ISSN: 0976-3759

ISSN: 0976-3759

Journal of SCHOOL SOCIAL WORK April 2013

Journal of SCHOOL SOCIAL WORK April 2013

ISSN: 0976-3759

ISSN: 0976-3759

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Editorial Prof Visvesvaran P K Patterns of Power Struggle and Remedy at Hand Dr Vijayalakshmi V Pattern Recognition: A Challenge before Parents Prof Visvesvaran P K Typical Relationship Patterns in Families Naidu P J Concept Paper on Control Vs. Autunomy Casework Intervention for the Hearing Impaired Dr Sinu E Changing Patterns in Daily Routine among Urban Commuters Sandhya Rani P J Nafisa Khan and Dr Charumathi P J

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

Journal of SCHOOL SOCIAL WORK April 2013

Journal of SCHOOL SOCIAL WORK April 2013

ISSN: 0976-3759

ISSN: 0976-3759

Pattern? Yes! Rigidity ? No! Editorial Identification is, however, only the Ruth Benedict in her anthropological masterpiece first step and is not a solution by itself. Patterns of Culture identifies the Also, any diagnosis is only tentative modal personalities in different and the therapist should have an societies. The typical Dobuan open mind to revise his views as he suffers from chronic anxiety, hostility goes along and as new facts come and paranoia. His gods are hostile up. A corollary to this is the fact that beings and all social relationships are characterized by deliberate fraud, symptoms are a mixed bag and not treachery and double-dealings. On a holdall. For example, a person the other hand, the average Zuni is may exhibit symptoms of anxiety, friendly, co-operative and peace- depression and obsessiveloving. That is because his deities compulsion all rolled into one. Any are benevolent and his culture attempt to put it in anyone particular encourages peaceful resolution of all pigeon hole may fail. More important than this is the conflicts. Erich Fromm refers to the Manus who are highly competitive need to avoid labeling, either the and drive themselves to despair and symptom or the client. For example, death pushed to the brink by intense the childs enuresis may belong to rivalry towards one another. the revenge type (punishing the Identification of patterns is, thus, very parents) or regressive type (arising important for human beings to from sibling rivalry) or may represent understand one another. To adapt both, usually the last. Let not the Swithun Bowers (who uses the therapist label a boy permanently as following phraseology to define a mother-hater or an exhibitionist social work) pattern detection is an though he manifests these art, based on the knowledge of the tendencies alternatingly. For labeling science of human relations. One may prove to be a self-fulfilling should have some knowledge of the prophecy and turn an one-time Freudian theory, the behavioural offender into an incorrigibly chronic approach and the modern schools of antisocial character. Identification of treatment such as the client-centered patterns is a handy therapeutic tool Rogerian therapy to discern typical but let us guard against its fall patterns of behaviour in our clients. out,namely role inflexibility. Journal of SCHOOL SOCIAL WORK April 2013 02

Patterns of Power Struggle and Remedy at Hand

Vijayalakshmi V* *Dr Vijayalakshmi V, Assistant Professor, School od Social Sciences and Languages, VIT University, Vellore and Honorary Special Editor of JSSW (March 2013).

Introduction: control. Stay calm and rational in spite A power struggle occurs when a of the situation. Guard your anger person holds a position and another button. Stop and think. Do not react holds a different position and both impulsively. Give clear and specific are unwilling to change their positions. expectations. Focus on influencing It is rarely about the issue at hand. It your childs motivation. is about feeling powerless and Authentic and coersive power: wanting to feel more powerful within Lets look at the difference the situation. The most common between authentic power and power struggle which we could see coercive power. Coercive power in our everyday life is that between arises from judging children and parents and children. Generally, situations as bad or wrong and everyone wants to feel powerful. Our whose ultimate outcome is children are not exempted from these separation from our children. Force feelings so the more we do to give is used to manipulate our child to do them appropriate ways to feel what we, as parent, want them to do. powerful, the less power struggles Force includes the use of guilt, we will have at home. Even if a child threats, punishment, spanking, feels valued, loved and respected, sarcasm, criticism, intimidations, he will still create power struggles humiliation, withdrawal of love, because he is human. But if parents yelling, nagging, or any other attempt consistently keep in mind why their to control or force our child to do child does this, the struggles can be something against their will. Coercive effectively handled and many times power motivates through fear instead avoided altogether. of love and teaches children to be Power and authority: externally motivated rather than The difference between power driven by their own set of rules or and authority lies within us. When you consciences. This allows children to have to confront your child, look for outside sources to blame for emphasize cooperation and not their mistakes or for others to be 03 Journal of SCHOOL SOCIAL WORK April 2013

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responsible for their happiness. if a mom and daughter battle every On the other hand, authentic morning about what the child is power does not judge a child as wearing to school. While no one likes wrong or bad, but works to solve these routines, theyre difficult to end problems in ways that will unite or once theyre enmeshed in a bond with our children through relationship. understanding and loving Handling power struggle: unconditionally. Its intention is to Stop being part of the power build positive self-concepts and to struggle. It takes two to have a power make sure that everyone wins. It is struggle. It takes two to argue. Make the ability to empower others to a firm commitment to yourself that you become motivated through paying will no longer engage in arguments attention to their own internal feelings, and lengthy explanations. State your wants and desires, and to listen expectations clearly and firmly and quietly for inner guidance. Authentic walk away. Tell your child exactly what power teaches children that they are you want him to do, when he must their own source of happiness. The do it, and what happens if he does end result is closeness, respect, not. Then walk away. responsibility, cooperation and a Do not stay in the situation and sense of joy and aliveness. argue. Go to your room and close Emotional element: the door if necessary. Do not let your In power struggles, theres a child push your buttons. If you get strong element of emotion. You insist angry, even that will be a reward for on one thing, your child insists on your child. Your anger will give your another, both of you dig in your heels child the power over you that he and when the power struggle ends, seeks. You may need to use often nothing is resolved and you find punishment when dealing with power. yourself in a similar battle the next Tell your child what to do. Be ready day. Power struggles can deteriorate with a punishment if your child fails to the relationship between you and cooperate. If you punish a child your child; no one feels particularly because of a power struggle, friendly or loving toward someone with remember two things. First, do not whom theyre battling. punish in anger; this will only Along with that, they can become encourage your child to strike back habitual. Its a habitual power struggle with power. Second, smaller 04 Journal of SCHOOL SOCIAL WORK April 2013

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punishments work better than bigger punishments. If your child thinks you have punished him too harshly, he will retaliate with power. End with a handshake: When your child does what you ask without an argument, thank him. Call attention to it: Thank you. You did what I asked without an argument. I appreciate that. It shows you are cooperating. As a long-term solution, remember that a childs need for power can be a positive thing. Look for independence, self-reliance, leadership, and decision making. When your child shows these qualities, spotlight them. Catch him being good. As with most behavior problems, the positive approach is the best remedy for handling power. Tips to parents: To help the parent to cope, here are some effective techniques to cut down on the number of power struggles, and perhaps circumvent them altogether. 1. Stay cool, and remember whos in charge. When the parent gets into a power struggle and overreacts, they lose authority over their children. Parents convey genuine authority by keeping their cool. When they overreact, they lose it. 2. Establish a few ironclad rules

and stick to them. Decide on four or five nonnegotiable demands that reflect your personal values and practical goals, such as: No hitting. No TV until homework is finished. Put your dirty dishes in the sink. Dont wrangle over details or negotiate. Simply say, Sorry, that is against house rules. And drop it. Often kids will try to outwit you and start another argument. Dont over-explain and dont renegotiate. Just point to the list. 3. Focus on what really matters. Many power struggles are not worth the hassle. Knowing when to forgo an argument is one of the keys to successful parenting. Keeping battles to a minimum and concentrating on issues that genuinely affect the childs wellbeing is critical. 4. Have realistic expectations. Part of establishing simple, nonnegotiable rules is making sure you have realistic expectations. You cant expect kids to behave like adults. Understand age-appropriate behaviour. 5. Establish an environment that encourages your kids to go along with your agenda. Classic power struggles revolve around body issues sleeping, eating, 05 Journal of SCHOOL SOCIAL WORK April 2013

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toileting, dressing. Offer limited choices in each of these areas that guide your child toward your goal and that gives him/her a sense of power, even if the choices are limited. Also, look for opportunities to support and agree with your child. 6. Spend positive time. The parent should spend at least 10 minutes a day alone reading or playing with the child. Also, the parent could spend an additional 30 minutes a week playing with the child games, sports, fishing doing something the child wants to do. If power struggles are often rooted in a lack of attention to the child, these positive attention activities can strengthen their interaction and lessen the impact of potential parent-child conflict. 7. Get into your childs rhythm. Being rushed is not compatible with a childs natural rhythm. The dawdling, which is seen by the parent as a challenge to their authority, is normal for children. Time runs much slower for kids than the hectic pace of working adults. 8. Avoid disagreements when pressed for time. Stress and fatigue, on the part of either the parent or child, can turn a benign

disagreement into a full-blown power struggle. When fresh and mellow, seemingly inane comments or requests can be handled. When either is tired or stressed out, the same comment or question can trigger heated debates. 9. Be creative. Power struggles may evaporate if you figure out how to creatively obtain your childs cooperation. If cleaning their room is a problem, set a timer and have a 10-minute cleanup blitz, with an agreement that you will stop precisely when the buzzer sounds. Or, let your children help out while you are in the kitchen. Power struggle in school: Examining the idea of potential power struggle situations with students, it is important to keep in mind that the social contract is the framework from which we are working. In many cases, what is occurring during a power struggle is the student testing the integrity of the social contract. They are saying in essence No! to our class agreement. When a student defies us openly, we are naturally going to feel angry and offended, and our tendency would then be to exert our power and show the student who the boss is. While this may feel satisfying

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in the moment, it produces a number of undesirable effects, including: 1. Engages us in a power struggle. There is no power struggle until we buy into the challenge. 2. Losing sight of the point. The point is that the student needs to be responsible and fulfill their commitment to the contract they have agreed. 3. Sending the message to all the other students that the teacher can get hooked into a power struggle. 4. Sending the message to the other students that when a student says No! to the contract, they are just given some short-term pain, but they are not held responsible in a meaningful manner. Battle field for power struggle: The classroom is the place where power struggles can occur on a frequent basis because teachers always want the students to comply with things they would prefer not to do. However, think of your strategy as getting committment rather than compliance. In a power struggle, each student is equally committed to winning. In this power-struggle, neither the teacher nor the student wins. While the teacher may get some short-term relief by ejecting the student from the room, she has lost valuable teaching time because of

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the confrontation. The student may be happy to escape the class but he is certainly not learning anything while sitting in the principals office. Tips to teachers: Teachers who want to dodge the power-struggle trap can use several sets of techniques to avert confrontations with students and still maintain classroom discipline. The instructor first makes sure to disengage from the power struggle and then uses tactics to interrupt the students escalating anger and to deescalate the potential confrontation. The teachers most important objective when faced with a defiant or non-compliant student is to remain outwardly calm. Educators who react to defiant behaviour by becoming visibly angry, raising their voices, or attempting to intimidate the student may actually succeed only in making the students oppositional behaviour worse! While the strategies listed here may calm an oppositional student, their main purpose is to help the teacher to keep his or her cool. Remember: any conflict requires at least two people. A power struggle can be avoided if the instructor does not choose to take part in that struggle. After a power struggle with a student, teachers may feel unsure of 07 Journal of SCHOOL SOCIAL WORK April 2013

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how to treat a student upon his or her be valuable both within the school return to the class. A few guiding walls, and outside in their homes and principles will help to ease the communities. Third, the conflict transition back to a productive resolution skills discussed below will teacher-student relationship. act to promote a deeper sense of Teachers should make sure to responsibility, community and communicate to the student that he success psychology among the or she is welcome back to the student body of a school or classroom and that they are making classroom. a fresh start. This is not the time to The first step: revisit the incident from the previous Conflicts cant be solved in the class. It may be helpful to restate the face of hot emotions. It is expectations to the student and to important for all parties within any offer the student an opportunity to conflict to take a step back and discuss the situation with the teacher recognize the reactive pattern that privately when he or she is ready to wants to emerge from within them, do so. By extending these and gain some distance and supportive gestures to the student, perspective. Help students teachers are more likely to get a develop the habit of taking a positive response instead of a repeat moment to turn their attention of the earlier power struggle. If the inward and notice that they most student seems ready to re-engage likely want to react out of a painin the conflict, however, the teacher based mechanism whenever they now has the benefit of hindsight to feel they have been hurt, know when and how to stop the threatened or wronged. Just struggle before it begins. helping students develop their Resolve conflict: awareness alone will save a great Having a system for conflict deal of suffering for all parties over resolution in place for our classroom time. Once they feel they are or school can have many positive ready to approach the problem benefits. First, it will reduce the constructively, they are ready to amount and intensity of the conflicts go on to the next step and engage that do occur. Second, it will help with others to problem solve. students build useful skills to solve The second step: their own problems - skills that will The language in the students 08 Journal of SCHOOL SOCIAL WORK April 2013

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communication at this stage needs to work to offer information and clarity, rather than blame. A good technique for accomplishing this is the use of I statements. When making I statements its important to avoid put-downs, guilt-trips, sarcasm, or negative body language. They need to simply report information and ones experience. The students need to maintain a win-win mindset throughout the process. And at this stage, information contributes to solutions, whereas blame, attacks, and victim language contribute to losers within the process. This early step requires a great deal of trust on the part of the students. They will be tempted to give in to a competitive win-lose mentality. So in the early stages of facilitating this process, you will be required to provide a great deal of encouragement to your students to trust the process and their classmates. The third step: When each student is required to restate what they heard the other say, it brings both clarity and empathy into the process. Each is important. If there is no clarity, there can be little real understanding, and solutions are

likely to be superficial. If there is no empathy, it is a lost opportunity for growth. In addition, it is a likely sign that students do not sincerely desire a win-win outcome. Successfully restating anothers words shows that one is trying to come out of his or her own narrow point of view into a place of shared understanding. The fourth step: It is important that students within the process adopt the attitude that blame and assigning fault are counterproductive, and therefore to be avoided. Blame is external and past-oriented. Responsibility is internal and present-to-future oriented. An effective conflict resolution process is an effective tool to promote internal locus of control. the skills related to a successful resolution to conflict do not come easily and will take a great deal of encouragement and practice as the concrete experience of success, which can only come with time. The natural tendencies to defend, share ones pain, or obtain justice will be difficult to break. But a powerful resource that you as the facilitator will always have is that taking part in a successful resolution process feels deeply satisfying to the 09 Journal of SCHOOL SOCIAL WORK April 2013

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student. Use this awareness to motivated students to stick with it, and resist bad habits. The fifth step: Resolving conflicts is a creative act. There are many solutions to any single problem. Students quickly learn that it is not about getting someone in trouble or deciding who is at fault. It is about solutions that will make life better in the future. Sometimes this is a matter of compromise or it is a matter of finding a new and better way. Sometimes it is about one person realizing that they need to change a behaviour pattern. The sixth step: After a solution is agreed upon help students develop the habit of shaking hands, thanking one another, and forgiving one another. Forgiveness, and gratitude are powerful mindsets for students to close the process which implies: 1) what is most important about conflict resolution process is that we all grew a little bit, and

2) the relationship is worth the effort it took to overcome the natural tendency to fight, or withdraw. Every time the students successfully execute this conflict resolution process their skills for dealing with conflict, within and without, grow. If they can learn at an early point in life to recognize their defensive pain-driven mental reaction, become responsible for their actions, and to forgive and move on, they will have acquired skills that are as valuable as anything they will learn in their time in school. Conclusion: Win-win conflict resolution skills promote each of the factors: internal locus of control, acceptance and belonging, and a mastery orientation to learning. And recalling our exploration of how to promote responsibility in the classes, it should be apparent how this process can be a powerful tool in the development of a more responsible approach to problems within the class.

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Pattern Recognition: A Challenge before Parents

Visvesvaran P K * * Prof Visvesvaran P K, Editorial consultant, JSSW

References: Gnanasekar M (2013): Redeeming the Blackmailer. Journal of School Social Work, Vol IX issue 09, Feb 2013 pp17-24. Lingren, Herbert G (1996): Parent-Child Power Struggles: How to Handle Them. Historical Materials from University of Nebraska-Lincoln Extension. Paper 364. Mohan V (2013): Manipulation: Good, Bad and the Ugly. Journal of School Social Work, Vol IX-Issue 09, Feb 2013 pp13-16.

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chastised mercilessly for soiling may Introduction: In this article, the importance of develop a hoarding or withholding recognizing the pattern of behaviour tendency and may become a stingy evinced by children early in life and person who is reluctant to help and of channelising their energies in the part with things though he/ she can right direction, with professional help, afford to. They may even become if need be, will be examined. Also it sadistic, deriving pleasure from will be emphasized that behaviour is seeing others suffer. This is followed by the oedipal not monochromatic, but is a multistage with attachment to the parent of coloured quilt. the opposite sex and hostility to the The psychoanalytic approach: Sigmund Freud (1856 1939) said parent of ones own sex. Here too that every child passes through these tendencies must be handled certain stages and the problems that carefully, lest they become life-long arise in each stage should be problem. Enlisting professional help: resolved amicably or there will be a Let us take the case of a youth spill-over effect or fixation that will who may show symptoms of haunt the rest of his/ her life. First, there is the oral stage, the desire to becoming an intellectual, loves suck and ingest milk at will. If books and encyclopedias, tries to problems arise at this age, he may read works far above his age (not end up as a chronically pleasure- always with success, perhaps). This seeking person, and incorrigible is a welcome sign and must be hedonist, a smoker or addict. So, encouraged and not scoffed at. let parents watch out for this tendency Concurrently, this boy may also in the child, the symptoms being indulge in masturbation, sexual constant pleasure-seeking and instant exhibitionism and may even become fond of housemaids. Let not the gratification. Next comes the anal stage where parents feel alarmed at this the child takes pleasure in activities development or feel ashamed of their related to elimination. A child who is son or be annoyed with him. 11 Journal of SCHOOL SOCIAL WORK April 2013

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Parents who feel they cant handle the latter tendency should seek professional help. In the contemporary world, with advanced medical techniques, therapists have a number of remedies at their disposal with which boys excesses can be corrected and meaningfully channelised. Exhibitionism and voyeurism (the tendency to peep) should be professionally treated lest they become embarrassing problem for the individual when he grows up and occupies prestigious position, as the budding intellectual is almost sure to. Physician, heal thy self! Parents would do well to be aware of their own shortcomings, especially patterns of behaviour and communication that may adversely influence the conduct of their children. Eric Berne says that adult play some games repeatedly, for example, why-dont-you- yes- but in which a person keeps offering endless reasons for his failings or reluctance

to act. The remedy is to stop playing this game and start acting to overcome ones shortcomings. Berne also says that it is better not to be a stern parent or helpless like a child but strive to behave like a mature adult in our everyday transactions. Let parents identify their habit patterns and correct them, with professional help, if necessary. Another writer says that some parents during mealtime start up quarrels or become critical of others. This becomes a die-hard pattern of mealtime behaviour, day after day. He suggests, instead, learn to discuss ideas with humour and concern for truth. Your children will follow suit. Conclusion: Early manifestation (patterns) should be carefully monitored and be deftly, unemotionally and professionally handled. For, what is at stake, is the concerned childs present wellbeing and trouble-free future.

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Typical Relationship Patterns in Families

Naidu P J* *Naidu P J, Former Social Welfare Officer (Psy) Institute of Mental Health and former Social Welfare Officer (Med), Government Institute of Rehabilitation Medicine.

References: Berne Eric (1964): Games People Play. New York: Grove Press Freud, Sigmund (1939): Complete Works, edited by J. Strachey, London: Hogarth Free Press. Fromm, Ercih (1977): The Anatomy of Human Destructiveness, New York: Penguin Books. Landsberg Michaele (1971): How to Understand Yourself, Readers Digest, Jan 1971.

Introduction: Many of our childhood memories are indelible and permanently etched in our mind. Several years after leaving home and setting up ones own establishment people carry forward the scars and scares of childhood as well as the sweet memories. Unfortunately people appear to face the same kind of problems and similar feelings in their relationship with others. Hence, every care must be taken to make the child feel that their needs will be heard and fulfilled and they are respected in the family as a member of the family. Children growing up in supportive environments are likely to form healthy, open relationships in adulthood (Halpern, 2012). When families fail to provide for many of their childrens emotional and physical needs childs self-esteem is shattered. Children brought up in critical families prefer to remain silent and keep their wants unexpressed and emotions bottled up. As a result, they may form unsatisfying relationships as adults. Parents want to raise their children different from the way they were brought up if they

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understand the defect in the style of parenting they experienced. But, they dont know how to go about it. Studies also show that parents who beat their children were disciplined that way when they were children. History repeats itself. Abnormal family patterns: While most of the families provide the emotional warmth and psychological comfort to the children, certain families with the family homeostasis shattered fail in this respect (Subathra V, 2013). Some of the following may occur in isolation or in clusters in an abnormal family: Either or both parents may indulge in addiction (alcohol, drug, gambling). Either or both parents may have compulsions (Lying, nagging, overeating, overworking, excessive cleanliness). Either of the parent may suffer from diagnosed or sub-clinical physical or emotional problem. Shouting, shaming and physical violence may be used as primary means of control. Children may be used as scapegoats and hence live in 13 Journal of SCHOOL SOCIAL WORK April 2013

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constant fear. Misplaced loyalty: Strict and uncompromising In their eagerness to project their military rules in the family. family as normal they have to indulge Intrusive parents who watch in justification of every abnormal everything over the shoulders. occurrence in the family so much so Indulgent parents who do not their reality check is blurred. They exercise any control at all. may start indulging in self-blame and Warring parents who force develop guilt for their correct children to align with either of behaviour which is inappropriate in them. their abnormal family. They dont Uninvolved and emotionally change because it requires taking up cold-shouldering parents. responsibility for their action and Partiality and favoritism in family. owning up their mistakes. Since they Lack of or defective were craving for attention of parents communication. all along, they wait for their parents to Violent punishment or throwing permit them to change, which never the child out of home. comes. Reaction of children: Breaking the vicious circle: Children who are abused and Any change requires a thorough neglected lose faith in themselves analysis of the problem, checking for and others. They may withdraw and the alternatives, trying them one by isolate themselves from others. Or, one and selecting the best one try to seek attention they crave for. among them. Hence the following Later in their adulthood they will be tips will help one change the familial suspicious of the inner motive or pattern and form a healthy one: hidden agenda of people and cant Try to recall all the childhood form trusting relationship. They may difficulties and pains. even suspect their own motives and Make an inventory of behaviour shrink into a self-conscious person and belief that require correction. of low self-esteem, doubting the Find an alternative for each by correctness of their every move. discussing with friends or mentors. Even at school they will have trouble Select the easiest item to be in comprehension and hence their corrected as the first one. Find academic performance may suffer. the easiest alternative. Try out. They may have identity crisis. Ignore failures and bank on 14 Journal of SCHOOL SOCIAL WORK April 2013

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successes. Perfection is often a stumbling block. Never attempt to correct others behaviour in the family. Remember that your destiny is in your hands. Others can attempt to irritate you. But allowing yourself to be irritated is the choice you make. Bury the past. Dont lament that your life would have been an oasis if you found these tips earlier. Be prepared for adverse reactions, suspicion and criticism from the members of your family during your transition period. Ignore and move on. Any indulgence in past way of behaviour is not to be condemned. Slips are possible. Changes are only slow and gradual. But once the habit is changed, new behaviour pattern will become permanent. Seek professional help when necessary. What does a professional do? Professionals dont do different things. They handle things differently and thats why they are professionals. The professional helps you to identify the abnormality in coping with crisis and stress. A thorough understanding of the inner workings of your mind is taught through psycho education. A

step-by-step solution is worked out keeping in mind your background and the family dynamics. He helps you create and maintain a support system. Entire process revolves around a realistic time frame. He helps you get disengaged from enmeshment by thinking rationally and objectively instead of making futile emotional and impulsive decisions. Case study: Randeer, 15 years old obese boy studying in a CBSE school (10th standard) complained that his mother (a homemaker) always nagged him and the minute he entered home utensils will fly and mother will keep asking him questions till he goes to bed. Father, a retired Railway employee prefered to remain silent and never supported mother or the son. When the mother started scolding him for not exercising his parental authority to control the erring boy, he would simply walk out of home and return after several calls were made to him. This is the pattern of my pa rents behviour and so, I am scared of taking any of my friends home, said Randeer with tears rolling down his chubby cheeks. More interaction and a home visit revealed to the school social worker that father is 15 Journal of SCHOOL SOCIAL WORK April 2013

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timid and simply repeated his childhood tendency to escape till the storm blew away. His parents fought among themselves quite frequently. Mother comes from a family were the words of mother were respected in totality and father was a hen-pecked husband. If he (her father) dared to even open his mouth the mother would shout him down. Her mother started her nagging in the morning and will not stop her comments and queries until everyone retired to bed. Mother admitted that she retained some of the qualities of her mother but complained that the boy refused to do any household chores and stayed awake till 11:00 PM disturbing their sleep in their small dwelling (a two bedroom flat where parents, fathers brother and sister lived along with their only son). Father, mother and the son were asked to write what the other two did not like in their daily activities. Finally it turned out that mothers nagging from the day of marriage made a jovial and friendly father turn into a morose and silent spectator preferring silence to an emotional

flare-up and perennial nagging. Mother refused to accept accept her defects. The boy was given the option of regulating his activities and ignore the questions after answering them once. Father was encouraged to assert himself and oversee the established rules. To some extent peace prevailed with rare flare-ups which were tolerable. Establishing simple non-negotiable rules makes sure parents have realistic expectations (Dr Hitesh N Jagani, 2013). Conclusion: Children suffer due to parental aberrations and they carry the scars of childhood to their adult life and the cycle of abnormal family system is maintained. The vicious circle has to be broken. If children at risk are identified by the school social workers and action initiated, not only will the child and his classmates enjoy the benefit of treatment but the parents may also come to grip with their faulty parenting styles and stem the rot. The next generation will be spared of the bickering and war of words going on now.

Concept Paper on Control Vs. Autonomy

Amali Megala J Honorary Special Editor, May, 2013 Dr Amali Megala J, Associate Professor, St. Justins College of Education, Madurai.

References: Halpern H (2012): Cutting Loose. New York: Simon and Schuster. Hitesh N Jagani and Radhika P Joshi (2013): Handling Parent-Child Power Struggles. Journal of School Social Work, IX-10, pp 3-7, March 2013. ISSN: 0976-3759. Subathra V (2013): Parenting Styles Vs. Parent Abuse. Journal of School Social Work, IX-01, pp 19-22, June 2012. ISSN: 0976-3759.

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Introduction: can help children learn self-control Traditionally discipline is referred and teach them how to respond to to control of the childs behaviour by situations without just acting out on forces outside himself. Today more their preferences. Teaching selfemphasis is placed upon the inner control skills is one of the most drives that activate a childs important things that parents can do behaviour. Rigid discipline is likely for their children because these will to arouse a constant conflict between help them and guide them for the his attempts to conform to group success in later life. When children mores and customs and his desire are out of control the parents can use for freedom of action and expression. the following steps to bring about Self-control is one of the most control and self- discipline. important aspects of character The first step toward controlling the development. The child learns childs behaviour is to act like a conduct patterns that will benefit or parent. The parents must take the harm him in his later social place as an authority in their childs relationship. His behaviour will affect life. Then outline expectations and others since his rights end at the point predictable consequences.The where the rights of another begin. As basic, realistic expected behaviours a child comes to direct his behaviour that do not change, regardless of in terms of his understanding of his time; season and location can be responsibility for the welfare of others outlined. Introduce new rules when as well as for his own, he is they are at rest and without any developing self-control or self- distractions. Enforce the Law. The discipline. parents can focus on their specific Need for control /self-control: expectations clearly and the All human beings need to feel as consequences must be applied if if they have control over themselves need arises. In addition, staying calm and their lives. But we cannot expect and strictly adhering to the plan is children to be totally independent as particularly more effective. they are small, immature and Need for autonomy: inexperienced. Parents and teachers Children who do not develop 17 Journal of SCHOOL SOCIAL WORK April 2013

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autonomy are liable to remain distancing or social humiliation? dependent on adults or to be overly Does type of family make any influenced by peers. difference in control of children? Encouraging Autonomy Is it true that single parent finds it Autonomy is also necessary for difficult to raise the child alone? the development of self- confident Is a working mother more and self- reliant individuals. The nagging than a homemaker? various ways of improving a childs Do girls enjoy the same amount independence are listed below. of freedom as boys of same age? Build their self-esteem. How different are the controls Encourage them to handle imposed on rural and urban mistakes or failure children? Let them accept responsibility Search for problems faced by Minimize conflicts latchkey children, children of working Maximize learning mothers, children of working parents, Offere choices independence enjoyed by only No choice situations children, parenting styles and control, Cognitive development intrinsic/ extrinsic locus of control and Moraldevelopment the effect of peer pressure in curbing Balance authority and autonomy bullying at school. Do not use bribe Try to submit an evidence based Do not threaten children article with empirical evidence or Do not punish the children give your own experience as case The parents can help their children study. to develop rational life-skills. The last day to submit the article Tips to contributors from JSSW: is 21-04-2013. You are welcome to The contributors can attempt to contact the Editor-in-chief (98406 conduct surveys in schools or boys 02325 or jssw.india@gmail.com) clubs or even in the holiday camps anytime to discuss about your ideas. even during the vacation to address Please send your article by email the following: and a softcopy by post. Also send How do parents exercise two hard copies without your name control? and designation. The name and What hurts children more . . . address has to be given in a separate physical punishments or emotional sheet. 18 Journal of SCHOOL SOCIAL WORK April 2013

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Casework Intervention for the Hearing Impaired

Sinu E*
*Dr Sinu E, Assistant Professor in Psychiatric Social Work, Department of Psychiatry, Kasturba Medical College, Manipal University, Udupi, Karnataka.

interpersonal problems between his Introduction: An 18 year old girl, a known case daughter and his wife. Casework assessment: of hearing loss in both ears, studied During family casework intake it up to 12th standard, unmarried, went on for graduate course in B.Com. was reported that her hearing in both But, she discontinued in II year ears was apparently normal till the age because of difficulty in following and of seven years. Later, she gradually understanding the class and loss of developed hearing loss after the interest in studies as a result of tonsillectomy. Presently she is able hearing loss and poor interpersonal to speak a few words but could not relationship with teachers and other speak in complete sentence. She students. Presently, she is staying did not get any formal training in sign at home for the last one year and half. language. She understands her She belongs to middle socio- parents through lip-reading. She economic nuclear family living in a wishes to have many friends and semi-urban domicile in Kundapura relatives to talk with her. Because of her hearing loss relatives and Taluk, Udupi District, Karnataka. neighbours did not show interest in Source of referral: She was referred to Social Worker talking to her. In her village houses by a Psychiatrist for family casework were not situated close to each other intervention to address the and are far apart. Hence her only interpersonal problems between social world is restricted to mother child brought by her parents and and father. Her house is very close mother. Social Worker was briefed to national highway and she has to that the mother was over-involved and cross national highway to go to critical towards patient, not letting her market and shops. She could not go out alone and patient also did not travel alone and could not walk in want to stay away from mother even road because she cannot hear for a few minutes. Father used to drink vehicles passing by or coming from alcohol regularly to cope with the behind. So she avoids going outside 19 Journal of SCHOOL SOCIAL WORK April 2013

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of the house due to fear of accidents. gets angry and tries to hit them. She Due to hearing loss, she has to be used to break furniture and had accompanied by others; she cannot broken a table fan too. When parents go to any place independently. exclude her from their conversation Family history: she develops suspicion and thinks Patient is born out of non- that her mother is planning to harm consanguineous marriage. Father, 54 her. She had pervasive sadness of years old, is reported to have mood, death wish, a suicidal attempt dependence pattern of drinking for by jumping into nearby well and often the past 25 years. He said that he threatened her family members that drinks alcohol to forget about her she would die by taking tablets. daughters problems; to sleep and Whenever she goes outside she for relaxation. On an average he gets referential ideas that others are consumes 180 ml of alcohol daily. talking about her and referring to her. Patients mother aged 45 years and Her self-care is better; she had a housewife is suffering from impairment in communication, depression and on regular treatment. maintaining interpersonal relationship, There is a family history of suicide in family and social functioning. A maternal uncle. Patients younger diagnosis of moderate depressive brother is studying in 10th standard. episode without somatic symptoms Past history: and impulse control disorder was Patient was brought to psychiatry made department on January 2013 with Referrals: complaints of angry outbursts and During the course of aggressive behaviour for two years hospitalization she was referred to and episode of abnormal voluntary Department of ENT and Department movements of hands with history of Speech Pathology and Audiology. suggestive of possession syndrome She had bilateral hearing loss from (possessed by ghost). She thinks the age of 11 years and was using that if she goes out people would talk hearing aid from the age of 12 years. about her hearing problem and is On examination she was found to also worried that she would not get have recurrent bilateral nasal married. During the course of illness discharge. She underwent her speech became unclear and tonsillectomy at the age of eight years when parents asked to repeat she in Mumbai. Audiometry assessment 20 Journal of SCHOOL SOCIAL WORK April 2013

revealed that she has bilateral profound hearing loss and patient can benefit from the hearing aid. After Audiologists evaluation and advice patient was using behind-the-ear (BTE) digital hearing aid for a few days. She had broken the digital hearing aid twice when she threw the aid in anger. Parents did not get a new digital hearing aid due to the cost involved in it. Patient did not prefer analog hearing aid because others can easily know that she has hearing impairment. Due to the stigma attached to that she preferred to wear the hearing aid inside the canal (ITC) type. But it costs around 1.85 lacs; parents could not afford it. For initial years of hearing loss she was taken to Indian Institute of Speech and Hearing (IISH), Mysore in 2000. She was given free analog hearing aid. Since patient is a female she was not comfortable with analog hearing aid which has to be hung in front. Patient was counselled by speech therapist to use hearing aid and suggested regarding cochlear implant. Patient also underwent trial testing for behindthe-ear Siemens model digital hearing aid. Past psychiatric history: Two years ago patient had history of getting angry very easily, showing her anger to parents and getting

irritated often. Because of these complaints she was taken to a private psychiatrist in 2011 and a diagnosis of Paranoid Schizophrenia was made and was put on antipsychotics. She was taking treatment on out-patient basis. Patients family members were not happy about the treatment because she did not show improvement and her irritable, aggressive and violent behaviour continued. Personal history: There was no problem during pregnancy such as viral infection, drug, physical and emotional trauma. There was no information on Rh compatibility, immunization and health of the mother during pregnancy. Patient was a planned child. She was full term baby and normally delivered in hospital. There was no delay in cry. There was no blueness. There was no information on birth weight. Gender of the child was accepted by both the parents. Gross motor and fine motor activity were normal. Social interaction decreased due to non-availability of members other than family. She wished to have many friends to listen to her and share her problems. Patient is able to read, write, manage money and help her mother in household chores. She prefers to 21 Journal of SCHOOL SOCIAL WORK April 2013

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watch TV and send short messages dependence in father in mobile were her leisure activities. Z91.5 Personal history of self-harm She attained puberty at the age (by jumping in to well) of 13 years. Her menstrual care was Social work treatment: adequate. She reported that her 1. Psychosocial need periods were irregular and weak. assessment revealed that felt She was diagnosed to have need of patient was to continue Oligomenorrhea. her education since she was the Temperament history revealed that topper in her class. She wants patient is timid and irritable. She had hearing aid (ITC type) so that attention-seeking behaviour, attention others cannot identify her as deficits and bedwetting during her hearing impaired. She wants to childhood. Her temperament have friends to communicate at assessment revealed history least over telephone. Patient also suggestive of temperamentally felt that parents avoided her in difficult child. their conversation. Mothers felt Social diagnosis: need was treatment of father for Profound hearing loss in patient alcohol dependence. Parents felt has led to the following psychosocial need was reducing patients problems: irritability and aggressive Z55. Problems related to behaviour. education and literacy 2. Family casework intervention Z56. Problems related to focused on reducing the overunemployment involvement and criticality towards Z60.Target of perceived adverse patient by mother. Education was discrimination and persecution given to mother and father that 24 Z61.3 Events resulting in loss of hours of continuous contact self-esteem in childhood between patient and caregiver Z62.1 Problems related to proved to cause expressed upbringing in terms of parental emotion (EE). Reduction in the over-protection and over contact between caregiver and involvement and criticality patient (separation for six hours Z73.4 Inadequate social skills a day) would help reduce EE. It Z73.5 Social role conflict was not possible with her and so Z81.1 Family history of alcohol the social worker advised to 22 Journal of SCHOOL SOCIAL WORK April 2013

patient to be away from mother for three hours a day by going to market, purchasing groceries, going for a walk in the evening for not less than 30 minutes. 3. Referral service : Father was assessed for alcohol dependence and referred back to psychiatrist for de-addiction treatment. Initially patients father showed resistance to get treated and also said that his body does not accept higher intake. He had already decreased his alcohol but was unable to totally stop. Social Worker motivated the patient by providing personalized feedback for treatment. He was suggested to try out-patient treatment and if it helps in quitting he can continue the treatment. Option was given to him decide. Finally he agreed to try out-patient treatment. Brief motivational techniques were used to motivate the patients father. Before referral affordability of the treatment was ensured. Patients mother said her husband spends daily Rs.100 for drinking and so he can afford Rs.20 daily for tablets to quit. 4.Continuing education through distance mode 5. Family members were advised to include patient in decision

making with regard to the matters concerning her and home and to inform whatever is happening around them so that she may feel wanted. 6. Social worker gave his contact number to contact him in case of emergency of any help. Next follow-up was scheduled after two weeks 7. Telephone follow-up: Social worker followed up the fasther over the phone who reported a decrease in patients irritable and aggressive behaviour and they were giving all the information to patient whatever is happening in their surroundings. All the family members spent time with patient and talked with her. Patients father had not yet started taking deaddiction medicines. 8. Reviewed the awareness and knowledge regarding social welfare measures for persons with hearing impairment with respect to reservation in employment and educational facilities given as social welfare schemes below: Social welfare schemes: Free education is being provided to CWHD till 18 years of age. Three % reservation of seats in favour of the disabled in all normal educational institutions. 23 Journal of SCHOOL SOCIAL WORK April 2013

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Integrated schools for normal and children with special needs under Sarva Siksha Abhiyan (Rajiv Vidya Mission). Hearing impaired candidates studying Intermediate are exempted from Payment of examination fee, 30 minutes extra time at Intermediate Public Examination (I and II Year) and exemption of one language. The qualifying criteria and pass marks in final examinations, VII and X classes are reduced from 35 to 20 (Twenty) marks for all subjects. Residential schools for Children with Hearing Disability (CWHD) under Department of Social Welfare in respective states. Residential Colleges for hearing impairment. Hostel facilities : Residential facilities for students through 40 hostels under disabled Welfare Department and special schools for hearing impairment under Department of school education. Pre-Matric Scholarships : Disabled students studying classes from I to X and whose parents/guardians income is less than Rs.1,00,000/- per annum are sanctioned scholarships and other allowances like transport allowances. Note books to hearing impaired hostel boarders

at a cost of Rs.150/- per boarder per annum. Post-Matric Scholarships : Disabled students studying Intermediate and above classes and whose parental income is less than Rs.1,00.000/- are eligible this scholarship. Books and instruments are supplied to I.T.I and Polytechnic students, whose Parents/guardians income is less than Rs1,00,000/- per annum. Total reimbursement of tuition fees and special fees is provided to the students studying Professional courses like M.B.B.S., B.E., B.Tech, M.B.A., Computer, B.Ed., for A category seats whose parents/guardians income is less than Rs.1,00,000/- per annum. International day of disabled: On third day of December every year games, sports and competitions in skill and talent for disabled are conducted to bring them into the main stream of public life. KGBV Schools for Hearing Impaired girls provide educational benefits at the elementary level to the disabled girls. Hearing Aids are being supplied to the needy. The scheme of Cochlear Implant Surgery has been included in Aarogyasri-I for the benefit of the

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hearing handicapped person This scheme is being sanctioned below six years. in order to enhance employment *Travel: free bus passes to all the opportunities for disabled persons disabled persons irrespective of whose parents/guardians income age to travel within the cty and sub is less than Rs.1,00,000/- per urban areas and 50% annum. concessional pass in all rural * Purchase of petrol/diesel: areas. Disabled persons who are owners *Employment: Reservations of of motorized vehicles and having posts in services and age income up to Rs.24.000/- per relaxation. annum are sanctioned 50% *Economic rehabilitation: Under subsidy on actual expenditure on this scheme, the disabled purchase of petrol / diesel to an persons whose parents/ extent of 15 ltrs for 2 horse power guardians income is less than vehicle and 25 ltrs for more than 2 Rs.11,000/- per annum are horse power vehicle to go to the sanctioned subsidy not place of duty and back to their exceeding Rs.3.000/- per residence. candidate to enable them to make *Pension: Pensions are being a living. sanctioned to persons with *Incentive awards for marriages disabilities irrespective of age between disabled and normal who come under below poverty persons: To promote social line. integration, a sum of Rs.10.000/Conclusion: as cash incentive award is A systematic analysis of the sanctioned to a normal person problem followed by professional marrying a disabled person whose intervention resulted in improvement disability is atleast 40%. of the patients overall wellbeing and *Coaching for typewriting and information about schemes available shorthand examinations and for the hearing impoaired had other competitive examinations: empowered her. Focus for Future May 2013 HSE: Dr Amali Megala CONTROL Vs. AUTONOMY Contributors are requested send a e-copy to jssw.india@gmail.com and post two hard copies and CD on or before 21st April 2013. ~Ed. 25 Journal of SCHOOL SOCIAL WORK April 2013

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From Principal/ Librarian,

Date: To Subscription Division, Journal of School Social Work, 8 (New 14), Sridevi Colony, 7th Avenue, Ashok Nagar, Chennai 600083 Past Subscription no:

Changing Patterns in Daily Routine among Urban Commuters

Sandhya Rani P J* Nafisa Khan** Charumathi P J***
*Sandhya Rani P J , PhD Research Scholar, Department of Applied Psychology, JBAS College For Women, Teynampet. Chennai. **Nafisa Khan, PhD Research Scholar, Department of Applied Psychology, JBAS College For Women, Teynampet. Chennai. ***Dr Charumathi P J , Research Supervisor, Guest Faculty, Department of Psychology, University of Madras, Chepauk. Chennai.

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Introduction: is seen as a facility that is not Lifestyle is determined by ones comfortable due to over crowding attitudes, beliefs and opinions and time consuming. Apart from (Assael, 1998). The daily routine is privately owned vehicles there is a an indicator of ones lifestyle. The rise in the number of private buses lifestyle of those living in the urban that caters to students of colleges and setting and those living in the rural employees of companies often setting differ widely due to reasons working on shift basis 24/7 in Special like access to comforts, distance and Economic Zones which are located time taken to commute from one point in the outskirts of cities. Call taxis and to another and the socio economic shared auto rickshaws have also status. increased in numbers. These In the past decade Census changes have caused inevitable reveals that there has been 85% traffic congestion in the city not only increase in households owning cars. during peak hours but also through The reasons could be that out the day. However, the options globalization has led to the and comforts available for families in introduction of multiple brands of cars the rural setting is not the same as that cater to different levels of income that in the urban setting. School drop groups. Dual income families and out rate was found to be higher in rural loan options have facilitated the schools than in urban schools. (Usha purchase of cars. For the multitasking Jayachandran, 2007). The school individual owning a vehicle is out of drop out rate was higher among rural necessity more than comfort. In spite girls as compared to urban girls. of public transport being cheaper it 27 Journal of SCHOOL SOCIAL WORK April 2013

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(Usha Jayachandran, 2007) One of congestion. The study was an the reasons for school dropouts in exploratory study conducted using the rural settings was observed to be interview checklist survey technique. distance from school and lack of time Convenient sampling method was for parents to drop them at school used in this study. The sample (Govindraju and Venkatesan, 2010). consisted of 65 Chennai city residents Need for the study: in the age group of 30 years to 50 According to Taylor (2004) daily years out of whom 32 were men and hassles have a cumulative impact on 33 were women. health, making them a bigger stressor Inclusion Criteria: than any other. Health psychologists Owners of two-wheeled and fourhave identified traffic as a routine wheeled vehicles were included stressor. It causes time delay, noise in the study. pollution and air pollution. Therefore Exclusion criteria: traffic not only causes stress but also Commuters who use public affects health. Growing traffic transport like buses and trains congestion has affected the were excluded from the study. respiratory health status of children Sample consisted of 23 twoin urban setting (Nandasena, wheeler owners, 24 four-wheeler Vikramesingheand Sathiakumar, owners and 18 commuters who 2012). Long-term infrastructure used both. development projects like metro rail, Tool used for the study: highways, flyover constructions and Interview checklist: maintenances have resulted in An in-depth interview was narrowed roads, bottlenecks and conducted with five commuters. changed route. However, owning a Open-ended probing questions to vehicle also facilitates traveling understand traffic stress and changes anytime anywhere. With all these in activities revealed changes and changes the need was felt to adjustment made which have been understand how commuters deal with listed. Based on the responses an this constant stressor. interview checklist consisting of 34 Method and design: items describing the changes in their The aim of the study was to routine to cope with the traffic was identify the measures taken by developed. The checklist consisted commuters to adapt to traffic of 19 items (shown in Table:1) that 28 Journal of SCHOOL SOCIAL WORK April 2013

indicated measures to accommodate traffic and 15 items (Table: 2) that indicated lifestyle changes. Data: Primary data was collected from commuters who had come to drop their children to school and from individuals who were on their way to work. Analysis: Percentage analysis was done for the frequency of changes adapted

by the respondents. Results: Commuters have reported that they use vehicles to commute to office, to go shopping, to pick up and drop children at schools and for extra curricular activities, to visit friends, relatives and for picnics and outings. The changes observed among commuters in their routine due to traffic have been tabulated in Table 1 and Table 2.

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Table No. 1: Adjustment to Traffic Related Stress Traffic stress (N=65) Affected by traffic jam. Change route. Avoid main roads. Take by-lane, small lanes Affected by noise Affected by smoke Complete all tasks en route destination Go out during weekends only Avoid traveling during heavy traffic Shopping/visiting for weekends only. Move closer to work place / school/college Car pool to work ( sharing transport) Shop in the neighborhood /nearby area. Avoid long distance driving. Use public transport to avoid driving. Rest well before trips Avoid self-driving (use a friend or a driver ) Avoid driving alone Avoid going out at all Percentage 95.4 93.8 47.7 76.9 81.5 87.7 38.5 52.3 58.5 67.7 49.2 35.4 80.0 83.1 46.2 63.1 33.8 35.4 50.8 29

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Table No. 2: Lifestyle Changes Due to Owning a Vehicle

Adjustment to stress (N=65) Percentage Start earlier to work. 84.6 Eat breakfast /lunch in the vehicle 20.0 Change vehicle (Upgrade/ Downgrade) 20.0 Rent a cab in spite of owning vehicle 29.2 Frequently go out on picnics 21.5 Do more long trips. 24.6 Travel late nights often 26.2 Have more number of vehicles 26.2 Do more things as I have my own vehicle 76.9 Do things by myself as I can drive 75.4 Attempt all pending tasks in a single day 56.9 Listen to music / chants / FM Channels. 64.6 Complete phone calls. 35.4 Reading newspapers, essential materials. 35.4 Visit more people and places due to vehicle 61.5 Results and discussion: caused by traffic either by avoiding Results indicate that commuters it or finding alternate ways of reaching were affected by traffic (95%). They places. This in turn increased noise were also affected by the smoke and pollution in residential lanes (87%) and noise levels (81%). To posing a major health hazard. Traffic accommodate this they changed their stress has been found to have routes (93%); used smaller lanes and influenced the wellbeing of the urban by-lanes (76%). They planned their population leading to depression shopping only during weekends (Gee, Takeuchi 2004). (67%) and prefer to shop in local and Commuters were able to do more nearby areas (80%). Commuters try things in a day as they had their own to avoid the rush hour driving to vehicle (76). They try to complete all escape traffic (58)% and also avoid tasks on their own (76%) and try to long distance driving (83% )and complete it on the same day itself sometimes going out (51%) itself. instead of distributing it over the week The results indicate that (56%). They have developed new commuters tried to avoid the stress habits like listening to music, chants 30 Journal of SCHOOL SOCIAL WORK April 2013

and radio while traveling (64%). Also they have the liberty of exploring new places like malls and restaurants (62%). They leave for work early (84%). Eating in the car and night driving have also become more frequent as commuters enjoy the privacy and freedom their vehicle provides. Having a vehicle has empowered commuters to include new activities in their routine and also they have displayed changes in their work habits. Effect on commuters: The findings throw light upon the fact that although long-term projects and increase in traffic are inevitable they have affected the citizens lives to a great extent resulting in lifestyle changes. Such changes can gradually lead to a change in work culture and habits of people. Effect on rural girls education: In spite of the RTE act (2010) girls in the rural settings face many hurdles in continuing their education. Social stigma against womens education is high in the rural settings. Disapproval by family members in the name of safety and future concerns during marriage has been the reasons cited by girls for discontinuing education. Parents stated that there is no time to accompany children to school due to housework were the most cited

reasons for higher school drop out rates among girls (Uma Rani 2010). Cleaner air and lesser pollution may be the benefits enjoyed by rural citizens yet, the benefits of owning vehicles like saving time, facilitating school drops and pick ups need to be made aware for rural citizens so that they do not discourage rural girls from attending schools under the pretext of lack of time and safety. Future directions: An awareness programme on the benefits of transport is necessary for those living in rural setting to save time, effort and for the continuity of childrens education. Further studies on working and non-working people in rural and urban setting are necessary to understand the effect of traffic stress. Car pooling and public transport system needs to be encouraged to reduce costs, fuel consumption and pollution. Changes across different age groups can help identify the target group for which awareness programmes are necessary. Conclusions: 1) There are changes in daily routine due to traffic stress. 2) Commuters have displayed 31 Journal of SCHOOL SOCIAL WORK April 2013

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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: 03 April 2013 changes in their daily patterns as a culture. result of using private transport. 4) No one has volunteered any 3) Changes in lifestyle can lead information on road-rage which also to gradual changes in the habits and needs to be investigated.
References: Assael, H (2001): Consumer Behaviour and Marketing Action . India: Thomson. Chennai Transport (2005): retrieved on 13th February 2012 from http://www.ctn.org.in/ problems-of-chennai.html Gee GC, Takeuchi DT (2012): Traffic Stress, Vehicular Burden and Well-being: a Multilevel Analysis. Journal of Social Science Medicine. Jul;59(2):405-14 retrieved on 13th February 2012 from http://www.pubmed.com. Govindaraju R and Venkatesan S (2010): A Study on School Drop-outs in Rural Settings. Journal of Psychology 1(1) 47-53 Nandasena S, Wickremasinghe AR, Sathiakumar N(2012): Respiratory Health Status of Children from Two Different Air Pollution Exposure Settings of Sri Lanka: A Cross-Sectional Study. American Journal of Industrial Medicine. Feb retrieved on 13th February 2012 from http://www.pubmed.com. Taylor S (2001): Health Psychology. India: Tata McGraw hill. Usha Jayachandran (2007): How High are Dropout Rates in India? Economic and political weekly, March 17 2007. Retrieved on 28th March 2013 from http:// www.krepublishers.com/02-Journals/JP/JP-01-0-000-10-Web/JP-01-1-000-10-PDF/JP01-1-047-10-009-Govindaraju-R/JP-01-1-047-10-009-Govindaraju-R-Tt.pdf (2012) Vehicles in India retrieved on 21st February 2013 from http:// articles.timesofindia.indiatimes.com/2012-03-20/chennai/31214306_1_householdspublic-transport-wheelers Uma Rani (2010): Reasons for Rising School Dropout Rates of Rural Girls in India An Analysis using Soft Computing Approach. Retrieved on 28th March 2013 from http://www.journalcra.com/? q=node/786

From Principal/ Librarian,

Date: To Subscription Division, Journal of School Social Work, 8 (New 14), Sridevi Colony, 7th Avenue, Ashok Nagar, Chennai 600083 Past Subscription no:

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Sub: Renewal/ New Subscription reg. Please find enclosed a crossed DD drawn in favour of JOURNAL OF SCHOOL SOCIAL WORK for Rs 1200.00 (5 years subscription) Rs 2400 (10 years subscription) Rs 3600.00 (Patron subscription 15 years) payable at Chennai Service Branch. Details of DD: No: dated drawn on The Journal may please be sent to the following address:

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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 April 2013

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Journal of SCHOOL SOCIAL WORK April 2013

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ISSN: 0976-3759

Journal of SCHOOL SOCIAL WORK April 2013

Journal of SCHOOL SOCIAL WORK April 2013