy: It is the understanding of counseling. Mantzaris’ (1999) the client from his frame of findings showed that MI activities reference. It increases awareness widened the parameters of career about one’s personality, strengths choices. MI facilitates individuals and weaknesses and helps in to widen their career preferences gaining insight. by focusing on a broader Holistic development: MI brings out spectrum. Checkley (1997) felt multiple skills of a person and that MI profiling and learning gives the best environment for all activities should be useful in career round development. The goal of choice and career development. school social work is to help in Shearer (1997) found that students the holistic development of the who completed the MI profile had student by recognising their a clearer sense of their skills and strengths in other intelligences abilities. This is the prerequisite apart from IQ. for any booming career choice. Effective learning: School social Benefits of MI work assists students to develop àStudents use all potentialities. strategies for learning and fosters àHelps to accomplish tasks. in developing life skills to meet àHelps to develop inner peace. personal challenges. MI helps in àPromotes transfer of behaviour. accelerated learning. An individual àBuilds up self-confidence. learns fast if he/she is taught in his/ àLeads to self actualization. her inherited and preferred àIncreases scholastic efficiency. intelligence. Musically inclined à Develops innovative ideas in learns fast if taught through music. solving day today problems. MI makes life more innovative and àImproves one’s intra and inter enjoyable. personal relationship. Increase in career possibilities: MI Conclusion is a great boon in career Consider the following names: Journal of SCHOOL SOCIAL WORK September 2010 11

Sir C V Raman, Mother Teresa, Sardar Vallabhai Patel, Sachin Tendulkar, Raja Ravi Varma, Swami Vivekananda, Jesse Owens, R K Laxman, K Kamaraj, A R Rehman. Is it possible to say who is more intelligent? Each one is intelligent in their own field. Only by knowing one’s MI one will be able to say how differently intelligent they are. Just as each person is unique, so are

their intelligences. Exploration of one’s MI opens new vistas for each individual to excel. The theory of MI has brought about a major transformation in the way intelligence is measured and viewed. It suggests that MI is an opportunity to many schools, colleges and even organizations so that each individual student can be helped to function in their own unique way.

References: Gardner, Howard (1982): Art, Mind and Brain. Basic Books, New York. Gardner, Howard (1983): Frames of Mind. Basic Books, New York. Gardner, Howard and Hatch, T (1989): Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences. Educational Researcher, 18(8), 4-9. Gardner, Howard (1991): The Unschooled Mind: How Children Think and How Schools Should Teach, Basic Books, New York. Gardner, Howard (1993a): Multiple Intelligences: The Theory in Practice. Basic Books, New York. Gardner, Howard (1993b): Creating Minds. Basic Books, New York. White, J (1998): Do Howard Gardner’s Multiple Intelligences Add up? Institute of Education, University of London. Gardner, Howard (1999): Intelligence Reframed. Multiple Intelligences for the 21st century, Basic Books, New York. Kornhaber M L (2001) ‘Howard Gardner’ in J. A. Palmer (ed.) Fifty Modern Thinkers on Education. from Piaget to the Present, Routledge, London. http://www. infed. org/thinkers/gardner. htm. www. thomasarmstrong. com/multiple_intelligences. php www. ldpride. net/learningstyles. MI. htm www. newhorizons. org/strategies/mi/front_mi. htm www. tip. psychology. org/gardner. html http://lth3. k12. il. us/rhampton/mi/mi. html www. familyeducation. com/topic/front/0,1156,63-12410,00. html http://lth3. k12. il. us/rhampton/mi/mi. html

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Elementary School Counselling: The New Edge of Psychiatric Social Work Jitendra Gandhi* Sandeep Jagdale**

*Jitendra Gandhi, Lecturers at Department of Social Work, Walchand College, Solapur-06, Maharashtra. **Sandeep Jagdale, Lecturers at Department of social work, Walchand College, Solapur-06, Maharashtra.

Introduction The Elementary School Counselling (ESC) is based upon the principles of child development given by many educational theorists like, Bandura, Thorndike, Skinner and Piaget. It is for all the children who have started their journey in the area of education and not for those who are suffering from difficulties in the area of psychological, behavioural, emotional, intellectual and educational sphere that usually occur in early childhood and adolescence. Problems of pre-school children Spectrum of problems faced by children at pre-school can be grouped in following: àMental retardation. àDevelopmental disorder. àHyperkinetic disorder. àConduct disorder. àTic disorder.

àEnuresis and encoprasis. àSpeech disorder. àHabit disorder. Elementary school counselling The elementary school counselling may have following objectives: àHelping the child in increasing/ developing self understanding. àPromoting self-direction. àPromoting problem-solving and decision making skills. àDevelopment of sensitivity to the needs of others so that the child will develop social interest and desire to cooperate with others to promote the wellbeing of the group. Process of counselling Counselling is a personal and purposeful relationship developed between a professionally trained counsellor and a child. The counselling process assists the child to communicate his/ her

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immediate and future needs. The process also facilitates growth of the child and helps in personality reorganization. Thus counselling becomes a form of learning. It involves free exchange between the counsellor and the children, therapeutic plays and individual sessions. The ability to understand the needs and problems of other people is a prerequisite for ESC. Like adults, each child wants to be accepted as a person and so counsellor has to earn the trust and confidence during counselling. Counselling and guidance movement in Indian Education Counselling and guidance movement started in India in 3rd and 4th decades of history in different states— Calcutta (1938), Patna (1945), Bombay (1947) and Allahabad (1948). Considering the importance, the Central Institute of Education, Delhi had organized two seminars on counselling and guidance, one in 1953 and second in 1954 respectively. The Ministry of Education established the Central Bureau of Education and Vocational Guidance at Delhi in 1954. The education commission (1966)

recognized that guidance and counselling services have to help the students in making educational progress and the best possible adjustment to the students in the school and facilitate the development of all aspects of the child’s personality. The commission looked upon counselling and guidance as an integral part of education. It asserts that guidance and counselling should begin from the lowest class in the primary school in order to help the child to make a satisfactory transition from home to school. Role of social worker in ESC Psychiatric Social Worker has to play a main role in ESC activity. The worker has to perform following roles: àAssessment: If child has any psychological, behavioural, cognitive, emotional and intellectual problem then such child will be referred by the school for initial clinical assessment. The worker will formulate the initial assessment and will discuss further plan of bio-psycho-social interventions with the help of teachers and parent.

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àBehaviour modification (BM): Behaviour modification is a system of therapeutic intervention to minimize maladaptive behaviour of the child and help the child to adapt desired behaviour. à Case work: In this process children get help from the PSW to understand their own problem and counselling aims to solve the problem(s) faced by the child. àPlay therapy: Play therapy is useful for assessment, treatment, and resolving internal unconscious conflict which child is facing. Young children can’t vocalise their problems due to lack of vocabulary. Play therapy and storytelling are used to elicite their problems. In these projective techniques child narrates his/ her own story without inhibition, guilt, fear or anxiety. àGroup work: In this process child gets the feeling of being accepted

in the group and learns to respect others and accept their differences in the group. àFamily intervention: If the family of the child has any contribution into the morbidity of the child then PSW has to assess and treat the family as per requirement. Multidisciplinary approach The psychiatric social worker will follow a multidisciplinary approach while assessing and treating. He will network with psychiatrist, psychologist, teachers and parents and all other professionals who are required in the treatment process of the child with problem. Conclusion Children are considered a vulnerable group of the society. They require special care, treatment, support and protection to resolve their own problems as well as to build their future and help to shape the future of India.

References: Anjali Gandhi (1990): School Social Work, Commonwealth Publisher, New Delhi. Kale S V (1983): Child Psychology and Child Development, Himalaya Publishing House, Bombay. Kuppuswamy B (1984): Child Behaviour and Development, Vani Educational Books, Delhi. Jerome Kagan (1971): Understanding Children, Harvard University, Harcourt B.J.INC

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Enrichment through Physical Fitness Gandhi R*

*Dr Gandhi R, Athletic coach and Physical trainer, Sports Authority of India, Bangalore

Introduction Physical inactivity is one of the top ten leading causes of death and disability in the developing world. Do we have an organized programme for health promotion through physical fitness in our country? Practically speaking, the answer is no. it is the right time we must wake up and teach about health and fitness to our youngsters. Meaning of physical fitness The ability to carry out daily tasks with vigor and alertness, without undue fatigue, and with ample energy to enjoy leisure-time pursuits and to meet unforeseen emergencies The ability to perform moderateto-vigorous levels of physical activity on a regular basis without excessive fatigue .Every student must perform daily 30 to 40 minutes of regular physical exercise at least 4 to 5 days in a week. Benefits of physical activity àLowers risk for heart disease àReduces risk for certain cancers

àLowers blood pressure àImproves lipid profile àPrevents obesity àPrevents diabetes àBuilds healthy bones àEnhances immune function àRelieves stress and improves mood àPromotes self-esteem àIncreases aerobic capacity àIncreases strength àIncreases flexibility à Improves balance and coordination àIncreases functional Health Physical fitness programme à Effective implememtation of physical fitness programme as after-school activity for children should focus on an overall context of health education, relational-skills development and acquisition of healthy lifestyle habits. àPhysical activity should also be encouraged outside the school environment so that young people can have fun while acquiring motor skills that will be useful in the future.

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Role of parents àParents must encourage their children to play outdoor games and teach them basic motor skills, namely running, climbing, jumping, throwing, catching and so on. à The time spent on sedentary leisure activities such as video games and television, should be limited to a reasonable amount. àAll educational and municipal sports facilities and equipment can be made available to young people during breaks and outside of school hours àAwareness programmes should pay particular attention to the physical needs of children. Conclusion Sound mind in a sound body shall be the motto of school authorities,

parents, stake-holders and the government should also chip in to provide the needed infrastucture taking the cue from Australia where the sports facilities abound. India is the only country with the highest population of young children, 35% below 15 years, in the world. We must teach them about health and fitness. Otherwise these young children will become unfit, obese, drug addicts, with mental health related problems, and cardiac patients too early age in life. It is the combined responsibility of teachers, parents and the government. Physical fitness will enrichen students to function better mentally and academically which in turn contributes to healthy citizens for the future!!

References: Hardayal Singh (1991): Science of Sports Training, D.V.S. Publication, New Delhi. Csaba Istvanfi (1991): Training Theory and Methodology, H.U.P.Ed, Budapest. Jay Hoffman (2002): Physiology aspects of sports training- Human kinetics, Publisher, U.S.

Correction Slip Page 06 07 19

For JSSW August 2010 Issue For Read motivation -- predicated motivation is predicated been implemented being implemented more techniques several techniques ~PKV

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Focus

Intellectual Enrichment of Children

Sadhna Jain* *Sadhna Jain, Lecturer in Reader’s grade in the Dept of Family and Child Welfare, Aditi Mahavidyalaya, University of Delhi, Delhi. discusses some of the very Introduction Our memories of years in formal important study and memory skills system of education usually include which when developed by students, anecdotes of struggles to master would not only help them as lists of huge material often unrelated students but also later as citizens. Ground rules to our day-to-day living such as new Following are some of the important words, complex mathematical formulae, atomic numbers or ground rules for enriching one’s incidents in world history and our intellectual abilities: desperate search for help to come àHave self-discipline. out of those terribly difficult à Recognize the need for situations. In fact, our search for achievement and set realistic such opportunities continues even goals. now, as students, parents, learners, àMotivate yourself everyday. professionals, we keep updating àPrioritize your needs on your and honing our skills and knowledge own and do not let others dictate. through various formal and informal àFollow the priorities and do not modes. Schools also organize get distracted by friends and TV. some coaching programmes in their à If the material is difficult to premises and parents findout some understand seek the help of more outside the school campus friends, teacher, older siblings or too. There are many programmes parents. Developing study habits available for sports, theatre, oration, Personal power comes from communication, art and craft, self defence, vocation, psycho-social competence based on knowledge. and personality development, and Learning is not a mysterious, innate tuitions in different academic process over which individuals subjects. The present paper have no control. One can improve 18 Journal of SCHOOL SOCIAL WORK September 2010

his/ her capacity to acquire, store and recall the material when needed for which good study habits is the key. Some of the good study habits are: àListen carefully and be attentive in class. àReview every day what is taught in class. àBoldly voice your opinion. à Choose a place free from distractions for study. àMake realistic time plan. Have a “work to be done” list for every day. Besides this have a “work done” list for every day. One should check every day whether one has accomplished all the tasks listed in the ‘work to be done list’? à Keep some hours for study almost every day at same time in a habitual and systematic manner. (Students often ask how much time they should study? There is no golden rule. This depends on the demands of the subject and ability of the student.) àTo maximize concentration one (children from fifth standard onwards) should study for at least 40-50 minutes at one go. Take break in between study periods.

àRevise/review what was studied in the earlier session. àPlan for weekly reviews. àLeave some unscheduled time for greater flexibility. à Allow sufficient time for play, leisure time activities, sleep and well balanced diet. Enriching reading skills Reading is selective. It can be light (where one does not critically assess the reading material, for example reading stories or novel) or in-depth reading (for deeper understanding of the text, for example solving problems related to verbal abilities). Depending upon the purpose of reading, we should use reading techniques. Some of the techniques of reading are given below. Scan and skim: If one is already familiar with the material, then one should look for the key word and date as one locates the particular topic or subtopic from the index. Skimming is getting the overview of the text material, general impression of its contents and approaches. This can be done through various ways like reading the author’s view, views of the other people, reading

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introduction, preview, summary(if given) of the document or by flipping through the pages and reading paragraph headings, subheadings, information given in bold, italics to get the overall picture. Recall When one has finished reading particular chapter, document or any other text material, one should ask himself or herself whether (s)he has achieved the purpose of reading? If yes, then one should make the brief outline of one’s questions and their answers. Answers could be in key words or phrases for recognition and recall of the material at some later point of time. If one is not satisfied, one can search for other resources like encyclopedia, wikipedia and other books to get satisfactory answers to one’s questions. Studies have shown that the comprehension and retention are better if one links the material many connectives. One can reflect on the material by comparison, analysis, reorganization, connecting it with other piece of knowledge and differentiating using inductive and deductive reasoning.

Colourful review To review what one has read, one can write down the key points. This can also be done in diagrammatic form using different colour scheme. The colour scheme should remain same for all the documents of similar nature. For example if a child of fifth grade is studying a chapter on “Our Food”, (s)he can mark sources of nutrients (carbohydrates, protein, vitamins, minerals) with green colour, functions of nutrients with orange, deficiency diseases with red and effect of over doses of nutrients with purple. This colour scheme can be applied to other topics also where the text material is given in the form of causes, functions as in the case of diseases/ disorders. Extra colours can be added to this colour scheme to include other topics. This uniform colour scheme will serve as a ready reckoner for later recall and save time and effort to a great extent. Tips for speed reading As we move across the line/ page, our eyes make angle with the words. Most people make angle with each word across the line of print. To increase one’s reading speed one’s

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eyes should make angle with more than one word. One should focus on group of words to increase the speed of reading. Beside this, one can also use following measures to enhance the speed of reading: àMake it a point to read at least for 15-20 minutes every day. This habit will automatically increase the speed of reading. à Increase your vocabulary to avoid investment of time in finding the meanings of the words while reading. àTime yourself while reading. àBe attentive while reading. Enriching notes-taking skill The most common method of teaching involves a teacher delivering an interactive speech on a given topic with or without audio visual aids. A teacher expects the students to perform many tasks on which they have no formal training like listening, remaining curious and taking notes. The three most common techniques of notes-taking are writing a complete transcript, writing a summary and writing a key word/ main points only. Researches on notes-taking skills have shown that

the least is learned when the student writes a complete transcript and most is learned when the student writes only the key words or main points. Before taking notes, one should ensure that one has all the necessary accessories for notestaking. Mind mapping Mind maps can be used for taking notes. A mind map consists of a central word or theme and around that central word one draws 5-10 main ideas that relate to that word. One then takes on each of those words and again adds 5-10 ideas that relate to each of those words. The resultant mind map can be seen by the eye and can be memorized visually. Mind maps can be drawn individually or in groups. Mind mapper - a windows based computer software allows mind maps to be quickly and easily created and then restructured. Following points can be kept in mind while taking notes: àUse separate notebooks/ folders for different subjects. àOne should record each day’s notes on separate page. àWrite down only the key points

Journal of SCHOOL SOCIAL WORK September 2010

while taking notes. Capture only the material, comparing ideas and general ideas and not illustrative determining the relationship among ideas. the ideas makes it permanent. Once àUse standard abbreviations and the material to be learned has been create your own but these should clarified and evaluated, several be consistent in meaning wherever memory techniques can be used to used. (For example, pt can be develop connection. ‘point’ or ‘patient’ and not both.) Mnemonics à Always number the points. Mnemonics can be taught to the Numbered list can be recalled students. They should be taught in easily. a manner so that students can use àCheck written notes for mistakes them independently of the teacher. and additions. The students can develop systems àSkip few lines to show end of for making up their own links. Even the ideas. young (preschool children and first àDevelop the habit of taking notes graders) students can profit from in every class for each subject. mnemonics. They may face difficulty (One should not wait for the teacher in generating their own links, but they to tell him/her to take notes. can benefit when links are provided à Notes should be safely to them. This method has been preserved in sequence for future. found to be 50 % more effective than conventional rote methods. But, the Enhancing memory skills The material on which a particular major limitation of this method is that student chooses to focus attention it applies only to one specific thing. affects what information he/she will Acronyms (words formed from the retain. Development of retrieval initial letter of the words) are also cues is the basis for recognizing very effective in enhancing memory and recalling information later. and recall. For example VIBGYOR Underlining is one way to do this. is known to represent the colours Listing the ideas separately and of rainbow. Acronyms can be rephrasing them in one’s own words universal (used by everybody like forces attention. Finally reflecting on WHO/ USA) or specific to the 22 Journal of SCHOOL SOCIAL WORK September 2010

particular learner. A teacher can help students of lower grades in developing acronyms in the beginning. Later, children can develop acronyms to learn complex and unrelated material easily. Acrostics (a sentence formed by the first letter of the words) is another way of remembering the ordered list of learning items. For example younger children can be helped just by telling them to remember this sentence: “My very educated mother just showed us nine planets”. In this sentence first letter of each word denotes a planet in the ascending order of the distance from the Sun (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto). Link method The basic memory rule in link word technique is that we can remember any new piece of information, if it is associated with something we already know or remember. This method has two components, assuming that the learning task is to master unfamiliar material. The first component provides the students with familiar material to link with the unfamiliar items. The second

provide an association to establish the meaning of the new material. For example when the task involves learning new English words for a Hindi speaking individual, one link ties the sounds of Hindi words to English words. The second ties the new word to a representation of its meaning. For example, the Hindi word palna (cradle) can be linked to the English word pal (friend) and a picture showing a person resting in the cradle. Story method Story method is another very effective technique of learning and memory especially for younger children. Since stories can maintain the attention of the learner for a longer period of time and are well connected, stories if told with the help of audio-visual aids, facilitate the transfer of information from short term memory to long term memory without much effort. For example preschoolers and children of lower primary grades can be taught about ‘celestial bodies’ (Moon, Sun and Stars) using this method. Children of higher grades can formulate their own stories to learn complex learning material.

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Chunking Breaking down the ordered list into smaller meaningful units or chunking also aids memorization. If one wants to remember the mobile number of somebody, (s)he can break it into the five groups of two digits. Tips for memory àOrganise the information to be learned: Information given in series, especially if there is a meaning to series, is easier to assimilate and retain. àLink the information to familiar material. à Link information to visual representations: one/ ek can be linked to bun/ cake and a picture of boy eating a bun or a piece of cake. à Use devices that make information vivid: Dramatization, vivid illustration and absurd associations can be very helpful.

àRehearse and benefit from the knowledge of results: Repetition of the material to be learned and effective recapitulation exercises enhance memory and recall. àUse all customary devices to aid learning like pictures, concrete aids, films and other audio visual aids to increase sensory richness of the associations. Conclusion Some may ask ‘why to add links and pictures to already taxing learning task? The additional associations provide a richer mental context, and the linking process increases the cognitive activity. The strength of association is enhanced if the image is ridiculous and vivid, impossible or illogical. And the skills can be easily mastered with little practice, but determination and dedication are important prerequisites for success in retention.

References: Chauhan S S (1993): Advanced Educational Psychology, Vikas Publishing House, Delhi. Joyce B and Weil M(1997): Models of Teaching, Prentice Hall of India, New Delhi. Naidu P J (2008): Loci Method of Memory, Journal of School Social Work, VI(11) 07-10, Chennai. Naidu P J (2008): Note-taking Strategies, Journal of School Social Work, VI(11) 28-32, Chennai. http://www.questforlearning.org

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Focus

Enriching Thinking Skills Mahespriya L* Ranjit L**

* Mahespriya L, Research Scholar, Department of Social Work, Karpagam University, Coimbatore. ** Ranjit L, Head, Department of Social Work, Karpagam University, Coimbatore.

Both aspects involve one in becoming aware of body-mind unity. Owning responsibility Students have been condemned to freedom and also responsibility to fashion their life out of that freedom. Many factors may work against assuming personal responsibilities. Even in the most appalling conditions, students still have choices regarding the quality of their inner and outer lives. Thinking skills help them sort out by taking responsibility and stop blaming others or circumstances. Developing conscience Mencken said, “Conscience is the inner voice that warns us that someone may be looking.” It is the awareness of what is right and wrong. It represents one’s own valuing process; it is possible to experience anxiety and guilt for failing to live up to other’s rules and for acting in ways that violate the human norms. If a student Journal of SCHOOL SOCIAL WORK September 2010 25

Introduction Students’ life is supposed to be a wild party. But many problems like anger, relationship conflicts, shyness, loneliness, lack of concentration, test anxiety and fear of future crop up which have to be solved using thinking skill which is a self-help skill for preventing and managing crises. It can be fostered and nurtured through student enrichment activities which aim at improving self-understanding and group livng. Awareness about feelings It is a skill to be aware of one’s own feelings. This doesn’t mean that one is encouraged always to express them or suppress. From this awareness a student is helped to develop, regulate or remove emotions according to importance. Feelings awareness deals with two aspects which are listening to: àBodily changes and sensations. àInner valuing process.

possesses a humane conscience s/he is likely to have more positive energy to direct outside. Rollo May(1953) says that conscience is the capacity to tap one’s own deeper levels of insight, ethical sensitivity and awareness, in which tradition and immediate experience are not opposed to each other but interrelated Positive perception Self-perception is a crucial area in which one may be choosing to oppress rather than to support self. The label can be used to uplift as well as to devalue and lower one’s confidence. Negative self labeling is a symptom, cause and effect to severe depression. Positive perception is important to survive in life. The student must work hard to learn and maintain the skill of supporting with honest affirmations. Peale (1953) says negative thinking produces negative results, positive thinking produces positive results. So students should be helped to maintain a positive image about themselves for positive results. Building confidence Students yearn to be more selfconfident but have no idea to

achieve the specific objective. Confident student inspires confidence in others. It is not acquired at birth, but developed through learning and experience. Attitude of self-confidence is to have positive image of themselves and their surroundings. It is a trust on our own abilities to complete the planned activities. Gary Fitzgibbons says confidence is within all of us, but whether it shines through or remains hidden can depend on how we are treated as children and young adults. Enrichment programmes help students rid themselves of the acquired traps of parental neglect or abuse. Rational decision making Rational decision making is to dispassionately and logically appraise all important information pertinent to taking decision. It has two main stages: à Confronting and making the decision. àImplementing and evaluating it. It implies owning responsibility for one’s own action and not waiting for things to happen. It is accepting success and failure as the direct consequence of one’s own action.

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Attributes promoting success Weiner and Kukla (1970) suggested the following attibutes for success: àAbility is an internal and stable attribution. Ability is something with which one was born. à Effort is also an internal attribution and is more a matter of choice than of genetic endowment. It is largely within one’s own control. à Task difficulty is an external attribution comprised of the realistic difficulty and any of perceptual distortions that magnify or minimize this. àLuck and bad luck are external attributions. The academic success and failures are definitely not due to chance but directly related to the preparation or the lack of it. Enriching executive skills Learning to develop executive skill is easy to advocate but difficult to implement. However, students are likely to benefit from the following

suggestions: àState clearly the goals and sub goals. à Anticipate difficulties and set backs. Generate alternative courses of action. àIdentify the sources of support, work out the plan, build in homework, rehearsal and practice. à Develop a support network, Peer support groups, Workshops and training courses. Conclusion Viktor Frankl (1959), who was in a Nazi concentration camp, says that some individuals could choose to scale personal heights by turning their tragedies into triumphs of the human spirit. Effective thinking in life is monitoring the thinking choices. The student must spend more time on affirmations and relationships that inspire learning, encourage academic skills and ensure success in life.

References: Jones. R.N (2004). Effective Thinking Skills “Preventing and Managing Personal Problems”. A.I.T.B.S. Publishers, New Delhi. Muralidharan (2005). You An Overcome Shyness Succeed In Life. ISBN 81-8308073-1, CBH Publishers, Chennai. http://www.learningpt.org/promisingpractices http://www.westherts.ac.uk/SiteSections/StudyingAt/Life/StudentEnrichment http://www.k12.wy.us/A/JEC/Oct08/Student_enrichment.pdf

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Focus

Enriching After-school Activities Sangeetha P*

*Sangeetha P, MSW., M.Phil, Lecturer, Department of Human Resources Management, Madurai Institute of Social Sciences, Madurai.

Introduction it should be something in which the Providing children with enrichment students have a keen interest. Help education is a valuable asset to their them gather information from books knowledge base. All kids need a and other media to learn about the safe place to be after school with topic. Then, allow the students to something meaningful to do and create a representation of his caring adults to energize and understanding by writing a story, motivate learning. Enrichment composing an essay, creating a lessons are additional to the work of art or producing any other standard curricula and teach product of his choice. Place this students life skills, creative skills and work in his portfolio. This will help extra-curricular skills through games, students in developing their skills activities and interactive learning. and identifying their MI. After-school programmes at school As tutors provide extended care to the Let the student be a teacher. Allow children of working parents. The the student to teach a concept that popularity of enrichment s/he understands clearly. Record programmes proves the need for the student’s lecture; appreciate and enrichment activities that will share it with classmates who are entertain and stimulate students. struggling with that lesson. Students’ own choice Direct students to prepare study Allow students to play a role in their materials for smaller class students own education by engaging them and ask them to include a simple in the creation of a self-directed life-lesson in their story and discuss portfolio. Instruct students to select it with the smaller children. When a topic from science, history or they have finished, break up social science. The only rule is that younger children into groups and 28 Journal of SCHOOL SOCIAL WORK September 2010

ask them to discuss about the stories. Older children gain teaching experience. Younger children gain critical thinking. Language enrichment After-school enrichment activities can promote the opportunity to learn a second language. Children can learn new words, try to speak the language, and learning about a foreign culture, books or movies in a foreign language can heighten children’s interest in subjects such as social studies Garden project Gardening is a great way to teach children lessons in natural reproduction, habitat, agriculture and teamwork. And, it makes students to get up from their seats, enjoy the fresh, outdoor air and get a firsthand look at their lesson. Have each student plant a vegetable or flower plant. Ask children keep journals,

suggests Smithsonian Institute. When students attend after-school programmes, they have time to work on activities outside. Plus, children will enjoy spending time outside after being inside for most of the day. So each student can have his own activity record of time spent in garden and in nature watching. Start MI clubs You can start a game club to play board games, like chess, after school. With children who like art, an art club can be started. Have the students demonstrate, in front of the class, a story or idea using interpretive dance or music. Conclusion The purpose of such programmes is to provide a safe, structured, and positive environment instead of helplessly watching children waste their time viewing TV, Video or indulging in unproductive activities.

References: Jean Grossman, Margo Campbell, Becca Raley (2007): Quality Time After School: What Instructors Can Do to Enhance Learning, Youth Publications, Philadelphia. Olatokunbo S. Fashola (2002): Building Effective After-school Programs, Corwin Press, California http://www.ehow.com/list_6545416_enrichment-activities-after-schoolprograms.html http://pdfebooksreader.com/ebook-after+school+enrichment+programs-pdf1.html

Journal of SCHOOL SOCIAL WORK September 2010

Focus

Scholastic Enrichment Usha Rani M* Maruthavanan M**

*Dr Usha Rani M, M A, M Phil, M Sc, MPhil, MA, MEd, PhD, Lecturer in Psychology, T V S Teacher Training Academy. **Maruthavanan M, M.Sc, M.Phil, M.Ed., Lecturer in Physics, Thiagarajar College of Preceptors.

Introduction help the participants to apply Children and youth need a knowledge and skills taught in community which encourages classrooms to real-life experiences. achievement; promotes healthy These activities should also provide lifestyles, fitness, and activity; direct assistance with classroom teaches in a classroom without work. walls; instills appreciation, respect, Recreation and responsibility for the natural These activities are not academic world around them; and inspires the in nature but rather allow students confidence and courage to become time to relax or play but also the leaders of tomorrow. In order to stimulate their thinking skills. Sports, shape a student in such a manner games, and clubs fall into this many enrichment activities are category. The primary lessons planned. learned in recreational activities are Enrichment activities social skills, teamwork, leadership, Enrichment activities expand on competition, and discipline. Some students’ learning in ways that differ of the most useful enrichment from the methods used during the activities are as follows: school day. They often are Prefects’ training interactive and project-focused. A prefect is a student monitor, They enhance a student’s education especially in a private school. by bringing new concepts to light Prefects must have the ability to or by using old concepts in new communicate effectively with a wide ways. These activities should be fun range of individuals, not only other for the student, but they must also students, but teachers and parents impart knowledge. They should too. Whether assisting teaching staff 30 Journal of SCHOOL SOCIAL WORK September 2010

with the school code of conduct, organizing group events, introducing prospective parents or acting as a mediator and support network for fellow pupils, they must have a range of skills available to use, so as to be truly effective. More and more schools are beginning to understand the value of a training programme that enables the prefect team to develop the skills that are necessary for high performance. Effects of a workshop A workshop is a programme of experiential team activities, with appropriate theory and role plays that are need-specific to the school. Students on completion will: àWork effectively within a team. àDemonstrate assertion. àCommunicate more flexibly. àUnderstand their behaviour. àLearn how to increase rapport. àLearn body language. àUse proper tone. à Learn how to review performance. The step from education into the workplace can be a tough one, with great emphasis placed upon working with others. Children

should begin developing their ability to work as part of team from early on so that transition from school to the workplace will be smooth. We have to make use of safe, enjoyable training activities, which are great fun, memorable and such activities encourage students to view tasks and challenges from a different perspective, allowing them to invent, create, design, negotiate, set targets, take bold actions and succeed. Technology-based learning The forms of training with technology are almost unlimited. A trainer also gets more of the learner’s involvement than in any other environment and students have the benefit of learning at their own pace. It is mostly multimedia or audiovisual based facility and so is very captivating. Simulators The simulation game is creation of various activities in “real life” in the form of a game for training, analysis, or prediction. Usually there are no strictly defined goals in the game, just running around, playing the role of the allotted character. Well-known examples are war games, business

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Journal of School Social Work English Monthly. ISSN: 0976-3759 Registered with Registrar of Newspapers for India underNo.TNENG/2004/14389. Postal Registration TN/CC(S) Dn/ 47 / 09-11. Licensed to post under WPP No. TN/CC(S) Dn/ 34/09-11. games, and role play simulation. already learned in the formal Simulators are used to provide real classroom situation. Management games but harmless experiences to Management games simulate realstudents. life issues faced in the workplace. Mentoring Mentoring is a power free, two-way, They attract all types of students mutually beneficial learning situation including active, practical and where the mentor provides reflective students. Conclusion guidance by sharing knowledge and These high-quality activities have experience and teaches using a low pressure, self-discovery approach. w e l l - i n t e g r a t e d a c a d e m i c It is also a strategic assessment and content. They help develop strong monitoring of the mentee for relationships among students. They opportunities for improved efficiency. Coaching/ provide assertive decision-making and Mentoring gives students a chance to receive direct and field-based bring out the leadership qualities. It practical training from an also turns children into perfect experienced professional to prefects which would help them expand on theories students have throughout their life time. References: http://www.teamthinking.co.uk/content/view/17/32/ http://www.learningpt.org/promisingpractices/character.htm http://en.wikipedia.org/wiki/Simulation_game http://www.coachingandmentoring.com/Articles/mentoring.html

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Journal of SCHOOL SOCIAL WORK September 2010