Realization of an individuals potential is one of the basic
aims of education. The development of cognitive, affective and
psycho motor skills forms the essence of holistic growth. Positive
attitudes, self esteem, self image, goal setting an values are
intrinsic in the process of development. The new age technological
advancements have brought many a blessings but the dwindling
priorities have severely marginalised the process of holistic
development. Increased competition,job recession, imbalances
leading to greater stress and anxiety. Realization of an
individuals potential is one of the basic aims of education. The
development of cognitive, affective and psycho motor skills forms
the essence of holistic growth. Positive attitudes, self esteem,
self image, goal setting an values are intrinsic in the process of
development. The new age technological advancements have brought
many a blessings but the dwindling priorities have severely
marginalised the process of holistic development. Increased
competition,job recession, imbalances leading to greater stress and
anxiety.
Slide 3
It has been seen/noticed/ observed that: Children especially in
the 15-18 age group faced a lot of stress which was not necessarily
related to academic performance but also due to the transitional
phase of growth from childhood to adulthood also termed as
adolescence. There was almost complete absence of person with whom
the children could share their problems. The students experienced
tremendous amount of pressure to excel Unable to cope with
situations some students even contemplated extreme steps. It has
been seen/noticed/ observed that: Children especially in the 15-18
age group faced a lot of stress which was not necessarily related
to academic performance but also due to the transitional phase of
growth from childhood to adulthood also termed as adolescence.
There was almost complete absence of person with whom the children
could share their problems. The students experienced tremendous
amount of pressure to excel Unable to cope with situations some
students even contemplated extreme steps.
Slide 4
Pressure to perform. First Exposure to public examination.
Inadequate preparations Or even normal exam related stress Pressure
to perform. First Exposure to public examination. Inadequate
preparations Or even normal exam related stress
Slide 5
Commonly Occurring Problem in children with prevalence rate
between 10-30% in children (Shendy & Kapur 1998, Rozario 1988)
Under recognized Problem. Parents/Teachers/Society ill equipped to
understand the issue. Untrained/Undertrained Physicians to
recognize the issue. Commonly Occurring Problem in children with
prevalence rate between 10-30% in children (Shendy & Kapur
1998, Rozario 1988) Under recognized Problem.
Parents/Teachers/Society ill equipped to understand the issue.
Untrained/Undertrained Physicians to recognize the issue.
Slide 6
Medical Problems Visual Defects/ hearing deficits. Epilepsy
Especially Uncontrolled Seizures Needs testing of Intelligence and
Other cognitive Functions. Chronic Diseases- Hepatic/Cardiac/Renal.
Preterm/Low Birth Weight 3 times likely to be low achievers.
Medications- Antiepileptic Drugs Drowsiness SB. Medical Problems
Visual Defects/ hearing deficits. Epilepsy Especially Uncontrolled
Seizures Needs testing of Intelligence and Other cognitive
Functions. Chronic Diseases- Hepatic/Cardiac/Renal. Preterm/Low
Birth Weight 3 times likely to be low achievers. Medications-
Antiepileptic Drugs Drowsiness SB.
Slide 7
10% OF University Students have Serious Psychological Problems
Short Periods of Psychotherapy. 20 % suffer Temporary Psychosomatic
disorders affecting Immunological Digestive and Dermatological
systems. Most of which are linked to Pre- Exam Stress. Disorders
Include ADHD/Conduct Disorder/ Oppositional Defiant Disorder/
Emotional Disorder/Depressive Disorder. 10% OF University Students
have Serious Psychological Problems Short Periods of Psychotherapy.
20 % suffer Temporary Psychosomatic disorders affecting
Immunological Digestive and Dermatological systems. Most of which
are linked to Pre- Exam Stress. Disorders Include ADHD/Conduct
Disorder/ Oppositional Defiant Disorder/ Emotional
Disorder/Depressive Disorder.
Slide 8
Established Co-Relation between Intelligence and School
Backwardness. Mental retardation results in poor school
performance. IQ in range of 70-90 SB. 10% of children who have
normal IQ Specific Developmental Disorders of Scholastic
Skills/Learning Disability. Poor reading Skills Poor Math Skills
Learning Difficulties Timid Personality Established Co-Relation
between Intelligence and School Backwardness. Mental retardation
results in poor school performance. IQ in range of 70-90 SB. 10% of
children who have normal IQ Specific Developmental Disorders of
Scholastic Skills/Learning Disability. Poor reading Skills Poor
Math Skills Learning Difficulties Timid Personality
Slide 9
Role of Dysfunctional Families Child
rearing/Discipline/Providing Security/Helping Child Development(
These Functions Gets Disrupted) Parental Involvement at School
Level Academics/Extracurricular Activities Over expectation of
Parents Over restriction Vs Excessive Freedom Recognizing
Difference in Family Background is Critical : a) Divorce b)
Disrupted Families Unsupportive Anti-Educational and culturally
deprived family Role of Dysfunctional Families Child
rearing/Discipline/Providing Security/Helping Child Development(
These Functions Gets Disrupted) Parental Involvement at School
Level Academics/Extracurricular Activities Over expectation of
Parents Over restriction Vs Excessive Freedom Recognizing
Difference in Family Background is Critical : a) Divorce b)
Disrupted Families Unsupportive Anti-Educational and culturally
deprived family
Slide 10
Influence of Peers & Student Culture After School
Environment Academic Motivation Skeptical About benefits and
associated with learning. Poor Emphasis of School on
learning/motivation Poor Family Values Influence of Peers &
Student Culture After School Environment Academic Motivation
Skeptical About benefits and associated with learning. Poor
Emphasis of School on learning/motivation Poor Family Values
Slide 11
The Personality of children who are scholastically backward is
riddled with many abnormalities like Inattentiveness and withdrawal
from class activity. Poor rapport with teacher. Lack of personal
initiative and involvement. Negative feelings and actions.
Restlessness The Personality of children who are scholastically
backward is riddled with many abnormalities like Inattentiveness
and withdrawal from class activity. Poor rapport with teacher. Lack
of personal initiative and involvement. Negative feelings and
actions. Restlessness
Slide 12
- Cascade Effect Of SB
Slide 13
The problem of aggressiveness in inevitably linked with the
child early trainings. reward and punishment play an impartment
role in disciplining the child. The child wants to strike out when
he feels angry but at the same time he looks up to the parents for
love and approval. When a child is punished for aggressiveness,
anti social or assaultive behavior, gradually he /she begins to
accept restrictions and do what is expected. depending upon the
severity of the punishment it may also happen that a child may
become even more aggressive.
Slide 14
When things go in the desired way one elated other wise one
tends to feel depressed. These shift in mood are not mental
disorders. 1. Over depressed mood 2. Diminished interest or
pleasure in most activates. 3. Significant weight loss or gain. 4.
Insomnia or excessive sleepiness. 5. Persistent fatigue. 6. Feeling
or helplessness,worthlessness and guilt. 7. Inability to
concentrate or make decision. 8. Change in Habit 9. Headaches or
stomach aches. 10. Recurrent thought of suicide or preoccupation
with death. When things go in the desired way one elated other wise
one tends to feel depressed. These shift in mood are not mental
disorders. 1. Over depressed mood 2. Diminished interest or
pleasure in most activates. 3. Significant weight loss or gain. 4.
Insomnia or excessive sleepiness. 5. Persistent fatigue. 6. Feeling
or helplessness,worthlessness and guilt. 7. Inability to
concentrate or make decision. 8. Change in Habit 9. Headaches or
stomach aches. 10. Recurrent thought of suicide or preoccupation
with death.
Slide 15
It is the feeling of apprehension tension uneasiness in a
situation when some kind of danger is expected. Anxiety comes from
within,from one, unconscious and it is associated with a lack of
self confidence and feelings of inferiority and helplessness.
ALARAM SIGNALS If the childs fear inhibits the performance Does the
teacher believe that the child known's more than his/ her test
performance. If the child shows physical symptoms of a panic attack
(in form of shortness of breath,
dizziness,faintness,palpitation,shaking,profuse sweating discomfort
etc.) before a test. It is the feeling of apprehension tension
uneasiness in a situation when some kind of danger is expected.
Anxiety comes from within,from one, unconscious and it is
associated with a lack of self confidence and feelings of
inferiority and helplessness. ALARAM SIGNALS If the childs fear
inhibits the performance Does the teacher believe that the child
known's more than his/ her test performance. If the child shows
physical symptoms of a panic attack (in form of shortness of
breath, dizziness,faintness,palpitation,shaking,profuse sweating
discomfort etc.) before a test.
Slide 16
Conduct disorders are characterized by a repetitive and
persistent pattern of dis-social, aggressive or defiant conduct
which is not age appropriate and is not at par with the social
expectations. ALARAM SIGNALS Repeated lying or stealing Cheating
Gang activates. Association with a group of children who do wrong
and bad things (stealing, drinking,beating others etc.) Temper
Tantrums like shouting, crying, beating others roll on floor
screaming etc. Conduct disorders are characterized by a repetitive
and persistent pattern of dis-social, aggressive or defiant conduct
which is not age appropriate and is not at par with the social
expectations. ALARAM SIGNALS Repeated lying or stealing Cheating
Gang activates. Association with a group of children who do wrong
and bad things (stealing, drinking,beating others etc.) Temper
Tantrums like shouting, crying, beating others roll on floor
screaming etc.
Slide 17
To Identify the Cause Child/Family/Environment Need of
Intelligence testing for all children Detailed Analysis of
Intelligence profile Childs potential and Weakness Analysis of
Child Study Skills Liasion with other
professionals[Psychatrist,Psychologist,Social Workers, Speech
Therapists] Maintain Good liasion with School Medication in cases
of ADHD, Depressive Disorder, Anxiety Disorders. To Identify the
Cause Child/Family/Environment Need of Intelligence testing for all
children Detailed Analysis of Intelligence profile Childs potential
and Weakness Analysis of Child Study Skills Liasion with other
professionals[Psychatrist,Psychologist,Social Workers, Speech
Therapists] Maintain Good liasion with School Medication in cases
of ADHD, Depressive Disorder, Anxiety Disorders.
Slide 18
Being positive always helps. If the child scored poorly say
okay. You had some difficulty with this,lets look at what made the
question so hard. Praise studying Help the child in planning the
study schedule. Help him/her determine what areas need more
attention and those that require less. Teach the child to organize
the work. Do some relaxation exercises. Being positive always
helps. If the child scored poorly say okay. You had some difficulty
with this,lets look at what made the question so hard. Praise
studying Help the child in planning the study schedule. Help
him/her determine what areas need more attention and those that
require less. Teach the child to organize the work. Do some
relaxation exercises.
Slide 19
To gather information that will rule out possible reason for
SB/Child behaviour Specialist Gathers information about school
performance/medical Records/Environment at school Information on
Childs ongoing Behaviour listed in DSM Child teachers Past/Present
to rate observations. Parents are asked to describe their child
behaviour on a rating scale Assess Medical reason if any/Presence
of Chronic Illness/Epilepsy and use of Medications Look for the
presence of ADHD Its Role in SB Measure Verbal and Mathematical
Abilities and Achievement in specific subject areas for scholastic
abilities assessment. To gather information that will rule out
possible reason for SB/Child behaviour Specialist Gathers
information about school performance/medical Records/Environment at
school Information on Childs ongoing Behaviour listed in DSM Child
teachers Past/Present to rate observations. Parents are asked to
describe their child behaviour on a rating scale Assess Medical
reason if any/Presence of Chronic Illness/Epilepsy and use of
Medications Look for the presence of ADHD Its Role in SB Measure
Verbal and Mathematical Abilities and Achievement in specific
subject areas for scholastic abilities assessment.
Slide 20
Identify the Cause Counseling Assessment of Chronic problems
Severity Medications Psychotherapy Cognitive behavioral Therapy
Parenting Skill Training Support of School Administration Peer
Support Social Skill Training System of rewards And Penalties Build
up life skills Identify the Cause Counseling Assessment of Chronic
problems Severity Medications Psychotherapy Cognitive behavioral
Therapy Parenting Skill Training Support of School Administration
Peer Support Social Skill Training System of rewards And Penalties
Build up life skills
Slide 21
Life skill are abilities for adaptive and positive behaviour
that enable individuals to deal effectively with the demands and
challenges of everyday life. It is a persons ability to maintain a
state of well being and to demonstrate this while interacting with
others. Life skill are abilities for adaptive and positive
behaviour that enable individuals to deal effectively with the
demands and challenges of everyday life. It is a persons ability to
maintain a state of well being and to demonstrate this while
interacting with others.
Slide 22
Components Of Life Skills
Slide 23
SELF AWARENESS:This is an introspective techniqre which enables
an individual to recognize ones strength and weaknesses, likes and
dislikes. EMPATHY : The ability of a person to be able to
understand another persons viewpoint even if one is not familiar
with it. Effective Communication:The ability of the person to be
able to express herself /himself clearly in all cultures and
situations e.g needs,fears dreams. Decision Making: This relates to
decisions that need to be made by the students at every stage in
their life regarding choice of a stream at the tender age of 16
years or the sorting of priorities in relation to academics or
other activities. SELF AWARENESS:This is an introspective techniqre
which enables an individual to recognize ones strength and
weaknesses, likes and dislikes. EMPATHY : The ability of a person
to be able to understand another persons viewpoint even if one is
not familiar with it. Effective Communication:The ability of the
person to be able to express herself /himself clearly in all
cultures and situations e.g needs,fears dreams. Decision Making:
This relates to decisions that need to be made by the students at
every stage in their life regarding choice of a stream at the
tender age of 16 years or the sorting of priorities in relation to
academics or other activities.
Slide 24
Critical Thinking: This enables an individual to deal
constructively with problems that can cause mental stress. Coping
with Stress :One of the major areas of concern. It teaches the
student the ability to recognize the causes of stress and to be
able to handle it in the desired manner. Critical Thinking: This
enables an individual to deal constructively with problems that can
cause mental stress. Coping with Stress :One of the major areas of
concern. It teaches the student the ability to recognize the causes
of stress and to be able to handle it in the desired manner.
Slide 25
Thank You ! ARSH HELP LINE : 18001801200 8am-8pm 365 days.
