Milestone Education Review (The Journal of Ideas on Educational & Social Transformation)
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Milestone Education Review (The Journal of Ideas on Educational & Social Transformation)
Milestone Education Review (2278-2168) Milestone Education Review (The Journal of Ideas on Educational & Social Transformation) is an online peer-reviewed bi-annual journal of Milestone Education Society (Regd.) Pehowa (Kurukshetra). For us education refers to any act or experience that has a formative effect on the mind, character, or physical ability of an individual. The role of education must be as an instrument of social change and social transformation. Social transformation refers to large scale of social change as in cultural reforms and transformations. The first occurs with the individual, the second with the social system. This journal offers an opportunity to all academicians including educationist, social-scientists, philosophers and social activities to share their views. Each issue contains about 100 pages. Š Milestone Education Society (Regd.), Pehowa (Kurukshetra) Chief-Editor Dr. Desh Raj Sirswal Associate Editors Dr. Merina Islam Ms. Rajinder Kaur Editorial Advisory Board Prof. B.Krishna (Karnataka) Prof. K.K.Sharma (Haryana) Dr. Ashutosh Angiras (Haryana) Dr.Dinesh Chahal (Haryana) Dr. Manoj Kumar (Chandigarh) Dr. Pitamber Dass (Uttar Pradesh) Dr. Koppula Victor Babu (Andhra Pradesh) Acharya Shilak Ram (Haryana) Ms. Tahira Tariq (Pakistan) Dr. Nidhi Verma(Haryana) Mr. Zakir Hussain (Jammu & Kashmir) Mr. Jayadev Sahoo (Pondicherry)
Declaration: The opinions expressed in the articles of this journal are those of the individual authors, and not necessary of those of the Society or the Editor.
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Milestone Education Review (The Journal of Ideas on Educational & Social Transformation)
In this issue………..
Title & Author
Page No.
STRESS MANAGEMENT AND MANTRA MEDITATION:
4-19
David B. Wolf MODERN GUARDS AGAINST STRESS IN MENTAL HEALTH : R.C. de Weijze
20-24
PARENT- ADOLESCENT RELATIONSHIP: EFFECT ON
25-34
ACADEMIC STRESS AMONG ADOLESCENTS: Taruna Malhotra & Sonal Chabra MENTAL HEALTH IN INDIA: POLICIES AND ISSUES:
35-54
Desh Raj Sirswal
SOFT SKILLS AS PREREQUISITE OF EFFECTIVE TEACHING: FRANKY GUPTA
55-61
& DINESH CHAHAL
NEW ARRIVALS
62-65
CALL FOR PAPERS
66-67
PROGRAMMES & PUBLICATIONS
68-70
CONTRIBUTORS OF THIS ISSUE
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Milestone Education Review (ISSN: 2278-2168) Year 04, No.02 (October, 2013), pp.4-19
STRESS MANAGEMENT AND MANTRA MEDITATION David B. Wolf Abstract This article discusses types of stress, and suggests mantra meditation as an approach for addressing and decreasing unhealthy stress. Damaging effects of chronic stress are described, and the modes of material nature, or gunas, as delineated in Vedic psychology, are presented as a paradigm for understanding toxic stress, its effects, and its treatment. Japa chanting of the maha mantra is specifically recommended, based on research findings, and several possible practical applications for utilizing mantra techniques to create significantly enhanced contentment and fulfillment, individually and societally, are given.
Types of Stress
Selye (1975) differentiates between eustress and distress. Eustress could be considered healthy, life-enriching stress, which moves us towards satisfying achievement and a rich and fulfilling life experience. Distress is toxic, related to life-draining anxiety, which takes us further from productive self-exploration and enthused living.
Mate (2003) emphasizes the distinction between acute stress and chronic stress. Acute stress is an immediate, short-term response to threat. Such a response to stimuli that is a just cause for fear can of course be positive. If one is about to set foot on the street and senses that a fast-moving car is closing in, the experience of bodily and emotional stress is protective. Mate describes chronic stress as â€œâ€Śactivation of the stress mechanisms over long periods of time when a person is Page No.4 |
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exposed to stressors that cannot be escaped either because she does not recognize them or because she has no control over them” (p. 25). Mate further delineates deleterious effects of chronic stress, such as inhibiting the functioning of the human immune system, and thus increasing susceptibility to disease. He cites research demonstrating “stress-related delays in tissue repair” (p. 35), resulting in impaired and slowed capacity for the body to heal. Relatedly, Goldberg (1981) found that anxiety and chronic stress were positively correlated with the development of lymphoma or leukemia. Harmful effects of toxic stress on psychological and physical health are amply described in the research literature (Vaananen, A., Koskinen, A., Joensuu, M., et al., 2008; Yarnell, J., 2008; Figueredo, V., 2009; O’Donnell, K., Brydon, L., Wright, C., Steptoe, A., 2008; Chandola, T., Britton, A., Brunner, E., Hemingway, H., Malik, M., Kumari, M., Badrick, E., Kivimaki, M., et al., 2008; and Graham, J., Christian, L., KiecoltGlaser, J., 2006.)
Wolf (2008) writes about stress, or strain, that is nourishing, strengthening, as opposed to “grungy” stress, which is unfavorable for self-realization and selfdevelopment. Grungy stress is accompanied by a payoff, such as an excuse for not risking, ahankara (false ego) protection, or attention-getting or sympathy-getting. A payoff for holding onto stress can be that it strengthens one’s conception that “I am a good person”, or “I am an important person (who does so many valuable, important things, that naturally I’m stressed)”. Though the mechanism of utilizing stress for such payoffs may be less than conscious, such dynamics often overwhelm a person’s capacity for vibrant, healthful and effective living, sometimes relegating life experience to bare survival, rather than thriving with vitality.
We can consider a bodily muscle as a metaphor for emotional stress. A muscle appropriately exposed to some stress becomes stronger, and a muscle exposed to unremitting excessive stress is weakened, or broken.
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Gunas, Stress, and Vedic Ontology
Research has been conducted on the relationship between stress and the gunas, or modes of material nature, as described in the ancient Vedic texts (Stempel, H. S., Cheston, S., Greer, J. M., Gillespie, C. K., 2006; Wolf, 1998, 1999-1). Unhealthy, or grungy stress has been shown to be highly positively correlated with rajas (the mode of activity), and negatively correlated with sattva (the mode of enlightenment). According to Bhagavad-gita, raja guna is often characterized by attributes such as intense activity, desire for sense gratification, dissatisfaction with one’s position, envy of others, and lack of contentment. Sattva guna is typified by qualities such as inner-satisfaction, simplicity, gravity, peacefulness, and selfcontrol. Dasgupta (1961) describes sattva as “free from attachment and vanity and absolutely unruffled in success and failure” (p. 468). Wolf (1999-1) writes about utilizing guna theory and the Vedic Personality Inventory (VPI) to assess the effectiveness of mental health interventions for stress-related disorders. An effective intervention “…would be expected to decrease the rajas subscale score and increase the sattva subscale…” (p. 1390).
Guna research, in diverse applications including work with stutterers (Caturvedi, 2000) and treatment of depression and anxiety (e.g., Wolf, 1998, 1999-1), clearly indicates that transformation of consciousness from the modes of rajas and tamas to sattva will result in decreased unhealthy stress. The Vedas, as well as modern research, suggest a wide range of lifestyle practices and habits for cultivating a sattvic state of being. These span practically every life area, from eating and sleeping
habits,
to
habits
of
financial
management
and
interpersonal
communication (Prabhupada, 1972).
Here we will explore sound vibration as it affects the gunas, and specifically our experience of stress. The principle of sound affecting consciousness is a common experience. For example, we can imagine how our consciousness is affected by
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listening for an hour to intense punk rock music, to Mozart, to the sounds of the inner city at noon, to the sounds of the forest at dawn. Masaru’s research (1999) demonstrated that Tibetan mantras created beautiful crystals in water, whereas heavy metal music produced a pattern that looked like a crystal that had exploded into a thousand pieces.
According to the Vedas, the self, to use a phrase from Teilhard de Chardin, is a spiritual being having a human experience (de Chardin, 1955). In material existence this spiritual essence is covered by subtle and gross layers of matter (Prabhupada, 1976). Metaphorically, we might imagine the gross layers as the hardware, and the subtle layers, comprised of elements such as mind and intelligence, as the software. The computer operator is neither the software nor the hardware, though he may function through the software and hardware. Similarly, light is not dependent on the material that constitutes the light bulb, though light uses the filament as a channel for expression. In the same way, the conscious spiritual being is not dependent for existence on the external body, or the mind or intelligence, though the living being acts through the mechanisms provided by material energy in the form of the subtle and external layers. A meaning of “guna” is rope, and the gunas act as ropes binding the conscious being to material influences. The living entity, as a conscious being, is intrinsically more powerful than the inanimate material energy. When the living entity is disconnected from spiritual source, then its position is weakened, just as a fish out of water is practically powerless, and surely severely distressed (Prabhupada, 1976). A ship is much more powerful than a tugboat. With the ship’s engines off, though, the tug boat of the material gunas can drag the ship of the vital sentient being around the material ocean.
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Mantras and Stress: Jacuzzi for the Mind The word “mantra” indicates sound vibration that is capable of delivering, or extricating, the mind from entanglement in the gunas, in the modes of material nature. A genuine mantra, according to the Vedas, is composed of syllables that emanate from the spiritual realm, and thus can penetrate through all material layers to the innermost stratum of the living self. Sound itself, according to the Srimad-Bhagavatam (Prabhupada, 1976), constitutes the subtle form of ether. Ether, from the same root as ethos, or that which guides our conduct, is that which provides a framework for our existence in this world. The media of sound and ether are natural bridges from the mundane to the nonmaterial realms. Thus, sound provides a vital vehicle for the process of transforming consciousness from mundane entanglement to spiritually-based freedom from the gunas. Western spiritual tradition assets “In the beginning was the Word” (Holy Bible, John 1:1, 2001), indicating creation generating from sound. The medieval Bengali classic, Sri Upadesamrta (Prabhupada, 1975-1), by Srila Rupa Goswami, is a short yet potent treatise on the principles and practices of self-realization, culminating in a description of the most sublime states of spiritual consciousness. Rupa Goswami begins his short book with the phrase “vaco vegam”, meaning “conscious control of words, or sound vibration”. This indicates that the process of self-realization, and genuinely profound experiences of connection with Source and divinity, begins with conscious awareness of how we utilize our words, our sound vibrations, and the effects of these vocal emanations. Mantra chanting, conducted according to appropriate guidelines from bona fide sources, provides a means to employ sound vibration to achieve vaikuntha (literally, “without anxiety”) consciousness, or states of being free from unhealthy stress. (Prabhupada, 1976). Rupa Goswami (Prabhupada, 1971) further describes the process of self-realization proceeding on two distinct yet related tracks. To illustrate this he uses the
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metaphor of the garden of the heart. To grow a garden entails watering, and also pulling the weeds. If we neglect to pull the weeds, then the water itself will nourish the weeds, which will strangle the flowers. A life of honest introspection, including surrounding ourselves with others who are similarly dedicated to interior exploration and self-realization, is supportive to recognize and pull the weeds from our consciousness. These might include weeds such as self-deception, lingering resentment, greed, indulging in depressive states, and attachment to irrational fears. According to Rupa Goswami, chanting genuine mantras is a prime and specially effective method for watering the garden of the heart, for cultivating selfrealization and loving connection with the divine. Keefe’s studies (1996) indicate the beneficial effects of Eastern-style meditative techniques in treating conditions such as depression, substance abuse, and excessive anxiety. Mantra meditation (e.g., Janowiak & Hackman, 1994; Kaye, 1985; Keefe, 1996) has shown to be effective in reducing toxic stress. The literature reviews of Delmonte (1983) and Delmonte and Kenny (1985) concluded that mantras are effective in reducing anxiety and drug abuse and also in improving various physiological indicators. This supports the research of Beck (1993), regarding the transformative aspect of sound and mantra on human consciousness and physiology. Researchers such as Kremer, Malkin, and Benshoff (1995) have been successful in using mantras and other yoga techniques in the prevention and treatment of substance abuse. This very closely relates to the issue of stress, as stress and anxiety are regarded as underlying factors in substance abuse and addictions (Ellis & Corum, 1994). Jill Bormann (Bormann, 2006) conducted research on mantra meditation with various populations including military veterans. She describes meditative time with a mantra as a “Jacuzzi for the mind. It’s something you can use to focus and calm yourself at a moment’s notice, and it doesn’t require money, it’s nontoxic, it’s inexpensive—a person just needs to practice it and make it a part of their lives” (St. John, 2007). Bormann and other researchers have found that regular recitation of selected mantras significantly helps manage psychological distress Page No.9 |
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and increase life satisfaction. The veterans with whom she worked chose from a variety of mantras from diverse traditions, such as Ave Maria and Ohm Shanti Rama. Wilson (1991) writes about Dr. Tomatis’ visit to a monastery in France. “The new abbot had stopped the monks chanting. The Benedictine monks normally chant for six to eight hours a day. The abbot believed that the Gregorian chant served no useful purpose and that without it they could recapture that time for other things. … As the days passed they became more and more tired. A procession of doctors came to the monastery over a period of several months. They changed the monks’ diet and sleep patterns but the monks became more tired than ever.
“When the abbot called in Dr Tomatis in February 1967, Tomatis found 70 out of the 90 monks ‘slumping in their cells like wet dishrags’. He reintroduced their chanting immediately. By November, almost all of them had gone back to their normal activities, their prayer, their few hours of sleep, and their arduous work schedule” (pgs. 13-14). Regarding mantra chanting Dr. Tomatis explains (Wilson, 1991) “In Mantra yoga, the posture has to be perfect for the mantra to work, which explains why some people have destroyed themselves in doing the mantra without knowing the key to proper listening…In order to do a mantra well one should know well all the practice and the theory, and especially the way to listen” (p. 16). Maha Mantra The above relates to why Wolf and Abell (2003) chose to study the effects of the maha mantra. In this day and age practically no one is familiar with the finer points of the techniques of the ancient science of mantra chanting. The maha mantra is especially recommended in the Vedas, such as the Kali-santarana Upanisad, the Brhad Naradiya Purana, and the Agni Purana, for this age (Prabhupada, 1975-2). An important reason for this is because, as hypothesized in the Vedas, the effects Page No.10 |
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of the maha mantra, on relieving stress and in many other ways related to enrichment of sattva-guna, is not dependent on the standard regulations of mantra chanting, such as precision in breathing and near-perfect intonation and pronunciation. In his Sikshastakam Sri Chaitanya Mahaprabhu uses the phrase “na kalah”, to indicate that to derive substantial benefit from the maha mantra there is no necessity for strict adherence to any rules and regulations. One simply needs to chant the 16 words of the mantra and give sincere effort to focus the mind, hearing power and consciousness on the vibration of the mantra (Prabhupada, 1975-2). These maha mantra studies (Wolf and Abell, 2003; Wolf, 2001; Wolf, 1999-2) involved single-system and group designs. The group study included a control group, a placebo-mantra group, and the maha mantra group, which chanted the maha mantra- hare krishna hare krishna krishna krishna hare hare / hare rama hare rama rama rama hare hare. The placebo and maha mantra groups chanted a fixed number of mantras of their assigned mantra, daily for 28 days, and were measured at pre-intervention, post-intervention, and 1-month followup (Wolf, 1999-2). Mantra meditation can assume many forms. A principle of meditation is that the more senses that engage in an activity, the easier it is for the mind to focus. Mantra-yoga naturally engages the tongue and ear, and an advantage of using japa meditation beads in that it also involves the sense of touch. Bhagavad-gita (Prabhupada, 1972) emphasizes that clear, sattvic consciousness is especially available through attentive japa mantra chanting. The research of Beck (1993) highlights the potency of japa for “engaging, unveiling, Ultimate Reality” (p. 216). Thus, the maha mantra studies of Wolf and Abell (2003) utilized japa beads to facilitate mantra meditation. A practical application, related to stress reduction, of the principle and practice of japa maha mantra chanting, is supporting people to end their smoking habit. Smoking involves the mouth and the fingers, as does the activity of chanting on japa beads. By engaging the same senses and organs in the process of maha mantra Page No.11 |
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chanting, the person may experience a more fulfilling taste, or gratification, that allows one to abandon a type of pleasure that is less satisfying.
Wolf (1999-2) describes the methodology of japa chanting, as incorporated in the maha mantra studies that he conducted, as follows: “The subject was given a string of 109 beads (japa beads), with one bead markedly larger than the others. The research team member had his/her own set of japa beads, and demonstrated the chanting method for the subject. With the thumb and middle finger of the right hand, the chanter holds the bead on either side of the large bead. Then the subject chanted the mantra. After the mantra is completed, the subject moves one bead through the fingers so that s/he is holding the second bead from the large bead. Again the chanter [chants one] maha mantra. In this way, the participant [chants] one mantra for each bead, until 108 mantras have been chanted. This constitutes one ‘round’ of japa meditation. Japa can be performed in any circumstance. For instance, one may be sitting or walking. The essential factor is that one is fully attentive to the chanting. The treatment group was taught to chant the maha mantra- hare krishna hare krishna krishna krishna hare hare/ hare rama hare rama rama rama hare hare…”
Measurement instruments for the single case and group japa studies included the Vedic Personality Inventory (VPI), Generalized Contentment Scale (GCS), Index of Clinical Stress (ICS), the Satisfaction with Life Scale (SWLS), and the Verbal Aggressiveness Scale (VAS) (Wolf and Abell, 2003; Wolf, 2001). As the maha mantra is a Vedic-based intervention, it makes sense to include the VPI as a measurement instrument. Gergen, Gulerce, Lock, & Misra (1996), consistent with a research framework that honors cultural diversity, emphasized the value of utilizing paradigms for assessment that are consistent with the psychological paradigm of the intervention. Laungani (1993), in his examination of differences in cultural perspectives on stress, emphasized that in India people have been relying Page No.12 |
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on yoga and mantra techniques to relieve stress long before the development of Western psychology. Thus, utilizing modern empiric methods, including measuring tools rooted in Vedic theory, to examine the effects on stress levels of mantra meditation, is a natural development in the international field of well-being as it relates to stress management and coping.
The maha mantra group reduced stress levels at a statistically significant level, from pre-test to post-test and from pre-test to followup, and as compared with both of the other groups. The decrease in toxic stress was greater from pre-test to posttest than from pre-test to followup, indicating that continued chanting of the maha mantra will result in a steady decrease of unhealthy stress, and increase in wellbeing and life satisfaction (Wolf and Abell, 2003).
According to Vedic theory, the mechanism responsible for stress reduction through chanting the maha mantra is that through the chanting process the chanter intensifies identification as a non-material being, intrinsically transcendent to the pressures of the external, material energy. This produces lotus-like consciousness as described in the Bhagavad-gita (Prabhupada, 1972). The lotus is in the water, though untouched by it. Similarly, an accomplished mantra-yogi or yogini cultivates mastery to participate fully and responsibly in the world, while not getting entangled in the networks of dramas that characterize the interactions of the gunas. There is a vital distinction between the natural adventure of conscious living, and the drama of life when one’s consciousness is entangled in the modes of material nature.
Applications and Recommendations
Wolf (2002), citing the framework of the sociological paradigms described by Burrell and Morgan (1979), asserts the empirical basis of the principles and practices of bhakti-yoga, including mantra meditation. In this regard, “empirical� refers to a process by which hypotheses are evaluated through experiment, or Page No.13 |
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experiential means. An abundance of hypotheses, related to enhanced mental health and life satisfaction, are found in the Vedic literatures, and rigorous methods of experimentation can be formulated to test them.
The author (Wolf), in his research and practice, has found that certain environmental conditions augment the stress-reducing effects of the maha mantra. These conditions relate to the practices and processes of transformative communication (Wolf, 2008), and to the recommendations of Rogers dating back several decades (Rogers, 1980).
Specifically, we have found that to the extent that mantra chanters, and the persons in the chanters’ lives with whom they most closely relate, develop qualities such as empathy, warmth, and genuineness, the chanting process will be more effective, with regard to increasing sattvic qualities and diminishing the effects of rajas and tamas, such as toxic stress. Other traits that support efficacy in chanting include the ability to be aware of one’s experience and potently communicate this awareness, and dedicating oneself to a meaningful and fulfilling life purpose. These qualities create conditions particularly conducive for the process of pulling the weeds, and watering the garden, as referenced above in relation to the writings of Srila Rupa Goswami.
As described in the Vedic Theory of Social Work (Wolf, 2003), practices based in the principles and interventions described in ancient wisdom traditions such as the Vedas have immense potential to uplift the quality of life for multitudes of people, regardless of bodily designations based on nationality, education, race, religion, occupation or political affiliation. Srimad-Bhagavatam, written thousands of years ago, actually indicates that the practices of bhakti-yoga, and particularly mantra chanting of vibrations that emanate from a fully sattvic platform, have the potential in this modern age to inspire a revolution in consciousness, a movement to establish highly conscious culture throughout the world. As we’ve discussed, the
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maha mantra is particularly efficacious, based on Vedic theory and on quantitative research, for alleviating unhealthy stress and cultivating improved quality of life.
We suggest that further research on the effects of the maha mantra are warranted, and that research may be conducted in both clinical and practical settings, for addressing clinical, chronic and normative stress experiences. “Practical settings� could include, for example, the corporate environment, as well as factories, offices, and intentional communities. In fields such as coaching, counseling and therapy, if a practitioner wants to utilize the method of maha mantra chanting with a client, it is essential, for ethical practice, that the client voluntarily gives informed consent. Just as many other interventions of Eastern origin have been incorporated into the social, helping, personal growth and mental health professions, the maha mantra can similarly be presented and incorporated, without reference to sectarian conceptions, and with reference to universal principles of self-realization. In this way, applying ancient technologies of self-realization in the modern context, methods for mantra meditation may significantly contribute to lowered levels of toxic stress, and intensified experiences of life satisfaction and inner security and contentment.
References: Beck, G. (1993). Sonic Theology: Hinduism and Sacred Sound. Columbia, South Carolina: University of South Carolina Press. Bormann, J. E., et. al. (2006). Mantram repetition for stress management in veterans and employees: a critical incident study. Journal of Advanced Nursing, 53 (5), pgs. 502-512. Burrell, G., & Morgan, G. (1979). Sociological Paradigms and Organisational Analysis- Elements of the Sociology of Corporate Life. London: Heinemann Educational Books Ltd.
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Caturvedi, V. (2000). Vedic Gunas Among Stutterers and Non-stutterers- A Comparative Study. Dissertation in Audiology and Speech Rehabilitation: University of Mumbai. Chandola, T., Britton, A., Brunner, E., Hemingway, H., Malik, M., Kumari, M., Badrick, E., Kivimaki, M., et al. (2008). Work stress and coronary heart disease: what are the mechanisms?. European Heart Journal 29 (5), pgs. 640–648. de Chardin, P. T. (1955). The Phenomenon of Man. New York: HarperCollins. Dasgupta, S. (1961). A History of Indian Philosophy. Great Britain: CambridgeUniversity Press. Delmonte, M. M. (1983). Mantras and meditation: A literature review. Perceptual & Motor Skills, 57(1), 64-66. Delmonte, M. M., & Kenny, V. (1985). An overview of the therapeutic effect of meditation. Psychologia: An International Journal of Psychology in the Orient, 28(4), 189-202. Ellis, G. A., & Corum, P. (1994). Removing the motivator: A holistic solution to substance abuse. Alcoholism Treatment Quarterly, 11 (3-4), 271-296. Figueredo, V. (2009). The time has come for physicians to take notice: the impact of psychosocial stressors on the heart. The American Journal of Medicine, 122 (8), pgs. 704–712. Gergen, K.J., Gulerce, A., Lock, A., Misra, G. (1996). Psychological science in cultural context. American Psychologist, 51 (5), 496-503. Goldberg, J. G. (1981). Psychotherapeutic Treatment of Cancer Patients. New York: The Free Press. Graham, J., Christian, L., Kiecolt-Glaser, J. (2006). Stress, Age, and Immune Function: Toward a Lifespan Approach. Journal of Behavioral Medicine, 29, pgs. 389–400. Holy Bible: New International Version. (2001). Grand Rapids, Michigan: Zondervan.
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Janowiak, J. J., & Hackman, R. (1994). Meditation and college students’ selfactualization and rated stress. Psychological Reports, 75(2), 1007-1010. Kaye, V. G. (1985). An innovative treatment modality for elderly residents of a nursing home. Clinical Gerontologist, 3(4), 45-51. Keefe, T. (1996). Meditation and Social Work Treatment. In F. J. Turner (Ed.). Social work treatment- Interlocking theoretical approaches (pp. 434-460). New York: The Free Press. Kremer, D., Malkin, M. J., Benshoff, J. J. (1995). Physical activity programs offered in substance abuse treatment facilities. Journal of Substance Abuse Treatment, 12 (5), 327-333. Laungani, P. (1993). Cultural differences in stress and its management. Stress Medicine, 9 (1), 37-43. Masaru, E. (1999). The Message from Water. Tokyo: Hado Kyoikusha. Mate, G. (2003). When the Body Says No: The Cost of Hidden Stress. Toronto, Canada: Vintage Canada. O’Donnell, K., Brydon, L., Wright, C., Steptoe, A. (2008). Self-esteem levels and cardiovascular and inflammatory responses to acute stress. Brain, Behavior, and Immunity 22 (8), pgs. 1241–1247. Prabhupada, A. C. B. S. (1971). Bhakti-rasamrta-sindhu. Los Angeles: The Bhaktivedanta Book Trust. Prabhupada, A. C. B. S. (1972). Bhagavad-gita As It Is. Hong Kong: Bhaktivedanta Book Trust. Prabhupada, A. C. B. S. (1975-1). The Nectar of Instruction. Marina del Rey, CA: Krishna Books. Prabhupada, A. C. B. S. (1975-2). Sri Caitanya-caritamrta. Los Angeles: The Bhaktivedanta Book Trust. Prabhupada, A. C. B. S. (1976). Srimad-Bhagavatam. Los Angeles: The Bhaktivedanta Book Trust.
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Rogers, C. R. (1980). A Way of Being. New York: Houghton Mifflin Company. Selye (1975). Confusion and controversy in the stress field. Journal of Human Stress 1 (2): 37–44. St. John, A. (2007). Vietnam Vets Testing New Therapy to Treat PTSD. http://www.kpbs.org/news/2007/feb/14/vietnam-vets-testing-new-therapy-to-treatptsd/. KPBS Public Broadcasting. Stempel, H. S., Cheston, S., Greer, J. M., Gillespie, C. K. (2006). Further exploration of the Vedic Personality Inventory: Validity, reliability and generalizability. Psychological Reports, 98 (1), pgs. 261-273. Vaananen, A., Koskinen, A., Joensuu, M., et al. (2008). Lack of predictability at work and risk of acute myocardial infarction: An 18-year prospective study of industrial employees. American Journal of Public Health, 98 (12), pgs. 2264–2271. Wilson, Tim. (1991). Chant: The Healing Powers of Voice and Ear, in Campbell, Don, ed. Music: Physician for Times to Come. Illinois: Quest Books. Wolf, D. B. (1998). The Vedic Personality Inventory: A Study of the Gunas. Journal of Indian Psychology, 16, 26-43. Wolf, D. B. (1999-1). A psvchometric analysis of the three gunas. Psychological Reports, 84, 1379-1390. Wolf, D. (1999-2). Effects of the Hare Krsna Maha Mantra on Stress, Depression, and the Three Gunas. Doctoral Dissertation. Tallahassee, Florida: Florida State University. Wolf, D. (2001). Effects of the maha mantra on some mental health indicators, The Indian Journal of Social Work, April, 2001, 151-168. Wolf, D. (2002). Vaisnavism and the Social and Mental Health Sciences. The Journal of Indian Psychology, 20 (1), 1-12. Wolf, D. (2003). The Vedic Theory of Social Work, The Indian Journal of Social Work, 64 (3), July, 2003, vol. 64, issue 3. Wolf, D. and Abell, N. (2003). Examining the effects of meditation techniques on psychosocial functioning. Research on Social Work Practice, 13 (1), 752-766.
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Wolf, D. B. (2008). Relationships That Work: The Power of Conscious LivingHow Transformative Communication Can Change Your Life. San Rafael, CA: Mandala Publishing. Yarnell, J. (2008). Stress at work—an independent risk factor for coronary heart disease? European Heart Journal, 29 (5), pgs. 579–580.
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Milestone Education Review (ISSN: 2278-2168) Year 04, No.02 (October, 2013), pp.20-24
MODERN GUARDS AGAINST STRESS IN MENTAL HEALTH R.C. de Weijze Abstract Stress and Health under circumstances of Internalized, External Normativity and extrinsic motivation versus the externalization of internal normativity and intrinsic motivation are compared in the context of philosophically modern – and postmodern approaches of the human condition. Modern duality of origin is found to guard mental health against stress most effectively INTRODUCTION Stressors in our environment, to which the organism responds with stress, are normative to us, however they do not motivate us – on the contrary! Instead of the environment to which the organism responds, it may also be the other to which the self-responds, or even reality to which belief responds. Therefore, apart from a fight-or flight response of the organism, which must be normal under stress1, it might also be a positive or negative attitude towards another, or even a metaphysical dissociation either from reality or from belief2, which is the actual response. If social order is to be maintained by external political power, power-distancing3, reinforced by media and marketing and justified by externally induced self-fulfilling prophecy, then independent individual decision making, by determining what is or is not independently confirmed emotionally or rationally, is no longer needed or even desirable. The organism is then actually being dissociated from the environment, the self from the other, or even belief from reality. Society may then fall ill with sociosis4, condoning or denying that external power replaced internal normativity and intrinsic motivation. The independent individual, who was used to independently confirm, or be independently confirmed by, others, now dependently Page No.20 |
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confirms his political- and economical friends while he is independently rejecting his political and economic enemies. Choice is mandatory, sanctioned by the threat of dependent rejection, which is strong political- and economical stressor. External normativity and extrinsic motivation are often expected to be internalized and indeed they do. When the Austro-Hungarian monarchy was losing its influence in the world and helped Germany rise to power in the early 20th century, “The Man without Qualities� took center stage5. When partners are only a shadow of their former selves, the marriage has practically ended. When chiasmic relations are only the receiving and sending of meaningful gestures and living expressions6 in an economic framework that is politically driven and steered by externally induced prophecy, gestures and expressions will become less meaningful and alive. What is politically incorrect is deconstructed as misconceived social constructs7, reduced to nothing8 or less9 since God is dead anyway10. This happened to us when instead of World War III, the Cultural Revolution broke in 1968. Unhappy with social order that had been established by philosophical Modernism, the underground movement of Postmodernism was mobilized, which had been founded shortly after the central figure of the former, Kant, had published in the late 18th century11, to drive philosophical Modernism out and turn things around. Externalization of internal normativity and extrinsic motivation were to become internalization of external normativity and extrinsic motivation. In retrospect, what has been mainly at stake was the definition of objectivity. From Descartes to Bergson in philosophical Modernism, and beyond in cultural history, subject and object had been painstakingly separated. When Postmodernism denied the separation of materiality and divinity, of synthetic a posteriori sensibility and analytic a priori understanding or of sensing what-is-sensed and knowing what-is-known, the stress that had kept mankind in the dark so to speak, was reintroduced, be it only in the underground movement for a long time. There was no real divide between the subject and the object that was revised as intersubjective12 or true interaction. There were only differentiation in oneness and politics or dialectics, as Marx followed in Hegel’s footsteps. What happened between people within groups became more important
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than what happened within people between groups. The difference between subject and object and looking for independent emotional- or rational confirmation between them, could no longer be used to prove the existence of God, Truth, Self or Reality as it always had. If anything contributed to socioses and dissociation, it has been this denial of reality or condoning of monism instead of dualism in social reality. Politics and dialectics use dependent confirmation of the organism/self/belief and independent rejection of the environment/other/reality by the threat of dependent rejection and complete stress of belonging nowhere. This must also be the fate of independent confirmation between independent individuals, even though it holds the key to our health in using balance between the two sources of morality and religion or duality of origin13. The latter aims to externalize this internal normativity and intrinsic motivation instead of the reverse by the former. To cope with stress and illness using the methodology of philosophical Modernism, what-is-sensed as one source, coordinately reflected in sensing, and knowing as the other source, coordinately reflected in what-is-known, by internal normativity, look for-, and when found, look after, independent confirmation between one source and the reflection of the other source, as intrinsic motivation. Basically, if and when it happens, this is what-is-sensed that verifies and validates what-is-known, as content of the environment/other/reality, by independent rational confirmation, precisely in space-time, plus knowing that wards off falsification from-, and is relied upon by, sensing, as form the organism/self/belief, by independent emotional confirmation, generally in culture-history. This internal normativity, if and when met, is right for chiasmic intertwining so that sensing what-is-sensed and knowing what-is-known are intrinsically motivated to expand to knowing what-is-sensed or realization and sensing what-is-known or intuition. In the same manner, realizing what-is-realized and intuiting what-is-intuited may expand to intuiting what-is-realized or valuation and realizing what-is-intuited or trial and the latter to trying what-is-valued or reaction and valuing what-is-tried or action. Every time, bias is controlled for, unless external power is allowed to wreak havoc in content shaping form and form shaping content, which is unavoidable when the environment/other/reality affecting the organism/self/belief presents itself as a power player, even when power is not Page No.22 |
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abused. Covertly acting what-is-reacted and acting what-is-reacted, internally in consciousness and behavior, may now be externalized in social interaction, as overt reaction of the organism/self/belief to the action of the environment/other/reality and vice versa. Once externalized, form that was shaped by content no longer expands and form shapes content that from now on is objective and, indeed, intersubjective between people, however, internal normativity is still in place to protect against bias from external normativity, let alone extrinsic motivation. If a group is formed, even a political group, it rests on independent emotional- or rational confirmation between independent individuals, looking for-, and when found, looking after confirmation for- or from each other, to remain independent, to remain able to confirm, ad infinitum. This is what keeps stress and the doctor away. Form and content were allowed to take shape within people between groups before they continued to take shape between people within groups, so that group polarization14,15 or extremization by mimetic desire16 in spontaneous gestures and living expressions by reflexes alone, were intercepted to guard our health against stress. There is no need to collectively and privately deny or condone dissociation and deconstruct eternally stabilizing concepts as God, Truth, Self and Reality which can never be proven in monism, so that politics and the threat of dependent rejection fill our world instead of independent confirmation which can allow these concepts to live with us and keep life healthy and stress less. References: 1. Bradford Cannon, W. (1929). Bodily changes in pain, hunger, fear, and rage. New York: Appleton-Century-Crofts. 2. Dell, P.F.; O'Neil, J.A. (2009). Dissociation and the Dissociative Disorders: DSM-V and Beyond. New York: Routledge: 750. 3. Mulder, M.; Veen, P.; Rodenburg, C.; Frenken, J.; Tielens, H. (1973). "The power distance reduction hypothesis on a level of reality". Journal of Experimental Social Psychology, 9 (2): 87–96. 4. Berg, J.H. van den (1956). Metabletica of leer der veranderingen. Beginselen van een historische psychologie, p125. Nijkerk: Callenbach. Page No.23 |
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5. Musil, R. (1930). Der Mann ohne Eigenschaften. Reinbek: Rowohlt Verlag. 6. Shotter, J. (2011). Draft: Spontaneous Responsiveness, Chiasmic Relations, And Consciousness – Inside The Realm Of Living Expression, Johnshotter.com. 7. Derrida, J. (1992). Force of Law. In: D. Cornell, M. Rosenfeld, and D. G. Carlson "Deconstruction and the Possibility of Justice". New York: Routledge. 8. Sartre, J-P. (1943). Being and Nothingness. Paris: Gallimard. 9. Žižek, S. (2012). Less than Nothing: Hegel and the Shadow of Dialectical Materialism. London: Verso. 10. Nietzsche, F. (1887). Die fröhliche Wissenschaft. Leipzig: Verlag von E. W. Fritzsch. 11. Rohlf, M. (2010). Immanuel Kant. Stanford Encyclopedia of Philosophy. 12. Redding, P. (2010). Georg Wilhelm Friedrich Hegel. Stanford Encyclopedia of Philosophy. 13. Bergson, H. (1932). The Two Sources of Morality and Religion, p79. London: Macmillan and Company Limited. 14. Moscovici, S.; Zavalloni, M. (1969). The group as a polarizer of attitudes. Journal of Personality and Social Psychology 12 (2): 125–135. 15. Meertens, R.W. (2007). The Hofstadgroep. Transnationalterrorism.eu. 16. Girard, R. (1977). Violence and the Sacred. Baltimore: Johns Hopkins University Press.
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Milestone Education Review (ISSN: 2278-2168) Year 04, No.02 (October, 2013), pp.25-34
PARENT- ADOLESCENT RELATIONSHIP: EFFECT ON ACADEMIC STRESS AMONG ADOLESCENTS Taruna Malhotra & Sonal Chabra Abstract The present study aims to investigate the Correlation between academic stress and parent adolescent relationship among adolescents. These were studied with respect to different dimensions of parent child relationship like Protecting, Symbolic punishment, Rejecting, Object punishment, Demanding, Indifferent, Symbolic reward, Loving, Object reward and Neglecting. Sample included 102 randomly selected adolescents i.e. 56 male and 46 female adolescents of ten different schools from the districts of Rohtak and Faridabad in the state of Haryana. Their age ranged from 14 to 18 years with a mean of 14.6 years. For obtaining the data on Academic Stress and Parent Adolescent Relationship, A 30item self-report measure developed, by Uday K Sinha, Vibha Sharma & Mahendra K Nepal and Parent Child Relationship Scale (PCRS) by Rao, N. (1989) were used respectively. The findings of the study suggest that there lies significant correlation among academic stress and different dimensions of parent child relationship viz. Protecting, Symbolic punishment, Demanding, Object reward, Symbolic reward and Loving. However no significant correlation between academic stress and Rejecting, Object punishment, Indifferent, and Neglecting was found.
INTRODUCTION In the earlier days, life of man was very simple and without conflicts because his needs were less and natural resources were much more than it could be consumed. But today's world is a lot different from what existed earlier. At every stage of the development from infancy to adulthood one witnesses a change in values, Page No.25 |
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morality, ethics, and culture and pressure to excel in every field of life. A student is always under a lot of pressure from parents, teachers, peer group to secure good grades or get through various competitive exams. Then there is pressure from the competitive environment of school and society. The pressure to perform in schools is more acute in Asian societies (Isralowitz & Ong, 1990).Stress has been seen tightening its grip on the students, as they have to compete at every step of their academic career in this fast moving world. Stress has become an important topic in academic circles. Among college students, stress can be viewed as a positive or negative experience that affects their lives and performances (Jogaratnam & Buchanan, 2004).
Generalized stress is defined as a state of psychological arousal that results when external demands tax or exceed a person’s adaptive abilities (Lazarus and Folkman, 1984). Environmental demands are labeled stressors, and they can take the form of an acute event or an ongoing strain (Pearlin, 1989), while stress refers to the internal perceived emotions and cognitions. Academic stress has been studied extensively as an important factor in college student adjustment (Gall, Evans, and Bellerose, 2000).Academic stress refers to the pressure to perform well, may it be in normal routine classes, in the final school examinations or the various competitive college entrance examinations. Achievement anxiety is one of the most common causes of academic stress in college students. Different stressors such as time management, financial problems, sleep deprivation and social activities; can also pose their own threat to a student’s academic performance. Academic stressors include the student's perception of the extensive knowledge base required and the perception of an inadequate time to develop it (Carveth et al, 1996). The pressure to perform well in the examination or test and time allocated makes academic environment very stressful (Erkutlu & Chafra, 2006).According to the American College Health Association's 2006 survey of college students, the one greatest health obstacle to college students' academic performance was academic stress. Stress in academic institutions can have both positive and negative consequences if not well managed (Stevenson & Harper, 2006). Page No.26 |
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Children's physical and emotional status, as well as their social and cognitive development, greatly depends on their family dynamics. The rising incidence of behavioral problems among children could suggest that some families are struggling to cope with the increasing stresses they are experiencing. Researchers have demonstrated that parent/family involvement significantly contributes, in a variety of ways, to improve student outcomes related to learning and school success. These findings have remained fairly consistent despite the fact that families have undergone significant changes during that time, and schools “operate in very different times than those of a decade or two ago” (Drake, 2000,p. 34)
As education and family plays a major role in the psychological development of a child. Among family related variables which are linked to school adjustment, parental attitudes towards academic achievement seem to have particular relevance. As Eccles, Jacobs and Harold (1990) have suggested there are two types of parental attitude that could influence the individual’s self-perceptions: parents expectations centered on academic performance and expectations centered on academic competence. In this area of research, Baião and Peixoto (2001), in a study with high school students, found that parental pressure to get good grades was negatively associated with academic self-concept, self-esteem and academic performance.
With regard to the link between parental attitudes (or practices) and school performance, several researchers have suggested that the perception of parental support, acceptance and some control over the activities of children are strong predictors of academic performance (Antunes & Fontaine, 2003; Fan & Chen, 2001;
Juang & Silbereisen, 2002). What parents/families do in the home
environment, however, remains significantly more important to student outcomes than what parents/families do in the school setting (Christenson and Sheridan, 2001)However, recent studies show that the relationship between characteristics of family environments and academic performance is mediated by individual Page No.27 |
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variables such as motivation or self-concept (Alomar, 2006; Peixoto & Carvalho, 2009).
PURPOSE OF THE STUDY Academic stress is due to examination system, burden of homework and attitude of parents and teachers (Bhanasali & Trivedi, 2008). It has been seen the students face stress which are not noticed and experienced and which leads to problematic behavior .Adolescents may feel stressed by their own high academic expectations and in addition to their own personal experiences of stress ,studies identify many other sources of academic stress ,including parents ,teachers ,school administrators ,and larger societal origins (Lee & Larson,2000; Verma et al.,2002 ) . Family, which serves as a first school for the child, appears to be an important source of rising expectations. Parents have an important positive or negative influence on the academic
aspirations and achievements of children. Parents are the chief architects in shaping the personality of their child. Secure bonds between parents and their children allow them freedom to grow, explore and gain experience. An adolescent is strongly and positively identified with parental model but if that model is indifferent to or suspicious and critical of educational values and goals, the young person is likely to adapt him/ her to respective parent model. . It has been seen that conflicts in family, unbalanced nutrition, separated father and mother, extreme protection and punishment, lack of proper sexual education and hormonal changes are responsible for the stress among the adolescents. Families with constant conflicts are characterized by a lack of parent-child communication and in-depth understanding of each other’s expectations (Liu and Chen 1997).
As our society is dynamic and progressive there has been a considerable change in the socio-economic status, school environment and home environment of students’ .There is rapid increase in the prevalence rate of stressful and anxious behavior among students in India and all over the world. Though a number of Page No.28 |
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investigators made efforts to study the effect of stress on various aspects of children but there is dearth of studies which try to study the academic stress in relation to parent adolescent relationship at adolescent stage. So, the present investigators visualized a need to study the effect of academic stress on adolescents in relation to parent adolescent relationship OBJECTIVE To investigate the Correlation between academic stress and parent adolescent relationship among adolescents.
METHOD Participants: The participants were 102 adolescent students of ten different schools from the districts of Rohtak and Faridabad in the state of Haryana. Their age ranged from 14 to 18 years with a mean of 14.6 years. Of them, 56 were boys and 46 were girls. They were randomly selected from the secondary and senior secondary classes of the incidentally chosen schools. Tools used: Data was collected using scales of Parent Child Relationship Scale, and Scale for Assessing Academic Stress. 1. Parent Child Relationship Scale: The scale measures the characteristic behaviour of parents as experienced by their children. The tool developed by comprises of 100 statements categorised into ten dimensions namely protecting, symbolic punishment, rejecting, object punishment, demanding, indifferent, symbolic reward, loving, object reward and neglecting. Respondents can score for both mother and father separately. A five point scale is used to rate from ‘always’ (5) to ‘very rarely’ (1). Each sub scale yields a score found by summing the scores of ratings on each item of the subscale.
2. Scale for Assessing Academic Stress: A 30-item self-report measure developed, by Uday K Sinha, Vibha Sharma & Mahendra K Nepal, to assess all possible major indicators of academic stress in terms of their presence or
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absence. The subject has to select one out of two alternative responses (yes and no) for each item of the scale. All yes responses are given 1 point each and summed-up to get total stress score.
Procedure: Data was collected from adolescents and they were approached with due permission from authorities of their respective schools. The two scales were administered on different days.
Data analysis: Responses on the two scales were scored using the scoring technique given in the manual. Correlation analysis was then carried out to find out correlation pattern between parent child relation and academic stress experienced by adolescents.
RESULTS Through their role, parents provide children with socialization to cultural and societal norms and values meant to prepare them for the navigation of the communities in which they live and the needs of the society they will encounter in the future (Miller and Goodnow, 1995). In this study, the results obtained from the analysis of the data have been clubbed for understanding of the readers. The results (Table 1) revealed that, adolescent’s academic stress was significantly increased when they felt that their mother exhibited more protecting behaviour, symbolic punishment, object reward, demanding behaviour and it declined when mother exhibited more loving behaviour.
Demanding behaviour of the parent indicates expression of authority (Rao, 1989) and which might have developed seriousness towards study and make them feel the academic stress.
Loving behaviour of mother is characterized with expression of fondness, devoted attachment and amiableness shown to the children (Rao, 1989) which develop the Page No.30 |
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feeling of security and confidence among them and these might help in students dealing with pressures and thus reduce the stress felt by them.
Sr.
Dimension of PCR
Correlation
No.
Interpretation
with academic stress
1
Protecting
0.48
P< .01
2
Symbolic
0.66
P < .01
punishment 3
Rejecting
0.03
N.S.
4
Object punishment
-0.09
N.S.
5
Demanding
0.34
P< .01
6
Indifferent
-0.06
N.S.
7
Symbolic reward
0.60
P< .01
8
Love
-0.37
P< .01
9
Object reward
0.45
P < .01
10
Neglecting
-0.07
N.S.
Table 1 - Pearson correlations between dimensions of parent child relationship (mother) and academic stress
OVERVIEW Parentsâ&#x20AC;&#x2122; educational involvement has been linked to childrenâ&#x20AC;&#x2122;s academic outcomes in
a
variety of
ways,
including
higher
academic
achievement
(e.g.,
Bogenschneider,1997) and more positive attitudes toward school This investigation advances the study of families and education by examining parent child relationship and that too only of mothers, as a factor influencing academic stress. However, there is a lot more which can be researched to further the knowledge in this area. Differences in this aspect with regard to gender of adolescent can also be studied. There may be numerous elements and processes within the family which can and leave their impact on academic life of an Page No.31 |
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individual. For a comprehensive understanding of the processes that influence and underlie adolescent’s academic success and stress patterns, it becomes essential to dwell on different aspects of the adolescent’s life. The understanding of the parental processes that affect adolescent’s school outcomes would empower the psychologists in working with families within the school context. They can help both parents and adolescents in strengthening their relations in an effective manner to have a positive impact on academic life of adolescents.
REFERENCES: Alomar, B. O. (2006), Personal and family paths to pupil achievement. Social Behavior and Personality, 34, 907-922 Antunes, C.,& Fontaine, A. M. (2003, August). Adolescents’ perceptions of their parents’ attitudes towards academic performance: Their relation with academic performance, academic self-concept and global self-esteem. Paper presented at the 10th Conference of European Association for Research on Learning and Instruction, Nicosia. Baião, G., & Peixoto, F. (2001, Novembro). Autoconceito, auto-estima e pressão familiar para o sucesso académico em adolescentes [Self-concept, self-esteem and parental pressure to academic achievement in adolescents]. Poster presented at the IIth Congress “Família, Saúde Mental e Políticas Sociais”, Lisboa. Bhansali, Reena and Trivedi, Kunjan (2008), “Is Academic Anxiety Gender Specific: A Comparative Study”, J. Soc. Sci., 17(1): 1-3. Bogenschneider, K. (1997). Parent involvement in adolescent schooling: A proximal process and a trans-contextual validity, Journal of Marriage and the Family, 59, 718-73. Carveth, J.A., Gesse, T., & Moss, N. (1996), Survival strategies for nursemidwifery students. Journal of Nurse-Midwifery, 41(1), 50-54 Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning .New York: Guilford Press.
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Drake, D. D. (2000). Parents and families as partners in the education process: Collaboration for the success of students in public schools. ERS Spectrum, 34-35. Erkutlu HV,Chafra J (2006).Relationship between leadership power bases and job stress of
subordinates :Example from boutique hotels , Manage.
Res. News 29(5):285-297 Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement:
A meta-analysis. Educational Psychology Review, 13, 1-22.
Gall, T. L., Evans, D. R., and Bellerose, S. (2000). Transition to first-year University patterns of change in adjustment across life domains and time. Journal of Social and Clinical Psychology 19(4): 544–567. Isralowitz, R. E., & Ong, T. H. (1990). Singapore youth: The impact of social status on perceptions of adolescent problems. Adolescence, 25, 357362. Jogaratnam, G.& Buchanan, P. (2004), Balancing the Demands of School and Work: Stress and Employed Hospitality Students. International Journal of Contemporary Hospitality Management, 16(4), 237-245. Juang, L. P., & Silbereisen, R. K. (2002), The relationship between adolescent academic capability beliefs, parenting and school grades. Journal of Adolescence, 25, 3-18 Lazarus, R. S., and Folkman, S. (1984). Stress, Appraisal, and Coping, Springer Publishing Co, New York Lee, M. & Larson, R. W. (2000). The Korean “Examination Hell”: Long hours of studying, distress, and depression. Journal of Youth and Adolescence, 29, 249-272. Liu, R. W. (1998), Educational and career expectations of ChineseAmerican college students. Journal of College Student Development, 39, 577-588. Pearlin, L. I. (1989). The sociological study of stress. Journal of Health and Social Behavior 30(3): 241–256
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Peixoto, F., & Carvalho, R. (2009). Parental attitudes toward academic achievement: Effects on motivation, self-concept and school achievement. In M. Wosnitza, S. Karabenick, A. Efklides, & P. Nenniger (Eds.), Contemporary motivation research: From Global to Local Perspectives (pp.279-297). Göttingen & New York: Hogrefe & Huber. Rao,N. (1989) Manual for parent child relationship scale, Agra: National Psychological Corporation. Stevenson, A & Harper S. (2006). Workplace stress and the student learning experience, Qual. Assur. Educ., 14(2): 167-178. Verma, S., Sharma, D., & Larson, R. W. (2002). School stress in India: Effects on time and daily emotions. International Journal of Behavioral Development, 26, 500-508.
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Milestone Education Review (ISSN: 2278-2168) Year 04, No.02 (October, 2013), pp.35-54
MENTAL HEALTH IN INDIA: POLICIES AND ISSUES Desh Raj Sirswal INTRODUCTION Mental health generally refers to an individual’s thoughts, feelings and actions, particularly when he faced with life challenges and stresses. A good mental health isn’t just the absence of mental health problems. It is the achievement and the maintenance of psychological well-being. Mental Health is the state of one’s peace of mind, happiness and harmony brought out by one’s level of adjustment with himself and his environment. In describing mental health, Anwar said, “…mental health is the health of one’s mind which can prove a potent determinant of one’s integrated personality and balanced behavour identified on the basis of the level of his adjustment to himself, others and with the environment. A mentally healthy individual possesses a number of characteristics which influence his life positively and help him in achieving his goals of life effectively. He has adequate ability to make adjustments in the changed circumstances and situations. His intellectual powers are adequately developed. He is able to think independently and take proper decision at the proper time. He tries to accomplish his work as effectively as possible but he does not prove to be an extremist by becoming a perfectionist. Though these characteristics are expected from a mentally healthy individual, but these should be taken as essential and necessary conditions for the maintenance of proper mental health and thus absence of one or the other characteristic does not necessarily mean negation of mental health. Good mental health is not just the absence of mental problems. Being mentally healthy is much more than free of depression, anxiety or other psychological issues.”1 In this paper an attempt is made to discuss about the mental health policies and issues in India.
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MENTAL HEALTH: CONCEPTUAL ANALYSIS
"Mental health is of paramount importance for personal well-being, family relations and an individual’s ability to contribute to society,” Mr. Ban said in his message on World Mental Health Day, observed annually on October 10.
Dr. P. Lavanya Kumari explains that mental health is a state of emotional and psychological well-being in which an individual is able to use his or her cognitive and emotional capabilities, function in society, and meet the ordinary demands of everyday life. According to Schreiber (1951), mental health means the ability of an individual to pursue reasonable, purposeful goals; use his capacities and talents fruitfully. As a part of one’s overall health, mental and emotional health or wellbeing is a necessary condition to enable one to manage one’s life successfully. It gives him or her capacity to live life in fulfillment of what he or she wants to achieve in accordance to the available resources. This condition also provides an individual the capacity to be resilient to the stresses he meets and to respond to these challenges without having to compromise his well-being. This also makes him productive and fruitful for himself and his community. Mental health is important as it affects everything one does – how one sleeps, what one eats, the risk one will take and the types of things one does to relax and enjoy one self. Some of the criteria for good mental health are : Adequate feeling of security Adequate self-evaluation Adequate spontaneity and emotionality Efficient contact with reality Adequate bodily desires and the ability to gratify them Adequate self-knowledge Integration and consistency of personality Adequate life goals Ability to learn from experience
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Ability to satisfy the requirements of the group Adequate emancipation from the group or culture 2
Therefore, mental health in the broadest sense suggest a degree of positive conformity and satisfaction under conditions that warrant a state of mind and a capacity for making balanced personal and social relationship. A mentally healthy person shows the balanced behavior and can face the realities of life boldly. According to National Center for Education in Maternal and Child Health, every child and adolescent deserves to experience joy, have high self-esteem, have friends, acquire a sense of efficacy, and believe that he or she can succeed in life. 3 It is also added that intelligence consists of an individual’s those mental or cognitive abilities which helps him in solving his actual life problems and leading a happy and well contented life. A mentally healthy individual also aims at leading a well-adjusted and successful life.4
Several studies are available which defined the concept of mental health. A detail description is available in the research paper entitled, “Teacher’s Mental Health in relation to Personality Development of Students” of Purnima Sood Bhushan and some are cited below: (a) In the world of today everyone is threatened by increasing population and degraded circumstances. Health is and has been always one of the most important areas where we need to focus. Concept of health extends beyond the proper functioning of the body; it includes controlled emotions, a sound and efficient mind. This means that mind and body both are working efficiently and harmoniously (Kaur, 2006-07). (b) The expression “Mental Health” consists of two words- ‘Mental’ and ‘Health’. ‘Health’ generally means sound conditions or well-being or freedom from diseases. Mental health, therefore, means a sound mental condition or a state of psychological well-being of freedom from mental disease (Singh, 2004).
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(c) The word ‘mental’ usually implies something more than purely cerebral functioning of a person. It includes one’s emotional affective states. It is the equilibrium in one’s sociocultural context that is reflected by the relationship one establishes with others. Similarly, ‘health’ refers to more than physical wellbeing. It also connotes the individual’s intraphysic balance, the interaction of one’s physic-structure with the external and social environment (Kaur, 2006-07). For example, a person who is academically sound and also knows, what is to be taught but at the times is not able to impart it due to certain factors of adjustment with his/her environment. (d) Mental health stands for the health of the mind, “The wholesomeness of mind”− analogous to the wholesomeness of the body as implicit in physical health. Accordingly, mental health is concerned with the health of one’s mind and its functioning in the same way as the physical health is concerned with the health of one’s physical organs and their functioning. The concept of mental health has been defined as “Which includes subjective well- being, perceived self- efficacy, autonomy, competence, intergenerational dependence, and self-actualization of one’s intellectual and emotional potential, among others. From a cross-cultural perspective, it is nearly impossible to define mental health comprehensively. It is however generally agreed that mental health is broader than a lack of mental disorders”. While, if we see the interpretation of mental health. (e) “Good mental health can be achieved by following the principle of mental hygiene, which is the science of the investigation and application of those measures that prevent mental disorder. Mental health is a way of living satisfactorily and effectively with other members of the society”.5
Mental health is very important issue for the developing countries and got a worldwide attention. To promote mental health, there is a need to create such living conditions and environment that support mental health and allow people to adopt and maintain healthy lifestyle. A society that respects and protects basic, Page No.38 |
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civil, political, and cultural rights is needed to be built to promote mental health.6 R. Srinivasa Murthy described the development of mental health program as, â&#x20AC;&#x153;At the International level, the World Health Report 2001 on Mental Health has been a landmark in the development of policies and programmes relating to mental health in the world and specifically in the developing countries. The Report provides a framework for countries with different development levels to initiate actions appropriate to their resources. Already there is an evidence of change in many countries.
Another
important
document
neurological,
psychiatric,
and
developmental disorders: meeting the challenges in the developing world, published by the Institute of Medicine in 2001 also focusses on the research needed to support mental health programmes in developing countries.â&#x20AC;?7
MENTAL HEALTH INITIATIVES IN INDIA
Indian concept of mental health is available in the Atharva Veda which provides detailed information on mental disorder and their treatment. According to Artha Veda mental personality consists of three gunas or characteristics: Sattya, Rajas and Tamas. The imbalance of these gunas causes mental disorder. These gunas are in the mind since birth, but they keep certain equilibrium in a normal person. So normal mental health means living in Rajas and Tamas to a certain degree. The Charak Samhita and Susrut have also given the concept of mental health, but they do not differ significantly from the Atharva Vedaâ&#x20AC;&#x2122;s concept of mental health. These concepts of mental health are used in Ayurveda. The rise of mental health issues are a growing concern in the school as well as in the community and got the attention of psychologist, educationist and other academicians. India enters the new millennium with many changes in the social, political, and economic fields with an urgent need for reorganization of policies and programmes. The mental health scene in India, in recent times, reflects the complexity of developing mental health policy in a developing country. There has been a critical examination of the existing mental hospitals in the country by the National Human Rights Commission of India The Supreme Court of India is continuously examining the Page No.39 |
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wide variety of issues relating to mental health care, following the Erwadi Tragedy in which mentally ill persons were burned to death while chained to pillars. The National Health Policy clearly spells out the place of mental health in the overall planning of health care.”8 The statically data given by the WHO is more horrifying for the mental health.
There are some development regarding mental health issues as noted by R.Sinivasa Murthy, “Indian psychiatrists have examined and utilized the traditional healthcare systems for the care of mental disorders, using Yoga and Ayurveda, Indian philosophy and traditional healers. Systematic research has been done on yogic practices and their effect in different mental disorders in the past 2–3 decades. There is a resurgence of academic interest in the effects of different types of yogic practices and the mental health relevance of the Bhagavad Gita. In January 2009, the Indian Psychiatric Society published a volume on Spirituality and Mental Health, containing over three dozen articles on various aspects of spiritualism and mental health. Initially, yoga and meditation were used in a wide range of mental disorders. In addition, the special relationship between the patient and the therapist in the Indian context and its advantages were explored. This was followed by a comparison of standard treatment with yoga in psychoneuroses, anxiety, drug addiction and psychogenic headache. There were also a number of studies on various aspects of transcendental meditation and its physiological effects.”9
NATIONAL MENTAL HEALTH PROGRAMME (NMHP) WHO estimated that globally over 450 million people suffer from mental disorders. Currently mental and behavioural disorders account for about 12 percent of the global burden of diseases. This is likely to increase to 15 percent by 2020. Major proportions of mental disorders come from low and middle income countries.10 During the last two decades, many epidemiological studies have been conducted in India, which show that the prevalence of major psychiatric disorder is about the same all over the world. The prevalence reported from these studies Page No.40 |
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range from the population of 18 to 207 per 1000 with the median 65.4 per 1000 and at any given time, about 2 -3 % of the population, suffer from seriously, incapacitating mental disorders or epilepsy. Most of these patients live in rural areas remote from any modern mental health facilities. A large number of adult patients (10.4 - 53%) coming to the general OPD are diagnosed mentally ill. However, these patients are usually missed because either medical officer or general practitioner at the primary health care unit does not ask detailed mental health history. Due to the under-diagnosis of these patients, unnecessary investigations and treatments are offered which heavily cost to the health providers. Programme by the Government of India11 The Government of India has launched the National Mental Health Programme (NMHP) in 1982, keeping in view the heavy burden of mental illness in the community, and the absolute inadequacy of mental health care infrastructure in the country to deal with it. This programme has the following objectives: 1. To ensure availability and accessibility of minimum mental health care for all in the foreseeable future, particularly to the most vulnerable and underprivileged sections of population. 2. To encourage application of mental health knowledge in general health care and in social development. 3. To promote community participation in the mental health services development and to stimulate efforts towards self-help in the community. District Mental Health Programme 1. Training programmes of all workers in the mental health team at the identified Nodal Institute in the State. 2. Public education in the mental health to increase awareness and reduce stigma.
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3. For early detection and treatment, the OPD and indoor services are provided. 4. Providing valuable data and experience at the level of community to the state and Centre for future planning, improvement in service and research. Agencies like World Bank and WHO have been contacted to support various components of the programme. Funds are provided by the Govt. of India to the state governments and the nodal institutes to meet the expenditure on staff, equipments, vehicles, medicine, stationary, contingencies, training, etc. for initial 5 years and thereafter they should manage themselves. Govt. of India has constituted central Mental Health Authority to oversee the implementation of the Mental Health Act 1986. It provides for creation of state Mental Health Authority also to carry out the said functions.
The National Human Rights Commission also
monitors the conditions in the mental hospitals along with the government of India and the states are currently acting on the recommendation of the joint studies conducted to ensure quality in delivery of mental care. “ Intervention by the National Human Rights Commission A very important development was the recognition of the human rights of the mentally ill by the National Human Rights Commission (NHRC). The NHRC carried out 2 systematic intensive and critical examinations of mental hospitals in India in 1998 and 2008. Following the initial report, as part of the NMHP, funds were provided for upgrading the facilities of mental hospitals. This has resulted in positive changes over the past 10 years as shown by the 2008 NHRC/National Institute of Mental Health and Neurosciences (NIMHANS) report.”12 10th Five Year Plan District mental health programme in an enlarged and more effective form of covering the entire country. Streamlining/ modernisation of mental hospitals in order to modify their present custodial role.
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Upgrading department of psychiatry in medical colleges and enhancing the psychiatry content of the medical curriculum at the undergraduate as well as postgraduate level. Strengthening the Central and State Mental Health Authorities with a permanent secretariat. Appointment of medical officers at state headquarters in order to make their monitoring role more effective; Research and training in the field of community mental health, substance abuse and child/ adolescent psychiatric clinics. Mental health in the Eleventh Five-Year Plan (2007–2013) R.Srinivasa Murthy highlighted the mental health programme in eleventh five-year plan as , “There is an acute shortage of manpower in the field of mental health, namely, psychiatrists, clinical psychologists, psychiatric social workers and psychiatric nurses. This is a major constraint in meeting mental health needs and providing optimal mental health services to people. The existing training infrastructure in India produces about 320 psychiatrists, 50 clinical psychologists, 25 psychiatric social workers and 185 psychiatric nurses per year. Due to the shortage of manpower in mental health, the implementation of the DMHP suffered in the previous plan periods. During the Eleventh Five-Year Plan, there has been a substantial increase in the funding support for the NMHP. The total amount of funding allotted is 472.91 crore (a 3-fold increase from the previous plan). The areas identified for support consist of the following: Manpower development, in the form of the establishment of centres of excellence in the field of mental health (338.121 crore), will be undertaken. Centres of excellence in the field of mental health will be established by upgrading and strengthening identified existing mental health hospitals/ institutes for addressing the acute manpower gap and provision of state-of-the-art mental healthcare facilities in
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the long run. These institutes will focus on the production of quality manpower in mental health.
A scheme is envisaged for the development of manpower in mental health (69.80 crore). Support would be provided for setting up/strengthening 30 units of psychiatry, 30 departments of clinical psychology, 30 departments of psychiatric social work and 30 departments of psychiatric nursing, with support of up to 51 lakh to 1 crore per postgraduate department.
Spill-over activities of the Tenth Plan will be completed. These include upgradation of the psychiatric wings of government medical colleges/general hospitals and modernization of government mental hospitals (58.03 crore). Up to 50 lakh will be provided per college. It is planned to modernize state-run mental hospitals. A grant of up to 3 crore per mental hospital would be provided. The implementation of the existing DMHPs will be continued as per existing norms (6.9 crore). There are plans to integrate the NMHP with the National Rural Health Mission (NRHM).13 Special Issues: The National Mental Health Programme will focus special attention on psychiatric problems specific to certain vulnerable sections of the population who are often marginalized and neglected owing to lack of effective advocacy. Senior citizens suffering from severely disabling diseases such as Alzheimer’s and other types of dementias, Parkinson’s disease, depressions of late onset and other psycho geriatric disorders.
Victims of child sexual abuse, marital / domestic violence, and dowry related ill – treatment, rape and incest.
Children and adolescents affected by problems of maladjustment or other scholastic problems, depressions/psychosis of early onset, attention deficit hyperactivity disorders and suicidal behavior
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resulting from failure in examination or other environmental stressors. ď&#x201A;ˇ Victims of poverty, destitution and abandonment such women thrown out of the marital home or old and infirm parents left to fend for themselves. ď&#x201A;ˇ Victims of natural or man-made disasters such as cyclones, earthquakes, famines, war, terrorism and communal/ethnic strife, with special attention to the specific needs of children orphaned by such disasters.14
The other major contribution of professionals has been in mental health research. The ICMR, New Delhi, gave a big push to mental health research in the 1980s. This research has not only brought to light the importance of understanding mental disorders such as schizophrenia in the cultural context, but has also shown the feasibility of developing models involving schools, primary healthcare and general practitioners, as well as working with families. This new knowledge has continuously supported the development of mental health programmes.15 IMPORTANT FACTS: 1. For the first time in the last 40 years mental health has been chosen as the theme for the World Health Day 2001: "Mental Health: Stop Exclusion Date to Care", Why? The recent evidence for the importance of mental health has been so striking that the WHO decided to give it a priority during year 2001, the beginning of 21st century. 2. There is no initiative from the mental health professional to take active part in this programme. Most of them are not aware of the programme. 3. There is shortage of professional manpower and training programmes are not able to meet the demand in providing all medical private practitioners and medical officers.
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4. Appropriate mental health can be provided at the sub centre and village level by minimum training of the health workers that will help in providing comprehensive health care at the most peripheral level. 5. The targets set for the programme are not achieved till today after lapse of more than one decade. This indicates that there is a poor commitment of the government, psychiatrists, and community at large. 6. The programme has given more emphasis on the curative services to the mental disorders and preventive measures are largely ignored. More public awareness programmes are required. 7. The medical care in the hospitals is custodial in nature and this need to be changed to a therapeutic approach. 16 The National Mental Health Policy is aimed at doing â&#x20AC;&#x153;the greatest good to the largest numberâ&#x20AC;? through five interdependent and mutually synergistic strategies, to be implemented in a phased manner over the next two decades. There is a need of extension of basic mental health care facilities to the primary level and strengthening of psychiatric training in Medical Colleges at the undergraduate as well as postgraduate level. We need modernization and rationalization of mental hospitals to develop them into tertiary care centers of excellence. Also a need to Empowerment of Central and State Mental Health Authorities for effective monitoring, regulation and planning of mental health care delivery systems. This is our need to promote research in frontier areas to evolve better and more costeffective therapeutic interventions as well as to generate seminal inputs for future planning. 17
MENTAL HEALTH AND EDUCATION
Education is a human development effort which contributes towards the cultural transformation of the citizens. It is a powerful instrument of social, economic and cultural development. If education is to achieve this end, it must be planned to enable every individual in a society to develop innate potentialities and aptitude to Page No.46 |
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the maximum extent so that country can achieve full economic growth and healthy social order. The Competitive world of today imposes stress factors such as interpersonal competitions, peers group pressure, undue emphasis on marks, setting up of unrealistic goals by parents, inadequate time and resources, condemnation as dullards etc. which in turn may develop feelings of worthlessness and lack of confidence in Adolescents. Such feelings during most turbulent years get reflected as lack of concentration, disturbed sleep, memory loss, headaches etc. As a result, all these factors affect the Academic Achievement of the students.18
Educational Institutes and Mental Health Adolescence is a period of physical, psychological, emotional and personality change, which can lead to stress, and emotional and behavioral problems.19A healthy home offers security to the children. The schools cannot simply provide a continuation to home environment. Homeâ&#x20AC;&#x2122;s psychologically climate plays an important role on Child emotional state and Academic performance . The poor communication between parents and their children lead to learning and behavioral problems which lead to maladjustments and affect their Mental Health. So parental attitude towards Adolescent is an important educational foundation on which Academic Achievement is dependent. Therefore Parents should create conducive home environment so that it would help in their wards achievements. They also need to give them not only emotional support but also educational guidance and encouragement.20
Traditionally the teaching job enjoyed a considerably high level of prestige and only dedicated and selected individuals joined the profession. The teachers were usually held very high esteem by the different sections of people and society was sensitive to take care of the needs of the teacher. With the changing socioeconomic scenario and increasing unemployment, the values of teacher and their professional concern with the job have forcibly undergone a change which adversely affects the mental health of the teacher. The level of mental health of teacher can affect his working as well as his organizational climate. If teacher Page No.47 |
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doesn’t enjoy sound mental health, they cannot concentrate in teaching and retain the knowledge given to the students. Also, he cannot have a proper and welladjusted personality. So, teacher’s mental health plays an important role in teaching and learning process.21
There is a significant effect of mental health of teachers and the personality development of both, the girls and the boys. Also, the teachers having good mental health have more extrovert students and less psychotic and neurotic students. While, if we see the data of the teachers having ill mental health, their students have psychotic and neurotic trait more dominant in their personality as compared to extroversion. The individual factors of teachers not only influence their work, but also bring deep and everlasting impact on the students’ development. The sentiment state of a teacher not only influences the cognition, motive and behavior system of the teacher himself, but also brings direct and in- direct influence to those of the students. Thus, we can say that teachers having ill mental health have adverse effect on the personality development of the students, while the good mental health teachers have students with effective and impressive personality. 22
Central Institute of Behavioural Sciences has undertaken the task of designing and implementing modules which address the common and specific problems of children and adolescents. School is an ideal clinic for mental health program and teachers are the best therapist for its prevention in collaboration with parent’s education. The sound mental health of the person is important for those who (teacher) work for the development of the nation. It is generally believed that the satisfaction of job is closely related to one’s efficiency. Problems dealt under this program: 1. Academic failures. 2. Learning disability. 3. Hyperactivity. 4. Indiscipline in classroom. Page No.48 |
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5. Exam stress. 6. Conduct problems and oppositional defiance. 7. Shyness, depression, aggression. 8. Adolescent crisis. 9. Parents stress and problem. 10. Overall quality of performance and life problems of teachers, parents and children. It is a comprehensive activity for students, parents, and teachers that can identify issues of poor performance and correlate it with mental disorder or disease as a cause. The programme screens all the factors responsible for success of a student and finally uplifting the psycho-social and educational health. Mental Health is a very important issue now a day and got the attention of psychologist, educationist and other academicians. The experience of the institute and its staff in handling psycho social disorders has elaborated certain issues. The issues for schools are highlighted as: STUDENTS: Aggression, Declining interest in studies, Suicide among children, Oppositional defiance, delinquency, slow learning, early indulgence and adult behaviour. PARENTS: Rising anxiety and insecurity, Non responsiveness, Apathy, Personalized attitude, Disharmony and discord Anti-social TEACHERS: Poor job satisfaction, Self-stress and fear, Indifferent attitude, Declining emotional maturity,
Expectations , Extra occupational burden.
SCHOOL: Administration problems, Staff Management problem ,Pressure of higher quality ,Results of students ,Human rights issue. All these factors have shown a rising trend in last 12 years. The impact is on the psychological, social and academic profile of the children and adolescents. It leads to a plethora problem.23 The issue of teacher mental health has long been a topic of Page No.49 |
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interest and concern to researcher in the field of education and psychology. Anand (1998) studied the job satisfaction of the teachers and found that central school teachers are more satisfied as compared to state school teachers. As Lakshaira and Panda (1996) found no differences in the degree of job satisfaction of male college and higher secondary teachers. C.W. Kamau (1992) studied burnout and mental health of male and female teachers and found out that male teachers are more capable of coping with stress in comparison to female teachers.24 School administrators and higher educational authorities should arrange in-service training for teachers to refresh their knowledge of content and teaching method. Seminars, workshops and conferences should be organized in which teachers should be invited to refresh their knowledge and discuss their problems which they face in their work environment. It would be a better idea, if limited workload given to the teachers according to their capacity and special facilities like medical care, travelling allowance, special increment and rewards will be also helpful in improving the mental health of the teachers. So, in last special measures should be identified for the results of research being undertaken seriously by policy makers and school administrators, in order to lower down the problems faced by the teachers.
25
If there is cooperation and mutual understanding among the
administrator, teachers and other staff in an educational institution one finds a very conducive environment which helps to develop good mental health. But this is lacking in the most of the schools. Our educational institutions are be set with various problems of caste, creed, religion and regional feelings. It is not unusual for the students to suffer from serious problems of mental health under such circumstances. There is favoritism, partial treatment on the basis of caste, creed religion, and region etc. which affects mental health of the studentâ&#x20AC;&#x2122;s body.
CHALLENGES
India is the home to a pluralistic approach to all types of healthcare. Not only are there other systems of healthcare other than modern medicine such as Ayurveda, Page No.50 |
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Unani, Naturopathy and Homoeopathy, but also people approach religious places for help, especially in case of mental illness. The current approach is one of â&#x20AC;&#x2DC;live and let liveâ&#x20AC;&#x2122;. However, this leaves the situation unclear to the general public. There is a need for professionals of all systems of care to initiate a dialogue and communicate the relative suitability and effectiveness of different approaches to care in different aspects of mental health (prevention, promotion and reatment). There is no need for each of them to be equally suitable and effective in all areas. There is also a great need for linkage of services according to a need-based approach.26
Most strongly associated factors with mental disorders are deprivation and poverty. Individuals with lower levels of education, low household income, lack of access to basic amenities are at high risk of mental disorder. Lifetime risk of affective disorders, panic disorders, generalized anxiety disorder, specific phobia and substance use disorders are found to be highest among illiterate and unemployed persons. Suicidal behavior was found to have relation with female gender, working condition, independent decision making, premarital sex, physical abuse and sexual abuse. Ongoing stress and chronic pain heightened the risk of suicide. Living alone and a break in a steady relationship within the past year were also significantly associated with suicide. Work environment, school environment and family environment plays important role in pathogenesis of mental disorders.27
The development of psychiatric services in India, in contrast with economically rich countries has occurred against the backdrop of almost no mental health services at the time of Independence. Almost all people with mental disorders live in the community; most often do not have access to any organized services, with their family providing care in whatever form it is able to do (ranging from isolation to committed care).
28
Stigma related to mental disorders, lack of awareness in
common people, delayed treatment seeking behavior, lack of low cost diagnostic test and lack of easily available treatment are the main hurdles in combating the problem of mental health in India. In addition factors pertaining to traditional Page No.51 |
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medicine and beliefs in supernatural powers in community delays diagnosis and treatment. India had focused its attention mainly to maternal and child health and communicable diseases. This leads to lack of political commitment to noncommunicable diseases further aggravating the load of mental disorders.29
CONCLUSION
There is the need for a vision for the development of mental health that is broadbased, inclusive of all the needs of all the people, which are community based and community intensive. The ICMR and the mental health professionals in India have their roles clearly cut out. India has begun this process and made important progress. There is a need to continue the process by widening the scope of mental health interventions, increasing the involvement of all available community resources, and basing the interventions on the historical, social and cultural roots of India. This will be a continuing challenge for professionals and people in the coming years. National mental health policies should not be solely concerned with mental disorders, but should also recognize and address the broader issues which promote mental health. It includes education, labour, justice, transport, environment, housing, and health sector. For attaining this, intersectoral coordination is a mainstream. We have much scope to discuss on the issue of mental health in forthcoming years and it should be done and implemented in the proper manner.
REFERNCES: 1. Ehtesham Anwar (2013). “Mental Health and Intelligence: A correlational Study” in Excellence International Journal of Education and Research (Multi- subject journal) July,p.2. 2. P. Lavanya Kumari (2012). Influencing factors of Mental Health of Adolescents at School Level” in IOSR Journal Of Humanities And Social Science (JHSS), Volume 5, Issue 4 (Nov. - Dec.), p.48. 3. Ibid, p.48. Page No.52 |
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4. Ehtesham Anwar “Mental Health and Intelligence: A correlational Study” in Excellence International Journal of Education and Research (Multi- subject journal) July, p.3. 5. Purnima Sood Bhushan, Teacher’s Mental Health in relation to Personality
Development
of
Students,
pp.104-105.
http://eiirj1.weebly.com/uploads/1/0/8/0/10800505/_12.pdf 6. Venkatashiva Reddy. B. , Arti Gupta, Ayush Lohiya, Pradip Kharya (2013). “Mental Health Issues and Challenges in India: A Review” in International Journal of Scientific and Research Publications, Volume 3, Issue 2, February, p.2 7. R. Srinivasa Murthy (2004). “Mental Health in the new millennium: Research strategies for India” in Indian Journal of Medical Research, Vol.120, August, pp. 64-65. 8. ibid, pp. 63-64 . 9. R. Srinivasa Murthy (2011). “Mental health initiatives in India (1947– 2010)” in The National Medical Journal of India, Vol. 24, No. 2,p.104. 10. Venkatashiva Reddy. B. , Arti Gupta, Ayush Lohiya, Pradip Kharya (2013). “Mental Health Issues and Challenges in India: A Review”, p.1. 11. http://www.nihfw.org/NDC/DocumentationServices/NationalHealthPro gramme/NATIONALMENTALHEALTHPROGRAMME.html 12. R. Srinivasa Murthy (2011). “ Mental health initiatives in India (1947– 2010)”, p.100. 13. ibid,p.102. 14. Sachchidananda Sarkar (2012). National Mental Health Policy, http://www.wbhealth.gov.in/download/MH%20Policy%20rewrite.pdf 15. R. Srinivasa Murthy (2011). “Mental health initiatives in India (1947– 2010)”, p.104. 16. http://www.nihfw.org/NDC/DocumentationServices/NationalHealthPro gramme/NATIONALMENTALHEALTHPROGRAMME.html 17. Sachchidananda Sarkar (2012). National Mental Health Policy , http://www.wbhealth.gov.in/download/MH%20Policy%20rewrite.pdf Page No.53 |
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18. Monika Sethi (2013).”Emotional intelligence, Mental health and Adjustment – Predictors of academic achievement among scheduled caste adolescents” in International Multidisciplinary e-Journal), Vol-II, Issue-IV, April, p.106. 19. Bharath Kumar Reddy K.R, Asthik Biswas, Harini Rao (2011). “ Assessment of Mental Health of Indian Adolescents Studying in Urban Schools” in Malaysian Journal of Paediatrics and Child Health Online Early MJPCH-05-17-1-2011,p.1. 20. Bandhana, Darshana P.Sharma (2010). “Home Environment, Mental Health and Academic Achievement among Hr. Secondary School Students” in Journal of Education and Practice, Vol. 1, No. 1, p.1-2. 21. Mohan Galgotra (2013). “Mental Health of High School Teachers In Relation To Their Sex and Job Satisfaction” in International Journal of Humanities and Social Science Invention, Volume 2, Issue 1, January,p.20 22. Purnima Sood Bhushan, Teacher’s Mental Health in relation to Personality Development of Students, pp.104-105. 23. CIBSINDIA http://www.cibsindia.com/smp.html,2011 24. Mohan Galgotra (2013). “Mental Health of High School Teachers In Relation To Their Sex and Job Satisfaction”, p.22 25. Ibid,pp. 22-23 26. R. Srinivasa Murthy (2011). “ Mental health initiatives in India (1947– 2010)”, p.99. 27. Venkatashiva Reddy. B. , Arti Gupta, Ayush Lohiya, Pradip Kharya (2013). “Mental Health Issues and Challenges in India: A Review”, p.2. 28. R. Srinivasa Murthy (2011). “ Mental health initiatives in India (1947– 2010)”, p.98. 29. Venkatashiva Reddy. B. , Arti Gupta, Ayush Lohiya, Pradip Kharya (2013). “Mental Health Issues and Challenges in India: A Review”,p.2.
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Milestone Education Review (ISSN: 2278-2168) Year 04, No.02 (October, 2013), pp.55-61
SOFT SKILLS AS PREREQUISITE OF EFFECTIVE TEACHING FRANKY GUPTA
& DINESH CHAHAL
Teaching is a professional activity and not a coaching for memorization or transmission of facts. Teachers are one of the main pillars of a sound and progressive society. They bear the weight and responsibility of teaching and apart from parents, are the main sources of knowledge and values. Therefore the teachers, produced by teachers education institutions should be professional and humane, who are equally intelligent, possess excellent attitude and high ethical and moral values i.e. both hard skills and soft skills. Hard skills are most visible and tangible and relatively easy to teach, capable of being measured and therefore evaluated. The hard skills are mostly related to competency in subject matter. Hard skills usually concerned with intelligent quotient IQ. For hard skills, rules stay the same for different classrooms and even different type of learners. These can be learned in schools and from the books. On the other hand, soft skills are interpersonal and human relations skills or â&#x20AC;&#x153;people skillsâ&#x20AC;? which include social, psychological and communicational skills. These are personal attributes that enhance an individual's interactions and are broadly applicable. Soft skills refer to personality traits, social gracefulness, and fluency in language, personal habits, friendliness and optimism that mark people to varying degrees. These are generic skills that include the cognitive elements associated with non-academic skills like, responsibility, common sense, sense of humor, Integrity, Time management, motivation, empathy and good manners etc. Soft skills are identified to be the most critical skills in the teaching profession to be humane. Some soft skills have been identified and chosen to be implemented in all institutions of teacher education are: i.
Communicative skills
ii.
Leadership skills
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iii.
Life-long learning and information management skills
iv.
Team work force skills
v.
Ethical reasoning and decision making skills
vi.
Entrepreneur skills
vii.
Problem solving skills.
Communicative Skill The communicative skills involve effective communication in different language in different context with different people. These are an integral part of any education system. Everyone knows about a big part of teaching is being about to communicate effectively to everyone in classroom and school. When effective communication is missing, Teachers can misunderstands or ignorant of students needs and expectations; further more students may not feel listened to or feel understand. Sometimes teachers may not able to express what one actually wants to express because of lack in communication skills. The absence of good communicative skills has an influence on the poor presentation of their views and decisions. The incompetence of the future graduates to master both language will be a setback to a lot of potential development and advancement of the country. Thus there is need to reorient the curriculum of higher institutions to embed communicative skills. Leadership Skill This skill demonstrated by teachers who continue to teach but who influence practices of other teachers and activities in other classrooms. It is the ability to lead in various activities and tasks. When given opportunities to lead, teachers can influence school reform efforts. Walking this sleeping giant of teacher leadership has unlimited potential in making a real difference in the peace and depth of school change .Good teacher leadership skills are: ď&#x201A;ˇ
Using data and evidence for decision making.
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Taking initiatives
Monitoring progress and making adjustments.
Habits of mind-like optimism, enthusiasm, open mindedness, courage, creativity etc.
Lifelong learning and management of information Skill This skill involves an effort to learn to be independent in acquiring skills and new knowledge. It is the ability to find and manage relevant information from various sources. Lifelong learning enable individuals to accumulate as much knowledge and skills over the years. Each individual progress from one learning level to the next throughout their lifetime. Each learning event is a continuous progression to the next learning event and never isolated or a means to an end in itself. Lifelong learning focuses on the learner rather than instructor. The learning process involves a facilitator who should be skilled. Lifelong learning activities are designed for multiple learning styles. Experiential and applied learning as well as tutorials and self directed content are often embraced by lifelong learners. The ability to manage information will allow an individual to distinguish between good and bad, to adopt the best practices and to make sound decisions. Team work force skill According to ‘Webster Dictionary’, It is a Joint action by a group of people in which each person subordinates his/her individual interest and opinions to the lowly and efficiency of a group. It is the ability to work with people from different socio cultural background to achieve a common goal. Students are encouraged to play their role in the group and to respect opinions and attitudes of others in the group. In team, members work interpedently and towards both personal and team goals. Members base their success on trust and encourage all members to express their opinions, varying views and question. They make conscious efforts to be Page No.57 |
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honest, respectful and listen to every person’s point of view. As a team, they can improve learning. Characteristic of good team are :
Clear goal.
Result driven structure
Competent team members
Unified commitment
Collaborative climate
External support and encouragement
Ethical reasoning and decision making skill An Interpersonal ethic of trustworthiness and mutual accountability is essential but not sufficient for ethical management, Inspite of this learners need moral courage, to not only know what is good, but how to act. This requires attention to educating and training students to both reason and act within a social formation at work and in their communities. Teaching and encouraging students to reflect develops their reasoning skills. The challenge for education is to provide the space and opportunity for students to practice ethical action. This skill includes the ability to analyze ethical problems and make problem solving decisions. Having a sense of responsibility towards society is another criterion of the soft skills. Entrepreneurship skill The ability to seek business opportunity and develop risk awareness. It also involves being creative and innovative in activities related to business and tasks. To design and plan business propositions and the ability to be self employed. This skill can in some ways contribute to the society if the training and practice is done for a good purpose.
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Problem solving skill A problem is any situation where there are opportunities to make a difference, to make things better and problem solving is converting an actual current situation (the now state) into a desired future situation (the goal state). Whenever a teacher is engaged in thinking creatively, critically, innovatively and analytically about ways to increase quality of education, then he/she is actively involved in problem solving. Every effort should be made by teacher educators to inculcate the above discussed soft skills because it is the need of the hour in the modern era of technology . Each and every individual in the institutions must acquire these soft skills. The students can acquire these skills by the following methods :1. Development of soft skills in pupil teachers through Embedded Model This model uses the approach of embedding the soft skills in the teaching and learning activities across the curriculum. The pupil teachers are trained to master the soft skills through various formal teaching and learning activities that are planned and carried out using specific strategies and methods. Each element of the soft skills is spelled out in the learning outcome and then translated into the instructional plan. This is followed by implementing several teaching and learning activities such as questioning, class discussion, brainstorming, team work, presentation, role play and simulation, task/project, field cooperative, learning problem based learning, elearning and site visits. The development of soft skills using the embedded model requires the expertise of the teacher educators to use the various teaching strategies and methods that are entirely student centered. It also involves active teaching and learning and students should participate actively in the activities.
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2. Development of soft skills in pupil teachers through support programme Support programme involves activities that are created, developed and used to support soft skills either directly or indirectly. The activity can be divided into two: a.
Academic support programme is to help students acquire the soft skills that
are associated with academic matters. b.
Non-academic support programme assists students to acquire the soft skills
that are not related to academic matters but more of personality and professional development of students. Most of the activities are in the form of co-curricular and extracurricular. Conclusion Teachers drive the nation to the envision, vision and mission. Without the quality teachers, a nation will be weak as there is no other factor that is capable to embark on new initiatives and perspectives. Quality teachers come from quality education process. The teacher education institutions play a very vital role to produce quality teachers that are highly knowledgeable and skillful to meet the demands and expectations of the society. The teaching and learning processes in teacher education institutions should be capable to provide such knowledge and skills to future teachers. It is suggested that curriculum process of teacher education should be capable of providing knowledge and skills for teachers in conceptual and soft skills apart from hard skill. Also soft skills complement hand skills, which are the technical requirement of a profession. Infusing the soft skills (like personality traits, social gracefulness, fluency in language, personal habits, friendliness and optimism) in the curriculum is the need of the teacher education profession for it to be successful. References for Reading: Anathasayanam, R. and Karpagam, S. (2012). Soft Skills in Teacher Education, Edutracks, 11(11), 11-12 . Page No.60 |
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Behm, C.A. (2003). People skills: The Core of Performance Improvement. International Performance Improvement Networker Newsletter 19(7), 1-11. Lawrence, L. (1998) What’s New in adulted? “Soft Skills”. Christian Science Monitor, 90(190), B 8. Paris, S., and Paris, A. (2001). Classroom Application of Research on SelfRegulated Learning. Educational Psychologist, 36(2) 89-101. Schulz, y. (1998) New world puts emphasis on softer skills. Computing Canada, 24(45), 21-22 Schick, S. (2000) Hard Truth about Soft Skills. IT training and careers, 25. Teele, S. (2000). Rainbows of Intelligence Exploring How Students Learns. Thousand oaks, CA: Corwin press, Inc. Weiss, R.P. (2000) Brain Based Learning. Training and Development, 54(7), 2025. Zull, J.E. (2004) The art of changing the brain. Educational Leadership, 62(1), 6872.
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Milestone Education Review (ISSN: 2278-2168) Year 04, No.02 (October, 2013), pp.62-65
NEW ARRIVALS Feminism - Conceptual and Ethical Issues-Merina Islam
About the Book : The book Feminism: Conceptual and Ethical Issues presents what moral reasoning and gender and how the feminist thinkers construct different sets of feminist values. In this book attempt is made to revaluate the ontological and axiological commitments underlying the patriarchal discourses from the feminist perspectives and cover a variety of contemporary gender related moral issues. The book ends with favour of the contention that our understanding of moral situation becomes definitely better if it is gender sensitized, that is, an ethical theory which generates nonsexist ethical principles, policies, and practices for both females and males. About the Author: Merina Islam (b. 1977) is an Assistant Professor in Philosophy at Cachar College, Silchar Assam. She was the best Arts Graduate (Honours in Philosophy) in the year 1999 and awarded Gold Medal for that. She stood 1st class 1st in M.A in Philosophy in 2001 and awarded Gold Medal by Assam University, Silchar. Then she qualified NET. She was awarded Doctoral Research Fellowship, Indian Council for Social Science Research, New Delhi. She has participated several seminars, conferences, and contributed research papers in different journal on philosophy and interdisciplinary studies. She is one of the active members of Society for Positive Philosophy and Interdisciplinary Studies (SPPIS) Haryana and associate editor of Milestone Education Review (The Journal of Ideas on Educational & Social Transformation) an online peer-reviewed bi-annual journal of Milestone Education Society (Regd.) Pehowa (Kurukshetra). Link: http://www.mittalbooks.com/products/Feminism-%252d-Conceptual-and-Ethical-Issues.html
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Three Books by Rajender Badguzar
ISBN:978-81-89495-87-9 Price: Rs.80/First Edition: 2012 Publisher: Sahitya Sansthan, Gaziabad (U.P.) Page No.63 |
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ISBN:978-81-89495-90-9 Price: Rs.90/First Edition: 2012 Publisher: Sahitya Sansthan, Gaziabad (U.P.) Page No.64 |
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ISBN: 978-93-80292-72-4 Price: Rs.600/First Edition: 2013 Publisher: Gautam Book Centre, Delhi.
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Milestone Education Review (ISSN: 2278-2168) Year 04, No.02 (October, 2013), pp.66-67
CALL FOR PAPERS
Lokāyata: Journal of Positive Philosophy (ISSN 2249-8389) Respected Faculty/Scholar, I would like to invite all academicians from all disciplines to contribute research papers and articles for our journal. Lokāyata: Journal of Positive Philosophy (ISSN 2249-8389) is a bi-annual an online interdisciplinary journal of the Center for Positive Philosophy and Interdisciplinary Studies (CPPIS). The name Lokāyata can be traced to Kautilya's Arthashastra, which refers to three ānvīkṣikīs (logical philosophies), Yoga, Samkhya and Lokāyata. Lokāyata here still refers to logical debate (disputatio, "criticism") in general and not to a materialist doctrine in particular. The objectives of the journal are to encourage new thinking on concepts and theoretical frameworks in the disciplines of humanities and social sciences to disseminate such new ideas and research papers (with strong emphasis on modern implications of philosophy) which have broad relevance in society in general and man’s life in particular. The Centre will publish two issues of the journal every year. Each regular issue of the journal will contain full-length papers, discussions and comments, book reviews, information on new books and other relevant academic information. Each issue contains about 100 pages. Last date for paper submission: 31st January, 2014 Format of Submission: The paper should be typewritten preferably in Times New Roman with 12 font size (English) and Kruti Dev (10) with 14 font size (Hindi) in MSWord 2003 and between 3000 to 5000 words. They should be typed on one side of the paper, double spaced with ample margins. The authors should submit the hard copy along with a CD and a certificate of originality of the paper to be sent to the editorial address. For detailed reference-style sheet follow our CPPIS Manual for Contributors & Reviewers available at http://lokayatajournal.webs.com All contributions to the Journal, other editorial enquiries and books for review are to be sent to: Dr. Desh Raj Sirswal, Near Guaga Maidi, Balmiki Basti, H.No.255/6, Pehowa, Distt. Kurukshetra (HARYANA)-136128 (India) Mobile No.09896848775, 08288883993, E-mail: cppiskkr@gmail.com, mses.02@gmail.com, Website: http://lokayatajournal.webs.com
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World Philosophy Day-2013 World Philosophy Day was proclaimed by UNESCO to be celebrated every third Thursday of November. It was first celebrated on 21 November 2002. World Philosophy Day is celebrated by the UNESCO (United Nations Educational, Scientific and Cultural Organization) to honor the philosophical reflections and works of philosophy by people around the world, through ages. On this day people are to share thoughts, discuss and explore new ideas and focus on the challenges that our society is facing today. This year World Philosophy Day is being celebrated on November 21, 2013. The Centre for Positive Philosophy and Interdisciplinary Studies (CPPIS) in association with the Department of Philosophy going to celebrates the World Philosophy Day through an essay-cum-presentation competition for students. The details are given below: Theme: Indian Society and Ideological Crisis Subthemes: Students can choose any topic reflecting on the theme. Eligibility: Undergraduate student from any stream. Last Date of Submission: 15th November, 2013. Presentation: 21st November, 2013. Procedure: First students have to submit an essay about 1000 words, neatly written or typed in Hindi or English language, reached us till 15th November, 2013 or email to cppiskkr@gmail.com. In the second stage selected essays will be presented on the event date. Benefits of Participation: Selected candidate will be provided a merit certificate with a prize and essay will be published in an online publication of the Centre. For further details contact: Dr Desh Raj Sirswal Department of Philosophy, P.G.Govt. College for Girls, Sector-11, Chandigarh (India) Email:cppiskkr@gmail.com Contact Number-09896848775, 08288883993 http://positivephilosophy.webs.com
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Milestone Education Review (ISSN: 2278-2168) Year 04, No.02 (October, 2013), pp.68-70
PROGRAMMES & PUBLICATIONS Programme Oragnised:
Milestone Education Society (Regd) Pehowa organised an interactive meeting on The Haryana Registration and Regulation Act-2012 on 14th April, 2013., 11.00 am at Milestone Education Library, Balmiki Dharamshala, Pehowa (Kuruksherta) and celeberate Dr. B.R.Ambedkar’s Birthday. CPPIS Book Release Function at Department of Philosophy, Kurukshetra University, Kurukshetra held on 10th June, 2013. 150th Birth Anniversary Celebration of Swami Vivekananda at Departments of Hindi and Philosophy, P.G.Govt. College for Girls, Sector-11, Chandigarh held on 11th October,2013.
Publications in 2013: Papers Published:
“Teaching Aids and Modes in Academic Philosophy” in University News, Vol.51, No.18, May 06-12, 2013,pp.21-23 (ISSN: 0565-2257). “The Branding of Faith” in Marketing by Consciousness, edited by Rohit Puri , Spiritual Teacher Forum in 2013, pp.66-81. (ISBN: 978-81-923275-5-6). “Professional Ethics and Morality” in Facilitation Volume in Honour of Prof. Sohan Raj Tater by Cooperation Publications, Jaipur in 2013, pp.369-374. (ISBN: 978-93-83147069). “Professional Ethics, Media and Good Governance” in Media and Governance edited by Ajay Kumar Sharma, Twentyfirst Century Publications, Patiala, 2013, pp. 16-22 (ISBN:978-93-80144-91-7).
Book: Contemporary Indian Philosophy, Edited by Dr.Desh Raj Sirswal, Centre for Positive Philosophy and Interdisciplinary Studies (CPPIS), Pehowa (Kurukshetra), ISBN: 978-81922377-4-9, First Edition, 2013. http://niyamakphilosophy.blogspot.in/2013/04/newbook-contemporary-indian-philosophy.html Lecture Series: I. Gender Inequality and Sexual Harassment - Dr. Anamika Girdhar http://www.scribd.com/doc/135794909/Lecture-I-Gender-Inequality-and-SexualHarassment II. Nature of Philosophy -Prof. R.K.Deswal http://www.scribd.com/doc/140393692/Lecture-Series-II-Nature-of-Philosophy Page No.68 |
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III. Swami Vivekananda and Value-Edcation: Swami Anupamananda http://www.scribd.com/doc/176792190/Lecture-III-Swami-Vivekananda-and-ValueEducation Online Articles/Reports : Mahatma Jyotiba Phule : A Modern Indian Philosopher by Dr. Desh Raj Sirswal Short Report on the 150th Birth Anniversary Celebration of Swami Vivekanandaji
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When We Will Understand ” I am becuase we are” "
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Reflections on the film: Shudra: The Rising (2012) औ
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Lecture-I Gender Inequality and Sexual Harassment Save Indian Society from the Evil of Eve-teasing Dr. B.R.Ambedkar’s Jayanti 2013 Casteism, Social Security and Violation of Human Rights PHILOSOPHY OF SWAMI VIVEKANANDA (Online) ई:
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Report on “Aadarsh Shiksha Seminar” held on 1st December, 2012 in account of Death Anniversary of Dr. Bhim Rao Ambedkar To read above article follow the link: http://milestone02.webs.com/milestoneonline.htm
Society Participation: Participated in Aadarsh Shiksha Seminar organised by SAHAARA and IIDEA on dated 1st December,2012 at Hisar(Haryana). “Mahatma Jyotiba Phule : A Modern Indian Philosopher” in Two-Days National Seminar on “Mahatma Jyotiba Phule: Life, Works and Vision” on 14-15 October 2013 held at Department of History and Mahatma Jyotiba Phule Chair, Kurukshetra University, Kurukshetra.
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Milestone Education Review (ISSN: 2278-2168) Year 04, No.02 (October, 2013), p.71
CONTRIBUTORS OF THIS ISSUE Prof. David B. Wolf, Satvatove Institute, PO Box 1694, Alachua, Florida 32616. Prof. R.C. de Weijze, Hoofdweg 262 h, 1057 DJ Amsterdam, The Netherlands. Dr. Taruna Malhotra, Assistant Professor, Vaish College of Education, Rohtak (Haryana). Ms. Sonal Chabra, Assistant Professor, Rawal College of Education, Faridabad (Haryana). Dr. Desh Raj Sirswal, Assistant Professor (Philosophy), P.G.Govt. College for Girls, Sector-11, Chandigarh. Dr. Franky Gupta, Assistant Professor, Khalsa College of Education, Ranjit Avenue, Amritsar (Punjab). Dr. Dinesh Chahal, Assistant Professor, C.R. College of Education ,Hisar (Haryana). Dr. Nidhi Verma, Assistant Professor, Department of Psychology, Kurukshetra University, Kurukshetra (Guest Editor).
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