jssw may 2015 volume xi issue 12

Volume XI Issue 12 ISSN: 0976-3759

Journal of SCHOOL SOCIAL WORK May 2015


Journal of SCHOOL SOCIAL WORK May 2015 03

Note: Views expressed by the contributors are not necessarily the

official view of the Journal.

Editorial Prof Naidu P J 04

Menstrual Knowledge and Coping Strategies of Early

Adolescent Girls: A School Based Intervention Study

Anitha S and Dr Sinu E 05

Issues and challenges faced by Equal Opportunity Cell

Stakeholders Rekha N Mistry 17

Obesity in Adolescence Dr Sampathkumari S 25

Highlights of Volume XI JSSW Team 31

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C o n t e n t s

Volume XI Issue 12 M a y 2 0 1 5

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Contents

Focus: Adolescent Problems

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EditorialProf Naidu P J

Social work is a challenging,

rewarding, and dynamic field. But

its also a demanding profession,

requiring emotional and personal

maturity. Like every professional,

social worker also offers a unique

service to the community and

individuals in an identified area of

need. He possesses a body of

knowledge acquired through

specialized training. Monolithic

professions break into several

divisions when the demands from

society are overwhelming. So, as

a natural consequence social work

also subdivided into many

specializations and continues

further.

Social workers in human

resource sector (Factory Welfare

Officers/ Personnel Managers),

health delivery system (Medical

and Psychiatric Social Workers),

correctional area (Prison Social

Workers or Probation Officers) and

in the community (Community

Development Officers) have very

specific role to play and unique

service to offer.

Similarly School Social Work as

a distinct specialization requires

a special body of knowledge,

behaviour patterns and skills set

apart from the common principles

What Next?

governing all social work

professionals.

The school social worker has to

understand the genesis of problem not

only from the historic and theoretical

perspective but also from the practical

and current dynamics of sociocultural

impacts. He has to resolve his ethical

dilemmas and work for the common

good of the client. He has to learn on

the go and apply knowledge acquired

or borrowed from other disciplines to

suit the needs of the client who relies

heavily on him for making decisions

that would change the course of clients

life.

So, after creating an awareness

about the need for employing school

social workers, what follows next

logically is to train personnel to take

up the role by

1 Preparation programmes for

capacity building

2 Evolving service standards

3 Evaluation of competency

4 Ethical standards of accountability

5 Licensing/ Authority to practice.

6 On job supervision or self-

evaluation standards.

7 Continuing education.

Would Schools of Social Work start

training specialised School Social

Workers in large number with

appropriate field practicum?



Introduction:

Adolescence is a significant

period in the life of a woman.

Adolescent girls often lack

information regarding reproductive

health, including menstruation,

which can be due to socio-cultural

barriers in which they grow up.

These differences create numerous

psychosocial problems for them.

Need of the hour for girls is to have

the information, education and an

enabling environment to cope with

menstrual issues (Thakre, 2011).

Menstrual health problems:

Some common menstrual health

problems during adolescence are

irregular periods, painful

menstruation (dysmenorrhea), heavy

or prolonged bleeding

(menorrhagia), infrequent and light

menstruation (oligomenorrhea),

frequent menstruation

(polymenorrhea), absence or

delayed menstruation (amenorrhea),

pre-menstrual syndrome and pre-

menstrual dysphoric disorder.

Primary Dysmenorrhea is painful

Menstrual Knowledge and Coping Strategies of

Early Adolescent Girls: A School Based

Intervention StudyAnitha S*

Sinu E**

*Anitha S, Psychiatric Social Work Consultant, Dept of Psychiatry, PES Institute of

Medical Science and Research, Kuppam, Andhra Pradesh. [email protected]

** Dr Sinu E, Assistant Professor in Psychiatric Social Work, Dept of Psychiatry,

Kasturba Medical College, Manipal University, Karnataka. 576104.

[email protected] (Corresponding Author)

Abstract

Girls studying in Class VIII (n=61) were selected using census method

from government high school, Udupi rural district, Karnataka for a descriptive

study the social problems and coping strategies during menstruation among

early adolescent schoolgirls. The study group reported age at onset of

menarche, duration of menstrual bleeding and knowledge about menarche

before onset. Almost all of them agreed that menstruation was a normal

phenomenon. Majority use sanitary pad. More than half of them burn the

used pad for disposal. Three-fourth did not face any restriction during

menstruation. One-third used to cope with menstrual problems by staying

indoors. School Social Worker plays a vital role in imparting health education

related to menstrual hygiene and practices.

Keywords: menstrual hygiene; teenagers; school social work; child mental

health; adolesence education; intervention in schools;

Anitha S and Dr Sinu E

05



menstruation without any known

organic cause. It usually occurs 6-

12 months after the onset of

menarche. It is characterized by

lower abdominal pain, usually before

or during menstrual flow lasting for

8-72 hours with back pain and thigh

pain, headache, diarrhea, nausea

and vomiting. It is commonly

occurring menstrual disorder among

adolescence which is often

underreported, underdiagnosed and

untreated. Recent clinical and

experimental studies have shown

that the causes of dysmenorrhea are

purely physiological and not

psychological as it was reported in

earlier studies.

More menstrual problems:

Amenorrhea means absence of

menstruation. Primary amenorrhea is

not attaining menarche by the age

of 16. Secondary amenorrhea is

missing three consecutive periods

after attaining puberty. Amenorrhea

due to pregnancy is normal.

Menorrhagia is menstrual bleeding

lasting for more than 7 days or heavy

blood loss during menstrual flow

more than 80 ml. Oligomenorrhea is

infrequent menstruation in which

menstrual period lasts more than six

weeks with four to nine periods in a

year. Polymenorrhea is menstrual

dysfunction in which periods occur

for less than 21 days. Metrorrhagia

is non-menstrual discharge of blood

from the uterus between periods.

Premenstrual syndrome usually

occurs five days before menses and

relieved within four days of

menstruation. It consists of at least

one affective and somatic symptom

during three menstrual cycles;

affective symptoms such as

depressed mood, anger outburst,

irritability, anxiousness, confusion,

social withdrawal and somatic

symptoms such as breast

tenderness, abdominal bloating,

headache and swelling of

extremities.

Intervention in schools:

Literature revealed that school

interventions are effective in

increasing knowledge among

adolescent girls on reproductive

health (Mandal 1998; Shetty 2001).

After the reproductive health

education package, girls gained

better knowledge regarding bath

during menses, menses as normal

phenomenon, knowledge regarding

onset of puberty and menstrual

hygiene (Parwej 2005).

With the introduction of falalin

cloths, use of sanitary pads

improved among adolescent tribal

girls. At baseline 90% of girls were

using old clothes. During post-


06



assessment, 68% of them said their

first choice was falalin cloths, while

32% said it was sanitary pads. None

preferred old clothes (Shah 2013). A

brief session on use of absorbent

improved the menstrual hygiene

among tribal girls. Ready availability,

easy to use and cost-effective

absorbents prevented the reuse of

old cloths during menstruation

among adolescents.

Girls had satisfactory knowledge

regarding age at menarche and

genital hygiene at pre-test.

Knowledge regarding menstruation

and menstrual hygiene improved

significantly from 77% to 96% and 92

to 100% respectively, after

reproductive health intervention

(Rao 2008). After community-based

health education intervention there

was significant increase in menstrual

awareness from 35% to 55%, use of

ready-made pads increased

significantly from 5% to 25% and

reuse of cloth declined from 85% to

57% (Dongere 2007).

Effect of exercises:

Regular aerobic exercise as a

part of life style modification

significantly decreased the

premenstrual symptoms.

Psychological, behavioural and

physical problems during

menstruation were significantly lower

in exercisers than the non-exercisers

(Kusuma 2014). Self-Instructional

module was effective in increasing

the knowledge (80%) among

adolescent girls on premenstrual

syndrome (Padmavathi, 2013) and

menstrual hygiene (Sushila, 2013).

Knowledge about menarche:

Knowledge about menstruation

before onset was very high (88%) in

Bhavnagar of Gujarat, Singhur of WB

(68%), Coimbatore (67%),

Bangalore (58%) (Verma, 2011;

Dasgupta 2008; Kavitha 2012;

Shanbag 2012). Whereas it was low

in slum areas of Bijapur dist (18%),

Siliguri city of West Bengal (24%) ,

Gujarat(37%), Tirupathi (16%) and in

Rajasthan (Udgiri, 2010;

Bhattacherjee 2013; Tiwari 2006;

Reddy 2005; Anoop, 2005). Rural

girls were more aware prior to

attainment of menarche than urban

girls (Juyal 2012; Deo (2005).

Usage of sanitary pads:

Usage of sanitary pads among

adolescent girls was high in

Palakkad district (70%) of Kerala and

in slum areas of Siliguri city, WB

(74%) (Bhattacherjee, 2013). Sanitary

napkin use was high in nuclear family

(75%). Majority of girls from joint

family (72%) instructed about proper

disposal of sanitary pads than

nuclear family (50%). There was an


07



association between mothers

educations and type of family with

regard to proper disposal of napkin

(Subathra 2012). In Davanagere

district of Karnataka, 60% of them

used sanitary napkins during

menstruation and knew the correct

method of disposal (Manjula 2011).

Using home-made pads was high in

girls (75%) from rural area of East

Delhi (Parvathy Nair, 2007).

Reuse of old clothes:

In Rajasthan, More than three-

fourths reported using old cloth

during menstruation, and a large

proportion of them were reusing the

same during subsequent periods.

Prevalence of reproductive tract

infection was more than three times

higher among girls having unsafe

menstrual practices. Schooling,

residential status, occupation of

father, caste and exposure to media

were the major predictors of safe

menstrual practices among

adolescent girls (Anoop 2005). In

Tirupathi, 69% of adolescent were

using home-made pads and few

(15%) were using sanitary napkin

(Reddy, 2005). In Uttarkhand, use of

sanitary pads was higher in rural girls

(66%) than urban girls (34%). Use of

both napkins and clothes were more

in urban girls and more rural girls

were reusing the napkins after

washing (Juyal 2012).

Infections due to reuse:

In Wardha district of Maharashtra,

47% were using cloth among them

40% were reusing it and 16% use

pad. Genital infections were more

in those who use cloth (66%) than

those who use napkins (12%). More

than half of them (57%) disposed the

used clothes and pads in dustbin,

13% flush in toilet and 1% burn it

(Mudey, 2010). Khanna (2005) and

Quazi (2006) reported that more than

three fourth of girls use cotton

clothes and reuse them after

washing. 57%, 15% and 21% girls

store unused pads in cupboards or

drawers, dress cabinet and

bathroom respectively. Majority of

girls (79%) change pads during night

while very few (21%) change in

college or school. Majority (78%) of

the girls changed napkins 2-3 times

a day and 17% change once a day.

Older girls (19-22 yrs) used

disposable pads than the young girls

(15-19 yrs). Larger proportion of

older girls (87%) bathed during

menstruation than younger ones

(79%). Wearing stained dress and

washed napkins were more

common among younger girls.

Older girls had better hygienic

practices than the younger ones

(Omidvar, 2010).


08



Need for the study:

The literature review shows that

average age of onset of menarche

is 12 years in India. More than three-

fourth of the adolescents do not have

adequate knowledge about

menstruation and hygiene even after

attaining menarche. Menstrual

hygiene was better in older girls and

most of the younger girls were

following unhygienic menstrual

practices. Hence, it was decided to

conduct awareness programme for

early adolescent girls who were

aged 12-13 years.

Material and method:

Descriptive research design was

used for the study. Study was

prospective in nature. The study was

field based study and it was an action

research. Place of study was 25 km

away from Manipal. Study was

conducted in rural setting. Universe

of the study was Govt high school,

Karkala taluk of Udupi district which

was field practice area of Kasturba

Medical College, Manipal. Study

sample constituted girls studying in

grade 8 (n=61) who were selected

using census method from all the

three sections. Girls who had not

attained menarche were also

included in the awareness

programme. It was a coeducational

institution, boys in all three sections

were excluded from the programme.

They were asked to sit in another

classroom; second author

conducted session for boys on

myths and misconceptions related

to masturbation. After the descriptive

the study, intervention was

conducted for the 8th grade school

children regarding menstrual

hygiene.

The study was part of school

health programme. Health

professionals such as faculty from

Social Work, post-graduates from

Psychiatry, M.Phil Social Work and

Clinical Psychology, Medicine Intern,

M.Sc Clinical Psychology students

from Kasturba Medical College,

regularly conduct half-a-day school

health programme on a weekly

basis. Present study was conducted

in September 2013. Paper and

pencil test was used to collect the

data. Informed consent was taken

from School Principal and Oral

assent was obtained from the

participants. Statistical Analysis:

frequency tables and percentage

were used to analyze the data.

Intervention procedure:

Knowledge regarding menstrual

hygiene and practices among

adolescents was elicited before the

awareness programme by asking 10

specific questions such as average


09



age of onset of menarche,

information about menses before

onset, perception about

menstruation, normal duration of

bleeding, absorbent used during

menses, method of disposal,

restrictions and problems faced

during menstruation and ways of

dealing with such problems. All the

questions were open-end type.

Multiple choices were not given. First

author conducted the session for a

period of two hours in the forenoon

who was final year M.Phil scholar in

Psychiatric Social Work. The session

was conducted in the presence of

three senior female teachers.

Participatory methodology was

used. Content of session included

specific information such as average

age of onset of menarche is 12-13

years, menstruation is normal and a

natural phenomenon and not a curse,

normal duration of bleeding is 5-7

days, absorbent to be used during

menses, method of disposal,

importance of bathing during

menses, cleaning genitalia with soap

and water, frequency of changing

pad, clarification of myths and

misconceptions regarding

menstruation and possible reasons

behind restrictions and where to

seek help for menstrual problems

were explained. Students were

encouraged to talk about menstrual

problems with mothers, school

teachers and health personnel such

as doctors, nurses, school social

workers.

Sl.No

1

2

Knowledge about

menstruation

Age at onset of menarche

Awareness about menarche

Categories

10-12 years

12 years

13 years

12-13 years

12-16 years

13-14 years

Before the onset

After the onset

Dont know

n

02

22

15

14

05

03

21

37

03

%

3

36

25

23

9

5

34

61

05

Table 1:

Knowledge about Menstruation among Early Adolescent Girls

(Table No: 1 contd...)


10



Sl.No

3

4

5

Knowledge about

menstruation

Duration of bleeding

Absorbent used

Method of disposal

Categories

3-7 days

5 days

5-7 days

7 days

Above 7 days

Pad

Cloth

Both

None

No response

Burn

Wash

Flush out

Throw away

Dustbin

No response

n

04

16

08

30

03

44

04

04

04

05

36

7

7

5

1

9

%

06

26

13

49

04

72.0

6.6

6.6

6.6

8.2

59.0

11.5

11.5

8.2

1.6

14.7

Table 1: (Contd.)

Knowledge about Menstruation among Early Adolescent Girls

Results:

Table No: 1 describes the

knowledge regarding menstruation

among early adolescent girls. More

than one-third (36%) reported that

age at onset of menarche was 12

years, one-fourth (25%) reported 13

years and 23% reported 12-13 years.

One-third (34%) were aware of

menstruation before attainment of

menarche. Nearly half of them (49%)

reported that normal duration of

menstrual bleeding was seven days

and one-fourth (26%) reported it as

fivedays and only few felt it lasted

for 3-7 days. Almost all of them

agreed that menstruation was a

normal and natural phenomenon.

Majority (72%) used pad, 6% cloth

as an absorbent, 6.4% used both

and 14% did not respond. Method

of disposal of used absorbent

indicates that nearly 90% were vocal

about it and only a handful fought shy

of reporting about it. More than half

of them (59%) burnt, 11% disposed

it in toilet, 10 % threw away and

14.4% alone did not respond.


11



Table 2 revealed that one-third

faced restrictions in playing out-door

games, attending social functions,

going to temples and few (15%) were

restricted from attending school

during menstruation. More than one-

third (39%) of them would not do

anything during menstruation.

Another one-third (31%) revealed

that they would stay in bed. Few

would resort to home remedies

(16%) and self-medications (7%).

Nayana et al (2014) reported that

majority (74%) of the girls cope by

taking bed rest during menstruation,

12% by applying hot applications,

and 10% by self-medication.

Discussion:

Present study revealed that only

one-third (34%) of adolescent girls

were aware about menarche before

their attainment. In this study, most

of them were from rural background.

Similar findings were reported by

Singh (2013), Kamath (2013), Paria

(2014) in whose study also one-third

were aware about menarche prior to

onset. Whereas Karkada (2012)

stated that more than half of (54%)

the girls were aware about

Table 2:

Social Problems and Coping Strategies During Menstruation

Social problems and

coping strategies

during menstruation

Restrictions

Coping strategies

Categories

Categories

Play

Social functions

Going to Temple

Attending school

Others

No restrictions

Would not do

anything

Rest

Self-medication

Home remedies

Others

No response

Sl.No

1

2

n

21

17

18

09

03

11

24

19

04

10

04

04

%

34.3

27.7

29.3

14.67

4.89

17.93

39.12

30.97

6.6

16.3

6.6

6.6


12



menstruation prior to menarche in

Udupi District.

Absorbent used:

Majority (72%) of the girls used

sanitary pad as absorbent in the

present study. Percentage of rural

girls in Udupi district using pads was

quite high in this study when

compared to other studies, 44% in

rural Bangalore (Shanbag, 2012),

31% in rural Nagpur (Thakre, 2012),

40% in Navi Mumbai (Nemadi, 2009)

and 24% in Delhi-rural (Parvathy,

2007). Studies have shown that

usage of sanitary napkin was high in

urban areas than rural areas. There

was contrary finding (Juyal, 2012) in

Uttarkhand, more rural girls use

sanitary pad (48%) than urban girls

(28%). Current study revealed that

very few (7%) use cloth as

absorbent. Usage of cloth as

absorbent was high in adolescent

girls (46%) of Nagpur district. Usage

of old plain cloth as menstrual

absorbent was high in Bhavnagar of

Gujarat (87%).

Disposal:

In this study, 59% stated that they

burn the sanitary pad as a method

of disposal. This finding was in

concordance with Nemade et al

(2009) where they reported that 51%

of them burnt the sanitary pad for

disposal. In this study, nearly half of

them reported (49%) that normal

duration of bleeding was seven

days. There were no studies which

reported the knowledge on normal

duration of bleeding.

Functional restrictions:

In the present study, only one-

third faced restrictions in social

functions, going to temple and play

in Udupi district. This was a positive

finding and percentage of

restrictions was very less when

compared to other studies. Irine

vegas (2014) found religious

restrictions were significantly more

than social restrictions during

menstruation and these restrictions

were more in rural areas than urban

areas. In Nagpur district, three-fourth

of the girls faced various forms of

restrictions (Thakre 2011). Whereas

in Palakkad, nearly half of them

(44%) had restrictions in household

activities, 58% were isolated

(Subathra 2012). Goel (2011)

reported three-fourth of them faced

religious restriction, nearly half of

them were restricted to enter kitchen,

one-fourth had diet restrictions. In

Pune, 20% of girls reported having

restriction in household activity and

30% in school. In Singhur, 71%

faced religious restrictions, 50% in

food, 43% in play, 33% household

work, 16% attending school and 10%


13



in attending marriage (Das gupta

2008). Present study findings were

in concordance with Sharma et al

(2008) findings, where 26% faced

restrictions in social activities, 17%

missed school, 25% abstained from

household work. Nearly half of them

(41%) prohibited cooking, 38%

separate bed for sleeping, 36%

were untouched, 35% did not have

daily bath, 36% did not go out of

the house during menstruation

(Kushwah 2007). Large proportion

(92%) faced restrictions in worship,

household activities (70%), diet

(56% ), bathing(2% ) (Nair 2007). In

Guntur, 50% were restricted from

household work, playing, attending

marriage, religious activities, taking

certain food (Drakshayani, 1994).

Strength of the study:

Intervention was carried out after

the descriptive study. This paper

demonstrates the widening horizon

of school social work practice. The

paper also highlights the current

trends in school social work from their

professional practice.

Limitations:

Due to time constraint post-

assessment was not done regarding

knowledge gained after the

menstrual awareness programme.

Involving school teachers in the

awareness progamme made

students anxious and they did not

open up freely. Structural limitations

also interfered with the study. The

classroom with impromptu windows

and doors created a flutter among

respondents.

Future directions:

Similar intervention programme

can be conducted for Sixth and

Seventh grade girl children. Pictures,

audio-visual aids and thematic cards

can also be used.

Conclusion:

Three-fourth of the adolescents

had poor menstrual knowledge with

regard to mean age at onset of

menarche. Half of them had poor

knowledge about normal duration of

menstrual bleeding. This study found

that majority (72%) were using

sanitary pad as absorbent and more

than half of them burn the used pad

for disposal. Only one-third faced

restrictions in play, social functions,

going to temple and few (15%)

attending school during

menstruation. More than one-third

used to cope by not doing anything

during menstrual problems and

another one-third would take bed

rest. There is ample scope for

School Social Work practice in

imparting health education related to

menstrual hygiene and practices for

early adolescent girls.


14



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15



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Introduction:

The Constitution of India is

wedded to the concept of social

justice. It aims to foster the goal of

socio-economic revolution by

creating the necessary environment

for its achievement. By demolishing

the hierarchical social order of socio-

economic privileges, it directs the

state to build up a new just society

promising the social, economic and

political justice to all, along with the

other basic provisions of the

Constitution. As a consequence, the

Indian State, under the constitutional

Issues and challenges faced by

Equal Opportunity Cell StakeholdersRekha N Mistry*

*Rekha N Mistry, MSW, NET in Social Work, P G Dip., in Guidance and Counseling

Assistant Prof, Master of Social Work Programme, Sociology Dept, Veer Narmad

South Gujarat University, Surat Gujarat-395007. India. [email protected]

Abstract:

During the XI plan greater emphasis was laid on providing training to

human resources in order to achieve the objectives of inclusive growth. UGC

proposed Development Assistance Scheme whereby development of

structure, management and mode of delivery of the education system was on

priority in order to reduce the disparities between urban-rural, developed and

underdeveloped areas. Many schemes were made available to the universities

through establishment of Equal Opportunity Cells to address the diverse

socio-economic handicaps that come from heterogeneous geographical

background to the universities in urban areas. This paper is aimed at

understanding various issues faced by officials of the university, as a

stakeholder, in implementing various schemes meant for students

improvement.

Key Words: Social Justice; Globalization; Equal Opportunity Cell; DAS

(Development Assistance Scheme); NEP (New Economic Policy); LEG

(Liberalization, Privitization and Globalization)

set-up, is duty bound to find a middle

way to reduce disparities of property

and privileges and bestow benefits

on marginal sections.

The concept of social justice:

Justice P.B. Gajendragadkar

while describing the concept of

social justice, said that it takes within

its sweep the objective of removing

all inequalities and affording equal

opportunities to all citizens in social

affairs as well as economic activities.

The concept of social justice, which

the Constitution of India has

engrafted, consists of diverse

Rekha N Mistry

17



principles essential for the orderly

growth and development of

personality of every citizen. Social

justice is thus an integral part of

justice in the generic sense. Social

justice is a dynamic device to

mitigate the sufferings of the poor,

weak, dalits, tribal and deprived

sections of the society. Therefore,

the idea of social justice or social

democracy enables the state

mechanism to provide life security,

life with dignity, decent standard of

living, protection and promotion of

interests of weaker sections, and a

society free from exploitation,

inequality and discrimination. As per

the institutional mandate, the social

justice is the order and the

economic justice is the rule of the

day.

Obligation of the State:

In India, there is a huge class of

population, which is deprived of

social justice. In the six decades of

the institutional governance, the state

has tried to oblige with this

institutional duty. The central feature

of the government policies until the

1990s had been the active

participation of the state in the

economic and social governance of

the country.

The framework of policies

includes:

State participation,

Market intervention

Economic and

Social planning.

It means that the state was playing

a more active role in the supply of

basic services like education and

health. Also, these measures were

accompanied by policies and

interventions in various markets such

as agricultural land, capital, labour,

housing and others to improve the

access to poor and marginalized

groups alike.

Constitutional safeguards:

During 1950-1990, in certain

areas, the constitutional vision and

governmental protective laws or

measures have brought the some

changes in the means of transport

and communication, education

system, employment, science and

technology, agriculture production

and defense. However, the period

was marked with the minimum growth

in the field of public health, women

empowerment, social, educational,

political and economic advancement

of the marginal sections, such as

women, SCs, STs and OBCs. In fact

the constitutional safeguards, like

reservation in state education and

employment, provided just

opportunity and some sense of

security to neglected segments for

Rekha N Mistry

18



securing their rights of governance

through participation along with their

personal development. In spite of

several hurdles, the marginalized

sections forming 80 to 85 per cent

of Indian population, were on the new

horizons of growth in terms of human

development as well as economic

development, 1975-80, especially

when the first generation of the

marginalized section-entered in to

the process of governance in

prohibited and prevented area of

socio-economic development but,

the process of Liberalization,

Privatization, and Globalization (LPG)

has made their dreams of social and

economic justice a little bit difficult.

The entire New Economic Policy

(NEP) package has discounted the

long-cherished constitutional goals

of growth with justice, equity, social

responsibility and accountability for

the slogans of liberalization,

privatization, globalization,

efficiency, marketability and

competitiveness, leaving marginal

sections without safety nets.

Integration into world trade:

Globalization is the latest phase

of capitalism whereby capitalism is

increasingly constituted on a

transnational basis by breaking

through the boundaries of states and

integrating them to the world

economy. Thus, the process of LPG

has changed the entire policy

perspective towards the

constitutional mandates. As a part of

global economy, as a mandatory

condition, India was required to

make changes in its laws, policies,

institutions and priorities. The net

effect of these developments are

seen on overall all the sectors of

Indian economy. LPG of education

started with the introduction of

Economic reforms by India in 1991,

with replacement of General

Agreement on Trade and Tariff

(GATT) by World Trade Organization

(WTO) in 1995 and signing of GATS

by WTO member countries. Thus

Education has become the

commercialized sector through

privatization.

Implications of NEP:

The New Economic policy (NEP)

implies the reduction in the

economic and social role of the

government, and hence, the policies

and programmes, which have been

built up with the wider participation

of the state during the 1950s to 1980s

and are being gradually reversed.

The globalization exposes a number

of challenges. The poorer and

marginalized sections have to

depend highly on the market and

their access to the means of

19

Rekha N Mistry



livelihood like land, capital and

employment which might be eroded.

The globalization also means that the

role of the multinational companies

will increase whereas the access of

relatively poor sections of the

society will be less.

Improving skills set:

In order to have the access of the

poorer sections in the multinational

companies, improvement in their

skills is necessary. And therefore, in

the changed scenario, the educated

human resource, equipped with

latest knowledge and skills will be

in greater demand for participation

in the social and economic

development of the country. This, in

turn, built up pressure on universities

and colleges for providing trained

human resource while ensuring the

quality and relevance of education.

The Eleventh Plan was launched at

a time when the country was

undergoing of major economic and

technological changes based on the

policy of LPG while ensuring the

development of rural and backward

classes.

Establishment of EOC:

The Sachar Report (2005) made

recommendations at two levels:

1. General Policy Initiatives that

cut across different aspects of

socio-economic and educational

development;

2. Specific Policy Measures that

deal with particular issues and/or

dimensions (education and

credit).

Under General Policy Initiatives

it has been suggested to set up an

Equal Opportunity Commission

(EOC) to look into grievances about

denial of equal opportunity or bias

or discrimination by the deprived

groups. On the basis of

recommendations, the Expert Group

was appointed by the Ministry of

Minority Affairs, Government of India,

to determine the structure, scope

and functions of an Equal Opportunity

Commission in February, 2008. The

Expert Group is of the opinion that

though Equality is a foundational

value of our Republic, stark

inequalities mark our present social

reality and prospects for the future

generations. The objectives of XI

five year plan were many but to

create 70 million new work

opportunities and reduce educated

unemployment to below 5% were

the major. To attain the same, in the

XI Plan, greater emphasis had been

placed on reduction of disparities

between urban/rural and developed/

under developed areas by

enhancing support to universities

located in backward and rural areas.

20

Rekha N Mistry



Therefore, UGC provided guideline

for

1. Equal Opportunity Cell

2. Schemes to be implemented

3. Provision of necessary

support during XI Plan 2007-2012.

UGC proposed sixteen schemes

out of which the four schemes are

taken for the present paper:

1.Equal opportunity Cell

2.Coaching Schemes for

Scheduled Caste, Scheduled

Tribes, OBC (non-creamy layer),

Minorities,

3. Establishment of Career and

Counselling Cell in Universities

4. Facilities for differently abled

(Physically Challenged) persons.

Through EOC various schemes

were implemented at university and

college levels. Eleventh five year is

completed and therefore there is a

need to introspect, assess,

measure and evaluate the

contribution at local level to achieve

national level objectives to meet the

global needs.

Methodology:

Researcher had developed the

interview guide mainly related to two

areas. One, on the difficulties faced

in implementation of various

schemes and secondly, on

suggestions for future

implementation which was carried

out through the discussion method

with the officials of the University as

a stake holder which comprised of

administrative personnel and

academicians.

Programme evaluation:

The implemented programmes

under Equal Opportunity Cell (EOC)

were

1. Remedial coaching schemes

2. Coaching for entry in to public

services

3. Coaching for NET/SLET

preparation.

The groups of beneficiaries

comprised of major tribal population,

who spent four to five hours in their

to and fro journey for post

graduation.

Procedure for implementation:

The University had decided to

implement the above mentioned

programmes at central level as well

as department level. The

implementation of remedial

coaching classes were

decentralized and started with

respective departments whereas the

coaching classes for Civil Services

were implemented at the central

level. Students from all the

departments were enrolled.

Teaching was planned on regular

day, two lectures with interchange of

subject, one for G K and the second

21

Rekha N Mistry



on covering other subjects,

including the scope of various

competitive exams like UPSC and

RRB. Initially two batches of 30

students in each were started.

Unfortunately the programme ended

within a very short period of time.

Stakeholders faced he following

difficulties in implementation of

programme successfully:

Lack of sincerity and

motivation on the part of students.

Refusal to comply with home

preparation

Lack of material on current

event from the stakeholder.

Lack of reading habit.

(Reference books by expert

teachers, students were not ready

to do reading).

Lack of commitment:

(Students were irregular and not

punctual). It seemed that students

did not value the free classes.

Daily travel from peripheral

areas caused staying back or

going late.

Further readiness to come

on holiday was also not found

among the students.

Career and counseling cell:

The officials shared that it was a

heavy work on the part of in charge

officials who are overloaded with

other priorities. The shortage of

officials has been a stark reality. It

was suggested to have the separate

unit which comprised of exclusive

appointments of full time placement

officer, assistant and section officer

and other required staff necessary

for efficient implementation of the

schemes. There should be enough

time to create conceptualization

among stakeholders and

beneficiaries. However, it was felt that

creating necessary infrastructure is

not difficult task. Provision of lift in

administrative building to encourage

persons with special needs for

example is not a much difficult task.

But at the same time, creating Braille

centre in the central library related

to IT subject was a challenging task.

The need was felt for awareness

programme from government

officers, for stakeholders and

beneficiaries.

Suggestions from stakeholders:

It is advisable to have full

fledged base unit with own staff

instead of appointment of one or

two member from each

department.

Enough ground work should

be done to make students aware

about input, output and expected

work from them in the beginning

to sustain their motivation.

An academician who had

22

Rekha N Mistry



earlier experience 20 years ago

in running coaching for IAS

exams, UPSE exam, said

students had unrealistic

expectation of ready made

questions and answer

Some students believed that

IAS degrees will be awarded

while the classes were meant only

for exam preparation.

It was strongly

recommended to inculcate mental

readiness among the students for

completing the schedule of a

particular coaching.

Students should have clear

motivation for further career in life.

Success story:

A Department organized free

coaching for NET/SLET for working

and visiting lecturers in their

department daily from 2 pm to 3pm

in a voluntary Innovative programme

and library was kept open for them

on holidays. Modular tests were also

conducted for practice and guidance

was availed as per syllabus of Net

and when difficulty was encountered

in finding material. The success rate

was found to be high, as motivation

and punctuality were found among

the students who were working as

visiting faculty because they were

aware of the significance of coaching

and passing of particular test.

Conclusion:

The most serious consequences

of globalization are likely to be on

the discriminated people like

Scheduled Castes/ Scheduled

Tribes. Today, the government has

developed certain safeguards in the

form of reservation policy in the

public sector. These sections should

also have access to private sector

employment, education and health

services, which has been reduced

due to the persistence of

discrimination. There is no provision

for the safeguard against

discrimination in the form of

reservation in the private and

multinational companies. Therefore,

it is necessary that alternative means

of Equal Opportunity Policy and

Affirmative Action are developed for

the private sector and also for the

multinational companies in the

framework of international legal

provisions. An example of such a

policy tool is the UK Race Relations

Act, 1976, USA affirmative action

programme and policy of diversity.

A review of EOCs or similar bodies

across the world demonstrates the

utility of such an institution, if it is

tailored to the specific socio-

economic, judicial and institutional

context of the country. The

experience of such institutions shows

23

Rekha N Mistry



that there is no alternative in

recognizing social identities and to

developing, gathering and

publishing of evidence about

persisting inequalities in opportunity,

that the EOC needs to be pro-active

and independent of the government;

and; that a wide range of context-

specific policy options are needed

in our country to realize the objective

of equal social justice.

16 schemes proposed by UGC:

1. Travel grant

2 . C o n f e r e n c e s / S e m i n a r s /

Symposia/ Workshops

3. Publication grant

4.Appointment of visiting

Professor/ visiting Fellow

5. Day care centre

6. Adventure sports for

development of sports

infrastructure and equipments.

7. Special development grant for

24

universities in backward/rural/

remote/border areas.

8. Special development grant for

Young Universities and

rejuvenation grant for Old

Universities.

9. Instrumentation maintenance

facility (IMF).

10. Construction of womens

hostels

11. Basic facilities for women

12.Faculty Improvement

Programme. (Teacher Fellowship

for doing M.Phil/ Ph.D)

13. Equal opportunity Cell

14.Coaching Schemes for

Scheduled Caste, Scheduled

Tribes, OBC (non-creamy layer),

and Minorities.

15. Establishment of Career and

Counselling Cell in Universities

16. Facilities for differently abled

(challenged) persons.

References:

Jogdand P et al. (2008): Globalization and Social Justice, Perspectives, Challenges

and Praxis. Rawat publication, New Delhi.

Report by the Expert Group (2008): Equal Opportunity Commission, the Ministry of

Minority Affairs, Government of India, New Delhi.

Sachar R (2005): Summary Minority Report, Status of Muslim in India, Government

of India.

XI th Five year Plan (2007-2012): Social Sector, Planning Commission, Government

of India.

XI Plan, University Grants Commission Guidelines for General Development

Assistance to Central, Deemed and State Universities during XI plan, UGC, New

Delhi, Annexure

Rekha N Mistry



Introduction:

The term adolescence is derived

from Latin adolescere meaning to

grow, to mature and considered as

transition stage from childhood to

adulthood. They are no longer

children, yet not adults,

characterized by rapid physical

growth, significant emotional,

psychological and spiritual

changes. The progression from

appearance of secondary sexual

characteristics to sexual and

reproductive maturity is the marked

feature. Development of adult mental

process, identity and transit from

total social economic dependence

to relative independence cause a

lot of rebellious tendency in them.

Global info on adolescents:

Among population 1.10 billion

are adolescents. One in every five

human is an adolescent and 85%

live in developing countries.

According to WHO adolescence

lasts from 10 to 19 years. Early

adolescence is 10 13 years,

middle from 14 16 years and late

adolescence lasts from 17 19

years. Those between 15 24 years

are considered as youth and the

range of young people is from 10

24 years.

Obesity:

Owing to changed life-style and

lack of adequate outdoor exercises

many young persons tend to

become overweight and obese.

Obesity is defined as excessive

accumulation of body fat which

results in individuals being 20% or

more heavier than the ideal body

weight. Any weight in excess of

normal range is overweight. Obesity

is increase in size of adipose tissue.

Adiposites are special cells

containing fat. Adipose tissue is a

major energy store in the body and

its size can increase if food intake is

greater than the bodys energy

demands (Caterson et al, 1997).

These tissues are sensitive to

Obesity in Adolescence

Sampathkumari S*

*Dr Sampathkumari S, MD, DGO, FICOG, FCDiab., Associate Professor OG, Govt

Chengalpet Medical College & Hospital, Chengalpet, Tamilnadu

Abstract:

Rapid changes in physical, emotional, social and spiritual spheres take

place during this stage. Obesity is one of the major concerns of adolescence.

Factors leading to obesity, complications of overweight and prevention

startegies are outlined by the author.

Key words: Obesity; overweight; BMI; adiposites; calories;

Dr Sampathkumari S



nutritional change and need to be

balanced since they are used as

storage bins for fat. Size of the fat

cells is reduced by limiting calories.

Increase in body weight from an

excessive increase in body fat,

indicates that obesity is not mere

increase in weight or mass but

excess of adipose tissue (Joseph

et al, 1996).

Genetic influence:

Generally when both parents are

obese the child is 70 80 % prone

to obesity and when one parent

obese the risk is 40 50 %.

Factors that cause obesity:

Race (Black and Hispanic)

Parental obesity

High birth weight

Low birth weight.

Social and other causes:

Sedentary life

Food availability

Intake portion size

Increased television viewing

Special dinner out

Fast food

Captivating ads

Snacking

greatly influence quantity

imbibed, the metabolic and

endocrine functions of the body. It

weakens physical health, state of

well being and shorten life

expectancy. The social factors that

cause this disability are

unhappiness that lead to stress and

psychological disorders.

Assessing obesity:

The BMI (Body Mass Index) is

taken as the parameter to decide

obesity. According to WHO, the BMI

should be below 20 for adolescents

below 14 years and 25 for 15 year

olds. BMI above 28 for 16 year olds

is considered as obesity. But,

Tienboon and others contend that

BMI is inappropriate to decide

obesity. The incidence of obesity

among American teenagers is 12

15%.

Gender difference:

The Ten state nutrition study

conducted in US concluded that

females are fatter than males at all

ages. This fact is confirmed by a

study which found that 32.4% girls

among 14 year olds are fatter when

compared to 3.6% of fat boys.

Perhaps the higher level of physical

activity among boys could be the

reason for lesser number of obese

boys. The situation in Australia is

quite contrasting, where 50% men (of

this 16% are adolescents) are obese

to 33% women. About 80% of obese

adolescents turn out to be obese

adults. The Indian scenario is equally

disturbing as 22.8% of population is

adolescents. A study among affluent

Dr Sampathkumari S

26



adolescents found that 31% in Delhi,

24% in Pune and 22% in Chennai are

overweight, about 7.5% in Delhi are

obese. (Indian Pediatrics 2002; 39:

449-452, Indian Pediatrics 2004; 41:

559-575, Diabetes Res Clinical

Practice 2002; 57: 185-190)

City-bred 3 times more obese:

According to the National Family

Health Survey (NFHS), overweight

and obesity are more than three

times higher in urban centres as

compared to rural areas

Obesity in adults is still

understandable. But we are

seeing 8-year-olds who are

obese. Even 12-year olds are

suffering from diabetes and

hypertension today, according to

Ms. Naini Setalvad, a nutritionist.

On an average, 16% of city

children are overweight while 6%

are morbidly obese. Even by

Indian standards, these

percentages are high - Dr

Mufazzal Lakdawala, Bariatric

surgeon.

Big problem:

About 30 million Indians are

obese.

Around 20% of school going

children are overweight.

Number of women in the 15-49

years age group who are

overweight or obese increased

from 11% in NFHS-2 to 15% in

NFHS-3 (1998 -99 / 2005 06).

(Times of India, 25th October

2009, Sunday)

Effects of obesity:

The problems faced by obese

persons are

Inability to qualify for many types

of employment

Discrimination in employment

opportunities

Higher rates of unemployment

Lower socioeconomic status

Experience discrimination at

work

Cannot enjoy theatre seats or a

ride in a bus or airliner.

Society believes that obesity is

a lack of self-discipline, or moral

weakness.

They avoid social interactions or

public places

Choose to limit their own

freedom, rather than suffer

embarrassments

The negative effect on daily

activities confines them indoors,

ultimately to low self-esteem.

Puberty earlier than non

obese and are prone to PCOS (in

girls).

Disturbed pattern of eating:

Following are the causative

factors for unrestrained eating

behaviour:

Dr Sampathkumari S

27



Consumption of an imbalance of

high-energy and low nutrient foods

over low-energy and high nutrient

foods. (eating chips rather than a

piece of fruit)

Interpretation of diverse feelings

of situations as reasons to eat

Susceptibility to eating cues

unrelated to physiological needs

Guilt related to eating under any

circumstances

Lack of understanding of bodily

needs for nourishment

Unwillingness to eat with others,

including family members

Lack of structure in eating patterns

unbalanced

Night eating

Binge eating

Eating only in the latter part of the

day after starvation in the early part

Nausea described as

connected with eating in the early

part of the day

Lack of any feeling of control

over food intake

Eating rapidly and

indiscriminately

Nutritional needs:

Age and physical activity

determine the bodily needs of

nutrition. The following are the

nutritional needs:

About 2700 2800 calories are

required by males of 11 18 years

2100 2200 calories for females

of 11 18 years.

The calorie requirement for

obese people is limited to 1500 -

1800 cals.

The intake must be a proper mix

of protein 12 %, carbohydrates 58%

and fat 30 %. Calorie needs are

related to growth rate, basal

metabolic rate and physical activity.

Other associated disorders:

CVS diseases hyper tension,

left ventricular hypertrophy

Stroke

Diabetes mellitus

Kidney disease

Gall bladder disease

Respiratory disease (Asthma,

Snoring)

Orthopedic problems (Arthritis)

Menstrual problems (PCOD)

Difficulty in walking due to

accumuated fat around hip

Sore and rashes

US-based studies indicate that

obese individuals can lose more

than 10 years of life compared to

their normal weight peers.

Obesity is considered as

second leading cause of

preventable death

Heart and Stroke foundations

research shows that the number

of deaths attributable directly to

overweight and obesity has

Dr Sampathkumari S

28



almost doubled over the last 15

years.

Treatment:

1. Calorie restriction

2. Physical activity

3. Behaviour modification and

4. Hormonal treatment are the four

types of treatment modalities

available to reduce body fat. The

calorie restriction can be achieved

by following methods:

Three meals a day but in smaller

portion

Fresh fruits, sprouts and nuts are

healthy and nutritious

Avoid dense snacks burgers,

pizzas

Avoid zero calorie / high sugar

drinks

Avoid aerated drinks as they

affect bone density and cause

teeth damages

Avoid fast food. High in calorie,

fat, sodium and low in fibre,

contain preservatives

No Cheese Have paneer

No maida Have whole grain

wheat

No fried food Have grilled or

baked foods

No soft drinks Have low fat milk

drinks

Dont skip breakfast cause for

diabetes

High sugar breakfast spikes the

sugar level but dips fast, feeling

hungry soon resulting in

increased consumption of food

Physical activity to reduce fat:

Daily chores walking, climbing

stairs, cycling, swimming,

household activities

Exercises planned and

structured leisure time physical

activity to improve and maintain

fitness. 30 60 mins/day

Exercise increases absorption of

calories, improves physical and

mental health

Sports Involves competition,

good for heart, lung and muscle

strength, greater endurance and

flexibility

Excessive TV viewing is

associated with weight gain

sedentary life, especially when

snacking junk food and drinking

aerated waters

Combine TV watching with

activities like stationary cycling ,

spot jogging

Walk up stairs Avoid elevator

Walk Avoid Bus, Car

Swimming ideal exercise

Playing ball soft ball / Kick ball

Conclusion:

Health is wealth. This old adage

will never go out of circulation. For it

is a healthy body that houses a

healthy mind. To remain active for a

Dr Sampathkumari S

29



long and productive life it is essential

that obesity is at check at all times

and at all costs. Unfortunately many

parents consider plumpiness as a

sign of prosperity little realising the

host of physical, psychological,

social and economic problems that

may arise sooner than later. Early

References:

Asia Pacific Journal of Clinical Nutrition, http://apjcn.nhri.org.tw/server/info/articles/

diseases/childhood-obesity.htm

Adolescence issue 08 http://issuu.com/fogsi/docs/adolescence_issue_08

Adolescent Health Care, Edited by Robert.H.Blum https://books.google.co.in/

books?isbn=1483277380

Indian Pediatrics 2002; 39: 449-452, Indian Pediatrics 2004; 41: 559-575,

Times of India http://timesofindia.indiatimes.com/city/mumbai/Urban-and-

overweight/articleshow/5158160.cms

Obesity and Pubertal Transition in Girls and Boys - http://www.ncbi.nlm.nih.gov/

pmc/articles/PMC2931339/

http://deltauniv.edu.eg/UploadFiles/UploadFiles/pediatric% 20nutrition

%20lecture%20(3).pdf

detection and intervention for

appropriate weight gain, proper food

habits, and physical activity can

enhance the longevity of life.

Let us educate parents, teachers

and other stakeholders about

medical and psychosocial

consequences of adolescent

obesity.

Attention Contributors!The following system is in vogue from January 2015. The articles sub-

mitted are uploaded in ejournals.co and immediately a distint number is

generated and the contributors are informed by email. The article uploaded

is assigned simultaneously to proof readers and peer reviewers (double

blind) and their comments and recommendations are received and redi-

rected to contributors for rectification and resubmission.

The article is then assigned to copy editors who incorporate all the cor-

rections. We require a minimum of 15 to 20 days for this process. Hence

in future, the articles received will be acknowledged and possible date of

publication will be announced only after the peer review process is com-

pleted.

Contributors are requested to submit the research/ evidence/ field ex-

perience based articles well in advance. When an article is submitted we

expect corresponding author to send a declaration, abstract, key words

and references in APA style. ~Ed

Dr Sampathkumari S

30



Highlights of Volume XIJSSW Team

Journal of School Social Work has weathered all seasons and has

successfully brought out the 132nd issue completing its 11th year of publi-

cation. All these years JSSW had silently created an awareness about all

possible hurdles faced by a child going to school (especially girl child)

expounded with ample field-based experience supported by empirical

evidence through numerous studies and practical remedies which had en-

deared the teaching community.

All the veterans and budding ones have contributed in no small mea-

sure to the growth of the Journal. The JSSW in turn, had honed the writing

skills of research scholars and PG students, many admitted and several

admired. Many of them are now Assistant or Associate Professors and

encourage their students to write in the rich tradition of Guru-Shishya

parampara.

We thank all the giants in the field of Social Work, Nursing and Medicine

for their co-operation and Dr Parthasarathy R a Living Legend among Psy-

chiatric Social Workers in India who continues to be the prime mover.

The next step is to develop a system to train and equip social workers

so that when the time arrives to appoint school social workers in all schools,

we will not be caught napping. We need a large number of trained person-

nel and veterans to train them with the right content. JSSW will leave no

stone unturned until the goal is reached.

The articles that appeared in JSSW from June 2014 to April 2015:June 2014 XI 01 Focus: Family Complexities

HSE: Dr Latchumanan M

Family Complexities by Kranthi Kumar M and Dr Ashok Kumar Y

Complexities in Families Living with HIV/ AIDS by Dr Sadhna Jain

Impact of Family Complexity on Children by Serah Reshmi

Occupational Stress and Work Motivation in Relation to

Family Complexity by Damodaran B and Dr Sudhakaran M

V

July 2014 XI 02 Focus: Child-Friendly Safe Schools

HSE: Dr Lakshmana G

Parameters for a Child-Friendly School by Dr Shaly Joseph

Installing Child-Friendly Systems by Dr Malathi K S and Dr Nathan T K

JSSW Team



Perception of Teachers about Inclusive Education

By Gnana Rathna Raju Savalam and Dr Johnson Sampath Kumar T

Holistic Personality development in Child-Friendly Safe Schools

By Dr Prasa Rao G A

Positive Indicators of Child-Friendly Schools

By Dr Merlin Sasikala J E and Ravichandran T

August 2014 XI 03 Focus: Importance of Research

HSE: Dr Premalatha M

Non-Violent Communication (NVC) in Schools

by Dr Nathan T K and Dr Malathi K S

Researching Culture of a Classroom: The Importance of Ethno-

Methodology by Reena Merin Cherian and

Jessica Singh

A Study on the Effect of Structured Activity on the Psychological

Profile of School Going Adolescents

by Dr Sujatha Sridharan, Rajeswari C and Praveen H

Importance of Resaerch by Sylvia Daisy A and Dr Carter Premraj F

M Ed Students Inclination towards Type of Research in Education

by Dr Ramakrishnan N and Kanimozhi P

September 2014 XI 04 Focus: Desire to Win

HSE: Dr Mary Princess Lavanya

Desire to Win by Padma V and Dr Charumathi P J

Level of Aspiration among Higher Secondary Students

by Dr Ramakrishnan N and Kanimozhi P

Desire of Differently Abled

by Koteeswara Rao M and Dr Saraswati Raju Iyer

Adolescent Health Behaviours: A Desire to Achieve Positive Health

by Dr Dhanasekara Pandian R, Arthur Julian A Joseph

and

Manjusha Warrier

Trends of Articles Published in Journal of School Social Work: A

Bibliometric Evaluation of First Decade (2004-2013)

by Dr Sinu E and Prof Naidu P J

October 2014 XI 05 Focus: Lure of the Ludicrous

HSE: Dr Nirmala B P

Prevalence of Internet Addiction among Students

by Akshaya K and Sasikala K

Nature Deficit Disorder in Children by Kavya Jyotsna U

32



Innovative Social Work Interventions for Strengthening Mother and

Child Health: A Research Based Analysis

by Pattan Rakesh and Banashankarayya M

Internet Usage, Role Overload and Role Stress among Female School

Teachers in Chennai by Prabha Arun, Gowri Krishnamurthy and

Karthik Lakshmanan

R M

November 2014 XI 06 Focus: Rights and Responsibilities

HSE: Dr Anita Mary

A Study to assess the Knowledge of School Teachers Regarding

First Aid Management of Selected Emergencies

by Rajeswari C, Dr Caroline Priya and Praveen H

Leading GenNext with the Perspective of Rights and Responsibili-

ties

by Sheik Fareeth K

Children as Citizens: Whose Responsibility?

by Radha Vallury and Dr Saraswati Raju Iyer

Responsibilities of Women in Protecting the Environment

by Ravichandran Tand Dr Merlin Sasikala J E

December 2014 XI 07 Focus: Fears of Children

HSE: Sheik Fareeth K

School Health Nurse Allays Health Related Fears by Dr Malarvizhi S

Child Marriage and Its Consequences in Ethiopia

by Bimal Kanta Nayak

Fear and Anxieties in Children by Beula

Francis

Remedies for Test Anxiety by Prof Naidu P J

January 2015 XI 08 Focus: Parents Concerns

HSE: Dr Bimal Kanta Nayak

Parents concern in the Management of Fears in Children:

A Case Study by Soyuz John, Manjusha Warrier

and Dr Dhanasekara

Pandian R

A Qualitative Study of Mothers Perceptions on Overweight

School Children by Dr Malarvizhi

S

Parenting Challenges Faced by Non-Resident Indians

by Dr Sadhna

33



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 English Monthly ISSN: 0976-3759

Registered with Registrar of Newspapers for India under No: TNENG/2004/14389

Postal Registration: TN/ CC (S) DN / 47 / 15-17

Licensed to post under: TN/PMG (CCR) / WPP - 663 / 15-17

Date of publication: 3rd Day of the Month

JSSW Team

Jain Television News Exposure on Children A Critical Study

by Sripathy T

Perspectives of Teachers on Need for School Social Work

by

Veena S Algur

Educational Problems Faced by Adolescent Children of Commercial

Sex Workers in Ganga Jamuna Area of Nagpur City

by Dr

Purushottam Thote

February 2015 XI 09 Focus: Safe Schools

HSE: Dr Vinayaka Murthy PSafe Schools by Beula JDevelopment and Standardization of Awareness Test on

Intellectual Disability by DrRenukha PEarly Intervention of Dengue through Special Messengers

by Dr Vijayalakshmi M and Dr Sunitha KA Study on Personal Values among High School Students in

Madurai by Dr Ramakrishnan M and ParthibanMWriting Articles for Resarch Journals by Prof Naidu P J

March 2015 XI 10 Focus: Early InterventionHSE: Dr Thippeswamy V

Early Intervention Programme on Child Sexual Abuse:A Proposed Study by Ambigai Sivakumar R and Dr Sinu

EEarly Intervention to Prevent Cannabis Use among Adolescents by Arthur Julian A Joseph and Dr Dhanasekara Pandian RPerspectives of Early Intervention Strategies to Minimise

Delinquent Behaviour among Childrenby Ravichandran Tand Dr Merlin Sasikala J E

Vulnerability and Early Interventionby Dr Malathi K S and Dr Nathan T K

April 2015 XI 11 Focus: Exam PreparationExamination and Performance Anxiety A Case Study by Jailap Deen SThe Relations beyween Positive Mental Health and Wellbeing

by Nafisa Khan, Dr Charumathi P J and Dr Sandhya

jssw may 2015 volume xi issue 12

Documents