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Volume X

Issue 4

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Journal of School Social Work Price Rs 20.00

A National School Social Work monthly dedicated to networking of parents and teachers.

Volume X Issue 4

September 2013 C o n t e n t s

Page 02 03 09 12 15 21 26 29

Editorial Dr Nirmala D A Study on Adjustment Problems of Adolescents Mohana Kumari V Self-Effectiveness for Protection Against Child Sexual Abuse Ambigai R Sivakumar and Dr Sinu E Enhancing Personal Effectiveness Malarvizhi S Motivation A Tool to Assess Self-Effectiveness Vidhya S Personal Effectiveness of School Teachers Sundaravalli T Self-Efficacy in School Teaching Velvizhi S Self-Efficacy An Essential Tool Shincy Francis

Focus: Personal Effectiveness

Honorary special editor: Dr Nirmala D
Assistant Professor, Department of Social Work, Bharathidasan University Journal of School Social Work,

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Journal of SCHOOL SOCIAL WORK September 2013

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Note: Views expressed by the contributors are not necessarily the official view of the Journal.

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Volume X

Issue 4

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Editorial

Self-Effectiveness The Key to Success

A Study on Adjustment Problems of Adolescents

Mohana Kumari V*
* Mohana Kumari V, Assistant Professor, Cauvery College for Women, Trichy.

Todays world is highly this world. They have increased level competitive, fast, multifaceted and of fear, shyness and inferiority technologically advanced. So the complex. They visualize any challenges faced by the children are challenging task as a burden, threat very high and complex. To win the and danger which have to be avoided. race, there is a need for self- Academically their performances may effectiveness. Bandura (1997) be disappointing, dull and poor. They defined self-efficacy as peoples are least motivated. The responsibility also lies in the judgment of their capabilities to complete a designated task hands of the parents and teachers to successfully. It is the measure of mould the children to face, tackle and ones own competence to complete overcome the challenges to lead a tasks and reach goals. According to meaningful life. For every individual, Maura Kear, Self-efficacy implies the self-effectiveness becomes inevitable conscious awareness of ones ability for success. The components of selfto be effective, to control actions or effectiveness are motivation, selfovercome obstacles. Students with higher self- esteem, self-awareness, time effectiveness are intrinsically management, physical fitness, mental interpersonal and motivated and so, put their maximum health, efforts to fulfill their commitments. In intrapersonal relationship, study case of any failure they very easily habits, academic achievement, selfrecover from setbacks and proceed discipline, skills such as planning, towards achieving their goals. They organizing, decision making, aim higher in curricular and extra- coordinating, communicating, curricular activities. They aspire and problem-solving, listening, analyzing work hard to shine. Interpersonal and and reflecting. Higher selfintrapersonal relationship will be effectiveness enhances ones good. Their mental health is also accomplishment. It helps one to remain calm when coping with sound. On the other hand, students with challenging tasks. In short, self-effectiveness is the low self-effectiveness believe that they cannot succeed in anything in key to success in any field. 02 Journal of SCHOOL SOCIAL WORK September 2013

Introduction: Adolescence denotes a very eventful period during which the growing person makes the transition from childhood to adulthood. It is no doubt a very important period of ones life; a period that is really unforgettable. It is a period of stress and strain where they have to adapt themselves to the biological, psychological and social challenges along with educational environment. These changes have made it more difficult to rigidly define the time in which adolescence occurs. Parents often feel that they have no sort of control or influence over their child. Adolescents want their parents to be clear and consistent. Adolescents face or assume that they face many problems like lack of parental love, affection, care which lead them to adjustmental problems. It is characteristically an important period in the life span, a transitional period, a time of change, a problem age, a time when the individual searches for identity, a dreaded age, a time of unrealism and the threshold of adulthood. When physical growth will

be complete is influenced by gender and age of maturing thus causing different concerns for boys and girls. Adolescence is a period of heightened emotionality, a time of storm and stress. Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and be intrinsically motivated. Selfeffectiveness affects all aspects of life, including behaviours, emotional responses, academic pursuits, adjustment and career choices. These students will put forth a high degree of effort in order to meet their commitments, and attribute failure to things which are in their control, rather than blaming external factors. Selfefficacious students also recover quickly from setbacks, and ultimately are likely to achieve their personal goals. Students with low self-efficacy, on the other hand, believe that they cannot be successful and thus are less likely to make a concerted, extended effort and may consider challenging tasks as threats that are to be avoided. Self-effectiveness is developed from ones previous success and failures, messages that 03

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others communicate, successes and failures of others and the group as a whole. Review of literature: Tripathi (1992) conducted a comparative study on adjustment problems of male and female students in which he found that (i) 40 percent of the boys faced environment problems, 50 percent faced economic problems and 40 percent could not develop amicable relation with their classmates (ii) 53 percent of the urban and 42 percent of the rural students faced difficulties in their adjustment with the educational environment. (iii) Girls were comparatively more adjusted to the home area (iv) Adjusted students had comparatively better socioeconomic background. (v) Girls secured better points on the Socio-economic status scale. (vi) Maladjusted male students faced economic crisis, adjustment difficulty in domestic front, educational environment and leisure time activities. However girls faced less difficulty in adjusting to these situations. Basavachar (1998) of Delhi university who investigated adjustment problems of adolescent

Volume X students from 9th and 10th standards studying in urban high school found that worrying about weight less than normal was more common among boys than among girls. Girls had higher psychological problems than boys. They did not significantly suffer from problems related to school life. Boys and girls equally preferred teachers trained in counselling. Materials and methods: The present study was conducted at Govt. Higher secondary school in Nadupatti, Trichy. The descriptive design was used. The researchers used the stratified sampling method to collect the data, and the sample size was 60. The first part of the study was data collection by self-prepared interview schedule and the second part was administration of the adjustment Inventory scale developed by Bells (1986). Aims and objectives: 1. To study the socio-demographic characteristics of the respondents. 2. To analyze the level of adjustment faced by the respondents. Hypotheses: 1. There is a significant relationship between the age of the respondents and their level of adjustment. 2. There is a significant difference

Issue 4 between the native background of the respondents and their level of adjustment. 3. There is a significant difference between the type of family of the respondents and their level of adjustment. 4. There is a significant relationship between the monthly income of the respondents and their level of adjustment. Results and discussion: Socio-demographic data: More than half (56.6%) of the respondents were males and less than half (43.3%) of them were females. A vast majority (86.6%) of the respondents were from rural area and 13.3% of them were from urban area.

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A majority (68.3%) of the respondents belonged to joint family and less than half (31.6%) of them belonged nuclear family. A majority (65.0%) of the respondents had two siblings, (20.0%) of the respondents had three siblings and the remaining none. Monthly income of 15.0% the respondents was between Rs.5,001 and10,000, 26.6% of the respondents monthly income was above Rs.10,000 and of the remaining 23.3% earned up to Rs.5000/- More than half (58.3%) of the respondents fathers were farmers, less than half 26.6% of the respondents fathers were businessmen and the remaining 15.0% of the respondents fathers were daily wage earners.

Table No: 1 Karl Pearsons Co-efficient of Correlation between the Number of Siblings of Respondent and Various Dimensions of Adjustment Correlation Statistical S.No Variable Inference Value 1. Number of siblings and home P > 0.05 NS 0.169 2. Number of siblings and Health P > 0.05 NS 0.120 3. Number of siblings and Social P > 0.05 NS 0.070 4. Number of siblings and emotional P > 0.05 NS 0.111 5. Number of siblings and overall P > 0.05 NS 0.188 It is inferred from the above table that there is no significant relationship between number of siblings of the respondents with regards to adjustment in various dimensions of adjustment in the home front, health status, social status, emotional status and overall adjustment. 05

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Volume X

Table No: 2 Level of Adjustment Faced by the Respondents S. No 1. 2. 3. 4. 5. Level of adjustment in Respondents various dimensions (n=60) Home Low 21 Home High 39 Health Low 20 Health High 40 Social Low 39 Social High 21 Emotional Low 40 Emotional High 20 Overall Low 30 Overall High 30 Percentage 35.0 65.0 33.3 66.7 65.0 35.0 66.7 33.3 50.0 50.0

In the dimensions of home adjustment majority 65.0 Percent of the respondents had high level of adjustment and 35.0 percent of them had low level of adjustment. With regard to health adjustment majority 66.7 percent of the respondents had high level of adjustment and 33.3 percent of the respondents had low level of adjustment. Regarding the social adjustment majority 65.0 Percent of the respondents had low level of adjustment and 35.0 percent of the respondents had high level of adjustment. Regarding the emotional adjustment majority 66.7 percent of the respondents had low level

of adjustments and 33.3 percent of the respondents had high level of adjustment. In the overall adjustment, 50.0 percent of the respondents had high level of adjustment and 50.0 percent of the respondents had low level of adjustment. It is clear that a good number are low in various dimensions of adjustments. Major findings: 1. More than half (56.6%) of the respondents were males. 2. Vast majority (86.6%) of the respondents were from rural area. 3. Majority (68.3% ) of the respondents belonged to joint family. 4. Majority (65.0%) of the

ISSN: 0976-3759 Issue 4 respondents had two siblings. 4. There is no significant 5. More than half (58.3%) of the relationship between income of the respondents fathers were farmer. respondents with regards to 6. Half (50.0%) of the respondents adjustment. monthly income was between Suggestions: (Rs.5,001 and 10,000) The study reveals that majority 7. Vast majority (88.3%) of the (50.0%) of the respondents had low respondents had savings. level of adjustment. 8. Majority (73.3% ) of the 1. Social work methods like case respondents had shared their work, group work can be applied problem with others. to improve the level of adjustment 9. Vast majority ( 80.0%) of the among the respondents. respondents had no problem at 2. Mental health programme shall school. be conducted in every school to Findings: improve emotional balance. 1. There is no significant 3. Teachers should try to educate relationship between age of the parents during parent teachers respondents with regards to meetings (PTA) about the parental adjustment. styles of control that can be 2. There is no significant effective for children. difference between native 4. Schools should arrange parent background of the respondents teachers meeting to inform them with regards to adjustment. about the progress of their children. 3. There is no significant 5. Every school should appoint difference between type of family counsellors to make parents, of the respondents with regards to children as well as teachers attain adjustment. personal effectiveness.

References: Amrik Singh (1999): Frustration among Adolescents, New Delhi: Anmol Publications Pvt. Ltd. Elizabeth B.Hurlock (1990): Developmental Psychology, New Delhi: Tata Mc Graw Hill Publishing Company Ltd.. Montemayor P (1978): Puberty and Adolescence, New York: Oxford university Press. Srijianp C D (1992): Family life Education for Adolescent New Delhi: Discovery Publications.

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Issue 4

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From Principal/ Librarian,

Self-Effectiveness for Protection Against Child Sexual Abuse

Ambigai R Sivakumar* Sinu E**
*Ambigai R Sivakumar, Manipal University ** Dr Sinu E, Assistant Professor in Psychiatric Social Work, Dept of Psychiatry, Kasturba Medical College,Manipal University, Udupi District, Karnataka

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Introduction: About 19% of Worlds children live in India and they constitute 42% of Indian population. Recent study by Ministry of Women and Child Development in 13 states of India reveals that 53.22% of Indian children experience one or more form of sexual abuse. 50% sexual offenders were known persons and were in positions of trust (family member, close relative, friend or neighbour) (Loveleen et al 2007). Parents and teachers are responsible for protecting children from sexual abuse. But, due to the growing financial need, both the parents are working, irrespective of their standard of living. It results in lack of personal time for their kids to educate/ create awareness on various social and personal issues. They dont even find time to meet together at home or in a common place due to their work pressure. Though they teach safety during travel, safeguarding their belongings, they seldom discuss

about safeguarding their bodies. One reason could be that they themselves may not know how to tell and what to tell about child sexual abuse. Role of parents and teachers: Talk to your child about no touch area of his/her body Tell them specifically no one should touch their private parts including brothers and sisters, family members such as uncle, aunt, cousin, family friends, neighbors, school personnel and people who work at your home Reduce child alone with a single adult situations at home, during special classes, riding in vehicles and similar situations. Do not leave a child alone at home even for a short period. Know your childs whereabouts at all times Be familiar with your childs friends, usual play activities and the place of play Be vigilant about people who frequently present in the house in 09

** Dr Sinu E, is the corresponding author

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your absence Be cautious if any person pays unusual amount of attention to your child and making frequent visit to your home Be watchful about the behaviour of the persons who spend more time and who are having close contact with the child. Most of the times children do not disclose the sexual abuse, hence look for warning signs such as avoidance, (avoids being alone, and refusal to be with or talk to someone) and refusing to go to a particular persons house. Do not stop your child if she/he talks about issues related to private body parts. Stay calm till she/he completes. One needs to be really sensitive and patient. Encourage your child to discuss with you if such things happen. Let your child know that you always believe: Believe your child when she/he talks about such happening and always stand by them. Have open and direct communication with child about their bodies, matters related to sex and sexuality. Do not force children to show affection to all visitors. Teaching Children to protect

Volume X themselves from sexual abuse and disclose about it. Teach children No Touch area of their body: This is from neck down to knees for girls and for boys, from waist to knees. This includes lips for both. Child should also not touch or see others private parts. Some special rules: Only mother and doctors can see No touch area for health check-up. Teach them what is Good touch and Bad touch: Good touch make you feel comfortable, happy and loved where as bad touch makes you feel embarrassed, scared, angry, or upset. Self-effectiveness of children: Yell! Go! Tell! Shout, scream, cry for help when someone touches or looks at your private parts and get away from there and go to safe place. Tell this incident to your parents You do not hurt them by saying No to them or telling about this to parents Do not keep secrets between you and your parents regarding no touch area. If you keep secrets they will do it again. Do not respond to their threats, bribes and blackmail. Avoid taking gifts such as eatables from them. Without parents permission do

Issue 4 not go anywhere and do not let anyone to take pictures of your body. Do not go with strangers even if they look friendly. Role play situations: someone touches your thighs and smiles at you If you need help call 1098, the Child Help Line. It is the same number all over India.

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Conclusion: Its time parents and teachers to talk about child sexual abuse and teach them self-effective ways to prevent. School social workers can conduct training programmes for teachers and parents to prevent child sexual abuse. Lets create safer and better environment for our children by empowering and equipping them with self-effectiveness skills.

References: Bhaskaran, Seema and Mathai M P (2003): Child Sexual Abuse: An Exploratory Study of the Kerala Scenario. Ph.D thesis, Department of Social Work, submitted to Mahatma Gandhi University, Kottayam 2003. Loveleen Kacker, Srinivas Varadan, Pravesh Kumar. Child Abuse: INDIA 2007, Ministry of Women and Child Development, Government of India, 2007; Pg: 71102. Dr Parthasarathy R(2006). Student-Friendly Schools: Checklist. Journal of School Social Work, March, Vol.2(10): 26-27. Theresa AVMK (2010): Influence of the Encounter Group Processes on the Emotional Intelligence of the Women Survivors of Child Sexual Abuse. Ph.D Thesis, School of Social Sciences, Submitted to TISS, Mumbai 2010.

A Correction
The information on diarrheal deaths that appeared in page 29 of JSSW August 2013 issue is misleading. Page For Read WHO says that diarrhea is the top 29 T- 5 ... 300 acute episodes ... child killer in India claiming the lives of 3.86 lakh children every year (DC, 20.11.09, p8).

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Volume X Malarvizhi S*

Enhancing Personal Effectiveness

*Malarvizhi S, Vice Principal, College of Nursing, Pondicherry Institute of Medical sciences, Pondicherry

Introduction: Personal effectiveness is a branch of the self-help movement dealing with success, goals, and related concepts. Personal effectiveness integrates some ideas from positive psychology but in general it is distinct from the new thought movement. People throughout their life face a big trade-off between efficiency and effectiveness. Whether at work, home, or out with friends, one always tries to be more effective or more efficient. So the question what is more important, doing the right thing or doing things right? arises. Improving self-effectiveness: 1. Create clear objectives. Lot of people know what they want from life: better relationships, more money and success. But almost 99.99% of those people dont know how to get there. Sit and write constructively what you aim to achieve. That means, you have to set your objectives in positive and specific terms. Avoid having your

objectives in vague format (more money, more love). Always be specific and map out a clear and achievable strategy. There are no limits to what we can do. Model those achievers who have already reached what you are striving for. Ask achievers good questions and you will get good answers that will enhance the quality of your life. 2. Prioritize: We have access to unlimited information that breeds unlimited choices of things we want to do. With that, we tend to get lost with what to do, when to do it, and at what time. In order to avoid that; create a list of priorities, rank them in order of importance and assess their potential payoffs in terms of how they affect the quality of our life. Always compare the list you have with what is more important to you at the current stage and focus your effort there.

Issue 4 It is important to understand that 20% of focused effort breeds 80% of effective results. 3.Automate. With the advent of technology, we have access to resources that have helped us cut down costs while increasing productivity. It is essential that you have access to these technological tools: Computers, Smart-phones, etc. These will help you have access to information anywhere, anytime and wherever you are. With the available technology, you can be efficient anywhere you are. Dont waste idle time. 4. Change your physiology: The fact that our mind and body are interlinked makes us unique creatures. How you use your physiology (breathing, posture, facial expressions, movements) determine the state you are in. More importantly, the state you are in, determines the results you produce. So if you want to produce the right results, you have to be in the right state of mind. And physiology is the tool that will get you the results you desire. You can instantly go into the

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right state by modeling people who are in that desired state. Next time you see someone successful, happy, or ecstatic, see what form of physiology does he/ she have and imitate it. As you become better at doing that, you can take that physiology and add improvements to it. This phenomenon is called reverse engineering. The Chinese and the Japanese have mastered that in the business world. They often take the products someone else created, break it apart, analyze its structure and then try to make a new improved product that is more efficient and less costly. Reverse engineering can be applied to human behaviour and will assist you in developing a better and more improved efficacy scheme. 5. Build effective relationships: Positive relationship at work is a critical key to success. People need to trust and like you to work with you productively. It is essential that people are not saying nasty things about you if you want to get ahead and be successful. 6. Be assertive: Being assertive just means speaking firmly about how you feel Journal of SCHOOL SOCIAL WORK September 2013 13

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about a situation. ts less confrontational to refer to your feelings rather than the others behaviour. Arguing may be experienced by the other party as an attack even if you speak gently. Be assertive to keep yourselffrom excessive stress. Control over your priorities rather than being driven by demands. Ways to handle people: Fundamental techniques in handling people 1.Dont criticize, condemn, or complain. 2.Give honest and sincere appreciation. 3.Arouse in the other person an eager want. Ways to make people like you: 1.Become genuinely interested in other people. 2.Smile. 3.Remember people by name. 4.Be a good listener. Encourage others to talk about themselves. 5.Talk in terms of the other persons interest. 6.Make the other person feel important and do it sincerely.

Volume X Ways of winning people: 1.The only way to get the best of an argument is to avoid it. 2. Show respect for the other persons opinions. Never say Youre wrong. 3.Admit your mistake quickly. 4.Begin in a friendly way. 5.Start with questions to which the other person will answer yes. 6.Let the other person do a great deal of the talking. 7.Let the other person feel the idea is his or hers. 8.Try honestly to see things from the other persons point of view. 9.Be sympathetic with the other persons ideas and desires. 10.Appeal to the nobler motives. 11.Dramatize your ideas. 12.Take up a challenge. Conclusion: People are personally effective in different ways because everyone has different goals, values and priorities. Personally effective people are thus more than just people who get what they want. They really have two qualities: They make good use of their resources and they are skilled at achieving their goals.

Issue 4 Vidhya S*

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Motivation A Tool to Assess Self-Effectiveness

*Vidhya S, Asstant Professor, Departm,ent of Social Work,Cauvery College for Women, Trichy.

References: Charles J Givens(1993):Super Self: Doubling Your Personal Effectiveness, UK: Poseidon Publisher. Stephen R Covey (2004): The 7 Habits of Highly Effective People, U.K: Franklin Covey Co.

Introduction: Motivation helps to assess the selfeffectiveness of a person. A person may perform better when the Level of motivation is high. Self-effectiveness affects all aspects of life including exercise and health behaviours, emotional responses, academic pursuits and career choices. High selfefficacy does not always guarantee positive outcome. Low efficacy may be due to failure or setbacks in which they may lose the faith in their capabilities and develop stress and depression Motivation in learning: There is very little school learning without mental activity on the part of the learner. The most effective learning takes place when there is a maximum of mental activity. Maximum mental activity is best attained through strong motivation. The child is a dynamic, living, growing, developing and a maturing personality. Human beings share with all living things the universal, undifferentiated and generalized urge to live. The infant unconsciously and automatically seeks those activities that aid its survival. Gradually this vague urge to survive takes on many manifestations

according to the peculiar culture of his group, in short, from his total environment. The teacher is not directly concerned with the hereditary factors in the child. By the time the child starts school he has already a well-developed personality. Many of his attitudes have become more or less stable. Whatever may be said in defense of John Lockes tabula rasa theory will certainly not apply to the kindergarten child, for he is already a dynamic, growing, developing and maturing personality. Effect on children: Motivation in education can have several effects on how students learn and how they behave towards subject matter. It can: 1.Direct behaviour toward particular goals 2.Lead to increased effort and energy 3.Increase initiation of, and persistence in, activities 4.Enhance cognitive processing 5.Determine what consequences are reinforcing 6.Lead to improved performance. UNICEF in their 2000 study found that the proportion of girls who are 15

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able to attend school in India continues to remain low in comparison to that of boys of their age. Approximately 70% of girls between the age of 6 and 10 attend primary school in India as compared to 76% of boys in the same age group. The situation is worse at the upper primary level where only 40% of girls attend school. The main factors influencing this disparity include poverty and the continuing hold of socio-cultural beliefs and practices than discriminate girls. Importance of girls education: Girls education is imperative to development of the nation, there are several valuable benefits associated with girls education which include: Reduction in child and maternal mortality. Improvement of child nutrition and health. Lower fertility rates. Enhancement of womens role at have and at political front. Improvement of productivity and economic growth. According to UNICEF, a number of unmistakable connections link education for girls and important benefits for women and society. The more educated the mother is lesser the infant and child mortality.

Volume X Children of educated mothers tend to be better nourished and suffer less from illness. Children (daughters) of educated mothers are more likely to be illiterate. Educated women tend to marry later. They have lesser number of children. Educated women are safe in pregnancy on during delivery. More educated women is she is likely to have more opportunities and like choices. She is less likely to be oppressed and exploited by her family or social situation. Educated women are more likely to be receptive to participate in and influence development initiatives and send their own daughters to school. Educated women are more likely to play a role in political and economic are more likely to play a role in political and economic decision-making at community regional and national levels. Motivating students: The nature of motivational strategies depends on several people connected to the students namely, teachers, parents and peer group. The primary focus is to enhance the

Issue 4 academic performance, inculcate the values and importance of education of the student community. It can be in the form of enticement and encouragement rather than forcing them to do the academic activities. The parents and teachers are responsible to nurture the students natural curiosity to learn by welcoming innovations and inquisitive questions. Next to parents, teachers play a very important role in molding their students. Teachers are role models to many of their students motivation can be used as powerful tool in empowering students. Positive strokes always help in framing the right kind of citizenship among students. Teachers have to be conscious of this great task ahead of them and should plan their activities to motive students to become selfmotivated. Steps to motivate students: Give recognition. Give respect. Make work interesting. Be a good listener. Throw a challenge. Principles of motivation: 1. Use the environment to focus the students attention on what needs to be learned. 2. Use incentives to motivate learning.

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3. Use positive strokes such as praise or concrete rewards increase internal motivation. 4. Use motivation as a tool to make the person self-motivated. 5. Be organized to enhance motivation. 6. Avoid creating intense competition among students. Aims and objectives: To know about the level motivation among school going girl. To study the sociodemographic characteristics of the children. To study the factors influencing the motivation. To find out the various problem affecting motivation and the steps to overcome such problem. Research design: The investigator has made an attempt to study motivation among the school going girl children. The researcher had adopted descriptive design. Universe and sampling: Sixty girl children studying in classes 7,8 and 9 in Government Higher Secondary School, Kattaripatti were taken up for the study. Census method was adopted. Tool: Roma Pal (1972) a multidimensional motivational test for collecting the information from the respondents. 17

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Volume X

Table No: 1 Level of Motivation among Girls S. No Motivation level Respondents (n=60) Percentage 1 Low 29 48 2 High 31 52 Table No: 2 Motivation as Affected by number of family members Sl.no Motivation Mean S.D SS Df MS Inference 1 Between Groups .637 2 .319 G1(n=6)* 1.666 .516 F = 1.265 G2(n=21)* 1.619 .497 Not G2(n=33)* 1.424 .501 significant 2 Within Groups 14.34 57 .252
*G1 = 1 G2 = 2-4 and G3= 5 and above

Majority of the respondents It is inferred from the table no: 1 (63.3 percent) fathers are engaged above, that the level of motivation in daily wages. is high among the girl children.52% 46.7 percent of the of the respondents have high level respondents mothers were of motivation where as 48% of the engaged in daily wages. respondents have low level of 47 percent of the respondents motivation. family income is Rs.10000. Table no: 2 above shows that there 45 percent of the respondents is no significant association hobbies are playing games and between number of family and the rest listening to music members and their overall respectively. motivation as the calculated value Majority of the respondents is less than the table value fathers (90 percent) have studied Major findings: below 10th standard. Vast majority of the Vast majority of the respondents (78.3 percent) belong respondents (91.7 percent) have to the age group of 12-15 years. positive attitude to their studies. More than half of the Vast majority of the respondents respondents have 5 members in (95.0 percent) feel that their their family. 18 Journal of SCHOOL SOCIAL WORK September 2013

Issue 4 teachers support respondents in motivating to continue to study. Majority of the respondents (68 percent) spent one hour for their studies Majority of the respondents (56.7 percent) did not participate in school function. Majority of the respondents (56.7 percent) did not receive any proficiency prize. Majority of the respondents (98.3 percent) have interest in their study. Suggestions: School social worker can be appointed in school to deal with the psychological problems of the school going girl children. These children require motivation to participate in extra-curricular activities. Education and entertainment can be well integrated through audio and visual aids. Learning can be made more joyful. Children can be encouraged to use study skills and memory techniques which will enhance their learning potential paving way for achieving proficiency prizes. The most important factor in making schools child-friendly is students and teachers relationship. The teacher should be very friendly

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which can strengthen the studentteacher relationship. The family and community should support the girl children education by sponsoring girls education. More facilities such as hygienic toilets for girls have to be constructed with the help of community resources to reduce the number of girl drop-outs from schools. The Government should concentrate in improving the educational status of girl children by providing better transport facilities to reach schools far flung in villages. Parents should also encourage the girl children to get education instead of tying them up at home with family chores and baby-sitting. Conclusion: Educating a girl means educating the whole family for she will perpetuate the culture of education in the family she goes to rule after her marriage. Motivation of girl childrens education is very important. The present study throws light on motivation in education of the girl children. Government school education pattern is very good and comparable to what the private schools run by commercially 19

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motivated entreprenuers have to offer. Girl students are unable to spend much time for education due to their family situations and the cultural bias that only boys need higher education. If they spend more time in studies there are chances to score more marks. Hence, the parents must be encouraged to spare the girl child more time to study rather than helping mother in cooking or drawing water. The teacher should motivate girls in a better way to achieve their goals. The teacher should take special care for the girl children in their studies/ education. Teachers and parents also should encourage girl childre, especially, to

Volume X know about their rights and privileges. They must be taught good touch and bad touch much early in life to know the difference between the genuine love of a family member and an exploiting kind of enticement. Children need not be forced to show their affection to all visitors by going too close or allow to be hugged and petted. Motivational and inspirational stories of women who have achieved must be narrated often and successful women in various fields must be brought in as guest lectures to the schools so that the children will have an ego ideal to follow and emulate in their lives.

Issue 4 Sundaravalli T *

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Personal Effectiveness of School Teachers

*Sundaravalli T, M.Sc.(zoo), M.Sc. (Psy), M.Ed., NET, FCECLD, Assistant Professor in Psychology, St. Justins College of Education, Madurai 9

References: Atkinson John W and Nouman T. Feather (1999): A Theory of Achievement Motivation. New York: Huntington. Ames Carol (1987): The Enhancement of Girl-Child Motivation. Connecticut: Academic press. Anandalakshmy S (Complied and Ed) (1994): The Girl Child and the Women and Child Development, New Delhi: HRD ministry Government of India. Bagchi J, Guha J and Sen Gupta P (1993): Girl Child and the Family. Jadhavpur University: School of Womens studies. Bhogle S (1991): The Girl Child, A being that does not Exist for the Media, Paper presented for the NMC UNICEF Media workshop, focus on the Girl Child. New Delhi.

Introduction: Teachers have been portrayed in a variety of ways in the media, ranging from derogatory images to dedicated masters of their craft who inspire students to excel. Effective teachers can be seen, heard, and sensed. The effective teacher engages in dialogue with students, colleagues, parents, and administrators and consistently demonstrates respect, accessibility, and expertise. Effective teachers are easily identified through their adept use of questioning and instruction given in the classroom. Finally, an observer who knows from all sources that this person truly makes a difference in the classroom can sense the presence of an effective teacher. Only the personally effective teacher can be a true teacher. Statement of the problem: In this contemporary society effectiveness of teachers is very much essential in the educational arena, so it was decided to conduct a study on Personal Efectiveness of School Teachers. Need for the study: Personally effective teachers have a sense of assessing how each

student is doing in the classes that they teach. They use a variety of formal and informal measures to monitor and assess their pupils mastery of a concept or skill. When a student faces difficulty, the teacher targets the knowledge or skill that is evading the student, and provides remediation as necessary to fill in that gap. Communication with all parties vested in the success of the student is important since parents and instructional teams are also interested in monitoring the students progress. Monitoring: Monitoring of students progress and potential need not be solely the responsibility of the teacher; indeed, an effective teacher facilitates students understanding of how to assess their own performance, that is, assists them in metacognition. However, ultimate accountability does lie with each teacher, so documenting a students progress and performance needs to be accomplished. An effective teacher who has observed and worked with a student understands the potential that student possesses, encourages the student to excel, and provides the push to 21

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motivate the student to make a f) Years of experience. sustained effort when needed and Sample: therefore arises the need to conduct The researcher adopted survey this study. method and the size of the sample is Objectives of the study: 32 teachers from six schools in To find out the level of personal Madurai district with due effectiveness (PE) among teachers. representation given to the nature of To find out the percentage of the school. teachers lying in the three levels of Tool used: personal effectiveness. The researcher developed PES To find out the significant Personal Effectiveness Scale which difference of personal effectiveness consists of 31 statements under three among teachers in terms of the domains ( personal, leadership and following attributive variables: group, and social situations) a) Gender comprising of 16 positive items and b) Age 15 negative items. The scale is a five c) Educational qualification point rating scale. The validation of the d) Marital status tool was done through content validity e) Nature of the family and face validity by expert analysis. f) Years of experience. Statistical treatment: Hypotheses: The collected data was analyzed There is a high level of personal statistically by using the arithmetic effectiveness among teachers. mean, the standard deviation, There is a difference in the percentage analysis and the t test. percentage of teachers lying in the (The formula for small sample is used three levels of personal effectiveness. that is, if the sample is less than 30 in There is a significant difference each category of a variable). in personal effectiveness among Hypothesis testing: teachers in terms of the following Null Hypothesis 1: The level of attributive variables: personal effectiveness among a) Gender teachers is not high. b) Age Null Hypothesis 2: There is no c) Educational qualification difference in the percentage of d) Marital status teachers found in the three levels of e) Nature of the family personal effectiveness. Journal of SCHOOL SOCIAL WORK September 2013 22

Table No: 1 The level of Personal Effectiveness among Teachers Sample Number (N) Theoretical Mean Obtained Mean School Teachers 32 93 111.28 Table No: 2 Percentage of Teachers in Three Levels of Personal Effectiveness Level of Personal Effectiveness Frequency Percentage High level of PE (120 to 155) 9 28 % Moderate level of PE (104 to 119) 16 50 % Low level of PE (31 to 103) 7 22 % Table No: 3 Comparison of Personal Effectiveness of School Teachers Categories Sample(N) Mean SD Obtained Level of t value significance Gender Male Female Age in years Below 25 Above 25 Education UG and B.Ed PG and B.Ed Maritalstatus Unmarried Married Type of family Joint family Nuclear family Experience Below 5 yrs Above 5 yrs 16 16 7 25 18 14 9 23 15 17 13 19 115.88 106.69 102.42 113.76 108.44 115.58 106.00 113.34 111.73 110.88 100.54 118.63 15.84 17.73 16.57 16.84 19.60 14.22 16.94 17.21 19.67 15.28 16.52 13.66 1.55
Not Significant

1.59

Not Significant

1.21

Not Significant

1.11

Not Significant

0.14

Not Significant

3.88

Significant difference

Table t value = 1.96 at 0.05 level of significance. Journal of SCHOOL SOCIAL WORK September 2013

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Findings and verification: From table no.1, it is inferred that the obtained mean value 111.28 is higher than that of the theoretical mean value 93, which is the frame of reference. Hence the framed null hypothesis The level of personal effectiveness among teachers is not high is rejected. From table no.2, it is inferred that 28% of teachers possess high level of PE, 50% of teachers possess moderate level of PE and 22% of teachers possess low level of PE and this shows that there is difference in the percentage of teachers found in the three levels of personal effectiveness. Hence the framed null hypothesis There is no difference in the percentage of teachers found in the three levels of personal effectiveness is rejected. Null Hypothesis 3: There is no significant difference in personal effectiveness of school teachers in terms of the attributive variables: From table no.3, it is inferred that the obtained t values of gender, age, educational qualification, marital status and nature of family are smaller than that of the table t value 1.96 at 0.05 level of significance except for the variable years of experience. This shows that there is no difference in personal effectiveness of school

Volume X teachers in terms of other attributive variables except years of experience. Hence the framed null hypothesis There is no significant difference in personal effectiveness of school teachers in terms of the attributive variables is maximally accepted. Suggestions: The teachers should realize their level of effectiveness not only in teaching aspects but also in the personal aspects too. Ideally the ongoing process of increasing awareness should take place in a supportive, collaborative training group, using experiential exercises and time for reflection and discussion. The educators involved in this process need to track the development of their own beliefs about education and their role in it as an adult by examining their personal journey through childhood, schooling, college and professional situations. Questions about the past, and awareness of the reasons for the decisions made, throw light on the range of both positive and negative motivations for becoming an effective teacher. Questions about future helps personal rationale for professional decision making in the present.

Issue 4 Along with the aptitude test, personal effectiveness also can be tested before recruiting teachers. High quality of personal effectiveness and standard of a teacher augments the achievement of students and these should be developed or at least maintained through various in-service training, incentives and promotion. Conclusion: What do new teachers need to know and be able to do? The resulting report says, preparing teachers for a changing world, should be preparing

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a personally effective person who sets forth a common core of knowledge and possesses skills that a beginning teacher should have. Available research supports the idea that high quality teacher preparation is important. Well prepared teachers out perform those who are not prepared and ineffective. For teachers to perform successfully, their personal effectiveness is the base. If they are not effective enough to impart fruitful teaching learning pedagogies, then they may not be the efficient and effective teachers.

References: Khosla D N (1998): Competency Based and Commitment Oriented Teacher Education for Quality School Education, New Delhi: NCTE. http://www.employeedevelopmentsystems.com/p-155-increasing-personaleffectiveness.aspx http://www.perspectiv.co.uk/skills-personal-effectiveness http://www.ncate.org/public/researchreports/teacherpreparationresearch/ whatmakesateachereffective/tabid/361/default.aspx

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Volume X

Self-Efficacy in School Teaching

Velvizhi S*
* Velvizhi S, Physical Directress, Sri Sarada College of Education, Salem

Introduction: Teachers shape the minds of the young students by communicating effectively with them. They should give appropriate and helpful feedback to their students. Interaction between the student and teacher becomes extremely important for a successful relationship through the entire school year. A close, but limited relationship between the student and teacher can be helpful for those students who are shy, and find speaking in front of the classroom difficult or children who have low self-esteem. Self-efficacy in schools: Self-efficacy is the measure of the belief in ones own ability to complete tasks and reach goals. Students selfefficacy for academics, their belief in their capabilities to organize and execute the courses of action required to produce given academic attainments are essential components of achievement. Also teachers should develop the selfefficacy to meet all situations in the classroom situation. Sources of self-efficacy: There are four sources of selfefficacy. Teachers can use strategies to build self-efficacy in various ways.

Mastery experiences Students successful experiences boost self-efficacy, while failures erode it. This is the most robust source of self-efficacy. Vicarious experience Observing a peer succeed at a task can strengthen beliefs in ones own abilities. Verbal persuasion - Teachers can boost self-efficacy with credible communication and feedback to guide the student through the task or motivate them to make their best effort. Emotional state - A positive mood can boost ones beliefs in self-efficacy, while anxiety can undermine it. A certain level of emotional stimulation can create an energizing feeling that can contribute to strong performances. Teachers can help by reducing stressful situations and lowering anxiety surrounding events like exams or presentations. Improving self-efficacy: If the task is too easy it will be boring or embarrassing and may communicate the feeling that the teacher doubts their abilities; a too26 Journal of SCHOOL SOCIAL WORK September 2013

ISSN: 0976-3759 Issue 4 difficult task will re-enforce low selfbe credible. Use praise when efficacy. The level of difficulty is to earned and avoid hyperbole. When be slightly above the students giving feedback on student current ability level and raise the performance, compare to past bar once the child achieves thtask. performances by the same Students can learn by watching a student, dont make comparisons peer succeed at a task. Peers may between students. be drawn from groups as defined Help students understand that they by gender, ethnicity, social circles, dont fail because theyre dumb, interests, achievement level, they fail because they didnt follow clothing, or age. instructions, they didnt spend Give students a concrete plan of enough time on the task, or they action for working on an didnt follow through on the learning assignment, rather than simply strategy. turning them loose. This may apply The qualities for a positive to overall study skills, such as relationship can vary to set a preparing for an exam, or to a learning experience approach specific assignment or project. teachers need to continuously Tie the course material or concepts monitor the student in order for him to student interests such as sports, or her to be aware of any difficulties pop culture, movies or technology. the student is having. Set up some areas of the course Understanding the childs problem, that allow students to make their fear, or confusion will give the own decisions, such as with flexible teacher a better understanding the grading, assignment options or childs learning difficulties. self-determined due dates. Teachers with a high sense of Give them consistent, credible and efficacy about their teaching specific encouragement, such as, capabilities may have an easier You can do this. Weve set up an time motivating their students and outline for how to write a lab report enhancing their cognitive and a schedule for what to do each development. These teachers may week - now follow the plan and you also be able to rebound from will be successful. setbacks and more willing to Appreciation and encouragement experiment with new ideas or are very important, however it must techniques. Low efficacious Journal of SCHOOL SOCIAL WORK September 2013 27

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teachers may rely more on a controlling teaching style and may be more critical of students. Conclusion: A teacher then needs to understand the value of the students sense of belonging, which can be of greater value and build self-worth for weak and marginalised students. If the teacher demonstrates an understanding of the students culture, it will provide a better understanding between the teacher and the student. Such teachers automatically win

Volume X favour by having active learners in their classroom. The rude or offensive teacher will lack these positive qualities due to his or her lack of control over the children. Teachers should assert that they should also be treated with respect and their responsibilities to ensure that students treat each other with kindness. The communication between the student and the teacher serves as a connection between the two, which provides a better atmosphere for a classroom environment.

Issue 4

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Self-Efficacy An Essential Tool

Shincy Francis M*
*Shincy Francis, Ph D Scholar, Dept of social Work, Bharathidasan University, Trichy-24

References: Ashton P (1984): Teacher Efficacy: A Motivational Paradigm for Efective Teacher Education. Journal of Teacher Education, 35(5),28- 32. Ashton P T and Webb R B (1986):Teacher Efficacy and Student Achievement. New York, N.Y.: Longman. Bandura, A., (1977): Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84(2), 191-215. Bandura, A., (1986): Social foundations of thought and action: A social cognitive theory. Englewood Cliffs,New Jersey: Prentice Hall. Bandura, A. (1997): Self-efficacy: The exercise of control.New York: W.H. reeman and Company. Brophy, J. E., and Evertson, C. (1977). Teacher behaviours and student learning in second and third grades. In G. D. Kwak K and Bandura A.(1998): Role of perceived self-efficacy and moral disengagement in antisocial conduct. Korea: Manuscript, Osan College. Schunk D H (1989): Self-efficacy and cognitive skill learning. In C. Ames and R. Ames (Eds.), Research on motivation in education. Vol. 3: Goals and cognitions (pp. 13-44). San Diego: Academic Press. Schwarzer R (Ed.) (1992): Self-efficacy: Thought Control of Action. Washington, DC: Hemisphere.

Introduction: The development of a sense of self is a major developmental task of adolescence. The self-concept is an amalgamation of an individuals physical, emotional, social, intellectual and educational traits. Self-esteem is the value an adolescent applies to the self-effectiveness. Personal efficacy is a positive or negative orientation toward one self-, an overall evaluation of ones worth or value. Adolescents are motivated to have high selfesteem, and having it indicates positive self-regard, not egotism. Selfesteem is only one component of the self-efficacy. Self-effectiveness, defined as an overall negative or positive attitude towards the self, is a topic of interest and importance across cultures. Much scholarly attention has been focused on childrens self-esteem because it has consistently been found to be related to behavioural, academic, and psychological outcomes (Harter, 1999). Self-effectiveness is often triggered by stressful or traumatic events. The maintenance of a healthy self-effectiveness becomes increasingly difficult during

adolescence. Over the past two decades, the childrens mental health service sector has undergone a shift from focusing on deficits to a more optimistic and positive view of child development. This recent interest in positive development tends to take two forms a focus on strengths and a focus on resiliency. Aim: Self-effectiveness is essential to achieve success in any sphere of life. Once this belief is deeply entrenched in the mind, the seed of inefficiency is sown. Self-effectiveness and family: The family, as the fundamental unit of society and the natural environment for the growth and wellbeing of all its members and particularly children, should be afforded the necessary protection and assistance so that it can fully assume its responsibilities within the community, Recognizing that the child, for the full and harmonious development of his or her personality, should grow up in a family environment, in an atmosphere of happiness, love and understanding, Considering that the child should be fully prepared to live an individual 29

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Volume X difficulties. Studies on self-esteem: Studies have found that one-third to one-half of adolescents struggle with low self-esteem, especially in early adolescence (Harter, 1990; Hirsch and Dubois, 1991). The results of low self-esteem can lead to low selfeffectiveness. The children cannot reach to their goal because of low selfesteem, if they have high self-esteem; they can reach their goal through selfeffectiveness. Deprivation factors, such as separation, poverty and limited range of experiences can lead to low self-esteem which results in low self-effectiveness. Effects of low self-esteem: Such children with low selfesteem, act violently when face with the failure. They show aggressive behaviours which can included their inside and outside factors. Physical aggression in the aggressive person cause to hurt others through physical injury, such as pushing, beating, destroying property. Verbal aggression in the aggressive person cause to hurt others through threatening, labelling, hostile joke. (Berke, 2001; translated by Seyed Mohammadi, 1385). Adolescents, who are irritable and aggressive, evaluate themselves negatively, they communicate rarely, and they often

life in society. Self-effectiveness and school: Students as components of community in educational settings may suffer different problems in the absence of personal effectiveness and self-esteem, since selfeffectiveness as a necessary item in psychological structure play several roles in social-educational functioning of the individual. This is why governments in their programmes should pay the most attention to psychological status of students. Societies with well-equipped human assets could win the competitions and survive in changing situation of the world. Because of this potentiality educational policies should take an active programme to elaborate selfeffectiveness via training life-skills (Muafi, and Gusaptono, 2010). Life-skills training: Generally life-skills training focus on students to acquire capability to live effectively society. In this vein, schools and counsellors have an important role to elaborate skills which guide students life. Life-skills are essentially those abilities that help promote mental well being and competence in young people as they face the realities of life.The self-esteem of an adolescent is an important contributor of his growth and dealing with

Issue 4 need to social skills training to get rid of this problem. Through this social skill training, they attain personal effectiveness. Adolescent depression: Unlike childhood depression, adolescent depression is similar to adult depression in both symptoms and gender prevalence (Carlson and Kashani, 1988). These similarities have led researchers to believe that adult depression often begins during adolescence. Due to the prevalence and impact of the disorder, much research has been conducted to better understand depression and find effective ways to treat it. Cognitivebehavioural therapy (CBT) has become the most widely used and researched psychotherapy for the disorder (Fennell, 1989). Maladaptive behaviours: Self-esteem has the ability to affect both mental and physical processes and has the potential to become a risk factor for a variety of maladaptive behaviours and negative outcomes. Self-esteem has been negatively correlated with eating disorders, such as anorexia nervosa and bulimia nervosa, in adolescent females (Fisher, Schneider, Pegler, and Napolitano, 1991), susceptibility to peer pressure, a decline in academic achievement, and increased alcohol

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use (Zimmerman, Copeland, Shope and Dielman, 1997). Individual counselling Group counselling Psychotherapy Meditation and yoga Life-skills training Home visit Follow up Conclusion: Generally life-skills trainings focus on students to acquire capability to live effectively in the society. In this vein, schools and counsellors have an important role to elaborate skills which guide students life. Life-skills are essentially those abilities that help promote mental well being and competence in young people as they face the realities of life. Self-effectivenessisthemeasure of the belief in ones own ability to complete tasks and reach goals. Selfeffectiveness affects every area of human endeavour. By determining the beliefs a person holds regarding his or her power to affect situations, it strongly influences both the power a person actually has to face challenges competently and the choices a person is most likely to make. In short, through self-esteem human being can reach their selfeffectiveness. 31

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Journal of School Social Work English Monthly ISSN: 0976-3759 Registered with Registrar of Newspapers for India under No: TNENG/2004/14389 Postal Registration: TN/ CC (S) DN / 47 / 12-14 Licensed to post under: TN/PMG (CCR) / WPP - 663 / 12-14 Date of publication: 3rd Day of the Month
References: Berk L E (2001): Development Through The Lifespan. (Translated by Y. Seyed Mohammadi).Tehran: Arasbaran Publishers. Carlson G and Kashani J (1988): Phenomenology of Major Depression From Childhood Through Adulthood: Analysis of Three Studies. American Journal of Psychiatry, 145, 1222"1225.. Fennell, M. J. V. (1989): Depression. In K. Hawton, P. M. Salkovskis, J. Kirk, and D. M. Clark (Eds.), Cognitive Behavioural Therapies for Psychiatric Problems: A Practical Guide. New York: Oxford University Press. Fisher, M., Schneider, M., Pegler, C., and Napolitano, B. (1991): Eating Attitudes, Health-risk Behaviours, Self-esteem, And Anxiety Among Adolescent Females In A Suburban High School. Journal of Adolescent Health, 12(5), 377"384. Harter S (1999): The Construction of Self. New York: Guilford Press. Harter S (1990): Identity and self-development. In S. Feldman and G. Elliott (Eds.), At The Threshold: The Developing Adolescent. Cambridge, MA: Harvard University Press.352-387. Muafi, A. S. H., and Gusaptono, H. (2010): The Role of Life-skills Training on Self-Efficacy, Self-Esteem, Life Interest, and Role Behaviour for Unemployed Youth. Global Journal of Management and Business Research, 10, 132-139. Zimmerman, M. A., Copeland, L. A., Shope, J. T., and Dielman, T. E. (1997): A Longitudinal Study of Self-esteem: Implications For Adolescent Development. Journal of Youth and Adolescence, 26(5), 117;141.

Focus for October 2013: MONEY MANAGEMENT. Evidence based articles, field studies or case studies may be sent to jssw.india@gmail.com on or before 20th September, 2013. Some of the articles which could not be published due to space copnstraint in this issue may be published in the next issue. Wait until you receive an intimation from JSSW. ~Ed Published and owned by P. Jayachandran Naidu. Published from 8, Sridevi Colony, 7th Avenue, Ashok Nagar, Chennai 600083 and printed by T. Rajaguru at TRK Press, 39, Saidapet Road, Vadapalani, Chennai 600026. Editor: P. Jayachandran Naidu. 32 Journal of SCHOOL SOCIAL WORK September 2013 Journal of SCHOOL SOCIAL WORK September 2013

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Journal of SCHOOL SOCIAL WORK September 2013

Journal of SCHOOL SOCIAL WORK September 2013