ISSN: 0976-3759

Volume X

Issue 01

ISSN: 0976-3759

Journal of SCHOOL SOCIAL WORK June 2013

Journal of SCHOOL SOCIAL WORK June 2013

ISSN: 0976-3759

Volume X

Issue 01

ISSN: 0976-3759

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 1

June 2013 C ont e nt s

Page 02 03 07 14 19 24 27 30

Editorial Naidu P J Proactive Parenting for Board Exam Sandhya Rani P J Homework without Tears Through Upbeat Parenting Sundaravalli T Proactive Parent-Child Interactions Dr Sadhna Jain Urban Slum-Dwelling Parents Involvement in Bringing up Children Mary Princess Lavanya Reactions, Responses and Responsibilities Mary Jessi Rani P Parents and Work-Life Balance Jagadish B An Index to Volume IX (June 2012 to May 2013)

Focus: Proactive Parenting

Focus for July 2013: CHILD-FRIENDLY TEACHERS Honorary special editor: Dr Rohini Krishnan, M D,
Social Welfare Officer, Stanley Medical College and Hospital, Chennai Journal of School Social Work,

Mobile: 98406 02325

Journal of SCHOOL SOCIAL WORK June 2013

8 (New 14), Sridevi Colony, Seventh Avenue, Ashok Nagar, Chennai 600083

jssw.india@ gmail.com
01

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

Journal of SCHOOL SOCIAL WORK June 2013

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Editorial

Anticipate and Act

Volume X

Issue 01

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Proactive Parenting for Board Exam

Parents are like gardeners. They are not Generals nor are they doormats. Definitely, they cannot behave li k e sh opk ee per s. Gardeners nurture the plants; allow them to grow at their own paces; weed out and leave the rest for Mother Nature to take care. But, shopkeepers want to showcase their products with the aim of selling for a profit. They a r e g u i d e d b y c o m me r c ia l motiv e and so are anxio us to push the product before it gets shop-soiled or becomes ob se le te . Commanders and Generals e x pe c t a bs o lu te d is cip lin e in t h e i r r a n k a n d f i le ; r u l e ruthlessly with the sole aim of winning at all cost human or material. P r o a c ti v e p a r e n t s r u le b y heart with a lot of concern for the ir wa rd s a nd a r e re a dy to disc uss in o rde r to dis cip line the child unlike the permissive or uninvolved parents who, like d o o r m a ts , a l l o w c h i ld r e n t o trample all over them. Proactive parents are guided by the three Cs of concern, 02

c or r ec tne s s a nd co n sis te n cy. All the ir th ou g hts, w o rd s an d a c ti o n s a r e d i r e c t e d t o t h e welfare of the child. There is a g e n u i n e c o n c e r n . Th e y a r e always correct in their approach. The child knows that the parents are fair. What goes for goose goes for gander too. There is n o r o o m fo r e v e n a n io ta o f doubt about the approach. Th es e p ar ents ar e c on sis te nt a lw a y s . C h i ld r e n k n o w t h a t p a r e n t s c a n t b e b u ll i e d o r blackmailed or threatened in any manner. C h il d r e n a r e g i v e n w i d e choices and encouraged to select their own options. Parents dont hover over them like helicopters and scrutinize every action thereby, nipping in the bud, the opportunity of learning to solve their problems, themselves. A n t i c ip a t io n is t h e k e y. B e in g p r e p a r e d is t h e r u l e . Allowing children to make their o w n c h o i c e s , b u t w i th i n t h e f r a m e w o r k o f p r i n c ip l e s a s a p p li c a b l e to t h e f a m il y a n d s o c i e t y, i s t h e h a l lm a r k o f proactive parenting.

Sandhya Rani P J * *Sandhya Rani P J Ph.D Scholar, Department of Psychology, JBAS College for Women, Teynampet, Chennai

Introduction: School is central to organizing experience in adolescents lives. It offers opportunities to obtain information, master new skills and sharpen old ones; to participate in sports, arts and other activities to explore vocational choices and to socialize with friends. It widens intellectual and social horizons. Some adolescents, however; consider experience-at-school not as an opportunity but as one more hindrance on the road to adulthood. (Papalia, Olds, Feldman, 2004). Importance of 12th standard: Twelfth standard board examination is a milestone in every students life in India. The results decide their career. In short, their entire life appear to depend on this single factor. Based on their academic marks they get admitted into the desired college. Choosing the right college has been found to be very important for future advancements and career options. According to Chaube (2003), each adolescent follows his own speed of development. His growth is gradual. Problems of an

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adolescent are viewed from the point of view of an adult which is seldom right. Psychological impact: The individual undergoes transformation of all kinds due to various changes like puberty, physical changes and hormonal imbalances. New attitudes, ideas and desires develop. They are more conscious of their rights. Desire for being treated as an adult arises. Participation in social activities is also more intense and frequent. Due to physical changes there is also fear of criticism and censure, embarrassment due to uneven growth of hands, feet and nose. For boys their voice becoming hoarse causes concern. An emotional tension, feeling of anger, dissatisfaction and indifference are very frequent so are outbursts of temper. It follows that the twelfth standard period is a hectic and extremely stressful time for adolescents. Twin challenges: Thus it is evident that the student goes through lot of stress due to parental and academic pressure03 Journal of SCHOOL SOCIAL WORK June 2013

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added to this is the developmental aspect. Therefore it is essential to understand and identify the various factors that are perceived as stressful. Parents are the primary source of information as they observe the adolescents who are living with them and notice first the behavioural change in them even as it unfolds. Parental warmth: Thergoenkar and Wadda (2007) studied 207 eleventh standard students and their mothers and have observed that parental warmth has been found to reduce the threat implied in evaluative experiences. There is a strong emphasis on the importance of acceptance of parents by the child. According to Stagner (2007) acceptance leads to identification, which in turn gives the child relief from feelings of helplessness as well as a sense of strength. Rejection of parents may represent a situation of conflict and of insecure attachment. It may lead to perception of evaluative situation as threatening to the self and hence causes, worries. Methods: Therefore it is essential to understand the present scenario among parents and students so that proactive measures can be taken to deal with stress. 04

Volume X In order to find various issues evolved due to board exam stress as perceived by parents, a focus group discussion was conducted with twelve parents, whose children had taken board exams just then. Discussion was held where parents were encouraged to voice out the prevalent problems with respect to board exams. Two school counsellors were also interviewed for complaints commonly seen by them. A typical day of an adolescent: The quality of a school strongly influences students desire to achieve. So, a typical day of a achievement-driven student may go as follows: Get up at 5:00 AM Reach tuition at 6:00 AM Finish tuition at 7:30 AM Reach home have breakfast and start for school at 8:30 AM School 8:45 AM to 4:45 PM Back home around 5:30 PM Start for another tuition at 6 PM Back home at 8:00 PM Tired but umpteen assignments or homework to do Sleeping throughout dinner time and want to watch TV but NO Bed time and again getup at 5:00 AM the next day This routine continues throughout the year

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ISSN: 0976-3759 Issue 01 Views of adolescents parents: Parents constantly nag. Everybody agreed that the parent Unduly compare with others child relationship becomes very Force career choice on them. much strained and reaches saturation Demand or high expectations point . There is no entertainment for Not understanding their the student or any form of relaxation, emotional needs. nor socializing. Middle class stratum There is a strong need to create of the society has to slog and spend an awareness among parents as well out more for the students education as students as to how to deal with and tuition. Parents also feel strongly the above issues. about the three different types of Proactive parenting: question papers set for the same An awareness about examination. CBSE and state board adolescence and their issues cut-off range for college admission needs to be created among is unfair to the students especially the parents. rural ones. They felt that it was not fair Great care should be taken to the slow learners or the average about the childrens diet parents student. Some schools do not cover are suggested to make food the eleventh standard portions at all. healthy, creative and innovative. May be the most important lessons Home atmosphere needs to be are taught. CCE pattern in the CBSE maintained healthy, peaceful and is still not assimilated completely. conducive to the student. Counsellors point of view: Parents! Avoid blocking the School counsellors have received college seats in advance as it the following complaints from parents reduces the motivation and drive regarding childrens behaviour: of the students and also makes the Wasting time student lazy. Spending long hours at the Busy parents have been found computer/ TV and back answering to pamper children with e-gadgets for no reason. for not being available to them Not answering when spoken to. when they need them. Such behaviour is common Parents are suggested to during adolescence stage. However, compulsarly attend PTA meetings counsellors also received complaints throughout the year however busy from children: their work schedule is. 05 Journal of SCHOOL SOCIAL WORK June 2013

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Parents also are susceptible to stress. This can be avoided by making sure they also practice relaxation techniques and follow a healthy diet. Follow-up for home tuition or other co-curricular activities is suggested. Both parents should take active part in meeting counsellors and seeking support and guidance as and when required. Last but not the least, seeking the counsellor should not be at the eleventh hour. Additional points to note: Parents can help children reach their goal in a focused manner. Children can be Taught relaxation techniques to calm their body and mind. Encouraged to use positive self-affirmations. Helped to plan a study pattern. Helped to bring back the focus

Volume X and utilize the short span of time available. Improve memory power using acronyms and story pattern techniques. Taught breathing exercises for that feel-good-attitude. Encouraged to seek the counsellors help much in advance. Parents have been found to follow passive or autocratic parenting style. But it has been observed that only democratic style of parenting will produce responsible children. Conclusions: Board exam is a period of extreme stress to students as well as parents. Proactive measures need to be taken to cope with and to avoid adverse impacts of stress. Its a crucial phase in a childs life as he/ she is trying to become an adult too. Cant parents mix independence with responsibility in right measure?

Issue 01

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Homework without TearsThrough Upbeat Parenting

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

References Papalia D E, Olds S W and Feldman. R. D (2004): Human Development (9thEd.)New Delhi: Tata McGraw-Hill Prof. Chaube (2003): Developmental Psychology .Hyderabad: Neelkamal Publications Jersild A T, Brook J S & Brook D W (1978): The Psychology of Adolescence. New York: Macmillan Thergoenkar and Wadda (2007): Relationship between Test Anxiety & Parenting Style: JIACAM.(JAN2007) Rediff News (2008): GET AHEAD Chandigarh

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HSE for July 2013: Dr Rohini Krishnan, MD FOCUS: CHILD-FRIENDLY TEACHER Journal of SCHOOL SOCIAL WORK June 2013

Introduction: Very few parents realize that positive parenting can help children to improve their behaviour more than harsh disciplining. It is important to use positive reinforcements and develop good relationships with children. Positive parenting in the form of loving guidance can encourage children to develop self-discipline. This in turn, will teach them to love themselves. Positive discipline ensures that children respond to gentle guidance rather than punishments and threats. This is the most effective discipline approach in parenting. It has been observed that positive parenting offers more benefits compared to punishments, timeouts, yelling and scolding. There are many benefits that positive parenting can bring such as strong relationship, better understanding of feelings, reduced power struggles and minimal misbehaviours among children. Enjoying parenthood: Effective parenting uses parenting skills developed from an indepth understanding and knowledge of

children in mind. However, first parents need to realize there are certain aspects they know about children, and other crucial things which they dont know, they need to learn. Parenting is a challenging and rewarding experience. When it is a joy, it is positive parenting. Importance of homework: Among various developmental phases of children one of the important phase is Intellectual development which can be enhanced through proper education. One of the components of education is homework. Homework has been a part of students lives since the beginning of formal schooling. However, the practice has sometimes been accepted and other times rejected, both by educators and parents. This has happened because homework can have both positive and negative effects on childrens learning and attitudes toward school. Pros and cons: Homework can have many benefits for young children. It can improve memory and understanding of schoolwork. Homework can help 07 Journal of SCHOOL SOCIAL WORK June 2013

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students develop study skills that will be of value even after they leave school. It can teach them that learning takes place everywhere, not just in the classroom. Homework can benefit children in more general ways as well. It can foster positive character traits such as independence and responsibility. Homework can teach children time management. Homework, if not properly assigned and monitored, can also have negative effects on children. Educators and parents worry that students will grow bored if they are required to spend too much time on schoolwork. How much is too much? Experts agree that the amount of homework should depend on the age and skills of the student. Many national groups of teachers and parents, including the National Parent Teacher Association (PTA), suggest that homework for children in kindergarten through second grade is most effective when it does not exceed 10-20 minutes each day. In third through sixth grade, children can benefit from 30-60 minutes of homework per day. High and higher secodnary students can benefit from more time on homework especially during night and the amount of nightreading may vary from night to night. 08

Volume X Reading at home is especially important for young children. Highinterest reading assignments might increase the time on homework a bit beyond the time suggested due to the childs own interest factor. Homework problems: Especially as kids get older, homework can really add up and become harder to manage. The child may have homework problems when he or she: Performs below his or her potential at school. Has average or better intelligence, with no learning disabilities. Doesnt finish schoolwork or homework in time. Forgets to bring homework home. Forgets, loses, or doesnt turn in finished homework. Doesnt remember what teachers and parents have taught. Gets distracted easily.. Doesnt want any help. Does not care about consequences. The cause: Some children get into bad study habits with their homework because they become preoccupied with TV programmes or video games. Some middle school children become

Issue 01 sidetracked by their social life or by sports. Other children who find schoolwork difficult would rather play. If parents help these children cut short other activities to reasonable time and believe in the teachers evaluation of the childs efforts on schoolwork and homework, most of these children will improve. Motivation for good grades eventually comes from a desire to please the teacher and be admired by peers, enjoyment in knowing things, ability to see studying as a pathway to a future career, knowledge that she needs a good cut-off to get into college, and her own self-reproach when she falls short of her goals. When parents over respond to this behaviour and exert pressure for better performance, they can start a power struggle around homework. Forgetfulness becomes a game. The child sees the parents pressure as a threat to his independence (Naidu PJ, 2013). More pressure brings more resistance. Poor grades become the childs best way of proving that he is independent of his parents and that he cant be pressurized. Good evidence for this is the child does worse in the areas where he can receive more help. If parental interference with a childs

schoolwork continues for several years, the child becomes a school underachiever. A case study: Ram, not his real name, is an average student and was a shade poor in mathematics compared to his brother who always scored centum from his fifth standard. Ram did not lag far behind with his 80%. But he refused to learn from his brother when his mother coaxed Ram to learn mathematics from his brother. His grades slid down until 9th standard. When his brother left for hostel to continue higher studies, Rams interest in mathematics increased and he started scoring more than average and cleared his 10th standard board exam with a centum in mathematics much to the surprise of his mother. Reason he attributed for his waning interest when his brother was available to offer help was, I will do all the work and he would get credit! I did not want that to happen. A parents supporting role: When it comes to homework, parents must be there to offer support and guidance, answer questions, help interpret assignment instructions, and review the completed work. But parents should resist the urge to provide the right answers or complete assignments. Focusing on 09

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children to develop the problemsolving skills theyll need to get through this assignment and any others. Parents encouragement stops when children start doing the work themselves. Only then, children will develop confidence and a love of learning by doing it themselves. Pros and cons: Parent involvement can have either a positive or negative impact on the value of homework. Parent involvement can be used to speed up a childs learning. Homework can involve parents in the school process. It can enhance parents appreciation of education. It can give them an opportunity to express positive attitudes about the value of success in school. But parent involvement may also interfere with learning. For example, parents can confuse children if the teaching techniques they use differ from those used in the classroom. Parent involvement in homework can turn into parent interference if parents complete tasks that the child is capable of completing alone. When parents get involved with their childrens homework, communication between the school and family can improve. It can clarify for parents what is expected of students. It can give parents a first hand idea of what 10

Volume X students are learning and how well their child is doing in school. if a child is having difficulty with homework, parents should become involved by paying close attention. They should expect more requests from teachers for their help. If a child is doing well in school, parents should consider shifting their efforts to providing support for their childs own choices about how to do homework. Homework can be fun: Parents struggling with their child regarding homework know that getting assignments done can cause a fight, lower self-esteem and cause a lot of crying and yelling. Children hate homework and will try anything to get away from it. Homework time can become a screaming match with both parents and children exchanging hot words they regret later. Phrases likelazyfool,makku (idiot), where is your concentration wavering? and work-cheat ( Kamchore), glutton or procrastinatorcanslipfromaparents mouth, all in the name of trying to motivate a child to do his homework! Defeating the defeatist attitude: Yes you can get going right now. Parents think saying that is the perfect mix of support and selfesteem building, sprinkled with a dash of motivation. But just saying that is rarely enough to get homework

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ISSN: 0976-3759 Issue 01 done without a battle. To remove the Match the childs learning style: I cant parents should look at the Children can be classified as clues childs behaviour sends. visual learners, auditory learners, Does he hate the speedy kinesthetic learners and mixed approach to getting homework learners depending on their learning done? style (Naidu PJ, 2011). Some dont Does she fidget or process visual information well, but procrastinate? are quick to learn if the material is Or is he dreamy? read out. The childs teacher can help Once the childs inability to focus to determine what teaching methods is found, parents can begin offering work best for him, or parents some of the relevant measures listed themselves can find by keen below: observation. It is helpful to know the Good food: childs learning style, because they Feeding the brain is a smart thing can learn best that way! to do. Protein with a little Positive attitude: carbohydrates will do wonders to Schoolwork isnt always easy. reinvigorate a child after a long day Parents job is to help their child at school but it should not be junk or develop a positive approach to fast foods and fruits and pulses are academic and organizational preferable. challenges. If the child avoids Exercise: challenges, encourage him to break The school day is filled with sitting, the tasks as pieces he finds easy and listening, and following rules. When those he finds difficult. Getting him to the kids get home they want and do easier tasks first will build his need to move their large muscles. confidence, and then should guide Institute a new rule: the first 30 minutes him through the more difficult tasks. after evening tiffin is to be spent doing Change of study place: aerobic exercise. No video or Education expert Ann Dolin says computer games. Exercise new research has shown that invigorates the brain, creates the changing homework locations can ability to focus, releases the uneasy have a stimulating effect on a child. feelings, and moves a child from a Instead of always making a child sit dreamy state to a more focused at the same desk in the same room, state. changing it may help some. An Journal of SCHOOL SOCIAL WORK June 2013 11

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experiment can be conducted for a week allowing the child to do his homework in another room, then at the kitchen table, then on the floor with the age old kanakkupillai desk, or let him stand near a table while he works. Depending on productivity homework can become fun work. However, WHO manual on study skills suggests that studying in the same place improves memory and creates more neuro-linguistic networks. Techniques to focus: Some children crave movement. They need to move and touch things in order to focus especially the tactile learners. To help a child focus, give him a way to manage his need for sensory input by giving him a ball to squeeze or string of beads to roll. In foreign countries they use a set of worry beads, bucky balls or assage roll. This allows him to squeeze or roll an object in his hand, which satisfies his craving for sensory stimulation after which he concentrates on the home work. Not at a stretch: Homework can seem like an endless, dull chore. To help a child focus on the task at hand, break homework time into segments. Use a timer set for ten minutes. Telling the child that he needs to remain really 12

Volume X focused for the next ten minutes and get as much done as he can. When the timer goes off, he gets to decide if he wants to continue working or take a break. If he wants a five-minute break send him out to use his large muscles. He can run around the driveway five times or play basketball and when the timer goes off he needs to come in and finish homework. Facilitate learning: Some children are annoyed when they hear their siblings playing or someone else has jolly good time watching TV. To avoid that, create a quiet time. Everyone in the house has to do quiet activities so no one disturbs anyone doing homework. Getting the co-operation: Some children who had been causing disturbance in the family by refusing to co-operate and so were punished or yelled at may test their parents limit by refusing to cooperate. In such situations, the child should be asked: Which way do you like doing homework where you have some choices and no yelling, or the old way of punishment and yelling? If you like the new way, then you need to cooperate or youll be showing me youre too young to do things this way and well have to let you grow a bit before we try again by using the punishment method.

Issue 01 Parents can support their child by creating the right time, environment and approach for homework, but doing the work is ultimately the childs responsibility. Parents have to let their child fail sometimes but remember that children learn from failure as well as success. What really counts is the attitude of both parents and the children. A pat on the back: At the end of the assignment or homework parents should find something they can praise their child about. Maybe he finished it in less time than you expected, or got most of the answers on the first try. Complimenting not only will make him feel good, it will make parents to feel like their time was well-spent. Conclusion: Homework can be an effective way for students to improve their learning and for parents to communicate their appreciation of schooling. Because many things influence the impact of homework

achievement, expectations for homeworks effects must be realistic. Life is meant to be joyful. Positive parenting paves way for many people to experience it in their life. Enjoying life is a choice, no matter what things look like. Parenting styles are very important in family life. Our parenting styles are usually learned from our own parents unless we make a concerted effort to change them. The changing life-style, globalization, influence of media and many more inputs sometimes make us wonder whether our parents parenting style is to be followed or totally shunned. We must ask ourselves the question Do I want my children brought up the way I was and how can I make a change? We love our children, but we are so busy that we forget to show them how wonderful life can be, how important they are in our life and in the world. If we are positive parents, our children will never suffer from low self-esteem nor will our grandchildren.

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References: Naidu P J (2011): Study Skills and Memory Techniques, Chennai: Vinodh Publications. Naidu P J (2013): Parental Control over Peer Influence, Journal of School Social Work, Vol IX Issue 12, pp 26-32 John Sharry, Positive Parenting e book, Veritas Publications http://proactiveparenting.net/articles/7-fixes-for-the-homework-battle http://www2.ed.gov/parents/academic/involve/homework/homeworktips.pdf http://kidshealth.org/parent/positive/learning/help_gradeschooler_homework.html

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Proactive ParentChild Interactions

Volume X

Sadhna Jain* *Dr Sadhna Jain, PhD is working as Associate Professor in the Department of Family and Child Welfare, Aditi Mahavidyalaya, University of Delhi, Delhi.

Introduction: The onset of adolescence is a age of high of high tides. Many changes are going on simultaneously. Some of these are physical, social, emotional and mental. These changes trigger different needs and interests in them. Quite often, both the parents and the teenagers are consciously unaware of changes at psycho-social and at intellectual levels. It puzzles them to a great extent. Case study # 1: Rama is a mother of a 14 year old girl. Ridhi, her daughter, studies in class VIII. She is an above average child in studies. She is hard working, obedient and sincere in her work. She loves and respects her parents a lot. But, for the past two years, there has been a change in her behaviour. She gets irritated when her mother asks her to study a little more. At times, she bullies her mother and throws temper tantrums. This makes her mother very reactive. In turn, she also punishes her either by slapping or by withholding her desirable items. Such episodes are very frustrating for both Ridhi and Rama and at times 14

stretch up to a day or two. Both of them sincerely want to improve their ways but nothing is working out. The self-esteem of both the mother and daughter is getting low day by day as both feel guilty that they are not good as a mother or a child. Such situations are not uncommon in families. Sanctity of parent-child relation: Every child is a pride of his/ her parents. Every parent wants to be an influential parent and it is the earnest desire of every child to live up to the expectations his/ her parents. But at times, our children can be a source of frustration and depression. Many factors like undue emphasis on academic excellence, parental expectations and peer pressure break the circuit of normal parentchild interaction. They both become reactive, harsh and angry. Parents start doubting their child-rearing skills and their childrens abilities to become a responsible member of the society. Parenting styles: Relationships are dynamic. Fostering a healthy relational environment within the family is not

Issue 01 an easy task. Children and teens deeply desire to have our trust. It is important for them to know that their parents trust them. There are different styles of child-rearing or parenting. Authoritative Vs. Authoritarian: Authoritative parents make reasonable demand for maturity; set limits and insist obedience. At the same time they express warmth and affection. They listen to their children and encourage them to participate in family decisions. Authoritative parenting style is rational and democratic approach. It recognizes and respects the rights of both parents and children. Research has shown that the children of authoritative parents are lively, happy, confident and self controlled. They resist engaging in disruptive acts. They have high self esteem, social and moral maturity (Berk,1996). Authoritarian parents are also demanding but they place undue pressure on conformity. If the child does not obey, they resort to force and punishment. Parental needs are superior to childs independence and self expression in this style of parenting. Research has shown that the children of authoritarian parents are anxious, unhappy and withdrawn. The boys are high in anger and defiance. The girls are dependent and

retreat from challenging tasks. They do better in school and are less likely to engage in antisocial acts. Permissive Vs. Uninvolved: The permissive style of childrearing is nurturing and accepting but it avoids making demands or imposing control of any kind. Permissive parents allow children to take decisions for which they may not be ready. The children can do anything at any time. They have no schedule. It has been found that the children of permissive parents are very immature, disobedient, overdemanding, rebellious and have difficulty in controlling their impulses. Permissively reared teenagers are less involved in school learning and are more likely to engage in antisocial behaviours. Uninvolved parenting style combines indifference with rejection. Uninvolved parents show little commitment to child-rearing. They have little time and energy to spare for children. Uninvolved parenting is a form of child maltreatment called neglect in its extreme form. The children of uninvolved parents do poorly in schools, lack long term goals and are prone to engage in delinquent acts. We as parents keep switching over from one style to another. We

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all want more and more calm days than reactive days with our children. We all want to stop screaming, reacting and resorting to time out techniques and punishments. This requires us to develop proactive parenting skills. Reactive parenting: Reactive parents respond to what their children do and dole out punishment quickly and reward occasionally. They react when they are fed up with their childs behaviour. They yell, scream and hit haphazardly when they have had enough. We all do this to some degree, but when it becomes a habit, then it can be unhealthy. Reactive parenting teaches behaviour manipulation. This can be very frustrating for both the parent and the child. Parents feel manipulated by the child and the child feels manipulated by the parents. If this continues, the child will have difficulty learning right from wrong; because their motivation will be to just please the parents so they do not over react. Non proactive parent-child interactions make us defensive. Proactive parents: Proactive parenting means anticipating and taking into consideration the childs future needs and problems rather than reacting to 16

Volume X and correcting the childs behaviour. Proactive parent-child interactions are strategic and require farsightedness in order to solve many day-to-day issues amicably. It also helps them in mastering the art of managing their lives on their own without being manipulative. Most children want to get along well with their parents, to talk with them about things that matter, and to feel free to ask their opinions without being forced to abide by them. Proactive parent-child interactions teach them to manage intrapersonal resources effectively. The teenager becomes open with his/ her parents, discusses, takes guidance, devises his/her own strategies and sorts out the issues in a manner acceptable to all the significant others in his/ her life. They stop living dual life with their parents and themselves. Though proactive interactions are important at every stage of development these are inevitable and imperative during teenage and adolescence. Parents of an adolescent girl: Proactive parents look forward, think ahead, make use of every teachable moment to address the issue before it arises. For example, Onset of menarche is one of the biggest issues among teenage girls. Parents can make use of the

Issue 01 advertisements of sanitary napkins shown on mass media to develop skills to manage this developmental milestone effectively. Related real life experiences can also be shared with them before and during the onset of menarche. Similar discussions on issues faced by boys can also be held with them. It helps them in understanding whys and hows of situations which they have never encountered before. Gender-based treatment: Another issue of pre teens and teenagers which create anxiety among parents is the behaviour of their friends and their growing interest in opposite sex relationships. They often enjoy talking about private body parts, curse words and comments related to forbidden words/ acts on social networking sites. While dealing with such issues parents either become too orthodox wrt girls or become too carefree in the case of boys. As a consequence, girls start hiding facts about their lives with their parents and boys become too patriarchal and exhibit extreme male chauvinism. The gulf between parents and children start widening. Parents lose the valuable moments of guiding their children and children lose the opportunity to learn from the parental experience and advice. Such

situations can be avoided if parentchild interactions are proactive. It is important to discuss these issues with preteens and teenagers in age appropriate manner. In anticipation: Proactive parents from their experience can visualize the situation ahead of its time, brief the teenager and gain his or her confidence to share their thought and plans before they become actions. It also helps them in gauging and protecting their behaviours. Teenagers automatically learn life-skills through such interactions and do not succumb to bad peer pressure. They both become trustworthy to each other which is often an endangered issue during adolescence and is the leading cause of falling into bad company of people. It is important to make children well aware of the issues openly and candidly before they lay their hands on half-baked information through illicit means. They will be able to see reasons in avoiding wrong behaviours and approaching wrong people. Mutual respect: Proactive parents value their children and their opinion. They take time to consider the personality and aptitude of the children and train them to face the world around them. They

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freely discuss life issues and talk about current situations. The children learn principles and codes of conduct and venture into the world with confidence as they know what is expected of them. In a study conducted in a Scout camp, when the adolescents were asked who they would take as model to resolve conflicts, they mostly preferred to use parental model rether than their peers (Naidu P J, 2013) which shows the influence of parents over peer. Consistency and self-control are two prerequisites of proactive parenting to promote such respect for parents among children. Calm and consistent guidelines will teach the child to do the right thing calmly even in a frustrating or threatening situation. Parental influence: Such interactions develop the power of parental accomplishment and parental confidence. Both parents and children experience

Volume X cathartic moments. They learn to introspect their behaviour and rectify it, if needed. It increases their selfesteem. They learn to bear the consequences of their actions. They also develop the insight to reconnect after the emotional outburst. Conclusion: There are different kinds of parenting such as authoritarian, authoritative, permissive and uninvolved parenting. By far, proactive parenting is considered the best because, this kind of parenting does not wait for things to happen. The parents anticipate, plan and move ahead to surmount any problem that is likely to crop up when we least expect. Proactive parents develop wisdom, stop reacting and start responding constructivelyn and succeed in producing a responsible citizen. Dont let reactive parenting steal your joy. If God has blessed you with children He has placed them into your life for a reason.

Issue 01

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Urban Slum-Dwelling Parents Involvement in Bringing up Children

Mary Princess Lavanya* *Mary Princess Lavanya, Assistant Professor, Department of Social Work, Loyola College, Chennai-34

References: Berk LE, (1996): Child Development. London: Prentice Hall International Inc. Papalia E, D and Olds SW (1979): A Childs World: Infancy through Adolescence. USA: Mc Graw-Hill. Naidu P J (2013): Parental Control over Peer Influence. Journal of School Social Work, Vol IX, issue 12, pp 26-32. http://www.proactiveparentingstore.com/online_skills_class http://childhood101.com/2011/04/parenting-styles-reactive-or-proactive/ http://www.crossingthinice.com/2013/02/proactive-parenting/ http://www.proactiveparentingstore.com/online_skills_class http://www.educatingtoday.com/are-you-a-reactive-parent-or-a-proactive-parent

Introduction: The family, almost without question, is the most important of any of the groups that human experience offers. Other groups we join for longer or shorter periods of time for the satisfaction of this interest or that. The family, on the contrary, is with us always. Or rather more precisely, we are with it (Robert Bierstadt). A parenting style is a psychological construct representing standard strategies that parents use in their child-rearing. There are many differing theories and opinions on the best ways to rear children, as well as differing levels of time and effort that parents are willing to invest. Many parents create their own style from a combination of factors, and these may evolve over time as the children develop their own personalities and move through lifes stages. Parenting style is affected by both the parents and childrens temperaments, and is largely based on the influence of ones own parents and culture. Most parents learn parenting practices from their own

parents some they accept, some they discard. The degree to which a childs education is part of parenting is a further matter of debate. Slum-dwellers: The total slum population of Tamil Nadu in the selected 63 Municipal Towns as per the Census of India 2001 is 2,838,366. This forms around 20.02% of the total population of the selected towns. The largest urban slum population is found in Chennai Corporation where 10,79,414 persons are reported as slum dwellers. The literacy rate for the slum population in Tamil Nadu is 71%. Males (77%) have a higher literacy rate than females (65%). Nagercoil (89.90%) has reported the highest literacy rate among the slum-dwellers. As far as, Chennai is concerned, the literacy rate for the slum population is 80.09%. Males (85.77%) have a higher literacy rate than females (74.21%). Research study: The parents play a vital role in the development of the child. Lack of proper parental care may lead to psychological problems in the child 19

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and this is the main reason for the childrens deviant behaviour. Parental care is seemingly poor among the economically and educationally weaker groups. Through this study the researcher had found out the involvement of parents in urban slums and have given them awareness on understanding the importance of parenting. Objectives To know the profile of the respondents. To analyze their socioeconomic condition. To assess their living and health condition. To study the present involvement and attitude of parents towards their child. To suggest measures to improve their parenting skills and attitude. Research methodology: The study sample was drawn from a slum in T.Nagar, Chennai. This study is a descriptive one, as the study describes the life situation, their socio-economic, living and health conditions, and finally their involvement and attitude towards their children. The researcher has also described the parenting styles and the upbringing of children in the urban 20

Volume X slum. The researcher chose purposive sampling technique, because the study focused only on the urban slum- dwelling parents of adolescent children studying in a government aided school in T.Nagar. The research is carried out with the help of Bala Mandir situated near the school. An interview schedule was prepared by the researcher in consultation with the experts working in this field. Questions were framed to study the objectives framed. Documented sources like books, journals, published reports, and relevant informations provided by NGOs and individuals working in this field were utilized for this study. Findings of the study The following are the major findings of the study. It shows that a vast majority( 72%) of the respondents are in the age group of 30-40 years, nearly a fifth (17.5%) of them are between 40-50 years and one tenth of them are aged 38-47 years and 6.3% are in between 48 and 52 years of age. Less than half (42%) of them are illiterates, 22% had been to primary school, 34% to high school and 2% , higher

Issue 01 secondary school. Majority of the respondents are illiterates. This is the main reason for their childs low academic performance because the illiterate parents may not contribute to the childs education by hometeaching them. Other parents who are educated could not contribute qualitatively to the childs education because they work. Job profile of respondents: More than half (52%) are home maid, 6% are daily wage earners, 22% are house wives and 14% are in government jobs, drivers, electrician and security personnel. Those who work as home maid (52%) are mothers. They leave home early in the morning without motivating the child to go to school and also some of them do not know whether the child is regular to school or not. This indicates their lack of participation in the childs education. Even though considerable percentage of parents are house wife, they only look after the child and do not contribute to the education of the child. This is due to their low educational qualification and lesser importance accorded to education. Economic status: Less than half (42% ) of the respondents family income is below Rs.5000, 54% between Rs.5000-

Rs.10000 and only 4% is above Rs.10000. Income is one of the factors because of which the respondents could not provide nutritious food and healthy living environment to their children which ultimately has an impact on the childs education. Marital status: Majority (80%) of the respondents are married, 4% divorced and 16% widows. From this it is clear that 20% of the respondents are single parents. This forces them to provide great care to the childs development but they could not do so because they are the only bread winner of the family. Such children are prone to be vulnerable: emotionally and psychosocially. These vulnerable children require help from health professionals, school teachers and society. There are also success stories of many children of single parents who have achieved a lot. Large families: Majority of the respondents have 3 children and these parents find it difficult to take adequate care of the children because of their low income. Parents in the families with more than three children could not give attention to all the children, in which case parents qualitative contribution to the childs development is questionable. A vast majority (82%) of the houses 21

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have just only one room and 18% of the houses have two rooms. Since majority of the houses have only one room, the child does not have a place to study. Distraction at home: The family members watch television while the child is studying and it distracts the child resulting in poor performance in academics. 88% of the parents spend time with their children and 12% do not. Majority of the parents spend time with their children even though they are working is a good news. Some of the parents do not spend time with their children because they come home late from work or the child goes to play with nearby children and comes late to home. Time spent: Majority (84%) of them spend their time by watching television with their children, 70% interact while eating, 2% teach their child and 10% spend time playing and talking with the child. This shows that majority of parents spend their time watching TV. Role perception: Almost all (96%) the respondents acknowledge that they have greater role in their childs development by providing good education to their child, 22% by providing good nutrition, 14% by moulding the childs 22

Volume X personality and 4% by understanding their childs feeling and needs and by saving money for their childs future. 4% do not acknowledge their role in helping children grow. They say we have given birth, now they have to grow and develop themselves. Dissent in family: Any dissent between the parents adversely affects the children. 60% of the respondents quarrel in front of their children and 40% do not quarrel in front of their children. Out of 60%, 42% of the respondents know that it would affect their child, 8% do not know and 10% havent thought of it (they never considered it seriously). Parents use abusive words while quarrelling in front of the child and the child learns the same and uses it in the school while quarrelling with their friends. Suggestions Children should be helped to achieve maximum benefit from their educational opportunities, to understand themselves and others and improve interpersonal skills. In order to cope up with their stress, they must be given life-skills education. Social workers should help parents to understand the importance of education and

Issue 01 encourage them to involve in their childs development. It must be ensured that children study well from their lower classes rather than putting too much pressure after they lose interest in education. The school teachers must also know the socio-economic background of each child to meet the needs of the children. Teachers should be trained to appreciate the effort of the child and help them achieve in academics and extracurricular activities. Nearby NGOs can take necessary steps to educate and create awareness among the parents about their involvement in their children growth. They must also emphazise the importance of parenting. Follow-up measures will ensure that the parents take part in their childs development and in their education.

Conclusion: The study focuses on the role of slum parents in the development of their child. Study reveals that parents give less importance to education which hinders the ultimate development of the child. It is established that the behaviour of the parents influence their children. Parents do not take any effective steps to contribute to their childs education rather they discourage the child verbally and through their actions. Many parents have given up saying that their child is useless and they wont study. On the other hand, children are also interested to work and earn money rather than studying. They prefer the small coins they earn foregoing higher rewards that await them if they equip themselves with proper academic and lfe-skills. The child is attracted by the present opportunities of earning money and does not understand that it is only temporary.

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References: Karin S. Nijhof and Rutga M.E. Ingel, (2007): Parenting styles, coping strategies, and the expression of homesickness, The Journal of Adolescence, vol.30 no.5 pg.709720.2) Uwe Wolfradt., Susanne Hempel and Jeremy N.V. Miles, (2003): Perceived parenting styles, depersonalization anxiety and coping behaviour in adolescents, The Personality and Individual difference, vol. 34, no. 3, pg. 521532.3) Beau Abar, Kermit L. Carter and Adam Blinsler, (2009): The effects of maternal parenting style and religious commitment on self-regulation, academic achievement and risk behaviour among African-American parochial College students, The Journal of adolescence, vol.32 no.2 pg.259-273.

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Reactions, Responses and Responsibilities

Volume X

Mary Jessi Rani P * *Mary Jessi Rani P , PhD Research Scholar, Department of Social Work, Madras School of Social Work, Chennai.

Introduction: Parenting signifies countless challenges faced by parents in bringing up their children, especially the adolescents and there are effective parenting styles that can be adopted to face this challenge. The world of adolescents: The world of children is a place of wonder and fantasy. When born, children are a bundle of joy to the family, as they grow they become a bundle of trouble and when grown up a bundle of mystery. Children have endless energy and an unquenchable ability, they are very much positive until we doubt, they are individualistic until we demand them to be uniform with others, they are unafraid until we instil fear in them, they are all independent until we persuade them to be dependent. In todays world, children, specifically the adolescents, are impounded by countless attractions and distractions; knowing not where to streamline or withdraw. At this stage in life, many adolescents begin to cocoon themselves in their own gadgetcentric world and alienate themselves from being people24

centric. They find solace and satisfaction in relating to people, particularly friends who do not pose a threat to their freedom. They replicate the virtual world ties with people around them, making relationships ceremonial. As adolescence is also a period of heightened emotional outlet, events that infuriate them easily pave way to showcase their maladaptive behaviours. Adding to this, lack of strong social supports in the form of parents, teachers and peers escalate the disconnectedness. Skills of parenting: Parents are the primary source of social support and role model to any adolescent in a family. Handling children, especially the adolescents, often poses an ambivalent situation to parents, not knowing how and where to take a stand. Parenting is difficult and requires maturity and skill. It is also a Herculean task that has to be carried out with complete prudence and passion. In many families, where both the parents are employed and find no way of availing time for their child, conciliation comes in which gradually become over-

Issue 01 permissive and over-indulgent compensation of their absence. But often this ends up with providing material comforts and not spent as qualitytime with the wards. Parents with a little sensitivity can easily get into the inner world of their children to develop, sustain and strengthen an emotional connectedness with them. The emotional bridge built out of regard, respect, trust, empathic understanding and authenticity enables the transaction of uninterrupted flow of thoughts and emotions between the child and the parent. Positive parenting: Several research studies also reiterate the importance of positive parenting. Adolescents from indulgent families showed high self esteem than those from authoritative and neglectful families (Isabel and Jose Fernando, 2010). Parents of young adolescents who underwent parental training programmes designed to enhance parenting skills were well prepared to handle, promote or maintain protective factors in their families (Burke et al, 2008) The proactive parent: The way parents choose their style of discipline not only affects their quality of life but also that of their childrens. The tone, tenor and family

dynamics cultivated by them emerge as a result of the discipline choices they make. To summarize, there are three kinds of discipline choice a parent can take -up: 1. Punitive : Parents who use punishment as a means to teach. 2. Permissive: Parents who fail to define and enforce appropriate rules. 3. Effective practical parenting : Parents who utilize proactive and responsive measures to honour reasonable rules of conduct. Therefore, in discipline decisions, parents need to evaluate what works for them from a wider perspective and act accordingly. Fundamentally proactive parenting is essential, supportive and enables empowerment of the child and the entire family unit. Proactive parents usually respond instead of react to the child and his/her behaviour. In responding there is thoughtfulness to ones immediate and ongoing actions with the child. Reactive parents act on impulse for immediate control and cause damage to all involved. The skills involved: Pro-active parents are skilled to set limitations and avoid power struggles and over- emotionalism. The hard work and tough love 25

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exhibited by proactive parents promote independence and decision-making skills in their children. Training a child to plan, set goals, better prioritize, follow through and accept the results is what proactive parenting is all about. When children learn how to compromise, decline politely and delay their wants and needs, a parent can then feel a deep sense of pride in a job well done. Proactive parents are devoted to their childs growth and development. Tips for proactive parenting: Respect childs individuality and show due regard for their uniqueness Provide adequate space for verbal conversations on every day activities with the child. Provide sufficient opportunities for the child to make choices and learn that freedom comes with responsibility. Look at situations through the eyes of the child-have empathic

Volume X understanding Use alternative strategies and try new approaches - children need variety in everything. Use creative ways to engage children -channelize their energies positively Involve children in household tasks they usually enjoy & feel responsible. Cherish and appreciate children- Positive strokes act as reinforcers Be a role model. Conclusion: Positive or proactive parenting is the first step towards nurturing healthy children and families. Parents need understand the positive outcomes of proactive parenting and consciously adopt such patterns of behaviour. A sincere and constant effort taken by parents to implement proactive strategies will pave way in ensuring effective connectedness with their children. Children brought up in such families shine well.

Issue 01

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Parents and Work-Life Balance

Jagadish B* * Jagadish, B, Research Scholar, Department of Studies in Social Work, University of Mysore, Manasagangothri, Mysore, 570006. E-mail: jagadishtkm@gmail.com

References: . Kopko, Kimberly (2003): Whats New: Parenting and Adolescent Development Parenting in Context Project: www. human. cornell. edu/ pam/ outreach/ parenting/ index.cfm Berne Eric ( 1964): Games People Play, USA: Grove Press Inc. http://childhood101.com/2011/04/parenting-styles-reactive-or-proactive/ Retrieved on 13.05.2013-Christie Burnett proactiveparenting.net, Retrieved on 13.05.2013-Sharon Silver

Introduction: Parents work to eke out their living. Earnings from their job are utilized for managing the family of which majority of the focus goes on the development of their children. A working parent is a father or a mother who engages in a work life, apart from their duties as a child-care provider. There are many structures within families including, but not limited to, single, working mothers or single, working fathers. There are also parents who are dual-earners, in which both parents provide income (Michael, 2011). Gone are the days where only one parent was earning. In todays context, both father and mother are going to jobs to earn more to lead a better standard of living. But in this mad race to earn more, attention and care towards children is dwindling. Highlights of survey: Assocham Social Development Foundation (ASDF), conducted a survey of over 3,000 working couples. Following are the highlights of the survey (Indian Express, 2013): A working couple spends nearly 10-12 hours in office, over 2.5

hours commuting and the rest in managing household chores. More than 65 per cent students in the age group of eight to 24 years spend less than an hour in a day with their parents! Parents worry that they spend too much time at work and too little at home. Parents are working longer and at irregular hours and are not around when children return from school. Majority of the couples reported that work pressure has intensified to such an extent that they are required to stay back late in the office to complete their daily assignments. About 75 per cent of the couples said even on weekends - which translates into a Sunday they hardly find time for children since they have to pay bills and purchase grocery. The survey points out that ideally most mothers with young families would prefer to stay at home and be with their children. The couples also voted in favour of having flexible working hours and option 27

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to work from home as means to spend more time with their children. Busy schedule does not allow them to interact with their children or even enquire about what is happening at school. With parents being not around for most part of the day, children turn to television and computers rather than playing outdoors (latchkey children). Children are also prone to eat unhealthy food in the absence of parental supervision and tend to become obese. Due to non-availability of their parents, some children are at risk of living a life feeling adrift and not connected in a positive relationship. Such children are at risk of unproductive behaviour that could eventually be counter to their wellbeing and development leading, at worst, to self-destructive behaviours including social withdrawal, early onset of sexual behaviour, drug and alcohol abuse, truancy and delinquency. The above survey findings point out that there is a need for work-life balance among working parents. Work-life balance: Work-life balance means proper prioritizing between work (career 28

Volume X and ambition) and lifestyle (health, pleasure, leisure, family and spiritual development/meditation). Having special schemes for female workforce and especially working mothers is one of the top most priorities for the corporate world today. Following are some of the schemes promoted by the corporates: Crche in the campus: This helps to take care of their children with paid breaks. Flexible working schedule: Employees will have to clock a stipulated number of hours in a day or week. Time out: Here employee is given an opportunity to take timeout during working hours. This can be followed on a daily/ weekly basis depending on the nature of the business. An employee can take 30-45 minutes of time-out to call their children, read, listen to music, play an indoor game, take a nap, exercise, practice yoga or watch a movie. Work-from-home policies: Nowa-days companies have moved towards work-from-home policies. Employee can work from home for most part of the week and come to office at least four to five times a month. Work-from-home does

Issue 01 not have an impact on pay and benefits. This helps a mother during the initial years of child birth as well as when they are weaning. Luring mothers back to work: Further, nearly 65 per cent of business professionals feel that hiring returning mothers could improve productivity. Regus interviewed over 26,000 business professionals globally on the subject of working mothers. results revealed that most of the respondents believe that mothers can contribute unique skills to the workplace. When business people were asked about the best ways to help women return to work after maternity, the most highly-regarded measures in India were: Work near home (94 %) Flexible working hours (93 %)

Near-site crche facilities (90%) Video-conferencing with children during travel at least some of the time (86 %). Conclusion: Though few multi-national companies have implemented worklife balance policies, there are many companies which have to implement policies that are conducive to working parents. Earning is definitely important but more important is being connected with children and family. So, quality time must be spent by every parent with their children during which time they play games, caress them, motivate and inspire them. Thus, working parents can focus on physical, social, psychological, moral and spiritual development of the children to make them into productive citizens of the country.

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References: Dutta, Tuhin. (2013): Sixty-five % Kids Spend Less than an Hour with Their Working Parents, Indian Express, New Delhi, 8-5-2013 http://www.catalyst.org/knowledge/working-parents Accessed on 17-5-2013 http://www.sheknows.com/parenting/articles/2838/what-children-think-aboutworking-parents accessed on 17-5-2013 Indian Express. (2013): Working Parents Spend Less Than 30 Minutes/day with Kids, Bangalore, 4-5-2008 Michael, Myerhoff.(2011): Understanding Family Structures and Dynamics, EDD, 1-3-2011. Naidu, Viren. (2013): New Age Work-Life Balance, Times of India, Times Ascent, Bangalore, 29-1-2013 Pednekar, Puja. (2012): Parents Too Busy to Talk to their Kids, DNA, Mumbai, 25-42012 Taj, Yasmin. (2013): Running the Show Single-Handedly, Times of India, Times

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An Index to Volume IX (June 2012 to May 2013)

Volume IX Issue 01 Jun 2012 Focus: Parent Abuse Volume IX Issue 02 Jul 2012 Focus: Institutionalized Children HSE: Dr Sinu E
Assistant Professor in Psychiatric Social Work, Department of Psychiatry, Kasturba Medical College,Manipal University.

Volume X

Issue 01 From Principal/ Librarian, Date:

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Volume IX Issue 08 January 2013 Focus: Enhancing the EQ HSE: Dr Shahin Sultana A
Reader, Department of Social Work, School of Social Sciences & International Studies, Pondicherry University.

Volume IX Issue 03 Aug 2012 Focus: The School Triad HSE: Prof Sayee Kumar V
Assistant Professor, Department of Social Work, D G Vaishnav College, Chennai.

Volume IX Issue 09 Feb 2013 Focus: Blackmailing Children HSE: Prof Alagarsamy A
Head, Department of Social Work, Sri Krishna Arts and Science College, Coimbatore.

PIN: Sir,

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

Volume IX Issue 04 Sep 2012 Focus: Enhancing the EQ HSE: Dr Kannan M

Principal, Madurai Inst. of Social Sciences, Madurai, Tamil Nadu.

Volume IX Issue 10 Mar 2013 Focus: Power Struggle HSE: Dr Vijayalakshmi V

Assistant Professor, School of Social Sciences and Languages, VIT University, Vellore, Tamil Nadu.

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:

Volume IX Issue 05 Oct 2012 Focus: Psychosocial Pollution HSE: Dr Duraipandi Arunachalam
Assistant Professor, Department of Social Work, Sri Saraswathi Thiagarajar College, Pollachi.

Volume IX Issue 11 Apr 2013 Focus: Pattern Recognition HSE: Dr Rajendrakumar

Chairperson, Department of Social Work, Bangalore University, Jnana Bharathi Campus, Bangalore, Karnataka.

Volume IX Issue 06 Nov 2012 Focus: Gender-Based Intervention HSE: Dr Arul Kamaraj J M
Loyola College, Chennai.

PINCODE: Thanking you, Yours truly,

Volume IX Issue 12 May 2013 Focus: Control Vs. Autonomy HSE: Dr Amali Megala J Assistant Professor, Department of Social Work, Volume IX Issue 07 Dec 2012 Focus: Beliefs and Obsessions HSE: Dr Md Ameer Hamza

Associate Professor, St. Justin College of Education, Madurai.

We regret that the names and designations of the co-opted committee members could not be Associate Professor, Department of Psychiatric Social Work, accommodated in this column due NIMHANS, Bangalore to time and space constraints. Journal of SCHOOL SOCIAL WORK June 2013 30

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