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Child Mer
Teacher’s han
primary Sch
Edi
S. SiV
Kohila M Daya Som
Publi
GTZ I BECAre, Vavuniy
Decem

ital Health
Idbook to help
OOl Children
tOrS
ayokan
ahendran
asundaram
ishers
ra & Shanthiham, Jaffna
ber 2003

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Editors
Dr. S. Sivayokan Mrs. Kohila Mahendan
Prof. Daya Somasundaram
Chapters Authors (in Tamil)
Chapter 1 Mr. S. Kirubananthan Chapter 2 Ms. S. Sivamalar
Mr. Juda Satheeskumar
Chapter 3 Mr. S. Sivakumaran
Chapter 4 Ms. S. Premalogi Chapter 5 Mr. S. Sriskandasegaram
Dr. S. Sivayokan
oporo Pro. Dayasomasundaram
Ms. S. Sivajini Ms. K. Uthayakala
Chapter 8 Ms. Kokila Mahendran Chapter 9 Ms. Paheerathi Ganeshath Poems Dr. S. Sivadas (Amuthamolia
Chapter 7
Co-editor
Mr. R. Chandrasegara Sarma Mr. S. Pathamanathan (English)
Cover and photographs
Dr. S. Sivadas
Copyright ©: GTZ, Shamthiham First Edition: December 2003
ISBN: 92-95O12-05-4
Any portion of this book may be rep

Translators (into English)
Mr. T. Arunagirinathan
Mr. R. Chandrasegara Sarma
- Mr. C. Wijeyaratnam
MS. Kohila Mahendran
urai || Mr. T. Arunagirinathan
un) || Mr. S. Pathmanathan
Drawings
Mr. A. Rasiah
Type setting and layout
Mr. S. Rathakrishnan
oduced with acknowledgement

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Pref
Four out of five of the people civilians. In the past year alone half Casualties Worldwide. In the North E young people have experienced viol psychological effects are many and who have seen their families and fr been damaged and neighbourhoo development hampered, their psych even stunted. Even more, this ger vinced that conflicts can only be sol that violence is a normal and acCe children have to learn again that vio of man, but a learned behaviour.
The original inspiration for this - Teacher In Service Project" in Trin tested the “Joyful Learning” manu island. "Joyful Living" is a further de and it addresses the specific needs Vanni region. It was designed to pr( intervention strategies which they C psychological well-being of childrel ance to teachers who work with Chil ing ways on how to give Some hel children and youth.
Dear teachers, it is our hope th you working with children in the clas: tify problems, and train teachers an and Communities to better understa ugly sides of life.
Thank you!
Michael Hirth,
Programme Manager, Basic Education Sector Program GTZ,
Colombo
July 2002

ace
affected by an armed conflict are a million children were amongst the :ast of Sri Lanka a full generation of ence. Beyond physical maiming, the can endure for a lifetime. Children iends killed, or whose homes have ds made insecure, may have their ological growth retarded, sometimes eration may reach adulthood conved through revenge and hate, and ptable form of life. That is why our lence is not an inborn characteristic
training manual came from the "GTZ comalee. They developed and field a which is now in use all Over the velopment of the "Joyful Learning" of the children and the youth in the Dwide teachers With information and an use in their efforts to Secure the n and youth. It is meant as a guiddren and youth every day, Suggest) and better support to traumatized
at this manual will be widely used by Sroom. It can raise awareness, idendfield staff. It can also help parents nd their children Who have Seen the
me,

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A note of ap
Views on the socio-economic n the North East Province of Sri Lanka as well as international community. TI civil war that raged in the region form the population.
Anyone doing a sincere study o in this region cannot do justice to hi trauma caused by the war. When a munal violence Or SOCial Commotior affected are the Women and the chil living condition of the people in this r through study of the traumatic events children.
Our porject is based on this ba tific Studies of traumatised children with the assistance of local and for provided us with very important info children were directly affected by wa to carry out their normal day to day a children, more than 25% were affect surmountable problem to identify th Sources and to find remedies, But It understand the traumatised Childrer lemS.
Only the experts in this field car for their trauma and bring them back the teachers as guides of children avoidable. Unfortunately, our teachers To remedy this situation, our project to teachers in this field.
We are very happy in publishing it offers suitable guidance fortraining by a team of resources in this field internationally recognised personality We know how many months they hav despite numerous difficulties. We Ow

preciation
eeds and the State of education in have been expressed by the local neir viewS have been based on the any years and the effects it had on
n the living condition of the people s/her work without a study on the civil war, foreign occupation, comerupts in any Country, the most iren. So, when we try to study the egion, it is necessary that we do a and the effects they have had on
sic concept. We undertook scienin the Vavuniya district and Vanni æign expertS. These studies have rmation. In the Vanni, 92% of the r. Among them, 57% were unable activities. Among the school going ed psychologically. It is not an ine damage caused to physical reis not an easy task to identify and and find remedies to their prob
identify Such children, treat them to normalcy. In this task, the role of is of primary importance and unare not trained enough in this field. has initiated training programmes
this manual in Tamil and English. . This manual has been developed under the expert guidance of an ", Professor Daya Somasundaram. 'e laboured to produce this manual 'e our deep gratitude to them all.

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in publishing this manual, m each and every one of them. First Dr. M. E. Hirth, Head of Programm tions through advice, guidance an retary, Provincial Ministry of Educa fairs, Sports and Youth Affairs wh throughout North East Province. M lankumaran, Director, Educationa operated with us in everyway whe
Finally, thank the teachers w for the affected children.
Sundaram Divakalala,
Project Manager. GTZ - BECAire, Vavuniya

any hands were involved. We thank and foremost, let me specially thank e GTZ-BESP for his timely intervend support. Mr. R. Thiagalingam, Section, Human Resources, Cultural Afho has intended to use this manual oreover, my sincere thanks to Mr. V. |Activities, North East, who has con We undertook this venture.
sho are going to help, guide and Care

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Note of cong
I feel very happy in sending thi Mental Health", a manual for counse the first time with the objective of c. Children.
This guide book has been broug of Prof. Daya Somasundaram, l-lea versity of Jaffna, mental health expe GTZ-BECAre, Vavuniya. It is a welco the day.
Almost all the children in the NO past war events. Moreover, the trau very long time and hinder their stage
They have lost their parents, th houses have been damaged. Childre ings and have become distressed. B condition, their whole personality dev
Teachers have many opportuniti tion and closer relationship with and community.
It is my fervent hope that this "Cl our teachers and through them the anced, thereby getting better educati
sincerely congratulate the GT2 able effort.
V. llankumaran,
Director, Tamil Elam Education Council

ratulations
s note of Congratulations to "Child alling which is being published for altivating the mental health of our
ght out with the co-operative effort d, Department of Psychiatry, Unirts at Shanthiham, Jaffna and the me manual that fulfils the needs of
rth East had been affected by the ma caused in them may last for a s of development.
heir loved Ones and friends. Their an have witnessed these happeneing in Such a traumatized mental elopment may get blunted.
esto build up healthy communicaamong the children, parents and
hild Mental Health" will help to train children will become mentally balO.
- BECAre for its useful and valu
V

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About this handbook...
Children are the Creators of the ity of the present day adults to help opment of children. The majority of their time in School. Thus teacherSh the needs of children for love, care : tine duties like helping them in their the children tend to love, believe ar sider teachers as their role models i fact, they tend to accept their teac from the Bible or Vedic literatures. ers, especially primary teachers, ha
Since teachers could influenc expected to have more responsibil Words, teachers automatically beco They are expected to focus addition development of all the children study they also have to identify the proble opment and manage them accordi well beyond the administrative bou interact with the child's family and/c
Even in normal circumstances and deal with the factors affecting t dren. Preventing infectious disease paying attention to the functioning o' trition and other physical problems age related milestones, recognizing learners and interacting with parent teacher's job.
The learning activities of childre health but also on their mental Wellb in children including motivation, intere and intelligence are influenced by dren with psychological problems m lematic behaviours and non-Cooper We could understand the importanc the context of the teaching process
The Northern and Eastern pal

future. Hence, it is the responsibiland promote the appropriate develchildren spend a good proportion of ave to play an active role in fulfilling and Support, in addition to their roustudies. We could see that most of ld listen to their teacher. They conand tend to copy their behaviour. In her's words as though they come This shows us the influence teachVe On their students.
e their students, naturally they are ity towards their students. In other me the guardians of their students. al attention towards the growth and ring in their classes. Simultaneously, ms related to the growth and develngly. Sometimes this effort may go indaries of the school structure, to ir community.
, teachers are expected to identify he growth and development of chilS, caring for the day to day injuries, F Sensory organs, identifying malnu, familiarizing themselves with the the withdrawn, problematic and slow Shave become part and parcel of a
endepend not only on their physical eing. The entire learning processes !st, attention, concentration, memory their mental health. Obviously chilhay show learning difficulties, probation in classroom activities. Hence, :e of children's mental well being in
its of Sri Lanka have unfortunately
V

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not seen normalcy for the past two c had an enormous impact on the pe fects have gone beyond deaths, des Cause Social disintegration, Chaos, re in Social values and norms. The War: the children.
In reality the student populatior Lanka have been born and have gr have been sharing the direct and inc their adult parents. As they grow, t violence, which become part of their" a definite impact on the mental healt
In general, when we think about of the deaths, injuries, destruction, and economic embargos. However, outside manifestations to be deeply These may manifest as nightmares, nervousness and anxiety, which are experiences in that Society, since they by many people.
Children are not exempted fron growing and developing minds are m with permanent scars. These effects tive, emotional and behavioural doma longer get the basic loving, Caring a they grow up in a society which is fill talized in their minds, which may su chological development and caused
ity.
In this background, we could c war zones have added responsibilit dling the effects of war on their stud ties. The teachers in these areas a enough special knowledge and skills
This need has been recognized the GTZ, an international organizatic habilitation of the North and East of and equip the teachers in the North

lecades. The chronic civil War has pple living in these areas. The efstruction, displacements, losses to peated violence and deterioration affects not only the adults, but also
of the North Eastern parts of Sri own up amidst the war. They also lirect effects of the war along with hey witness the different forms of normal' daily life. These may cause h of children living in war zones.
the effects of war, it may remind us displacements, refugee situations the effects go well beyond these embedded in the minds of people. hyper-vigilance, startle response, Sometimes COnsidered as "normal" have been experienced and shared
n the ill effects of War. In fact, their uch more vulnerable and often left may be manifested in their Cogniains. Not surprisingly, when they no nd supportive environment, when ed with violence they become brubsequently affect their natural psyetrimental effects in their personal
learly see that teachers serving in ies, including identifying and hanents, in addition to their routine duare expected to be equipped with s to cope with this new demand.
by BECAre, the education wing of on that has been involved in the reSri Lanka. BECAre wants to train and East in Order to make them
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capable of identifying and handlingt the children of these areas. In this COr erS Should have a handbook With ade training and further reading. This bo Learning and Joyful Living with the inte and practical aspects of child menta ten by the resource persons of Shar centre in North of Sri Lanka, and tea Department of Education supported
As mentioned earlier, basically developing and helping teacherstoid lematic and/or affected children in th also contains basic psychological p dealing with all types of psychologica teachers who get the training based velop themselves as teacher counse signed as a reading material for intel larly, though this book is principally dents, the essential principles can be any teacher can use these principle Students of any age.
The growth and development c Crucial part of their life as is the fount the good and bad life experiences of their whole life. The teachers who gu dren must have sufficient knowledge child psychology. But, unfortunately, trators tend to think that teaching in reality, we need an attitude change administrators about the importance good teachers in the primary sectior be realized one day.
The term counselling basically unable to cope, or who faces difficu problems, to sort out or cope with th CeSS is primarily based on a helping the client to identify and manage the we could call the counsellor a helper on a trusting relationship between t after developing this relationship, cli

he normal and special problems of text, it seemed best that the teachaquate reference materials for their ok follows its predecessors, Joyful ention of providing more basic theory health. This book is primarily writthiham, a Counselling and training àCherS Under North East Provincial by BECAre-GTZ.
this book is Written With the view of entify, understand and handle probeir classrooms. However, this book rinciples, which could be useful in al problems in school children. The on this book should eventually deallors. Further, this book is also derested teachers and parents. Simiwritten about primary school stue applicable to all students. Hence, es to underStand and handle their
of children in primary schools is as iation of a building. In other words, this age group will eventually affect ide these growing, developing chil2, properattitude and good skills in Some of the teachers and adminisprimary section is an easy task in among the parents, teachers and of having specialized, skilled and hs of schools. Hope the dream will
I means helping a person who is ilt problems, particularly emotional heir situation. The counselling prorelationship. The counsellor helps problems effectively. In this regard, . The helping relationship is based he counsellor and the client. Only ents start to talk about his/her Own

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problems, important events in their their own problems. Sometimes, the front of a counsellor. Then, during th will review and if necessary chang emotional paradigm of their problem priate decisions about how to handle to Complete this Counselling process' develop a healthy, trusting and hum these principles in detail in Chapter {
The teachers who are function their own problems, which sometim tionship or the Counselling processe to recognize their own problems anc with the help of another counsellor c function as good teacher Counselior,
When a Counsellor continuously also develop some psychological p become "burnt out. It is essential to O erably weekly meetings, in order to s ties; to exchange their views and ol Colleagues, and to Support each oth ings will refresh the Counsellors and In addition, a Supervisor, who could sellor, with whom the counsellors sh sion, could also contribute to the pe
This book has nine chapters. T ing of mental health in general, hov Other dimensions of health and the health.
Since, children are growing up a dent period, their needs and their wa problems vary significantly according teachers should know the principles help them to understand the normal of each stage of development and two of this book discusses the growt
In general, children actively inv tivities. However, children who havep

ife, their feelings and meanings of / want to pour out their emotions in e process of counselling the clients e their Cognitive, behavioural and is, which help them to take approtheir situation effectively. In order the Counsellor and the client Should han relationship. We Could look at 2ight.
ling as Counsellors also can have es interfere with the helping relals. These teachers should be able master them either individually or ir supervisor. This will help them to S.
helps clients mentally, he/she may roblems. He/she may get tired or rganize peer group meetings, prefhare their experiences and difficulpinions about their work with their er in a collective way. These meetprevent the burn out phenomena. be an expert or experienced CounIould have regular weekly superviargroup meetings.
he first chapter is about the meanN mental health is integrated with meaning of deterioration in mental
nd developing throughout their stuy of experiencing/expressing their to their developmental stages. The of growth and development, which deviations and abnormal problems to address those issues. Chapter h and development of children.
olve themselves in educational acroblems in their physical and mental

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health may show difficulties in learni ses learning in children.
Environment plays a major rol children. Children develop their cor the environment and what they me they learn and modify their behav and failures and according to the a forcements given to them. Special values, which they learn from adults ers. For example, when parents m tidy, children growing in the same tidy in their activities including thei when children growin an environmer uSe uncivilized harsh Words, then th language. Similarly, as discussed ment with a violent Culture tend to consisting of violent themes. Henc Children in the Context Of their en Vir
It is obvious that children spe and School environment. Therefor these environments in detail in cha
The next chapter of this book Curs in the Context of War. Traum tem consequences than in adults. chapter six.
The next three chapters desc dren and the different ways of hanc describes the nature of the problen problems. Chapter eight specially specially written with a view of prov for a teacher Who Wants to become Counselling are important in any SC man relationship. Hence, this cha book. The following chapter discus cal methods, apart from Counsellir handle the problems in effective we are going to use this book will be tr

ng. Chapter three of this book analy
e in the growth and development of Icepts from what they perceive from an from those perceptions. Further, iours according to their successes attention, encouragement, and reinattention should be given to moral , mainly from the parents and teachaintain their environment clean and environment will become clean and r educational activities. In Contrast, twhere their parents and/or teachers le Children also tend to uSe the same already, the children in an environ
express language and behaviours e, it is very important to understand Onment.
ind most of their time in their home e it is appropriate to discuss about pters four and five.
speaks about the trauma, which oca in children Can Cause more longYou Could See more about trauma in
cribe the common problems in chilIlling those problems. Chapter seven ns and the ways of identifying those focuses on counselling skills. It is iding sufficient knowledge and skills a counsellor. The basic principles of rt of helping relationship and/or hupter plays an important role in this ses some of the simple psychologing, which are useful to teachers to ays. We hope that the teachers who ained inthese simple methods.
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All the chapters in this book h; mon framework. Each chapter con particular subject in addition to the practicals, which would be useful d cess. Further, important points have Columns, coloured text boxes or in font, in order to challenge and enco Sufficient case histories and dialog textboxes. Line drawings and photc also been added to facilitate the re standing of the context. We believe ever they need them.
The resource persons who c book have been acknowledged in written by many authors one can ex and the style of the presentations. F in Tamil and then been translated ir impact on the language flow. We ht these limitations and accept Our ap
As already discussed, this bo ents, NGO workers and child carers ers. We expect constructive criticis proving our future editions and futu
Last but not least, We have to which would not have been SUCCe: agement and support of Mr. Sunda
When this book facilitates the views and the teacher's experience ence to both of them. We hope th eCStasy.
Editors
Shamthiham December 2003.

ave been designed to share a comIsists of adequate theory about the Coloured text boxes of activities and uring the training and teaching proe been inserted either in specialized the edges of the main text in small urage creative thinking in the reader. ues have been included in different is with some literary Comments have aders' thought process and underthat these will help the readers when
ontributed to the production of this a different page. Since this book is (pect variations in the language flow Further, initially this has been written to English. This will cause a definite ope that the readers will understand }ologizes for the shortcomings.
pk will be useful to all teachers, parin addition to primary school teachms frOm Our readerS in View Of imrepublications.
mention that this book is a joint effort ssful without the continuing encourram Divakalala.
link between the resource person's is, it will become a wonderful experiat one fine day we may enjoy that
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An ASSe.
GTZ, through its Basic Educati lished a programme at Vavuniya fort of the children, living in unfavourable a in February 2001. This programme e the children who were traumatized by to a happy and joyful life.
Parents, teachers and the Scho traumatized children to recover and state, their activities, skill developme relationships they have with others ar. mental health. Children Continue to development of normal children hel other children. The natural developm are enhanced by psychological fact intelligence, remembrance and clarit a major role in providing and develc abilities and worries may affect the lea ers must be specially trained to ide appropriate guidance.
This teacher's guide is a very tains all the necessary material. The Dr. S. Sivayokan, Mrs. Kohila Mahend have Compiled this book. Counsello have worked hard in the endeavour express my sincere thanks to all oft
This book "Child Mental Heath" Consists
They are;
Mental Well-being Growth and Developmer Leaming School Environment Family Calamities of War
Problems
Counselling Ways of Helping

SS ment
On Sector Programme, has estabhe development of basic education reas. This programme commenced indeavours to lead and rehabilitate y the bitter experiences in the past,
ol should participate in helping the become normal. Children's mental 2nt pertaining to their age and the e the criteria to gauge the children's grow. The knowledge of stages of ps to identify the differences from ent of the learning ability in children OrS Such as enthusiasm, interest, y in understanding. Teachers have pping these aspects. Physical disarning abilities very severely. Teachintify these problems and provide
appropriate handbook Which Conauthoritative persons in this field, ran and Prof. D. J. SomaSundaram rS from Shanthiham and teachers of bringing out this book. I wish to hem at thisjuncture.
of nine chapters.
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In each chapter, the objectives activities to be done to understand th included. It is worthwhile to mention very attractive and commendable.
How is the mental health of the without any problems in their mind? W children? All these aspects are disc chapter. How the growth and develop takes place step by step? This subject "Growth and Development". In the thi ing causes development and its effe tance of the part played by the schoo children and it's Supportive and nega the fourth chapter, "School Environm healthy child, the part played by its far chapter, "Family", explains, this and i this regards. Trauma may be caused war is major factor for the trauma in cl is stressed in the six chapter, "Calam are manifold. Problems caused by m be from Stress to Severe trauma. No the long run by the teacher's love, Supp will need medical help. Therefore the tified and handled by teachers. Thes phasized in the seven chapter, "Prob are the characteristics of a Counsellor niques of Counselling? These techni eighth chapter, "Counselling". In add empathy, tolerance and understandin With the affected children? How Canth features are shown in the last chapte
On the Whole, this book is a trea and appreciation to the Manager and Programme for the Basic Education o areas. There is no doubt that this book
wish to thank generally those in Sector Programme implemented in Chief Technical Advisor, Dr. M. E. Hir

the explanation for the teacher, he facts and other information are hat the Compilation of the book is
children who are very happy and hat are the characteristics of these ussed very beautifully in the first ment of mentally healthy children is discussed in the second chapter, rd chapter, "Learning", how learn}cts are clearly given. The imporI environment in the growth of the tive aspects are given in detail in hent". In the raising of happy and mily is very indispensable. The fifth ncludes the duty of the teacher in by many factors. The disaster of Tildren of the North and East. This ities of War". The disasters of War ental effects are many. They may rmal stress may be eradicated in ort and counselling. Severe trauma problems must be correctly idene important facts are clearly emlems". What is counselling? What 2 What are the methods and techcal aspects are discussed in the lition, in what Way, love, Support, g would help the teachers to cope ley handle them?These important r, "Ways of Helping".
sure. wish to express my thanks other officers of the Development the children living in unfavourable will be very useful to many people.
volved with GTZ/ BECAre in Basic North and East and specially the h.
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pray to God that the knowled manual, "Child Mental Health" would ring mental problems among the ch
R. Thiyagalingam,
Secretary, North-East Provincial Ministry of Edu: Human Resources, Cultural Affairs, S

ge gained by teachers through this help to eradicate commonly occurldren.
Cation, ports and Youth Affairs

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Cont
Chapter 1: Mental Well-being
1.1. Introduction.......................... 1.2. Mental health and educationa 13. What is mental health?......... 1.4. Characters of mentally health 1.5. Factors influencing mental he 16. Enhancement of mental Well1.7. Psychological needs............ 1.8. Conclusion..........................
Chapter 2: Growth and Develo
2.1. Introduction.......................... 2.2. Growth and development of c 2.3. Developmental stages......... 2.4. Epilogue ..............................
Chapter 3: Learning
3.1. Introduction.......................... 3.2. Learning.............................. З.З. Concepts............................. 3.4. Perception........................... 3.5. Intelligence .......................... З.6. Memoгу............................... 3.7. Learning difficulties.............. 3.8. Conclusion ..........................
Chapter 4: School Environmer
4.1. Introduction.......................... 4.2. Importance of the school envi 4.3. Qualities of a healthy School. 4.4. Teacher's Skills .................... 4.5. Teaching approach.............. 4.6. Student activities.................. 4.7. Conclusion ..........................

XV
environment................... 2
S S S S LSL S S SL L SLSL S LSL S LS S S S S S LS S0 LS L L SL SL SL SS LSL SLL0 SLSS LSLL L L0 LL LSL LL SLSL S LS S SL L L L SLS LSLS LS 3 y children.......................... 3 alth .................................. 7 peing. 9
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pment
Sq SS S S LL LLL SL S SS SS SSL SSL SSL SSS S L L L SL SL L SL SL LSL LSL LSL SL LL LSL LL LS S LSL S SS SL SL SL L S LSLS S L 15 hildren ... 16
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LL S S L SLL LLLL LLLL LSL S SL SS SL L LLL LLLL L L L LS L SL S S S LLLL LS LLL LM LLL SL LSL LSL S S LS S SLS L L L L L 45
SS SSS LSS LSL LLLL LL LL SL S S S LS LS S L L L L L L L LS LLL LL 0 LL LL LLL LL LLL LLL LLLL LSL LLS LLL LLS LL LLL LL LS 47
SS LS LS LLSL LLLL 0 LSL L SLL LS S 0S S L S LSL L0 LLLL LS LSL SL SL SLL LL LLL LLL LLL 0L LLLLL LSL LSL S S LS LS LLSL LLLLL LL LLL LLLS 50
S S S S L S Y S L L L L S L S S S S C LLL LLL LLLL L LLLS S L L L L L S S L S L L L LSL S S L LSS S LL LSL LL LL LSL 53
LLSL SS SLS LLLLL LL LLL LLL LLLS LL LS LS S LS LL LSL LLS LL 0 LL L0LS LLS LLLL S S LSS L L L L L LS LSS SS LSSL LS SL LLLL LL LLL LL 56
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t
SS SL LSS SL 0 0 L CL S S0 S LS LS LL LL 0 Y Y L0L L LL LLS S S S L YL LL LLL LLL LLL LLLL SS SLLS S LSS LL 0 LL LLLLL LL 59 "onment ........................... 60
S LSSL LS L LLLL LLSL L L L L SLL LL SL LSL SLL LS SL L L L LSL S SL S LSL SLL L L LSL L LSL LSL S S S LL LSL LLLLL LL LS LS 64
LL LS LLLSL LLL LLL 0L L L L L LS LS LS SLS LLLC LL LLL LLLL LL LL LL SL SS SL L L L L 00 LLS LSL LS S LS 0S LL LSL LLL LLL LLSL 66
LS LS LS LLS L0 LLLL LL LLL LL LSL LS SLS LL SL SLSL L0 00L L0 0L SL S S LSS LSL LSL LSS0 L0 L L LSL L SL SL LL S LS LL LSL L0 LLL 70
L SS SL LLLL LL 00 L 0 L LL LLL LL L SC SL L LL S 0LLL L LL LL SL SLSS SSS C 0LL LSL LLL LLL LLL LLLL SS SCSS SSL 0L L LL 0 LLLL SY 73
SL L SL SL L LL 0L0 LL LL SL LLSL L LL S 00 LL 0L SLLL LL 0 LL S LLS SL LLLL LL L L L L L LS S LS LSL LLS L LL SSL L LSL 73

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Chapter 5 Family
5.1. 5.2. 5.3 5.4.
5.5. 5.6. 5.7.
introduction.......................... Family ................................. Types of family..................... Family and teachers' contrib Stages of a Child................... Factors affecting the activitie Problematic family ............... Conclusion ..........................
Chapter 6: Calamities of War
6.1. 6.2. 6.3. 6.4. 6.5.
introduction.......................... War Stresses ....................... Expression of war stresses ir Handling war stresses ......... Conclusion..........................
Chapter 7: Problems
7.1. 7.2. 7.3. 74. 7.5. 7.6.
introduction.......................... Ways to identify affected chil Causes of StreSS................., Effects of StreSS On the Child Problemsencountered bych Conclusion..........................
Chapter 8: Counselling
8.1 8.2. 8.3. 8.4. 8.5.
introduction.......................... Characteristics of a Counsell Sessions............................. Counselling micro skills...... Conclusion.........................
Chapter 9: Ways of Helping
9.1. 9.2. 9.3. 9.4. 9.5.
Introduction......................... Techniques to bring back nor Easy techniques................. Special techniques ............. Conclusion .........................
Glossary....................................

LL LLLL LS LL Y LLL 0L LLL LLLL Y LLL GLLL LLLL YS L LLLL LL Y L LY LLLL LL LY Y LLLLL LLLL LL LLLLL Y LLLL LL LLL LLLL LLL LLLL YS LLL LL LSL 0L 77
LL LLLL L0 L L Y YS SLLL LL Y LLL LLL LLLL LL LLL LLL LLLL L LLLL KS LLL LL LLL LLL LLL LLL LLL LLL LLL LLL LLL LLLS LLL LLLL LL LLL LLL LLL LLL LLL S0L 78
LL LLL LLLL Y LLL 0L L 0L LLL L0 LL L0 0 LLL LLL LLLS S LLL LLLL LL LY L LLLL LLLL LL 0 LL LL 0L LL L0L 0S L0L L L0L L LL LLL LLL LLL SY LLL 83 utions in the development
L L L L L 0 L 0S E0 Y LLL LLLL LL LLL LLL YS L LLL SL LL LLL LL LLLLL LL L LLLL LL Y LL S LL LLL LLLL LL LL0S 0L LLL SY LL Y LLL LL 85 S of the family................... 87
LL LLLL LL LLL LL LLLL C L S Y L LSL LLL LLL C LLLL SL LL LLS LLL LL L LL L C L LSL Y L LLL 00L LL LL SL LLLL z LLLLL LLLL LL 0 L GL 89
LL LLL Y LLL LLL L L L L L L L L L 0 L L L L L L L L L L LL LLL LLL LLL LLLLL Y LLL LLL LLLL LL 0SLS LL LLL LLLL C LL 91
LLS LLL LLL S0S LLL LL LL S LL Y S LLLL LL LLLLL SS LS LS LL LLL LLL LLL LLL LLL LLL LLL S LLLL LSL LL 0 LL GL L L L L L L L L L L L L 93
0LL S0LL LL LLL LLL LLL S SLLS SLLS L S LL SLLL LLLL LL LLLLLS LL LLL LL LLL LLLL LL LL SL LL LLLLL LL LLL LL LLL LLL LLL LLL 0L LLLL LL L SY L LLL LLLLL SY LLLLL 94 children.......................... 99
S L L L LSL Y LLL LL LSL LLL S L LLLL LL LL LL LLL LLL LL LL LL LLL LLLL SLLL LLLL LL LLL LLL LLLL Y LLL Y Y LLL LLL L0 LLS LLL LL 0 LL LL LLL 103
SS LL LLS LS LLL LL LLL S S LL LLSL LL LSL L SL Y LLL LLL L LLL SL LL LLL LLL S L L L L L L YS S SLL LLLL LL LLL LLL 00 LL LL L SLL 0 Y 107
SS LLLLLS LLLL LK LK L S L S LLL LL L LLL LS L L SLL L SY LL LLLLL LL LLL LLL LLS LLL LL LLLSY LLL LL 0SLS LLL LL Y LLLS LLL LL 0SS LL LLL LLLL LL LL0 109
dren ....................... or - . . . . . . 11 O
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 and its manifestations....... 117 ildren ...“ 124
S SSS LS L L L L L L L L L L LSL L 0SL LLL 0L L L L L L L L L L L LLLL GS LLL LL 0L LLLLL BBL S L Y LLS LLS LLL LLL 0LL 137
L LL L LLL LLL LLL LLLL Y LLL Y LLL LLL LLL LLLL LL 0 LL LLL LLLL L0 LLL LLL LLLL LL LLL Y LL LY L LLLL LLLL YS Y L Y L L SL Y 0L LL 139 Of... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
LL LK LLL LL LLLL LS S LSL L SLSL S L LL LLL L SLL L Y LL LLL LLL LLL 0L L 0L LL LLL Y LLLL LL 0 LL LLLLL S S0 L 0 L SLS L LC LLLLS LL 142
L S L S LS SS LL S S LL L LLL LS S L L LS S S L SS S SL L S L L L L S L S L L L L L L L S L L L L LL LLL LLL 0 LLL Y LLL LL LLL 145
L LLL LL LLL SL L L L L L L L L L Y L Y L LLLL LL SY LLL LLLL LL LLL LLL 0L LL LLL LLL LLL L0 YS SLLL LLLL LLLL Y LY LSS LS Y Lz 163
LS LSL S LSL SLL LSL Y L L L L L 0L LL LL LL S LL LL LLL T LL S LSL Y SLL LLL S L0 S L L L SKS L S Y LLL L0 Y LLL LLL LLL LLLL Y LLL 165 malcy. 167
LSL LSLS LSS S L S LS S SL S LSL LS L L L L L L L L L L L L L L L Y LLL LLL S L L L L L 0 0 LLL YS Y LLL 0L LLS L0 Y 167
LL SY LLLLL LL LLL LLLL L0 LL LL LL LDLL LLL LLL LL LL SL LLLL LLLL Y LLL Y LLL SK LLLL LL LLL L0L LLL LLLL L0 L SLLLL YS LL LC LLL L0 0L LL Y LY 0S 171
LS L LLLL LLL SYS LLL LLS LL SLL0 LL 0 LL LL LLL LLL LLLL SYS LLLL LLL LLLL LL LLLLL CC LLL 00 LLL S0S 0 LL 0 LL LLL Y S LLLL LLLL S 0 L0 0 0 S L0 LLLL Y 184
LS S L L L L L L S S L S L L L L L L L L L SLS L L L L L L L L L L L LLL L L L L L YS Y YS LLL LL LS LL Y LLL LLL L0 LLL LLL 0LL 187
XVII

Page 19
The inn
brings
my trea:
 

er light
2ndless delight,
SLIrel

Page 20
Mei
What
Wat
t: What Tent:
P Wha||
child
HOW be prt
1.1. In
W health in is are used t physical C
But" physical 2 Cial and S body, mini links to e: evitably th ample, Wl Would res Wasted T children : Would cry be a small We this
 

ntal Well-being
is mind?
is mental well-being?
are the qualities of children who are ally healthy?
t would be the expressions of en whose mental heath is affected?
can the mental Well-being of children
Toted?
troduction
e use Words such as well-being and many occasions. These expressions o describe either healthy or unhealthy conditions.
being healthy"should transcend the spects and include the mental, sopiritual aspects of heath. Because d, Society and spirituality have close ach other, when one is affected inhe others are also affected. For exhen poverty prevails in a society, it sult in malnourished children with Iuscles and bloated belies. These are usually unhappy, irritable and frequently. Another example would girl who has lost her father recently. SloSS has not been restituted, she

Page 21
would be depressed, would lose inte loss of appetite. Consequently, the c diseaseS Such as Cold Or fever,
Physical affects could be easily cal responses are noteasily disting be assessed by observing its thinkir behavioural patterns, learning and COme to knoW about the mental We manifestations. We are going to lear mental health and how to promote chapter.
1.2. Mental health and e
Teachers have a direct r Poyolink ing of children. Because there
that there would be a Well-being of children and thei
relationship ity of school teachers for the
between E"; Comes very important.
being, physical Each and every child is health and
one would be able to perforn behaviour TeacherS Should be able to id and through these enhance th
Teachers should give equal in terment of children as to other activit its among children and encouraging physical health.
The educational achievements would be usually high. These childr classroom and School environment the other hand, children with psychc School and classroom atmosphere. be affected by these children. Thus also pay attention to the mental hea
if the teachers are to promote then it is important for them to und. students and they should know how

Mental Well Being
rest in education and would exhibit hild would be affected by infectious
( distinguished. But the psychologiJishable. Child's mental state Could ng, actions, emotional expressions, Creativity. In other Words We would ill-being of the child through these in about factors influencing a child's a child's mental well-being in this
ducational environment
esponsibility for the mental well-beis a close link between the mental rearning activities, the responsibil
mental bell being of students be
unique in his or her own way. Everyn well in their areas of preference. entify their unique talents and skills heir mental well-being.
portance to the psychological beties such as developing health habways and means to improve their
of children with mental well-being en would easily interact with their and would function properly. But on logical problems would disrupt the Further, other children also would it is important that teachers should th of their students.
the mental well-being of students, erstand about the mental health of to promote it.

Page 22
1.3. What is mental health
Mental well-being cannot be Com It is related to physical health Condit and healthy spiritual activities.
There is a psychological approac tion of human mind into emotions, C. behaviours. All these aspects Would mental well-being. In otherwords, wher tions and behaviours are healthy in a the child in mentally healthy.
We Could observe that children would show relevantage appropriate a person is able to handle his daily normal life, then he possesses menta
1.4. Characters of mental
The mental well-being of childre their activities. Children's activities Wi express their feelings, enthusiasm, in their function within their family are so the quality of their mental well-be behaviours differ at different ages anc opment (see chapter 2), thus We COU children show age appropriate behav mental health.
Further, there is another approa assessed on the basis of their Social taining good relationship with other cl ship with family members, and the at and family atmosphere, ability to res and regulations in the home and Schc to accept help from others when then in an ethical way for the good of the C child in excellent mental health. HOV atmosphere becomes pathological, th be able to adapt to that and attempts

Mental Well Being 3
ክ?
pared within a limited framework. ions, healthy social environment
h which separates the funcOgnition and their resultant be healthy in children with hemotions, intellectual funcchild we could decide that
who are mentally healthy
Can We conclude that a physically handicapped person will always have psychological problems?
responses. It could be said that if routine well and is able to lead a
alwell-being.
ly healthy children
n could be known through th their peers, the way they terests, trustworthiness and me openings through which ing is shown. Children's dat different levels Of develild say hypothetically that if iours then they are in good
Will the children With menta retardation have mental wel being?
ach in which mental well-being is adaptability. For example, mainhildren in the class, good relationbility to harmonise with the school pect and follow the healthy rules pol, be able to help others, be able eed arises, and be able to behave lass or group are the qualities of a wever, when the family or school enamentally healthy child will not
to show its opposition.

Page 23
Activity
Go Observe the picture shown abov
O Were you able to perceive anyt
Child A and B
Go Write down why this kind of men
in all children's life, situations happiness, sadness, anger, feeling ( could occur. If a child is able to respo then it could be considered mentally tally healthy would show improper excessive responses. Some times,
 

Mental Well Being 4
Š :Nდ,
A V
hing about the mental health of the
tal state did OCCurto these children?
will arise where feelings such as of loss, fear, frustration or bitterness nd appropriately to a given situation healthy. Children who are not menresponses, or would show little or they may not respond at all.

Page 24
- Do you think that a child wh would always be a child wit
"A child with "mental Well-bein mean the same thing. Similarly a particular environment durin Considered an "ill child" all the
- Do people who are a considered to be in good m
Generally people with propert society. But when the wholes with that society itself is an in health.
-* Do you think there is a cor mental heath and the amc facing? Problems do OCCur to al huma occur in everyone's life. Butp would handle these problems good mental health.
Generally mentally healthy child learning, performing their daily duties, a and temple. Usually mentally healthy their peers and are respected by the get along with their family, school anc
Broad interests and activities de easier for a child with age-appropriat child of good mental health.
Generally, mentally healthy chil worthy, trusting others and acting wit these Children. These Children are ab to receive love from others.
Mentally healthy children have positive self-image. They would feel hearing it or thinking about themselve

Mental Wel Being
o is considered a good child h excellent mental health?
g" and "a good child" does not 7 a child who was not healthy in g a particular period cannot be time.
mica ble to society be ental health?
mental health go along with the Ociety is in chaos, falling in line dication of deteriorating mental
relation between a person's punt of problems helshe is
in beings. Similarly conflicts do eople with good mental health better than the people not in
en would show interest in playing, and doing their part at home, school children provide a role model for m. Further, they would be able to i Society.
velop their personality. It would be e personality development to be a
dren are more open. Being trustn confidence are qualities seen in le to show love to others and able
positive Self-esteem and maintain good whenever telling their name, S.
5

Page 25
Mentally healthy children woul new things. They would also be int telling, listening to stories, acting, da
Children with mental health WO conflicts properly. Though, a person's easily, it could be identified from the flicts and bitter experiences when th
Activity
Go Ask the trainees to sit in pairs.
Go Then instruct them to close thei
experiences.
O Afterwards guide them to discus tions that arose and how the Situ
Go Later make them to arrive at a Cc emotions such as happiness, sa tion do arise in every one's lifebt tions do differ from person to per
Mayuran is an year 4 student. He u: He is very much interested in spor the playground during evenings. It temple early in the morning to Wor very regular. He moves happily with
Senthuran usually gets an average others, plays, Worships or enjoys th
A teacher observed a year three stu name was being called. The teach Once told a friend that her face is no
Activity
G) Divide the participants into smallg O Discuss about the mental health O

Mental Well Being
d show interest in getting to know erested in Creative activities, story incing, singing or drawing.
uld be able to handle problems and smental health cannot be assessed way how a person deals with coney do OCCur.
eyes and to ponder over their past
S the situations encountered, emolations were dealt with.
onclusion that situations and stirring dneSS, anger, loSS, fear and frustraut the approach towards these situaSO.
sually gets an average of 70 marks. ts and games. He would be seen in t is customary for him to go to the ship. His School attendance is also
Other students.
of 90 marks. But he rarely talks to he leisure time.
Ident who doesn't respond when her 5ralso Came to knOW that this Child bt attractive.
|roupS f the above mentioned Children

Page 26
1.5. Factors influencing
We can't say that all children a There will be differences in the sta Opportunities, resources and facilit that these difference are due to Val developmental stages and growth
aer.
These factors could be brought un
(3) Genetic factors
(3) Environmental factors
1.5.1. Genetic factors
Genetic factors are those qua their parents. These need not be th Even qualities that prevailed three acquired through genetic factors.
Colour of skin and hair, type o cal factors such as hight and weig Further, a child's psychological qu sponsiveness are also influenced tain genetic diseases that affect t problems.
Though the school environm all the children, their responses a reaSOnS for this. But We should no also a reason for this difference in
When we get to know the in important to know about the influer knowledge is essential in order tor tive manner in order to improve the
1.5.2. Environmental factor
The influence of environmenta Though children are born with gen the development or suppression o' growth of new traits. That is why th mental health, especially parents a

Mental Well Being
mental health
|re in the same State of mental health. te of mental health eventhough the ies are same. We should understand ious factors that influence the child's of mental well-being in a complicated
der two categories. They are:
alities which children receive through he qualities of either father or mother. or four generations earlier could be
f hair, Colour of pupil and even physiht are influenced by genetic factors. alities such as temperament and re
by genetic factors. Sometimes cerhe brain Would cause psychological
ent provides the same stimulation to
re not similar. There may be various
pt forget that the genetic influence is
responsiveness.
fluence of genetic factors, it is also hCe Of the environment. Because this manipulate the environment in a posiemental health of children.
S
it factors in child mental health is great. etic traits, the environment influences f such qualities, and the Creation and he people who are interested in child and teachers, should know about en

Page 27
vironmental factors that are important nipulate the environment in a positive
The environmental factors influencing into two groups. They are,
O Biological environmental facto
O Physical environmental factor
Mother, father, siblings, relatives, munity, peergroups and pets Come un tors. Residence, playground, play ma ronment and any othernatural or synti environmental faCtOS.
Activity
The trainees should be divided i have a debate under the following
Which influences the Child menta
O The Biological environmental
How to G). The Physical environmental
develop children with
menta We
being?
Developing children with m
This includes how to make a chil develop them in a satisfactory m who have psychological problems ment plays a major role in develop The psychological well-being of C be helped by paying Special atter

Mental Well Being
for children and the ways to ma
are.
child mental health are classified
S
S
neighbours, friends, School comder biologicalenvironmentalfacaterials, Classroom, School envinetic things Come under physical
nto two groupS and be guided to
titles:
health the most?
faCtOS
faCtOS
Pental well-being
dmentally healthy, how to further anner and how to handle children Creating an appropriate environing a child with mental well-being. hildren who have problems could
tion to them. ... ... ...:

Page 28
1.6. Enhancement of ment
Attempts should be made to enha dren. The mental well-being would be a are involved in Suitable activities and C development. But there might be child While attempting to improve their me not identify them in front of others. The with along with the other children wher
The Children Who need interventi behavioural patterns:
Crying frequently without
Less sleep or sleep distu
Nightmares Excessive sleep
Shivering with excessive
Negligence of food
Bed-wetting
Brutality Aggressive tendencies Shouting withoutreason
Complaints of somatics back ache, stomach prol
Withdraw
Mistrust about others an
inability to play with other
Loss of memory
Restlessness
inability to finish their WOl
Negative thinking about t irregular school attendan

Mental Well Being
tal Well-being
nce the mentalwell-being of chilutomatically enhanced when they pportunities for their growth and ren with psychological problems. ntal well-being, teachers should affected children should be dealt never possible.
On Could be identified from their
any reason
rbance
fear
symptoms such as headache, plems and pain in the eyes.
di lack Of Self COnfidenCe
'S
*k
he future
ICC

Page 29
if children show any of theseb behaviours should be identified (s should be able to understand the (see chapters 8 & 9). If everything assistance from a psychologist or
Activity
Acquiring wealth
O The children should be divided
O Make a circle of 20 feet radiuS O Ask the groups to start facing
GO Select 9 people from each grot
Ο
Then draw a small circle in th different things such as ball, ar circles near the four groups.
Go When the trainer randomly cal noted by that number will mov middle, pick one by one and p
G if one group is able to gather 5
the Winner.
O Since the things kept in them
are allowed to take things from This will go on until one group others can't take the things fro
Go The groups should not hide thi ing things from their circle until
Note
- Similar competition would b also. Then there should be learned from this game.
- Later, explanation should be how to play a game in a dig

Mental Well Being
haviours, then the reasons for these ee chapter 7). Further, the teacher easons and be able to guide them fails, then it is important to obtain a psychiatrist.
into four groups
on the floor.
he four directions
up and number them from 1-5
e middle and keep there around 15 ecanut Or lime. There will be 4 Small
is a number, then those who are dee together towards the things in the ut it in their groups circle.
things then that group is considered
iddle are not sufficient, participants other circles after the centre is empty. gets 5things. When this is achieved, m this circle.
ngs or prevent other groups from takthey have 5things kept in their circle.
e organised for other numbers discussion about the lesson
given to the participants about ified manner.
عـ
10

Page 30
1.7.
Psychological needs
The following factors are needed healthy child.
Availability of the basic neec tious food, air and medical fa
Supportive family, which pro
Secure environment
Role models for Children to fo
Availability of stable environm Quently
Ways and means to build COI
Encouragement through plar
Finding out unforgettable pa Sons for such events and acc
Observing physical and psyC whether they are age approp actions to rectify the situatior
Reducing the possibilities of
Providing learning opportuni periences
Giving chances to get day to
Providing opportunities tobt their own and to work in grOL
Giving opportunities for estat
tacts and chances to engage
We could bring up mentally he
understand these factors and to dev

Mental Well Being 11
k
for the development of amentally
ds Such as Clean Water, nutriaCilities
vides love and Care
Dllow
ment which doesn't changefre
nfidence
ned future events
ast events, exploring the reacepting them
hological development to See riate and then take necessary n if necessary
loss and psychological stress
ties, stimulations and new ex
day childhood experiences
ild self-confidence, to act on pS
plishingrelationshipsand con
2 in play activities.
althy children only if we are able to elop them in our family, environ

Page 31
ment. school and society
18. COn Clusion
What is mental health? The fact Child's mental health are discussed looked into the qualities of children w proved and the basic needs that hav
We will pave way for the enhanc

Mental Well Being
OrS involved Orthose that affect the
in this chapter. Further, we have /hose mental health ShOuld beime to be fulfilled.
ement of children's mental health.
12

Page 32
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səļJoļnļ əļBA|Jeff * quəuuuouļAuə ļoou OS * ļuəuuuouļAuƏ soolųosƏud x UuoOJSse|O xk Jəųɔɛ əL ×
(səAļļeļau) Áļļuue, pƏpuəļXE (soļueuÁp) sə|o}} quəuuuouļAuə əuuOH suəļsỊs pue suəųļoug JƏuļļ9 - JəųļoW
uoụeļoəudde o uoỊu6ooə}} sdỊųsuoụeļəx} (suəuļo us) əouəpļģuoɔ suuəỊqoud 'sə6uə||eųO uoseļnuuļļS ļuəuuuouļAuə əļqeļļnS
→
ļueuluol!/NUE UOļeonp=}
- - - - - -
- - - - - -
yueudose AeG
[(uo!!!!!nu seuləļeu) quļq əJojəg] (%09) ɔɔuə6||lēļu! əouəỊsə}} ''(Jəļoeueųɔ ‘Áļļeuosuəd) sỊeu L səuə9
Myspeles
 
 
 
 
 
 
 
 
 
 
 
 

3
1
9.
Mental Well Be
sdịųsuoŋesƏu pue uoļļeļļļɔuoɔɔx} sỊų6ļu joj ļoədsə8 (sỊeaļļsəỊ XỈoj) əunỊno Ieuol) peu L (sno|6||əu pue sųods 'IeỊoos) suoņezỊue6JO ƏɔeƏej uoņspuoɔ ɔļulou00ə-oloos sunoqu6s.3u pue suəpsə 's||npý sdnou6 uəəd
- - - - - - - -
AụueuunH s|en]]}} SuuJON Sɔļu|}} sənļeA
(uuəəŋsƏ sƏs) əɔuəpijuoɔ ɲəS səųỊunļuoddo seuoỊeomp3 (oļa quəuuļeəuļ suoņuəAəud) uļļeəH (uoụuốooəu ļļas se Isəwa se suəųļo uuous) uoụu6ooə>} ÁỊunɔəS
sdỊųsuoņeļəu ‘æAOT (6uļųļo|ɔ pue uəŋsƏųs ‘Jeļenw 'poog) spəəu seossÁų&
- - - - -
- - - - - - -
御)| (*), SpoɔU.osseo! !

Page 33
The ric
With ja
COW's
the
םb חiaם
 

e from the fields
9gery sweet
Trı ilk added
leW pot
the sun-god

Page 34
of a CF di What
Efıhan
2.1. Int
Weal healthy life Chile WE Children gim chologicall: in Chapter latiDrships. reCDgritiori essay for growth arid ity of teach Lupo childrer acteristics i the knowled velopmenti task proper
Childri äged by Lun ents, pre-5. plar Out a and psycho iiiES fL
 

Ind Development
iş the differences between 1 and development? are the developmental stages |Ար COLuld be done by a teacher to Ce growth and development ?
roduction
laspire to see our children living a ... To ensure a happy life to all our 2 ha We to také several Theasures, JWard developphysically and psyy according to their age. As stated 1, food, proper housing, healthy reOWe arid care, security, attention, and learTirg CopportLurities are nie:- Omal physicalard psychological development. It is the responsibilels and arents to guide and bring according to their individual charand talemts. It is important to hawe ige about children's growth and deall stages in order to carry out this
"ly.
Br's development COLuld beerlcDLIrcovering their hidden talents. Parthool and Schoolteachers should tivities which enhances physical logical development apart from acsing on cognitive development,

Page 35
Today's children are the futu going to be in the future will be det today.
2.2. Growth and Develo
2.2.1. Growth
& What idea comes up in y about children's growth?
When we generally think abou a healthy child in the advertisemer ately comes into our minds. When when ances, it is usually an overalli growth in ate height, body build, Weighta children and weight, growth of organs
start? s
are normal; it is an indication and maturity also do occur in the b and feelings also indicate growth a
The growth of children starts frc of organs continue inside the wor without any hindrance, then it is m grow well. That is why it is emphas tion during pregnancy would be the the child.
After childbirth, nutrition, healt medical care and physical exercis Cording to its developmental stage and parents should ensure such a
basic needs for the growth and dev
2.2.2. Development of child
} /s teacher's contribution
merf?
As children grow, their talents periences. Development takes pla

Growth and Development
e Society. Thus, how the society is armined by the way children develop
pment of children
our mind immediately when thinking
it the growth in children, the image of hts of milk food for children immediwe think of healthy external appearmpression Created by age appropriind temperament. If increase in height and increase in functional qualities of physical growth. Likewise growth rain. Children's behaviour, cognition nd development due to this reason.
om conception. Formation and growth mb. If this growth process happens ore likely that the child continues to ised that proper nutrition and attenfoundation for the future growth of
h care activities, disease prevention, es should be given to the child ac!. Teachers, Family Health Workers ctivities and should provide all other
relopment of children.
e
necessary for children's develop
also improve according to their exce when children respond appropri
16

Page 36
ately to different stimuli and grow in Selves. Several talents in children m tunities. We can trigger their develop Behavioural changes occur in child ment. If the development is age app will automatically pave way to devel of orderly developmental process wil development of children.
Developing skills and activities ment, showing appropriate respons making skills, maintaining good relat becoming more and more independ indicate psychosocial development.
Helping children to develop no ents, teachers and Society. Knowle of children would make it easier top velopment.
The growth and developmentir Could be seen through our experier well-developed child usually develop velopmental stages. On the other affected by frequent illnesses show larly, children who lack psychosocial are withdrawn) usually have growth to pay our attention to both, growthar
2.2.3. Changes of developm
What Would a nine-month-old Would a five year old or teenage ch tion? What is your experience in this
When feeling hungry,
-A nine-month-old baby crit
-A five-year-old child would
-A ten-year-old child would

Growth and Development
their ability to better express themay lie hidden without proper opporoment by bringing out these talents. ren due to their age and developpropriate at a particular time, then it opment of the next stage. This kind leventually Contribute to the overal
according to the stage of developses to Stimulus, acquiring decision tionship with family and others, and ent are some of the qualities which
brmally is the responsibility of pardge about the development stages rovide Suitable opportunities for de
17
children are inter-related. This nce. Forexample, a physically ps normally according to its deland, a child whose growth is s delays in development. Simidevelopment (e.g. children who problems. Thus it is important ld development simultaneously.
entin Children
We should keep in mind that children's activities wil be according to their stage of develop
ment and mot according to our wishes.
baby do when it feels hungry? What ild do When it is in the similar situa
S situation?
SeS.
say that it feels hungry.
go and have its meals.
Shall we say that the same event WOUd trigger different
responses at different ages?

Page 37
Here, we could see different bel need. These differences are due to th grown up child understands the feel have its meals. The different respon ten year old are the indicators of dev
Activity
The trainees should be divided into grc the responses of children of differenta and present their findings.
O Father being separated from thef
employment.
O A situation in which mother could
.dren due to the birth of a child الصور
2.3. Developmental stage
2.3.1. infancy (O - 2 years)
The period from birth until two y the growth and developmental stage ables us to know and understand the mental stage after the birth, thus the ment at this stage would provide a str ment.
2.3.1.1. Mother-child relations
The infant becomes attached to for food and security. The infant fee lifted and Cuddled during feeding and
Initially an infant's functions are etc. It cries when it feels uncomfortab in the warmth of mother's closeness
Though the infant is unable to cc diately after birth, it is able to recog Similarly it is able to recognise peop around 9 months and establish relatic enhances and strengthens the bond

Growth and Development
aviours as responses to the same Ie age and level of development. A ng of hunger and knows it should es in an infant, a five year old and Plopment.
MTN
pups and be asked to discuss about ge groups to the following situations
amily after going abroad in search of
not spend much time with other chil
ears is called infancy. Looking into is of infants during this period enchild well. This is the first developassistance provided for developong foundation for future develop
hip
) the person who fulfils the needs
ls satisfied when being touched, Caring.
ating, sleeping, crying, defecating le, later, when it feels comfortable it becomes relaxed.
impletely identify its mother immenise her after around one month. e who closely associate with it by nships. Mother's feeding with care between mother and infant.
18

Page 38
The Mother actually serves as: infant to establish relationships with realization of mother's love is the fir Mother's activities should be able to secure feelings. If an infant is not care, then we should ensure that m be provided by the caretaker. This welfare and would pave the way in t
We would be able to easily r Ceived mother's or caretaker's love a up. These children would find it diffic difficult for them to love others and re might be withdrawn from others, or they would be seekers of love, whicl
2.3.1.2. Using their mouth
A ten-month-oldinfant pu the mouth. Is there any S.
An infant tastes its food throug ship with the mother through breas its hungerby usingitsmouth, it deve get different experiences. These infa ever is available into their mouth.
When an infant doesn't Suck fingers. Adults could avoid taking Ou Punishing the infant for this would Adults should consider that getting acteristic of this developmental stag mother to feed the infant Whenever it ing would automatically be avoided
If breast-feeding is not availat sufficient, then it would affect the la Thumb sucking, chewing betel or C sive talking are some of the behav who did not get the satisfaction attl its Satisfaction.

Growth and Development 19
a bridge for the infant and helps the other family members. The infant's
st step towards this direction. provide love, trustworthy and in a position to get mother's
Should the child merge With the
otherly love and care should society?
would help to maintain the infant's he future to establish SOCial bonds.
ecognise infants who have not rend care later, when they have grown cult to relate with others. It might be 2ceive loving care from others. They over attached and caring. Further they didn't get during their infancy.
its almost all accessible things into Oecial reason for this behaviour?
h its mouth. It establishes a relationt-feeding. When an infant satisfies alops a tendency to use its mouth to ants get satisfaction by putting what
e, it waves its hand and Sucks its t the fingers from the infant's mouth. ead to drastic Consequences.
oral pleasure is a typical charle. It is the responsibility of the feels hungry. The fingersuckif the infant is Satisfied.
ls it appropriate for adults to consider finger sucking wrong? Is it detrimental to the Well
le Orifthat experience is not tie
ater development of the child. child ? chewing gum, biting nails or excesiours through which an older child, he early stage of life, would now get

Page 39
2.3.1.3. Auditory skills
An infant would initially be sta also makes different Sounds. W Sounds and neglect inappropriate O by the child. Parents should provid. to different sounds. This would help differentiating sounds, making so Skills.
2.3.1.4. Language developm
Though language developme start to imitate adult speech only a members should use easy and un of the infant. The infant should be signifies. Parents should spend m achieve this. Though the number ( creases after one year, the infant earlier. Adults understanding the in COrdingly would greatly enhance th in the infant.
E.g. A child showing a boN
2.3.1.5. Physical developme
& Do you think that knowle essary for mothers?
We Could see rapid physical gr 90% of the brain growth takes place physical and brain growth, it is imp Content to the infant. If physical gro growth is also affected. Physically u Thus developmental activities are e
it is important that parents, e. tion. Then only could they maintai health in children.

Growth and Development
rtled by big noises. When it grows it nen others encourage appropriate nes, the Suitable Sounds are learned e opportunities for the infant to listen ) the infant to develop listening skills, unds and other auditory and verbal
ent
nt starts at this stage, infants usually fter ten months. Parents and family derstandable words in the presence made to understand what each Word hore time With the infant in Order to of words being used dramatically indevelops the ability to use symbols fant’s use of symbols and acting ache development of various concepts
wl of water when it feels thirsty.
nt
dge regarding nutritional diet is nec
owth in infants up to one year. Nearly a during this period. Because of rapid ortant to give food with high protein wth is affected in this period, mental Inhealthy children frequently fall sick. ither Curtailed or completely stopped.
specially mothers, know about nutrin optimal growth, development and
20

Page 40
m
Activity
Title:
O Which activities Could be done a
cal growth in children?
el:
CD Which activities could be Carri
hance physical development?
2.3.1.6. Balanced diet
Adiet which provides nutrition a and weight is a balanced diet.
Food needed for growth
Legumes and foods of animal origin
Thre major div Offoc
Oils and fats
FOOd needed
 
 
 
 
 
 
 

Growth and Development 21
thome by parents to enhance physi
2d out by teachers at School to en
Do you think that a child eating a heavy meal is physically and psychologically healthy?
ccording to a child's age, sex, height
Food needed for protection
Vegetables,
-പ്പു leafy vegetables and 6 fruits
isions
)d ) Carbohydrates,
food containing various types of sugar, yams, grains
for energy

Page 41
2.3.1.7. Motor activities
An infant uses its palm to gra After one year the usage of thumb responsibility of the parents to pro exercise their hands and fingers d enables infants to perform finer task and School years.
Exercises Suitable for moto
We could hel
thé -> Walking, running, jum
ment of a child by giving d Dancing and singing
it simple
objects, > Ball games Which the child likes > Winding the top rather than
providing > Making clay models expensive
toys. -> Playing with moving c -> Playing with plaything
2.3.1.8. Physical needs
& Is it advisable to force ch parents go for work?
It is important to fulfil the phys ger, thirst, defecation and sleep. W. ness in their faces While defecatir satisfaction through defecation. Fo to their parent's schedule is seen forcing children to toilet-train befo insistence on maintaining cleanline little bit dirty and similar action, wou child's mind or Would make the chi ecation. This would adversely affec larly, it is not advisable to force the before achieving muscular develop

Growth and Development
p things until it reaches six months. and other fingers increases. It is the vide opportunities to their infants to Iring this developmental stage. This sand Write properly during pre-School
development
ping
bjects
JS which need pushing and pulling
ildren to go to the toilet before
ical needs of children Such as huncould observe expression of freshg. This indicates how children get "cing children to defecate according in several families. Apart from this, e sufficient maturation, for example ss, punishing the child even if it gets ld create deep seated hatred in the d to pay abnormal attention to def: the development of the child. Simichild to walk or perform similar tasks ment.
22

Page 42
Soft materials Such as Sponge, cloth etc. Paper, cardboard, Soft rubber toys, Weightless hard objects
Food
and fruits of Clifferent
tastes
We could pave the way to the develc stimulations and experiences in the
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Growth and Development 23
What would be the contributions of parents of a child who spends much of it's time in the cradle for its sensory development?
s, different Flowers, S, moving
Natural Sounds, soft artificial SOUnds, recorded music
Smell of flowers, aromatic objects, fruits etc.
pment of an infant by using different nvironment.

Page 43
An infant of this stage uses cryi A child expresses it's happiness th gets appreciation or when its needs ther and family members realize the ingly, in turn the child develops trus trust in the family and the external Satisfied and when it is not apprecia might avoid peer groups and may r Cessive mistrust might affect the de
The society should act in such that the it is able to develop trustint
We could pave the way to the different stimulations and experienc
2.3.1.9. Emotions
Emotions of a new born infant But by the fourth month, an infant w Such as happiness, fear and anger. an infant, it feels happy. It experien When it encounters difficulties in ful ger through Crying.
Children usually fulfil their psych thus the mother should be able to u erly and respond accordingly,
We have to pay attention to fulfilt dren
CleanlinesS
nutrition and Clean Water
immunization
treatment facilities. When ill proper health habits Safety measures to preventiac
infants understand others' feel Fear is usually inculcated by adults.' be maintained only by fulfilling their

Growth and Development
ng to make others to fulfil its needs. rough Smile and play whenever it ; are fulfilled. When the mother, faa reason for Crying and act accordit in them. The child develops misWorld, whenever it's needs are not ted. This child would be withdrawn, hot trust others in its future life. Exvelopment of the child in later life.
a way as to fulfil a child's needs so he external World.
development of an infant by using es in the enVirOnment.
would be more of a general nature. ould exhibit more specific emotions
When a mother hugs and cuddles Ces fear when it falls. it feels anger Filling its needs. It expresses its an
ological needs through their mother, nderstand the child's feelings prop
he'following health needs of chil
:cidents.
ings such as anger and happiness. The child's emotional balance Could needs.
24

Page 44
The infant stage is the foundat hus the growth and development c order to ensure development in later
The defects and behavioural ch sult of what has happened and what Further, some of the developments ( into the other stages of development to pay attention and provide approp the other stages of development.
2.3.2. Early childhood (2-5y
& Can you describe some of
School Children?
Early childhood is a preparatory ally children go to pre-school at this to develop through various experien to the external World outside the Secu Social relationships and socializatior
2.3.2.1. Motor activities
We could see rapid motor dev hood stage. Children are able to wal They play with toys. They throw ball at home and pre-school teachers ( cises for the motor development ar Children.
Activities
The trainees will start in a circle and point in the circle. Afterwards they beg stands outside the circle claps his há number and the person denoted by th ity while running and the others have walk etc.). When another number is whichever he likes and otherS Willim
 

Growth and Development 25
on level as we have seen earlier, f this stage have to be proper in Stages.
anges in childhood might be a rehas not happened during infancy. e.g. language behaviour) continue ... Thus parents and teachers have riate encouragement even during
rears)
the developmental activities of pre
1 stage for school learning. Generstage. They will have opportunities ces there. The child gets exposure refamily environment at this stage.
begins here.
relopment at the early child- Bodily
m OVement k, jump and run at this stage. according to S and play with dolls. Parents rhythmic can provide necessary exer- sound makes
body and ld assist the development of ,
number them. Then they will mark a into trot when the group leader who ands. Then the group leader calls a enumber might perform some activto follow suit (Horse trot, Elephant called that person will do the activity tate.

Page 45
2.3.2.2. Language developme
Language development rapidly i By the end of five years, the child's thousand. These children can relate nings of stories and ask them to finis for imagination, language usage anc
2.3.2.3. Imitation
We Could see children imitate V. child sees something it usually imita tions. That is why parents should beg (Alcoholism, smoking, fighting etc.) and their actions (Crying, quarrelling are usually permanently embedded i ability that they also would show ther
Can a child Pre-school teachers shoul ဗူဖွံဖြိုး bility. Even films and tele-dram
imitation? should illustrate good Conduct.
Children should be provided wit fancy dress competitions by imitatin Culcate the idea the he/she also shot the child to develop good qualities.
Example: Swamy Vivekanal
Further, these kinds of characte ries, films and videos to the children.
Activity
How could parents contribute to physi tual development of childrenthrought
The trainees could be divided into gro and parents and be encouraged to id the environment in the developmento

Growth and Development
t
creases between two to four years.
vocabulary Would be around two stories. If elders can tell the beginthem, it would be a good exercise teaching morals through stories.
rious things while playing. When a tes it. It often imitates parent's acJod examples. Improper behaviours of parents, their language usage symbolic body movements etc.) n children and there is a high probm in their future life.
d also behave with such responsia should be without violence and
n the opportunities to participate in g good characters. This would inld lead a similar life. This enables
tha, Mother Theresa.
s could be introduced through sto
al, psychological, Social and Spirieir imitating activities?
ps to perform role plays as children ntify the contribution of family and Children.
26

Page 46
23.24. Group mentality
When group mentality develc other children of their age. Though such as cooperation and competitic ous habits and behaviours neede opportunity for social developmen wanted habits when playing in grou to play with Suitable groups.
 

Growth and Development
bps, children would begin to play with they may not understand concepts n, by playing together they learn varid for social living. This provides the t. There are possibilities to learn unps, thus it is necessary to guide them
hildren erve their
ty in order velop their activities
27

Page 47
2.3.2.5. Gender differences
Development of awareness abc tant feature of this stage. A male ch female child adopts her mother's qui tions regarding sex differences befo dren select play materials according are encouraged to do so by Society.
Usually fantasy, Curiosity and ( dren ask various questions at home ents should not neglect or suppress children by providing understandable and artistic appreciation could be de
If the children who try to create would encourage their activities. Or activities are not encouraged or block be diminished and guilt feeling woulc
Initially children may not knowt reality. Parent might think that their make them to realize little by little t fantasy.
Children might show adamant ents should provide Support, care an for their behaviour. If parents show behaviour might increase. In that cas to activities which Would make them establish firmly but in a supportive whatever they think and they too hav
if parents do everything for thei on their own thinking that they are th Would lose their Self confidence. W and provide them with due recogn behaviour and not giving due recogn can make them give up unwanted be

Growth and Development
but gender differences is an imporild follows his father's traits and a alities. They would even ask quese reaching five years of age. Chilto their sex and sometimes they
:reativity begin at this stage. Chiland pre-School. Teachers and parthis. They should encourage their answers to them. Creative talents veloped at this stage.
new things are appreciated then it the contrary if their independent ed, then their Self-confidence Would
be formed.
he difference between fantasy and children are lying. But we have to he difference between reality and
pehaviourand opposition. But pard love to the child and Set the limits extreme restrictions, the adamant e their attention should be diverted happy. Parents should be able to manner the fact that they can't do 'e Certain limitations.
children and not allow them to act hereby showing their love, children e have to appreciate their actions ition. By recognizing appropriate tion to inappropriate behaviour, we haviour.
28

Page 48
Child : (Happily) Mother!!! Mother!!! have made with clay today?
I have organized them beaut Wonderful! Why don't you CO
Mother: Throw everything away! You your father comes or else he have told you not to play wi
Child p??
2.3.3. Childhood (5-12 years
The child begins to establish CO starts Schooling.
Activity
The trainees should be divided into grOl of a father who provides due recogniti should take the role of his child. The th father who never recognizes his child a of his child. The fifth person in each gro situations and tell his opinion.
Not all children go to pre-Schoo Consider the fact that for Such a Child new. A child who lives in a homely atm hours in School. Thus, substituting fa relationship of mother, provides a Sec environment. When a child Sees the ship in a teacher, only then will a ha established.
2.3.3.1. Motor activities
The physique of the child which hood slowly transforms into long legs velopment will not be completed, thus in climbing, jumping. But stitching and
 
 
 
 
 
 

Growth and Development
Do you know how manythings
ifully. Even Mala acca said. it is me and See it?
ir hands are dirty! Clean it before would scold you. How many times th clay?
)
intact with the Outside World as it
ps of five. One should take the role on to the child and the Second One ird person should take the role of a and fourth One should take the role oup should be able to observe both
I. That is why the teacher should the school atmosphere is entirely hosphere has to spend nearly four amily relationships, especially the ure feeling to the child in the new mother's love and caring relationappy atmosphere for the child be
was muscular during early childand thin body. The fine motor dethese children would perform well drawing would be difficult for them
29

Page 49
How can parent's and teachers use the tendency to do some thing to develop these children
at this stage, they will develo can also encourage this proc children at this stage use mo in activities.
E.g.: When throwing a ba
Children would be very energ
bit slow at this stage.
Children's cognitive and funct
creative skills, imagination and clas. ing this stage.
Can we use the natural motivation in children to guide them in their development?
The things they handle with the expansion of their en to collect and posses things "why?" are frequent. Their ar ther, whenever they come acri would try to overcome it. This opposition and conflict. Relat ties, competition in Sports, ag| occur at this stage.
Whenever a child's actions are
the child expresses happiness thro
Activity
How can analytic tendency and ima the School Curriculum?
This Could be studied in groups and
Some childhood activities Which
Collecting different colour Collecting things which co Collecting seeds Finding outreasons forth Finding out the possible w bulb to get light Studying how to divert the

Growth and Development
p these skills little by little. Teachers ess of development. We could see st parts of their body while engaged
they Would use the entire body.
etic though their growth process is a
ional levels are enhanced and their sification skills are strengthened dur
and the Scenes they see increase vironment. They develop the desire S. Questions such as "what?" and alytic tendency also develops. Fuross an obstruction in their work, they S Could result in aggression, anger, ionship with peers, collective activireements and disagreements would
appreciated and needs are fulfilled, ugh laughing and playing.
gination skills be channelled through
the findings Could then be presented.
Could be encouraged: ed things from the environment uld be bent
enoise in a marketplace 'ays to Connect batteries and
path of the rays of sunlight
30

Page 50
Hitting a hanging ball with h Engage in football practice Taking part in a drama and which shows lot of emotion: Storytelling
Creative work (drawing, pai
2.3.3.2. Needs
Love, recognition and Security childhood in a different dimension. Sir a Small delay in satisfying them wo anger, bitterness and feeling of bein express their anger by breaking thir during that time. Feeling of envy usua love. Children who have missed love who get love and attention. Children their family can be satisfied by the Sup and teachers at School.
2.3.3.3. Emotions
Anger and happiness are transie childhood. But during childhood feelir If a child of this age starts Crying, ther while. Fear and anxiety are also us.
Activity
Participants should be paired. Eyes of by a cloth and then he/she should wal of the other.
Go Walking only with the verbal instru O Walking with the physical assistar sist by directing physically and he G) Walking with a person who is sele Following these exercises, discussion
who is blindfolded should be carried Ou sion regarding the feeling of security b
presented.

and Ora bat
Growth and Development 31
playing the role of a character
nting, making clay models etc.)
needs continue throughout ce the needs increase, even uld create feelings such as g cheated in children. They igs, shouting and grumbling lly accompanies the need for and care, envy other children who have lost the support of port and care given by friends
rt and repetitive during early gs and emotions last longer. it would continue to cry for a ally observed at this stage.
Do you think that punishment affects a child's feeling of security?
Do you think that the child needs to know the reason for being punished?
one of the pairs should be covered c to a certain distance with the help
ctions of the helper.
Ice of the helper. (Helper could as
ping at turns etc.) cted by the blindfolded person.
s about the feelings of the person :by the participants and the concluased on the discussions should be

Page 51
A child who knows which action would be rewarded and which are punishable will develop a sense of security
وسميwra
O Providing structured, limited freec
elders.
O Providing unlimited freedom. Prov
all sorts of privileges available to
Participants have to compare the child put forward their conclusions regardi dren.
Fear about ghosts and animals arenc For example parents threaten their c the Well, if you go near, it will swallow ther develops this story. Without thre could explain the danger (they can e body falls into a well). Building a prot fence around the well are the prop taken by the parent.
2.3.3.4. Group feeling
Children have a habit of playir may not be permanent at the early d that these groups became more perm
 

Growth and Development 32
lom fulfilling needs and support from
iding whatever the childlikes, making he child.
ren living in both circumstances and ng the security needs of these chil
it natural but is inculcated by adults. nildren by saying "there is a devil in v you". The child's imagination fur!atening with Such stories, parents kplain what would happen if some!ctive wall to the well and building a er secure actions, which Could be
g in Small groups. These groups ays of Schooling, but we could see anent little by little with time. Agree

Page 52
ment between groups, conflicts, co would occur frequently. They may for imitate activities of the parent or ad observe that boys form groups more get whatever society respects or co gage in playing with mechanical toy would be encouraged to play with do by Society.
At the latter part of this stage, c Such as Cycling and acting that are teachers should plan group activities ership' could be given on a rotation b. quality among children. Opportunities give and take, Collective action, Subr others are qualities in children which
The mentality to avoid clashes through this. These qualities would h relationship skills among children.
Activity
lceberg
One of the participants would be the s The children who are supposed to be while the child who is supposed to bet to the harbour blindfolded, though the the verge of Colliding with an iceberg, and warn the ship. The icebergs woul way to reach the harbour.
What are the attitudes, which would d
activity?
2.3.3.5. Language Developme
When thinking about language ( educated older siblings, healthy fami bers use language properly contrit

Growth and Development
operation, competition and fights m groups based on their gender or ults of the same gender. We can quickly than girls. They may try to nsiders highly. Boys prefer to ens which involves technology. Girls ls, imitate cooking and decorating
hildren would engage in activities related to the external World. So appropriate for class work. "Leadasis in order to develop leadership for sharing work, unity, acting with mission to leadership, and helping could be built up by the teacher.
and conflicts could be inculcated elp to develop social bondage and
ship and others would be icebergs. the icebergs will sit on the ground he ship should be able find his way icebergs. Whenever the ship is at he iceberg would make "ish' sound i guide the ship in the correct path
evelop in children during this
nt
levelopment, availability of books, y environment where family memoute greatly to speedy language
33

Page 53
development and enrichment of lan velopment by encouraging the reac the radio and reading the newspap gard. If there are faultsin pronunciatik Work with the children and Should C
Children Would achieve the sk tences and to use it in speech anc
Activity
The trainees would be divided into t feet apart. They would hold play ca them. When the game begins they line. The pairs with matching words
Example: Leaf- Green
Milk - White
This activity could be utilized to dev skills and motor skills among seve manner age appropriate words coulc velopment in all ages. Further crossv
randomly selected letters also would
maturity.
Language skill is the basis to teacher fails to pay attention and el Would have a negative impact on chil encourages children to explore, the order to know about different things
2.3.3.6. Problem solving
Children of this stage would try ent things and to use their logical th trial and error method to solve prob past experiences and practical applic Thus the teacher should organize

Growth and Development
guage. We could help language deling habit at this stage. Listening to per also would be of help in this reon, then parents and teachers should orrect those faults.
ills to organize Words into longseni writing due to their psychological
No groups and stand in two lines ten rods written in big bold letters facing would turn it towards the opposing will have to run in pairs.
elop Concepts about colour, reading n or eight year old children. In this be used to encourage language deword puzzles, and making words with encourage language development.
conceptualisation in children. If the ncourage language development, it dren. At the same time, if the teacher n children themselves would read in
to know the relation between differinking. Children who have used the lems would use thinking; analysing cation during the School going years.
the classroom activities in Such a
34

Page 54
manner that children WOuld be able and COgnitive problems. Children Wh WOuld U.Se SCientifiC methOCS tO SOIVé to classify things and events by kno features of things and events. Follow ing to size, shape and odour also en
As discribed above when We loo of development, we would realize the cal skills though participating in Spc concepts, developing attachment wit development of consciousness, more clearly visible at this stage.
2.3.4. Adolescence (12 - 18 y
Though we consider the develc children in a detailed manner in this briefly about adolescence, as it is a dent life.
Rapid physical growth takes pla As the growth of hands and legs are body, these children might find it dif cording to this spurt of growth. SeCOI tant atthis stage. Growth of hair arc broadening of chest and strengtheni males. Growth of hair around Sex O breast development and broadening males.
Further there WOuld be COnside tered at this stage. Adolescents woulc form groups and develop Social CO the opposite sex. Self-identity is als problems in this regard it might lead
The teachers who teach them care. Planning activities in Coordinatic in activities which Would enable them them to participate in social work WC ment.

Growth and Development
to use their skills to solve practical O are at the latter part Of this Stage 2 problems. Children get the ability wing the common and uncommon ing this, the skill to classify accordmerges.
k at the achievements of this stage importance of it. Developing physirts and games, formation of selfh peers, acting independently and ality, social norms and attitudes are
ears)
opmental stages of primary School manual, we are also going to See lso an important stage during stu
ce at this stage following childhood. greater than the other parts of the ficult to adjust their behaviour acndary sexual characters are imporund sex organs, change of voice, ng of muscles take place in case of rgans, beginning of menstruation, g of hips take place in case of fe
rable psychological stress encounlike to be independent. They would ntacts. They may show interest in o unique to this stage. If there are
to inner Conflicts.
should guide them with love and on with the students, engaging them to express their thinking and make uld help their growth and develop
35

Page 55
2.4.
The children who get appropriate experiences during their developmental stages would grow and develop Without hindrance
Epilogue
We have seen the sta children and the importance development defect at one ment in the next stage. Thu. opportunities, assistance, ar their difficulties so that child appropriate to their stages O'

Growth and Development
ges of growth and development in of each and every stage. If there is a stage, then it would affect develops we should provide the necessary hd the ways and means to alleviate ren grow and develop in a manner F development.
36

Page 56
xəịduJOO ÁųJo!Jajų
sụods dhok)
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ļuəuudosə^əq selow
sə6eļs lequəuudosēAəC]

37
Growth and Development
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ə6ess ļņpe finoÁ ļo 6usuu|6əg

Page 57
The uchi
used to gather
now takes mor
and
joyously his sa
 

ing fire Wood
e wings
tohel swings

Page 58
* '''t di WOfd "LE
Il Gwy d
place?
P 'ii3 3:s
Ceut in
e Wat IS
& Wat is
të WWFigt di difficults
3.1. Intro
Learnin
Child's devel learning activ begin at theft family, socie Contribute to !
We haw with a cartm and nails awa
We Shio learning taki games, not c Cognitive skill these games
 

Learning
you uriderstand from the *arning"?
tës Çori Ceptualizatori take
e the factors influencing per
Intelligence?
men.ory? O you think about learning
__LF 『
bduction
g activities are important in a opment. We usually think that rities begin at School. But they atus stage. Then learning in the ty and school environment the development of the child.
a seen a 6-year-old boy playing ade by him from tin, stick, rope ilable in his environment.
uld understand that there is ng place even through these only the physical activities but ls are also expressed through
39

Page 59
Activity
The trainees may discuss about the
G) What is the concept behind this
(3) What is the perception the studi
G) What Should Corne to their merT
C. What difficulties Would they enc
They could share their views through
r
3.2. Learning
Whať do you meam by "L
(န္ဒီ
What are the Ways throug
Learn with There are various chang
Lut dLbts the basis for the H and the a IS I"16° 9aSiS TOP se Change.
accordingly skills, attitudes and behaviour,
TiTL k. k. Lu Tal
We could find Out Wheth: observing the behavious prior to lea after learning. For example childre unwanted things would be cleane practice it at home, it is the behavio
All life situations provide a b: necessay things for life before fundamentals of life from the mother
Further they learn various th smelling, touching, doing and spea and drawing on the Wall with a pie concepts of big, small, and morecoming to School.
Children learn to get involvec drawing at a tender age. This Wo groups. They come to know about social activities through playing.

Learning
game mentioned earlier in pairs.
game?
ents would get through this game?
lory in order to play this game?
sounter in this game?
similar questions,
earning"? gh which learning takes place?
es takingplace in children. Learning s. It changes children's knowledge,
er earning has actually OCCLITTEd by arming and the behavioural changes an learn "when brushing the teeth, d out from them." And then if they
ural change due to learning.
ase for learning. A child learns the coming to school. it absorbs the or parents, relatives and neighbours.
hings by listening, seeing, tasting, king. They learn by writing on sand ce of charcoal. They also learn the less form their environment before
in and enjoy singing dancing and uld occur while playing alone or in various physical, psychological and
40

Page 60
Though the child starts learning other places also,
The home environment (see c School environment (see chapter 4) order to assist this learning or else, Would bring about inappropriate beha
Learning with parents
When making a kite at School, t necessary materials and the teacher the Children to do the same. This enwir Orllent.
A mother asking a 10-year-ol neighbour is an example of an impro
The knowledge, skills and attitut help in learning. These are the "inner influer CëS frorT Outside are COTSider
Further, the developmental stag their learning. Knowing what the child. should take place dete mimes the ti who teaches according to the develc get good results.
 

Learning 41
g at home, it Continues to learn at
1apter 5), social environment and | should be properly organized in an improper learning environment
Wi:Our.
Learning through playing with other children
he students WOuld Collect the will make a model and guide is an example of a propeг
The Faits learned in the Cradle will persist Lup to the дгата.
d child to steal a mango from a
perlearning environment.
des that children already hawe may conditions" for learning. All kinds of ed external learing Conditions.
ges of children also influence should learn and how learning eacher's ability, The teacher pmental level of the child will
Teicher's qualification is knowing the Էhild,

Page 61
3.2.1. Learning methods
Different types of leating ta growing child. For example, "syn language learning. Here, things are their names (see box for other lear
ge Conceptual learning: learning
e.g.: Mam ewolwed from the apE
(3) Stimulus-response learning:
e.g.: Experie cing the taste Of
9 Problem solving: if one side o
CisCUTfeTECE İS 24 CT1
(9 Differential learning:
e.g. Differentiating the picture
(3) Learning laws and principals:
e.g.: Ewery action has an equi
(9 Word linking: joining the word
e.g.: Wonder and land as WOrl
& Correlative learning: Paddy
Camph
Sā
3.2.2. Motivation for learnin
There should be motivation as to take place, "Learning instinct" is things lear in their early stages of li of life. But this Could be Curtailed

Learning
kes place at different stages of a mbolic learning" is mostly used in registered in the brain in the form of ming methods)
after understanding a concept
تقل
eaming through experience
mango
fasquire is 6 cm then the
2s of birds and animals
al and opposite reaction
- NEWtO'S LāW
S
derland.
STEe||
|DT fish
i
1d interest in students for "learning" natural during childhood. All living fe in Order to manage the challenges due to physical reasons (illness,
42

Page 62
malnutrition), psychological or envirc might create a mental block. For ex punishment might destroy self-confi learning, especially in that particul continue throughout life.
Further, the child might feel fru memorize things for hours, But on t show interest in learning or in cert teaching of a good teacher. Similarly (see chapter 5) and school environm affect the motivation to lean. If noint home, them the children of that par develop a similar mentality,
3.2.3. Some approaches to e
3.2.3.1. Developing language
Parents, peers, relatives and in developing language skills in child Warious techniques in the classroot For example, word building game introduction of new Words Could be to enhance language skills could als
e.g.: Talking to a child, encours sing Songs and tell stories, ane
3.2.3.2. Activating Senses
Children should be provided V sensory skills such as touching, tasti order to develop the functions of the shapes, Colours, surfaces, music, as puгроSe.
3.2.3.3. Broadening knowled
Going on tours, enjoying celebrations and games would de seeing Thuseums, zoos and bird a broaden knowledge.

LÊarming
nmentalfactors. Bitter experiences cample a teacher who uses sewere der Ce ard WOuld Cal Se a hatired in lar teacher's subjects. This might
Estrated if he she is forced to
43
he other hand, students might Are we fully lain subjects because of the "RED". f negative family environment children in
ent (see chapter 4) also would schools? Or
terest is ShoWr in education at ticular household would also
inhance learning
Skills
Imբrising
3 Te We Suppor e55 ing it?
d teachers play a major role learning upon Iren. Teachers could employ children before
to develop language skills.
the appropriate til Te Wuld S. Crossword puzzles, and affect the
used, Similarly, techniques adve opent of a
so be employed at home. c.
aging him to read small books Cdotes etc.
Nith opportunities to exercise their ing, seeing, smelling and hearing in 3.SE SESES. We COLICLISE diffeElt 1d painting in the classroom for this
ge
mature, festiWal S, CLu|tural e Wents, velop sensory knowledge, Further nd animal sanctuaries also Would

Page 63
It is good to encourage childrer This will enhance their skills to differs them.
3.2.3.4. Developing motorski
We can develop the children's run, jump, climb, ride bicycles, SW round with proper guidance. Devel the developmenta stage Will mak ea Sie,
3.2.3.5. Developing relations
Group interactions increases and by visiting temples, parks and b develop through such activities.
3.2.3.6. Developing social sk
These skills could be developec and talk in common places, Sch gatherings.
When you have butte” then why should you search all DoW er for ghee
I have to teachew E thing during this peri
 
 
 
 
 

Learning
to analyze and understand things. antiate things in order to understand
ls
motor skills by allowing them to play, iT1 and to play with the Terry-goppinent of motor skills according to the learning process much more
hip skills
by participating in games, dramas, eaches. The interactive skills would
ills
| by providing opportunities to interact ools and in religious and Cultural
*гуOd.
I don't understanda thing. When will the bellring?

Page 64
Activity
One intelligent child and one average leaching, Guide the participants to do (one teacher and two students)
Do you think their responses would b
Let the trainees arrive at a conclusion
Curiosity is natural among children. W toys while playing. We could encoura sO[lsslesll. Thes the Child WUL|ld lfaff W
pily.
3.2.3.7. Developing problems
Children should be given the o according to their age and then the problem. Problems could be easily
Thembers.
3.3. Concepts
& What is a concept? & How does conceptualizati
The knowledge (idea) aboutathi
is called "concept". Parents and teach names or symbols during their teach
e.g.: Tree, animal, car
Later. Children internalize SOCia to their development and opportu important aspect of socialization,
For example, the taste alone do "jackfruit". It's other qualities su

Learning
Studentare listerming to a teacher's a role-play.
3. Similar?
through brainstorming.
fe Could observe Children dismantle lge this and Create alearning envi'ith Curiosity easily, quickly and hap
olving skills
pportunity to face Small problems 2y should be helped to solve that solved by discussing with family
on take place?
ng or a subject the children possess Iers explain these concepts through iing actiWity.
il and cultural Concepts according nities for experience. This is an
45
PTofitab Ig crop Would lesn't give the concept about be known
ch as size, Colour, Smell and
When it is Giti
Seedlg.

Page 65
The characteristics of corrcepts
- Concepts are inter-related.
e.g.: The Concept of mango is te
- Each concept has it's Own Speci
e.g.: The physical characteristic conceptualization ofanimals Su Cattle,
- There could be objective and Sul
ConCept.
For example: in the concept of" and happily tasting it is a Subjec
shape in a combined form that
The children form their concep through their senses. Then the feel Thus, if senses function properly , ti or else wrong concepts might be fo
e.g.: If a Concept such as "blac then the child would always thir
There are two types of Concep concrete Concepts.
Activity
The following should be either writter
ROof, head, door, bell, Wall, Window,
(E) Concepts could be formed by se
(e.g. house)
G.) Then discuss about items, whic

Learning
ilated to the concept of fruits.
a characteristics.
sare special in ch as the dog, Cat, goat, and
bjective relationships in each
Japaya', its shape is objective tive elationship.
gives the concept of jackfruit.
ts about a thing from what they get ings and emotions are added to it. hey would form the correct concept
fled.
:k things are horrible" is given,
k"black is bad".
ts. They are abstract concepts and
O diaWT in Cards asid ShufflƐd.
hand, land, leg, Wheel.
lecting Tatching Words and pictures.
h don't form a complete Concept.
46

Page 66
The Concepts about lowe, ar concepts. Concepts about tree, flox
It is easy to form and realize 11 years of age. Because at this a (Gene Piaget calls this period of stage")
But even before this, children such as love and anger,
The "conscience" forms by in of good and bad, good ande wil, responsibility, norms, ethics, andji these concepts by get them obse teachers, rather than by directlé conscience is properly formed t themselves on their own and WOul Others to follow.
3.4. Perception
& Whať do you mean by pt
MWfaf are ffe factors ir 7f7
There are several stimuli in attention. These are perceived by eyes, nose, and ears, But usually several stimulations simultaneous Other Stirulati OTS WOuld be le SS e
e.g.: A student might find it di called by someone else at tha
Each sensory organ proW When Some information is receive to the brain through nerves. This is
The response of the brain "perception".

Lėlarning
тd aпger are exaппples of abstract Wer Oranimalare COnCrete concepts.
abstract concepts (lowe etc.) around ge Cognitive abilities further develop 11 to 18 years "Formal operational
would be able to feel abstract things
corporating little by little the concepts right and wrong, acceptability, guilt, ustice. Children intuitively internalize rving others, especially parents and earning through Werbal teaching. If hen they would be able to guide be able to provide good models for
erception?
шетcing perception ?
the environment which attract Our Our Senses such as skin, tongue,
one sensory organ doesn't receive y. When one stimulation is received, ffective.
fficult to read his lesson if he is t time.
ides different sensual experiences. ad through sensory organs, it is sent s called "sensory input"
to these sensory inputs is Called
47

Page 67
E.g.: Achild hearing the sound while identifying it as his father
tionfisYa
brain decide
O O EWen When
decides it is
Cups or the
Ο 용 The rings Ο perceived fi Wher you COOO aTe afraid
all the f
a ThE lÎTlE:S []] Er" first? gh 05t5.
Activity
G. These pictures could be viewed
G. Then they canthink about perc
G. They can put forward the
experience,
They can discuss about the infl
Interral factors also determi something, what he has perceived
 
 
 
 
 
 

Learning 45
of a motorcycle is sensory input 's motorcycle is perception.
*溜恐w dOWr the
es that they are parallel.
seeing a ring side-Ways the brain
a circle,
faces, which comes first?
or the overall figure? Which is
St?
r the figure? Which is perceived
i by trainees.
eption,
ir ideas about perception and
Luerce of exter Tall faCtOTS.
е регсерtion. When a person sees earlier also influences his perception

Page 68
IпfелтаЈfасfогs defегпліпїпgрегСер
ே
Experience: one student might might like him. Expectation: a girl who is expect Tharket with agree Saee might saree who is walking along ther stance.
Attitudes and OTTIs:
- If a person is considered go good. On the other hand if action also Would see Tiba.
- When a male student and a
viewed with a negative pre also WoLuld also be negative
- A student who believes that I
sit in the teacher's Chair, On chair Would have a negative
Needs: A student, who is hung рагсвl.
Conceptualization: If a teacheri: tel|5 alSO Would De COSiderEdg
Social norms: A person belongin food provided by a person front
Activity
Debe
The participants could be divided into following topi C.
Perception would be always correct
G. The trainees could put forwardt
Ε
COn CuSiOl.
They can conclude that both inti tant to perception.

Learning
pfjor fear the principal while another one
ing her mother who had gome to the per Ceive another Woman With a green ad as het Other at the first ir
Od then his actions also Wouldseer a person is considered bad then his i.
female student are friendly and if it is conception then the perception of it
nobody other than their teacher could seeing another person sitting on that : perception about him.
y, would it agile a parcel as a food
5 Considéred good then WhatevErhE OOd.
g to the upper caste Considering the he depressed caste as infected food,
two groups and have a debate on the
-WOLld not bé alwayS Corfect,
heir opinion and then come to a final
ernal and external factors are impos
49

Page 69
(see box).
3.5. Intelligence
rfeigence is classified info free.
* General intelligence: Skills to ha ing ability, skill t0 understånd are
* Mechanical intelligence: The si
COThes under this.
- Social intelligence: The ability to
agrebablemanner,
& What is intelligence? 3 What are the types of inte
Combination of the skill to integr memory, logical thinking and analytic
Generally, the ability to solve Intelligence is needed to adapt to th acCording to changes and to hawe rE
Intelligence is determined by g Thatis, mentalretardation dueto im determined by genetic factors bef, available in the environment could de
Teachers should stimulate the i
ls li possible Intelligence is calculated
to rectify ëquation:
genetic defects
through Intelligent Quotient=
Df1Wironmental
factors? Average .C. is considered

Learning 50
ԱFDԱD5.
andle Symbols and Concepts, think2 included in this.
kill to handle instruments skillfully
live in the Society with others in an
lligence?
ate reality, short term and long term cability is considered intelligence,
problems is called intelligence. he environment, to alter behaviour 2lationships within society,
erletiC äld erwirOIlmelta factors. proper brain development might be ore birth. But after birth, facilities 2Velop intelligence.
interest to search for knowledge in
through the following
Mental Age
-- X 100% ronological Age
to EE. O.)
LSLSS

Page 70
Activity
The participants Could discuss hown CalCulted.
Mental age; This could be calculated cise designed for this purpose,
Physical age or numerical age. This the year of birth.
For this Could be Calculated,
For example: If a 10-year-old child ps
5-year-old (in speaking, reading and |OWS
IԸ :
Similarly if an exceptional child age old child, the is C. Would be as foll
|Լվ :
order to develop and enhance intelli When the teacher introduces new thi
facts. On the other hand, repeating and examining within that would sup
- Nearly 2.5% of all students are
these, 85% Would be with midd
Witte ÕS VEEfect.
3.5.1. Menta Retardati Orn
Children who struggle to man hawe Tental Tetardation, Their IQ W

Learning
ental age and physical age Could be
by ad Tinistering a structured exer
Could be calculated on the basis of
Ossesses only the skills of a
Writing). Its lQ is calculated as fol
x 100 = 50%
i 10 possess the skills of a 15 year OWS
x 100 = 150%
gence, Intelligence would develop ngs and correlate them with known he sar The lessor is and giving notes press intelligence,
having mental retardation. Among
Efett Bfld TESt Of the 15% WOLI DE
lage daily needs and problems may ould be less than 70. This might be
51

Page 71
due to physical or psychological fac factors. (see box)
The majority of these children, retardation. They can manage the read and write and to go to S characteristics are also Similar to t
Mostly familial, social, culturalí defect. For example lack of enviror opportunities for learning in early ch not motivate learning could be men
By paying special attention ea the IQ of the children with mild me Teachers could pay special attentior then they would become problema
Causative factors of mental reta
€. During pregnancy
- Genetic defects
- Mother's age (usually over
- Mother's illness Or malnutr
(3) During birth
- Complicated delivery
- Delay in Crying (breathing)
- Head injuries during bith €. During infancy
- Brain fever, cerebral malari
- Serious head injuries
Malnutrition
- Lack of Stimulation in the e

Learning
tors, malnutrition and environmental
that is 85% of them, have mild mental mselves. They could be trained to chool. Their facial and physical he other students.
and environmental factors cause this hmental Stimulation and educational ildhood as well as a family that does tioned here.
irly and through educational games, ntal retardation could be improved. to these children. If they are ignored, tic to Society.
dation
40)
ition
after birth
nVironment
52

Page 72
Activity
A student in an year 6 classroom was rather than listening to the teacher. Ft. other students. This student was iden ished. Then for the next period, anothe seling skills came. Imagine that you ar Would handle this situation. SOme Oft then the ideas expressed could be dis
The rest of the 15% of children children with severe problems. Their children have to be cared for as if moderate problems could be trainec daily needs and to act independently.
e.g.: "Ark" organization at Uduvi
3.6. Memory
& What is memory? & How does loss of memory
Memory also could be stated a could look at it from three fundamer retention, and recall.
For registration of a lesson, the s classroom atmosphere, student's lev learning methodology all contribute.
Retention of the information tha is related to the student's memory. Int learning in order to improve registrat suit the capacity of the student in order If the subject is meaningful to the stuc known information, then it would be v the teacher should make lessons mor

Learning
writing Some words known to him rther, he attracted the attention of tified by the teacher and duly punrteacher who was trained in COune this teacher and explain how you he trainees could explain this and cussed at class level.
vyf
with mental retardation would be O. Would be less than 50. These they were infants. Children with in special schools to fulfill their
in Jaffna.
Dccur?
is retaining informaton. Teachers ntal points. They are registration,
student's personal characteristics, el of attention, subject matter and
t has registered during the lesson 2rruption should be avoided during on. The speed of learning should to store the information in memory. ent and if it is related to the earlier vell stored in memory. That is why emeaningful and related to known
53

Page 73
information. Giving exercises and doi to good memory. In addition, gooc contribute to memory.
Recall would be easier if lesSO are associated with other items th remembering those items. That is accordingly.
There are two types of memory.
(9 Short term memory. This
(e) Long term memory. This
r A.
Activity
Amman Te
HoT í NÀ
Sacred Heart ܓܔ
Church A
uki
Mosque
Ganesh Ter
Ask the trainees to stand on a places shown in the places. Afterwards to places when the names of places as were named. The person who was able memory would be considered good in S
 

Learning
ng revisions would further contribute | physical and mental health also
ns are learnt in proper order. If they en retrieving would be easier by Nhy teaching also should be done
is useful for immediate needs
s useful for long-term needs.
imple
St. Mary's Church
途
Sivan Temple
mple
circle named A and then explain the the participants should be able to go e called out based on how the places 2 to identify most places based on his hort-term memory.
54

Page 74
Activity
Kamala was emotionally disturbed by a happening at home. She goes for an exam next day.
The trainees should be guided to dis Suganya.
Finally the concept that the order of Le Examination increases the memory sh
if the teacher teaches the subjec student would be able to Convert Sh memory much more easier. Teacher the lessons with the previous lessons
We usually memorize things wh But memorizing may not be needed if to what we have studied earlier, bec deeply engraved in our mind.
Some ways to improve memory
© Creating suitable conditions s
interruptions), allocated time
© Interest, attitude and motivatic
© Ildentifying factors contributing
(ë) Avoiding long training or te in between the Sessions.
(e) Using "chunking" of lessons
matterS.
(e) Structuring and organizing thi
 
 
 
 
 
 
 

Learning
Suganya took rest after coming from school, did some revision and then goes for an exam the next day.
cuss the memory of Kamala and
earning-> Rest -> Revision -> ould reach the trainees.
tin a meaningful manner, then the hort term memory into long term S should also be able to Connect
.
ile preparing for an examination. learning is meaningful and related cause the subject would be then
such as the place (which is free of and environment.
in for learning created by teachers.
to memory and providing training.
aching hours and providing rest
s in order to digest long subject
elesson beforehand.
55

Page 75
(9 Focusing attention on the le
lessons.
(3) Using questions to revise the
(9 Using appropriate teachingr
understandable.
© Provide appropriate encour
appreciation)
3.7. Learning difficulties
StudentS Can enCOunter vario These difficulties occur due to physi factorS.
Physical reasons are malnutritic and nose and genetic defects.
If a child with a hearing proble assistance is provided (hearing aid, take place properly. If these defec properly, then the child would be education also would be disrupted.
Poverty, war situation, displac in a parent, ilnesses and child abus are psychosocial factors that can C:
3.8. Conclusion
Learning Concepts, motivation and learning difficulties are important
The following discussed in thi teachers in order to enrich learning
}{ Children know the basi coming to school. They manner and develop the

Learning
essOn Structure and rest inbetween
lessons learnt in between teaching.
methods to make lessons easier and
agement and rewards (prizes and
us kinds of difficulties in learning. ological (physical) and psychosocial
on, defects in skin, eyes, ears, mouth
m or Visual defect is identified and spectacle etc.) then learning would tS are not identified and dealt with considered retarded wrongly. His
:ement, family conflicts, alcoholism se (see chapter 7 for further details) ause learning difficulties.
l, perception, intelligence, memory when Wethink of learning behaviour.
s chapter should be known by the activities of children:
c things needed for life before y relate them in a meaningful em at School.
56

Page 76
Formation of COrrect COnC
Perception is the interpret: received through sensory
Intelligence is important to live in an environment and to changes.
Receiving information, storin of memory.
Learning difficulties are ( psychosocial factors.

Learning 57
epts is important in learning.
ation of sensual experiences Organs by the brain.
Solve problems, to adapt and to alter behaviour according
g, and retrieving are all aspects
letermined by physical and

Page 77
This ho
W C.
a lot to :
and the
for a SO
 

ly place offers
uaintances
share
base
und personality

Page 78
Schoo
What ES
What ari W. at W. teger
* ****:t WK which if
sitä ti WÉ
4.1. Intro
Thoug| children's ifé rolet in C Cli|dre WO teachers Sir ents. Though began befor ment will pla tinuing socia ences a chil mothers WO| child growSW qualities to a Orment are орment.
The SCf siderably to erlrichment." are not suita ing of childre met Would i
 

bl environment
Scillie Wronet E the reeds of Students"? Juld be the Skills of Earl ide3|
buli he the Situations ir scido
tid create 3 positive or impact som child de wi? loportnerit?
bduction
parents play a major part in 2, the influence of the school enwieases when they start schooling. uld seek emotional support from lilar to what they expect from partheir experiences of socialization 'e Schooling, the School environay an important part in their conalization. The environment influld even when it grows inside the Tib. TE ErlVironsflest Is Which the would change genetically endowed certain extent. Heredity and enviboth important to a child's devel
100|| enWiiComent ContributeS CO
psychological development and When the society and environment ble for the psychological Well-be2n, then their health and developDe adversely affected. School edu
59

Page 79
What would you consider as the school en Vironment?
cation considerably influences of children. The school provi talents Could come out and gc
gardless of their family backg develop the child further by lea
Activity
G). The trainees should be asked to
a minute.
Go One of them should play the role
tal needs Of SChOOIS.
O Others could bargain to buy wh
ment
O
The needs of the buyer should
Ο
Then these cards should be dis guided to identify their school's
4.2. Importance of the S
& In what way is the school
The physical and biological e the child's learning and morality.
4.2.1. Biological environmel
The biological environmente students, academic and non-acac trees and plants in the garden.
These people assist the proce the academic activities, maintain ur among students and involve them opment. If they exercise excessive maintain amicable relationships ol Contribute to the uncontrollable bad students. At the same time, if they

School Environment;
the planning of the future in the life les the envirOnment in Which their Jod qualities Could be developed reround. Thus the teacher could help rning about the School environment.
visualize their School environment for
of a trader Who Sells the environmen
latever lacks in their School environ
be written in Cards and then be Sold.
played and the participants should be meedS.
chool environment
environment important to children?
nvironment of the School influences
Ոt
hcompasses the principal, teachers, emic staff, education officials and
ss of learning in children. They guide ity, quality and amiable relationships selves in activities for Student develauthority and Suppression and fail to if they are negligent, then it would qualities which would surface among are actively involved in educational
60

Page 80
activities and liked by students, they w School environment and the Children W tion.
The School garden and trees a
Activity
The participants could be asked to coi the above picture and to think about the On them.
activities of children. When children C. from their home environment it might better to avoid a drastic change. Pla shaded trees would refresh the childre might not be able to carry out their children's mind and body might feel tir and dust of Summer and Storm and Sh affect learning. If the school environme the students' minds also would beha
 

School Environment;
ould be able to promote a healthy Ould be able to geta good educa
so Contribute to the educational
mpare the two students shown in influence of School environment
Dme into the School environment be totally alien to them. But it is Ces Such as parks, garden and n's minds. Schools without these educational activities well. The ed in Such an environment. Heat ower in rainy season also would nt is attractive and beautiful then
ру.
61

Page 81
Biological environmen
School environment
Physical environmer
4.2.2. Physical environment 4.2.2.1. Buildings
The classroom should be built age. According to the educational ne room, library, laboratory, activity roon teen would be there in a healthy sc fulfil the needs of children and a pea ducive learning activities. However, academic activities do not exist in n
These Schools Continue their difficulties. Teachers are placed in a duct their classes in thatched huts mosphere could be upgraded if the ativity. This would be an interesting C Further, teachers could contact the nizations and old Students in Order t
4.2.2.2. Furniture
This is also an aspect taken it educational facilities of Children. It is Cording to the age and growth status with lightmaterials which would mak this, it is important to have furniture st table and chair according to the educ which are damaged during the war
have sufficient furniture. But princip
 
 
 
 
 

School Environment;
s Principal
Teachers Students )- Academic staff
Non-academic staff
Education officials
Garden
| Buildings
Teaching aids it) Furniture
Water Toilet and bathroom Air
ܐ-5ܠ
according to children's nature and eeds classrooms, office room, rest n, auditorium, lecture halls and canhool environment. Buildings which ceful atmosphere contributeto conthe necessary buildings needed for nost SchoolS.
educational activities amidst great situation where they have to Conor under trees. But the learning atenvironment is modified with Cre:hallenge for the school community. education department, Social Orgao rectify the situation.
to consideration in developing the better to use tables and chairs acof children. These should be made eit easier to carry them. Apart from lchasequipment Cupboard, teacher ational activities of children. Schools and the backward Schools do not
als and teacherSuSe variouS Other
62

Page 82
things as furniture. The school devel aSSOCiations Should COme forWard to could be assisted to acquire the nec Non - Governmental Organizations (
4.2.2.3. Teaching aids
Teaching aids are important CO of children. Blackboard, chalk, writi classroom equipment come underth the learning process.
42.24. Drinking water and toi
It is better if the School environ children. The level of education Shol time Students Could be made to foll Clean drinking water and toilet facil this respect. Students should be taug these ideas should be reinforced in them. Some Schools have health-rel have the basic facilities and they dor of students.
4.2.2.5. Playground
Playgrounds help to maintain p students. Games play a major role i ment to a mind which has grown ti schools which do not have a playgro environment) would develop various show a lack of interest in learning. Fl talents and skills. Present day ed through play. This again stresses th See Some schools using neighbourir permission).
4.2.2.6. External environment
The School environment and the should be peaceful, Supportive andf ous noise and disturbance in the el

School Environment;
opment societies and old students' fulfil these needs. Further Schools essary furniture through private or NGOs).
mponents in the learning process ng cards, picture cards and other is category. These equipment help
let facilities
ment fulfils the eSSential needs Of uld be maintained and at the same ow good health-related practices. ities are important basic needs in |ht how to utilize these facilities and order to inculcate healthy habits in ated problems because they do not 't pay attention to the health habits
hysical and psychological heath of n providing relaxation and refreshred following lessons. Children of bund (due to the congested school psychological problems, and would Irther, they are unable to show their cational activities are Carried Out e need for a playground. We Could Ig barren lands as playground (with
external environment of the School acilitate learning. If there is Continunvironment (market, highway etc.)
63

Page 83
then teaching would be disruptec related problems and political activ turn affect School attendance and ir or UXOs in the School environmen dren. Further if anti-Social activities place near the school, then that W
4.3. Qualities of a healt
& Is the school atmosphe, ing and teaching or not
4.3.1. Class atmosphere
Every classroom in a school sufficient light and ventilation. One bare. This area Could be utilized fo tain teaching equipments.
Even the furniture COUld be re to his teaching techniques. This w children to learn. Thus, if a teache mosphere according to the needs Would produce good results.
Furniture could be re-arrangec ing, reading, handwork, Or Comput
 

School Environment;
. Similarly, a war situation, Security ities would affect learning. It would in terest in education. If there are mines t, then it also would threaten the childrug abuse or liquor business takes ould misdirect the children.
hy school
re illustrated below Suitable to learn
Justify your answer.
should be beautiful and Clean With part of the classroom could be kept }r sitting on the floor while using cer
2-arranged by the teacher according sould dispel monotony and motivate r attempts to create a conducive atNith the available resources, then he
to Suit activities such as group learnær application.
64

Page 84
O C
III
* ) Ο o do O Ο Ο
C CO
O Ο Ο O C. C.
O Ο Ο COO C. C.
Model arrangen
Activity
O Participants could be encourag mentioned in the School atmos.
e.g.: Shady trees (teacher as a
O "I gave great influence amongs They play under me. Il providet
..
4.3.2. External environment
It is ideal if the following things are roundings:
Shady trees Playground or play space
Flower pots, herbarium
Children's park
oilet a little further
 

School Environment; 65
工
O C O. O. O. 3 용 등공 Ο O O Ο C . Ο O ༠༠༧ (2 ། O O O
2>
C. C. g. O Ο Ο ဝ[ ]၀၀[ ]ဝ O. O. O C O O O X O O o loo jo OOO O O
nents of a class
ed to do role plays based om factorS here.
shady tree)
tudents. They learn under my shade. nem Clean air and COOlneSS."
of Classroom
Situated in the classroom Sur

Page 85
Healthy school environment inc cilities. Sometimes, children get spoil though they are disciplined and com underperform and would behave imp in a School which cannot even fulfilth a child from a problematic family mi healthy, well structured school envi that the School plays a major role in
Activity
GO Participants could be asked to dra
GO Then they should be asked to ob
4.3.1.
G) Afterwards they have to make a C
and what they see in the picture a
to improve the situation illustrate
4.4. Teacher's skills
& What are the qualities of agc
"GOOd" teachers are the Ones V with attractive teaching aids and tec and psychological growth and develo not impose their knowledge on chilc techniques which would enhance a cl ing methods should suit the developn of the teacher to perform her teachin appropriate manner.
Activity
Participants could be asked to sing t sion could be initiated about the qua participants would do an introspectio tioned are in them.

School Environment;
cludes all the above mentioned faed by the School environment even e from a good family. A child might }roperly if it Continues its education he basic needs. On the other hand, ght perform and behave well in a onment. Thus, we could assume moulding children's behaviour.
awan ideal classroom amangement
serve the picture shown in Section
omparison of what they have drawn ind should make recommendations d in this picture.
an
Dodteacher?
who are Concerned about teaching hniques according to the physical pment of children. Teachers should ren but should follow methods or hild's skills. The learning and teachhental level of children. It is the duty g in a simple, understandable and
he teachers' anthem. Then discuslities of a teacher. Afterwards the to see whether the qualities men

Page 86
4.4.1. Love and Support
The teacher's loving care and development necessary for the hea into unfamiliar environment at Schoc vided by the parents, children woul from the teacher. The Students WO ested if teaching activities are carri manner or students would lose inter
4.4.2. Authority and control
It is not necessary to threaten ( teaching. Children who are broughtu, behave in an uncontrollable manne submissive appearance externally.
Control is essential for Childrer they should be made to understanc Would Create fear and hatred in ther forced. When children Consciously they learn about control on their own. by fear are relieved from it, they woul ner. This would affect their persona know this when enforcing authority. give only short term benefits. On t without physical punishment wouldi ties. Punishments Could be used to be violent. Expressing non-agreeme ing the student out from the classroC are some of the ways through whit dent. It is always better to make the to act aCCOrdingly.
4.4.3. Relationships
& What is missing in this c
Students become silent when they se opens a book and writes some exel teacher starts his own work While Stu the end, only two exercises books a

School Environment;
support enhances the growth and Ithy life of children. When stepping ol from the secure environment prold expect similar support and care uld be motivated and made intered out with care in an appropriate est and WOuld hate education.
or physically punish children during pina threatening environment would r in the future even if they show a
but is should not be imposed and i it. Exertion of excessive authority minds of Children. Control Cannot be participate in educational activities, When children who are suppressed ld behave in an uncontrollable manlity development. A teacher should Further, physical punishment would he other hand, controlling children Ilustrate a teacher's skills and qualienforce control. But they should not ent, Speaking firmly, ignoring, Sendm for a while or appreciating others ch a teacher could punish the stustudent understand the limitats and
laSS?
e their teacher's arrival. The teacher Cises on the black board. Then the dents are copying from the board. At re being seen by the teacher,
67

Page 87
Aten year old, Year 5 student was ac complaints of stomachache. When inc was referred to the Psychiatric Unit.
Counsellor :
Student
Counselor :
Student
Counsellor :
Student
Counselor :
Student
Counselor
Student
Counsellor :
Student
Counsellor :
Student
Counselor
Student
Student
Counsellor :
Student
Counsellor :
Student
Counsellor :
: When I think the way ti
Student
Counselior:
Come and take your S6
: I have Severe Stomach
Is thaf SO?
: This has prevailed fors
I understand. It makeS
: I am in Grade 5. The S.
Tell me about this SCho
: it is just three months f
: Yes
: I am the best in my cle
Yes, you are Clever.
: I obtained 97 marks in
You are very bright, is
; lfared very badly in Ma
HOW much WaS it?
: (bending her head) 64.
Counsellor :
I think it is a good sco
: But my sisters score m
Ther.
: The teacher Caned eve
But you Scored 84.
: But She Caned nine also
sisters. She said while is not up to their levela
lunderstand.......... It V
I begin to hate her.
Thaf in Cident Created hi
The Conv

School Environment;
imitted to the hospital twice following thing was found Wrong physically, she She met a COunSellOrthere.
at What is your problem?
ache. I feel pain frequently, <
One time.
things difficult...are you studying?
Cholarship exam is nearing.
larship exam.
or the exam
SS.
famil, 90 in Religion and 90 in English.
uppose.
ths (Crying)
e.
Ore than 95.
ryone who got less than 70.
. She is the one who also teaches my my Sisters are Scoring well, my score ind Caned me.
vorries you a lot.
he teacher scolded me and caned me,
atred in the teacher.
versation continues in this manner.
68

Page 88
if the students are to develop be a cordial relationship among th Teachers should alleviate fear and - Control, enthusiasm and happine the students to maintain amiable re teachers and fellow students. The a Could be removed by developing ur dren would become good citizens
4.4.4. Trust
it is the duty of the teacher tc students. Children possess differe erS should be able to understand ingly. The teacher-student relation Conversations and by gentle, since
Trust could be built by makir Supportive of its activities and provic might observe a normally happy ch ing aggressively with other student
The teacher Could disCuSS ab vately rather than asking in fronto that the teacher would not divulge ers. It is good to build the trust in realize that the teacher Could fulfil it
When the teacher observes th dren and acts accordingly, the chilc observed and cared for by the te teacher's guidance and control Willi
4.4.5. Appreciation
Appreciation will improve the li ciation could be used by the teache to prevent negative activities. Ge brought about by ignoring unwante appreciating positive activities. At love rather than by punishing ther comes necessary, it should be use activities and mental state of the C

School Environment;
relationship skills, then there should e principal, teachers and students. tension and encourage interest, self ss. Further the teacher could guide }lationships with the principal, other authoritative communication pattern iderstanding among everyone. Chil)y building positive relationships.
) build trust and Confidence in their nt individual characteristics. Teacheach child and guide them accordship could be strengthened through re and Caring behaviour.
ng the child feel that the teacher is des Security. For example, ateacher hild suddenly withdrawing or behavS.
but this with the child concerned prif others. Then the Child would trust his/her personal matters to the otha manner in Which the Child would Sneeds, at least to a Certain extent.
e temperament and skills of the chiliren would learn that they are being acher. Then they would accept the
ingly.
earning activities of children. Appreer to encourage positive actions and nerally, positive changes Could be d activities and by encouraging and eacher should guide the child with m. And even when punishment beld non-violently so that the learning hild are not affected while the child
69

Page 89
realizes what it has done Was Wrc appreciated, children will gain confic Similarly, when children make mis punish but also give the necessary g actions Should be COnsistent and fil
The teacher who has seen a pain
Teacher: 'O' good!
Useless appreciation: This sort of ap
room for furth
Teacher: I like your painting. It is
Useful appreciation: The child will re he posses artis
When a child's mental State is supportandappreciation his physica affected. Further, it also affects his ment. That is why children should b preciation for their healthy developm
4.5. Teaching approach
Teaching activities should cate that education and good qualities C and repressive activities. It is bette by encouraging the natural abilities sphere.
We should give priority to twoand teaching. The students will act atmosphere. A teacher should not observe and guide the activities of duce lecturing. She should discuss ship between the subject matter a with what they have learned in othe
The students should be encou mation. If the students think that the

School Environment;
Ing. When their achievements are lence and be motivated to do more. takes, the teacher should not only uidance and Support. The teacher's
.
ting of a Year 3 student
preciation does not provide any erthinking.
beautiful, and meaningful.
alize that he can paint well and that tic Skills.
affected by fear, insecurity, lack of andmental health can be adversely growing personality and developpe provided with love, care and ap
ent.
r to the Students' needs. We knoW annot be Created through authority to carry out the teaching activities of the Student in a Suitable atmo
Nay Communication during learning ively function and learn in such an unnecessarily interfere but should the students. A teacher should rewith students, explore the relationhd daily life and should compare it r subject areas.
aged to explore and to collect infory are learning something important

Page 90
Objective
Revisio ལམ་་ང་མད་པ་ང་།། Empathy །།།།
C
Pre-planningUnderstanding
themselves کسے Attractive త్రx Being a catalys
Wholesomen
and useful, then they will automatic
4.5.1. Teaching aids
A teacher Should learn to uSet as awareness, observation, comp mental ability of children. These shot selecting teaching aids and using th
Activity
Aim: the trainees will Come to know
new Sounds.
Divide the trainees into 4 groups and
One participant should make 5 types
Then the others will follow, but they s made by another person
Example l: A, A, A, A, A, A........ UrmonT
MeW, MeW.
Example ll: clapping, stamping the g
tapping the belly etc.

School Environment; 71
Understanding students; ow", individual» کكسر v ރ/ qualities of students;
Y ul- Make the students to
develop good compatibility;
N Engage in imagination
and thinking
Sports and games ܢܠ
Fine arts
N
Skill to follow examples
ess Rest
ally develop a "liking' for learning.
eaching aids. Training in skills Such arison and analysis enhance the uld be taken into Consideration while
16fՌ.
different sounds and they will invent
ask the groups to stand in circles.
of sound continuously
hould not repeat a sound which was
. VoW, VoW, Vow, Vow. Mew, Mew,
ound with one foot, tapping the thigh,

Page 91
4.5.2. Games and fine arts
It is Common for children to inv ative arts. Physical andmental abil in play activities.
Fine arts are also important int
嗣
Case:
Yogamalar is the Year 3 class teache She enquired about the previous da at home). A latecomer entered the (
The teacher asked him why he wa suddenly taken ill and that he had to to take her to the hospital. Then the the lesson by reflecting on what she
She wrote the title of the new leSSOr through discussion. Then she aske the Completion of a paragraph, she q her the answers. Then the student explained them. After the completiol were explained and given by the t teacher Called the student Who Can about the health of his mother and C
Case :
Ragamalaris the Year 3 class teach expression. She asked the students do the exercises of a Certain leSSOn. lesson was not completed in the p them and Said that she had asked th Went Out of the class and Stood at Corrected the exercise bookS.
At this juncture, one of the students She called him, scoided him and Ca she told the students to copy the ai Clever Student).
 

School Environment;
volve themselves in games and creities develop when children engage
he learning of children. Dance, music,
r. She entered the class With a Smile. y's events (about what has happened :lass at this juncture.
State. He said that his mother WaS help his father to make arrangements teacher asked him to sit and Started
has taught the previous day.
on the blackboard and explained it d a student to read the lessOn. After uestioned the students and they gave ts asked questions and the teacher n of the second paragraph, exercises eacher. At the end of the class, the he late and talked to him. She asked :OnSoled him.
er. She entered the class With a tenSe to take Out their exercise books and One student told the teacher that the revious class. Then she shouted at em to read it at home. Afterwards she the entrance for a While. Then She
s in the backbench was seen dozing. ned him. Then by the end of the class nswers from Ravi's exercise book (A
72

Page 92
Activity
The trainees should go through each of teaching by answering the following qu
Gd is this teaching method appropriat
What are the teaching aids usedh
Who participated more in the proc
What is your opinion about the role
HOW is the teacher - student relatic
art, story telling, handicraft, and actin That is why when these are incorpora enthusiastically accept learning activit as arts. When teaching is carried ou talents of the students develop and easily.
4.6. Student activities
Today's children are the leaders cal, psychological, social and spiritua in a way that is appropriate for their de the future of children depends on pro| life. Therefore, teachers should closel growth and development (see chapte and teaching activities accordingly.
Generally, children have a natul ences. According to the developmel needs such as Security, Support, pl should be satisfactorily provided. Chil fulfilled properly at the early stages, Other activities.
4.7. Conclusion
The School environment not on of children but also their psychologica

School Environment;
the cases and learn about classroom estions.
ere?
ess?
of a teacher?
nship?
g are natural activities of children.
ted into education, children Would ies. Several things could be taught it through fine arts, the individual
learning also takes place more
of tomorrow. So children's physidevelopment should be provided velopmental stage. In other words, per development during their early y observe children's mental health, !rs 1 and 2) and plan their learning
altendency to widen their experihtal stage of the child, their basic aise, new experiences and Care dren, who have not had their needs will face difficulties in learning and
y influences the learning activities land physical development. When
73

Page 93
74 Child merital health
 

Page 94
Qualities of
Act according to the instructions given by their teacher and volunteer on their own
Ask questions from the ( teachers and anSWerS to teacher's questions
Use learning aids and instruments
Would obtain help from teachers and fellow Students whenever encountering difficulties in their learning process
Would examine or Scrutinise their Own actions
Like being observed by the O
teacher
Would engage in learning with happiness and enthusiasm
Would learn from Social eSOUCeS
Would feel satisfied
 

School Environment; 75
Students
Listen only to the instructions
O
ン O Would answer only
to the questions posed by the teacher
May not know how to use learning aids Or instruments
(i) Would not seek help
Would not ShoW interest in their tasks
O Would study only for
the exam
O Learn without happiness
Would not utilise Social resources
Would have qualities such as envy
Would show reluctance to Conne tO School
Rajan is a healthy child. What is health? How does a healthy child look like?

Page 95
ՕbliviՕլ
the hun
the CLC
sing ha
and
journey
fearless
 

us of
ter tracking them
koos in the grove
ppily
into mind's space
ly

Page 96
+ 4 WTät |
is family o WWhat : and te
r:
sa Hi , at
5.1. Int
The fa dation fort of a child. A ily grows Wil chapter disi tics and typ the Contribu stages of de in this chap
This ch tart factorS ing this perie pOWerty, alt Todernizati some proble responsible Wicious circ
Today, tem is very many diffic. the WOmar When one
 

Family
Ife the Characte:FiStics ct 3 healthy
3 fe the contributions of parents achers to development in chil
"el family 3Civities 3ffected?
"Oduction
mily system is the important foure healthy and happy development child which lives in a healthy famh physical and mental health. This Cusses the family, its characterisDe S... ldeas about What should be Ition of the family in the different velopment of a childare also given tert.
hapter discusses the most importhat affect the family system durDd. Factors like war, displacement, Coholism, un resolwed grief, and ion are discussed. Among these, eTS actin a Wicious circle. We are for finding the ways to break this
in our area, the nuclear family sys
common. This system is facing ulties. The family is affected when from the family goes to work and of the parents goes abroad. Also
77

Page 97
when the head of the family, fathe war or by other means or divorced, is affected. In these situations, the r bers are the children. Maintaining
role models for the children and rel healthy development of affected ch
The joint family system is bec this family system was prevailing, each other. The Conflicts in relation non-formal traditional counselling, in the extended families. Today in changes in Society geared towards the disintegration of extended fami
We were living in a house ther used to tell his old experie tened. When the War Was Sevel foreign countries because off shelling, and were displaced as r after a few days of our displace ries now. In Our home, We Can and play. But there is no space Small. We are alone in this hut.
5.2. Family
Husband, wife, children and are living together with them in a system is a natural unit that can external pressures.
5.2.1. The characteristics
We See families that are hea from conflicts and problems. The families lie in the characteristics O

Family
r or mother, is dead because Of the the natural functioning of the family most affected among the family memthe harmony of the family, providing nabilitation are very important for the hildren.
coming rare in the Tamil area. When family members were supportive of ships were solved by elders. Models, love, support and shelter were there Our areas because of War and the globalisation, it is impossible to stop lies.
enclosed on four sides. Grandfances. We sat around him and lisre, uncle, aunty and others left for ear. We were unable to bear the efugees. Grandfather passed away 2ment. There is no One to tell stohang a swing on the mango tree to play here. The hut also is very
-A student living in a camp
their blood relations and others who house can be called a family. This withstand the changes of time and
of a healthy family
Ithy. We see some families suffering reasons for these differences in the f those families.
78

Page 98
ln a healthy family, love and su members. This love and support are ents for the smooth functioning of the
The praise of other members i functioning of the family. Understanc bers of the family, respecting their fi are also important for the functioning
Suppose a boy in a family is af "Ghost and spirits" are around. In th members should help the boy to ove endeavour to talk to the boy, understa a thoughtful way.
When external pressures and together and faces them. When one bear it. The other members of the fa system and fulfil their duties.
The family which has all the ab healthily is a balanced family. In hea eral aims. The family will function it aims.
Family Balance
When the head of the family dies a particular period, this Cond another one takes the responsibi Could function again like earlie that the family balance is restor
Family Head
For a ship, the captain is im important for a family. A good fa to others, a decision maker who

Family 79
Ipport will prevail among the if love is
the necessary basic ingredi- abundant in a family. the home
and righ
teousness s an important factor for the prevails, the
ding the feeling of the mem- home is eelings and being with them perfect and
of the family. ನಿ is all
Thirukura raid of darkness saying that TUKU
is situation, the rest of the family rcome the fear. A good family will and his feelings and console him in
stresses occur, the family stands is affected others will help him to amily will fill the gaps in the family
pove Characteristics and functions Ithy families these will be the genh general towards realizing these
s, all will experience grief. After ition must disappear. When lity of the head and if the family r times, it can be considered ed in thatfamily.
bortant. Likewise a head is amily head should be a model ) is impartial and supportive.

Page 99
The family balance circle
Contr(
Clear leade
Well organiz
Individual desires w R aintaining individuality; ーィ Res
Supp(
Self-determined
ܢ\
Controls are needed for this ar at reaching higher levels in educati discipline, devotion and sacrifices. playing in the evenings could be foll addition to devotion and discipline, w is engaged in studies falls ill, ther needs till the child recovers from t accept the controls and laws on the This is the dynamics of a healthy fa
Order
Healthy families are organized tion, religion, language and race a healthy families will not accept alth priate changes into their families.
There are limits for every mel are needed for them to implementt ample, what are the activities that th engage in? How does each one tal egorized as follows:
 
 
 
 
 

Family
N Support
ship Flexibility W
ed Alternate leadership
Working together
especting others' feelings
pecting opinion *
brtive communicaion
perative activity
Encouraging
ܚܪܡ*
rangement. The families which aim on will have to have some Controls, Studying early in the mornings and owed as a practice. Such families, in vill have flexibility too. If the child who members of the family attend to its he illness. By these activities, they ir own in the interests of the family. lmily.
to accept changes in Society. TradiIre part of the family structure. But e changes. They accept only appro
mber of the family. Particular limits heir activities and thoughts. For exhe father, mother or children have to k With others? These limits are Cat
8O

Page 100
People who have vague limits will interventions from others. They los ality. Because of this their self-act ing will become vague. Any one car and leave.
People who have rigid limits will modative or flexible. They act asth ion is correct. These people will the opinions of others.
Those who have a clear limits, in ing very clear in their position and opinions of others. If there is need ibility too.
If there is a clear limit as mention the family, then by maintaining health family could be created.
if the family relationships interre family.
Healthy
The limit of the relationship betw
 

Family
have frequent se their personivity and thinkenter the limits
not be acCOmOughtheir opinnot appreciate
addition to beappreciate the they adopt flex
b ----> زعيم سسسس>
/* îN
مصر (電 ”ܓܠ
)
S
أطلسي
led above among the members of y relationships, a well-functioning
lated, as follows, it will be a better
amily
Veen husband and Wife are Sepa
81

Page 101
rately shown and the limit of relations appears separately. But there is als tween all three.
In Contrast to this, when limits are then when the family faces stresses.
Unhealthy family
Here it relatio
Activity 1
What is the family?
Put this question to the trainees. Gl question at the group level. Leteachg
Activity 2
What are the characteristics of a
Give this question to the trainees. Th butterfly.
Make every trainee write each charac
Result: Make them observe that Simila beautifully in different colours within a
r
 

Family 82
hips between parents and children so a limit for the relationships be
not fixed or appears rigid or vague, it will not be able to respond well.
t will be noticed that the family nship is separated. This is harmful.
oup the trainees and analyse the roup present its results to the class.
healthy family?
en make them draw a picture of a
teristic in different Colours.
ror dissimilar characteristics appear
limit.

Page 102
5.3 Types of family
SE) What are the types of fa
The types of families could b changes in society many new fami the world. Family types in any reg following headings.
5.3.1. The nuclear family
The family in which the husba live together in a house could be cal
Nuclear families are generally and war stresses. Separation and li families. Finding solutions to thes sary for the psychical and psycholo children.
5.3.2. Extended families
Husband, wife, children and th living together under one roof is know family formation. It can be noticed t of families has decreased in mode
5.3.3. The family with a sing
The family in which the husb separated whie one lives with the known as a family with a single pa
The mother's is or the father family. The single parent in this fam role for the children. Sometimes ample an uncle or an aunty, may Sometimes in place of the dead c comes as a stepmother and inflict tion should not be allowed if the ( stepfather enters a family, he ma even abuse the children. It is bett tions do not arise.

Family
mily you know?
2 seen differently. Due to the rapid ly formations have evolved all over on could be Considered under the
ind, wife and children led the nuclear family.
affected by economic OSS Could affect these e problems is necesgical well-being of the
83
eir blood relations
rn timeS.
le parent
wn as an extended () hatthis formation ls
Ω
and or wife dies Or are
children in a house is
'ent.
s place is empty in this ily has to fulfil the empty a close relative, for exact as a foster parent.
أبي
r separated mother another woman s cruelty on the children. This situahildren are to develop healthily. If a | not perform his role well and may r for children if these types of Situa

Page 103
5.3.4. Children homes
Children who have lost their pa their parents are reared in instituti homes. Officers are appointed to loo They serve as mother and father.
For the children who have no f, substitutes. These homes are suppo the children. Unfortunately, at times, u in these homes. That is love, care a pear, children are subjected to abuse
Today there are numerous chi suitable for the mental health of chilc cate the shortcomings that are prev,
As far as possible, it is better not It would be better if families which C: dren adopt these children. Childrer nuclear family.
The supervisors of children hom ing to eradicate the short comings o
It may be necessary to admit children homes. There must be plen aids. Food and health facilities mus short comings of the children homes institutions must be Supervised.
Activity
O Get the trainees draw their fam Some can draw the family mem
e.g.: they can show the fami a bird nest with the bi
O Through the above activity child

Family
ents, or have been abandoned by onal organizations called children Kafter the children in these homes.
amily set up, such homes become ised to fulfil the important needs of indesirable developments take place und support for the children disapand exposed to harmful behaviour.
ldren homes. This situation is not ren. StepS must be taken to eradialent in these homes.
to send children to children homes. an fulfil the basic needs of the chilcan then enjoy the facilities of a
les should be givennecessarytrain
f the children homes.
a small number of children to the ty of play materials and educational it be provided fully to minimize the to a certain extent. In addition these
ilies separately in drawing papers. pers using symbols.
ly by drawing rds in it.
en under stress Could be identified.
84

Page 104
5.4. Family and teacher
development stages
a. xpectino a deliVe
Love and Support from the husband
Harmony among family members
Participation in common
activities
Avoiding stresses
Enough rest
GOOC medical facilities
Nutrition
Leisure
Prayer
Families with
adolescents
(12-19 years
Delegation of family responsibilities gradually
Sharing of feelings Discussing problems Developing leadership qualities Giving opportunities to show abilities
Encouraging independence
Child rai
 
 
 
 
 

Family 85
"s” contributions in the Of a Child.
isi babV 0-2 Wears
Breastfeeding Nutrition
Giving hope
Allowing oral pleasure Love and Support
Developing language
knowledge
Medical facilities
Family raisino a preSchool child (2-5 years)
Encouraging behaviours Such as touch and curiosity
Training to answer nature CallS
Avoiding punishments
Family, raisind a child
(5-12 years)
Listening to opinions Sending to School SOCialization Peer encouragement Nutrition, sleep Encouraging Creative activities Engaging in activities like play, storytelling
Developing self confidence
sing circle

Page 105
The development perio eral stages basing on their a can see in this portion, hov is a model to his physical and psychological and an advisor From prenatal period to nea to the parents ily is very important. After six
is the best the teacher's participation
seen that in the healthy devel participation is very importar
Teacher who
It is the duty of the parents to develop good habits. At the different and things not to do are shown in th
In the development of preschoc participation becomes increasingly ir song, the children are coming frc teacher's duty is to support the chilc them accept the new School enviro
At School, teachers are the mo teacher will have an impact on the b siders that the teacher's sayings to Therefore teachers should perform bility.
Family will engage itself to fulfil the
CleanlinesS
Immunization
GOOdhealth habits
Helping to get medical care
Protecting from accidents
Good food and clean Water
Showing love to the children is not st shown. Presenting of gold chains or vi make the baby feel the love. But whent lap and singing a lullaby is the approp love.

Family
ds of a baby can be divided into sevge (see tabulation in chapter 2). We v parents and teachers could give Support to children at every stage. rly six years, the Support of the famyears, when the child goes to school becomes important. Thus it can be opment of a child, family and teacher .tך
encourage Creativity in children and stages of development, things to do he picture.
bland School-going children, teacher mportant. As mentioned in the school dm a home environment, and the iren by showing affection and make nment.
dels for children. Each activity of the yehaviour Of Children. The Child Conbe the Correct versions in the World. their duties carefully, with responsi
health needs of the child
when they are sick
fficient. The baby should feel the love deoing the birthday of the baby will not he baby cries for sleep, keeping it on the riate activity to make the baby feel the
86

Page 106
"MathS 60
Tamil 70 - English 55 A r a 4 4r r « « 8 4 f . 5. አ\ *
~్క 影 Clever boy ;Y 然 泷 Next time ܐ ܪܬ، ܐܳ t You Should '', ار * SCOfe Ofte w marks"
Activity
Divide the trainees into 5 groups anc following types:
O Healthy child O Handicapped child(retarded chi
Go Child who does not mix with pe
O Naughty child
Go Child who refuses to do an activ
What is the participation of the famil it be hereafter. What Can be done fo group should discuss this and Subm
5.5. Factors affecting th
The activities of a healthy fan lems or stresses arise they are pro family is conscious of his duty, role, them out. For example, the fatherg herself in cooking and the daughter goods.
in this family daily life would b are not affected. The balance oft times the father falls ill and is unable

Family
"MathS 72
Tamil 78 English 64
Why couldn't you score 100 for each subject?"
guide them to analyse a child of the
ld)
ers and is reserved
rity alone
y regarding the children. How should r the development of the child. Each
ita report.
2 activities of the family
ily will take place regularly. If probperly handled. Each member of the responsibility and is obliged to carry pes out to earn, the mother engages cleans the house and Son purchases
e very smooth. The family activities he family is not disturbed. If someto go for work, there may be stresses
87

Page 107
in every stage
in the activities of the family, a
Generally the factors affe be there within the family, at
of develop- and complications in relations f in members of the family in W c†ါးမျိုးနီမံWä: of the family. These are the si love,support, the family affect the activity o
encourage
ment, and External factorS Such as aಧ್ವಿಗ್ಧ erty and diseases will affect
acting independently situation where external prob
are the important For the last two decade ingredients in affected due to War. Among th the making of most important. These inclu a maಖ್ಖ? economic losses and loss of perဒါစံးဒါး) losses will affect family activi
Some problems functior family.
> Poyerty Alcoholism
査
... Needs of the family
**... are not met
Problems in 4 the family
Vicious cycle
The ways of breaking the vicious
Helping to overcome Alcoholism
Guiding them to adopt measures to E
Guidance for rehabilitation, building

Family
and its balance Could be affected.
acting the activities of the family may nd/or outside the family. Problems hips within the family, and problems orking together affect the activities tuations where the problems within f the family
war, displacement, alcoholism, povthe activities of the family. This is a lems affects the family.
is our region has been very badly hese adverse effects, losses are the le loss of life, physical, social and natural resources. All the foregoing ties.
has a vicious cycle that affects the
Poverty
Alcoholism * ,' ※.时 ‧爱
's Needs of the
.*•ጂ ፡ ̊ family are not
" . meť
Problems in the family
Breaking the vicious cycle
cycle
radicate poverty
up unity
88

Page 108
5.6. Problematic family
Children who come from a ba become mentally affected. Unhealt lies affect the student very badly an him or her. For example, due to t quarrel some parents, the student
5.6.1 . Teacher's role in th
family
Children from affected famili dren may be mentally affected. T lems the child faces and take nec
A united and well functioning the mental well being of children; they are able to help.
The family is the most suitabl health of the student. Therefore a sider the family and link it to his ac
At the beginning it is importal the affected child. Parents Could vereness of the situation. In additi problems through the Parent Tea
ASSOCiation of the School. The teac Situations.
Teachers can ....
Encourage family unity
Teach the good aspects o
O Buildup the relationships
Guide children to give res
U Encourage joint activities

Family
ckground of problematic families may thy actions of some pathological famidmanifestabnormal reactions through he activities of an alcoholic father Or
may be disturbed.
e well-being of the student's
es also come to School. These Chilhe teacher should find out the probessary steps to resolve them.
g family could promote and maintain and if children are mentally affected,
e and natural resource for the mental teacher counsellor must always Conctivities.
nt to provide psychological support to be contacted, depending on the seon, steps could be taken to solve the achers Association or the Old Boys' herparticipation is necessary in these
f family life
among family members
pect to parents
within the family
89

Page 109
O Help to fulfil the basic needs father, income generating p tance using the teacher's infl
Help (as far as possible) to S problems among members O
O When helping the affected
parents and include them as given, they also can do the S
ment) at their homes (see ch
Family counselling
O Mobilize the extended famil
Mani is 11 a year old active
Mani's father is working as a cle Father takes Mani for trips and stood all his needs and fulfilled th
On a Sunday, as it was a cleaning the adjoining land. At the and died due to haemorrhage as was unable to bear the loss. He others gave care, Support and Co father kept Mani with them. Up to relatives and neighbours visited meals. Grandfather Consoled him ing about the loss of his father, patiently. He told Manistories to
On the anthiyeshdi ceremc formed. Relatives and neighbour began to understand that death is Cycle.
Uncle took Manito temple a grandfather took the role of his f. loSS of his father to a Certain exte

Family
of the family (e.g.: employment for the rojects, guidance for economic assisuence)
plve physical, psychological and Social if the family.
student, explain your approach to the partners. When behaviourtherapy is same (positive and negative reinforce
apter 9)
y for help
~
boy. He is clever in his studies. !rk. The mother is a houseWife. temple festivals. Father undere.
holiday, father was engaged in time, he stepped on a landmine S medical treatment failed. Mani Cried. Grandfather, uncle and nsoled Mani. Mother and grand) the anthiyeshdi ceremony, the and shared grief and Supplied every day. When Maniwas talkgrandfather listened to him very cheer him up.
ny day many rituals were persparticipated in the lunch. Mani s an unavoidable event in the life
and Cultural festivals. Uncle and ather and this compensated the 2nt.
90

Page 110
The role of teacher to help the aff
O Developing student's family relati
G) Making the student aware of their
relations
O Having regular meetings with the
Creating an awareness about the
O Studying the background of the
Suitable assistance
GD Explaining the needs of the child
O Making arrangements to get nec
O Providing family counselling
Activity Divide the trainees into two groups Group 1: Perform a role-play to show
Group 2: Perform a role-play to sho above problems
5.7. Conclusion
In this chapter we have seen t wife, children and relations. The most are leadership, love, support, flexib can help children coming from affec
Let's Work for the betterment of the

Family
ected student at the family level
onship.
mportance of the father, mother and
family
role a good family plays
affected student and providing him
en which parents can fulfil
essary assistance for the students
problems in an unhealthy family
w how a healthy family will face the
hat the family consists of husband, important characteristics of a family ility, limits and structure. Teachers
ted families in many ways.
amily
91

Page 111
The globe breaks oper Dewis start their Dan C The waters boil away, Justice flies apart And Death embraces t Even as they lie suckir At their mothers' breas Evil laughs at the bloo In the battlefield.
 

, the skies reverberate e of Death
the oceans dry up
he babes
lց
itS
dy carnage
- Murugayan

Page 112
Calami
i Hr;" |
Wat as:
di WWat is:
What 3i's.
a W31 Ti
& "l: "E
Lնն է: :f 11
6.1. IntrC
Cidren
chosocial porC ferently in kee ment, adapta look deeper i focus in this
Consequence
Twenty gion has had SOne for TT O| destruction, many. Child adults. We sh
Waris a may get exa appear. Unlik planned ande ment of ange
 

ities of War
5 ya e CCrile a stesso
2 the COI sequences of War? 2 its psychological impacts? : the changes fri children living in |EL?
th appacies to in gate armi
e "Wär Ft TISSES?
duction
may experience myriads of psyblems, Which they express difaping with their growth, develoption and experiences. We shall into this in the next chapter. Our chapter Will be on War and its
S.
ears of protracted War in our reits effects on ewery indiwidual in r other. Apart from the physical the impact on the minds are ren are affected as much as hall look into this in detail,
for of disaster Where stresses Cerbated or new stresses may e in natural disasters, wars are 2xecuted by men. Hence an eler towards those responsible is
93

Page 113
The King who looks mot to his defenses While there is time, will be taken
aWaeS in the event of a War and Will perish quickly, -Tirukura
mixed with physical and emo Warfare is directed against ci War Continues causing series malcy difficult.
It is best if we know more mon and specific to understan those needing help and respor
6.2. War Stresses
Our physical and emotior
or problem is experienced as stres Unlike our normal life experiences, \ pected and beyond our control and t like cyclones, earth quakes, floods effects can be severe in most of us
Those in the North and East such prolonged disasters. Those W Conditions or were unable to cope, posed to a few or multiple stresses unfortunately some were unable to
In a war milieu, terrifyin
The shady
groves dreadful noises, threat to life at "E stress. Loss of property, death others' pets, seeing dismembered mu Wಳ್ದ The smell of coagulating blooc E. deeply entrenched in our mind
-Sopa with serious Consequences.
6.2.1. Children and War Stre
Generally, children are less pro
the immediate effects of stressful : events playfully, exploring with inte ished, innocent mind. Not being able ing and consequences of catastrop of death, they are not as badly affect are mitigated when parents are with and are supportive and good role m

Calamities of War
tional pain. Unfortunately modern vil society. Unlike flood or storms, of losses and make return to nor
about stresses of war, both Comdour children's behaviour, identify ld appropriately.
nal response to a new environment s, which is a common experience. when the episode is sudden, unexerrifying as during natural disasters
and volcanic eruptions or War, the
of Sri Lanka have been living with ho did not want to live under Such left. Those who remained Were ex. Though many were able to Cope, do S.O.
g experiences like sudden shock, nd fear of death cause high levels of and injury to domestic animals and tilated bodies, raw flesh and blood; i, rotting flesh and of explosives get Stomanifest, later in life, as trauma
SSeS
one to be affected (unlike adults) by situations. By nature they perceive rest and Curiosity with an unbleme to fully comprehend the full meanhic events such as the permanency ed as adults. The impact of stresses the children setting good examples, IodelS.
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Page 114
However, if parents are affected ( rated, the consequences can be seve lack of knowledge and inability to act and trustworthy persons should be su dren learn directly or vicariously from ents, teachers and trustworthy persor ing to, express and manage their fee management ofstressis easily passe
Activity
Request the trainees to recollect a chi Direct them to write down on paper the c Then collect all the papers, exhibit an bring about a Consensus of the effects
Additionally, prolonged exposure from one's natural environment (home, relations, pets, school) and the life sty adverse effects on the child: especial their expression of emotions and beh chosocial development. Hence, more manifestations are more in the long te
Malnutrition, poverty (lack ( ties, loss and destruction O
State of ill health (breakdow vironment, increase in Com resistance to disease)
Displacement (from home school)
Losses (death of parents, property, play material, ani
Witnessing violence, speci or friends being victims (ge
example: being shot, targe

Calamities of War
aspecially the mother) or are sepatre. Hence, because of the child's independently, parents, teachers Ipportive and set examples. Chilresponses to events by their paris through whom they give meanlings. Hence the expression and d on from parent or adult to child.
ld who has been affected by war. changes in emotion and behaviour. d delete those inappropriate and of war on students.
to changes, such as separation belongings, play material, friends, tle of a refugee can have multiple ly by way of abnormal changes in aviour and setbacks in their psythan the immediate impact, the
erm.
of employment, economic difficulf house, property, farm etc.)
wn of health services, unclean en
municable diseases, decrease in
, familiar environment, change of
missing persons, loss of home, mals etc.)
ally seeing one's family members inerally very brutal deaths)
et to bombing; being hacked with
95

Page 115
knives and axes, Seein blood, pain, agony in de rotting bodies, seeing the institutions.
O Experiencing violence (ae and destroy, Cordon an torture, threat to life and
Perpetuating violence (a
C Disruption to the educat portance to our regional
6.2.2. Displacement
Where War stresses are COnc indirect. Death, injury, mutilation, se experience of stress while poverty, and refugee life are indirect stress arena of battles, which we shall ex rienced by all.
Displacement is common to u; Where students are Concerned the often. At time their schools may ha forces or by refugees. Hence childr trying situations to pursue their ed fects of this in chapter 4. Regularity port problems and fear in the parer A healthy deprives children of exercise village life is ries. Apart from these, relatic EY displaced children and childre isplacement
mon problem faced by all st cally prepare for state examination future, and employment opportunit
Students in a war environmel related to Violence: harassment at recruitment for armed conflict, force subjected to armed training. They a inability to pursue studies, Compatri abroad. These CauSe a decline in t

Calamities of War
g murder being committed; flow of ath; seeing mutilated dismembered destruction of one's home and public
2rial bombing, artillery shelling, search d search operations by the military, use of force.)
Irmed conflict, murder)
ional structure (this is of special imnd shall be dealt with later.)
cerned, the impact may be director eing violence are examples of direct economic embargo, displacement, es. Of these, displacement from the plore in detail, was commonly expe
s all and has become part of our life. y may have had to change Schools ve been destroyed, OCCupied by the en have to bear inconveniences and Ication. We can see in detail the efin attendance is disrupted by transits. Poverty caused by displacement à books and Other School aCCeSSOnship problems may arise between in from the School. In addition a ComIdents is their inability to systematils. Uncertainty about education, the ies may arise.
ht daily see or experience incidents checkpoints, detention, abductions, ld participation in violence and being also see CO students drop out due to ots moving Out of the region or going he interest and trust in education.

Page 116
Activity
The trainees may be asked to write a the displacement.
Having been displaced after a c ronment may be mentally distressin living in welfare centres, or two or m instances is feasible. Those who go selves.
As for children, at the beginnin perceived. It might be an exciting ex; displaced environment they begin to But as time goes by they will miss th play material, life style and feel distri create problems by demanding the hibit irritability, anger and disobedien
Children attending school in a decreasing interest in education, wi disruptive in the class and unable to children and children from the Schc quarrels and brawls and segregatei it is observed that teachers and ed hend the problems of the displaced look and demean them. In reality, th lems, trying to cope in a new, unfan prefer to attend their familiar, earliers pathy, Concern, concessions and fle
Activity
Divide the trainees into two groups. class and the other group as displace and their Conduct.
These groups may change roles and on displaced children.

Calamities of War
short essay on how life was before
isaster, living in an unfamiliar envig. Living with friends and relatives, ore families living together in most early may have a house for them
g, displacement may not be clearly perience, kindled by Curiosity. In the play, explore and find new friends. he structured familiar environment, ess and at times they may begin to se from their elders. They may exCe.
displaced environment may show thdrawal, be uncompromising and concentrate. In addition, displaced bol may get into conflict and have nto groups. Unfortunately, attimes, Ication officers, unable to comprestudents tend to differentiate, overese children are facing many probmiliar environment. Most often they school. Hence they need more symxibility.
One group as the old students in a !d students. Role play their dialogue
repeat. Follow-up with a discussion
97

Page 117
AS for the grown-ups, in displac tions. When parents face difficulties
Many obstacles are faced in ge ment. The most important are the bi goes "even if it is a rat burrow, its need a separate place to live. Familie in places of displacement and welfa
Activity
The trainees may break into small grc lems of security caused by displace Opinion.
portunities to live their private lives, Solve minor Conflicts. As a result fami bers getting irritable, losing patience
Next they need help in the for displaced get, is more often deliver indifferent attitude for the purpose of a Often relief does not reach the targe daily wage earner loses Confidence, trated. Some, having enough time time drinking. Others lose their abi and dependent on relief.
Yearning for the old life is a co placed. Thoughts of 'the feet that w farm, "home and its compound", tre independent life at home and "when ment them. Some, during a lull in we in doing so face dangerous situation of going home and living the old life. play dreams of the old life and home to the new environment, may show
The people of the North and displacement over the past twenty most all have been displaced once

Calamities of War
ement, they too face difficult situathe children too are affected.
tting accustomed to a new environasic needs for living. As the saying nould be a separate burrow"; they as may suffer due to Want of privacy recentres. They may not have op
ups, discuss and tabulate the probment. Bring about a consensus of
for intimate Conversations Or to relies enCounter difficulties like memand living Superficially.
m of relief. However the relief the 'ed without much concern, with an accomplishment of the project alone. tpersons. The already unemployed gets disgruntled and becomes frusand nothing to do while away their lities, becoming lethargic and lazy
mmon phenomena among the distalked the sea', 'the dusty soil', the es and animals and above all the will it be so' yearning will often torar, will want to visit their homes and s like landmines. Some may dream Children may incorporate into their 2. At times children, unable to adapt signs of withdrawal.
East have experienced continuous years, some many times over. Alor more. Even if they have returned
98

Page 118
Ravi is Our Son and is in Year 9. He is V too. We got displaced. After coming inclined to play. Just sits on the ch formality's sake. When request him quiet". How can make him study?
to their old abode; they live, unlike nency, belonging, protection and at Sult of bitter experiences. However,
Spreads throughout the society to b
6.3. Expression of
War Stresses in Children
Expression of war stresses in children, unlike in adults, differ in relation to their age and development.
During the early stages of war in our region, children were able to easily cope with stresses and expressions were of all feared war manoeuvres, they exp sponses. On occations where pare to death or someone missing, childr parents. Apart from the direct effec from parents, being unsupported e ence by parents and elders of emo guilt have a psychological impact.
When a child is at a stage whe and be aware of his/her environmen her give meaning through verbalanc guage and related expressions. Thu trusted, loving and Secure environm ter StreSS.
AS in other situations, stresse chological problems like trauma that a
 
 

Calamities of War
ery good in his studies and interested
here he does not study and is less air or bed and sleeps. He eats for to study, he angrily says 'Just keep
earlier, without a sense of permatachment to the home. This is a reat times, this affected mental state
ecome a Collective disorder.
A.
--- 2

Page 119
( Tharani is a 6 year old girl child and is
go to school. She keeps aloof from C appears to be agitated, shy and afraid often she complains of a stomachac School. She will not go out alone.
When Tharani's mother was 3 months was arrested by the army. Tharani's mo and her mother live with the families of and an uncle in the Same house. grandmother often says that Tharani's often speak about Tharani's fatheranc
Once when the army was om the road, T my father. She says that she will ha with her mother to bring back her fathe take her on the motorcycle to school, her dreams.
While Counselling Tharani and herm will not return may be appropriately
"Little elephant' she can be helped Confidence. It will be beneficial if a mat of the father. It will also be of help to Tharani's father is provided family cou
It is important that Tharani is givens with other children. In addition they m Socialize with otherS and be taken to te Tharani may be allowed to ventilate SongS.
and Cognitive functioning (see chapt Specific to War situations:
6.3.1. Post Traumatic Stress
Trauma is a Common psycho lowing war disasters. Abrutal incident people, being injured, loss of limb, bl torture, rape etc.) when experience

Calamities of War
in Grade One. She does not Wish to ther children While at School. She . She is less inclined to study. Very he in the morning before going to
pregnant with Tharaniher husband ther is sad. Being displaced Tharani paternal and maternal grandparents Her uncle has two Children. Her father will return. Family members
feel Sad.
haranishouted at high pitch 'release ck and beat the army. She pleads . She says her father will return and She says her father kisses her in
other, the fact that Tharani's father conveyed. By relating stories like to face the reality and build selfernal uncle takes the place and role Tharani if the extended family of nselling to bring about normalcy.
ympathy and opportunities to play hay be advised to allow Tharanito mples, Social events and gathering. ner emotions through drawing and
er 7). However, the following are
Disorder - PTSD
logical manifestation of stress folt(as for example: sudden death of Oody Scenes, agony during death, i in terror and helplessness gets
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deeply imprinted in the recess of th Scar in the mind causing them to rel incidents may appear at night as dre, flashbacks. At times the incident is fe Often related incidencestrigger such will be experienced with an intense ThOSe in this Condition Will ShOW froz others and Will often Cut themselves hyper alert, startle easily, experience Complaints. If the incident could bem SCarS may be healed and cured.
Adults with PTSD could be iden But identifying trauma in children ma hesitate to talk Ormention their ment brutal experiences through play, dra take dreadful forms. Their frOZen em observed by parents and teachers.
Children often fantasize their f tOr... ... ... ","I will become an enginee lorsy driver. " are very commo
Ramanan is a student in grade 5. He mother, brother and two sisters. In h father bathed in blood after being hi experienced a life-threatening situatic Could not be identified came home a house, injured him in the presence of away on the road. Ramanan and his may happen to them and left home to that his brother was tortured and killeC
Presently Ramanan is studying in á observing Ramanan in the class bei shocked by Sounds, hiding himself a obtained the above information. In add teacher that he has nightmares, get gets agitated and fearful on Seeing gr his father and brother and is uninteres

Calamities of War
he mind. It becomes an unhealing peatedly relive the incidents. Such ams or when awake as thoughts or ilt as real and presently happening. re-experiences. Such OCCurrences Sense of fear and mental turmoil. en feelings, be unable to relate with S off, have sleep disturbances, be ! hyperSensitivity and have somatic entally accepted and resolved, the
tified through talking and exploring. ly be somewhat difficult. They may al state. Rather, children may relive wing or story telling. Dreams may Iotional state, or withdrawal can be
uture. "I will grow up to be a docer like my uncle... ........", "I will be a in expressions. However affected
2 lived in his village with his father, is eighth year, he saw firsthand his it by a shell. A year later he again om. One evening some persons who nd pulled his only brother out of the f the whole family and dragged him mother and Sisters feared that this another place. Ramanan later heard
.
another School. The teacher while ng fearful, hyperactive, aggressive, and Confused, met his mother and ition Ramanan's mother informed the s startled easily, screams in sleep, :een Coloured Clothes, often thinks of ted in his mealS.
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Activity
GOD You would have enCOuntered Chik
late them to recall similar life narrate their stories.
O Request trainees to give the ca and their manifestations. Writet to discuss their findings.
Directa discussion with the que handled by teachers? If not, why
children may not have such thought Cure future, uncertainty of becoming of life may prevail. They may give Outlook of a future with violence.
weapons of destruction and usage as '50 calibre', 'chain block', 'sahada "bunker' and sentences like "it is righ into his ear' (pistol), 'they understan
By Continuously experiencing v violence becomes accepted and re time, learn to believe that violence is
 
 

Calamities of War
dren like Ramanan in your life. Stimusituations. 4 or 5 may be asked to
uses for such behavioural changes nem on a fipchart. Encourage them
stion - Can a child like Ramanan be s?
s or fantasies. Feelings of an insean adult and constricting thoughts brominence to Omens and have an
6.3.2. Brutalisation
Childrengrowing immersed in an environment of war get used to witnessing losses, deaths, violent scenes, brutal events; and learn about strategies, Weapons and arms used in perpetrating Such events. This is reflected in the choice of play material depicting in common parlance of words such i", "heli', 'AK', 'shell', 'grenade', 'clip', t to put into his head' (bullets), "keep ld only the gun'.
Nar, violence and its Consequences, spected by civil society. Children in the only means of solving conflicts.
1 O2


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They do not see alternate ways of so peaceful living such long-term effect
6.4. Handling war stress
6.4.1. Talking
It is good to try talking to studen dialogues it is best to allow the childt emotions. Talking about incidents anc to gradually bring about relief. (see 9
The teacher listening to such about relief. As said locally, it is best
in talking often about severe, C periences as during a war, the teac symptoms) should help the childe events. This will help the child grac student come forth to talk about a p saying "it happened to everybody, so ( help him/her by talking with empathy down the burden.
A child who has been affected cifically show symptoms of "Post Tra the child through "Narrative Exposur help the child to resolve past exper event and bringing out the feelings will help the child recall details of the able to help the child to fully accept Come its effects. This approach is ( Or NET.
6.4.2. Activities
it is important to bring about rec to pre-disaster levels (food, play, ed
Children may be encouraged t the community, take responsibility ir

Calamities of War
ving problems. Even if we return to S will Continue over generations.
eS
is about war disasters. During such o express appropriate feelings and understanding their reality will help 4.1.7)
ncidents with sympathy can bring to "talk, Cry, and be relieved"
langerous events and terrifying exmer (while observing psychological Xpress emotions while describing iually get over the pain. Should a roblem, instead of generalizing by don't talk about it the teacher should and patience and help the child lay
by a terrifying experience will speaumatic Stress Disorder'. By taking e Therapy (NET)' (see 9.4.1.8.) we iences. In repeatedly narrating the and emotions the teacher or parent event. Hence, over time We Will be past events and progressively overcalled Narrative Exposure Therapy
overy in children, as faras possible ucation).
O get involved in useful activities in the welfare centre, school, partici
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Activity
Brain storm trainees to Come Out With ties. Tabulate them on a white board
pate in games, festivals and enga may teach the younger children, to
gardening and Sweeping whic
What hides provide a channel for mentals
the sky?
What distroys the flower?
The soul is 6.4.3。 Expression
shievering ።
The wind in the long term it is health
blows the of emotions instead of allowin flame out
student cry in front of us, we s the child settles on its Own Withoutt may hold the child by the handors feeling. At times, bottled up feeling triggered by something that is simil
Activity
Request trainees to role play those di Get them to sing a sad song which v
Creative expressions like artar sions will help students to some ex menting them. Even those who see Selves with similar situations and b
6.4.4. Time
Wounds caused in the mind fo Time has the ability to bring about interval is important. It is essentialt far as possible, instead of being lett and get involved in some forms of

Calamities of War
appropriate and useful Social activiand bring about awareness.
ge in group studies. Older children be of help to the elderly, take part in ch will keep the children active and streSSeS.
y to find avenues for the expression g them to be suppressed. Should a should be patient and supportive till ying to stop him/her. If possible you houlder and give an "I am with you" s may gush out unexpectedly when ar to the traumatic event.
isplaced in search of shelter (house). Mill bring out tears.
hd drama are helpful. These exprestent and give vent to emotions torsuch Creations may identify theme relieved of related emotions.
llowing a disaster take time to heal. healing. Right handling of the time o have sufficient rest and sleep. As hargic it is healthy to pursue studies activity. Some students instead go
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into a state of dependency. Spare tim talking in groups, writing, reading and children would like to talk with those C nities may be provided.
6.4.5. Bringing about relaxati
Provide help to maintain a stat Many mental and physical manifestat ter are a result of tension. These m (reactions) are reduced by overcoming It is not intricate or difficult to bring a state. All you need is a little time spent ods to bring about a state of mental ri
Selecting a place to be alone, be nature, listening to good music, rep over again; being aware and attentive lation of breath; and bringing about easy and usefultechniques. Yoga su Japa and meditation may be learnt fo children to relax both mind and body stress and strengthen their ability to C
6.4.6. Meaning
increase in levels of StreSS ma control and the ability to function. Ev small goals in life so that there isn't a accomplishment willcreate a "can dc children may get depressed. In an e tant and necessary to help a child se Survival.
In Situations. Where the StreSSe camp, values, norms and certain ru rupted and Small squabbles and fig may occur. Sexual harassment, abu ues may be observed in such an envi

Calamities of War 105
le Could be gainfully spent in play, attending to small work. Displaced of their own age for which opportu
On
e of relaxation in mind and body. tions (reactions) following a disassental and physical manifestations
tension by calming the mind. bout a relaxed, calm mental Under
orderly in the following meth- ಖ್ಖding elaxation. problem
is the first
ing relaxed and appreciating E.
solving it.
eating some thing over and to Ones inhalation and exhaorderliness in breathing are some ch as Pranayama, Santhi Asanam, irm an experienced Guru. Training Will enable the child to OverCOme ope in a disastrous situation.
We Wanted kerosene. But they gave lamps.
ly trap the child into loosing en in extreme cases, identify a complete loss of hope, which on it"sense of Self Confidence. Some nvironment of disaster it is imporearch and find meaning in life and
S are Continuous as in a refugee les within the family may get dishts may ensue. Even Small thefts Ises and breakdown of moral Valronment. It is best to be aware and


Page 125
be Watchful of Such antisocial behavi essential not to Create new problems nerable. As mentioned in chap st is beter stand the family background, b
to teach help normalize the family.
fishing rather than
giving fish 6.4.7. Rehabilitation
Following a disaster varied forn many organizations Come to help. S whose life has been shattered. Howe themselves the responsibility of mak be extended. In fact, the officers oft what form of relief is needed. They delivery. In addition the relief may n cial."Now there is no fighting, help us
At times without considering to fine themselves to delivering rations this causes a Condition of dependen for relief items. Guidance by teachel approach organisations that will mee
6.4.8. Groups
Forming groups among those V example, widows, families with mi. mutual support and fraternity i.
is it possible experiences and have a Sense to be healthy in a diseased
society? 6.4.9. Social approache
Large-scale disasters affect in The Tamil community is experiencing war. Such a society will have traits S denial, breakdown of Social values cial behaviour, lack of interest in CO Community experiencing such uphe or described as having 'collective tr children and the generations to follo
When the society as a whole i ing on the Society may play a role ir

Calamities of War
our. "Being careful" is good and it is s where the family is weak and vulter five the teacher should undere in touch and strengthen ties and
ns of relief become necessary and such relief is very helpful to people ver, some organisations take upon ing decisions of the type of help to he organization themselves decide will also place certain Conditions of ot be need-oriented but be superfigo home' requests are not heeded.
y psychological realities, they conand material help. In the long run cy and they may even start fighting rs to families and the community to et identified needs will be helpful.
Nith similar emotional problems (for ssing persons) within which trust, s nurtured, where they could share of togetherness is a good approach.
S
dividuals and the Society at large. g the Consequences of a protracted pecific to it; herd behaviour, state of and norms and subsequent antisommunity development are some. A avals is called a 'diseased Society' auma'. This will have its impact on
W.
s facing problems, activities focusreducing Common StreSS. Cultural
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rituals, festivals, funerals and Wedd opportunities to meet, share emotio meetings, story telling and listening help at a social level to give vent to
It is healing to perform some fo tic rituals to deal with unresolved pro like for example with 'disappeared' tying of a charmed thread, therapyb ing mantras are some such healling themselves to School activities, ma Such activities.
6.5. Conclusion
It is important that teachers stances acquire knowledge of the on children, their impact and therap
Children can be seriously harm with and manage stress. The teac appropriate help or make a referra and intervention is the best.

Calamities of War
ngs are Social gatherings providing ns and find meaning in life. Games, , SingSongs, drama and folk plays emotions and reduce stress.
rm of socially acceptable therapeublems that keep smouldering within persons. Traditional practices like y "Compassionate gazing" and Sayrituals. The teachers, not confining ly assume leadership and Support
helping children in difficult circumpsychosocial consequences of war eutic models of intervention.
ed when they lose the ability to cope her should not hesitate to provide where necessary. Early detection
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Reconstructic
O Ore
bunkers
and the Woefu
but
what of the ha
 

D
life
arrowing memories?


Page 128
* , . .
{{
彎
What are
in Childre
8 Fiw Can
gjentified
to WWhat are
r3rh-dile?
7.1. IntrC
Childrer face various ever, most Cl at times with larly their pai dren get affe lems. If we lo children, they of their pare Would have Some Childre Capacity and riment. Some Continuous pl the teacherm provide cons
Apart frc lems, childrer Warand Viole nomic and Cu children after
 

Problems
ti” e Cat IS e S JË Sti : SS ? the problems caused by Stress -
rhildrei i Liride StrËSS, ba
デ“3
tije, jo'oblems trije tegner Cou!
bduction
in their normal day-to-day life
psychosocial problems. Howhildren handle them favourably,
the support of others, particurents. Unfortunately, some chilcted by such psychosocial probok into the background of these | may not have had the support nts or the parents themselves been the cause of the problem. -n by nature have a poor Coping may handle problems to their det2 may be affected by repeated, oblems. With a little observation hay be able to find the cause and tructive help.
om such normal day-to-day probin our region were forced to face nce and experience Social, ecoltural upheavals. It is natural that experiencing such stressful, bru
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tal and painful situations show phys educational Setbacks. Hence teach of identifying children who have bee and provide help to mitigate its effe
Becoming afraid, getting nigh manifestations of mental StreSS and threatened they may become violen ter difficulties in learning and make manifestations Will affect the menta child. The teacher is duty bound to and blossom into knowledgeable behaviour, understanding and helpi
7.2. Ways to identify aff
(i) What methods Could be
In life, children at Some stage become subjected to stress. React child. Stress is a result of the child'. tions. Children who are subject to S ent ways.
In addition to food, clothing ar esteem are some of the essential r (see chapter 1). If these are not me child is affected and may, later in lif
Close observation is essential dren. It is also important to explore becomes further important when th normalfunctioning or set backs in ed has many opportunities to Compare same age in the class. Is the beh development? Or is it abnormal?. A while at play, alone or with others, i ings and in their behaviour. Asking expressions will be useful.
For example, an affected chil face. They may also tend to withdr roles of family members and a chil

Problems
ical, psychological, behavioural and ers of this region should know ways 2n subjected to such varied stresses CtS.
tmares, biting fingernails are some conflicts deep in their minds. When it or be withdrawn. They will encounsomatic complaints. In time, these al and physical development of the help children develop their abilities good citizens by observing their ng them face problems.
ected Children
used for identification?
or other, in some form or other, will ions to StreSS Will differ from Child to s inability to face problems or situastress will reflect its effects in differ
hd shelter, love, protection and selfneeds for the well being of the child at the normative development of the e, cause behavioural disorderS.
in the identification of affected Chitheir background with sympathy. It e child shows changes in behaviour, ucational performances. The teacher e the Child With other children of the aviour in keeping with his age and bnormal reactions can be observed n the choice of Words, in their draw
the child the meaning behind such
ld, while at play may display a sad aw from play. At times children take d who has lost or is separated from
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the father may disturb the play orth the role of the father. Events WOuld his father, which might be disturbing role model of the father.
Example: A child with no mother a provide his/her basic needs. If no one may not know emotionally the quality involved in fights with children in thes it difficult to show love to his family and lf other needs too are not met, the C OCCasional violent behaviourtOWards
In addition, some children mayt they wish. For example while playin every round may say, "it is who will not complete the game and join other and behaviour, other changes too m observation, the teacher shouldende They should learn about the backgro about the family while being cautiou the process. Teachers can build Cor tive encouragement, showing appre ents, former and present teachers past behaviour and present change
New educational reforms requ ground information of the child from and progressively through each gra initial investigations. Additional inform above.
It is of importance to differentiat enced, incidents seen, incidents he prehension that something might ha ture of the incidents prior to the chal change becomes clear if it follows a going abroad, change of School, p( also investigate the outcome of a rec

Problems
e child may attempt to play without have triggered thoughts related to The child may also not have had a
nd father may not have anyone to
provides the need for love, the child of the word "love'. The child may get school. In the future he/she may find may be violent in the neighbourhood. hild and the future adult may show friends and relatives.
ry to prevailand direct play the way g'cow and hay', some children, at play the role of the tiger". Few may groups. Apart from choice of words ay be observed. In addition to close avour to understand Such changes. und of the child, gatherinformation s not to harm/ damage the child in fidence in the child by giving posiCiation and praise. Talking with parwill help to learn about the child's
S.
lire documentation of basic backthe commencement of schooling de. This will provide information for ation may be obtained as described
e between incidents directly experiard from others and about the apopen to them. Ascertain a clear picnge of behaviour. The cause of the an incident (for example the father oor examination results). You may urring behaviour, its repercussions
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or gains. For example, if the child behaviour it may mean the child nee peated stomachache in the mornings to school, it may be construed that th
Activity
Go The teacher may get the students
Go While playing the teacher can ol stress by their actions and behavi
CD The teacher can then follow the ab and learn about the circumstance
the class or school. It is good to conti children exposed to varying stresse best to know what really happened. easy to provide appropriate help. AS festations of stresses in children, it is tant aspects.
€t what type of experience h
What are the child's feeling
& which part of the experiel
Finally, by exploring the backgro
dents and experiences, the teacher tion of the child.
7.3. Causes of stress
€: What do you think are the
In the present environment child If their basic needs are not met, thei Will be affected. We shall See What being.
 
 
 
 

Problems
is seeking attention through the lds attention, love and Care. If rehelps prevent the child from going e child has a problem in attending
s to play a game they like.
bserve and identify children under iour (example: being listless, Sad).
ove procedures in identifying stress es that lead to it.
nue exploring the causes. Though s show similar manifestation, it is Finding the real cause will make it a first step, in understanding maninecessary to explore three impor
as the child faced?
gs about the experiences?
CeS affectS the Child noSt?
und, family environment, past incican understand the present condi
Cause of Stress?
ren face various types of problems. r normal growth and development factors affect their health and Well
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7.3.1. Psychosocial factors
family problems
Separation
loSS
pOverty
malnutrition
disease
Social problems
(caste, religion)
Child abuse
violence
Thanu comes hesitatingly.
Teacher: "Thanu! You did not say ‘g Thanu : "Good.... morning...." (Sii
Teacher: (comes looking at Thanu, room)"You look sad, did
Thanu : Hesitates and says "no te Teacher: "Deard Please eat this" (st Thanu : "I have eaten teacher" (Te Teacher: "What dear" (sits beside T
Thanu : "I am scared teacher. My motherand break the poi
Teacher: "Does he beat you?"
Thamu : "Last night he came drun (she shows the wou
Teacher: (Takes her home remedy "Is it hurting?"
Thanu : "No" (says with a slight sr Teacher: "I will visit your home this Thanu : "Yes teacher, father will n Teacher: "yes Thanu, please go an Thanu : "Thank you teacher."
 

iswewlulwh Problems 113
displacement disruptive educational
environment
unsuitable home environment
() natura disasterS
environmental and health
problems
alcoholism
War
ood morning'today." ts in the back seat)
hugs her and takes her into another you have your breakfast?"
aCher".
he gives her the food she has) ars roll down her cheeks) hanu hugging her)
' father Would come drunk and beat 's and pans."
k, tied me Onto a tree and beat me." nds)
and applies on the wounds)
mile). evening and talk to your mother" pt be at home, please come." d study."


Page 133
Activity
O Based on the above dialogue, t the teacher's approach in ident
Go Bring about a discussion based
ate approach.
O Stress the need for love, care ar identifying affected children.
7.3.1.1. Factors Within the fa
The personality of a chil
tion to the emotional environm
taາ. Generally children in families:
University of basic needs and becomes
dition faulty role models, poor the child astray.
Children may get affected gro the father or mother, in large famili holic parents. Children in single par having their basic needs fulfilled. In lies with no father or mother will be unprepared for such roles later. Be caused by alcoholism directly aff aggravate the already strained fam experience a sense of fear in the changes in behaviour of such paret child's security.
Parents who pay too much at mative development. These childré independently using their own emc cialization. They will not be able ti comprehend themselves and their pendent on parents. Some parents tions inappropriate to a modern Sc problems. The child tends to withdr and psychological disorders.

Problems
e trainees may be directed to assess ying the affected child.
on the highlights of the most appropri
d sympathy apart from observation in
mily
Id is influenced and changes in relaent within the family (see chapter 5). affected psychosocially are deprived ubjected to various problems. In adchild care and Wrong values will lead
Ning in single parent families without es with many children and with alcoent families might have difficulties in addition, children growing up in famideprived of role models and will be havioural and relationship problems ect children. Alcoholism will further ily economy. Moreover, children will unpredictable nature and sudden its which will eventually threaten the
ention to trivial matters disrupt norin may loose their ability to function tions and not learn rudiments of SOthink on their own. They will less little world. They become very deexpect the child to follow old tradiciety. This may lead to relationship w and intime may develop physical
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it is very damaging when parents each other, start nagging and Compel who get trapped in such tussles, Onre culties in fostering good relationships.
Children growing in circumstance orderly behaviour and become a probl
7.3.1.2. Child Abuse
Child abuse is a common probl child labour, sexual exploitation, causir be called Child abuse.
Parents and caregivers depriving ing, shelter, protection and medical atte and others to abuse children may be child abuse.
Breakdown of social values and S ful environment has increased opportur ever, such instances are hidden due to
Child abuse include the followin
O failing to meet basic needs
O causing physical injuries
O engaging children in offensive ac
O unnecessary detention
O make children loose their Confide
various forms of Sexual exploitat
O subjecting children to corporalp
O not respecting children's opinion
O engaging children in warrelated
O child employments repressive m
O abandoning children.

Problems
use children to take revenge over children to take Sides. Children aching adulthood will have diffi
Smentioned above will show disem to themSelveS and OtherS.
em in the Tamil society. Acts of
ng psychical and mental pain may
children of Sufficient food, clothntion and those who allow friends 2 considered committing acts of
structures in an uncertain, StreSShities for sexual exploitation. How) fear, Shame and other reasons,
9.
tS
son Ce
ion
unishment
activities
easures by employer
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We see children working along at home and in their fields for their employ children to work for others. homes, shops, hotels and factories and are subjected to physical and m
bringing to justice Such offences is a
Vanaja is a 12 year old girl child. S because of drinking. Mother finds en is a government employee who lives to Vanaja's house. Vanaja's mothero her husband's medical expenses. Si Mathan pressurizes Vanaja's mothe result Vanaja's parents force Vanajato house against her wishes. There Wa children of her own age, in addition to Vanaja gets tired she is insulted and pl Mathan showed sympathy and love by, he sexually abused her by feeling
7.3.1.3. Poverty
Children living in poverty will not met and their homes may:
have limited living spac privacy and independe
be unable to procure St.
lack means for normal and a culturally oriente frustration and uncertai

Problems 116
with their parents (to some extent) own needs. But it is an offence to Children employed in places like are deprived of their basic needs ental pain. However, in our country
difficult task.
he attends School. Her father is ill ployment in many homes. Mathan with his wife and two Children Close
btained a loan from Mathan to meet
1e is now unable to Settle the loan.
r to Somehow Settle the loan. As a stopschooling and work at Mathan's naja has to meet the needs of two attending to household work. When hysically punished. At the beginning, by physically touching her. By and
her body.
thave their basic needs sufficiently
2e with less opportunities for
Ce
ufficient food and clothing
activities, fulfilling expectations 2d life style leading to a state of nty in the future.


Page 136
7.3.1.4, War
Our civil Society has been great dren live as refugees experiencing se tives, and an uncertain environment (
Having got displaced in a warn always be disturbing, affecting the wh lar.
Difficulties faced by children du
They get isolated in a new env family ties.
They are forcibly separated frc
As refugees they are forced to Culture.
O They see murder, torture orth
persons.
They are directly affected by vi
7.4. Effects of StreSS On t
festations
o Whatare its effects on the
© Whatare the symptomatic
7.4.1. Effects
Generally, we saw childrens are factors do not have similar effects on a Though the families of Geetha and Mc one thousandrupees, Geetha's family rium by Collective, careful planning. be a problem for Geetha.

Problems
ly affected by the war where chil
paration, loss of parents and relasee chapter 6).
nilieu, the change in life style will hole family, the children in particu
'e fO War
ironment devoid of Social and
m a familiar environment.
learn a new language and
reat to SOme Close Of KnOWn
iolence.
he child and its mani
Child?
expressions of the effect?
affected by many factors. These all children. Poverty is an example. hana receive a monthly income of y is able to maintain family equiliblence poverty does not appear to
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Some family factor
Father always drinks and assaults
MMhen vi father come?
Activity 1
Role-play
Direct trainees to imagine incident
Form small groups (of 4 or 5) and imagination.
Get them to discuss and make CO in the role-play.
Activity 2
Use of dolls to playout incidents
Direct trainees to use dolls to brin
Then direct them to play out their have seen as a story using dolls.
Where necessary the traineesma questions.
 
 

Problems
s which affect children
Three months have passed after my mother's death
ూడా
* 4A our house
Too many people are in
's shown above.
direct them to role-play their
inclusions on what they brought out
g out one of the above incidents.
own life experiences or what they
y ask appropriate open-ended
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However Mohana's family is le ning their life and face constant prob librium. Thus Mohana becomes affe
Change in environment
The mother while cleaning discards favorite toy of the child. The chi looking for the toy does not find it. Th makes the child feel sad and angry.
fear
sense of disrespect
dislike for the teacher
ހަށިހ
dislike towards learning
Children Who face Such variec different ways. All parents are aware sorrows but they are unaware of the restless. They may say "Why is our ( reason for her to be afraid. "Such qu mind and that of the Child.
7.4.2. Symptoms
7.4.2.1. Emotional problems
Sadness, fear, restlessness, fel suspicion, withdrawal with fear, Cryin parents, Siblings, CO students and te tionally disturbed state.

Problems
ss cohesive and collective in planlems which disturb the family equicted.
Even normal changes in the family environment can cause problems for chila dren. In addition a Small d problem can affect the child is in many ways. For example Subjecting a child to punishment can ramify as follows,
> withdrawal
e- marginalized by peers
lel dislike for the subject
- dislike towards the School
i problems express them in many e that a child has its own fears and 2 cause when a child is agitated or child getting so afraid.... there is no estions constantly disturb their own
eling distributed, lethargy, irritability, g easily, relationship problems with achers are expressions of an emo
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Emotional changes
Anger
Hate
] Fru Stration
O Guilt feeling
Yearning
7.4.2.2 Somatic complaints
Psychological problems causec cal complaints. Some common po
given below (See box):
G Headache
Go Pain
o Deep, slow breathing
Go Vomiting
O Loose motions
o Frequenturination
O HeavineSS in head
O Tremor
G Rapid bre
Go LOSS of ag
O Aches
o Breathing
O Giddiness
o Chest pai
O Stomach
O Generaliz
breaths.
Malarvali is studying in year 2. Herm few days Malarveli is taking deep bre she was his pet but since he lost his said the mother and started to Cry. Ma

Problems 120
SadneSS
irritability
Fear
Anxiety
Unhappiness
by stress may manifest as physist-stress Somatic complaints are
жци
athing G) Lethargy
opettite o Fainting
Go Palpitation
difficulties GO NauSea
C) NumbneSS
O Sighing
Che
ed aches and pains
other complains that for the last ths. "When the father was Well 2g to a landmine two month ago" larvalithen began to take deep


Page 140
7.4.2.3. Behavioural disorders
Children express the effect of st excessively active or incontrast, be le into fights, commit violence, be a cor respected persons, disrespect others, misbehave at school, are indiscipline
Komathi is an 11-year-old child study mother and two sisters. When she was shot by unidentified gunmen. After the ( pet of the mother and two sisters who
Komathi's attendance at School has b frequent headaches, stomach pain and at the picture of her father. She also fr Sister.
Activity
What are the causes for Komathi's
How was Komathi expressing her
Direct trainees to diSCuSS the anS views at the Class level.
Activity
O The trainees may act out (in non-v
table life event.
G) While six or seven individually mir
O Get them to write the emotional
mime and discuss.
 

Problems
ress in a variety of ways: become SS active, are naughty, get drawn stant nuisance, lie, steal, oppose be disobedient, not attend school, d, and show antisocial behaviour.
ring in year 6. She lives with her six she had seen her father being death of the father she became the ooked after her needs.
ecome irregular with complains of fatigue. She often looks with Sorrow equently quarrels with her second
problem?
emotions?
wers in groups and present their
erbal body language) an unforget
he the rest can observe.
expressions they identified in the
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Stresses may delay the psycho cause developmental disorders. Chil earlier developmental stages or may he/she may exhibit earlier childish be parents and demand parents to joint selves on seeing strangers, show Stu quently cry, loose the already acquir may regress to bedwetting in sleep.
Changes in behaviour
Dependency
lsolation
Aggression
Withdrawal
Talking less
Sleep disturbance
Regression
Loss of interest in food
7.4.2.4. Cognitive impairments
Children may show impairment education and Speech.
Stresses may be expressed Syr as stammering, speechlessness (in ders. in addition, in the long term, the and concentrate, comprehend and r interest in the future.
Activity
O "The effects of War has further st Stimulate a debate for and against the debate.

Problems
social development of the child or dren may regress in behaviour to lose developed skills. For example haviour, be physically attached to hem in going to sleep, hide thembborn attitudes and behaviour, freed bowel and bladder Control and
Lack of Curiosity
involve in violence
StubbornneSS
Seeking to be alone
Self harm
Cry easily
Poor performance in activities.
h D
in the acquired levels of cognition,
mptomatically in many forms such ability to talk) and learning disorchild may find it strenuous to think ecall from memory and may lose
engthened the minds of children." Trainees may moderate and direct
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Teachers with a keen sense C the expressions of the effects of str and in drawings. Research has es' play or in drawings are symptoms
Teachers who identify physic changes in affected children ma storytelling, drawing, drama, play at cal causes. Such an approach will r also provide the child some relief (s
if the drawing depicts any of th Child for additional information.
symbols in excess differences in spacing abnormality in the size
familysize being sma is missing
Activity
O Direct them to draw freely
O Ask them to relate the message
 

Problems
observation will be able to identify SS in children while learning, at play ablished that abnormal changes at of the effects of stress.
al, psychological and behavioural y use Creative activities such as ld reading to identify the psychologiIot only help in finding the cause but see chapter 9).
e following the teacher may ask the
| in the drawing 2 of figures ller or larger or if some member
behind the drawing
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7.5. Problems encounter
7.5.1. Common problems
& What are called Common
& What are the common pr
Problems Common to most Chi those that could be easily handled a
In normal life, many encounte effect of the stress caused by probl Cussions may OCCur. Normally child parents respond to problems. Char duration and intensity cause psychc
If these problems are not identif time, the child's learning activities, ships will get affected and long term identification of children with probler
7.5.1.1. Lack of ConCentration
Some students may find it dif restless, struggle to learn, Comprel efficiency in doing simple arithmetic the causes. Mental retardation, psy ity can be predisposing factors.
Tohelpsuch students gain con duce an orderly structured life style encouraging and provide Concession tation will be helpful.
7.5.1.2. Fear
It is normal for anyone to exp overCome dangerous situations. Ho by getting excited, stammering, shov ing able to Say Something in sequent This causes the child to be ridicule the teacher and hinders the child's aggravate the fear, anxiety and ange

Problems
ed by children
problems?
oblems among children?
dren which are of a mild nature and are called common problems.
r various types of problems. If the ems gets intensified severe reperren can undergo stress by the way ges in the family environment, its logical problems in the child.
ied and appropriately handled, with classroom behaviour and relationdevelopment blocked. Hence early ms and intervention is important.
icult to concentrate. They may be nend, recall, be forgetful and lose ; and writing. Stress may be one of chological problems, or hyperactiv
Centration, the teacher should introand Continue to pay attention, be s, rewards and gifts. Yoga and medi
erience fear. It helps us avoid and wever, Some children express fear ving avoidance, anxiety and not beze, bring out their abilities and cope. ld by Co-students, reprimanded by progress. These in turn will further
e.
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Some children may fear to g the first time to a new school, mee by Co-students. These will cause absent or avoid participation in SC Such children will have difficulties ir
As much as a child may fea fear objects, for example, show fe Cat.
It is important that such chilc care while talking and in otherinter environment the teacher should be tion to the family background. Bel used, while relaxation techniques w of fear. Systematic desensitisation or situations (see chapter 9).
7.5.1.3. Refusal to attend SC
As mentioned above (7.5.1.2 school. They may not attend scho in School, difficulties encountered ample biting dogs, war manoeuvre the child from going (for example mother being sick). Teachers shou inability to attend school and take teacher should also, as far as p child to attend School. At times, t aged to accompany the child.
7.5.1.4. Learning difficulties
The basic needs of the Child values cause learning difficulties. tentively participate in classroom gic and withdrawn. Adverse soci childhood (for example, a girl chilc tion with male children is unaccel group activities.
Teachers discriminating and caste, religion) will cause frustra

Problems
to school. They may fear to go for ng new teachers or feel threatened he child to come late to school, get loo activities or even leave School. learning and obtaining good grades.
a new environment, the child may ar and avoid seeing a snake, rat or
ren receive the teacher's love and actions. When a child is facing a new able to recognise the needs in relahaviour therapy can be successfully Il bring about a reduction in the sense will help to overcome fear of objects
hoo
), some children may fear attending ol because of a threatening situation while travelling to school (as for exs, lonely paths) or parents preventing to attend to Some Work at home or ld ascertain the reason for the child's appropriate remedial measures. The ossible, make arrangements for the ) start with, parents may be encour
not being fulfilled and adverse social hungry children will not be able to atctivities and Will be seen to be lethari values, imparted Specially in early need not pursue studies, or associatable), make the child withdraw from
marginalizing children (on account of on in the child and will not allow the
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Sarojini studied in Grade 3 and She is adamant that she be admitt ing year. She often gets stomach ies, frequently gets angry and has
She was clever in her studies. subjects. While in her class she ha ing in the adjoining class. In that c beating students. She feared thats this teacher. When requested to she drew the following picture. (Se.
The child was provided appropr opportunities to speak openly. She to share her fears. She was taught requested to draw whatever she w
Parents were called for discuss asked about their opinions, aspira was very keen about her studies ar coming grade 5-scholarship exami child to perform well at the examin sends the child in the morning and to private teachers. She agreed th: late in the night. She wakes the c makes her study. She complained lost interest and refuses to study. She was worried Sad as to how thi
Parents Were COnSoled and a garding the examination and let the ties and play and be given Sufficie
If the child does not show any that they will be helped to change matter was discussed with the pa thorities and it was explained tha have the desired effect.
 

Problems
has been promoted to Grade 4. ed to a new School in the Compain, is less interested in Studlost interest in play.
She received high marks in all ld observed what was happenlass she had seen the teacher she too will have to study under draw the environment teacher e next page)
iate counselling. She Was given was encouraged with empathy relaxation exercises. She was fished.
ions about the child. They were tions and wishes. The mother, hd was anxious about the forthination. She was expecting the lation. She mentioned that she evening for additional classes at she makes the child study til hild at five in the morning and that unlike earlier the child has The examination is close and e child will perform.
dvised to reduce pressure re; child participate in other activint reSt.
improvement she was assured the school. Confidentially the rticular teacher and higher aut physical punishment will not
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child bring out his abilities. Failure top a good performance will cause bittel ings. Heavy punishment by the te: will make the child hate the Subjec education in general. Such acts will about guilt feelings, low self esteen ger and frustration and the child ma act by becoming violent, tellies or
For example, when sufficient fo not available for a child from a poor ily, the child, while at School, may other children's food not considerin long term if other needs too are noti teacher (and others) should not col child a "thief. In time, with the increa realise its mistake. The teacher inst unacceptable behaviour may provi as food) advice in a form the child cause for Such acts will enable the the family to overcome hunger and
Punishment at School is One C hatred towards learning. For examp of conflict with the child's parents o ger onto the child. Generally, childre may cease to have future goals. T out of school and develop socially
7.5.1.5. Exam tension
Since the present system of oriented, children from Grade one reaches its climax with the Grade tunately many parents and teacher exam tension may disrupt the lear
7.5.1.6. Difficulties in speech
Some children, specially male nunciation (stammer). Such dificu ers and on being observed. In mos and anxiety.

Problems
raise • ྾V༽ ^ feel- - V acher ':) Y 'NS ρ t and \、ふぞ。 bring h, anay resteal.
DOd iS 'fam
take g it an offence. Unfortunately, on the met the child may begin to steal. The nsider it a big offence and label the ase in capacity to think, the child will (ead of punishing such children with de (in addition to such basic needs will realise its mistake. Learning the : teacher to find sources of help for
poverty (see chapter 5).
)f the reasons for a child to develop le, should a teacher have Some form r relatives, he may displace that ann who experience such punishments hey may dislike education and drop unacceptable behaviours.
education is examination and result
onwards develop exam tension. It ive scholarship examination. Unfors are party to it. Increase in levels of hing proCeSS.
s, find difficulties in speech and proties increase in the presence of othinstances they may suffer from fear
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The teacher can help the childt the child to slowly and progressively and sentences. In time they may be graph.
7.5.1.7. Difficulties in working
An only child in a family, those nities of Contact with those of their a Cult to interact with the School Comm thematerial given to the group. They share, and thus not be able to get it may become dependent on teache and not be able to act on their own. child to get involved in group activiti in and accommodate the child.
7.5.1.8. Inferiority complex
Inferiority complex is a big prob bring up children and the teacher contributes and determines to a grt trait. The tender minds of Children a ways. Children brought up to be timi to manage. However, such children less eager and lack imagination an and will hesitate to express their op big loss to our Community because i confident, thinkindependently, expre: ers, inventors and Scientists.
Hence teachers should disCOura praise and encourage children to de dence and ability to thinkindependel
7.5.1.9. Children with sightar
When children with sight and h early they will get marginalized and should a child incorrectly copy wha chart, finds it difficult to repeat or re pected to have sight or hearing dif Come retarded and the learning pro

Problems
hrough Speech therapy by teaching pronounce letters first, then words trained to read paragraph by para
as a group
over protected and denied opportuge (e.g.: pre-school) will find it diffiunity. They will want for themselves may not have the ability to give and nvolved as a group. Some children rs and parents for all their actions The teacher should encourage the as and advise other children to give
lem in Our Society. The way parents - Classroom - School environment bat extent the development of this re progressively damaged in many d, obedient and controlled are easy become inactive, uninterested, are d creativity. They learn to be silent inion. This should be Considered a t is the active Child that learns to be ss opinions and become future lead
ge and change such attitudes; help, velop their Self-esteem, self-confihtly.
ld hearing difficulties
earing disabilities are not identified | develop problems. For example, it is on the black board Or a WOrd peat quickly, the child maybe susFiculties, and if neglected may becess delayed.
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Hence it is important that the Such common problems. If necessa rected for specialized care.
7.5.2. Special problems
& What do you understand & What are special probler
Children Subjected to excessive behavioural problems. It may not be to manage such children. It is the du dren to those who have been spec Such children.
7.5.2.1. Hyperactivity
A few children will show hype doing something or other, skipping f Completing any. They will be a nuisar Will not be able to be seated but be Sé objects and dropping them. They wil be able to focus on One thing at a tir hither and thither. They are prove to
It will be very difficult for the te children. Teachers and parents may Children need a Controlled and Str. nized activities in an accident-free goals. With increase in age this Cor
7.5.2.2. Excessive aggressio
Children with aggressive behav are many reasons for the develop important to find out the real causef ture, faulty and incomplete Socializ models may cause aggression. In a fied in expressing their hostility ma without any feeling of guilt or pity e. Nothing will attract them for long. Tr) not have much of an impact becaus What others think about them. Dev

Problems
teachers gain the skills to identify ry, identified children could be di
by Special problems?
ეS?
stress Will be seen to have Severe ' possible for parents and teachers ity of the teacher to refer such chilially trained in the management of
ractivity. They will be seen always
rom one activity to another without
hce to other children. Normally, they
een loitering, running Outside, taking
Il forever be in motion. They will not
me and their attention Will be drawn
accidents.
acher and parents to manage such become tired and exhausted. Such ictured environment, orderly orgasurrounding with easily attainable dition tends to decrease.
iour will have hostile feelings. There ment of such feelings. Hence it is }r such behaviour. Poor family strucation, unmet needs and wrong role iddition, children who are not satisly become destructive. Some may ngage in extremely gruesome acts. ing to control or advice the child will e it becomes less important to them lopment of their conscience would
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have been impaired. Such children and destruction, get involved in fight instances, these are expressions ( fury while in some, frustration and tions.
They will need a controlled an viding opportunities for the ventilati important they be given clear goals
7.5.2.3. Excessive fear
Fear of heights, Snakes, venon traffic accidents and War events are ally children fear darkness. These f
Some children experience a C one form of expressing this emotior they will fear to do anything and bec will be completely baseless like "the and "my family may be destroyed b fear even for a normal incident. The Out any Cause.
in most instances, a little explc normal situations; or, having been n love and Care When it was most nee their fears. Relaxation exercises ar chapter 9).
7.5.2.4. Separation anxiety
Some children find it difficult
especially their mother. To begin w the classroom without the parents. fusal to go to school. These childrer tion under normal circumstances frc forced to be separated under stre: placement). Such children, even w On return, begin embracing and cli Such situations can begin in the cla the parents for a short while and g time.

Problems
generally commit acts of violence s and refuse to go to school. In most of extreme anger or uncontrollable Sorrow may also trigger Such ac
d structured environment while proon of their aggressive feelings. It is and norms (rules).
nous insects, new faces, abduction, enormally seen in children. Generears decrease with age.
ontinuous Sense of fear. Anxiety is hal disturbance. Because of anxiety came virtually immobilized. The fear roof may fall", "lightning may strike" y floods". They will show excessive ise fears will be numerous and With
oration will reveal threatening or abharginalized and not having parental ded. They can be trained to manage e especially well Suited for this (see
to be separated from their parents ith the child may fear to be alone in
This may be a reason for their remay not have experienced separa»m their parents or would have been ssful situations (war, disasters, dishen separated for a short while will, nging to the parents. The teacher in ssroom by separating the child from radually increase the intervals Over
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Kanthan is a 11 year old child. At schoo Grade 7. He obtained high marks in all family.
His mother and father are separated with the mother he visits his father. At the father and while at his father's h Hence the mother prevents the childs
Over the past one year he spends m abruptyendit), Onremovinghis Slippe and parallel. He takes water many tim After using the toilet he pours water 1C with soap and water many times over make sure it is locked. He will arrange becomes stubborn over anything. He
On making him to draw, he portrayed a He drew two tall COConut trees On the b mid Sea.
Having been counselled overthe pasto
The parents should provide the ( environment. The child should be tolc what time they would return. They sh
7.5.2.5. Withdrawal
The child may exhibit an increas may be unduly obedient. He may ten Such children will find it difficult to ex will have few friends and will avoid g Will Want Others to show affection tow
These children will avoid Convers They will hesitate to loudly and emp may confine their reply to just 'yes' spond at all. They will be quiet and si Would Select for themselves the mos

Problems
he was promoted from Grade 6 to subjects. He is the only child in the
over the past 2 years. While living his mother's home they speak ill of Ome they speak ill of the mother. taying at the father's home.
ore time in prayer (he is unable to She attempts to keep them straight es in the receptacle while drinking. ) to 15 times. He Washes his hands . On locking the gate he returns to his books neatly many times. He xpresses much anger.
beach Scene beautifully and neatly. each and two small boats sailing in
ne year he is showing improvement,
child a loving, protective, nurturing i as to where they are leaving and ould keep their promise.
ed sense of shyness and fear. He d to withdraw, be alone and quiet. press their normal emotions. They roup activities. To begin with they wards them.
sations With teachers and Students. hatically answer questions. They or 'no', and at times, may not relent for long periods. At play, they t passive role.
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During childhood they may not growth and development. The chil mother's complete love and care. F have been bitter. Especially the chil portunities in building relationships. out the cause for being withdrawn, \ early childhood.
Teachers should help children dren should be encouraged to Social ties. The teacher should encourage Child.
7.5.2.6. Depression
At times, some children unlike and overwhelmingly sad. They may tion, be uninterested, withdrawn, del of loss of appetite and feeling weak have experienced a loss, specially ti relative or friend. The teacher shoul provide support with love and care.
7.5.2.7. Grief
The sorrow following the loss of an expected reaction. Though child they will feel the loss in keeping wi ment. Hence it is not healthy to mana fied stories (father went abroad) sin the truth. Hiding will only aggravate t
For the long-term mental health dent is talked about, details discusse in the funeral rituals and provided v tions. It is also good to exchange fel support. These activities help assimi ship. To begin with, it is acceptablet time. However, the child should prog Someone takes the important role ( (example an aunt may take the role the surviving parent may take overt

Problems
have had the necessary stimuli for i may have been deprived of the or some, recent experiences may d would have been deprived of ophe teacher should explore and find whether it is of recent origin or from
overcome being withdrawn. Chilize and get involved in group activiother children to associate With the
others, may seem to be lethargic start crying at the slightest provocaayed in performance and complain ... In most instances, the child may he death of a family member, close i talk to the child with empathy and
a loved one is termed grief. This is en do not fully comprehend death, h their age and stage of developge death by hiding it ortelling falsi:e someway or other they will learn he pain.
of the child, it is best that the incid and he/she allowed to participate fith opportunities to ventilate emolings with others and receive their ation of the loss of a close relationhat the child is depressed for some ressively get Over it. It is good that f the lost mother, father or sibling of the mother). In most instances he role of the deceased.
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7.5.28. Bedwetting
It is estimated that 10 to 15 per ten pass urine while asleep. Some W. children learn bladder Control around children who have learned to be dr. causes may be suspected. In most problem, on its own, in time.
Going to a new place, fear, anx school or teacher and problems with bedwetting.
Though bedwetting is commor dren too may have this problem. St child will not be of help. Making the Cl quences with loving care is a good a be made responsible for removing W
The following are some important themselves.
-> Manifestation of seeing fearfu
Example: firing of shells, fighting
-> A result of changes in family li
Example: parents leaving the hot family environment.
-> Anxiety or insecurity.
Example: being alone in darknes about insecurity in the family.
Manoharan is 8 years old. He lost his Was admitted to a children's home. C was a 'good boy'. After 3 months he was punished for this by the warden, during the night. In the morning her and goes to school. Even with much Warden.
 

Problems
centage of children over the age of et their clothes during the day. Most three years of age. However, when y, begin bedwetting, psychological cases, the child will overcome this
iety, feeling of insecurity, change of in the family predisposes a child to
in pre-school children, older chilColding, punishing or ridiculing the nild take responsibility for its consepproach. For example the child can vet clothes and cleaning up.
factors in children wetting
incidents.
or violence against known perSons.
fe.
use, birth of a sibling or disturbed
s, separation from home, worries
parents on account of bombing and Dn arrival at the children's home he started bedwetting in the night. He Presently he bedwets 2 or 3 times olls up his mat, throws it to a corner effort he has not changed said the
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Activity
Go How can Manoharan's problem
O Get the trainee to discuss.
Help the trainees to clarify the action.
7.5.2.9. Somatic complaints
Children at times make multipl plaints are those physical complair ache, stomachache, stomach pai around the chest, sporadic body a made complaints.
Children mentally disturbed fo cal symptoms by which, in Some W efited. By this they may be relieved a stressful situation. Somatic con seeking. However, it is wrong to as child. In reality they dislike experie
For example, if a child becom pleted the assigned home work att may say that something is happen ing this may think the child is unwel
It is best to disregard somati and importance to other activities. cultural activities will be helpful.
7.5.2.10. TiCS
Some children may exhibit co turbing behaviour. If you observe th they may repeatedly Squeeze their neck), twitch their face and often biting offinger nails, grunting anc
 

Problems
pe handled?
ositive and negative aspects of each
e physical complaints. Somatic comits without any medical origin. Headn, pains, aches, fainting, tightness ches and pains are some commonly
ir various reasons Complain of physiray or other, indirectly he/she is benof important responsibilities or avoid nplaints are also forms of attention sume that they are wilful acts by the ncing the physical aches and pains.
les aware that he/ she has not Comhe time of leaving to school, the child ing in the stomach. Parents on hearand stop him from attending school.
complaints and pay more attention Relaxation techniques and artistic or
htinuous or repeated annoying or disem carefully without their knowledge, nose, tighten muscles (mouth, hand, 2ngage in thumb and finger sucking,
rubbing their eyes. They may have
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fainting attacks in school. Such beha ceive attention from others, when impc experiencing stressful situations. Thes may not occur while at sleep or when
Though such expressions are O not become permanent. However the emotionally disturbed or when he/she be helped by finding the cause for s ately to deal with the problem. In additi could be adopted.
Akilan is a 7 year old student. He was the Teaching Hospital, Jaffna by the P while writing and drinking tea his hanc shakes his head. In addition, he is slo Observed him to be slow in class Work i begins to tremble every time he starts
By nature Akilan is left-handed. On beg 3 months he was forced to change to mother and aunty punished him by be
With a view helping Akilan, he may be wishes through which he may give ve
He may be given opportunities to ope Child Counsellor.
He may be taught relaxation exercises his tremors and other somatic compla
Akilan began to write with his left ha considered dirty and used to remove w and disrespectful to give something punishment was forced to change to cause of the problem. Hence his par should not be stopped or punished if h hand.

Problems
viour occurs when they do not re)rtant needs are not met and When eacts are attention seeking. They heir attention is drawn elsewhere.
Ften repeated by children they do y may appear when the child gets has nothing to do. The child could uch expressions and to approprion steps mentioned in part 7.5.2.9.
referred to the Psychiatric Unit of
ediatrician. It was complained that is tremble and that he unnaturally w in speech and his class teacher n comparison to other children. He to write or speak.
inning to write and over a period of his right hand. To achieve this his ating him.
encouraged to draw whatever he nt to his emotions.
nly talk about his problems with a
to calm his body and mind. By this ints Could be reduced.
ind. In Our Culture the left hand is
aste. it is alSO Considered offensive with the left hand. Akilan through ) the right hand. This may be the ents should be advised that Akilan le wishes or by chance uses his left
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7.5.2.11. Mental retardationsha
Mentally retarded children, unli seen to behave like children in you chapter 3). They will tend to regress the world around them. They may talking, usually use Small sentences
Children with severe mental rel position for a long period of time Ol back and forth in a chair. They may complaints. They may cause self-in their head on objects or use the do times even apply dirt on themselves tiating the edible from the non-edibl act without any changes over man twist a piece of thread over and ove
Some children when questione over like a parrot and not respond to
Mild to moderately handicappe pete with other children in the class a slow learners and the teacher may However with a little patience, effor will be able to acquire basic knowlet
7.6. Conclusion
We have So far learned to iden faced by them in situations Such as and poverty. We also saw how stre ences and its psychological, psychic
By observing such expressior explore and identify the problem. W easily handled common problems, á specialized help as special problem
In the next chapter we shall handled and resolved.

Problems
undicap
ke children of their own age will be Inger Stages of development (see and fail to have a realistic view of hesitate to talk to others and When
.
cardation may remain in a particular may be seen rocking themselves be unresponsive and not make any flicted Wounds - for example, bang or to squeeze their fingers, and at They may find difficulty in differene. They may repeat the very same y hours - for example Continue to r again.
ld will repeat the question over and ) any stimulation.
d children will find it difficult to Comand tend to get isolated. They will be f direct them to the backbenches. t and Some Special education they dge.
tify affected children and difficulties war, family problems, child abuse 2ss arises from unpleasant experi:al and behavioural manifestationS.
hs We Saw how the teacher could fe called problems, which could be and serious problems which require S.
see how these problems could be
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Problems 137


Page 157
When dry lea
she screamec
thinking it wa
then the Cold
Soothing
the Sweating
 

Ves rustled
S a Storm
breeze blew
body


Page 158
(
What is What a
SSS e What a
COSE Ö: WWhy dr.
81. In
In the about the \ face. This C deal with thi them.
This Chr counselling Counselor, Counsellor.
Micro S and empath after the Oth they should micro Skills counselling challenging also attend her and Shc
 

Dounselling
Counselling? ire the characteristics of a
O?
se the micro Skills Of à
İo o Wye want to help students?
Oduction
previous chapters, we discussed various problems that students hapter and the following one will e ways that can be used to solve
apter would deal precisely with a Session, the micro skills of a and the characteristics of a
kills like attending, active listening hic response are discussed one her. But that does not mean that be applied in that order. All the are needed as a whole during a session. For example, when is used by the counsellor, he will to the client, actively listen to him/ w empathic responses.
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It is not necessary that a Coun: with all the affected students. Man can be successfully handled using and empathy allone. At the same tir skill like exploring options in more th: of an adolescent child.
Each and every student is unio to use the appropriate micro skill to her.
A student usually Comes to a CC not When he is OK. So it is the dut healthy Once again.
8.2. Characteristics of a
It is expected that a counsellc when Compared to that of an ordina
He is first of all Committed to his Socio-economical and spiritual for he modelling the patterns of behaviour Counsellor will be always ready to attained the skills and attitudes to do and values to be the role model for
Counsellors make their bodies food and proper exercises.
It Will be more useful if th(
Aငုပ္ပ{::''; good Scientific theory and good
an ideal cannourish enlightened practice
PS with their colleagues to get clear
But he
continue with symbols and an artistic to
grow read work for them. They are a
They can easily understand all afraid of deep human emotions.
Good helpers know that helpi! also know that working wisely is just is they are more interested in accor

Counselling
sellor should use all the micro skills y of the problems of small children skills like attending, active listening me a Counsellor may have to use a an one session to solve the problem
|ue, so it depends on the counsellor a particular student and help him/
unsellor only when he feels uneasy, y of a Counsellor to make his mind
Counsellor
or will have better personality traits ry teacher.
s own growth - physical, intellectual, 2 realizes that helping often involves his clients hope to achieve. A teacher help the child and he would have it. He will have the proper behaviour the client.
work for them by having nutritious
ey have a higher I.Q. They respect research for the ways in which they . They read a lot and discuss matters ideas. They read especially literature uch. They will also make what they lso able to evaluate their Own Work.
the human needs and they are not
ng is a great deal of work, but they
tas important as working hard - that mplishments than in behaviour.
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They can use body language 6 goal-oriented, accomplishment ori
They will try to understand the the world through their client's eyes the children by attending to them, b them without judgment and by havir forces.
Counsellors are not afraid to experience if they see that it will adva Counsellor loves the child and development of the child.
Counsellors talk meaningfully tint. They are duty conscious and they take the responsibility of a cl betterment of the child. The Counsel about the relationship between th necessary, with the client.
Efficient helpers are people of the development of imaginative skil practical people too. They know developmental.
They follow a comprehensive applications. The model is not cent good communication skill in a one t
They do not help others in orc are not afraid to enter the inner WO
They can mobilize their own psy use their own energies.
The counsellors may have th aware of the problems and will knc who they are and there is space foi
The World We live in is not ide ideal. So a counsellor may have Sc try to correct them.

Counselling 141
affectively and they see helping as a ented dialogue.
childheart to heart, for they can see . The teacher Counsellor will respect y working with them, by talking with g trust in their positive psychological
) share themselves and their Own nce the helping process. The teacher he/ she will show interest in the
but precisely, with a humane Don't expect have a responsible attitude. If MÖRKG. ient, they will try hard for the layo, orwill nothesitate to talk openly yourself,
e counsellor and the client if "
imagination. They will also facilitate is in the client. Good Counselors are N that the process of helping is
helping model, but are not rigid in its al; clients are. The Counsellor has a o one situation and in groups too.
er to satisfy their own needs. They ld of clients.
fohological energies to make children
eir own problems. But they will be
ow how to handle them. They know r psychological growth in their lives.
al. The human beings are also not ome defects. But he/she will always


Page 161
Activity
Each trainee may compare his/her p istics given above. They may be as needs development. A discussion ma
8.3. Sessions
There is a saying in Tamil that poor, a friend when you are in troubl
The famous Tamil Scholar, Dr. novels, "Even the flies and ants cor look for people who come to see you
It is always essential to have se ambitions, emotions and Wishes. W teacher Counsellor, a Session starts. A of a child to help is rather an exceptio child is found with a suicidal thought
If the child who needs help is a is better to send the child to another
The pre-concepts that may be teacher about the child or his family of Counselling.
Although Counselling sessions at may be increased or decreased in v But a counsellor need not always ch Client.
When We fix a time for Counselli to be there in time. If not, the childma is not interested in my problem" and relationship between the client a therapeutic.
it is always better to have a Cour

Counselling
ersonality with the list of characterked to identify the component that ay be encouraged at the class level.
you know your wife when you are e and a relative When you are Sad.
V. Varatharajan, says in one of his ne to you when you are sweet. So
when you have difficulty".
pmebody in life to share your deep then a child in need Comes to the Ateacher Counsellor going in search n than a rule, for example when the or tendency.
relative of the teacher counsellor, it teacher counsellor.
found in the mind of this relativemembers may affect this process
egenerally done weekly, the interval iew of the severity of the problem. ange it according to the wish of the
ng, it is essential for the counselor ly get the idea that, "The counsellor such an idea will affect the positive ind Counsellor, which in itself is
Iselling room in the school. It should
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be a quiet room of moderate size need not be luxurious, but it should b Can't hear the Voices from within. T says will be kept confidentially.
The most appropriate Colour Other Colours also other than red. Y. the chairs. A handkerchief may be p room clean without any unnecess have one or two pictures of natu advisable to have a White board als
There will be an obtuse angle the counsellor. We may let the ch chairs by seeing what is most Comf be allowed to maintain a safe pSyC the Counsellor. This safe distance
At this movement we may reca thy neighbour, but don't remove the
There is a belief that it is bette the Counsellor because the right C. emotions,
You may decide whether the better to have the door open when the client and the Counsellor. If the male, you may allow a friend of th
OO.
Teacher : Good morning Sarmil
Child : Strings
Teacher: O. K. Did you come t
uSual?
Child Yes
Teacher : Right. Let's now come
your difficulty?

Counselling
With two identical Chairs. The room be safe. It is good if the people outside he child must feel that what he/ she
for the walls is green. You may use Oumay have two smallStools beside ut On the Stool. It is better to have the ary provisions. Even then, you may a scenery and a flower vase. It is
SO.
between the chair of the client and ld decide the distance between the Ortable for the child. The child should :hological distance between her and may vary from child to child.
ill what Benjamin Franklin said, "Love efence".
2r to have the Child to the left Side Of erebral hemisphere deals more with
door should be closed or not. It is there is a gender difference between client is a girl and the counsellor a he girl to sit at a distance within the
a. What did you have for breakfast?
у bus fO SChIOOl' aS
to the subject. You may tell me about
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You may start the first sessior tension of the child may go down. Bt third Session, this causal talk is not have Come ready to reveal somethir
The Counsellor need not be in Sometime. After Sometime, the Couns to start?" Then When the Child has give prompts and Cues appropriately talking. Then a rapport will be built up t Some children will be able to Come Ol or doing something else.
A session is not proper if the co goes up to 45-50 minutes you nee write the report of the session the minutes. But it is better to avoid loo Client.
If the child enters into a deep essential to help the child to balar session. The counsellor may summ
The White board in the roomma student orto drawa symbolic diagrar to the student.
 

Counselling
With Some casual talk. Then the ut when you come to the second or needed because the client might
9.
a hurry, if the child doesn't talk for ellor may ask, "Do you find it difficult started to talk, the Counsellor may like O.K., right, see, to encourage etween the client and the Counsellor. ut with their problems while drawing
unsellor is tired. For a session that d a lot of psychological energy. To
counsellor may need another 10 king at the clock to the face of the
emotional state in the Session, it is ce himself before the end of the arize the Session at the end.
ly be used to write the options of the n by the Counsellor to give an insight
Counselling Room
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Page 164
Note: it is not a must that each as needs a room. When there is les teacher may find a place from th may talk seated on the ground or classroom after School, or use a go walking with the child. Anyhov Confidential and there is no inter
Activity
Small groups can draw a plan diagra discuss all the diagrams at the clas Conclusion as to how an efficient COU
8.4. Counselling micro S 8.4.1. Attending
{& What is the importance
(E. Do you think that attenc
To be with the affected child ph attending.
When the Counsellor attends t that the teacher is with him. At the getting ready to listen actively. T counsellor will be felt by the child i teacher while attending may suppo
The student will trust the tea complete. The child will then easily important parts of her problem. If the the child will lose hope and this will Attending skill consists off O sit properly (face the open (adopt an oper lean forward
eatablish eye Contac relax
:

Counselling 145
hd every teacher counsellor is facility in the school, the e available resources. You on a mat. You may use the tree shade. You may even N, see that the story is kept "uption during the Session.
in our culture relatives stay for eight days in the house where there has been a loss. How does it help to come out of the
lm for the counselling room and then s level. All may come to a common
Inselling room would look like.
kills
of attending?
ling is a micro skill?
ysically and psychologically is called
o the child, he will get the message 2 same time the Counsellor is also he quality of the attending by the n a way. The body language of the st the child or Worsen the situation.
cher counsellor if the attending is open up, she will come out with the attending skill is not properly applied,
obstruct her talk.
ve components:
client)
posture)


Page 165
The teacher is expected to give pi messages, and facial expressions wi especially when the traumatic point C the message that what she tells is he:
in a classroom it is O.K. to have affected child always by the side of th
8.4.2. Active Listening
When a teacher answerS Satisf then the child is motivated to ask m when the teacher listens actively to encouraged to tell more. Hence them important to a teacher Counsellor.
If the counsellor begins to think reply, while listening, then he is dis Concentrate on the child and observe th Cannot miss them.
Theesan is 7 years old. He is very irreg Monday and Tuesday he came to school called him, he came running to the tea white van on the road abducting two cl keptrolling in his hand while telling the sage of Theesan, which the teacherma
Observing and reading the clien facial expressions, moments of silen give a lot of information. An efficient When the listening is effective, the co the student wishes to tell. Collecting listening. It is entirely possible to colle Counsellor gets involved in his own thc the counsellor is really interested in problem.
If the counsellor judges the me terms of good - bad, right - Wrong, rele

Counselling
Dsitive body language, non-verbal hen the student relates her story omes up. Then the child will get ard and understood properly.
a child with a special need or an e teacher.
actorily the questions of a child, ore questions. In the same way, ) what is said, the child will be icro skill of active listening is very
about what he is going to say in stracted. The Counsellor Should he non-verbal behaviour. A teacher
ular to school. After his absence On
on Wednesday. Before the teacher cher and told her, "Teacher saw a hildren". He had a pencil which he story. What is the non-verbai mesly have observed?
's non-verbal behaviour, posture, Ce, tone of Voice and the like will counsellor will listen to all these. unsellor may at times guess what a lot of facts is not important in ct facts but miss the person. If the Jughts, listening will be affected. If the child, listening will not be a
its of what the child is saying in vant - irrelevant, etc. listening will
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not be complete. Also the listening uses filters to listen what he likes.
If the teacher counsellor has p solved, then the listening may becC the child completely only when his r
The counsellor will not interruptt On the other hand, he will encourage her emotions by verbal and nonverb
The primary school children m creativity. Even then, the counsellor
Activity
Six trainees who like to do role-play v pair will talk at the same time. There w pair will role play as if when one is doing some other work. In the third p Other talks.
After finishing the role-play, a discuss ing, partial listening and active listenit
The trainees may be guided to Comet takes an important part in human rela
r
8.4.3. Empathy
è What is empathy?
& Why is it difficult to show
Empathy is the basic feeling o' for us to look at ourselves others lot for us to look at others they look att feeling may differ from his self conce to go into the inner world of the othe
Each and every child will have understand the child when the teac gets acquainted with it.

Counselling 147
will not be active if the Counsellor
ersonal problems and they are not me inadequate. He could listen to mind is in peace.
he child while talking for any reason. her to talk more and Come Out With al cues like 'yes', 'then?"
ay tell their story with fantasy and will actively listen.
Mill Come in front. Two of them as a vill be no listeningatal. The second talking the other will listen partially air, one will listen actively while the
ion may be motivated on no tistenհg.
o the conclusion that active listening tionships.
The empathic responses will have the event and the emotions Teated precisely
/ empathy towards others?
f human relationships. It is difficult pk at us. Similarly, it is also difficult hemselves. At the sametime, one's ot. Even then, empathy is an attempt r person.
a unique inner world. It is easy to her gets into this inner world and


Page 167
Empathy is the important part therapeutic also. Children find it difficu fear that they may not be understo accepted. They would have had the empathic responses remove that fea
A teacher Counsellor Will be abl Words and by non - verbal reactions. shoe, We will be able to understand the empathic responses will use the sam may have to show advanced empath When a child couldn't say something help to bring it out through advanced
Child: The teacher who does mathem because I didn't do my home work. Afte mathematicS class. I hate to COme to
Teacher's empathic response: Youh of the punishment given by the mathen
Does the teacher have to enter into the samme emotional state of the child when she gives the empathic response?
 

Counselling 148
of attending to others. So it is tto open up easily because of the od properly or they may not be experience of such rejection. So
2 to give empathic responses by By putting our feet into the child's child and his problem better. The e language style as the child. We y in some exceptional situations. although she wanted to, we may empathy.
atics for us punished me one day that incident I'm afraid to be in the School also.
ave got a fear and hatred because natics teacher.
All human beings like people who give empathic responses.


Page 168
Activity
The trainees Can be asked to Write the statements individually. The cards wi lected and exhibited. The trainer Can
cide which empathic responses are m
GO Our father would beatus if we play that we have to work at home. Very I have to Sweep the house. He won' sort of... this... on my father.
O 1 came late to school yesterday b tyre. That is the fact. Usually I cc discipline teacher had put me on th late were punished by him. We h; group. I didn't know how to say the
Assignment
The trainees may be asked to write thi ing statements of a student as homew in the following class.
-> A child is sitting in front of you for: He didn't say anything. Time is p
-> We have lost Our father due to Sh by my mother to the canteen and going to School. I have to walkth when think whether 'll be late to
-> Selvi lost fifty rupees the other da am the thief. But honestly didn't
Activity
The trainees may be divided into small members. In each group one will take the role of the teacher Counselor Who third the role of an observer. The Obse responses. The notes of the observe make things more clear. In the next r roleS. The trainee Who took the role C either the teacher CounSellor Orthe Ob

Counselling
empathic responses for the following Eh empathic responses may be colhave a ClaSS level discussion to deOre appropriate.
without studying. Very often he says f often it is who has to do shopping. tallow me to play. You know I have a
ecause of a puncture of my bicycle ome early to School. Yesterday the he late COmer's queue. All who came ad to weed the garden. joined the
truth. I started crying.
e empathic responses for the followfork. The answers maybe discussed
a long time. His eyes are ful of tears. assing
elling. I have to take "thosai" cooked take the cow to the field daily before e distance too. I'm always tensed up
School.
ly in the class. Everybody says that
take it.
groups, each group Containing three the role of a client, another will take gives empathic responses, and the -rver will take notes on the empathic may be discussed at class level to ound the trainees may change their if the Client Will now take the role Of
Sever.
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8.4.4. Reframing
« It is possible foran indi
angles?
& Is it possible to see posil ceived negatively?
We have seen people describi Each of us perceive things in comple looks at an event, his previous knowl and expectations are all involved in different environment might see this Normally the children who face so problems are the ones who perceiv same time, they will have a low : emotions and behaviour.
The teacher Counsellor has to Child describes his emotions and th empathic responses too. She has tc
TWO men looked out of the Windows saw the stars and the other saw the
 

Counselling
vidual to See an event from Various
tively things which are nomally per
ng the same event in various ways. tely different ways. When a person edge, experience, emotions, beliefs his perception. So a person from a event in a completely different way. many problems or those who give te the World very negatively. At the self-esteem about their thoughts,
listen actively to the child when the oughts. The counsellor has to give try and understand the event from
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Child: Mum Scolds me all the time. S early in the morning. Then she scolds school. If I get less marks in the Schoc not happy if I don't go for the tuition class tears my exercise book, she doesn't bl I'm sure she likes my brother.
Counsellor: Maybe your mum wants a know whether she doesn't know how other way. Maybe that she wants you she has got an extreme ambition about way she knows to accomplish it. What
Activity
Some complaints of the students mayb can discuss in Small groups as to how vations. Trainees may role play there ments discussed.
е.9.
Student: My class teacher doess She looks to the other side whe angry with me because I am naug too, even then she doesn't Say an
the child's point of view. But when it counsellor has to change the pictur This doesn't mean that the point of vie important. This means that the Cour the Child to view the World more broa
The client may then come outwit precisely. It is helpful sometimes t emotion.

Counselling 151
She says that I don't get up me for getting late to go to bl, she punishes me. She is ... Even if my younger brother ame him. She hateSme and
bright future for you. I don't to show her interest in any to study better. Maybe that your life and this is the only do you think?
be given to the trainees They they can reframe the obserframing skill using the state
't talk to me for SOme time. never she sees me. She is hty. Sometimes she hits me
ything.
it is good to See things positively for menta health. Also it is better to guide Childrer to look in a positive Way.
t is necessary, the e to a new frame. W of the Child is not sellor has to help dly.
n the problem more O find the hidden
Beeshmar sent Dharman and Dhuriyothanan into a village to judge the people. Returning from the same village, Dharman said, "All of them are good natured" but Dhuriyothanan said, "A of then arte bad
animas".


Page 171
8.4.5. Focusing
Even though the radio
Wa WeS a Te found dispersed all over, a radio focuses it at a particular place and gives us the Sound.
A teacher Counselor will focus all the emotions that are Scattered a over the mind of the client and bring about an aWareness in the student.
ls it necessary to do focusing to all students Who have emotional problems?
& What do you mean by
What do you think is fi
The mind of the client counsellor has to help her to On the Critical event.
A Counsellor has to uSet the client is repeating many e skill of focusing is used, the c clearly. The confusion of the cl disorderly way.
Student: My elder brother has last Week. Dad drinkSalot and away. Mum is always in the kiti and fear a lot. Aboy followsm
Teacher counsellor: underS Brother leaving the house, dac and the boy who follows you. O more difficulty?
Student: The boy who follows
Teacher: Although you havema first is the problem of this boy?
Student: yes.

Counselling 152
the Word focus?
cusing in relation to counselling?
might wander in all directions. The focus on her important emotion and
>
When parallel light rays go through a convex lens they get focused in a single point.
he skill of focusing when he feels that vents, in a disorderly way. When the lient may be able to see things more ient will decrease. She will not go in a
left the house and gone somewhere because he scolded my brother, he ran Chen. I get a numb feeling in the head e wherever go.
tand that you have a lot of problems. i drinking, mum not interested in you, ut of all these which seems to give you
me.
ny problems, the one that needssolution


Page 172
8.4.6. Exploration
& What do you understand
What do you mean by op
We can't expect that the clien motivation and freedom. Very often the the child. The teacher may have to particular events - may have to explo
Exploration will help them to C behaviour, and emotions. Exploring \ return to normalcy more easily. B exploration should be used only to L solve his problem.
A teacher Counsellor may use q also use Some statements or phrase answer if the questions are too many. The counsellor should also see to it answer session without taking them
The questions should go with t They should not disturb the thought p each and every question asked. Ther in case duestions are asked it must problems. One need notask a questio use open ended questions to clarify
Teacher : How would yol
you like most?
Client : I would feel hap
Here, this question has taken
Counsellor may use a closed questi precisely.
Teacher : Howmany Sch last five years?
Closed question: Are you angry?
Open question: What are your feeling

Counselling
by the tem exploration?
en questions?
t will always tell his story with a teacher Counsellor has to facilitate } ask in more detail about Some re them a bit.
:Ome out with their experiences, Nithin oneself helps sometimes to ut the information we get using inderstand the child better and to
uestions for exploration. She may s. The client may find it difficult to A tone of inquiry should be avoided. that it is not only a question and anywhere.
he flow or thoughts of the client. process. There should be a goal to it takes the client to a useful point. help the student, help to solve the njust to collect information. Always Some issues.
feel if you are in a school that
py.
the student to a new insight. A On if she needs a particular data
bols have you changed within the
s?
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All the questions should centre at that are important to him. They need n
This is a part of the dialogue with a stude
Teacher; if allow you to ask a questior
Student: (after a pause) shall ask mys mentally?" (he is Crying)
This question has touched the insight of
In a way, it is not a must that the when exploration is done. If a clients kicking the table, the teacher may say
Teacher : it seems to metha
understand why.
This statement itself is exploring. be useful.
Teacher : understand how
you feel angry. But you will do in such
Client : won't do anything
Teacher : You said that he
about you last Sun
Client : Then... I asked hir
A single word or a phrase may be
Client : beCOme tired at t
Teacher : Tired?
Sometimes responses like, "yea", " times body language can be used.
Client : I don't knoW Wheth
to anybody else.
Teacher : (leans forward noc

Counselling
round the student and the issues ot be related to Our Own ideals.
2nt who lost his foot in a land mine
What will that be?
elf, "Why have become so weak
the boy.
2 Counsellor should ask questions itting in front of the counsellor is
like this:
tyou are angry. But I don't
Sometimes a direct question may
his behaviour of your dad makes it will be helpful if you tellmewhat situations.
i.
made some negative comments day, then?
m to buy a bicycle for me.
used as a probe.
he end of the day.
'uh", "right" are enough. At other
her can tell you this. I didn't tell it
iding the head)


Page 174
It is always better to follow a than exploration or probing. It is no questions at a stretch.
Sometimes a counselling proc question. This may be the case \ emotional problems. The teacher c. may tend to ask a lot of questions Centred when the Counsellor askS a the beginning of the session starts the client will only expect questions r some important event or feelings m used only as a last weapon.
lt is important that the things t dealt with while explorating. It is bel "why?" One has to give cognitive ar answers from inside the heart rathert
So, the questions are asked C make him see things more deeply problem.
When the skill of exploration is The counsellor may walk beside a needed.
Activity
The trainees will forms groups of two a open questions and closed questions. into closed Ones and vice Versa.
Who do you like? What do you want to say about Do you get very angry? ls your problem a bigone? How do you see your dreams? Do you feel tense in school?
Where can you start and how ca
レイ

Counselling
question with basic empathy rather tappropriate to ask more than two
:ess might end up without a single with children who come only with ounsellors who are new to the field ... The session becomes therapistlot of questions. At the sametime, if with questions and answers, then ather than thinking on his own. Then ay not come out. So, questions are
nat are useful to the client are only ter to avoid questions starting with swers to such questions. We want han generalizations or explanations.
inly to make the client open up, to
and to be more clear about his
S used, the student will go in front. nd give him a summary whenever
ind divide the following questions into Then the open questions are changed
your family?
in you proceed?
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Page 175
8.4.7 Challenging
é What do we understan
& When do. We need the an affected Child?
Though it is important for a tea child, it is also necessary at times to may need a change in their thoughts
Children are quit flexible. It is no them. The teacher counsellor may quality of the change and the succe Counsellor. But the student should be that brings about a change is a diffe
Usually children have more me an antisocial behaviour is Seen in disturbs the general School discipline a change. Challenging may facilitat Outer emotions.
Challenging may be used wher with his problem, or when he is not and experiences. Challenging may at about himself and about the World, t see the options when there are bloc Without Confusion.
When challenging is successful of her mind, and she will get a clea life and find new ways to live.
Challenging should be done wh the problem is his or when he is not a
Student: I'm happy in school. I've no is dul and frustrated. The face show',
Counsellor:listento you saying tha any problem with your principal. Stili, depression in your voice.

Counselling
d by the word challenging?
skill of challenging in the case of
cher Counsellor to understand the know the truth. Most of the clients , feelings and behaviour.
bt difficult to bring about changes in nelp to bring about a change. The 2ss of the change depends on the willing to change. Behaviourtherapy rent process.
ntal energy than we expect. When a student, or When his behaviour , challenging may be used to make
e the student to test his inner and
n a student is reluctant to Come Out : clear abut his behaviour, feelings so be used to Create a new Scenario o see a new insight, to set goals, to KS and to Come Out With Clear ideaS
l, the student will see the dark side insight. She will See a meaning in
len the student does not accept that able to come out with his problem in
problem with the principal (The voice slines of Sadness).
at you are happy and you don't have | observe sadness in yourface and a
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Page 176
a clear way so that a solution Coul child cannot accept his true emoti the child is playing mental games, result of his behaviour and when
The Counsellor should use Or (by words or by non verbal meth that is obtained in Some other wa not be passive or aggressive whe should be assertive during the si ideas for challenging. Challenging Social values. The Counsellor ShC pinpoints Some problems.
Advanced empathy may be t disclosure may be used to Suppor Courage to do the Challenging atti summary at the end of a challengi may not be necessary for primary
Challenging is easy if the foc relationship is built up betweenth
8.4.8. Goal setting
& Do you think that eac School life Or that ther
& What Will be the resul
It is always better if the teac clear goals and whether they go f who have emotional problems la them to develop a sense of directi sense of hope.
When there is a goal it is ea they are to where they want to responsibility and versatility increa develop a "can"Spirit in students a challenge and act towards the

Counselling 157
d be found. It is also helpful when the ons, behaviour and experience, when when he is notable to understand the he is not willing to go along a new way.
ly the information given by the student pds). She should not use information ys for challenging. The teacher need n the skill of challenging is used. She ession. She should not use her OWn should not be used only to maintain uld not become emotional When she
used to do the challenging. Self- The success tthe view. The counsellor needs of ಕ್ಹೊ9
Ing is tne mes. The counsellor may give a G. ng Session. Serious challenging counselling.
f School children.
cusing is done property and a trusting e Student and the Counsellor,
h and every student has a goal in his e Should be One?
f in life if the goal is not clear?
hers observe if all the Students have orwards towards them. Many students ck direction. The counsellor may help On. With a Sense of direction Comes a
sy to help them to move from where ) be. When the goal is clear, selfses. Then the teacher counsellor may Then it is possible to take "victory" as short term and long term goals.


Page 177
Students in emotional turmoil do the student is in stress, the general CO and it is the duty of the counselior tow also help the student to develop a ran to start working with solving the prol student's attention and action. It also r to be used towards the goal. It increases persistence in Setting goals and also motivates the Student to search for strategies to accomplish them. Reframing will be confirmed and the way to solve the problems will be clear. It helps to establish Outcomes that can be measured Or Verified.
Are you The teacher Counsellor ma sure that student is within the control oft the goals och are in keeping with the values C are always may make sure that the goals Sé useful to help the student to de
ther
the accomplishment of goals.
Humanity remembers with thanks pet Abraham Lincoln and Einsteinbecause in life Successfully.
Activity
Trainees are formed into groups of twc can also discuss the difficulties they h. their own experience or what they hea level.
 
 
 
 
 

Counselling
not use their imagination. When insciousness might be constricted siden it again. The Counselor may ge of new Scenery. Then it is easy olems. Setting goals focuses the mobilises hispsychological energy
y
ay make sure that the goal of the he student, and the goals chosen If the student. Also the Counsellor at are the student's goals. It is also termine a realistic time frame for
pple like Ghandhi, Mother Terasa, they achieved their long term goal
) to discuss their goals in life. They ad in the journey. A few may share ard from the partner in the plenary
158


Page 178
Guru Dronar's students, Archchunal ers, were standing beneath a tree on Guru asked the students to aim at a them, "What do you see?" one of the "I see the parrot on the tree". But As bird". Later when they tried to shoot
8.4.9. Exploring options and
è Are there many ways to
&o How can you decide wh
many ways?
The micro skills We have lea counsellor to see the problems of th would have helped the student to red ways to solve his problems. But som forward and appears to get "stuck". T what his options are. "What do you question. He may discard some optic However, it is better to consider all student ruled out may turn out to b choose. If the student fails to See counsellor, it can be put forward in at
The student may be encourag negative aspects of each option. It is option first. The student's feelings a be taken into account, logical thinkir feelings may pull him in another di student to feel Comfortable with an C it. One has to look at the loss the Stu process. While making a decision it Which loss is acceptable, because ask the student to tell the part of him that part fully, and then to tell about and to explore that fully. The counsell the two opposite parts of himself an that both are valid parts of himself.

Counselling
, Bheeman, Dhuriothanan and othe day while learning to shoot arrows. | parrot om the tree, and questioned m said, "I see the tree", another said, chunnan Said, "I See the neck of the the bird, only Archunnan was suc
facilitating actions
reach a goal?
ich is more efficient When there are
nt so far would have helped the e child and to solve them. Empathy uce his distress and See the different etimes, the student does not move he Counselor then asks the student see as your options?" is an open ons as impossible while discussing. the options because the option the e the one which he will eventually an option which is obvious to the entative way notas directive advise.
ged to talk about the positive and s better to discuss the most unlikely bout the Various alternatives must g may pull him in one direction and ection. It is more important for the option. Otherwise he will not stick to dent will experience in the decision is better to ask which will COSt leSS2 losses affect our feelings. Better to that wants option A and to explore the part of him that wants option B or may allow the student to integrate inot to feel confused, but to accept
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if the student is 'stuck, the Coun: remain Stuck for a Week and then Wor
Mobilization
Awarenes
ArOuSal <- Rest
Sometimes, Once awareness is r ease around this circle.
in life we do not stay in a state of
> Mobilization of en
AWareneSS
A ص حاص صس
صص سےصے سے Arousal =21————
Λ -ܐ- " mu
Satisfaction ,
We move around the aWareness people get struck with blocks. Whent to the awareness point in the circle. Th what message she is getting from her and from her thoughts when she exp act.
The COunsellor has to remember to make a choice or to take action, become.
in life it is easy to do the routine something new. There may be unknow be painful.

Counselling 160
sellor may give him permission to k with him next Week.
of energy
།།
Choice
worm
C-Action
aised, the Student will move with
rest.
ergy
-- Choice <-Push صص سے
EOCK
- -ത്ത - - - - Action <-Push
C3
circle again and again, and most here is a block, One has to return he Counsellor may ask the student body, from her emotional feelings eriences her inability to decide or
that the more he pushes a student the more blocked she is likely to
work. But it is a risk to start with wn Consequences and these could


Page 180
Blocks include the inability to inability to cope with the reaction of of repetition of past bad experience: shoulds, musts and oughts. Blocks a comfortable or rewarding will be lost Out the desired action.
Activity
Seran is a clever boy in Grade 5. He engineer. When the scholarship test disturbed because he didn't get throug him to go to a popular school for Grad to School at al".
Seran has been now directed to a tea of trainees may be asked to identify lected by Seran. They may also be as and disadvantages of each and every Finally the groups may identify the opt that will get emotional support. The W. written on flip charts and used for ple may ensure that all the trainees Com
It is the duty of the counsellor tc and to prepare her mind to make de goal achievement may be identified: has to help the student to decide how when to carry out step one comes in student in some way for Carrying encouraged to act in the same direc and evaluate her acts.
Sometimes exploring options : needed for primary class children. approached to set the goal and to Sol may also be used to solve the probl

Counselling 161
deal with one's own feelings, the others, fear of Consequences, fear s, and the intuition of inappropriate also include the fear that something t, or that one lacks the skill to carry
has a dream of becoming an results Were Out, he became h the exam. Hisparents asked If you are e6. But he said, "I'm not going on the
correct
path, you
will reach cher counsellor. Small groups the goal ' the options that can be se- even if it ked to identify the advantages is a bit option from the student's view. delayed. tion with less loss and the One Ork done by the group may be nary discussions. The trainer e to appropriate decisions.
-
make the student identify her goal cisions. Then the first step towards and Confirmed. Then the Counsellor v to carry out the first step. Deciding ext. The counselor may reward the
out step one. The child may be tion, andreassess the overal goal
and facilitating actions may not be n many instances, parents may be ve the problems. Family counselling ems of children.


Page 181
8.4.10. Termination
&9 lf termination is not satis
The relationship between the eventually have to Come to an end. Counsellor may feel that a new exp this time is going to end. The studer has got all this time is Coming to an e without causing such a deep feeling
A termination is successful if th his problems in his own in future anc her work. Emotions may be involved it as an incident in a continuing life pi the student for termination in the Se
Teacher Counsellor
We have met so many days and talke also. We had a goal that we have to not needed at al. it seems to metha So we may terminate in a week Ortv
If the goal of the Counselling Confusion as to when the terminatio the student would also feel that this A counsellor may make the studen that the relationship would come to not mean that the student WOuld has mean that all the problems of the seek the help of the counsellor in the to rely on their own inner resources children also. A Counselling proce Satisfaction that the student is now
Activity
The trainees may be divided into sm session. A discussion may follow to the Others.

Counselling 162
factory, What Will happen?
e Student and the CO un SellOr Will That should be planned well. The erience she has been enjoying all nt may also feel that the support he end. It is better to do the termination
as far as possible.
he student feels that he could Solve the Counselor is also Satisfied With in a termination. One has to look at rocess. A Counsellor should prepare ssions that precede termination.
ed a lot. We have seen development Come to a point where counselling is twe have almost come to that point.
VO.
process is clear, there will be no n should be done. At a proper place, relationship is not needed after this. trealize from the first Session itself an end one day. Termination does ve no problems in future. It does not student are solved. A student may future too. But everyone feels happy to solve problems. This is true with iss may come to an end with the able to solve his own problems.
hall groups to role-play a termination see which role-play was better than


Page 182
8.5. Conclusion
This chapter discussed ab counsellor. The skills become par with experience. Such a teacher C thousands of affected children in h

Counselling 163
out the various micro skills of a of the personality of the counsellor Ounsellor will be an asset in helping e area.


Page 183
The young p
sheathless
in the beauty
it looks like
but
the Senses a
 

palmyrah grows
y of a thousand flowers
the moon
relike the Sun


Page 184
9 VViat t C3 fiel
to What a
yolu Lise
O is it pos
* VWat
( 3
o What
9.1. Int
it is C physical, p. When they changes in learning act We find it ( OSSeS, thre ThuS We Cae be affected
During portant for Who need malcy. Way plained in t these to Sul rity, enviror activities. It the children
 

s of Helping
ype of childer reed psychoso. p?
ise the psychological ways of help e daily?
ssible to change behaviour?
are the benefits of keeping the riċi body I fi 3 fetax eci staire?
lo you maaari by Expression?
roduction
Ommon for children to have mild Sychological and social problems. | are affected We Could observe their behaviour and decline in their tivities. Even though we are adults, difficult to face stresses Such as eats, destruction and separation. an realise that children also would
these Stressful situations, it is imus, teachers, to support children help and bring them back to nor'S to help and interventions are exhis chapter. Teachers can modify it the child's psychological matument and their daily educational is the duty of the teacher to assist | to return to normalcy on their own,
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Page 185
to provide opportunities to express t problems. It is important to conside child when observing them, guide th encourage the family to participate help.
Ways o
Normal circumstances
Listening Supporting Problemsolving Conflict resolution Dealing with anger
Expressiv
Music Dancing Art
(Singing) (Drawing)
Relaxation
N
Breathing Muscular Relaxation Chai exercises relaxation exercises
(Physical) (Psychological)
Activity
WhatWaySWOuld you use to deal with it back to normalcy?
Answers to this question could be wr
The participants could be directed to h and to arrive at unanimous Conclusio
 
 
 
 
 

Ways of Helping 166
heir feelings and to deal with their r the developmental stage of the em to continue their activities and in these activities when you try to
fHelping
Special circumstances
Expressive methods Behavioural therapy Play methods Narrative Exposure Method Relaxation
Counselling Family therapy
e methods
Clay modelling Drama Story telling
(Acting)
techniques
nting Exercises for Meditation General
inner peace relaxation exercises
a child who needs help and to bring
itten in cards and be displayed.
ave a discussion about the anSWerS
S.


Page 186
9.2. Techniques to bring
When we, adults, are affectec times disrupted. We get disturbed malcy. Similarly, some children als when they face problems. Then the te pay additional attention. They can following techniques. These technic They are;
Easy techniques (under
[ Special techniques (und
All primary teachers should pc methods. The teacher could apply tellect, creativity and artistic resourc Certain that the teacher - Student re the child's mental state made more
9.3. Easy techniques
& There are two students in
How will you handle them
Even when learning activities a cive atmosphere, the teacher shoul and expression of anger. These m malcy in children are ones called “ea to look into:
Listening Supporting
Conflict resolution
Problem solving
Anger management
A child could be brought back these methods in the classroom. SU mon techniques which should be a student relationships. (See chapter

Ways of Helping
back normalcy
our daily activities might be some as We are unable to return to norO WOuld show abnormal reactions :acher should identify this and should pe brought back to normalcy by the ues are classified into two groups.
normal circumstances)
ær special circumstances)
)ssess knowledge regarding these his/her own general knowledge, ines to modify these techniques. It is lationship would be improved and joyful through these methods.
your classroom who frequently fight. 2
ire taking place in a healthy, Condud manage small conflicts, problems ethods which help to restore norasy techniques” which we are going
O normalcy even in a single day by pporting and listening are the Comlways followed in normal teacher8 for details.)
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Page 187
9.3.1. Conflict resolution
Differences of opinion might surfa students who study together. Sometim disrupt the classroom atmosphere. Sto Casting angry looks and exchanging ve cations of disharmony in the classroo
Teachers observation is importa tion. Some may not be outwardly obse atic child(ren) may not be identified. Tr approach in conflict resolution. The fo volved. The conflicts arising among st propriately applying these steps.
ldentifying the conflict
identifying the students concerne
enyn their needs ünderstanding theirfears and Su
Paveway to appropriate dialogue
Provide guidance to arrive at an a
9.3.2. Problem solving approa
External pressures (stresses) War
Displacement Malnutrition
Poverty
Physical illness Social disCrimination
LOSS
Trauma
inappropriate environment Family problems

Ways of Helping
ce and vanish frequently among es, this might persist and would p talking to each other, slapping, erbal volleys are some of the indi
.
nt in handling this conflict situarvable. Sometimes the problemhere is an organized step-by-step blowing explains the process inudents could be dealt with by ap
d individually or as groups
Spicions
p
Cceptable decision to both sides.
Ch
When ever there are disruptions to learning activities of students it develops into a problem. Though internal and/or external factors can be responsible for problems, most of the problems are attributed to external pressures. (See box)
A child who faces these stresses might become a probtematic child in the classroom. Then the teacher should transform himself into a "problem
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Solver" in these circumstances. It is be a neutral person and should fun during these circumstances. At the S not dragon, solutions should be rea teacher should be trained to differen lem and to deal with it appropriately.
() Two children fighting for a
O Several students fail in an
Problem solving is also a continu Steps.
Problemsolving methods
How do you see and understand th
When did it start?
For how long has it persisted?
What is the cause for the problem'
What are the direct and indirect in
How have you attempted to handle
What are the ways to approach or
What is the best, possible practic these?
Try implementing that strategy
Evaluating whether it is successfu
If it is a failure then trying out anot
Again evaluating.........
Note: These steps could be f age of the children and level of explained in 8.4.9. Could be us

Ways of Helping
mportant that the teacher should ction with real interest in children ame time, finding solutions should ched in a short span of time. The tiate between conflict and a prob
marble - COnflict
2xamination - problem
ous process involving different
1e problem?
ל
pacts of this problem?
the problem in the past?
solve this problem?
al strategy at this moment among
her strategy
blowed according to the mpact. The methodology ed to solve the problem.
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9.3.3. Dealing with anger
( Is angera bad characteri
3 Is there anyone Who neve
Anger usually occurs in everyon quality. Every living thing experiences
When the mode of expression of unhealthy outcome, anger is considere spised. Anger which doesn't hurt othe We have to identify anger at the initial and others from it.
& Then, can we suppress at 'No' that is also an unhealt
Ways to deal with anger
-> As a fist step the child could be as feelstired, you can call the child.sep detail.
Y During this Conversation, you havetc the anger, listento the complaints a express feelings.
Y. If the anger is justifiable, then yous
away to solve the problem.
-) You can educate the Child about rel
-> If necessary you can provide the t and then have the discussion.
> If anger persists, then you can use
tilate the anger. You could ask the place. Put an empty chair in front C the person the child is angry with is ever he feels against that person ve
> If a child is excessively angry, you c. him to imagine that the pillow is the child Can then do what ever he likes to ventilate the feelings of anger.
Y You could even provide instrument play or ask the child to throw a ball
These would pave the way to express a

Ways of Helping
StjC?
rgets angry?
e. Most people consider it a bad anger at one time or another.
anger (or Suppression) brings an edabad, negative quality and deers is healthy to a certain extent. stages and safeguard ourselves
nger? thy situation
ked to run (jog) for a while. After it parately and discuss the problem in
talk about the matter which CauSed ind should provide opportunities to
should accept it and try to work out
laxation techniques.
basic needs Such as food Or water
the'empty Chairtechnique'to ven
child to come and sit in a private f him and ask him to imagine that in the chair. Let him express whatrbally.
an give a pillow to the child and ask person who he is angry with. The to the pillow. This also would help
ts such as drum, raban or dolkito
to a maximum distance.
ngereasily and appropriately.
17O


Page 190
Note: These exercises should turns to its normal state and rel provided. If the anger could be priate to use only these simple
Children get angry like adults, child to express the anger through
éWhy do children get angry?
Children feel angry when there like to do. For example, an action, rupted; or, if some body intervenes i hurt or encounter bitter experience thing they don't like, then they woulc
In other words, whatever obst would make them angry. Thus the guiding the child to deal with its ang
& The child gets angry now
We Can See that children reac They would hit, kick, Scratch, Spit, b cil. There may be several other viol out. This would deeply affect the ci would showrigidity, palpitation, pers expression when they are in the grip the interest in learning. It is the duty Of this situation.
First of all, children who expres identified. Then the reason for ang sonal discussion. The levels of ange would differ from child to child and
9.4. Special techniques
We are going to see the spec who need help. It is notable that worked out through the normal acti are stimulated by this. These methc ing, creative activities, games, stor primary School Curriculum. It is imp children during these activities. The

Ways of Helping
be Continued until the child reaxes. The opportunity should be dealt with easily, then it is appro
techniques.
thus the teacher should guide the healthy ways and means.
is an obstruction to what to natural which makes them happy is interin their independence; or, if they are es; or, if you ask them to do some i feel angry.
ructs their happiness or well-being teacher should be very careful in
e.
f
t immediately when they get angry. ite, shout or would stab with a penent expressions, which could come assroom atmosphere. The children piration, heavy breathing and violent of this feeling. These would disrupt of the teacher to bring the child out
ss anger in the classroom should be er should be identified through perær and the causative factor foranger with Circumstances.
cial methods used to assist children most of these special methods are vities of the child. Their special skills ods such as dancing, Singing, drawy telling and acting are found in the ortant for the teacher to encourage se can be either individual activities
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Expressive
Orgroup activities.
9.4.1. Expressive method
When the child expresses i ings through these activities, it help and to return to normalcy.
9.4.1.1. Singing
Singing is a favourite activity musical ability is needed for this. Ge ming while doing something. We c need help. They would not participa
 

Ways of Helping
methods
ts psychological affliction and feels the child to get rid of the affliction
of children. It is wrong to think that nerally, we could see children human see a difference in children Who te in singing, be withdrawn or would
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Page 192
just observe what is happening. Som turb the singing.
The teacher should take Special them and identify the problem, and the ity. It is important to provide the oppo could sing with the child. Then the ch the group. Then the child could be as Could be even asked to sing along V television or video. It is good to enco Further, even new songs could be tal
9.4.1.2. Dancing with singing
This is also an expressive meth movement" in primary education. Ch sing and dance after teaching them teacher should approach the children to them and bring them back to norm
The children should be given ol bodily movements according to thei
Activity
Two participants should be called Outal ments with the index finger the other ments. This could be modified into an
press their feelings through dancing jump or move according to a rhythm.
9.4.1.3. Drawing
Children will express themselves message expressed by them might b some cases there may not be anyth asked to draw whatever they like wit

Ways of Helping 173
etimes they would be aloof or dis
care of these children, approach 2n incorporate them into the activrtunity to sing. Initially the teacher nild would be allowed to sing with sked to sing on its own. The child with other sources such as radio, urage them through appreciation. ight to them.
A child might od. It is called "music and naturally not ildren could be allowed to CE" a song with rhythm. The Some others
who do not participate, talk Yಣ್ಣ: be shy alсу. y nature.
oportunity to perform their r wish when helping them to ex
nd when one of them makes moveshould imitate it with bodily moveartistic form.
. They can be directed to dance,
and their feelings through art. The be direct or Sometimes indirect. In ing significant. Children could be th pencils or colours. There is no


Page 193
need that the drawing should be artist drawing should be observed in order to cal significance.
The pattern of lines dray Choice of colours
The selection of scene ( The illustrated incidents'
Organization of the draw
There may be differences betweer
Activity
O Provide some drawing equipmenta
acting on their own
Go Similarly, the participants also shou
in their classroom.
ings. This might be an indication of th place. The teacher should understand cussions based on the drawings. Butt The important thing is to provide contin
9.4.1.4. Handicraft
The children could be encourage their own by using clay, Colour papers, Seeds and dried leaves available in thei could guide the children by doing it.
The classroom should be organiz Courage the child in Creative activities chapter 4)
It is notable that the concept of b and environment to the child rather tha duced in the new educational reforms.

Ways of Helping
ic. The following features in the guess their possible psychologi
V
or theme
:hings/people
vings
the first drawing and later draw
nd observe the participants while
ld be guided to observe children
e psychological changes taking this. It is important to initiate dishere is no need to insist on this. nuous support to the child.
d to create whatever they like on gum and flowers, leaves, shells, r environment or else the teacher
ed in a manner, which would enduring the learning process (see
ringing opportunities, resources n the child going to them is intro


Page 194
We could observe that learning we make the environment according could learn about any mental proble their expression using the materials t erally, we could come to know abou they choose. For example, when a and is disturbed, it would select dari
Activity 1
O The participants should be sent leaves, shells, seeds and feather these. Their Work Could be exhil ated On the basis of what has be
O Similarly participants could be g
Children in their classroom.
Activity 2
O The trainees should be paired an and other should play the role of
O The sculptor should imagine that to make and guide him accordin
O The person who plays the role O
OMV.
O Then get the opinion of the sculp cussion and guide them to obse expressed through his Sculpture
regular. You should encourage child ing to their age, development and the
The opportunity to express thei children through these activities.
9.4.1.5. Drama
Though this is a group activ herself though this. Drama is a met be observed individually. Children a

Ways of Helping
becomes healthy and useful when to the children's liking. Further we m children may be having through hey find in their environment. Gent this from the colours and shapes child is facing a stressful situation K Colours. The shapes may not be
out to collect flowers, leaves, dried sand be guided to make things from bited and discussion Could be initien Created.
juided to do the same activity with
done should play the role of sculptor clay.
the other is the sculpture he wanted gly.
f sculpture should not move on his
tor about the sculpture through diserve how the feelings of sculptor is
S.
ren to engage in handwork accordeir liking.
emotional problems is given to the
tity, each child could express him/ dium through which children could lways like to imitate. Thus children
175
gf


Page 195
stores could be dramatized, and the Further, they could also be assistedt
Activity
The trainees should be divided into thr "lion and rabbit' fable. Provide opportu express their emotions.
Observe the following emotions amon
O Anger
O Fear
GD Valour
You should try to involve affec if they show reluctance, then they sh Could assign roles, which the childrer trauma could be the theme. Little by made to take assigned roles. For e. signed the role through which he/she
9.4.1.6. Story telling
Story telling is also an important very much interested in story telling. repeating the stories they have liste skills to ventilate their stresses. Whe story, it is likely that their own prob There is a possibility for them to get pressions.
Further, we could help a child tel group or individually. Whenever the c We could help the child by asking qu what would follow and ask for details teacher should be supportive and car be given the opportunity to tell stories Cases of silent, withdrawn and reluc

Ways of Helping 176
r expressions could be observed. o bring out their emotions.
ee groups and be guided to act the nity for each selected character to
g trainees and note them down.
O Straightforwardness
O KindneSS
cted children in drama activities. hould be encouraged. Initially you like. The causative factors of the ittle, the affected student Could be Kample, the student could be as
can ventilate his/her emotions.
expressive method. Children are They would also be interested in ned to. This technique uses their n they are directed to formulate a lems would COme out as stories. solace through these indirect ex
a story completely or partially in a hild finds it difficult to tell the story estions. The teacher could guess accordingly. It is important that the ing during this. All children should . Special efforts should be taken in xtant children. The teacher Could


Page 196
employ techniques such as encoura
tioning to make the child talk.
lence in stories.
When elders tell stories (puranas, ep telling extremely unbelievable, phan develop trust and enhance the perSon is better to avoid horrible punishment
The "Little Elephant" story can be intr
If Several Students are affected area, then it could become the theme if parents have died due to violence, could be used. When they listen to
have been affected in a similar manner, they would then be able to understand what had happened to them. They would also learn positive approaches through the characters. You could allow children to question and clear their doubts during the storytell
Ing.
9.4.2. Narrative
exposure method
This is essentially child Centred. The child Will
Thing
S حـ
be assisted to narrate a traumatic i. This is a very effective expressive
should accept the child as he is and in answers. Open questions could be

Ways of Helping
gement, games and further ques
ics) to children it is better to avoid tasized stories. The stories should ality. They should deal with reality. It s (goingto hell, curse etc.) and vio
Oduced to Children.
by an events that took place in that 2 of a common story. For example, then the story of the baby elephant the story in which the characters
is to be observed in this method.
uitable place
Working with the purpose of building USt
tentive listening
roviding Self-satisfaction by allowIg to act independently
roviding Support and Continuous SSiStanCe
Ssisting to recall details of incident
ncident in his/ her own language. method. The teacher who listens tently listen while giving empathetic asked in Order to encourage the


Page 197
child. The teacher should familiarizeh the child. The child gets consolation by supportive person. You could further C pened with information from parents. late the feelings and emotions experie Later, you could assist the child to fact
9.4.3. Play method
Children are naturally interested show interest or is withdrawn from pla might be some difficulty. Certain (orgar for the child to represent and express ing with playthings, the child's interest face from the way it selects the play ma way toys are used, their play activities would reflect directly or indirectly what be able to work through, digest, accep by continuing the play.
Apart from this, the child would tions and energies through games in Generally, interest in games should be be achieved through individual and gro take part in certain complicated play what has happened. Further, the teache manner to reach a satisfactory end.
Qualities acquired thro
 

Ways of Helping
im/herself With the inner WOrld Of
relating what has happened to a |evelop an idea of what has hapYou could help the child to ventinced during that particular event. e the trauma and to get Over it.
in play. Generally, if a child doesn't y, then we can assume that there ized) play activities pave the way the traumatic event. When playt, needs and conflicts would suraterials. Further, the situation, the s, trend and underlying meaning has happened. The child would it and then OverCOme the trauma
come out with Suppressed emo|volving greater physical activity. inculcated in children. This Could up games. The teacher also could and then ask the child to explain r should guide the play in a healthy
igh play and games
Collective mentality
Cooperation
Ability to give in
Follow rules and regulations
Obedience to leadership
acceptance of failure and success
to develop relationships with peers
Ability to Control bodily movement
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A teacher observes a child expressi through play using toys, model hous child to find out what has happene house was bombed, how people W. damaged. At this point the child strl teacher could get involved in the pla evacuate the injured in an ambulanc
Getting relaxed throu
The teacher Could use her OWn Crea
9.4.4. Behavioural approac
It is one of the special methods observed in a child. Appropriate behi ing attention, appreciation, providing mentS.
At the same time inappropriat Controlled by ignoring, neglecting, lea and Withdrawal. Thus there is none rect an inappropriate behaviour. Sc pected to achieve through physical p adverse psychological effects in st school and learning. Further, it migh opposition and to resort to violence.
9.4.5. Relaxation technique
We may experience adversep When We face different stresses of function we!! When the Stresses Cau!

Ways of Helping
ng what has happened to its family e and plane. Then he speaks to the d. The child demonstrates how his 2re injured and how the house was Iggles not knowing what to do. The ly at this time and assist the child to e and to rebuild the house.
Getting encouraged
gh expressing feelings and emotions
ativity to select appropriate games.
h
to regulate inappropriate behaviour aviour Could be encouraged by pay| prizes and other positive reinforce
e behaviour Could be eliminated or fing them unobserved, keeping silent ed for physical punishment to corometimes, contrary to what we exunishment, it might cause long term Jodents and Would cause hatred of teven push them towards showing
hysical and psychological changes daily life. We may not be able to sed by these changes are too much
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Raji is an eight-year-old girl. She is no\ she avoids entering the classroom an perform her class work. Fear, reluctan observed in her behaviour. Asked by t day when she was alone in the classro by some upper class boys. She shoute teacher who had heard the Commotion. at the entrance leaning on the door in Then the teacher tried to bring this beh,
The teacher stayed inside the classroc Cise book. When it Came into the clas book, the teacher appreciated it.
The teacher stayed in the middle of th and kept her by his side while explaini
ln a few days Raji started sitting inside gave recognition by making her the cla
Afterwards the teacher Called her to his and appreciated her.
for us. Similarly, these may adversel unhealthy responses. Breathing exerc exercises, relaxation exercises, medita be useful to alleviate these unhappyre would be calmed by these exercises : malcy. Some known yoga techniques pose.
Usually it is important to observe techniques:
A quiet place with sufficient lected for this purpose.
The exercises should be dol
Suitable Cotton clothes sho
It is preferable if a soft, peac during the exercises.

Ways of Helping
in year 4. For the past one week stays at the entrance in order to 2e and inability to trust others are e class teacher she told that One om writing, she was locked inside d and Cried and was rescued by a From that day onwards Rajistays order to prevent it being locked. aviour back to normalcy.
m and Corrected the Child's exerSrOOm and Showed the exercise
2 class and Called the child inside ng the lessons.
Without reluctance. The teacher SS monitor.
side, looked at her exercise books
y affect children who may show ises, shanthi asana, inner-peace tion, and chanting mantras would sponses. The mind and the body and the child Would return to nor
also could be used for this pur
the following while using these
tentilation and light should be se
le at least half an hour every day.
ld be Worn during the exercise
eful background music is played
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Page 200
9.4.5.1. Breathing exercise
Whenever peace of mind regular, shallow and rapid. An appr fore starting the breathing exercise
9.4.5.2. Progressive muscula
Relaxation means getting relie
Activity
Ask the trainees to stay in a circle. manne.
G. Keep the hands relaxed, breath
shoulder
Go Then bring down the left shoulde
GO Afterwards raise the right shoulc
O Following this bring down the ra
Yoga and Pranayama (breathing exe (the trainees should be directed to C
Aska trainee to lie down Ona bed Sł him to keep the body relaxed and t the body beginning from the toes.
(3) Mytoes are getting relaxed....
(9 My foot is getting relaxed.......
Repeat these commands in them part.
Chanting "Om Shanthi" is also acce cise could be concluded after rela Shanthi" at the end of each Commar be guided to do this exercise even
Then the trainees should be instruc Asana (relaxation exercise) and Sa

Ways of Helping
is disrupted, breathing becomes iropriate place should be selected be
arrelaxation exercise
ved from tensions and stresses. The
Then tell them to breathe in a regular
e in very deeply raising the left
ær while exhaling
der while inhaling very deepy
ised shoulder while exhaling
rcise) could be trained from a guru.
ontinue doing this)
heet spread on the floor. Then instruct then to consciously relax the parts of
ind and relax the whole body part by
ptable during this exercise. The exerxing the whole body. Chanting "Om hd is also practised. Participants Could while sitting on a chair.
ited to provide this training of Shanthi
vasana (Corpse posture) to others.
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Page 201
body would begin to relax when the body is relaxed, the mind is also rela;
Similar to this process, when m tensed and when body is tensed min forming relaxation exercises, we coulc of mind and body.
A child's muscles are usually ter Continues for a while, then it would ma as headache, stiffneck and tiredness as anxiety, startled reaction and fear.
9.4.5.3. Inner peace exercise
This exercise is useful not only f Others. This exercise Would be difficu a person is exposed to multiple stres
Activity
Guide the trainees to sit in their Seat
Trainer: " Concentrate On the Whit When this is registered in your mind sitting in a comfortable chair in this noise of vehicles and sound of temple a weightless Sponge and going high pastures, the main street and movin sitting on a grassy patch in a high h
How happy arewe now! Oh! How bea are we in this beautiful World The sky...... moving clouds! We are happ Our responsibilities call us back. We happy journey is going to begin aga way to the entrance of our hall. We tented happy relaxed mind. Now we
r

Ways of Helping
mind is relaxed likewise When the ced.
ind is tensed, body too becomes dbecomestensed. So When perunderstand this inter-dependency
ised when it is under stress. If this inifest as physical symptoms such and psychological symptoms such
or aggressive children but also for it When the mind is tired and When ses. Then you should discuss with
S in a relaxed manner.
e spot in front of you on the floor. close your eyes slowly. Now we are shall. We can hear birds singing, bell outside. Now we have become er and higher. There are buildings, g vehicles beneath us. Now we are
II.
utiful the whole world is How happy e is greenery everywhere.....blue by and let's make others feel happy. will return to our former place. Our in. We are coming back the same are sitting in Our Seats with a Conare slowly opening our eyes.
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Page 202
Activity
G) Ask the trainees to sit in a Circ it and tell them to intently look
O Guide them to think about goo
Ο
Watch the regular breathing pa
Go Ask them to close their eyess
mentally
O Continue this for five minutes
O Time Could be increased slowl
the participants in order to win the them willingly close their eyes to pe to think that "meditation" is someth in lonely recesses and mountainol
It is easy to inculcate good thii mind. Meditation is good for conce this to children would be useful for
9.4.5.4. Chanting Mantras O
This is also a relaxation techt phrase is repeatedly said while sit manner, mental peace would be ac something associated with religior phrase such as "Om Shanthi". C mercy on us" or Muslims could say chanting could be vocalised but a lently in one's mind. Time could be ation at the classroom level or Sch. bring peace and calmness in case

Ways of Helping
e. Keep a small lamp in the middle of
at it.
d things
Ittern
lowly and guide them to chant
y after a week
ir trust and Confidence, and to make rform this exercise. There is no need ling performed by hermits and Saints JS ravines.
nking and creativity in a concentrated entration and relaxation. Introducing their future.
reciting prayers
hique. When a meaningful word or a ting in a peaceful place in a relaxed :quired. This word or phrase could be h, name of a deity or else a common hristians could say "O Jesus, have f"Subahanallah" in repitition. Initially fter sometime this Could be done siallocated daily for this kind of relaxpol level. This would be very useful to
of children.
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9.4.5.5. Meditation
Learning is made easy, me kept healthy through meditation. As this. The body should be kept erect uprigh) while meditating. Anything C be used as a focal point of meditatic be used for this purpose. Even one ing. If the mind wanders, then agair back to the focal point of meditation
9.4.6. Counselling
Severely affected children cou lor. But it Would be better if all teac and skills of counselling. A child sh being relieved form the stresses of a is helpful in building the teacher-st serve the child from their perspecti Chapter 8 of this manual is especia
9.5. Conclusion
in this chapter we have seen m with affected children and ways of b and special methods and activities methods Could be modified acCOrC Cumstances, type of problem and the methods are included to enhanc be useful to teachers when solving their School.

Ways of Helping
mory is increased and the body is uitable place should be selected for (spine should be straight and head ommendable and respectable could on. A word or a source of light could could meditate on his OWn breathattempt should be made to bring it
ld be helped by a teacher counsel:hers possess the basic knowledge ould be handled carefully when it is problem. The counselling approach udent relationship with trust, to obve and to bring it back to normalcy. lly devoted to this.
hethods which Could be used to deal ringing them back to normalcy. Easy are explained here. Some of these ling to the maturity of the child, cirthe environment. Further, some of e teachers' knowledge. These would the problems of grown up children in
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Ways of Helping 185


Page 205
War and Peace
Fight,
Fight, oh., fight. Fight for peace, Fight hates love. Fight destroys kindness,
Fighting is killing the natio Fighting is destroying relati We lost ou parents. We live in powerty,
Peace
Peace, oh... peace, Peace abhors fighting. Peace gives happiness to li And happiness to the heart,
Peace develops Truth. Peace unites the lation, Peace in one's life is tile LIi Peace brings progress,
Boy, aged 11
"The Cry of My Heart" - Chi
 

Jnships.
fe.
tiгтhate goal.
Idrem's Responses to WaT and Peace
C - O


Page 206
English-l
Ability
Abuse
Action/ function
Active listening Adaptive Advanced empathy Aggressive Aggressive character Agreement
Aim
Altruistic
Anger Antisocial activity Anxiety
Anxiety Appreciation/praise Approach
Attending Attention seeking Attentive listening Attitude
Authority Awareness
Bad experience Behavioural change Behavioural patterns Behaviour
Behaviourtherapy Belief
Biological environment Body language BrutaliSatiOn

Glossary 187
amil Glossary
- ஆற்றல்கள் - துஷ்பிரயோகம் - செயற்பாடு
- உற்றுக்கேட்டல் - இயல்பாக்கம்
- அதி ஒத்துணர்வு - ஆக்ரோஷம்
- மூர்க்க சுபாவம்
- இணக்கம்
- இலக்கு
- உன்னதம்
- கோபம்
- சமூக விரோதச் செயற்பாடு
- பதற்றம்
- பதகளிப்பு
- UITUIT 6
- அணுகுமுறை
- உடனிருத்தல்
- கவன ஈர்ப்பு
- வடிகட்டிச் செவிமடுத்தல்
- மனப்பாங்கு
- அதிகாரம் - விழிப்புணர்ச்சி
- கசப்பான அனுபவங்கள்
- நடத்தை மாற்றம்
- நடத்தைக் கோலங்கள் - ஒழுக்கம், நடத்தை - நடத்தைச் சிகிச்சை
- நம்பிக்கை
- உயிரியற்சூழல் - உடல்மொழி
- வன்மமடைதல்


Page 207
Child Mental Health
Cerebral hemisphere Challenge, face Character
Child Centred education Child with special needs Clear limit Closed questions Cognition
Cognitive Communication, relationship Community approach Community resources Complaint Concentration
Concept Conduct disorder
Conflict
Conflict resolution Copel manage Counselling Counselling room Creative
Creative activities
Crisis
Culture
Curiosity
Data, information Dependence Depression Deteriorate
Development Developmental stages Difficulties in Learning

188
மூளையவரைக் கோளம் எதிர்கொள்ளல்
சுபாவம்
பிள்ளைமையக்கல்வி
விசேட தேவை உள்ள பிள்ளை
துலக்கமான எல்லை மூடிய வினாக்கள்
அறிவாற்றல்
அறிகை
தொடர்பாடல், உறவு
சமூக அணுகுமுறை சமூக வளங்கள் முறைப்பாடு மனதை ஒருமுகப்படுத்தல் எண்ணக்கரு இயல்புக்கு மாறான நடத்தை
முரண்பாடு முரண்பாடு தீர்த்தல் கையாளுதல்
உளவளத்துணை
உளவளத்துணை அறை
ஆக்கத்திறன் ஆக்கவியற் செயற்பாடுகள்,
படைப்பாக்க செயற்பாடுகள் நெருக்கடி
பணிபாடு
ஆராய்வூக்கம்
தகவல்
தங்கி வாழும்
மனச்சோர்வு
கெடுதல்
அபிவிருத்தி, விருத்தி, மேம்பாடு உளவிருத்தி நிலைகள் கற்றல் இடர்ப்பாடுகள்


Page 208
Difficulty Dimension
Disaster
Displacement Drawing Drive
Dynamics
Educational environment Efficiency
Emotion Emotional expression Empathy
Enrichment
Enthusiasm
Environmental factors Equality
Exam tension Experience
Exploration Exploring options Expressives emotive method Extended family External environment
External factor
Facilitating action Family balance Family support Family therapy Fantasy, imagination Fear, phobia Fine arts
Firm
Fixed limit

Glossary 189
இன்னல்
பரிமாணம்
அனர்த்தங்கள் இடம்பெயர்வு
படம் வரைதல்
உந்தல்
இயக்கம்
கல்விச் சூழல் வினைத்திறன் உணர்வுபூர்வமான உணர்ச்சி வெளிப்பாடு ஒத்துணர்வு செம்மைப்படுத்தல்
உற்சாகம்
சூழற்காரணிகள் சமத்துவம் சோதனை அழுத்தம் மீள் அனுபவம் துருவி ஆராய்தல் பல்வேறு பாதைகளைத் தேடல் வெளிப்பாட்டு முறை கூட்டுக் குடும்பம் வெளிச்சூழல்
புறவயக் காரணி
நடவடிக்கைகளைத் துரிதப்படுத்தல் குடும்பச் சமநிலை
குடும்ப ஆதரவு
குடும்ப உளவளத்துணை கற்பனை
பயம், அச்சம்
நுணிகலைகள்
உறுதியான
வரையறுக்கப்பட்ட எல்லை


Page 209
Child Menta Health
Focus
Focusing Forget Frustration
Generalization
Gifted child
Globalisation
Goal Setting Grief (bereavement) Grief (sadness) Group
Habit
Handwork skill
Health
Health deterioration
Health habit
Hereditary Hereditary factor, genetic factor Hyperactivity
ldeal WOrld
Identify
Image imitation
impose Independence individuality Inferiority complex influence
inner vision
inner World
Insecurity instructions

190
குவியம்
குவியப்படுத்தல்
மறதி
விரக்தி
பொதுமைப்படுத்தல் மீத்திறன் பிள்ளை
உலகமயமாதல்
இலக்கு நிர்ணயம் செய்தல்
இழவிரக்கம்
துக்கம்
@@
பழக்கவழக்கம்
கைத்திறன்
ஆரோக்கியம் சுகாதாரச்சீர்கேடு சுகாதாரப் பழக்கவழக்கம்
பரம்பரை
பரம்பரைக் காரணி
அதீத செயற்பாட்டு நிலை
இலட்சிய உலகம்
இனங்காணுதல்
பிம்பம்
பாவனை செய்தல்
திணிப்பு
சுதந்திரம்
தனித்துவம் தாழ்வு மனப்பாண்மை செல்வாக்கு
அகக்காட்சி
அந்தரங்க உலகு
பாதுகாப்பின்மை
அறிவுறுத்தல்கள்


Page 210
Intelligence Interest
Internal factor
Internalise Interrupt
Joyful Judgment
Kinship Knowledge
Land mine
Language skill Leadership Learning Learning condition Learning difficulty Learning methods Learning outcome Learning performance Learning process Limits
Listening Long term memory
Malnutrition
Manifestation Meaning in life
Memory
Mental ability
Mental age Mental energy Mental environment Mental Health/Well being

W-F-SFS у 1 91
நுண்ணறிவு, விவேகம்
ஆர்வம்
அகவயக் காரணி
உள்வாங்குதல்
இடைநிறுத்தல்
மகிழ்ச்சி தீர்ப்பிடுதல்
இரத்த உறவுகள்
அறிவு
கண்ணிவெடி மொழித்திறன்
தலைமைத்துவம் கற்றல்
கற்றல் நிபந்தனை
கற்றல் இடர்ப்பாடு
கற்றல் வகைகள்
கற்றல் வெளிப்பாடு
கற்றல் அடைவு கற்றல் செயற்பாடுகள்
எல்லைகள்
செவி மடுத்தல்
நீண்டகால ஞாபகம்
போசாக்கின்மை
பிரதிபலிப்புகள்
வாழ்வின் அர்த்தம்
ஞாபகம்
உள ஆற்றல்
உள வயது உளச்சக்தி
உளச்சூழல்
உளநலம்


Page 211
Child Mental Healt
Mental retardation/handicap Mental state, Mood
Micro skills
Minor
Model
Modernization
Motivation
Motor skill
Muscular relaxation
Narrative exposure therapy Needs
Negative Negative thoughts Nocturnal enuresis
Normal life
Nuclear family
Nutrition
Observation Open questions Oppression Orphanage
Partial listening Peace (inner)
Peer group
Perception
Personality
Physical effect Physical environment Planning
Positive
POSt traumatic stress disorder
Problem

192
விவேகக் குறைபாடு
மனநிலை
நுணர்திறன்கள்
மிதமான
மாதிரி
நவீனமயமாக்கல்
ஊக்கல்
உடலியக்கத்திறன்
தசைத் தளர்வு
சம்பவ விபரிப்பு முறை தேவைகள்
மறைமுகமாக
மறையான எண்ணங்கள்
படுக்கையை நனைத்தல்
இயல்பு வாழ்க்கை
தனி கருக்குடும்பம்
போசாக்கு
அவதானிப்பு
திறந்த வினாக்கள் அடக்குமுறை
சிறுவர் காப்பகங்கள்
பகுதியாகக் கேட்டல்
அக அமைதி
சகபாடிக் குழுக்கள்
புலக்காட்சி
ஆளுமை
உடல் விளைவு
பெளதீகச் சூழல்
திட்டமிடுதல்
நேராக நெருக்கீடுக்குப் பிற்பட்ட மனவடு நோய்
பிரச்சினை


Page 212
Problem solving Psychosocial problems Punishment
Quality
Range of Attention Rays of light ReConstruction Reframing Rehabilitation
Relaxation exercise
Relaxed
Remind Response
Rituals
Role models Role play
Satisfaction
School refusal Security Self Confidence
Self control
Self evaluation Sensation
Senses Separation anxiety Session Short term memory Signs Situation for Learning Skills Social adaptation Social changes

Glossary 193
பிரச்சினை தீர்த்தல் உளசமூக பிரச்சனைகள்
தண்டனை
பணிபு
கவன வீச்சு
ஒளிக்கதிர் புனர்நிர்மாணம் பார்வை மாற்றம் செய்தல் புணர்வாழ்வு தளர்வுப் பயிற்சி தளர்வாக இருத்தல் மீள நினைவுபடுத்தல் துலங்கல் கிரியை சடங்கு முன்மாதிரிகள்
நடிபாகம்
திருப்தி பாடசாலைக்குச் செல்ல மறுத்தல் பாதுகாப்பு தன்னம்பிக்கை சுயகட்டுப்பாடு சுயமதிப்பீடு புலனுணர்ச்சி புலன்கள் பிரிவுப் பதகளிப்பு அமர்வு குறுங்கால ஞாபகம் குறியீடுகள் கற்றலுக்கான களம் திறன்கள் சமூக இயைபாக்கம்
சமூக மாற்றம்


Page 213
Child Menta Health
Social effect
Social environment
Social factor
Social norm
Social skill
Socialization
Somatization
Soul Speech difficulties Spiritual motivation Stammer Stepfarther Step mother Stimulus
Storage Storytelling StreSS/ tension
Structure Suggestion Suicide
Support Symptoms
Teaching aid Therapeutic methods Thought
Trainee
Trainer
Trauma
Undesirable behaviour Uniquel individuality Unity
Vague limit
Value

194
சமூக விளைவு
சமூகச்சூழல் சூழற்காரணி
சமூக நியமம் சமூகத்திறன்
சமூக மயமாககல
மெய்ப்பாடு
ஆத்மா
பேச்சில் சிரமம்
ஆன்மீக ஈடுபாடு கொண்னை தட்டுதல்
மாற்றுத் தந்தை
மாற்றுத் தாய்
தூணர்டிகள்
சேமித்தல்
கதை கூறுதல் நெருக்கீடு, அழுத்தம் கட்டமைப்பு கருத்தேற்றம் தற்கொலை
அரவணைப்பு ஆதரவு
அறிகுறிகள்
கற்பித்தல் உபகரணம் இயல்பாக்கல் முறைகள்
சிந்தனை
பயிலுநர்
பயிற்றுநர்
ഥങ്ങഖ
பொருத்தப்பாடற்ற நடத்தை தனித்துவம்
ஒற்றுமை
மழுங்கிய எல்லை
விழுமியம்


Page 214
Ventilate, express Vicious circle
Well-being, health Withdrawal

SDIOSay 195
வெளிப்படுத்தல்
விஷவட்டம்
நலம்
ஒதுங்குதல்


Page 215
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