ISSN: 0976-3759

Volume X

Issue 5

ISSN: 0976-3759

Journal of SCHOOL SOCIAL WORK October 2013

Journal of SCHOOL SOCIAL WORK October 2013

ISSN: 0976-3759

Volume X

Issue 5

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 5

O c t o b e r 2013 C o n t e n t s

Page 02 03 06 09 14 16 21 27

Editorial Mahalakshmi Rajagopal Smart Money Management Meenakshi C and Vasimaliaraja M Money Management for Children of Working Mothers Inthira K R and Dr Muralidharan K Money and Emotional Management Dominic Savio A Introduction to Money Management Vimala N Study Habits of School Students Case Study Analysis Zunatha Banu Personalized Diagnosis and Remedial Teaching Dr Ramakrishnan N Teachers Role in Preventing Adolescents Suicide Teddy Andrews and Dr Sinu E

Focus: Money Management

Honorary special editor: Mahalakshmi Rajagopal
Senior Psychologist and Psychiatric Social Worker with School Social Work experience Litchi Knowledge Centre, Ghaziabad Journal of School Social Work,

Mobile: 98406 02325

Journal of SCHOOL SOCIAL WORK October 2013

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

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

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Volume X

Issue 5

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Editorial

Money Matters

Smart Money Management

Meenakshi C* Vasimaliaraja M**
*Meenakshi C, Assistant Professor in Education, St.Justins College of Education, Madurai **Vasimalairaja M, Assistant Professor in Biological Science, Alagappa University College of Education, Karaikudi.

Todays children are an money. He who thinks twice before he independent lot they learn to take spends and considers his care of themselves in various aspects requirements rather than desires, is from a very early age. They dare to analytical and seldom spends for nonexperiment; love to explore and essentials. He is not easily swayed experience a thrill of success in each by peer pressure and is levelof these activities . While children and headedmostly. These attributes adolescents seem to be way ahead define him as a fine person and in many areas and facets of life, one differentiates him from others who are area that reflects a high level of moved by the opinion of peer or lured immaturity is the area of financial by the advertisements. management. Managing ones Children who lack discretion finances is a skill and judicial expect life to serve them the best on spending is a habit which children a platter. They, thus develop have to acquire very early in life. unhealthy competitiveness; become Children and adolescents today verydemanding,selfishandinorder believe more in splurging and less to have their way become in economizing. Flaunting the latest manipulative too. In worst cases, they gadgets, sauntering in malls and develop unacceptable behavioural insisting on branded garments are not patterns, and may indulgein antiuncommon. Such attitude and social activities. behaviour are quite disturbing and School social workers can teach alarming, to say the least. It is children financial literacy from a very suggestive of a personality trait that young age,through games and leads the youngsters to think of the practical means and empower them present enjoyment only and not the to grow up as able event managers dangers that loom large in future. and fine economists with positive Learning to respect and manage traits. They will be conscious of ones finances judiciously from school community welfare and may become days speaks a lot about the person efficient in planning, budgeting, and irrespective of his age. A youngster resource mobilization. who spends for his needs rather than Hence, the vibrant youth force has for his wants, respects the effort put to be channelized to take care of their forth by his parent / care giver to earn person, personality and purse, as well. 02 Journal of SCHOOL SOCIAL WORK October 2013

Introduction: Our lives revolve around money everyday. Either we work to earn it, burn midnight oil to buget it, go to banks to deposit or withdraw, look at statements and bills or consider borrowing it when need arises. This is an ongoing and perennial activity. Many people live for today! On the other hand, smart money managers think about tomorrow. Our children should learn that life isnt about today or yesterday. Its about 20 years from now, 20 years of making, needing and spending money. Investment management: Money management, the process of managing money which includes investment, budgeting, banking and taxes. It is also called investment management. It is more in adult world and is irrelevant as for as children are concerned. Money management is a strategic technique employed for making money yield the highest return for any amount spent. Spending money to provide all cravings (regardless of whether they are

justifiable or not to be included in budget) are a natural economic phenomenon. The idea of money management techniques is developed to regulate the amount individual, firm and institutions spend on items that add significant value to its living standard, long-term portfolios and assets. Smart money management: A little planning can make a big difference. Share these tips with students to make them manage their money well: Involve children in the math of family budget where we use our money for rent, bills and groceries first. Then saving to meet upcoming expenses. This makes children choose how much you have for new clothes and going out. Pay on time.Makeahabitof paying bills on time, every time, to avoid wasting money on late fees.This teaches children the need for punctual payment. Use online banking services offered through your bank for 03

Vasimalairaja.M is the corresponding author.

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Volume X college zone. .Say NO to credit cards. Not only do you pay a finance charge, but you may be tempted to buy more than you can really afford. If you feel you must have a credit card, dont purchase more than you can afford, and pay the balance each month. Better yet, save it for emergencies! Open a savings account and make regular deposits. When choosing a bank, ask about any additional costs, such as stoppayment orders. Automated Teller Machine (ATM) are safe, reliable, quick and avoid needless queue in Banks. But, withdraw small amounts and dont forget to record the transactions in the chequebook. Pack your lunch and avoid fast food places. If you have to eat out, look for the best food at the most reasonable cost. Eat something before you go shopping. Else, you are likely to shop for food on an empty stomach. .Avoid purchasing dry-cleanonly clothing. Where possible learn to iron your dress yourself. Factory discount outlets offer name brand, quality products at less than cost.

paying bills and managing your money. Check the balance.Look at the available balance and figure out how much money you have. Children learn to use money for essentials first and luxury later. Protect your identity.Students are easy prey for identity thieves. Wait to buy textbooks .One may not need every book for the semester. Hold off until you have a syllabus in hand before spending any money. Use student discount, if there is any.Some childrenconsider it below their dignity to bargain or look for discounts. Avoid going for eating out. If it is essential, then plan your meal in such a way that no food is wasted. Dont order more than you can eat. This tip may appear silly but authors have seen many food item being wasted after the children take a nibble. Waste not and want not shall be the family policy. Buying online may appear very fanciful but it is abig drain on the family budget unless you know what you are bargaining for. Encourage children to use bicycles and public transport. Avoid using two wheelers and four wheelers which clog up the school/ 04

Issue 5 Many bookstores and music stores offer less expensive used books and compact discs. If using public libraries, avoid late fees/ fines by returning books on time. Check into the variety of moneysaving rate plans offered by telephone companies. Remember to figure installation costs into your budget. Beware of extra data plan charges, and early contract cancellation charges Write letters and sendpostcards when on vacation or when your children attend camps. Your family and friends will enjoy hearing from you! This keeps people bonded together and is economical too. Teach children to economise on electricity and save energy by turning off lamps, television, and

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fans when not in use. Bicycling and walking are the cheapest and healthy means of transportation. Conclusion: Students are the backbone of the Indian society. They can bring tremendous growth in the Indian economy by creating new ideas, inventing new things, minimize their expenditure, reduce buying the foreign goods and spend their human recourses for Indias development. They can also render their support in raising our moneys value in the International market by sending at least one fifth of their income to India. The above said tips can boost the money management among college students. Live within your means. Be committed to your monthly budget. Dont go overboard with debt.

References: www.cashcourse.org/categories/financial... www.bankrate.com/brm/news/financial-literacy en.wikipedia.org/wiki/Money_management www.rediff.com www.oprah.com/money.html www.nationwide.com/newsletter

Your Attention Please

Contributors are requested to send original research or evidence-based articles only. Duly acknowledge the source. Anybody can easily locate the original source of article and so avoid unethical copying. The World is watching you. Your reputation is at stake. When referring e-sources kindly mention the date accessed. All references have to be in APA style. ~Ed. Journal of SCHOOL SOCIAL WORK October 2013 05

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Volume X

Money Management for Children of Working Mothers

Inthira K R* Muralidharan K**
*Inthira K R is Research Scholar in Social Work of Karpagam University, Coimbatore-21 **Dr Muralidaran K is Dean PG Studies, Nehru Arts and Science College, Coimbatore -105

Introduction: Money management is a key to the long-term financial survival of anyone. The efficient money management will lead one to a longterm financial security. Financial planning is about earning, spending and saving which depends on individuals needs, goals and personal situation. Children should learn basic money management skills, including concepts related to the value of money, earnings and savings. Teaching good habits early can pave way for robust financial skills throughout the childs life. Imparting money management skills to children is a daunting task. It is one of the most important responsibilities of parents. At a very tender age, the knowledge of personal finance should be learned by the children in order to help them better understand the value of money and its management efficaciously. The source of money: The source of money to children is via allowance or the unclaimed left 06

over balance money after vmeeting expenses (tuition fee, transportation, books, clothing, utilities and other expenses). The daily allowance in particular is given to the children by the parents mostly to pacify the children who are too adamant in their behaviour. Children get money from relatives or parents as gifts on special occasions like birthdays/ festivals or as incentive for academic achievement too. Sometimes the guests are prone to give the child a few rupees to avoid embarrassment of walking in empty-handed. Mostly children who get their daily allowance from parents feel happy. Allowances: An allowance is a fixed amount of money children receive on a regular schedule, with the understanding that they will pay for certain agreed-uponexpenses. Allowances are offered to children when they are old enough to manage it. Children without allowances access much more money than children who get regular

Dr Muralidaran K is the corresponding author.

Issue 5 allowance. Allowances help them to have more control over their finances and to make them decide which items are worth more than others. Allowances are used for clothing, transportation, toys, pets, gadgets and so on. The accepted term for allowance in our culture is pocket money. There are children who blackmail their parents or siblings to get money (P J Naidu, 2012). Sometimes the parents, siblings or relatives express their affection by giving money to the children. Getting money is not a problem but how children spend it is a problem. Money management: Young children usually spend money for eating candies and chocolates. They spend on seeing other children spend! Thats why petty shops, icecream vendors and fruit vendors abound near the school gates. The question of health and hygiene poses another related problem to the children and ultimately to the parents. This independent spending pattern is the reason for tantrum behaviour among children demanding money from others. The adolescent children easily get money from parents and relatives out of affection. Sometimes they demand it by extending their non-cooperation until their fiscal needs are met. Getting

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money from mothers is easier than extracting it from their fathers. Expenses: They spend money for cinema, mobile recharge, and intermittent fast food with friends, as well as for enhancing their personal appearance. In our culture girl children are known for saving habits during this period of development than boys. Most often the allowance is in the form of pocket money to them. Tips for money management: Children vicariously learn about money management from their parents and teachers and finally manage it in their real life. The parents or the elder siblings have to act as the role model for them in this respect. The following points make children to manage their finance in their day-today activities. Children should be trained to prepare and compare a list of things they need and things they want but do not really need to develop the skill of distinguishing the essential from non-essential. The art of making the family budget can be taught by asking them to prepare a list of expenses which includes grocery, clothing, medicine, entertainment and so on. Saving habit has to begin at the early stage of the children. They 07

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are allowed to set a goal to work towards a bicycle, a toy or a game. It helps children to estimate the goal costs and motivate them to save each month to attain it. Children should be taken for shopping and taught to compare the prices on various products and to plan their list of wants. Children should keep track of their spending. Fiscal education: Teaching children about money is a privilege as well as responsibility. Teaching money management skills will lead the children to manage their money, maintain records, workout a budget and to achieve their own financial goals and those set by their parents. Children are encouraged to save. A cut in allowance corrects their carelessness, mediocrity and misbehaviour .

Volume X Conclusion: Childrens knowledge about money management is scarce and its worse in the case of children whose parents are uneducated labourers. Irrespective of the source of money, children are careless in spending money on both necessities and luxuries. They tend to spend money without any plan and as soon as they become bankrupt they turn back to their parents or relative for additional funds. Children, who are taught money management earlier, take more responsibility and plan wisely before spending the money. Even learn to have sufficient savings. It is insisted that the money management should be taught to the children during their early school days which helps them to budget during their later years ultimately resulting in the betterment of their life.

Issue 5 Dominic Savio A*

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Money and Emotional Management

* Dominic Savio A, Research Scholar, Madras School of Social Work.

References: Kapoor J R, Dlabay L R and Hughes R J (2012): Personal Finance. (Tenth Edition). New York, NY: McGraw-Hill Irwin, pp. 17, 78-99. Blankenship S N, Kilingsworth A J, Williamson A D and Wong B A (2013): Five Aspects of Money Management. Group Assignment in Personal Finance (FIN 201), Department of Finance and Economics, Marshall University. Prashant Wasankar (2013): Financial Yoga Parental Guidance. https://www.moneysmart.gov.au/life-events-and-you/families/teaching-your-kidsabout-money http://moneymanagement4kids.com/ http://life.familyeducation.com/money-and-kids/personal-finance/34481.html http://www.visa.co.uk/en/money_management/learning_about_money/ money_management_for_children.aspx http://timessentinel.com/opinion/x389849604/Teaching-kids-money-management

Introduction: Money plays a significant role in the society. Money gives people the purchasing power. Hence it is important that our children are taught and trained in money management to develop an appropriate attitude towards money. Money also evokes both positive and negative emotions in us . When children in a financially poor family continuously experience frustration and depression dur to pausity of funds to buy essentials for the study or for personal needs, it could lead them to poor self-esteem and academic under performance. Children of rich parents develops an inappropriate attitude that money can get them anything, it could result in aggressive behaviour and poor social competencies. Money and the society: People are classified as upper, middle and lower economic strata in the society. The State and Union governments continually bring about measures to ensure equal opportunities for the people in the society and initiate lots of welfare measures to protect the marginalised people. The government also spends huge amount for school education to

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improve the literacy rate of the people. In the midst of upper, middle and lower economic strata, one of the significant factors that matters is the peoples attitude towards money and their spending behaviour. The parents sometimes wonder how to impart money management to their children. They are at loss when children are rebellious and impulsive when demanding more money for themselves. The primary and secondary school stages are crucial as the children learn the concept of money and develop an attitude towards money.. Allowances for children: One way of training children for money management is to provide them the allowances. Mostly, when children start asking for money to buy things on their own, is the time to consider providing allowances. Approximately, children by the age of 5 or 6 years, start asking for money.. One may start with small budget covering the childrens need. The parents must discuss with the children what the allowance is for, and may give an example, not dictate the needs they could spend for. Moreover the allowance should also include little Journal of SCHOOL SOCIAL WORK October 2013 09

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more than for the needs. This will leave the children with choices and decision they would need to make. For example, if a 5th standard student is provided with Rs.10/- as an allowance for a week, he may spend it for buying a pen, pencil, note book and remainder gives him the choice of spending for snacks or to save. Some children with all their enthusiasm may spend whole money on the snacks on the same day itself without buying anything useful. Parents need not be harsh with the children on the early stages but rather observe the childrens behaviours and spending pattern and guide them to manage their money and emotion. Producer and consumer: Children will also realize while spending money how quickly it gets over and will be back to parents for negotiating more allowances. It provides an opportunity for the parents to share the experiences with the children on how money is earned. Some parents may positively influence on the values for Work and Efforts to earn. On the other hand if the parents having lots of financial burden project work as something hard, difficult and one has to struggle to earn money, some children may develop an aversion towards work and may search for ways to earn quick 10

Volume X and easy money. It is important that parents and the educational system guide children to develop an appropriate attitude towards work and earning in right manner. Product awareness: The parents and the teachers in the school can also explain the children on the various products available in the market. They could also teach children on the differences between the same products of different companies and price variations. Children need to learn that they spend their valuable money for right quality, at the same time for costeffective products. Awareness can be created among children about the packing of the products. The packing of the products are designed in such a way to attract and stimulate emotions in the consumers. Children could easily fall prey to the deception of the packing. They need to be taught; though the packing is important what is more important is the real product. Sometimes the packing can be deceptive and children could end up buying a product of lower quality. For example, a pen with an attractive picture and all the glitters can easily attract the children than a plain writing pen. The children need to learn to ascertain the quality of the pens by asking the shopkeeper for a

Issue 5 test-scribble. This helps them to be more assertive when buying a product. Exposure to bank systems: The students of secondary school can be given required exposure to bank systems. They could visit the banks along with their parents or teachers and learn money transaction, paper work and the services provided by the banks. Children can be exposed to various forms in the banks for withdrawing or depositing money, getting a demand draft and cheque book. They also learn how these forms are filled, the importance of filling the form with accurate information and how the mistakes in the information could result in loss of money or hassles involved in correcting mistakes. Children can learn about different kinds of accounts such as savings account and current account and the differences between them. They can be made aware of the various products and services of the banks such as ATM, debit card, credit card, personal loan, business loan, i core banking and insurance. Such exposure helps them to understand better the various concepts related to money and also learn how to use effectively the services offered by the banks in future.

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Make the best out of it: The student community can be taught how to make the best out of money. For example, they can be taught to look at the price tag on the product, compare the price with the various brands and then make an informed decision on the buying. Deceptive discounts: The parents while shopping can show the children where the discounts on the price are mentioned, and check the bill once purchased to ensure such discounts are taken into account in the billing. The children also need to learn how sometimes the discounts can be elusive and deceptive. The students also can be trained on verifying the bills so that the amount mentioned in the bill and the price on the product match. Health-promoting products: Children can also be taught on the effects and impact of consuming some of the products. For example, how some low quality food and beverages can affect health or how some soft drinks have no real benefit for health as compared to a fruit juice. Such exposure and knowledge sharing will help the children to develop skills to avoid certain products totally and bargain, negotiate and make an effective decision on the purchase and spending of money. 11

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Attitude towards money: The children must be provided the opportunities where they realize that money can be a real source of power. At the same time such power must be exercised with caution. For example, if the student realizes that his parents have given him more allowances than what his peer group has in the school, he feels good. It is important to observe how he reacts within his peer group. Especially, the parents and the teachers in the school need to observe the behaviour of such children whether the student begins to boss over the other students by buying them ice cream, cool drinks, or he has improved self-esteem and with no negative impact on his behaviour. It is important to see that the students form an appropriate attitude towards money. If one develops an attitude that with money, he or she can buy any amount of snacks and use it to lure the class mates and get them to do whatever he or she wants, it leads to bullying attitude. Such attitude can lead to undermining various other values such as respect, equality, dignity, love and justice which are essential for life. Parental spending: The Times of India reports on November 16, 2012 that liquor worth Rs. 250 crores was sold during 12

Volume X festivals. When children observe the adults in the family spending so much of money on alcohol, they learn to spend money lavishly on things they want to buy for themselves. Narayanan, the trustee of Sevaman Trust who is also editor and publisher of Paadam, a Tamil magazine filed his petition in 2010 seeking a direction to authorities to prevent drunken driving in the state. In the statistics he has provided before the courts, 32,000 people died in road accidents and 60 percent of the deaths were due to drunken driving. On an average 175 accidents occur and around 43 people die in such accidents per day in the state. One must note that such accidents bring out lot of emotional trauma for the children in the family. It disrupts childrens studies, lowers their confidence, and makes them more vulnerable in the society. Money and emotion: People spend huge amount of money on new models of car, bike, and house which are also part of their emotional expressions. Though in the modern society all these are considered important, one has to see the earning capacity of the person and the purchasing power. People spend money anticipating positive emotions. When the anticipated positive emotions are not experienced, some

Issue 5 people find it difficult to accept. For example, when the expensive car meets with an accident and the car is damaged it causes a greater amount of negative emotion. Additional Sessions Judge Kamini Lau in Delhi sentenced two men to 10 years in jail for battering a truck owner to death after his vehicle brushed past their car (Times of India, June 6, 2013). Children from a poor family who cannot afford better clothes, shoes and bags for schools, as compared to other students, may find it difficult to socialize with their peer group in the school. The parents need to be more sensitive to the emotions of their children, and be aware of the emotional expressions of the children through their verbal and non-verbal expressions. One of the ways to recognize emotions is to carefully listen to the voice. Emotions colour

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the voice but is less certain whether there will be change in the facial expressions (Ekman, 2003). The emotional awareness and sensitivity on the part of the parent could pave way for developing social competencies in children. Conclusion: When one spends too much of money on fancy and unimportant articles, one has to remember that there are number of children in our society with great dreams of life but, yet struggle for food, clothes and other basic needs. A rich man can be a little more sensitive to the poor children in his surroundings and can contribute towards their education. Children can be taught to be charitable by sharing whatever they can, on their birthdays and festivals. That way joy of giving can be learned.

References: Ekman P (2003): Emotions Revealed Understanding Faces and Feelings: Great Britain: Weidenfeld and Nicolson. Ekman P and Davidson, R J (Eds) (1994): The Nature of Emotion. New York: Oxford University Press Goleman D (1995): Emotional Intelligence. New York, NY: Bantam Books. Goleman D (1998): Working with Emotional Intelligence. New York: Bantam Books. Lazarus R S (1991): Emotion and Adaptation: New York, Oxford University Press. Long R (2005):Childrens Thoughts and Feelings Emotional Development in Children: UK, David Fulton Publisher. Manning, L.M., Mahar, C.J., Prochaska-Cue, K.M, (2007). Teaching Your Children about Money, Nebguide. Universit of Nebraska Lincoin Extension Publication.

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Volume X

Issue 5 child is not swayed by opinions of other people. Steps of money management: Goal-setting Identifingwants Determining needs Prioritization Bargaining Execution Goal-settingisthestepwherewe visualize where we want our financial position to go and set initial steps to reach that place from where we are today. The right kind of specific goalsetting is purposive and motivating. Identifing wantsisthestepwhere we list out the things that we want. This is about wants that may be over and above what we really need. Determining needs is the step where we figure out what it is that we actually need. While needs are limited, wants are unlimited and unsatiating like the seven pots of gold. Prioritization is the act of attributing importance to our goals, wants, and needs. This step is about deciding what has a higher importance in our perspective.

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Introduction to Money Management

Vimala N*
*Vimala N, Reader, Department of Pediatrics, Thanthai Roever College of Nursing, Perambalur

Introduction: Money management, the process of managing money which includes investment, budgeting, banking and taxes, is also called as investment management. It is a strategic technique employed at making money yield the highest of interest for any amount of it spent. Spending money to provide all cravings (regardless of whether they are justifiable or not to be included in budget) is a natural human phenomenon. Be frugal: The idea of money management techniques is developed to reduce the amount individual, firm and institutions spends on items that add no significant value to its living standard, long-term portfolios and assets. Such a technique is irrelevant to children. But, what Warren Buffett, in one of his documentaries advocates, the frugality ideology is very much relevant and meaningful to children. Waste not and want not shall be the motto. As the great sage poet Thiruvalluvar told, One need not worry much if what goes out is less than what comes in. 14

Managing money: 1. Avoid any emotional and impulsive purchases. 2. Always go for the most costeffective alternative. 3. Increase expenses more on what generates income rather than what drains resources. 4. Establish the expected benefits of every desired expense using the formula of plus/ minus/ nil to standard of living or value system. These techniques are investmentboosting and portfolio-multiplying for adults and economizing and waste-containment for children. Benefits of a spending plan: A spending plan will Curtail needless want expenses. Allow genuine need expenses. Show where to be firm Provide methods for keeping good records of expenditure Allow children to spend money without feeling guilty Create a way to measure financial position. Improve communication with other people. Make people understand that the

Bargainingis the process where the line is to be drawn as far as cost is concerned. This is important when setting a budget or cash flow plan. Sometimes bargaining is introspective also. Children at times, stand in front of the shop and wage a war within themselves as to forego this or that and finally decide on what they need most and walk away without buying that tempting cone of icecream. Execution is simply the act of buying, paying, or saving. This is where we execute the plan that we have set forth. Conclusion: Children should be encouraged to maintain an account book, keep receipts (needed for exchange of defective goods), bills and invoices as proof of purchase and preserve calendars, diaries and pocket notebooks which remind one of the month of most or least expenditure. These simple devices help children plan their spending. Since their resources are limited they must learn to draw a firm line and stay within.

References: Harris, Michael (May 2002): money management (PDF): Trading Strategies (Active trader): p. 33. Archived from the original on 2006-10-17. Retrieved 2006-11-19. http://en.wikipedia.org/w/ index.php?title=Money_management&oldid=567511650 www.uaf.edu/ces/hhfd/familyeconomics/Money-Management-101-2.ppt

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Volume X

Study Habits of School Students Case Study Analysis

Zunatha Banu* *Zunatha Banu, JRF Scholar, Dept. of Social Work, Bharathidasan University,Trichy Introduction: cognitions that determine whether Self-effectiveness is the measure healthy behaviour change will be of ones own competence or ones initiated, how much effort will be own ability to complete tasks and expended, and how long it will be reach goals. It affects every area of sustained in the face of obstacles human endeavour. Self-effectiveness and failures. Self-effectiveness strongly influences both the power a influences how high people set person actually has to face challenges their goals. competently and the choices a person Measure of self-effectiveness: is most likely to make. High level of self-effectiveness Sources of self-effectiveness: helps one to remain calm when Self-effectiveness represents approaching challenging tasks. the personal perception of external People generally avoid tasks social factors (social persuasion). where self-effectiveness is low, but It reflects an individuals undertake tasks where selfunderstanding of what skills he/ effectiveness is high. she can offer in a group setting. The optimum level of selfSelf-effectiveness is developed effectiveness is always slightly from ones previous success and above ability. In any situation, failures. It is also the message that people are mostly encouraged to others communicate via success tackle challenging tasks and gain and failures of members in the experience. group as a whole. In general, people with high selfPeople learn from one-another effectiveness are more likely to through observation, imitation and make efforts to complete a task and modeling. to persist longer in those efforts, Self-effectiveness has several than those with low selfeffects on ones thought patterns effectiveness. and responses. Low self-effectiveness can lead Self-effectiveness beliefs are people to believe tasks to be WORK October 2013 16 Journal of SCHOOL SOCIALharder

Issue 5 than they actually are. People become erratic and unpredictable when engaging in a task in which they have low selfeffectiveness. People with high selfeffectiveness tend to take a wider view of task in order to determine the best plan. Obstacles often stimulate people with high self-effectiveness to greater efforts, where someone with low self-effectiveness will tend towards discouragement and giving up. Building high self-effectiveness in multiple areas increases ones confidence High effectiveness increases ones willingness to experiment with new ideas. Self-effectiveness in school: Self-effectiveness affects all aspects of life, including health, behaviours, emotional responses, study habits, academic pursuits and the career choices of school students. School students who are confident typically take control of their own learning experiences; are more likely to participate in class, and prefer hands-on learning experiences. Those with low self-effectiveness typically shy away from academic interactions and study habits.

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Threats or challenges? Students with a strong sense of effectiveness are more likely to challenge themselves with difficult tasks and be intrinsically motivated. These students will put forth a high degree of effort in order to meet their commitments and they attribute failure to things which are in their control rather than blaming external factors. Self-effective students also recover quickly from setbacks and ultimately achieve their personal goals. Students with low self-effectiveness believe they cannot be successful and thus are less likely to make a concerted extended effort. They may consider challenging tasks as threats that are to be avoided. Thus, students with poor self-effectiveness have low aspirations which may result in disappointing academic performances and become part of a poor study habit cycle. Research findings: Various researches reveal that students with high self-effectiveness showed better academic performance by improving study habits than those with low self-effectiveness. Fencl and Scheel (2005) say It is particularly exciting to note that teaching strategies used in the classroom for improving study habits do make a difference to students self17

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effectiveness. Schunk and Pajares (2002) said: Help students lay out a specific learning strategy and have them verbalize their plan. As students proceed through the task, ask students to note their progress and verbalize the next steps. The researcher attempted to relate the personal information and study habits of the three school students by case study method. The data was gathered by the use of an open-ended questionnaire. This was used to the assess study habits that help them to have high self-effectiveness to reach academic achievement. Case study 1: Ms.X, 15 years old, 9th standard CBSE student showed the following study habits. She is a rigorous reader and read the subject many times a week. But this was observed only after the subject was taught by the teacher. She is very enthusiastic and creative in nature, this was observed by the way she uses diagrams and arrows between key concepts and tries to explain the ideas and argues aloud with friends. During lecture, she takes notes and outlines key concepts. The student often clarified her ideas with the concept taught by the teacher. It was also observed that the student preferred to study in a group, whereby 18

Volume X exhibiting good rapport with other students and good social skills. When she came across a new word or phrase in her subject, she determines the words meaning and then rewrites the same in her own words. Classroom related skills: It was observed that the student was regular and punctual in attending class. She comes to class prepared with books needed and the necessary assignments done. She pays attention and shows self-control during class hours. She participates and performs well in class activities. She completes class work on time and writes down assignments and homework regularly. This can also be interpreted in terms of her self-effectiveness. Home related skills: She is a go getter and likes to complete her task on time. She also prefers a quiet environment to work. She pays much detail to difficult tasks given to her and makes notes and underlines important points. She also uses a dictionary for unfamiliar words. She prepares thoroughly for test and then relaxes and enjoys everything when finished. Case study 2: Ms.Y, 13 years old, 8th standard state board student exhibited the following study habits. She is a good reader and read the subject many

Issue 5 times a week. But this was observed only after the subject was taught by the teacher. It was observed that she just tries to write answers without creativeness and tries to explain the ideas and arguments aloud with friends. During lecture, she asks questions to understand better. The student often clarified her ideas with the concept taught by the teacher. It was also observed that the student preferred to study alone. When she came across a word or phrase in her subject, she just continued on or stopped reading without using dictionary. Classroom related skills: It was observed that the student was regular and punctual in attending class. She comes to class prepared with books needed and the necessary assignments done. She pays less attention but shows self-control during class hours. She participates and performs well in class activities. She does not complete class work on time and does not write down assignments and homework regularly. This can also be interpreted in terms of her showing low level of self-effectiveness. Home related skills: She is not a go getter and does not like to complete her task on time. But she prefers a quiet environment to work. She does not pay much detail

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to difficult tasks given to her and does not make notes and underline important points. She also does not use a dictionary for unfamiliar words. She does not prepare thoroughly for test. But she relaxes and enjoys everything when finished. Case study 3: Master Z, 9 years old boy, 4th standard CBSE student exhibited the following study habits. He is a poor reader and read the subject once as well it was observed only after the subject was taught by the teacher. He is very enthusiastic and creative in nature, this was observed by the way he uses diagrams and arrows between key concepts and does not try to explain the ideas and no discussions with friends. During lecture, he does not ask questions. The student does not clarify his ideas about the concept taught by the teacher. It was also observed that the student preferred to study alone. When he came across a new word or phrase in his subject, he uses dictionary. Class room related skills: It was observed that the student was regular and punctual in attending class. He comes to class prepared with books needed and the necessary assignments done. He pays less attention but shows self-control during 19

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class hours. He does not participate and perform well in class activities. He does not complete class work on time and does not write down assignments and homework regularly without pressure from his mother. This can also be interpreted in terms of his showing low level of selfeffectiveness. Home related skills, he is not a go getter and does not like to complete his task on time. He does not pay much attention to difficult tasks given to him and does not make notes and underline important points. But he uses a dictionary for unfamiliar words. He prepares thoroughly for test and then relaxes and enjoys everything when finished. The differences betwee the study habits and performance is obvious

Volume X from these three case studies. Self-effectiveness strategies: Time management. Self-discipline. Concentration, memorization, organization, and effort. Mastery experiences Vicarious experience Verbal persuasion Emotional state. Feel good factor contributes to better performance. Regular counselling. Conclusion: According to Albert Bandura, selfeffectiveness is ones belief in ones own ability to succeed in specific situations. Ones sense of self-efficacy can play a major role in how one approaches goals, tasks, and challenges.

Issue 5 Ramakrishnan N*

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Personalized Diagnosis and Remedial Teaching

*Dr. Ramakrishnan N, Associate Professor in Education, Thiagarajar College of Preceptors, Madurai -625009.

References: Cottrell, S. (2008): TheStudySkillsHandbook-3rdedition.Basingstoke:Palgrave Macmillan https://en.wikipedia.org/wiki/Self-efficacy http://www.slideshare.net/dhanulachu1419/self-effectiveness http://psychcentral.com/lib/top-10-most-effective-study-habits/000599 http://www.studygs.net/attmot4.htm http://vufind.lib.bbk.ac.uk/vufind/Record/290997 concise guide. Routledge publication, London Bowell, T. and Kemp, G. (2002) Critical Thinking: AHYPERLINK Burns, T. and Sinfield, S. HYPERLINK http://vufind.lib.bbk.ac.uk/vufind/Record/ 310416(2003) HYPERLINK http://vufind.lib.bbk.ac.uk/vufind/Record/ 310416Essential studHYPERLINK http://vufind.lib.bbk.ac.uk/vufind/Record/ 310416y sHYPERLINK http://vufind.lib.bbk.ac.uk/vufind/Record/310416kills: THYPERLINK http://vufind.lib.bbk.ac.uk/vufind/Record/310416he complete guide to success at universitHYPERLINK http://vufind.lib.bbk.ac.uk/vufind/ Record/310416y. Sage publication, London.

Introduction: Diagnostic tests are used to find out inadequacies in specific skills. The immediate aim is to locate areas in which additional instruction is required or in which teaching methods have to be improved. The purpose of diagnostic testing is to furnish continuous specific information in order that learning activities may be most productive of desirable outcomes. The diagnostic test results will reveal in a comprehensive way, the exact level reached by pupils and the precise nature of the difficulties. These tests will help to find out the specific kind of instruction and practice that will be required to bring achievement up to the desired level. About the study: The present study had used mimic and sound to teach history. It is a qualitative case study. The study throws light on remedial teaching and its effectiveness. According to Bhatia (1980) A diagnostic test is a test used to diagnose or to reveal an individuals weaknesses and strengths in a certain course of study. Diagnostic tests are designed to analyze individuals performance and provide information

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on the causes of difficulty. Diagnostic tools: There are a number of standard diagnostic tests available for use in the psychological research centres. Some of the diagnostic tests are listed below: 1. Diagnostic Battery 2. Iowa Silent Reading Tests 3. Nelson-Denny Reading Test 4. Durell Analysis of Reading Difficulty 5. Diagnostic tests in arithmetic 6.Classroom Achievement test The main object of diagnostic test is to analyze and not to assess. Diagnostic tests are usually designed for students of below average performance in the particular subject. The diagnostic tests are meant to identify difficulties and weaknesses so that these can be remedied immediately. An ideal diagnostic test should contain a cross-section of the test items that reflect the various aspects of achievement which the student should possess. These questions should be of such a nature that they can be administered and scored quickly. The very short answer type and multiple choice type 21 Journal of SCHOOL SOCIAL WORK October 2013

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Volume X the purpose of diagnostic testing. In order to use test for diagnosis, they should be specifically designed for that purpose. There should be a set of large number of questions covering various parts and related area of the subject matter for which diagnosis is to be done. Efficacy of tests: These questions should be of such a nature that they can be administered and scored quickly. The very short answer type and the multiple choice type questions can be used for diagnostic testing. For testing one specific objective, a large number of may be designed to test a particular sub-skill from various perspectives. The kind of errors committed by an individual on those questions indicates his ignorance at a particular stage in the learning sequence of that concept. The process of diagnosis is educational and may be thought of as a progression from broad, general areas to narrower and more specific knowledge or subskills. In the process diagnostic testing, several equivalent forms of test are required. The most widely accepted method for use of diagnostic tests calls for testing, remedial instruction, retesting, further remedial instruction until adequate mastery of learning is obtained.

questions can be used for diagnostic testing. For testing one specific objective, a large number of questions may be designed to test a particular sub-skill from various perspectives. Deficiency in learning: Main purpose of evaluation is to diagnose learning deficiency. Diagnostic test is used to identify learning deficiency and is a part of the ongoing teaching/learning process. It provides feedback to teachers and students regarding their strengths and weaknesses. In effect, a score on any standardized test clearly indicates students performance and informs the teacher as to how successful he or she was in teaching the material. Limitations: Examination of the individual items in an achievement test would tell which answers are correct and which are wrong. Further these tests have not been constructed for diagnostic purposes. They have too few items per objective and the analysis of the wrong answers cannot lead to a diagnosis of learning problems. In spite of this fact, the achievement test may help in knowing the areas of weakness of an individual and the areas of poor performance by most of the students in a class. Thus to some extent achievement test serve 22

Issue 5 Aims of the teacher: Every teacher aims for maximum achievement by each student and the class as a whole. But, a teacher realizes his effectiveness is often hindered by the deficiency in learning sub-skill by some students. Some students of a class learn at a much slower rate than others. The teacher then looks for ways to fit instruction more effectively to the abilities and the needs of each individual. Evaluation may be used to cater to these different groups differently. Thus evaluation serves the purpose of fulfilling the objectives of education. Guidance: The next important purpose of evaluation is to help students identify their problems and teachers to guide students based on their problems. Every child confronts a variety of situations and problems in his total environment. A problem may be educational or vocational. Sometimes it may be personal or it may be social. As the child grows, he moves from the home environment to the school environment. He comes in contact with different children, participates in different activities, interacts with different teachers when he goes from one grade to another grade. Thus he encounters a large number of problems and a variety of situations

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in his environment. After systematic observation/ investigation of problems and a variety of situations, if guidance is provided in time then it may help the individual: Purpose of guidance: 1. to understand himself-as learner 2. to know his strengths and weakness in different areas 3. to adjust himself-to varied situations within his total environment 4. to realize his own potential 5. to work with most of his capacities, interests, motivation to fulfill his needs 6. to understand the problems and to solve them independently 7. to develop the ability to analyze the situations and to make his own decisions 8. to make his own unique contribution for welfare of the society with fullest potential 9. to select appropriate educational or vocational courses, based on his own potential. Psychologists, psychometricians as well as other workers in the social and behavioural sciences have made significant contributions for developing various techniques for evaluation. Evaluations of abilities, aptitudes, achievement, interests, attitudes and 23

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Journal of SCHOOL SOCIAL WORK October 2013

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motives are essential for guidance. The evaluation procedures are used for the collection of evidence of each individual about his abilities, achievements, interests, attitudes, motives and their rate of development for the purpose of guidance. Thus evaluation helps teachers in guiding an individual for solving problems in his courses or professions. Personalized diagnosis: Identification of the problem/ dissatisfaction felt. Analysis of the problem Understanding causes Develop propositions Prioritize propositions Applying remedial procedures Steps in remediation: The programme that coincides most closely with the experience of successful teachers and with a sound psychology of learning calls for the following steps in the order indicated: 1.Teach 2.Review 3.Test for weaknesses whenever they appear 4.Follow with remedial drill Effective remedial material: If remedial work is to be effective, drills of established validity must be provided for each specific skill which reinforce achievement in the subject. The validity of drill material depends 24

Volume X to a large extent upon the accuracy and completeness with which the analysis of skills is made. If mastery of a certain minimal vocabulary is essential for effective silent reading comprehension, then drill on those particular words that constitute special weaknesses should be made Methodology: The study has followed a qualitative descriptive case study method for the study, using the dependent variable of students achievement in History. The independent variable was the mimic and sound method employed to teach history. The IX standard students of Madurai E.V.R. Corporation Higher Secondary school were chosen as the sample for the study. Remedial teaching experiments: Identification of problem in teaching Social studies. During the teaching practice period the author was interested in diagnosing students difficulty in understanding history. Hence, he started taking history classes for 9th standard students. The problem faced by him in teaching history was the non-involvement of students and visible boredom. The problem was discussed with his colleagues who observed his classes and they too found that classes were not interesting.

Issue 5 Analysis of the problem: Author started analyzing the problem. The portions given in the history book at secondary level is medieval history. The history content is from Delhi sultanate to Mughals in India. Author on discussion with other teachers identified that there are many events, names and years to remember. Moreover, it is full of facts with no picture representation which renders it difficult to assimilate. Charts mentioning the wars and years did not have any picture of places. Understanding the causes: Children also expressed that they have to recollect many facts, figures and names of kings and places quite unfamiliar to all of them as the locations were mostly from north India and the names were Muslim names. Developing propositions: After having understood the real causes behind the problems author started giving propositions that is alternatives. It is otherwise called intervening strategies or new approaches to teaching of history. Author developed the following propositions: Introducing the topic with achievements of Muslim Rulers Starting with an interesting episode in that particular period. Showing charts by pasting the

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photographs of historical places Collecting pictures of Muslim rulers and showing them like flash cards. In order to remember years a time line chart is prepared with different colours The students are asked to enact a skit so that hey can remember the names of Muslim rulers. Creating a mimic sound of Rulers arrival at Darbar hall like light and sound show. Prioritizing propositions: After having identified the propositions author started to prioritize for effective display of history content among students. The prioritization is based on the need of the topic being discussed in history. The prioritized propositions are: 1.Creating a mimic sound of Rulers arrival at Darbar hall like light and sound show. 2.Starting with an interesting episode in that particular period. 3.Introducing the topic with achievements of Muslim rulers 4.Collecting Muslim rulers pictures and showing like flash cards. 5.Showing charts by pasting the present photographs of historical places. 6.In order to remember years a time line chart is prepared with 25

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different colours 7.The students are asked to enact a skit so that they can remember the names of Muslim rulers. Applying remedial measures: Remedial teaching is not reteaching. Any remedy however costly or sophisticated is useless unless it cures the disease. A remedial teacher should have a mentality of a sympathetic doctor who has love and care for his/ her patients (students). After having prepared mimic sound, charts required for showing historical places, time line chart and interesting episodes in history the researcher started planning for intervention in the classroom and decided the date and time.The programme was fixed well in advance. The mimic sound and sequential narration was started with an

Volume X interesting episode showing the places of fort in its present conditions. The famous story of Rani Padmini, the event of self-immolation by the queen and treacherous conquest of Rajasthan. The famous palaces of Rajputs were shown to students. The present Hawa Mahal of Rajasthan was shown. The time line chart helped recollecting the historical years. After a retention test their responses were collected. By this test researcher could judge the performance of his students. They have retained 60% of what has been taught in the class. Conclusion: The personalized diagnosis is instantaneous in solving a problem in teaching and other related things. It is quite handy to teachers in finding the causes for the problem. It gives scope for divergent thinking.

Issue 5

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Teachers Role in Preventing Adolescents Suicide

Teddy Andrews* Sinu E**
* Teddy Andrews, Senior Grade Lecturer in Social Work, Dept of Public Health, Kasturba Medical College, Manipal University -576 104 ** Dr Sinu E, Assistant Professor in Psychiatric Social Work, Department of Psychiatry, Kasturba Medical College, Manipal University -576 104

References: Bhatia K K (1980): Measurement and Evaluation in Education, Ludhiana: Prakash Brothers. Corey M S ( 1953): Action Research to Improve School Practice, New York: Teachers College, Columbia University. Gronlund N.E. ( 1981): Measurement and Evaluation in Teaching, New York: Holt, Rinehart, and Winston, Inc. Nayar P R, Dave P N and Arora K (1982): The Teacher and Education in Emerging Indian Society, New Delhi: Publication. Patel R N ( 1978): Educational Evaluation Theory and Practice. Bombay: Himalaya Publishing House. Quina J (year): Effective Secondary Teaching: Going Beyond the Bell Curve, New York: Harper and Row Publishers Inc.

Contributors of articles are requested to avoid personal references and pronouns like I and me in their articles. ~Ed. Journal of SCHOOL SOCIAL WORK October 2013 26

Introduction: Suicide is a serious public health problem. Worldwide one million people commit suicide every year. In India, 1.5 lakh people commit suicide annually. In most of the countries, suicide is the second most leading cause of mortality among adolescents. Suicide among adolescents is a complex and multifactorial phenomenon. There is no single cause which can be attributed to suicide. This article primarily aims at school teachers, school social workers and other mental health and public health professionals in preventing suicide among adolescents at school and colleges. Facts about adolescent suicide: Suicide among adolescents is an underestimated problem and under reported. Death due to drowning and risk taking behaviour such as overdose of drugs among adolescents are classified as unintentional and accidental. In general, adolescent
**Dr Sinu E is the corresponding author

boys commit suicide more than girls. Attempted suicide is three times more among girls. Being a male and in the age group of 15-30 years is considered as high risk factor for suicide. Statistics: According to NCRB (2012) reported that more than 1,35,445 people committed suicide in India. Out of which 31% (41,973) of people were in the age group of 15- 29 years. Irrespective of age group, family problems reported to be the topmost reason for Suicide in India(NCRB, 2012). In India, Incident rate of suicide among adolescents showing increasing trend. Most of the adolescent adopted hanging, poisoning, self-immolation, drowning and coming under running vehicles as a lethal means of committing suicide. NCRB(2012) report on causes of suicide (Table No:1 in the next page) reveals that family problems were the topmost reason for suicide in the age 27

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group of 15- 29 years. Under illness category mental illness outnumbered other illnesses. It is of utmost importance to identify and treat the

Volume X mental illness among adolescents early. School and college teachers have a crucial role in identifying mental health problems in youth.

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Table No: 1 Causes of Suicide among Young Adults ( 1529 Yrs) Causes for suicide Family problems Other Causes Illness 1. Mental Illness 2. AIDS 3. Cancer 4. Paralysis Causes Not Known Love Affairs Failure in Examination Dowry Dispute Drug Abuse/Addiction Unemployment Poverty Non-Settlement of Marriage Suspected/Illicit Relation Sudden change in Economic Stat Social Disrepute Property Dispute Death of Dear Person Barrenness/Not having Children Physical Abuse (Rape, Incest etc.) Divorce Ideological Causes/Hero Worship Illegitimate Pregnancy Male Female Total 5462 5122 10584 4222 2 599 6821 3551 2883 6434 1416 943 2359 55 34 89 49 28 77 27 24 51 843 2284 6127 1506 1389 2895 990 925 1915 21 1378 1399 983 35 1018 714 126 840 468 154 622 238 267 505 221 279 500 353 69 422 198 136 334 173 79 252 97 144 241 32 193 225 17 106 123 38 72 110 50 39 89 NA 70 70

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Frequent change of residential Risk factors: area WHO (2000) survey from across Lack of time to deal childs nations identified risk factors and risk emotional distress situations which triggers/ contributes Neglect/rejection to suicide. Below mentioned factors Social factors: have been reported be frequently Broken relationships/love affairs associated with attempted /completed Interpersonal conflicts suicide. Immigrants Individual factors: Lack of social network Male gender Isolation Past history of suicide attempt Less participation in social Poor coping skills activities Poor academic performance Low socio-economic status Recent failure in examinations Unemployment Unstable mood Unwanted pregnancy/abortion Alcohol/drug abuse Protective factors: Victimization /psychological Individual factors impact of torture Good social skills Impulsivity, Rigid thinking Confidence, self-control, Inability to grasp reality problem-solving skills. Uncertainty about sexual Seeking help during difficulties orientation Openness to new knowledge, Intra-personal conflicts others experience Family environment Accepting responsibility Family history of mental illness Family factors Family history of substance use Strong family support Family history of suicide / suicide Good interpersonal relationships attempts with family members Violence/ Abuse in the family Social factors Poor care provided by parents Participation in sports, Poor communication with family associations, club, temple Divorce/separation/ death of activities parents Good relationship with classmates Very high expectation from Good relationship with teachers parents Journal of SCHOOL SOCIAL WORK October 2013 29

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Volume X

Support from significant others schoolteachers and other school staff Identifying students in distress: is essential to secure the wellbeing Sudden change which affects his/ and balanced family-work-life of her performance, attendance or teachers and other school staff. Spillbehaviour over effect of family-work life would Lack of interest in usual activities, have negative impact on students. An overall decline in grades First of all, teachers need to be happy Decrease in making effort in order to keep their students happy. Misconduct in the class room Some tips: Unexplained or repeated Be sensitive to their problems and absence needs Excessive tobacco, alcohol, drug Deal them with respect use Show Empathy Incidence leading to police Enhance students self-esteem: involvement, student violence positive self-esteem protects from Role of teachers: mental distress Early recognition of a person who Remind about his/ her past is distress: The most important aspect achievement of any suicide prevention is early Make them to feel special: This recognition of children and can be done by celebrating adolescents in distress and birthday and understanding that s/he is in need of appreciating their achievements help. Understand that they are in and proactive behaviour. transition period and dealing with Avoid constant pressure to do adolescence in general is a tough more or better: parents and task. It might require extra care and teachers generally have high concern. One might think out of the expectation from students to box. For a traditional teacher, it might achieve more/to do better. be difficult to handle the childrens Have a good relationship or distress. A teacher need to be little workable relationship with them different to alleviate the distress of Restrict access to lethal means, students. sometimes the teachers reduce availability and accessibility has to go out his way to help them. of poisons, pills, alcohol and drugs Training for teachers and staff: Teachers should have on-theStrengthening the mental health of spot access to means of alleviating Journal of SCHOOL SOCIAL WORK October 2013 30

Issue 5 stress at college Help them in continuing schooling/education: Being out-ofschool found to have negative consequences among adolescents in terms of early initiation of substance use, involving in antisocial behaviour, risk-taking behaviour. Prevent ragging / bullying Provide information where service is available Promote expression of feelings and communication Refer to health professionals: Provision of student counsellors, school social workers and psychologist in the schools and colleges would help students to deal with their emotional problems. They would act as channel of emotional outlet. Student-Friendly Teachers: Having Informal meetings/ Get together Departmental outings - picnic once a year Having coffee/meals with them at least once in a while Get feedback from students Provision of suggestion box in the college/school campus Being flexible Being available to them when they need you or after working hours

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Protect them and help them to overcome crisis situation Provide emotional support Encourage students new initiatives /ideas Having sense of humour Crisis intervention When someone rings you up and tells that they are having suicidal thoughts or they are going to attempt suicide, in such a crisis situation one need to just listen to them, make them to talk, verbalizing their thoughts, delaying the process and buying their time would help to prevent the suicide attempt. Conclusion: Prevention of suicide among adolescents needs inter-sector collaboration and multidisciplinary approach. Orientation programme for teachers on adolescent mental health problems, basic counselling skills training would go a long way in preventing suicide among adolescents. Teachers! Students are very dear to us and the Nation. We cant afford to lose them for any reason. A special note from Editor:
Please send your articles in DOC format and NOT in DOCX format. Some of our peer reviewers find it difficult to open DOCX format in their computers. ~Ed.

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Volume X

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Journal of School Social Work English Monthly ISSN: 0976-3759 Registered with Registrar of Newspapers for India under No: TNENG/2004/14389 Postal Registration: TN/ CC (S) DN / 47 / 12-14 Licensed to post under: TN/PMG (CCR) / WPP - 663 / 12-14 Date of publication: 3rd Day of the Month
References: Parthasarathy R (2006): Teacher-Student Relationship, J School Social Work, Vol.3(4):05-08. Amirthalakshmi (2005): My Favorite teacher. J School Social Work, Vol.2(4):15.3. Cecila Maria, Rajan D (2005): Child-Friendly Schools, J School Social Work, Vol.2(6):11-14. Katheeja Parveen (2005): Hallmark of a Good Teacher. J School Social Work, Vol.2(4):22-23. Muthamail Arasan (2005): Student-Teacher Relationship, J School Social Work, Vol.2(4):14. Naidu PJ, Kalavathi G (2005): Teachers Role in Alleviation of Performance Anxiety, Journal of School Social Work, Vol.3(4):09-10. Nanthini K (2005): Need for Child Friendly Schools. J School Social Work, Vol.2(6):7-10. Nanthini K (2005): Teachers as Role Model. JSSW, Vol.2(4):6-08. Parthasarathy R and Muralidhar D (2009). Student Friendly Colleges: Need of the Hour, University News, 46 (52) p.4-8. Parthasarathy R (2005): Students Work Inhibition: what teachers can do? Journal of School Social Work, Vol.2(4):03-05. Parthasarathy R(2006). Student-Friendly Schools: Checklist. Journal of School Social Work, March, Vol.2(10): 26-27. Vijayalakshmi (2006): Teachers Makers of Modern India. J School Social Work, Vol.3(4):21-24. Visvesvaran PK (2005): The Why and How of Child Friendly Schools. J School Social Work, Vol.2(6):03-05. Mathew A, Nanoo S. (2012): Psychosocial stressors and patterns of coping in adolescent suicide attempters. Indian J Psychol Med 2013;35:39-46. National Crime Records Bureau. Suicides in India. Accidental Deaths and Suicides in India 2011. New Delhi: Ministry of Home Affairs, Government of India; 2012. p. 169-89

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. Journal of SCHOOL SOCIAL WORK October 2013 Journal of SCHOOL SOCIAL WORK October 2013