Psyoeducation

 8. Psyoeducation

Ans – A number of psychoeducational interventions are targeted for children and one of them is “coping cat” (Khanna, 2008) which is an effective method for reducing the ages of 7-13 years. The intervention consists of one therapist manual and one workbook for each child which helps to guide the lessons and plan for each session. The goal of Coping Cat is to teach children to recognize warning signs of anxious provocation and to let the warning signs be cues for them to utilize the strategies learned. This method uses an acronym, F.E.A.R., which helps children through the intervention programm so that the purpose of the intervention is met:

F- Feeling Frightened; cues for children to focus on the bodily and emotional reactions related to the current situation,

E- Expecting Bad Things to happen; cues for children to identify anxious thoughts.

A- Attitudes and actions that can help; cues that help children to stimulate learned coping skills such as problem solving, relaxation, and deep breathing.

R- Results and Rewards; cues that help children to grade their performance to receive admiration or an acknowledgment/award for facing their fears.

The participants are encouraged to get an insight on their capability by using the F.E.A.R. acronym as the goal for the participants is to become automatic with utilizing the acronym in anxious situations.

9. Child labour

Ans – Child labour is not only a form of exploitation, but it also destroys the early years of a child who needs to attend the school and acquire age-appropriate skills akin to their peer group. Children commonly engage in economic work before they are 18-years old owing to parental poverty, lack of awareness, their current socioeconomic and cultural scenario, and lack of availability of education services. The lack of awareness often leads of exploitation of child labourers who are underpaid, made to work for more hours, and in harmful conditions.

Article 24 of the Constitution of India clearly states that any child below 14 years of age should not be employed to work in a factory or mine or any hazardous occupation. Consequently, the Child Labour Act (1986) aims to regulate working hours and working conditions of child workers and prohibits employment of children (below 14 years of age) in any hazardous occupation. The National Child Labour Policy (NCLP) was launched in 1988 for rehabilitation of child labourers, for development of a regulation project for the welfare of working children in highly concentrated areas of child labour, and for devising general development programs that aim for the upliftment of children. Related constitutional measures for upliftment of children were also made with Article 21(A) – free and compulsory education of every child aged 6-14 years, as obliged by the State and Local Governments, and Article 24 which prohibits employment of child below 14 years of age in factories/mines or other hazardous environments.

The Government of India enacted the Child Labour Amendment Act in 2016, which not only prohibits employment of children below 14 years of age, but also prohibits engaging adolescents in age group 14-18 years in any hazardous occupation. The amendment act provides for stricter laws against employers in any such instance of violation of the Act. The Act further clarifies on children as domestic help, where a child is allowed to work in family enterprise after school hours and during vacations. The Act also made provisions for a child artist to be permitted to work provided that it does not affect his/her school education. A greater percentage of children working as domestic labour was revealed in the urban cities and hence, the Act also banned the engagement of children as domestic workers in restaurants, hotels, resorts, spas and dhabas. The total number of child labourers in India has declined by 65% as estimated from figures obtained from the 2001 and 2011 Census Data.

10. Role of school psychologist in special education

Ans – In India, practicing psychologists working in the school set-up are often termed as “school counsellors” or “school psychologists”. There is no definite structure of roles and responsibilities of a school psychologist in India as yet. The on-thejob duties are vastly varied and constantly evolving, owing much to the vision of the school principal and school management.

School psychologists play a vital role to aid in the academic, social, and emotional development of children and youth. The role of school psychologists becomes manifold, when it comes to children with special needs. A collaborative approach of working with educators, parents, and other professionals including special educators, physiotherapists, occupational therapists, and speech and language therapists can be utilised by a school psychologist to create a safe, healthy, and supportive learning environment for all students.

The following are briefly outlined roles of a school psychologist in the context of special education that needs to be ideally carried out:

• For students with any kind of learning disability or intellectual disability, a school psychologist can help the students by designing instructional strategies that target optimal learning.

• School psychologist plays an integral role in the development of individualised education plans for each child with special needs.

• School psychologist most frequently engages in consultation services. The intervention plan for children with special needs always requires the teachers and parents to be involved. Hence, the school psychologist can collaborate with the teachers and parents in a way that works for the benefit of the child in need.

• School psychologist also provides referrals to the parents for further assessment and intervention plan for children with special needs.

11. Gilligan’s view on moral development

Ans – Carol Gilligan, a social psychologist, worked with Eric Erikson in 1960s and later on became Kohlberg’s research assistant. She believed that Kohlberg’s moral development theory was biased toward males since the subjects of his study were only males. Gilligan believed that men and women have different moral and psychological tendencies. While men think in terms of rules and justice, women emphasize more on care and relationships. In other words, she believed that women were not inferior, rather different than men; and that their functioning is based on ethics of care rather than ethics of justice.

Gilligan devised her theory as comprising of pre-conventional, conventional, and post-conventional stages, where changes occur from the selfish stage, to social stage to principled morality. Gilligan strongly asserted that the transition from one stage to the other, is not because of the cognitive capabilities as proposed by Kohlberg and Piaget, but rather due to changes in the sense of self. Carol Gilligan’s work in the field of developmental psychology was phenomenal since she put forward the importance of moral decisions based on the self and social environment, and where the self can be a man or a woman.

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