Positive Schooling and Child Development (eBook)

Prof. Sibnath Deb, PhD & DSc, is full-time professor of the Department of Applied Psychology, Pondicherry University (A Central University), India. Prof. Deb is also acting as Director (I/C), Directorate of Distance Education and Dean (I/C), School of Law, Pondicherry University. Prior to joining the Pondicherry University he was teaching in the University of Calcutta. In 1994, Prof. Deb did an intensive course on ‘HIV/AIDS and Qualitative Research’ from the University of Western Australia. During April 2009 to Aug. 2009, Prof. Deb visited the School of Public Health, Queensland University of Technology (QUT), Brisbane, Australia as Visiting Faculty. Currently he is also Adjunct Professor of the School of Public Health and Social Work, QUT, Australia. During 2004-’08, he served the International Society for Prevention of Child Abuse and Neglect (ISPCAN) as Councilor Member. In brief, he has got 28 years of teaching, research and administrative experience and has produced 16 PhD’s in addition to publishing more than 100 research articles/book chapters in the leading national and international journals. Prof. Deb has written six books and edited five books. His latest book titled ‘Child Safety, Welfare and Well-being’ has been published by Springer in 2016. His two more books titled ‘An Empirical Investigation into Child Abuse and Neglect in India: Burden, Impact and Protective Measures’(Springer) and ‘Distance Education: Prospects, Challenges and Way Forward’ (Pearson) are in press. Current areas of research interest of Prof. Deb include child safety, students’ mental health, adolescent reproductive health, and applied social psychology (sibnath23@gmail.com).  

Foreword 6
Preface 8
Contents 14
Editor and Contributors 17
1 Positive Schooling: Concept, Characteristics, Situation Analysis and Implications 27
Abstract 27
Introduction 28
Types of Schools in India 28
Characteristics of a Positive School Climate 29
Leadership 29
School Infrastructure 30
The Role of Teachers 31
Teaching Staff 31
Teaching Methods 32
Need for Period Training for the Teachers 34
School Curricula 34
Motivating Students 35
Disciplining Method 36
Corporal Punishment (CP) 36
Enrolment and Attendance of Students in Schools 38
Addressing Students’ Psychological Challenges and Introducing Mental Health Support Services 39
Life Skills, or Reproductive and Sexual Health, Education for School Students 41
Assessing Aptitude and Interest of the Students for Future Career 41
Encouraging Students for Extra-Curricular Activities 42
Ensuring Safety in School 43
Examination and Methods of Evaluation of Student Performance 43
Student Protection Committee and Students Feedback Mechanism 45
Effective Parent-Teacher Meeting and Feedback Mechanism 45
Involving Larger Community in the School Management Committee 46
Revisiting Teachers Selection Procedure and Making School Teaching Job More Attractive Providing Better Salary and Other Facilities 46
Parental Involvement 47
Conclusion and Implications 48
References 48
Websites 52
2 Academic Stress: What Is the Problem and What Can Educators and Parents Do to Help? 53
Abstract 53
Introduction 53
Impact of School Environment on Academic Stress 54
Other Relevant Sources of Stress 55
Perfectionism 56
Parenting 56
Negative Impact of Stress on Health 57
Physical Health 58
Mental Health 58
Negative Impact of Stress on Society 59
Recommendations for Educators and Parents 59
Universal School-Based Recommendations to Reduce Stress 60
Recommendations for Addressing Stress with Individual Students or Small Groups 61
Recommendations for Parents Outside of School 61
Conclusion 62
References 63
3 Has Education Lost Sight of Children? 67
Abstract 67
Introduction 68
Education System in Britain 68
The History of Schooling in the UK 68
The Structure of the UK Education System 70
Schools and Well-Being 71
Conclusions 73
Is Performance the Way to Go? 73
The Cognitive Hypothesis 73
The Importance of Social and Emotional Development 74
Impact of the Cognitive Hypothesis for Teaching Methods 76
Conclusions 77
An Ecological Approach to Education 78
Factors Interact to Determine Educational Success 79
The Ecological Model 79
An Ecological Understanding of Education in the UK: Macro-, Exo- and Meso- Systemic Factors 80
Micro Systemic Factors 82
A Different Understanding of Intelligence 83
Conclusion 85
Successful Educational Systems 85
Children and Young People’s Views 86
Successful Systems 86
Finland 86
Singapore 87
Conclusions 88
Conclusions and Recommendations 88
References 90
Electronic Resources 93
4 Understanding and Supporting Student Motivation for Learning 95
Abstract 95
Introduction 95
Definitions and Theoretical Perspectives on Motivation 96
Research with Typically Developing Children 99
Individual Child Characteristics 99
Children’s Environments 100
Cultural Contexts 102
Children with Learning or Developmental Difficulties 103
Positive Strategies for Promoting Motivation 105
Consider Possible Underlying Issues 105
Identify and Modify Children’s Self-efficacy Beliefs and Attributions 106
Use Positive Teaching Strategies 107
Create a Supportive Classroom Environment 109
Conclusions 111
References 112
5 Culturally Responsive Positive Behavioural Interventions and Supports 119
Abstract 119
Introduction 120
School-Wide PBIS: Description and Key Features 120
Research on Effectiveness 122
Culturally Responsive PBIS 123
Need for, and Description of, Culturally Responsive Practices in Schools 123
Cultural Responsiveness and PBIS 124
Recommendations for Implementation 125
Acknowledgements 126
References 126
6 Toxic Teachers: A Bar on Positive Child Growth 129
Abstract 129
Introduction 129
Teacher: A Radar or a Destroyer in the Railment of Child-Growth? 131
Bullying Teachers: The First Sign of Toxicity in Personality 133
Teacher Personality: Its Desirable Frame 134
Toxicity in Teachers and Its Undesired Outcome 136
The Damage Due to Toxicity in Teachers 138
Maturity: The Only Alternative 138
Suggested Administrative Rectifications 139
Conclusion 139
References 140
7 Enhancing Education: Improving Learner Outcomes with Principles of Psychology 141
Abstract 141
Positive Education: Introduction 142
Piaget’s Theory of Cognitive Development 142
Educational Implications of Piaget’s Theory 144
Vygotsky’s Theory of Cognitive Development 145
Educational Implications of Vygotsky’s Theory 146
Gagne’s Nine Events of Instruction 147
Thorndike’s Principles of Learning 149
Educational Implications of Thorndike’s Principles 150
Conclusion 151
References 151
8 Strength-Based Approaches to Mental Health Promotion in Schools: An Overview 153
Abstract 153
Introduction 154
Promoting Mental Health in Schools 155
Burden of Mental Health Issues During Childhood and Adolescence 156
Child and Adolescent Mental Health: Challenges 157
Strength-Based Approaches to Mental Health Promotion (MHP) 158
The Scope of Mental Health Promotion in Schools: What Does the Evidence Say? 161
Mental Health Promotion and Positive Schooling: Scope for Convergence 163
Positive Schooling 165
Mental Health Promotion and Positive Schooling: Scope for Convergence 167
Positive Schooling and Mental Health Promotion: A Note of Caution 168
Conclusion 169
References 169
9 The Critical Role of Schools in Adolescent Mental Health Care: Organizing Systems and Developing Pathways 175
Abstract 175
Introduction 176
Adolescent Mental Health 177
Prevalence of Adolescent Mental Health Concerns in India 178
Conceptualizing Adolescent Mental Health Concerns Along a Continuum 179
Schools as Mental Healthcare Sites 181
Mental Health Care in the Indian School Education System 183
Classification of Schools Based on Educational Board Affiliation 183
Classification of Schools Based on Ownership 185
Current Status of Mental Healthcare in Indian Schools: Needs and Challenges 187
An Integrated Approach to School Mental Health: The WHO Model 189
Level 1: Promoting Psychosocial Competence 190
Components Under Level 1 190
Role of Stakeholders at Level 1 191
Examples of Existing Initiatives 192
Current Status and Future Possibilities in India 193
Level 2: Mental Health Education 194
Components Under Level 2 194
Role of Stakeholders at Level 2 195
Examples of Existing Initiatives 196
Current Status and Future Possibilities in India 197
Level 3: Psychosocial Interventions 198
Components Under Level 3 198
Role of Stakeholders at Level 3 199
Examples of Existing Initiatives 199
Current Status and Future Possibilities in India 200
Level 4: Specialized Professional Treatment 201
Components Under Level 4 201
Role of Stakeholders at Level 4 202
Examples of Existing Initiatives 202
Current Status and Future Possibilities in India 203
Conclusion 204
References 205
10 Efficacy of Reproductive and Sexual Health Education for School-Going Adolescents 210
Abstract 210
Introduction 211
Physiological Changes During Adolescence 212
Psychological Changes During Adolescence 212
Need of Adolescents During This Phase 213
Emergence of the Concept of Reproductive and Child Health 213
Risk-Taking Behaviour Among Adolescents 214
Need for Intervention 215
Broad Objective 216
Method Adopted for Base-Line and End-Line Study and Intervention 216
Empirical Evidence 217
Adolescent Needs and Practices 217
Knowledge and Practices Concerning Nutrition, Physical Changes, and Various Reproductive Health Issues 218
Reproductive Health Issues Related to Girls 221
Reproductive Health Issues Related to Boys 221
Sexuality 222
Interpersonal Relationship 223
Life Skill Development, Risk-Taking Behaviour, and Substance Abuse 224
Adolescents Perception About the Intervention Programme 225
Conclusion and Recommendations 225
References 227
11 Life Skills Education (LSE) in a Volatile Context for Promotion of Peace and Harmony: A Model from Gujarat, India 229
Abstract 229
Introduction 230
LSE for Pupil in Schools 232
LSE and Research Findings 234
Conflict and Peace in Gujarat Context 236
Communal Rift and Its Impact on School and Students 239
Process of LSE in Formal Schools and Minority Religious School 241
LSE Session of Harmonious Living 244
LSE Session for Communal Harmony 246
LSE Session for Peace Building 249
Outcome of LSE Interventions and Recommendations 251
Conclusion 253
References 254
12 Child Friendly Schools: Challenges and Issues in Creating a Positive and Protective School Environment 257
Abstract 257
Introduction 258
School as Protective Environment 259
Safety in Schools 259
Health Care 261
Student Well-Being in School 262
Corporal Punishment and Abuse 262
Bullying and Peer Pressure 262
National Policies and Programmes for Child Safety 263
School-Based Programmes 264
Positive Schooling: The Way Forward 265
Recommendations 266
Developing a School Policy 267
Safety in School Yards 267
Circulation of Child Protection Policies 267
Procedures to Support the Policy 268
Skill Training 268
Training for the Service Providers 268
Recruitment and Selection 269
School-Based Child Protection Team 269
Conclusion 269
References 270
13 Mental Health Promotion at Schools: Need, Challenges and Role of Teachers and Counsellors 273
Abstract 273
Introduction: Need for Mental Health Promotion at Schools 274
School-Based Interventions 276
Role of Teachers 277
How Can They Help? 278
Addressing Stigma in Students 278
Educating the Parents 278
Addressing Bullying and Academic Difficulties 279
Identifying and Addressing Special Needs 279
What Kind of Programmes Can Teachers Implement? 279
School-Based Help: General Strategies 279
Social and Emotional Learning Skills (SEL) 280
Behavioural Problems 280
Conduct Disorder and Aggression 280
Addressing Emotional Problems 281
Making a Referral 282
Guidelines for Interaction 282
Role of Counsellors 282
Helping Teachers 283
School Mental Health Programmes in India 285
Conclusion 287
References 288
14 The Importance of Recreational Activities to Assess and Prevent Bullying 293
Abstract 293
Introduction 294
Bullying: An Urgent Problem in Need of Prevention 294
Latest Evidence on Recreational Activities in Bullying Prevention 296
Recreational Activities as a Strategy to Assess Bullying 296
Recreational Activities to Prevent or Intervene in Bullying 297
Bullying Prevention Through Arts and Sports 299
Bullying Prevention Through Information and Communication Technology (ICT) 302
Our Experience with Recreational Anti-bullying Tools 304
Issues and Concerns, Recommendations and Conclusion 305
References 306
15 All Work and No Play: The Importance of Extracurricular Activities in the Development of Children 310
Abstract 310
Introduction 311
Extracurricular Activities 312
Types of Extracurricular Activities 313
Benefits of Extracurricular Activities 314
Choice of Extracurricular Activity 317
Gender and Extracurricular Activities 318
Factors Affecting Extracurricular Participation 319
Conclusion 320
References 321
16 Quest for a Therapeutic Anodyne for the Degenerating Teacher—Student Relationship in New India 325
Abstract 325
Introduction 326
Abandonment of Teaching of Value Systems 327
Employment of Women/Mothers 327
New Economic Freedom and Lax Ethical Codes 328
Failed Teacher Education Agenda and Deprivation of Psychological Understanding to Students 328
Who Needs to Be More Responsible? 329
Finding Measures to Overcome Lapses in Teachers and Teacher Education Programmes 330
Assessment of Possibilities: Pros and Cons 331
Reverse Instances 332
Matters of Social Abhorrence 333
A Diagnosis of Reasons 333
Causes and Set-Backs in Teacher-Education and Emphasis on Revamping Course Work 334
Identifying Challenges for Women as Teachers 335
Mandates for the Contemporary Teacher and Teacher-Education Programmes 336
Mandates for Dual Behavior Variants 338
Inflation Versus Emotional Issues 340
Flaws and Recommendations 341
Conclusion and Way Forward 341
References 343
E-sources 343
17 School Principals as Leaders: Major Research Trends and Future Directions 346
Abstract 346
Introduction 347
The Role of the School Principal 347
School Leadership Styles: Major Types 349
Instructional Leadership 349
Shared/Distributed Leadership 351
Transformational Leadership 352
Integrated Leadership 352
Learning Centred Leadership 353
Diverse Leadership 353
Holistic Leadership 353
Outcomes of Principal Leadership 354
Interventions to Develop Effective Leadership in Schools 355
Knowledge 356
Skills 357
Methods 357
School Leadership Research in India 358
Directions for Future Research 359
References 360
18 Towards Positive Schooling, Training, and Motivation: A Teacher Education Model 367
Abstract 367
Introduction 368
Mentoring/Supervision of Field Training in Teacher Education 372
Role and Functions of Faculty Supervisors from College/University 373
Selection and Motivation 376
Emotional Security and Learning 377
Continuing Professional Development 378
Role of Management and Leadership 379
References 379
19 Children with Disability in India: Policies, Assessment, and Management 381
Abstract 381
Introduction 381
Disability Laws in India 383
Constitutional Provisions 383
Educational and Health Provisions 384
Family-Life Provisions 384
Income Tax Concessions 384
Persons with Disabilities Act, 1995 385
Mental Health Act, 1987 386
National Trust Welfare Act, 1999 386
Rehabilitation Council of India Act, 1992 387
Developmental Disorders 387
Intellectual Disability 388
Learning Disability 389
Interventions 390
Dyslexia 391
Dyscalculia 392
Dysgraphia 393
Perception of Teachers on Inclusive Education 394
Recommendations 397
Intervention Programmes 397
Policy Level Revisions Are Needed 398
Role of Community Needs to Be Reinforced 398
Training Needs of the Professionals 399
References 399
20 Children’s Rights to Healthy Development and Learning in Quality Early Childhood Education and Care in Australia 402
Abstract 402
Introduction 403
Australia’s National Quality Framework 404
Early Years Learning Framework 408
Get up and Grow Guidelines 409
Enablers and Barriers to Young Children’s Healthy Development and Learning 412
Conclusion 413
References 413
21 The Right to Free and Compulsory Elementary Education in India and Positive Schooling in the Context of the Right Against Sexual Exploitation 418
Abstract 418
Introduction 418
Salient Features of the RTE 421
Section 3 (1) of RTE 421
Section 4 of RTE 422
Specification of Duties of Appropriate Government, Local Authorities, and Parents 422
Specification of Responsibilities of Schools and Teachers 423
Other Responsibilities and Specifications 423
Applicability of RTE to Different Categories of Schools: Constitutionality of Section 12, RTE 424
The Right Against Sexual Exploitation 426
Offences and Punishments Under POCSO 429
Penetrative Sexual Assault and Punishment (Sections 3 and 4 POCSO) 429
Aggravated Penetrative Sexual Assault and Punishment (Sections 5 and 6 POCSO) 429
Sexual Assault and Punishment (Sections 7 and 8 POCSO) 430
Aggravated Sexual Assault and Punishment (Sections 9 and 10 POCSO) 431
Sexual Harassment and Punishment (Sections 11 and 12 POCSO) 432
Using a Child for Pornographic Purposes and Punishment (Sections 13 and 14 POCSO) 432
Punishment for Storage of Pornographic Material Involving Child (Section 15 POCSO) 433
Abetment of an Offence and Punishment (Sections 16 and 17 POCSO) 434
Punishment for Attempt to Commit an Offence (Section 18 POCSO) 434
Punishment for Failure to Report (Section 21 POCSO) 434
Is There a Right Against Sexual Exploitation of Children in Schools? 434
Conclusion 437
References 437
22 Two Visions of Positive Schooling 439
Abstract 439
Introduction 439
The Main Features of Tagore’s Santiniketan School 441
Learning in Nature 441
The Guru Model 441
Spiritual Integration 442
Aesthetic Education 442
Education in Mother Tongue 443
Kinaesthetic Education 443
Education for Freedom 443
Education for Social Responsibility 444
Major Features of Montessori’s Children’s House or Casa dei Bambini 444
The Prepared Environment 445
Didactic Apparatus 445
The Child as the Master 446
Liberty of the Pupil 446
Discipline 447
Auto Education 448
Teachers or Directress 448
Positive Schooling Features as Reflected in the Schools Set by Rabindranath Tagore and Maria Montessori 448
Conclusion 452
References 453