Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
GLOBAL SUMMIT 2016 Enriching Skills for Health,
Behavior & Wellbeing in Schools
SOUVENIR
Organized by
ASSOCIATION OF INDIAN SCHOOL COUNSELORS & ALLIED PROFESSIONALS
(AISCAP)
24th & 25th February 2016
Moolchand Medcity, Lajpat Nagar, New Delhi
Technical Support
Expressions India: The National Life Skills, Values Education & School Wellness Program
Contact Nos: 011-64594939, 64700117, 7042890157
Email Id: [email protected], [email protected] Website: www.aiscap.com, www.expressionsindia.org
PLEDGE
I take an oath to the best of my ability and judgment that
I will respect the existence of my fellow being regardless of age, sex, caste and creed.
I would apply all my knowledge and experience for the benefit of children/people of my
nation avoiding those twins’ traps of misjudgment and overtreatment.
I will remember that as a Counselor my duty is to encourage the true and unique abilities
of the child/client both hidden and known.
I shall promote in healthy ways communication between the school and home to build a
bridge of understanding and affection of all caregivers.
I shall always examine and evaluate accommodations and interventions for the good of all
students/people if they may need so. I shall talk to the children/clients about their strengths
and weakness, emphasize optimism, protect from humiliation and eliminate a stigma of any
kind in their minds.
I will not be ashamed to say “I know not”, nor will I fail to call in my colleagues when the
skills of others are needed for helping a child/client.
I will remember that I remain the member of the society with special obligations to all my
fellow human beings.
I shall not worry that my children/clients are not listening to me and rather worry that they
are watching everything I do.
May I always act to preserve the finest traditions of my calling and longing the experience
and joy of healing those who seek my help.
GLOBAL SUMMIT 2016 Enriching Skills for Health,
Behavior & Wellbeing in Schools
SOUVENIR
Organized by
ASSOCIATION OF INDIAN SCHOOL COUNSELORS & ALLIED PROFESSIONALS
(AISCAP)
24th
& 25th
February 2016
Moolchand Medcity, Lajpat Nagar, New Delhi
Technical Support
Expressions India: The National Life Skills, Values Education & School Wellness Program
Contact Nos: 011-64594939, 64700117, 7042890157
Email Id: [email protected], [email protected] Website: www.aiscap.com, www.expressionsindia.org
MESSAGE
―An accomplishment reflects the potential and hard work‖
Through this message, I gladly appreciate the initiatives being taken
up by ASSOCIATION OF INDIAN SCHOOL COUNSELORS AND
ALLIED PROFESSIONALS (AISCAP) to empower, support and
streamline the school counselors & allied professionals in their role to
effectively promote Child and Adolescent Wellbeing in an Inclusive
Environment.
School counselors are an important part of the educational leadership team and provide
valuable assistance to students regardless of whether they work in an elementary school or
middle school, high school or beyond. School counseling services have relevance for both our
education and health systems. In our country it appears to have a closer association with the
former. In this emerging context, India is in need of taking a serious stock of the school based
counseling services as the planning bedrock for the implementation, enhancement and
monitoring of overall holistic development of children.
It gives me immense pleasure to know that AISCAP is organizing GLOBAL SUMMIT 2016 on
the theme “Enriching Skills for Health, Behaviour & Wellbeing in Schools‖ on 24th & 25th
February 2016 at Moolchand Medcity, New Delhi. I believe this summit will open a dialogue
to bring forth the various peripheral approaches to education into the mainstream, thus
seeding an environment to grow and flourish within oneself and with the world outside.
I extend my best wishes & congratulations to the entire team of AISCAP for their effort and the
hard work they have provided in it. I would also like to convey my best wishes to all the
delegates for enriching the learning experiences at this prestigious Global Summit 2016.
With best wishes,
Vineet Joshi
Commissioner (Planning, Power) & Resident Commissioner
Govt. of Manipur
MESSAGE
I am pleased to know that ASSOCIATION OF INDIAN SCHOOL
COUNSELORS& ALLIED PROFESSIONALS (AISCAP) is
organizing its Global Summit 2016 on the theme ―Enriching Skills
for Health, Behaviour & Wellbeing in Schools‖ on 24th& 25th February
2016 at Moolchand Medcity, New Delhi.
Schools play an important role in enhancing educational competence as well promoting
psycho-social development of children. We are living in an exciting time with an
increasingly diverse society, new technologies and expanding opportunities. To help ensure
that our children are prepared to become competent citizens & effective agents of change,
every student needs support, guidance and opportunities especially during school years.
They are a resource to be nurtured, trained and developed into productive citizens and leaders
of tomorrow.
Learning and wellbeing are inextricably linked - students learn best when their wellbeing is
optimized, and they develop a strong sense of wellbeing when they experience success in
learning. The Learning and Wellbeing Framework supports schools with creating positive
school cultures and embedding student wellbeing in all aspects of school life through
connecting the learning environment, curriculum and pedagogy, policies, procedures and
partnerships for learning and life.
I am happy to know that AISCAP as a national organization of Indian School Counselors &
Allied Professionals is actively working in this area and keeps organizing such seminars &
conferences. I convey my heartiest congratulations to the entire team of AISCAP for their
contribution in the development of our Nation by the great and meaningful work being done
for promoting the Health & Wellbeing of the students of our nation.
I also express my best wishes to all the delegates who shall be actively participating in the
Global Summit 2016.
Prof. (Dr.) Kavita Sharma President South Asian University New Delhi
MESSAGE
MESSAGE
To grow means to evolve, not just physically but also psychologically
and emotionally. We are currently living in times where as parents,
teachers, c ounselors and mental health professionals we constantly
need to meet the ever-growing demands of children and adolescents.
While there is no limit that defines the end, earnest efforts add to the
fruits of the labour. This is precisely what ASSOCIATION OF
INDIAN SCHOOL COUNSELORS & ALLIED PROFESSIONALS (AISCAP) endeavours to
promote with its current theme of GLOBAL SUMMIT 2016 which is “Enriching Skills for
Health, Behaviour & Wellbeing in Schools‖.
I congratulate ASSOCIATION OF INDIAN SCHOOL COUNSELORS & ALLIED
PROFESSIONALS (AISCAP) for taking an initiative in the direction of appreciating the
efforts taken by the schools in the realm of mental health and well being. Such efforts imply
that discussions, information, understanding and questioning enable further growth, not of
just individuals but organisations and the larger community.
My best wishes to all the delegates who shall be a part of the Global Summit 2016.
Prof. Namita Ranganathan
Dept. of Education, University of Delhi
New Delhi
MESSAGE
Education does not begin and end with reaching the highest peak of
academic achievement. Its goal is to empower learners not only to
find themselves, but also to create themselves to become the best
possible human resource, a responsible citizen and a responsive human
being. In order to enable learners to reach this destination, it is essential
that education aims at holistic development of learners - physical,
mental health and wellbeing. Undoubtedly, the school education
plays a key role, as it lays down the foundation for this process
leading to self-actualisation of every learner. However, the present situation of the content
and process of education, and particularly, the school education, are focused only on academic
achievement. With a view to bringing about a basic change, education demands a paradigm
shift. Which is why, there are a number of global initiatives are on to respond to this need.
Unless the educational institutions and particularly schools make interventions aimed at
promoting the development of skills, and especially, the life skills, besides facilitating the
acquisition of knowledge (not simply information), the ultimate goal of education cannot
be attained.
It is matter of great hope, when we find that the Association of Indian School counselors
and Allied Professionals (AISCAP), as a front runner civil society organization in this field,
has joined this initiative and moving forward to empower all the stakeholders of school
education to address the health, mental and social wellbeing holistically. The organization of
Global Summit 2016 is a path-leading initiative in this direction. I congratulate AISCAP and
Expressions India on this endeavour and wish this event a success.
(Jawahar Lal Pandey)
Professor and National Coordinator, NPEP & AEP, (Retired)
National Council of Educational Research and Training, New Delhi
MESSAGE
It is heartening to note that AISCAP is organizing a Global Summit on
―Enriching Skills for Health, Behaviour & Wellbeing in Schools‖ with
technical inputs & academic collaboration of Expressions India – The
National Life Skills, Values Education & School Wellness Program on
24th & 25th February 2016 at the Moolchand Medcity, New Delhi.
The need of the hour is to develop a technical recourse which explicitly teaches personal and
social capabilities and equips students with the knowledge, skills, attitudes and strategies to
understand and manage themselves, their relationships and contemporary life challenges. The
conference aims to connect the elements of curriculum, environment, policy and community
that enhance wellbeing for learning and life — complementing the exceptional work already
happening in schools. AISCAP in its endeavors has always aimed to empower, support and
streamline the school counselors & allied professionals in their role to effectively promote
Child and Adolescent Wellbeing in an Inclusive Environment.
I believe that in the time ahead AISCAP shall continue to work in this direction and meet
challenges of the emerging needs of the education profile in India & to reinforce values, life
skills, and a gender sensitive inclusive climate as valuable indicators of progressive schooling
across the country.
I would like to convey profound thanks to team AISCAP in this timely & path breaking
endeavor.
Dr. Jitendra Nagapl
Chairperson - AISCAP
Program Director: Expressions India
The National Life Skills, Values Education, School Health & Wellbeing Program
MESSAGE It is my privilege and honour to be the academic chairperson for AISCAP. It has indeed been a
very fulfilling and enriching journey for me, with each academic activity contributing to my
own growth.
During the last five years we have achieved many milestones with the support and
enthusiastic participation of all the members and well wishers. Let us continue our mission of
making every child a "Happy Child "---accepting and celebrating each one's uniqueness and
facilitating each one's optimum development and well being.
I take this opportunity to express my sincere thanks and gratitude to all the members of
organizing team and executive council members of AISCAP for their constant support and
contribution.
I wish the Global Summit great success.
Ms. Usha Chaujer
Educator- Inclusive and Remediation
Chairperson- Academics, AISCAP
MESSAGE
AISCAP was born from the need to provide School counselors and allied professionals with a
platform to share their experiences along with a dynamic learning environment to keep
abreast with skills in promoting mental health and the latest in the field of school counseling.
The association has since its commencement in 2011 spread its wings and is proud to have a
growing fraternity of members from schools across the country.
As those who work with children we need to know that with the changing fabric of
demography, children and adolescents constitute 40-44% of our countries population. As per
ICMR studies 12-14% of these suffer from a spectrum of emotional, behavioral and
developmental disorders.
The bulging youth dividend that is to peak by 2025 makes it almost imperative for school
based interventions to be scientifically streamlined with global research in providing the
necessary support that children will need.
AISCAP‘s single minded vision in this direction is to actively consolidate and raise the quality
of school counseling services in the country. AISCAP pledges to provide support and
guidance to all counselors and schools to develop a sound, dependable and responsible
counseling centre.
It is an honour for me to welcome everyone to our fifth conference and first Global Summit. As
I look ahead, I visualize AISCAP as an organization that will grow in pursuit of higher
standards of research and services in the field of school well being.
Ms. Preeti Puri
President, AISCAP
MESSAGE
Five glorious years since its inception and hosting the first Global Summit, I congratulate
AISCAP for achieving yet another milestone this year. The GLOBAL SUMMIT 2016 -
―Enriching Skills for Health, Behaviour& Wellbeing in Schools‖ is a rather prestigious event
that creates a much needed platform for a change that has a more universal acceptance. It is an
absolute need of the hour to address the changing landscapes not just in terms of education
but also for each one of us personally.
Life is moving fast, changing relentlessly and we need to match pace. We need to update and
upgrade ourselves to the needs of current times and give back whatever we can to leave
behind something worthwhile. By incepting these seeds today we can look forward for a more
promising future that radiates with love, happiness, joy, togetherness and a lot of fun!
I wish the Global Summit great success.
Ms. Mehak Wadhwa
Vice-President
AISCAP
MESSAGE
It is a matter of great pleasure that the Global Summit of AISCAP is being organized on such a
unique theme in its 5th year since inception. It is not merely a time to reminisce the good old
past, but also a time to undertake new tasks, to structure and outline for greater
accomplishments.
I envisage, in the coming years, an interdisciplinary all inclusive movement of education and
wellbeing for our young adolescents. Education is not an act of acquiring knowledge but
learning a skill to lead life and forming one‘s personality. This is an enabling process of
growth. I can boldly say that we have excelled in every initiative that we undertook and we
have stood together in facing the challenges in realizing quality education. In all this, we have
made every effort to be sensitive and compassionate to promote the well being of children in
schools. Margaret Mead once said ―Children must be taught how to think, not what to think,‖
and this certainly highlights the importance of imparting adequate skills to your young.
Never had teaching been more challenging than it is now, when we are on the threshold of a
new era. The relationship between teachers and pupils is now more informal and challenging.
They have boundless energy which must be properly channeled with great deliberations and
greater understandings. With information so readily available in this age, teachers have
become facilitators of knowledge, helping pupils to process information, to learn how to learn,
thereby initiating their journey towards greater empowerment.
I am confident that the AISCAP members are well-geared and will strive hard to meet the
challenges and demands of wellbeing in the future. In 2014, when I was appointed as the
Secretary of AISCAP, a proud moment....yielding to many more moments of commitment and
devotion. I look forward to fostering closer collaborations with various government
departments for generating greater synergy in our future endeavors. As a robust team, we
have plans and dreams in the years to come, which through collaborative effort can achieve
more to benefit our students who are the future leaders of tomorrow. With all our concerted
efforts, I firmly believe that we can comfortably pass the torch of caring spirit from one
generation to the other.
Ms. Geetanjali Kumar General Secretary - AISCAP
SOUVENIR
ASSOCIATION OF INDIAN SCHOOL COUNSELORS & ALLIED PROFESSIONALS
AISCAP Office Bearers
AISCAP Background
Articles by Principals and other Professionals
List of Abstracts
Detail of the Program
Advertisements
OFFICE BEARERS OF AISCAP
ACADEMIC COUNCIL MEMBERS
ADMINISTRATIVE TEAM
MS. MANJU MADAN MS. KHUSHBOO THAKUR SANDHU Administrative Incharge Manger (PR & HR) MS. PRIYA SHARMA MS. AARTI PRASAD Manager (Office Operations) Manager (Office Operations)
Chairperson DR. JITENDRA NAGPAL
Chairperson (Academics) MS. USHA CHAUJER
President MS. PREETI PURI
Vice President MS. MEHAK WADHWA
General Secretary MS. GEETANJALI KUMAR
Editor MS. SAROJ SHARMA
DR. POOJASHIVAM JAITLY
MS. ASTHA SHARMA
MS. ASTHA BAJAJ
AISCAP….. A Background
The Child Development and Adolescent Health Centre under the aegis of the Institute of
Mental Health & Life Skills, Moolchand Medcity, New Delhi organized a School
Counselors‘ Conclave in the month of March 2011 which was keenly attended by more than
80 school counselors and allied professionals. The idea for AISCAP took birth at this
platform as it was felt that school counseling programs need to be made an integral part of
student‘s daily educational environment and school counselors should be partners in student
achievement and overall development.
AISCAP is thus an endeavor of likeminded professionals to provide a forum that seeks to
empower, support and streamline the school counselors & allied professionals in their
role to effectively promote Child and Adolescent Wellbeing in an Inclusive Environment.
AISCAP was initially formed with 10 core members at its inception and today it has grown
with over 800 members across the country. School counselors from Chandigarh, Dehradun,
Bengaluru as well as other cities have shown keen interest in our programs and have got
associated with us as our members.
Since its inception in August 2011, AISCAP has conducted various training workshops,
sensitization programs for school counselors & teachers. Every year AISCAP holds its
Annual Conference on contemporary themes of School Mental Health. AISCAP‘s Annual
Conferences have focussed upon:-
―Best Practices in School Guidance and Counseling Services : Emerging Roles,
Responsibilities and Recommendations‖
―Evolving Landscape of School Mental Health in India‖: Emerging Needs and
Emerging Solutions‖.
“The Art & Science of New age Parenting & Innovative Practices in School Mental
Health Promotion‖.
“Convergence of Special Education & School Counseling Services”.
Renowned educationists & Policy makers from Min. of HRD, Min. of WCD, Min. of Health &
Family Welfare, IGNOU, CBSE, NCERT, COBSE, Mental Health Professionals, Policy Makers
and Health Care providers have participated in these pioneering events and provided
valuable inputs towards streamlining school counseling services as an important component
of educational reforms. The annual conferences have seen an enthusiastic participation of
delegates from all over India. An important landmark in the AISCAP‘s journey was its
collaboration as a supporting partner with American Counseling Association for their Asia
Pacific Counseling Conference 2015.
AISCAP is now pleased to announce its GLOBAL SUMMIT 2016 focusing on “Enriching
Skills for Health, Behaviour & Wellbeing in Schools” which aims to explore the changing
needs, challenges, roles and purpose of education. Delegates & Experts from overseas as
well as apex national agencies are expected to be a part of this prestigious Global Summit
2016.
THE ROLE OF DRAMA AND
MENTAL HEALTH
Classrooms today have children from immensely
diverse backgrounds. Some from underprivileged to
highly privileged homes, others who are either mentally or physically challenged, children of
single parents or where parents have abdicated their responsibilities, many suffer from
hypertension, obesity, diabetes and other lifestyle generated conditions, some are victims of
sexual or domestic violence. Infact, children have a great deal to contend with to retain their
balance in a highly competitive environment where nurturing has taken a back seat.
In this climate the role of educators has taken on a new dimension. A mentor, counsellor,
guide, a foster parent all rolled in one. A humane in whom all children, abled and disabled,
rich and poor, mediocre and successful, back benchers and achievers find solace and comfort..
The spirit of a child is of youthfulness, inquisitiveness, an open-mindedness that is free to
consider everything. A sense of humour, playfulness and curiosity are qualities, we are
designed to develop rather than out grow, but instead we dismiss most of these traits as
childish. We want our children to reach some stereotyped system of ordinates, which binds
one into strait jackets of behavior according to the demands prevailing in our families or in a
particular segment of society.
As an educator who has worked with children for over forty years, specially with ones who
are differently abled, theatre and classroom drama has been an extremely important tool that
is been used by me for purposes of counselling, restructuring thoughts, negating negativity,
evoking positivity, developing confidence and self esteem.
Children are natural actors. From childhood they instinctively use pretend play in order to
make sense of the world. They imitate words and actions, observe and respond to the
environment, create situations and assume roles. They interact with peers and arrange spaces
and objects to bring their stories to life. They direct one another to bring order to dramatic
play and they respond to each other‘s dramas.
In other words children arrive at school with the basic skills of being actors, playwrights,
designers, directors and even audience. Incorporation of theatre in classroom environment
develops the child physically, intellectually, and emotionally. Teachers and students learn
together to solve intellectual, creative, communicative and evaluative problems. The
development of language, communication, lateral thinking, body language, logic and aesthetic
pleasure is greatly enhanced. In today‘s changing world theatre classrooms help greatly in
clarifying attitudes and balancing emotions. They promote positive self-concepts, awareness
and empathy. It also motivates learning in other content areas and improves retention
through multi sensory instruction. The most wonderful thing about drama is one does not
have to wait for expensive equipment and facilities.
Students can be transported into worlds, past, present and future the ultimate in virtual reality
and are equipped to walk in others shoes, developing an understanding and concern as they
explore complex realities and limitless possibilities. Classrooms have within them the drama
of life. Using classrooms as theatre can help cope with serious mental disorders.
We need to imagine our students as broadcasters, tall radio beacons of information, pulsing
out messages everywhere. All of them, stating, clarifying, discussing, modeling, filling all of
space with the messages they care about. If we do that, we will create the wondrous capacity
present within children to deal with challenges from inside and then from the outside world.
Ms. Ameeta Mulla Wattal
Principal
Springdales School
Pusa Road, New Delhi
Education is not preparation for life. Education is life itself….progressive and experiential.
John Dewey
EDUCATING THE MIND FOR
UNITY AND PEACE
ESSENCE OF EDUCATION
Education, for some time now, is regarded as a means to
ensure a good career. Even the discussion around ―quality
education‖ is not much different from an exercise in
information dissemination to equip the students to choose a vocation. There seems to be some
digression from the real value and meaning of education. Education in its true sense is aimed
at elevating the soul, ridding it from grief and sorrows and bringing in joy and bliss. At a
worldly level, it is acceptable that as a human being, one needs to earn a livelihood and enjoy
material comfort and satisfaction. However, these achievements are largely meant to serve the
lower order of physical needs. The higher needs, on the other hand, pertain to gaining broader
perspective and higher vision of life, entailing earnestness, self-restraint, steadfastness and
indeed ‗spiritual upliftment‘. At the core of these lie peace, harmony and unity with the self
and between the self and the rest. In order to achieve these higher objectives we have to
develop an educational vision that recognizes the attainment of eternal values as the most
essential of all.
THE ROLE OF THE TEACHER
The centrality of the role played by the teacher in the process of education cannot be
overemphasized. In this age of cyber intensity and virtual classrooms, one may be swayed by
the assumptions and possibilities of teacher-less classrooms. But to belittle the importance of
the teacher can be very damaging. Human interaction leads to greater learning as it is a social
activity. True, an ill-equipped teacher with no sense of purpose and with ambiguous
motivations can be damaging. According to H.H The Dalai Lama., ―A teacher must be trained,
learned and studied‖. Unless one has the burning desire to teach, one should not be a teacher.
It is of the utmost importance that one discovers for oneself whether one has this gift, and not
merely drifts into teaching because it is a means of livelihood.‖
We also have to make education relevant to the emerging global needs. Poverty alleviation,
removing social imbalances, managing and countering threats to our social institutions and
bringing about a peaceful world order are the new challenges, equal to which our educational
eco-system needs to rise. The adoption of the 17 sustainable development goals by the UN also
reflects the same vision.
ROOTS OF PEACE EDUCATION
The educational attainment of any society is determined by the economic prosperity. But this
prosperity of the people is of no use if the people are at a perpetual conflict with the self and
with each other. Inequality, injustice and denial of opportunities are at the core of forces that
create friction and conflict.
Apple and Beane (2007) stressed that school plays an important role in laying the firm
foundations of a democratic society. Teachers‘ interventions in the early years are even more
critical. Life cycle skill formation is a dynamic process in which early inputs strongly affect the
productivity of later years (Heckman2006). The key role of teacher in imparting that respectful
experience to the students is unquestionable. Such an important goal can be achieved if the
teachers are prepared to value the true meaning in what they do. Teacher reorientation
according to Zerin (2005) prepares them to appreciate the diversity of human beings , helps
them recognise that all students have potential and encourages in the teachers creative ways
in individualised instructions. More than any other institution, schools are charged with
making equality of opportunity a reality (Duncan, and Murnane, 2011). Only a strong value
commitment to social justice – key to peace, and its practice in school by the teachers will
result in success for all (Stevenson, 2007), resulting further in human unity.
21ST CENTURY LEARNING
There is a complete agreement that 21st century learning is about developing critical thinking,
problem solving ability and communication skills and learning how to learn. Another very
important characteristic is the need of developing collaboration. Seen in the broader context, it
is not difficult to derive from this the emphasis on coexistence, interdependence and
accommodation.
Connectivity and collaboration can fuel new global networks (UNICEF 2014). It is quite urgent
therefore that developing world citizenship is treated as the core agenda of all educational
systems. As Seymour Papert says, ―We need to produce people who know how to act when
they are faced with situations for which they were not specifically prepared‖. Technology is a
great enabler; it has brought people and communities together. It has defied borders,
geographies and rigid notions of ownership, power and entitlements. If we use technology
wisely it could be a great companion in creating pathways to love and compassion so essential
to achieving peace and unity.
Any attempt at education has to keep children in the centre, has to be experiential and must
promote a world-view. Education of the mind has to be transformative, impactful, transferable
and life-long. Consequences of such an education of the mind must result into unity of human
race for a peaceful co-existence.
Mr. Ashok K Pandey,
Principal
Ahlcon International School
New Delhi
―We can do no great things; only small things with
great love.‖
-- Mother Teresa
WELLBEING FOR SUCCESS
It is extensively acknowledged that young learners‘ emotional
health and wellbeing influences their cognitive development
and learning, as well as their physical and social health and
their mental wellbeing in adulthood. School-based
programmes of social and emotional learning have the
prospective to help adolescent group attain the skills they
need to make good academic progress as well as benefit
students health and wellbeing.
Hence schools must provide a curriculum that promotes positive behavior and successful
relationships and help reducing disruptive behavior and bullying. This can be achieved by
integrating social and emotional skills development within all areas of the curriculum. Skills
that should be developed include motivation, self-awareness, problem-solving, conflict
management and resolution, collaborative working, how to understand and manage feelings
and how to manage relationships with parents, peers and with others. The curriculum should
construct on learning in primary education and be sustained throughout their education. It is
important for teachers to access training to increase their knowledge of emotional wellbeing
and to train them to be able to identify mental health difficulties in their students. This
includes being able to refer them to relevant support either within the school or from
peripheral services.
Our social world requires us to control our behavior, our emotions, and our thinking. Control
over ourselves is a skill that helps us navigate our surroundings fluidly- resolve conflict,
problem solving, think independently, participate and get along with others. So, in order to
be successful in all things in life, self-regulation skills are a must. Children need a solid
foundation of self-regulation skills to help them stay focused on their learning, get along with
others, and work independently and cooperatively in the classroom. The capacity to regulate
their emotions and behavior represents a shift from vulnerability to competence. Self-
regulation remains perhaps even more important in the teen years, which are often marked by
an increased vulnerability to risks such as truancy, peer victimization, and substance use.
Adolescents who do not regulate their emotions and behavior are more likely to engage in
risk-taking and unhealthy behaviors. Being able to suppress impulsive behavior and to adjust
behavior as appropriate has been linked to positive outcomes for children and adolescents.
Advances in neuroscience are clarifying the complex relationships between emotional self-
regulation and the brain‘s executive functions (e.g., reasoning and memory), which are crucial
to learning. Research also tells us that social and emotional skills can be learned, and provides
direction about the most effective ways of teaching these skills with a view to prevent school
failure. A research indicates that social and emotional skills are as important as cognitive skills
to get success in school and beyond, and that they may be more impressionable than cognitive
skills, especially in early and middle childhood. It has long been recognized by teachers that
students who can pay attention, persevere with tasks, solve problems, and work well with
others generally do better in school than those who don‘t have these abilities or whose abilities
are compromised by stress, anxiety, depression, or anger.
Adolescence is considered by many scientists to be the most critical and the most vulnerable
developmental period in the lifespan. It is a period of significant biological, neurological,
psychological, social, emotional, and cognitive change; it is also a period associated with risk
for many behavioral, social, and health-related problems. To safeguard child and adolescent
mental well-being, it is important to create social environments that offer shielding factors for
mental health and limit exposure to risk factors for mental confusion. Wellbeing is vital for
student success. The ethical responsibility of teachers and, Edu-leaders is to consider, promote,
balance and respond to all aspects of the students, including their physical, social, emotional,
academic and spiritual needs. These considerations require purposeful expression and action
across all curriculum areas, strategic priorities and teaching practice. To maximize the role that
schools have in promoting and responding to student wellbeing, need a high level of school-
wide coordination and cohesion. Student wellbeing is not only an ethical and moral obligation
for teachers and Edu-leaders, but also a legal responsibility. Let‘s take a challenge to strive to
make a difference, strive toward wellbeing for success.
Ms. Heema Sharma Principal
J P international School Greater Noida
GENERAL WELL-BEING THROUGH GOOD
HEALTH & BEHAVIOR
Human behavior flows from three main sources: Desire, Emotion, and Knowledge. The
attitude thus equipped is very important as one‘s behavior radiates how one feels.
A human being is said to have its worth when he is imbibed with the attributes that are good
for his successful survival and also conducive for the betterment of the society. It is well said
that if a person is healthy in mind he always becomes an asset for the society and produce
wonderful outcomes. He transmits the positive vibes and becomes the precursor of a healthy
nation. Enrichment of knowledge is directly related with health of mind. Healthy mind lies in
a healthy body. So our health has direct connection with our thoughts and knowledge or in
other words good mental well being is important for our physical health. Many factors
influence our well being which include the overall state of mind and body that ultimately
result in the type of behavior with the society - so it is very important to have a healthy mind
with positive thought.
There is no doubt that Cultural legacies are powerful
forces. They have deep roots and long lives. They persist,
generation after generation, virtually intact. I believe that
the human behavior is more influenced by things outside
of us than inside. The 'situation' is the external
environment. The inner environment is genes, moral
history, religious belief and so on. So the school plays a
vital role in molding behavior and instilling manners
which is a constantly evolving process that takes patience
and produce everlasting results. The individual that is thus produced is said to be a role model
for all and thus contributes to the development of the nation.
Health-related behavior is one of the most important elements of well-being. Its importance
has grown as it is crucial to have such mindset that is nurtured in healthy environment.
Diseases that were once incurable or fatal can now be prevented or successfully treated and
health-related behavior has become an important component of public health. The
improvement of health-related behaviors is, therefore, central to public health activities as it
then leads to best of the conduct and the components of social status.
It can be enhanced by fostering knowledge and beliefs, increasing self-regulation skills and
abilities, and enhancing social facilitation. Engagement in self-management behaviors is seen
as the proximal outcome influencing the long-term distal outcome of improved health status of
the nation.
If we each take responsibility in shifting our own behavior, we can trigger the type of change
that is necessary to achieve sustainability for our race or this planet. We change our planet, our
environment, our humanity every day, every year, every decade, and every millennia.
I firmly believe that, it is the unseen and the spiritual in people that determines the outward
and the actual. ―To find yourself different than others, you must believe behave and act
differently.‖
Ms. Jyoti Arora Principal
Mount Abu Public School Rohini
―Whatever the struggle continue the climb, it may be
only one step to the summit.‖
-- Diane Westlake
WELLBEING
Wellbeing is a condition of existence with
satisfaction. Every aspect of our life influences
our state of wellbeing. Well-being is subject to
how one feels other people in their environment
perceive them, whether it is positive or negative.
It is deeply related with the culture. Happiness
is related with the value system that we follow.
Value system in turn depends on the culture.
Physical activity can help to reduce stress, boost self-esteem, combat depression and reduce
anxiety. Mental health influences how we think and feel about ourselves and others, affecting
our capacity to learn, to communicate, and to form and sustain relationships. It also influences
our ability to cope with change and manage our physical health. Creative activity enables
achievement, self-confidence and skills development (both physical and cognitive). There is
also evidence that creative activity offers some control of negative thoughts and feelings of
stress.
We need to learn how to believe in ourselves and create purpose for ourselves. If well-being is
established in kids at a young age then it is more likely to play a part in their life as they get
older. The feeling of having a purpose in life and connection with others are also contributors
to the idea of well-being. When people feel as though they have a [purpose] in the world, they
feel like they belong. They feel like they matter.
Ms. Manoranjini Suresh Principal
BVB, Trissur
―Those who educate children well are more to be
honoured than parents, for these only gave life, those
the art of living well.‖ -- Aristotle
Nurturing and Fostering Our WWW Generation
Childhood and Adolescence are the most joyful periods of one‘s life characterized by curiosity,
creative energy and desire for self-discovery and exploration of the world. Children are
remarkably flexible, they poses the ability to solve problems.
The journals of Child and Adolescent Mental
Health Services indicate that one in every ten
children suffers from one or another form of
mental health disorder. As we are aware that
mental health problems in childhood and
adolescents are a predictor of mental health disorders in adulthood. In this regard, the services
provided in schools will help young people to prevent developing major mental health
problems.
There is considerable evidence to show that early identification of behavioural difficulties
and early implementation of family support programs promote better mental health
outcomes for children at risk.
I feel empathy for the present generation that faces the burden of competition, unrealistic
parental aspirations, powerful peer group pressures and immense emotional stress which not
only have an adverse effect on their academics, behaviour as well as on socio-emotional
outcomes. All this leads to a host of emotional and behavioural problems - aggression,
attention-deficit/hyperactivity disorder, depression, anxiety, conduct, and eating disorders.
There is a felt need for integrating the diversity of learning styles that children exhibit,
therefore we want our pupils to develop valuable life skills and become more independent,
resilient and confident individual who are able to come out of their comfort zones. They
should overcome the petty concerns of succeeding in school, being popular, having a fit or
slim body, wearing the right brands of clothes, and owning the latest technological gadgets,
bullying sleep disorders, obesity, computer dependency and drug abuse.
No wonder, at this blooming phase these future flyers elope in high risk behaviors and anti
social acts. Estimates suggest that forty percent of young people are in bad educational shape
and therefore will fail to fulfill their promise. Many large urban schools have well-over fifty
percent of their students manifesting significant behavior, learning, and emotional problems.
The reality is that the problems of most youngsters are not rooted in internal pathology, and
many troubling symptoms would not develop if environmental circumstances were
appropriately different.
We at DAV-37,Faridabad are committed to partner with students, parents and teachers in
order to foster our www generation with highest moral and ethical values along with
academics and life skills (from self awareness to decision making and effective communication
to say NO) and to move forward in the true spirit of ability-driven education.
It is therefore, I strongly feel that we should treasure that one individual who is standing
before us to the utmost of our abilities and encourage that person through dialogue. Continue
to reach out to one, then another, and in so doing, foster an increasing multitude of capable
people versed in the creation of value and send them out into our communities and society.
Ms. Neelam Gandhi
Principal
D.A.V. Public School
Faridabad
Peace-The Foundation for Lasting Human Happiness
Those who win over themselves are happy.
I, too, advance with hope
in my heart.
I advance with joy and vigour.
I will not be defeated!
I will not give up!
There is something vaster
than the wide open sky-
And that is my life.
There is something deeper
than the fathomless sea-
And that is your life.
There is something more precious
than the all the treasures of the universe- -
And that is our life.
Positive Psychology for School Children
Educationists and parents today find themselves dealing with increasing behavioural issues of
children. The problems they deal with range from aggression over small things to disruptive
behaviour and delinquency. Children are becoming more demanding and less resilient. The
parents, due to their busy work schedules, find less time for their children and use material
things as substitutes to make up for the time they do not spend with their children. Schools are
constantly grappling with ways and means to manage these children. They helplessly turn
towards counselors, who also find themselves overwhelmed by the number of referrals they
are expected to handle.
What then may be the solution to this ‗21st century‘
problem? Do we need to look for something that is
preventive rather than remedial? Are we bringing up our
children the right way, offering them the right
conditioning ‗mantras‘ and coping skills? Do we have a
way of teaching that will help build positive character
traits in our children? Earlier, grandparents and family elders played an important role in
guiding the youngsters. Stories and teachings from the scriptures and those from the
Panchtantra and Jataka tales provided a guiding light. Today, children are ‗guided‘ and
‗misguided‘ by the media. The hapless children are left to fend for themselves and make sense
out of a confusing world. An urgent need is felt for the right kind of conditioning ‗mantras‘
and intervention programs for children today. It‘s time toadapt the teachings of our ancient
scriptures like the Bhagavad Gita and/or combine them with western concepts like Positive
psychology to find solutions to the mental and behavioural issues plaguing our society. Both
Indian psychology and positive psychology offer profound words of wisdom that can
contribute in a big way to developing resilient and healthy mindsets.
The Bhagavad Gita, for example, teaches us to treat failure and success alike and that failure is
also a step towards progress. It also teaches us to focus on ‗karma‘ and not on the results
because the results are affected by other factors. It teaches us to accept differences in people
and advocates different paths. There are many such profound thoughts in the Gita that may
prove to be of immense value for our children.
Positive psychology is a recent development in the field of psychology. The idea began in the
90‘swhen Martin Seligman became the president of American Psychological Association. As a
science, positive psychology focuses more on building strengths instead of healing. It helps
one develop positive character traits and constructs like hope, optimism, faith and resilience.
While developing constructive cognitions about the future, one works towards personal well-
being and satisfaction. If the children are taught the methods early in life, they will learn
things like the meaning of happiness and how to achieve it by combining pleasure,
engagement and meaning; the meaning of hope and how to develop goal, pathways and
agency thinking; how to develop mindfulness and flow, and achieve efficiency and satisfaction
out of work; how to become more optimistic by learning to work on your cognitions; and
others. Positive psychology interventions like the ‗Penn‘s resiliency program‘ have been tried
in many schools around the world and have shown positive outcomes. India also needs to
strengthen its positive intervention programs to prevent the problem becoming severe.
Ms. Pratibha Dabas
Academic Director
Golaya Progressive Public School
Palwal
―Whatever you do will be insignificant, but it is very
important that you do it.‖
-- Mahatma Gandhi
THE NEED FOR SKILL BASED EDUCATION
IN INDIA
Education is the key to the National Development. If the
fruits of education have to reach the common man, it must
be adequately and properly administered. Education
therefore, should plan for this social development. Skills
are components that enhance the individual abilities and
let them be attuned to the industries' practical
requirements efficiently. The launch of the Skill Mission
by the Government aimed at scaling up skill training
efforts to meet the demands of employers and drive economic growth. Large sections of the
educated workforce have little or no job skills, making them largely unemployable. There-fore,
the nation has a very narrow time frame to harness its demographic dividend and to overcome
its skill shortages.
India currently faces a severe shortage of well-trained, skilled workers. It is estimated that only
2.3 per cent of the workforce in India has undergone formal skill training as compared to 68
per cent in the UK, 75 per cent in Germany, 52 per cent in the USA, 80 per cent in Japan and 96
per cent in South Korea. More than 54 per cent of the country's population is below the age of
25, allowing it with an opportunity to provide a skilled workforce to fill the expected shortfall
in the ageing developed world. The country's population pyramid is expected to bulge across
the 15-59 age group over the next decade. This demographic advantage is predicted to last
only until 2040.
We want our youth to come forward and take initiative and be skilled to take on the
responsibility of the nation. The National Skill Development Corporation (NSDC) is a 49 per
cent government entity under the Ministry of Skill Development and Entrepreneurship and 51
per cent representation from industries like FICCI, ASSOCHAM and CII among others.
Government is very keen on skill development and this is precisely what he has been talking
about in most of his ad-dresses to the nation that we are a youthful nation and our youth are
our strength.
The world and India need a skilled workforce. Let youth get skills which can con-tribute
towards a strong India. By 2020 India will have 49 per cent of its workforce which would be
youth. In order to inculcate and develop their skills, everybody has potential. We keep hearing
the data almost on a regular basis that two per cent of workforce are vocationally trained, the
rest are not. We have 85 percent of the engineers who are unemployable. We have a huge
responsibility of bridging the gap between industry and academia but we need to find a
solution. We have to integrate skill development into the curriculum for the benefits of the
students.
SIGNIFICANCE OF LEARNING
Modern Society is in a state of flux and changes are on at a fast rate. The area of education is
vast and growing day by day. We have to continually create an environment where by our
schools become-Laboratories of a) Learning b) Compassion c) Justice d) Empathetic Listening
e) Reflective Thinking f) A concern for global, national and rural issues. Education should
bring about the integration of these separate entities- for without integration, life becomes a
series of conflict and sorrows.
The Objective of the study- is to study various trends, skills of education in India during
different phases; and to trace the reasons and need for skill based education in particular.
Educational Development can be broadly classified into 6 Periods.
1) Ancient India. 2) Pre-British India. 3) British India. 4) Independent India. 5) Present 21st.
Century India and 6) Future India.
It is essential to see the historical background of educational development to understand the
present and visualize the future needs and type of education to be imparted. The Analysis
includes presenting a futuristic outlook, challenges and opportunities in the process and
suggestions made for fostering New Trends for Educational development in India.
SKILLS FOR 21ST CENTURY LEARNERS
The efforts of CBSE and alike should be appreciated and supported, who have come ahead
with measures to at least start evaluating, monitoring and preparing its pupils on various
skills under the co-scholastics.
The Thinking Creative-Logical skills. The International Commission on Education for the 21st
Century also mentions to support education at four planes, the Commission identified four
pillars of learning, namely, learning to know, learning to do, learning to live together and
learning to be. The Intellectual skills should display multiple intelligence at the best of the
potentials. The suggestions in short are as follows:
a) Formulate a team of academic educators who would study and suggest the exact type of
education needed for the mass. (Type of Skill needed)
b) Prepare Long Term educational Plans and short term goals and renew curriculum seeds to
be sown right from childhood( Primary) and prepare to rise with every incremental step.(
Skills to be identified and developed)
c) Create agencies of services for the development of 'Thinking Tanks'; Specialized education
services; Knowledge Management hubs, which will lay the foundation for change and at
the same time maintain the best qualities of the present.( Master trainers for various skills-
a sought of specialization)
d) No educational plan should be shelved for want of finance; at the same time all efforts
should be made to identify and develop talents(Skills) amongst the teacher and the
students. Quality Human resource and lack of time and money should be intelligently and
economically used.)
FUTURE INDIA-SKILL BASED EDUCATION
Apart from this, it is also concluded and suggested to develop Education for Multiple
Intelligences like linguistic or verbal intelligence, logical-mathematical intelligence, spatial
intelligence, bodily-kinesthetic or sports intelligence, musical intelligence, inter-personal
intelligence, intra-personal intelligence and naturalist or environmental intelligence. From the
angle of multiple intelligence, the age 15 to 18 is the most significant since the potentialities
unfold faster and stabilise. Also, it will be necessary to develop a gender friendly curriculum
―Curricular Structure and Course Offerings". The first ten years of schooling will provide a
course of general education without any specialization. Higher education must be
compulsorily skill oriented and research based.
Based upon the report (April, 2005) of the National Focus Group on Work and Education
constituted by NCERT the Committee recommends the following two-fold strategy for a major
curricular reform: (1) Productive work (and other forms of work as well, including social
action and engagement) may be introduced as a pedagogic medium for knowledge
acquisition, developing values and multiple-skill formation. (2) Vocational Education and
Training (VET) may be conceived as a major national programme. Apart from this we would
like to suggest a) Educational qualifications and certificates should not be linked directly to
job, rather firsthand experience/ apprenticeship/training or work done etc..should be the
criteria for job. I conclude that it is high time to stabilize and be able to produce quality skilled
educated people. We must include and give importance to the skills which our ancestors had
acquired. Various skills need to be identified, accepted, credited, groomed and encouraged.
Let us take this challenge to see the change by emphasizing on the importance of not only
education but Skill Based Education to be imparted. Today we need skilled educated people-
people who have hands and minds working together and not simply educated people with
degrees and kilos of certificates-This is the need of the hour……
Mr. Priyadarshi Nayak
Principal
Delhi Public School
Sagar, M.P
―The beginning is the most important part of the work.‖
-- Plato, The Republic
ARTICLE ON LIFE SKILLS
‗Childhood should be carefree, playing in the Sun, not living a nightmare in the darkness of the Soul‘.
Dave Pelzer, A Child Called „It‟
Today‘s child is just the opposite of what is written above. Their life is cluttered. Fear of
cyber bullying, peer pressure, ragging etc is common amongst today‘s children. There are
many reasons for this. Parents in nuclear families don‘t have time to spend with their
children. The role of grand parents cannot be forgotten. They used to spend a lot of time with
children and engage with them, telling them stories and also making them do small chores.
The child used to be fruitfully occupied. That situation has changed and machines have taken
their place. Children are glued to TV, video games, computers, phones and so on. They are
growing up quickly.
Games and sports that used to be played earlier are no longer popular. Kho-Kho, Kabbadi,
Athya Pathya are not heard of. One acquires to get along with others from playing team
sports. But the one child or at the most 2 children who grow up together don‘t share their
things, don‘t know how to cooperate with each other and tend to become very selfish.
The chemicals and pesticides that are sprayed on
fruits and vegetables are responsible for their poor
quality. Today‘s children who grow up eating these
are not physically healthy. The intake of junk food
also plays a major role in children becoming
aggressive, obese and susceptible to infections.
Children these days don‘t sleep for minimum 8
hours. These digital natives are slaves to their
gadgets with the result they are sleep deprived. This
sleep deprivation leads to irritability and aggression.
Parents have to be role models in this age where children don‘t have role models that they can
emulate. Working parents should spend quality time with their children. Children should be
taught to compete with oneself rather than with others.
Values are picked up by children if they are seeing it in their parents, teachers and elders.
They cannot be taught.
Teachers and parents should remember that their children are watching them at all times and
registering all their movements and actions. So one has to be on guard ,at all times.
Childhood should be happy. That is the stage in life when one can be free from worries and
tensions. All needs are taken care of. Let it remain happy and cheerful. Don‘t introduce
children to gadgets at a very early stage in their life if it can be avoided. Watching too much
TV is also detrimental. There is a lot of violence that children see even if it is a cartoon film
and they will get the impression that violence is normal.
Let us resolve to bring back the childhood to our children where they are happy and stress
free. Let us introduce them to the world of story books and crayons. Let them give vent to
their creative ability by drawing and coloring. Let them express their emotions through
words and verse. Let them play to their hearts content but out in the open with children of
their age.
Ms. Rema Alex Daniel
Principal
Summer Fields School
Kailash Colony, ND
The greatest inheritance parents and teachers leave,
are children. – Maryln Appelbaum
CITIZENSHIP
As I look back at my experience in the field of teaching, I feel
that a good school should not merely be a passport to a good
college and to a handsomely paid job, but rather it should also
work towards the overall development of the child. I also feel it
is the need of the hour to sensitise children on social issues, and
support their continuous growth and development as they are the future of tomorrow.
Keeping all this in mind, we, at The Indian School have inculcated The Citizenship Program
into our curriculum. This program is worked around the belief that the aim of education is not
only to prepare children for a career but also to prepare them to face all the challenges of life.
This program spreads its wings in a variety of ways to polish the behavior and outlook of our
new generation. The first steps are taken in class where the children are exposed to TED talks
and motivational speeches by eminent speakers followed by active discussions on how to
polish their personality and make society a better place to live in. From discussions on how to
cope with failure, to the power of focus, to exposing them to the stories of real life heroes, we
ensure that the children are skilled to face all the challenges that await them.
A unique way to inculcate the importance of being a good citizen and learn civic sense is done
through a project called SPOT FIX. Here, the children identify a public spot that is
exceptionally dirty or vandalized, pick up their brooms/paint to clean/ beautify the spot and
fix it—literally. . This concept was initiated to change the general mindset of why one must not
wait for the Government to do everything. I have personally felt that this has brought about a
major change in the minds of the children just by spending two hours a week for this public
service. The pride on their face is invaluable when a passerby asks them the name of their
school. Many even ask them as to who has instructed them to clean the walls and they answer
with a broad smile – ―No one, its our duty sir. ―
SHRAM DAAN is another invaluable learning we seek to instill in our children. The value of
offering a little bit of one's own time and effort for helping to alleviate the misery of another, is
something our students are continuously taught.
ITEMS MADE BY THE CHILDREN INCLUDE SOAPS, RANGOLI/HOLI COLORS,
PAINTINGS AND POTTED PLANTS. They make hand-made items at School, the collections
from which, they personally handover to a variety of charities. Through this we aim to
encourage the streak of creativity and use this talent rather than monetary donations, to help
those less fortunate.
Our most challenging step is the adoption of Defence Colony Market for a Cleanliness
Campaign. Our aim is not the physical cleaning of areas as many organizations are doing as a
result of the Swatchch Bharat Abhiyan, but to educate the general public on the importance of
cleanliness and how it can lead to a better, cleaner and healthier society. The students learn
responsibility and leadership qualities as they put together a Nukkad Nataks, make weekly
visits and interact with local leaders and kiosk owners on the importance of hygiene and
cleanliness.
At this tender age, the children experience how it feels like to work around the hurdles of red
tape, picked up life skills by interacting with all strata‘s of society and what it is like to actually
get down to ground level and achieve a target.
We, at The Indian School, firmly believe that with the growing participation in The Citizenship
Program, the students of our school will be a cut above the rest.
Ms. Tania Joshi
Principal
The Indian School
New Delhi
― Honest disagreement is often a good sign of progress. ‖
- Mahatma Gandhi
Health and Happiness in Education
Health and Wellness have become the new mantra for everyone, everywhere! There seems to
be a mad rush for people trying to adopt new healthy lifestyle, from small changes in daily
habits to taking leaps of faith; all in the name of trying to live a ‗happier life‘.
It is like something to be achieved, something to be possessed. However, being happy and
healthy is how we are, naturally. We make ourselves run away from our essential natural
being trying to ape a life that looks glamorous and busy on the surface but is far away from the
real existence. Endless hours, effort, resources are spent in order to get more out of life only to
reach a point where we lose ourselves- ‗Our happy selves‘. We chase fancy designations and
status all our lives to be a person of worth in our own and others eyes. Playing games,
complicating things and competing. There is competition or everything, everyone wants to be
first, best, A-grade, first class and so on. That‘s what we have learned and that‘s what we teach
and expect our students to be under the name of education.
Real education doesn‘t teach you to be competitive, it teaches you cooperation. It does not
teach you to fight and come first. It should teach you to be creative, to be loving, to be blissful,
without comparing yourself to others. It will not teach you that you can be happy only when
you are the first– that is not possible. Being happy is not just about being first. In fact in trying
to be first there is so much of misery that comes along that by the time we reach there, we are
far away from being happy. But that‘s the vicious circle we have been trapped in. This circle
needs to be broken. It‘s time we realize the changing landscapes and add meaning to the term
education we ubiquitously use to refer to the process of rote learning and parroting.
The real fragrance of education can only be spread and felt when it comes from a place of love
and gives joy. True education teaches you to enjoy, whatever you are doing. Just like singing,
dancing, painting. Letting the creative juices flow unhindered, unadulterated. Unleashing the
creative potential makes existence come alive. We become the force and it flows through us.
What comes out of it is magic and beauty. It is unique and true to itself and has no
competition, can never have any competition. Allowing life to flow in its true nature and not
contaminating it with faulty conditioning and unrealistic expectations from self and others is
what we need to give back to our young generation. Are we?
Ms. Mehak Wadhwa, Vice-President, AISCAP
All Children have Dreams & All Parents Hope
Is there a child who does not dream of making it big? Or Of being given a place like other
children of at school, amongst society or at times even at
home?
The Millennium Developmental Goals that aimed at full
primary schooling for all, has coerced school education to
create spaces for children from all walks of life with a wide
range of abilities that may not necessarily conform to traditionally accepted norms. Today we
need to discover and understand the wider implications of education for all.
According to Census 2011, there are 1.2 billion people in the country. The World Health
Organisation estimates a global disability prevalence rate of 10 percent of the population
which means there are approx 12 million people with disabilities in India. The obvious
question is are we ready to provide 1.54 % of children with disabilities (as per Census 2011
data) in the primary age group with what is their right? Are we ready and prepared to support
children with special needs. Do we even know that they deserve to be given skills to take their
rightful place as equal participants in society.
For far too many children with disabilities, the opportunity to participate simply does not
exist. Far too often, children with disabilities are among the last in line for resources and
services, especially where these are scarce to begin with. Far too regularly, they are the objects
of pity or, worse, still of ridicule, discrimination and abuse. With the launch of several programs
including the District Primary Education Programme (DPEP) in 1994 ,The Equal Opportunities and
Rights of Persons with Disabilities Act 1995 and the Sarva Shiksha Abhiyan and RTE very recently
there has been a comprehensive breakthrough with legislation that provided for education and
economic rehabilitation of people with disabilities creating awareness and increased sensitivity
towards these children.
But with the best of intentions these programmes have been able to make only a limited
impact in terms of increasing the participation of children with disabilities in formal education
at regular schools.
The question is how to demystify the perception and make it acceptable in a country as large
and diverse as India, with its multiple tracks offering inequitable schooling opportunities to
different groups?
Even today somewhere, a child is being told he cannot play because he cannot walk, or
another that she cannot learn because she cannot hear. Being differently abled is still not
acceptable. This situation needs to change, educational institutions have to stop turning
children away because they are not geared to accept them. The academic and social matrix
provided within schools needs to be channelized to meet and take advantage of these
opportunities to serve children.
School counselors are committed to helping all students realize their potential and meet or
exceed academic standards regardless of challenges resulting from disabilities and other
special needs. The role that school counselors play in the education of students with special
needs is increasingly important (Lockhart, 2003). Sensitizing peers, supporting teachers and
understanding the concerns of parents as they work with the child are all very important.
Parents of students with disabilities share the concerns of all parents about child-rearing and
about education and also have additional concerns related to their children's disabilities. It is
important that just as school counselors work with students with disabilities they must also
frequently work with the parents of those students. Understanding the concerns and
perspectives of these parents is essential to working with them effectively as partners in their
children's education. A word of caution here while many a parent may be denial of their
child‘s needs it is important that counselors do not generalize and assume as if all parents
were the same. But what we all can assume is Parents develop wishes, expectations, and
dreams for their children, even before the child is born. The discovery that the wished-for
child has a disability can be seen as destroying the hopes and dreams held by the parents.
Parents need to grieve the loss of these hopes and dreams (Bristor, 1991; Klein & Schive, 2001;
Witt, 2004). Then, they can begin to "dream new dreams" (Klein & Schive). However, sadness
related to the child's disability may be ongoing or may recur periodically — around previously
anticipated events that do not occur or around anniversary dates, for instance (Quinn, 1998).
Joining hands with parents from the community and forming support groups goes a long way
to help parents deal with their loneliness.
Preparing Teachers Teaching is said to be most effective when it is differentiated to meet the
individual needs of students. And for a teacher with a special needs child this could not hold
to be truer. Teacher training for regular teachers rarely prepares teachers for working in
diverse classrooms, and in particular does not equip them with the confidence, knowledge and
skills to effectively support learners with disabilities. This is a key reason why so many
children with disabilities remain out of school, or are excluded from the learning process
within school. If we are to reignite progress towards quality basic education (early childhood,
primary and lower secondary schooling) for all, then regular teachers need to be prepared to
meet the learning and participation needs of children with disabilities. To do this they need to
be given appropriate initial training, ongoing training and professional development, and
ongoing access to adequate high quality support and advice from specialist personnel
including special educators.
Peer Acceptance & Friendship Friends and friendship are important for everyone at all stages
of life. And children with special needs are no different. Peers can provide important support
for a child with special needs, both by providing practical help and by forming friendships.
Some golden rules that help -
Let children spend time alone together both in the classroom and by encouraging parents to
arrange play dates.
Organize the play area. Small, cozy spaces, such as a reading corner, encourage closeness.
Toys, materials, and playground equipment that require two children promote working
together and communication.
Have multiples of some toys. Providing children with multiple versions of similar toys
and materials encourages friends to perform the same action at the same time.
Encourage playfulness. Within reason, allow noisy, silly, and active play among children.
Some children with special needs have been relatively isolated and have never had the
opportunity to experience the closeness created by shared laughter.
Set up play situations. Assign children who have shown an interest in each other or in
similar activities to a small group. Set up an interesting activity near both children, and
encourage them to engage in it.
Reinforce positive behavior. Encourage all children who are playing well together.
Be an appropriate role model. Join the children in play at key moments. You might step in
and play a supporting role in order to keep the interaction going, or take a second to
explain a child‘s actions that the friend might not understand.
Give the child with a special need a leadership role. Encourage that child to make
decisions, lead a part of an activity, or distribute popular materials. Peers may be more
likely to see that child as an interesting playmate if the child has a leadership role.
Never force friendships between children of any age or ability. Do not insist that
children who are not interested play together, or force children to continue at an activity if
they are no longer engaged. Forcing friendships may actually create negative feelings
instead of positive interactions‘ courtesy extension.org.
The road may seem long but the path must be travelled if we are to keep the promises that
we make to our children
Ms. Preeti Puri
School Counselor
Bluebells School International
Kailash Colony, New Delhi
―Advice is like snow—the softer it falls, the longer it dwells
upon, and the deeper in sinks into the mind.‖
Samuel Taylor Coleridge
Mental Health Promotion for Children & Adolescents - Emerging trends and vision for school based interventions -
Childhood is a journey…not a race
Health and Education: a linkage in educational reforms
Children are the most important assets of any country and the most important human
resource for overall development. Schools are one of the settings outside the home where
children can acquire new knowledge and skills to grow into productive and capable citizens,
who can involve, support and help their communities to grow and prosper. A Health
Promoting School is a setting where education and health programmes create a ―health
promoting‖, environment which in turn ―promotes learning‖.
Over the years there is enough scientific evidence which strongly propagates the view that
there has to be a consistent strong linkage between education and health so that schools
become a medium for promoting health and wellbeing among children and adolescents.
Health promoting schools encourages planning and coordinated action and use of
resources rather than a reactive response to crises. It involves curriculum planning, whole
school organizational alignment and partnerships with people and agencies to support
programs and projects. There are numerous community health issues that loom large: mental
health, increasing weight and physical inactivity, drug and alcohol abuse, bullying and
violence etc. Having a planned and coordinated approach to tackling any of these is crucial.
Resources are better designed and utilized, funds are targeted and spent effectively, projects
and programs are coordinated, linked or joined up. An issue can galvanize a team into action
but instead of being in a reactive mode, a planned and coordinated approach is far better.
Promoting Health through Schools
Promoting health through schools is a ‗life-course‘ approach to promote healthy
behaviour among children. Many of today‘s and tomorrow‘s leading causes of death, disease
and disability can be significantly reduced by preventing behaviour that is initiated during
youth, through health education, understanding and motivation; and fostered by social and
political policies and conditions.
Almost all children attend school and spend 6-7 hours of their time everyday in that learning
environment. Incorporating health into the school curriculum can have substantial influence
on health promoting behaviours. A Healthy School is one that constantly promotes health and
strengthens its capacity as a healthy setting for living and learning.
Schools can help promote the health of staff, families and community members as well
as the health of students. Much is known today about the relationship between education and
health. People everywhere can use this knowledge to help create Health-Promoting Schools. In
almost every community the school is a setting where many people learn and work, care for
and respect each other. It is a setting where students and staff spend a great deal of their
greatest impact because they influence students at such important stages in their lives-
childhood and adolescence, by creating schools that are health promoting, school leaders all
over the world can foster health as actively as they promote learning.
Good health supports successful learning. Successful learning supports health. Education and
health are inseparable. Worldwide, as we promote health, we can see our significant
investment in educations yield the greatest benefits.
-Dr. Desmond O‘Byrne
WHO (2001) report on mental health estimates a global burden of Serious Emotional Disturbances in
children and adolescents up to 15%.
The Indian Scenario
o India – Children and adolescents constitute 40 % - 44 % of over 1200 million population.
o 10 - 12 % of < 16 years suffer from various psychiatric disorders (ICMR).
o A large majority of the mental health problems do not have any platform of addressal
or health itself is denied condemned or stigmatized (WHO report 2001).
Children may suffer from a wide range of psychiatric illnesses, most common disorders in
India are enuresis, ADHD, learning disorders, conduct disorders and behavioural disorders
(Malhotra, 2005).
Besides the early formative years, adolescence is a time in life span when children realize who
they are, what they would like to be….It‘s time to forge an identity. Career choices to be made,
meaningful relationships to be formed and sustained, technological advances tackled, attitudes
and roles chiselled. A few of our youngsters seem to be in vague kind of disturbances, of
having lost something, of a sense of betrayal, a gnawing frustration that often blazes into
aggression, insecurity, loneliness, boredom, defiance and a feeling of being on the brink of
crisis-symptoms that are spreading through the nervous systems of the entire generation.
The increase in the reports of bullying and school violence accounts the importance of
recognizing and responding to the psychic agony of the school campus. In the last decade,
School mental health has expanded to address school violence, sexual harassment, bullying,
substance abuse, discrimination and healthy discipline. School consultation focuses more on
early identification and intervention at the individual and systems level to help attain
immediate educational and behavioral goals and to prevent long term negative outcomes in
the overall personality of children.
But despite this understanding, the reality is that majority of the public schools have no
counselor or a social worker, yet schools are being asked to deal with more of the mental
health needs of their students.
Due to this growing awareness of mental health issues in both children and adolescence on
one hand and paucity of health professionals on the other hand the schools have to explore the
potential to promote mental health through both the curriculum and with the provision of
supportive learning environments.
Type of Mental Health Interventions in Schools
1. Mental Health Promotion – for advocacy, to build awareness and resilience.
2. Universal and Selective Prevention-to reduce risk and vulnerability factors and build
protective factors.
3. Prevention and Early Intervention Strategies-for those with early signs of disorder.
Expressions India – The National Life Skills Education and School Wellness Program
has been following a working model of Comprehensive School Mental health promotion
(adapted from WHO recommendation).
The pictorial representation illustrates the psychosocial and mental health issues inany school
system and indicates who is likely to be involved in these issues. Issues of well-being and
psychosocial competence affect the entire school community including students, teachers, school
administrators and members of the surrounding community. Specific mental health programmes
addressing these issues improve coping skills, decrease stress and increase support for a healthy
school community.
Levels I and II – Primary prevention and health promotion, target the causes of healthy and
unhealthy conditions with interventions to promote healthy behaviours and prevent a
disorder from developing.
Level III – Secondary prevention targets the population at risk to protect them against the onset
of disorders.
Level IV – Targets the people who have developed the disorders and aims at helping in the
management, reducing the impairment and preventing relapse.
The Expressions India programme has over 1200 child centred sensitization workshops,
training programmes and seminars for capacity building and teacher training to its credit. This
has involved a wide spectrum of family and school based workshops on positive parenting
and family life education.
LEVEL OF INTERVENTIONWHO IS INVOLVED
Entire school
community
All students
and teachers
Counselors / teachers
peer mentors
Counselors /
school doctor
other experts
Integrated in
school
curriculum
Part of general
health curriculum
Students needing
additional help
Professional
management
Mental well being
I
Mental health knowledge,
attitudes and behaviours
II
Psychosocial problems
III
Severe
problems /
disorders
IV
LEVEL OF INTERVENTIONWHO IS INVOLVED
Entire school
community
All students
and teachers
Counselors / teachers
peer mentors
Counselors /
school doctor
other experts
Integrated in
school
curriculum
Part of general
health curriculum
Students needing
additional help
Professional
management
Mental well being
I
Mental health knowledge,
attitudes and behaviours
II
Psychosocial problems
III
Severe
problems /
disorders
IV
School counseling programs are collaborative efforts not only benefiting students, but also
parents, teachers, administrators and the overall community. Therefore, school counseling
programs should be an integral part of students‘ daily educational environment, and school
counselors should be partners in student achievement. The pioneering initiative in India by
Association of Indian School Counselors and Allied Professionals is commendable in this
regard (www.asicap.com).
Unfortunately, school counseling has lacked a consistent identity from state to state,
district to district and even school to school. This has led to a misunderstanding of what school
counseling is and what it can do for a school. As a result, school counseling programs are often
viewed as ancillary programs instead of a crucial component to student achievement, and
school counselors have not been used to their fullest. The question has often been posed,
―What do school counselors do?‖ The more important question is, ―How are students different
because of what school counselors do?‖
To address these issues Expressions India has promoted the formation, development and
provides technical resource to Association of Indian School Counselors and Allied
Professionals (AISCAP). This association intends to create a framework for School Counseling
Programs to ensure that the school counseling program is comprehensive in design and is
delivered systematically to all students.
School mental health programmes are effective in improving learning, mental well-being
and channelizing management of mental disorders and they are most accepted and effective
when:
It is part of the general educational system.
Implemented through routine health care in the school.
Supported and developed by families and parent groups.
Brought in through the support of school counselors and/teachers who recognize that poor
social functioning interferes with learning.
Brought in through school management or Board that recognizes that schools are a good
setting to improve the functioning of the children.
Responsibilities of a School Counselor – The New Paradigms
Towards the Students: A professional school counselor has a primary obligation to the
student who is to be treated with respect as a unique individual. He/she is concerned with
the educational, career, emotional and behavioral needs and encourages the maximum
development of each student. The counselor refrains from consciously encouraging the
student‘s acceptance of values, lifestyles, plans, decisions and beliefs that represent the
counselor‘s personal orientation. He/she is responsible for keeping informed of laws,
regulations or policies relating to the students and strives to ensure that the rights of the
students are adequately provided for and protected.
Towards the Parents: A professional school counselor also respects the inherent rights and
responsibilities of parents for their children and endeavors to establish as appropriate, a
collaborative relationship with parents to facilitate the maximum development of the
student. He/she adheres to the laws and local guidelines when assisting parents
experiencing family difficulties which interfere with the student‘s effectiveness and
welfare.
Towards the School: A professional school counselor supports and protects the educational
program against any infringement not in the best interests of the students. She must inform
appropriate officials to conditions that may be potentially disruptive or damaging to the
school‘s mission, personnel and property. He/she assists in the development of a).
Curricular and environmental conditions appropriate for the school and community; b).
Educational procedures and programs to meet the student‘s developmental needs and c). A
systematic evaluation process for the comprehensive school counseling programs, services
and personnel.
In summary as India is moving towards a commitment to universal education through the
RTE, schools are finding it necessary to expand their role by providing health services
including mental health services to deal with factors interfering with schooling. Knowledge
about health, positive attitude and health promoting behaviours affect the wellbeing of all
students and teachers. Health educational interventions can make an important impact on the
identification and handling of psychosocial and mental health problems. The need of the hour
is a system of holistic education incorporating the biological, psychological and social
variables to the academic curriculum of a developing child.
We need individual who have an infinite capacity for not knowing what can’t be done. - Henry Ford
Dr. Divys S. Prasad, Clinical Psychologist
Dr. Poojashivam Jaitly, Clinical Psychologist
HEALTH PROMOTING SCHOOLS…….. -Setting Global Standards for Education & Wellbeing-
“We achieve our greatest happiness when we realize ourselves through others. Equally, we need to reaffirm our commitment of cultural and social-economic diversity from which children enter into the portals of the school.”
Rabindranath Tagore
―Health Promoting Schools are schools which display and support the commitment to
enhancing the emotional, social, physical and moral wellbeing of their school community‖
(WHO).
It is globally being realized that schools play a vital role in the overall development of a child
into a competent adult who contributes usefully to society. Health is an important aspect of
development of children and education is an important determinant of health. Almost all
children attend school at some time during their lives and spend 6 – 7 hours of their time
everyday in that learning environment. Apart from this, the school curriculum can have
substantial influence on health promoting behaviors, being the strongest social and
educational institutions available for execution of intervention programmes as they have the
required structure and governance.
It is important that all schools strive to be child friendly and health promoting. Schools must
be safe, caring and supportive learning environments. Everyone involved in the school has a
role to play: teachers, students, management, parents and the wider community. All
stakeholders must actively participate to improve the health of our children.
GLOBAL SCHOOL HEALTH INITIATIVES
WHO's Global School Health Initiative, launched in 1995, seeks to mobilize and strengthen
health promotion and education activities at the local, national, regional and global levels. The
Initiative is designed to improve the health of students, school personnel, families and other
members of the community through schools. The goal of WHO's Global School Health
Initiative is to increase the number of schools that can truly be called "Health-Promoting
Schools". Although definitions will vary, depending on need and circumstance, a Health-
Promoting School can be characterized as a school constantly strengthening its capacity as a
healthy setting for living, learning and working.
The Emerging Global Vision of a “Health Promoting school”
One that is constantly strengthening its capacity as a healthy setting for living, learning and
working.
It focuses on creating health and presenting important causes of death, disease and
disability by helping school children, staff, family and community to care for themselves.
It equips school children to take informed decisions over circumstances that affect their
health and create conditions that are conducive to health. (WHO - 2008)
Creating a health promoting school means applying new ways of positive thinking. It strives to incorporate health into all aspects of life at the school and in the neighborhood community even for nearing the Goals of a Nation.
A Comprehensive School Health Policy
Fosters health and learning with all the measures at its disposal.
Engages health and education officials, teachers, teachers' unions, students, parents, health
providers and community leaders in efforts to make the school a healthy place.
Strives to provide a healthy environment, school health education, and school health
services along with school/community projects and outreach, health promotion
programmes for staff, nutrition and food safety programmes, opportunities for physical
education and recreation, and programmes for counseling, social support and mental
health promotion.
Implement policies and practices that respect an individual's well being and dignity,
provide multiple opportunities for success, and acknowledge good efforts and intentions as
well as personal achievements.
Strives to improve the health of school personnel, families and community members as
well as pupils; and works with community leaders to help them understand how the
community contributes to, or undermines, health and education.
Goals of Health Promoting Schools across the globe.
Building capacities for peace, shelter, education, food, income, a stable ecosystem, equity,
social justice, sustainable development.
Recognize the importance of the participation and consultation of all stakeholders in a
school community.
Promote health and well being for all members of the school community: students,
teachers, parents and the local community around it.
Encourage planning and coordinated action and use of resources rather than a reactive
response to crises.
Preventing leading causes of death, disease and disability: tobacco use, HIV/AIDS/STDs,
sedentary lifestyle, drugs and alcohol, violence and injuries, unhealthy nutrition.
Influencing health-related behaviours: knowledge, beliefs, skills, attitudes, values and
support.
Provide screening and counseling for common child and adolescent concerns, depression,
stress, anxiety, aggression as continuous behaviour issues.
How can we go about becoming a health promoting school?
Members of the school community: leaders, teachers, students and parents can do training in
the HPS framework. Officers in Curriculum Support: Health Promoting Schools Officers and
the Drug Education Officer can help with information, resources and presentations to health
committees/staff in schools.
The Health Promoting Schools Community Network coordinated by the Health Promoting
School‘s officer would provide a useful network of health related community agencies, health
coordinators, and members of school communities. Forums and meetings need to be held
throughout the year to share ideas on themes, stories, successes and the challenges of health
promotion in schools.
How can we encourage parents/guardians to get involved in our school health programs?
Being a health promoting school is a great way to involve parents with the school
communities. Requests for support for tailored programs that fit with a bigger plan or goal can
be a drawn for parents. Where some may not come to a meeting, they may be happy to help
weed a vegetable patch or paint a courtyard. Parents/guardians do like to be consulted and
participate in a vision of the school community when the health and well being of their
children is the focus. Their own health issues can also be addressed through involvement in a
health promoting community.
Activities such as writing a policy or volunteering on a project can provide an opportunity for
parent participation. Communication through newsletters and noticeboards and displays,
information at parent/teacher interviews and conferences can help keep parents/guardians in
touch.
Key steps in developing a Health Promoting School:
Engaging health and educational officials, teachers, students, parents and community
leaders in efforts to promote health in schools
Providing a safe, healthy environment, both physical and psychosocial
providing effective skill based health education and life skills training
Providing access to health services (child & adolescent)
Implementing school policies and good practices that support health as a mission.
SCHOOL HEALTH – AN INTEGRATED MODEL FOR GOOD PRACTICES
To achieve these sound parameters…… The School may Aim to….
Remove barriers to learning and raise achievement as a holistic concept
Foster healthy development of children and young people in their settings of school,
home, community and peer group so that they can learn, grow and make a positive
contribution now and in the future
Evaluating the range of related activities they are currently involved in, identifying areas
of need and setting goals for further promoting wellbeing
Enhance the links between schools and their communities in promoting positive learning
and health outcomes for young people
Raise awareness of the importance of promoting health for all of us.
Established Health clubs as a platform for planned dissemination.
It has long been recognized that schools provide a most appropriate setting for both health
services and health education for children and young persons.The need of the time is a
comprehensive school health policy integrated within the national, regional levels of the
educational system. Globally, `school health‟ has been an important national programme
for several decades, comprising largely of school health services and school health
education. Attempts to view student‟s health more holistically through a more
comprehensive approach need to be strengthened. The National Curriculum Framework,
2005, by NCERT has categorically stated that health is a critical input for the overall
development of the child and it influences significantly enrolment, retention and
completion of school.
Above all, promotion of holistic health on the school platform raises the excellence profile of
joyful learning in the formative years…………
Ms. Astha Sharma, Clinical Psychologist
Dr. Ruchika Sharma Das, Clinical Psychologist
‗Meaningful and lasting changes occurs when we look inside
ourselves for answer‘
Carl R. Rogers and H. Jerome Freiberg
Wellbeing among Mental Health Professionals
Studies have found that Mental Health Professionals often experience high levels of stress
owing to a variety of factors such as multiple demands at workplace, catering to the needs of
their clients which over a prolonged period of time takes a toll on their physical, psychological
and emotional well being. In a research by Ringeisen, Henderson, and Hoagwood (2003) it was
found that both schools and the school counselors played a key factor in the delivery of mental
health services to students. School counselors had a pertinent role in working with students
suffering from mental health issues. For many, the never-ending demands to be guidance
counselor, school administrator, extra-curricular organizer, and mental health expert led to an
incredible amount of stress. In another study by McCarthy, Kerne, Calfa, Lambert, and
Guzman (2010) on the demands on school counselors and the effect of those demands on stress
perception, findings revealed that though most counselors interviewed found the school
counseling career very rewarding, many of their numbers had been impacted by emotional
and physical exhaustion as well as burnout. The findings thus highlight the burning need for
school counselors and Mental Health Professionals to cater to their own physical, mental and
emotional well being even as they continue to attend to their clients.
FROM OFFERING LIGHT TO BEING BURNED OUT
Burnout is a state of emotional, mental, and physical exhaustion caused by excessive and
prolonged stress. It occurs when an individual feels overwhelmed and unable to meet constant
demands. As the stress continues, s/he begins to lose the interest or motivation that led him to
take on a certain role in the first place. While stress can be both positive and negative, Burnout
is where chronic stress can become lethal. Burnout may be the result of unrelenting stress, but
it isn‘t the same as too much stress. Stress, by and large, involves too much: too many pressures
that demand too much of you physically and psychologically. Stressed people can still
imagine, though, that if they can just get everything under control, they‘ll feel better. Burnout,
on the other hand, is about not enough. It means feeling empty, devoid of motivation, and
beyond caring. The differences between the two have been further outlined in the below given
box.
Stress vs. Burnout
STRESS BURNOUT
Characterized by over engagement Characterized by disengagement
Emotions are over reactive Emotions are blunted
Produces urgency and hyperactivity Produces helplessness and hopelessness
Loss of energy Loss of motivation, ideals, and hope
Leads to anxiety disorders Leads to detachment and depression
Primary damage is physical Primary damage is emotional
May kill you prematurely May make life seem not worth living
Source: helpguide.org
CONSEQUENCES OF BURNOUT
Some of the consequences of prolonged stress and burnout include disinterest in activities
earlier interested in, increased irritability, disturbed sleep- wake cycles, feelings of
helplessness, hopelessness and worthlessness, increased absenteeism from work, decreased
performance in the quality of work, feeling fatigued accompanied by somatic concerns such as
headaches, body aches and poor inter-personal interaction.
PREVENTING BURNOUT: THE THREE R APPROACH
The fact that the consequences of prolonged stress and burnout are so grave, it is essential that
Mental Health Professionals recognize the dire need for their self- care and well being. This
can be done by the Three R approach, which is:
Recognizing – Watch for the warning signs of burnout
Reversing – Undo the damage by managing stress and seeking support
Resilience – Build resilience to stress by taking care of your physical and emotional health
Additionally, some of the ways in which wellbeing can be enhanced include:
Engaging in recreational pursuits: This involves following the childhood pursuits such as
painting, learning a musical instrument, singing, dancing etc.
One activity at a time: Even as the times of today demand constant juggling between
activities, research on mindfulness suggests that multi- tasking only confuses the brain thereby
reducing its efficiency. Thus, it‘s important to do one task, with full attention than
Adopt healthy eating, exercising, and sleeping habits. Eating right, engaging in regular
physical activity, and getting sufficient rest adds to the energy to deal with life‘s hassles and
demands.
Setting boundaries. As a Mental Health Professional, it is essential to steer clear of confusion
in one‘s work arena. This involves drawing boundaries between the personal and the
professional, with children, their parents, colleagues at work and any other person. This in no
way means offending people, but preventing confusion and maintaining an authentic
professional stance.
Switching off from gadgets: In a world where we are constantly on-line and available, shutting
down laptop, switching off cellphones and not checking mails for few hours designated daily
is of utmost priority. This not only helps the brain to relax but also prevents strain on eyes,
thus allowing mind to prioritize important information.
References:
Ringeisen, H., Henderson, K. & Hoagwood, K. (2003). Context matters: schools and the
―research to practice gap‖ in children‘s mental health. School Psychology Review, Volume 32,
No. 2, pp. 153-168
McCarthy, C., Van Horn Kerne, V., Calfa, N. A., Lambert, R. G., & Guzman, M. (2010). An
exploration of school counselors‘ demands and resources: Relationship to stress, biographic,
and caseload characteristics. Journal of Professional School Counseling, 13:3, pp. 146-158.
Ms. Aakriti Malik
Consultant Clinical Psychologist
Moolchand Medcity
If a child can‘t learn they way we teach, maybe we should teach the way that they learn
- Lgnacio Estrada
ABTRACTS SUBMITTED for AISCAP Global Summit 2016 Sl.
No. Name School/ Organization Topic
1. Ms. Pratibha Dabas Amity University Positive Psychology
2. Ms. Ritu Nagar
Bal Bharati Public School, Noida School Wellness Programme Ms. Aditi Gaur
3. Dr. Geetika Dutta Faculty Development & Research
Centre (FDRC), Delhi
Contemplative Pedagogy : Inculcating
Mindfulness in Students
4. Ms. Poonam Chaubey Greater Valley School, Greater
Noida
We are A Dream of Inclusion of
Education
5. Ms. Ishleen Kaur Litchi Knowledge Center,
Ghaziabad
Initiative for Holistic Development of
Students
6. Ms. Anusree Menon The Orchid School, Pune Schooling Beyond School
7. Ms. Neha Gupta
Centre for Early Childhood
Education & Development,
Ambedkar University
Knowing Experiences from Counselor's
on Counseling
8. Ms. Upasana Sharma DAV Public School,
Sec 37, Faridabad
Challenges in School Guidance &
Counseling Services and Provisions for
Children with Special Needs
9. Ms. Sumedha Lamba Delhi Public School, Ghaziabad Psychosocial Impairment Among
Students with Academic Difficulties
10. Ms. Astha Mahajan Delhi Public School, Mathura Road,
New Delhi
Accepting Change -
Learning to Accept Change
11. Dr. Vandana Kanwar Dept of Human Development,
PAU, Ludhiana
Exploratory Appraisal of the
Educational Wellbeing of the Rural
Children Dr. Sarita Saini
12. Ms. Shivranjani Gandhi Indus Valley Public School, Noida Negative Effects of Media
on a Child's Mind
13. Mr. Chandra Singh Bhati Kendriya Vidyalya No. 1, Ajmer School Counseling Process
14. Ms. Enakshi Rai The Indian School,
New Delhi
Emotional & Social Adjustments in
Adolescents of the Indian School
15. Ms. Akshata Joneja Seth Anandram Jaipuria
Vasundhara Ghaziabad Pedestal: A journey to an awakened self
Ms. Gunjan Kaushik
16. Dr. Sarika Mohta
Mody University, Lakshmangarh,
Sikar Counselor- Contingencies & Difficulties
Ms. Shelly Sharma Kendriya Vidyalya No. 1, Jaipur
17. Ms. Vimala Venkatesan Bhavani Child Development Centre,
Jaipur
PEPAL - Programme to Evaluate
Performance & Learning
18. Ms. Neha Vij Special Educator & Child
Psychologist Behaviors Modification
-
Day I – 24th February 2016, Wednesday
Day II – 25th February 2016, Thursday
TIMING SESSION
09:30 am – 11:00 am Scientific Session V Paper Presentations
11:00 am – 11:15 am Video Presentation by BML University
11:15 am – 11:30 am TEA BREAK
11:30 am – 01:00 pm Scientific Session VI
Operationalzing The POCSO Act 2012 in the Schools
01:00 pm – 01:45 pm LUNCH
01:45 pm – 02:00 pm Video Presentation by ASHOKA University
02:00 pm – 03:30 pm Scientific Session VII
Interactive Session on Experiencing Mindfulness in Education
03:30 pm – 04:30 pm Valedictory Ceremony followed with Tea
TIMING SESSION
08:30 am – 09:15 am Registration
09:30 am – 10:00 am Inauguration & Key Note Address by the Chief Guest
10:00 am – 11:00 am Session I
Skills Enrichment for Well Being Educators at School
11:00 am – 11:15 am TEA BREAK
11:15 am – 01:00 pm Scientific Session II
Framework of School Mental Health Programs – Practical Implications
01:00 pm – 01:45 pm LUNCH
02:00 pm – 03:30 pm Scientific Session III
Enhancing Inclusive Wellbeing of Children with Special Needs
03:30 pm – 4:15 pm Scientific Session IV
Mental Health Aspects of Juvenile Crime and The J J ACT
04:15 pm onwards Day 2 Announcements & Tea
Association of Indian School Counselors
& Allied Professionals (AISCAP)
- GLOBAL SUMMIT 2016 -
“Enriching Skills for Health, Behavior & Wellbeing in Schools”
Transforming Schools … Transforming India…
The School Development Wing of “Expressions India” has the following Objectives
Sensitization of Schools for Holistic Development and Wellbeing.
Promotion of Life Skills & Values as Abilities for Adaptive and
Positive Behaviours.
Develop National Resource of Master Trainers & TOTs Forum.
To Initiate and Maintain a Dialogue between Students,
Teachers, Parents and Other Stakeholders in Education.
Facilitate Training of Teachers and Peer Educators.
Enrich the School Based Adolescent Education Program.
Promote and technically support AISCAP - Association of Indian School
Counselors and Allied Professionals.
The Expressions India program has over 1500 child and adolescent focused
sensitization workshops, training programs and seminars to its credit. A large
number of schooling systems in the country regularly seek technical expertise for
their advocacy, research, training and enrichment programs from the Expressions
India team across the country & abroad.
Training & Development
Principals
School Managers
Teachers Students
Other Stake
Holderes
International & National Events/ Awards
“Expressions India” The National Life Skills, Values Education & School Wellness Program
Aware Responsible Empowered
We are proud to implement The Comprehensive Life Skills, Values,
Health & Wellbeing Programs
in technical support with
Expressions India
(Academic Year : 2016-17)
KEY PROGRAMS : TEACHERS
DEVELOPMENT
LIFE SKILLS, Attitudes and Values
Health and Wellness Education
Attitudes and Values
Gender Sensitivity
Inclusion of Special Needs
Specific Learning Disabilities & Allied
Psychosocial Issues
Promotion of Child Mental Health and
Wellbeing
Stress and Time Management
STUDENTS LEADERSHIP
PROGRAMS
MINDSMART: The Annual
Adolescent Peer Educators‟ Leadership
Course for 8th, 9th, 10th & 11th Stds
International Summit on Adolescent
Life Skills, Health & Wellbeing (THE
ADOLEFEST)
International Young Film Makers
Festival (IYFMF)
PSYCHOLYMPIAD & CAREER
COUNSELING Festivals
Disaster Management and Intervention for Common Medical & Behavioral Emergencies in Schools
Parenting Workshops
Community Connect & Partnerships
Building the Wellbeing… …Ambassadors for the Nation
Join the Crusade Be the Advocate …. Be the Ambassador …..
for Adolescence India
November 2016
organized by
Expressions India The National Life Skills, Values Education & School Wellness Program
Write to us : your ideas and suggestions (landlines 011-64594939, 64700117)
[email protected], [email protected]
World Young Leadership Summit (WYLS)
Objectives of the Young Leadership Summit - 2016
o To focus on Good Practices of Skills Based Adolescent Education and Wellbeing
in Schools.
o To ensure integration of School Safety, Sanitation, Nutrition, Hygiene and Health
Checkup programs within the Comprehensive School Health Education
Curriculum along with Contemporary Gender Issues in Education.
o To promote Life Skills and Health by strengthening integrated Community
Involvement Activities designed to Engage Parents and Families as active
participants in their Children‘s Health and Wellbeing.
o To formulate a Sequential Health and Life Skills Leadership Curriculum for
students and teachers to implement throughout the year.
About 30 Regional Summits alongwith Two National Summits
are Planned For By And Of The Adolescents of our Nation,
Culminating in The WYLS….
World Young Leadership Summit
National Conclave & Exhibition on
Child Rights
Organized by
Expressions India The National Life Skills Values Education & School Wellness Program
21st April 2016, 9:00 am – 4:00 pm National Science Centre, Pragati Maidan, New Delhi
The Views… The Voice… The Vision…
of the School Students
MY VOICE MY
NATION
SANITATION
& SAFETY
CHILD RIGHTS
EQUALITY & OPPORTUNITY
For Correspondence: Institute of Child Development and
Adolescent Health, Moolchand Medcity, New Delhi
E-Mail Ids –[email protected], [email protected]
Website: www.aiscap.com
Contact Nos: 011-64594939, 64700117, 7042890157
TECHNICAL AND ACADEMIC SUPPORT
Dr. Jitendra Nagpal
Program Director – Expressions India
(M) 9810054860
Dr. Divya S Prasad
Sr. Clinical Psychologist & School Consultant
Dr. Poojashivam Jaitly
Clinical Psychologist & School Consultant
(M) 9910173330
Ms. Astha Sharma
Clinical Psychologist (M) 9971203773
Dr. Ruchika Sharma Das
Clinical Psychologist (M) 8826443486
Ms. Saima Khan
Clinical Psychologist (M) 9810996518
THE AISCAP TASK FORCE
Ms. Usha Chaujer
Chairperson (Academics)
(M) 9818102920
Ms. Preeti Puri
President (M) 9818007436
Ms. Mehak Wadhwa
Vice President (M) 9958488132
Ms. Geetanjali Kumar
General Secretary (M) 9810435544
Ms. Saroj Sharma
Editor (M) 9811209012
Ms. Astha Mahajan
Academic Council Member
(M) 9873485062