Deb Positive Schooling and Child Development

International Perspectives
1. Auflage 2018
ISBN: 978-981-13-0077-6
Verlag: Springer Nature Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 453 Seiten

Reihe: Behavioral Science and Psychology

This volume discusses the importance of positive schooling in producing responsible and potentially productive adults. Students are generally more motivated to do well and to realize their full potential in schools that have a positive schooling climate, where they feel safe, included and supported. Nevertheless, the reality in today's schools is very different. This volume discusses the major challenges faced by children and adolescents in schools, including problems with curricula, safety issues, lack of inclusive policies, non-availability of teachers, ineffective teaching, insensitivity towards students' issues, improper evaluation methods, harmful disciplinary measures, and so on. Experts in child psychology and education discuss these issues at length in this volume and offer viable solutions for policymakers, school administrators, teachers and parents to make suitable changes and create a positive atmosphere in educational institutions. This volume further discusses the role of various stakeholders---school principals, teachers, counsellors and psychologists---in addressing these challenges. In addition, it raises other, emerging issues which have not been covered in previous volumes on this topic and offers evidence-based suggestions to address them. The intended readership of the volume is researchers and students of psychology, education, sociology, social work and public health, and school teachers, administrators and teacher-trainers. 

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

Autoren/Hrsg.

Deb, Sibnath

Inhaltsverzeichnis

1;Foreword;6
2;Preface;8
3;Contents;14
4;Editor and Contributors;17
5;1 Positive Schooling: Concept, Characteristics, Situation Analysis and Implications;27
5.1;Abstract;27
5.2;Introduction;28
5.3;Types of Schools in India;28
5.4;Characteristics of a Positive School Climate;29
5.5;Leadership;29
5.6;School Infrastructure;30
5.7;The Role of Teachers;31
5.8;Teaching Staff;31
5.9;Teaching Methods;32
5.10;Need for Period Training for the Teachers;34
5.11;School Curricula;34
5.12;Motivating Students;35
5.13;Disciplining Method;36
5.13.1;Corporal Punishment (CP);36
5.14;Enrolment and Attendance of Students in Schools;38
5.15;Addressing Students’ Psychological Challenges and Introducing Mental Health Support Services;39
5.16;Life Skills, or Reproductive and Sexual Health, Education for School Students;41
5.17;Assessing Aptitude and Interest of the Students for Future Career;41
5.18;Encouraging Students for Extra-Curricular Activities;42
5.19;Ensuring Safety in School;43
5.20;Examination and Methods of Evaluation of Student Performance;43
5.21;Student Protection Committee and Students Feedback Mechanism;45
5.22;Effective Parent-Teacher Meeting and Feedback Mechanism;45
5.23;Involving Larger Community in the School Management Committee;46
5.24;Revisiting Teachers Selection Procedure and Making School Teaching Job More Attractive Providing Better Salary and Other Facilities;46
5.25;Parental Involvement;47
5.26;Conclusion and Implications;48
5.27;References;48
5.28;Websites;52
6;2 Academic Stress: What Is the Problem and What Can Educators and Parents Do to Help?;53
6.1;Abstract;53
6.2;Introduction;53
6.3;Impact of School Environment on Academic Stress;54
6.4;Other Relevant Sources of Stress;55
6.4.1;Perfectionism;56
6.4.2;Parenting;56
6.5;Negative Impact of Stress on Health;57
6.5.1;Physical Health;58
6.5.2;Mental Health;58
6.6;Negative Impact of Stress on Society;59
6.7;Recommendations for Educators and Parents;59
6.7.1;Universal School-Based Recommendations to Reduce Stress;60
6.7.2;Recommendations for Addressing Stress with Individual Students or Small Groups;61
6.7.3;Recommendations for Parents Outside of School;61
6.8;Conclusion;62
6.9;References;63
7;3 Has Education Lost Sight of Children?;67
7.1;Abstract;67
7.2;Introduction;68
7.3;Education System in Britain;68
7.3.1;The History of Schooling in the UK;68
7.3.2;The Structure of the UK Education System;70
7.3.3;Schools and Well-Being;71
7.3.4;Conclusions;73
7.4;Is Performance the Way to Go?;73
7.4.1;The Cognitive Hypothesis;73
7.4.2;The Importance of Social and Emotional Development;74
7.4.3;Impact of the Cognitive Hypothesis for Teaching Methods;76
7.4.4;Conclusions;77
7.5;An Ecological Approach to Education;78
7.5.1;Factors Interact to Determine Educational Success;79
7.5.2;The Ecological Model;79
7.5.3;An Ecological Understanding of Education in the UK: Macro-, Exo- and Meso- Systemic Factors;80
7.5.3.1;Micro Systemic Factors;82
7.5.4;A Different Understanding of Intelligence;83
7.5.5;Conclusion;85
7.6;Successful Educational Systems;85
7.6.1;Children and Young People’s Views;86
7.6.2;Successful Systems;86
7.6.2.1;Finland;86
7.6.2.2;Singapore;87
7.7;Conclusions;88
7.8;Conclusions and Recommendations;88
7.9;References;90
7.10;Electronic Resources;93
8;4 Understanding and Supporting Student Motivation for Learning;95
8.1;Abstract;95
8.2;Introduction;95
8.3;Definitions and Theoretical Perspectives on Motivation;96
8.4;Research with Typically Developing Children;99
8.4.1;Individual Child Characteristics;99
8.4.2;Children’s Environments;100
8.4.3;Cultural Contexts;102
8.5;Children with Learning or Developmental Difficulties;103
8.6;Positive Strategies for Promoting Motivation;105
8.6.1;Consider Possible Underlying Issues;105
8.6.2;Identify and Modify Children’s Self-efficacy Beliefs and Attributions;106
8.6.3;Use Positive Teaching Strategies;107
8.6.4;Create a Supportive Classroom Environment;109
8.7;Conclusions;111
8.8;References;112
9;5 Culturally Responsive Positive Behavioural Interventions and Supports;119
9.1;Abstract;119
9.2;Introduction;120
9.3;School-Wide PBIS: Description and Key Features;120
9.4;Research on Effectiveness;122
9.5;Culturally Responsive PBIS;123
9.5.1;Need for, and Description of, Culturally Responsive Practices in Schools;123
9.5.2;Cultural Responsiveness and PBIS;124
9.6;Recommendations for Implementation;125
9.7;Acknowledgements;126
9.8;References;126
10;6 Toxic Teachers: A Bar on Positive Child Growth;129
10.1;Abstract;129
10.2;Introduction;129
10.3;Teacher: A Radar or a Destroyer in the Railment of Child-Growth?;131
10.4;Bullying Teachers: The First Sign of Toxicity in Personality;133
10.5;Teacher Personality: Its Desirable Frame;134
10.6;Toxicity in Teachers and Its Undesired Outcome;136
10.7;The Damage Due to Toxicity in Teachers;138
10.8;Maturity: The Only Alternative;138
10.9;Suggested Administrative Rectifications;139
10.10;Conclusion;139
10.11;References;140
11;7 Enhancing Education: Improving Learner Outcomes with Principles of Psychology;141
11.1;Abstract;141
11.2;Positive Education: Introduction;142
11.3;Piaget’s Theory of Cognitive Development;142
11.3.1;Educational Implications of Piaget’s Theory;144
11.3.2;Vygotsky’s Theory of Cognitive Development;145
11.3.3;Educational Implications of Vygotsky’s Theory;146
11.4;Gagne’s Nine Events of Instruction;147
11.4.1;Thorndike’s Principles of Learning;149
11.4.2;Educational Implications of Thorndike’s Principles;150
11.5;Conclusion;151
11.6;References;151
12;8 Strength-Based Approaches to Mental Health Promotion in Schools: An Overview;153
12.1;Abstract;153
12.2;Introduction;154
12.3;Promoting Mental Health in Schools;155
12.4;Burden of Mental Health Issues During Childhood and Adolescence;156
12.5;Child and Adolescent Mental Health: Challenges;157
12.6;Strength-Based Approaches to Mental Health Promotion (MHP);158
12.7;The Scope of Mental Health Promotion in Schools: What Does the Evidence Say?;161
12.8;Mental Health Promotion and Positive Schooling: Scope for Convergence;163
12.9;Positive Schooling;165
12.10;Mental Health Promotion and Positive Schooling: Scope for Convergence;167
12.11;Positive Schooling and Mental Health Promotion: A Note of Caution;168
12.12;Conclusion;169
12.13;References;169
13;9 The Critical Role of Schools in Adolescent Mental Health Care: Organizing Systems and Developing Pathways;175
13.1;Abstract;175
13.2;Introduction;176
13.3;Adolescent Mental Health;177
13.3.1;Prevalence of Adolescent Mental Health Concerns in India;178
13.3.2;Conceptualizing Adolescent Mental Health Concerns Along a Continuum;179
13.4;Schools as Mental Healthcare Sites;181
13.5;Mental Health Care in the Indian School Education System;183
13.5.1;Classification of Schools Based on Educational Board Affiliation;183
13.5.2;Classification of Schools Based on Ownership;185
13.6;Current Status of Mental Healthcare in Indian Schools: Needs and Challenges;187
13.7;An Integrated Approach to School Mental Health: The WHO Model;189
13.7.1;Level 1: Promoting Psychosocial Competence;190
13.7.1.1;Components Under Level 1;190
13.7.1.2;Role of Stakeholders at Level 1;191
13.7.1.3;Examples of Existing Initiatives;192
13.7.1.4;Current Status and Future Possibilities in India;193
13.7.2;Level 2: Mental Health Education;194
13.7.2.1;Components Under Level 2;194
13.7.2.2;Role of Stakeholders at Level 2;195
13.7.2.3;Examples of Existing Initiatives;196
13.7.2.4;Current Status and Future Possibilities in India;197
13.7.3;Level 3: Psychosocial Interventions;198
13.7.3.1;Components Under Level 3;198
13.7.3.2;Role of Stakeholders at Level 3;199
13.7.3.3;Examples of Existing Initiatives;199
13.7.3.4;Current Status and Future Possibilities in India;200
13.7.4;Level 4: Specialized Professional Treatment;201
13.7.4.1;Components Under Level 4;201
13.7.4.2;Role of Stakeholders at Level 4;202
13.7.4.3;Examples of Existing Initiatives;202
13.7.4.4;Current Status and Future Possibilities in India;203
13.8;Conclusion;204
13.9;References;205
14;10 Efficacy of Reproductive and Sexual Health Education for School-Going Adolescents;210
14.1;Abstract;210
14.2;Introduction;211
14.2.1;Physiological Changes During Adolescence;212
14.2.2;Psychological Changes During Adolescence;212
14.2.3;Need of Adolescents During This Phase;213
14.3;Emergence of the Concept of Reproductive and Child Health;213
14.3.1;Risk-Taking Behaviour Among Adolescents;214
14.3.2;Need for Intervention;215
14.4;Broad Objective;216
14.5;Method Adopted for Base-Line and End-Line Study and Intervention;216
14.6;Empirical Evidence;217
14.6.1;Adolescent Needs and Practices;217
14.6.2;Knowledge and Practices Concerning Nutrition, Physical Changes, and Various Reproductive Health Issues;218
14.6.3;Reproductive Health Issues Related to Girls;221
14.6.4;Reproductive Health Issues Related to Boys;221
14.6.5;Sexuality;222
14.6.6;Interpersonal Relationship;223
14.6.7;Life Skill Development, Risk-Taking Behaviour, and Substance Abuse;224
14.6.8;Adolescents Perception About the Intervention Programme;225
14.7;Conclusion and Recommendations;225
14.8;References;227
15;11 Life Skills Education (LSE) in a Volatile Context for Promotion of Peace and Harmony: A Model from Gujarat, India;229
15.1;Abstract;229
15.2;Introduction;230
15.3;LSE for Pupil in Schools;232
15.4;LSE and Research Findings;234
15.5;Conflict and Peace in Gujarat Context;236
15.6;Communal Rift and Its Impact on School and Students;239
15.7;Process of LSE in Formal Schools and Minority Religious School;241
15.8;LSE Session of Harmonious Living;244
15.9;LSE Session for Communal Harmony;246
15.10;LSE Session for Peace Building;249
15.11;Outcome of LSE Interventions and Recommendations;251
15.12;Conclusion;253
15.13;References;254
16;12 Child Friendly Schools: Challenges and Issues in Creating a Positive and Protective School Environment;257
16.1;Abstract;257
16.2;Introduction;258
16.3;School as Protective Environment;259
16.3.1;Safety in Schools;259
16.4;Health Care;261
16.5;Student Well-Being in School;262
16.5.1;Corporal Punishment and Abuse;262
16.5.2;Bullying and Peer Pressure;262
16.6;National Policies and Programmes for Child Safety;263
16.7;School-Based Programmes;264
16.8;Positive Schooling: The Way Forward;265
16.9;Recommendations;266
16.9.1;Developing a School Policy;267
16.9.2;Safety in School Yards;267
16.9.3;Circulation of Child Protection Policies;267
16.9.4;Procedures to Support the Policy;268
16.9.5;Skill Training;268
16.9.6;Training for the Service Providers;268
16.9.7;Recruitment and Selection;269
16.9.8;School-Based Child Protection Team;269
16.10;Conclusion;269
16.11;References;270
17;13 Mental Health Promotion at Schools: Need, Challenges and Role of Teachers and Counsellors;273
17.1;Abstract;273
17.2;Introduction: Need for Mental Health Promotion at Schools;274
17.3;School-Based Interventions;276
17.3.1;Role of Teachers;277
17.3.2;How Can They Help?;278
17.3.2.1;Addressing Stigma in Students;278
17.3.2.2;Educating the Parents;278
17.3.2.3;Addressing Bullying and Academic Difficulties;279
17.3.2.4;Identifying and Addressing Special Needs;279
17.4;What Kind of Programmes Can Teachers Implement?;279
17.4.1;School-Based Help: General Strategies;279
17.4.2;Social and Emotional Learning Skills (SEL);280
17.4.2.1;Behavioural Problems;280
17.4.2.2;Conduct Disorder and Aggression;280
17.4.2.3;Addressing Emotional Problems;281
17.4.3;Making a Referral;282
17.4.4;Guidelines for Interaction;282
17.5;Role of Counsellors;282
17.5.1;Helping Teachers;283
17.6;School Mental Health Programmes in India;285
17.7;Conclusion;287
17.8;References;288
18;14 The Importance of Recreational Activities to Assess and Prevent Bullying;293
18.1;Abstract;293
18.2;Introduction;294
18.3;Bullying: An Urgent Problem in Need of Prevention;294
18.4;Latest Evidence on Recreational Activities in Bullying Prevention;296
18.5;Recreational Activities as a Strategy to Assess Bullying;296
18.6;Recreational Activities to Prevent or Intervene in Bullying;297
18.7;Bullying Prevention Through Arts and Sports;299
18.8;Bullying Prevention Through Information and Communication Technology (ICT);302
18.9;Our Experience with Recreational Anti-bullying Tools;304
18.10;Issues and Concerns, Recommendations and Conclusion;305
18.11;References;306
19;15 All Work and No Play: The Importance of Extracurricular Activities in the Development of Children;310
19.1;Abstract;310
19.2;Introduction;311
19.3;Extracurricular Activities;312
19.3.1;Types of Extracurricular Activities;313
19.3.2;Benefits of Extracurricular Activities;314
19.3.3;Choice of Extracurricular Activity;317
19.3.4;Gender and Extracurricular Activities;318
19.3.5;Factors Affecting Extracurricular Participation;319
19.4;Conclusion;320
19.5;References;321
20;16 Quest for a Therapeutic Anodyne for the Degenerating Teacher—Student Relationship in New India;325
20.1;Abstract;325
20.2;Introduction;326
20.3;Abandonment of Teaching of Value Systems;327
20.4;Employment of Women/Mothers;327
20.5;New Economic Freedom and Lax Ethical Codes;328
20.6;Failed Teacher Education Agenda and Deprivation of Psychological Understanding to Students;328
20.7;Who Needs to Be More Responsible?;329
20.8;Finding Measures to Overcome Lapses in Teachers and Teacher Education Programmes;330
20.9;Assessment of Possibilities: Pros and Cons;331
20.10;Reverse Instances;332
20.11;Matters of Social Abhorrence;333
20.12;A Diagnosis of Reasons;333
20.13;Causes and Set-Backs in Teacher-Education and Emphasis on Revamping Course Work;334
20.14;Identifying Challenges for Women as Teachers;335
20.15;Mandates for the Contemporary Teacher and Teacher-Education Programmes;336
20.16;Mandates for Dual Behavior Variants;338
20.17;Inflation Versus Emotional Issues;340
20.18;Flaws and Recommendations;341
20.19;Conclusion and Way Forward;341
20.20;References;343
20.21;E-sources;343
21;17 School Principals as Leaders: Major Research Trends and Future Directions;346
21.1;Abstract;346
21.2;Introduction;347
21.3;The Role of the School Principal;347
21.4;School Leadership Styles: Major Types;349
21.4.1;Instructional Leadership;349
21.4.2;Shared/Distributed Leadership;351
21.4.3;Transformational Leadership;352
21.4.4;Integrated Leadership;352
21.4.5;Learning Centred Leadership;353
21.4.6;Diverse Leadership;353
21.4.7;Holistic Leadership;353
21.5;Outcomes of Principal Leadership;354
21.6;Interventions to Develop Effective Leadership in Schools;355
21.6.1;Knowledge;356
21.6.2;Skills;357
21.6.3;Methods;357
21.7;School Leadership Research in India;358
21.8;Directions for Future Research;359
21.9;References;360
22;18 Towards Positive Schooling, Training, and Motivation: A Teacher Education Model;367
22.1;Abstract;367
22.2;Introduction;368
22.3;Mentoring/Supervision of Field Training in Teacher Education;372
22.4;Role and Functions of Faculty Supervisors from College/University;373
22.5;Selection and Motivation;376
22.6;Emotional Security and Learning;377
22.7;Continuing Professional Development;378
22.8;Role of Management and Leadership;379
22.9;References;379
23;19 Children with Disability in India: Policies, Assessment, and Management;381
23.1;Abstract;381
23.2;Introduction;381
23.3;Disability Laws in India;383
23.3.1;Constitutional Provisions;383
23.3.2;Educational and Health Provisions;384
23.3.3;Family-Life Provisions;384
23.3.4;Income Tax Concessions;384
23.3.5;Persons with Disabilities Act, 1995;385
23.3.6;Mental Health Act, 1987;386
23.3.7;National Trust Welfare Act, 1999;386
23.3.8;Rehabilitation Council of India Act, 1992;387
23.4;Developmental Disorders;387
23.4.1;Intellectual Disability;388
23.4.2;Learning Disability;389
23.4.3;Interventions;390
23.4.3.1;Dyslexia;391
23.4.3.2;Dyscalculia;392
23.4.3.3;Dysgraphia;393
23.5;Perception of Teachers on Inclusive Education;394
23.6;Recommendations;397
23.6.1;Intervention Programmes;397
23.6.2;Policy Level Revisions Are Needed;398
23.6.3;Role of Community Needs to Be Reinforced;398
23.6.4;Training Needs of the Professionals;399
23.7;References;399
24;20 Children’s Rights to Healthy Development and Learning in Quality Early Childhood Education and Care in Australia;402
24.1;Abstract;402
24.2;Introduction;403
24.3;Australia’s National Quality Framework;404
24.4;Early Years Learning Framework;408
24.5;Get up and Grow Guidelines;409
24.6;Enablers and Barriers to Young Children’s Healthy Development and Learning;412
24.7;Conclusion;413
24.8;References;413
25;21 The Right to Free and Compulsory Elementary Education in India and Positive Schooling in the Context of the Right Against Sexual Exploitation;418
25.1;Abstract;418
25.2;Introduction;418
25.3;Salient Features of the RTE;421
25.3.1;Section 3 (1) of RTE;421
25.3.2;Section 4 of RTE;422
25.3.3;Specification of Duties of Appropriate Government, Local Authorities, and Parents;422
25.3.4;Specification of Responsibilities of Schools and Teachers;423
25.3.5;Other Responsibilities and Specifications;423
25.4;Applicability of RTE to Different Categories of Schools: Constitutionality of Section 12, RTE;424
25.5;The Right Against Sexual Exploitation;426
25.6;Offences and Punishments Under POCSO;429
25.6.1;Penetrative Sexual Assault and Punishment (Sections 3 and 4 POCSO);429
25.6.2;Aggravated Penetrative Sexual Assault and Punishment (Sections 5 and 6 POCSO);429
25.6.3;Sexual Assault and Punishment (Sections 7 and 8 POCSO);430
25.6.4;Aggravated Sexual Assault and Punishment (Sections 9 and 10 POCSO);431
25.6.5;Sexual Harassment and Punishment (Sections 11 and 12 POCSO);432
25.6.6;Using a Child for Pornographic Purposes and Punishment (Sections 13 and 14 POCSO);432
25.6.7;Punishment for Storage of Pornographic Material Involving Child (Section 15 POCSO);433
25.6.8;Abetment of an Offence and Punishment (Sections 16 and 17 POCSO);434
25.6.9;Punishment for Attempt to Commit an Offence (Section 18 POCSO);434
25.6.10;Punishment for Failure to Report (Section 21 POCSO);434
25.7;Is There a Right Against Sexual Exploitation of Children in Schools?;434
25.8;Conclusion;437
25.9;References;437
26;22 Two Visions of Positive Schooling;439
26.1;Abstract;439
26.2;Introduction;439
26.3;The Main Features of Tagore’s Santiniketan School;441
26.3.1;Learning in Nature;441
26.3.2;The Guru Model;441
26.3.3;Spiritual Integration;442
26.3.4;Aesthetic Education;442
26.3.5;Education in Mother Tongue;443
26.3.6;Kinaesthetic Education;443
26.3.7;Education for Freedom;443
26.3.8;Education for Social Responsibility;444
26.4;Major Features of Montessori’s Children’s House or Casa dei Bambini;444
26.4.1;The Prepared Environment;445
26.4.2;Didactic Apparatus;445
26.4.3;The Child as the Master;446
26.4.4;Liberty of the Pupil;446
26.4.5;Discipline;447
26.4.6;Auto Education;448
26.4.7;Teachers or Directress;448
26.5;Positive Schooling Features as Reflected in the Schools Set by Rabindranath Tagore and Maria Montessori;448
26.6;Conclusion;452
26.7;References;453