CONCEPTNOTEIntroductionEmpowermentof children and adolescents is very essential in the context prevailing todayin India as there is rapid globalization and urbanization with breaking up ofjoint families and dwindling traditional social support systems.
Psychologicalproblems in children and adolescents, especially behaviour problems andsuicides, are on an ever- increasing rise. (The Minds Foundation, 2017).Children’sdevelopment is very crucial for the progress of the nation.
Children aremoulded by the parents, teachers, peers, community and educational system as awhole. The educational system comprising of the teachers, parents and peers ishighly significant, not only in the intellectual development but also in thedevelopment of the behaviour. Apart from being at home, Children spend most oftheir times in schools which acts as a source of knowledge, skills, experiencesand learning – both academic and behavioural. The role of the teachers isundoubtedly extremely valuable, because teachers are the sources of inspirationand guidance in the crucial steps in life of the students (Kaur & Sachdeva,2017). The way, teachers deal with the children in motivating and correctingthem plays a vital in the formation of the character and personality.
Significance of thestudyAsound educational system is considered a one of the bedrocks of developingcountries like India (Priyadarshini & Prabakar, 2016). After the recentprohibition of Corporal Punishment in schools enacted by the Right to EducationAct, 2009 and other international laws like constitutional provisions, IndianPenal code, Juvenile Justice Act (2000) Schedule Castes and Schedule tribes Act(1989), Protection of Civil rights act (1955), handling of children in theschools have become a tedious and confusing task. Suicidal decisions and othernegative consequences of disciplining the children are on the rise. Thus,teachers lack clarity in dealing with the problematic child behaviour. Thisstudy will help in the identification of the current informal/formaldisciplining techniques, its effectiveness and proposing a model for betterdisciplining of children in schools. ObjectivesTheobjectives of the study are: · To identify thedisciplinary problems experienced in the school environment · To find out the currentdisciplining measures practiced in schools · To analyse theeffectiveness related to the disciplining methods · To understand theacceptance levels of parents towards disciplining· To suggest a socialwork intervention model in disciplining of children in schoolsReview of LiteratureThe Minds Foundation (2017), an organizationwhich promotes mental health programmes in schools states that keen alertnessis important in order to avoid children get punished – that correlates withschool failure. The organization also emphasizes on the need to equip teachersto handle issues at school which will reduce the problems as children otherwiseinternalize the debilitating effects of performing poorly at school.
According to the most updated census data,approximately 41% of India’s population is below the age of 20. However, therehas been a growing burden of mental illnesses in the agr group of 15 -24globally, and this has brought mental health into the picture for the last twodecades. The prevalence rate of psychiatric disorders in India is 12.5% amongchildren aged 0-16, and 12% among the 4-16 year olds. Suicide deaths rates inIndia are among the highest in the world, standing at 36 for every 100000 youthcitizens. (The Minds Foundation, 2017)School discipline is a critical area forresearch, as student interaction with school institutional author is one of theprimary mechanisms whereby young people come into contact with and internalizesocietal norms, values and rules (Law and Disorder – Classroom, 2009)School is the formal way of education system;hence, it is one of the most important socialising agent in the development ofa child. It is the organized part of the process, through which each successivegeneration learns the accumulated knowledge of a society. (Quality of classroomenvironment, 2017)A Study on Stress amongst Secondary SchoolChildren by Sundeep et all (2016) states that the stressors of the schoolchildren are Role and value conflicts, parental pressure, pressure forperformance in schools and colleges, Emotional and sexual adjustment and Copingwith pressure of living.
As cited by Elizabeth T Gershoff (2017) inJournal of Psychology, Health and Medicine, Children around the world reportthat they are hit by their teachers with a variety of objects, including sticks(Egypt: Youssef et all., 1998), straps, (Jamaica, Baker – Heningham, Meeks – Gardener, Chang &Waker, 2009)and wooden boards ( US: Pickens Country (Alabama) Board of Education, 2015) An incident quoted from Times of India statedthat a class X student of a government school on Tuesday allegedly committedsuicide at his house in Melakuppam, Vellore after he was sent home to bring hisparents for injuring his classmate. (“15-year-old govt school student” 2018)News from Times of India speaks about a 12-yearold student in Thiruvananthapuram who is suspected to have attempted suicide bythrowing herself from the balcony in the school premises due to harassment by ateacher. (“Girl hurt after fall” 2018)Kalker (1984), Borg, Riding and Falzon (1991),Boyle, Borg, Fazlon, Baglioni (1995) and Lewis (1999) identified that schoolteacher’s experience high levels of stress during teaching and handlingstudents.Sahu & Sahu (2017) emphasizes the roles ofteacher to be limitless but two basic sets of teacher’s roles are oftenproposed – one is concerned with activities of instruction and evaluation andthe other with maintaining control and creating academic environment for learning.Hypothesis: 1. There is no significant relationship between the discipliningmeasures and the problems experienced in the school environment 2.
There is no significant relationship between the discipliningmeasures and the behaviour of the children in school 3. There is no significant relationship between the teacher’sattitude and the effectiveness of disciplining measures 4. There is no significant relationship between the familialconditions and the behaviour of the students 5. There is no significant relationship between the level ofinteraction of the teachers with the students and effectiveness of discipliningmeasures.
6. There is no significant relationship between the teachingexperience of the teachers and the effectiveness of disciplining measures. 7. There is no significant relationship between the student –teacher ratio and the behaviour of the children.8. There is no significant relationship between the students’acceptance of the disciplining methods and the effectiveness of discipliningmeasures.RESEARCH METHODOLOGYProposed Method: The Mixed method is the proposed method of theresearch study.
The Mixed method includes both quantitative as well asquantitative methods. Field of Study: The field of study will be Corporation (Highand Higher secondary) Schools in Chennai in order to focus on Adolescentdisciplining problems, the disciplinary measures adopted and the behaviourmodification. Field of data collection will be based on the Zonal Divisions ofCorporation Schools in Chennai.Research Design: The research design of the study will bedescriptive so as to describe the disciplining problems, measures used and itseffectiveness in behavioural modification in students. This research designexplains the reality of the present day educational system and the process ofimparting knowledge and discipline in the contemporary world. Sampling Method:The researcher is planning to use the ProbabilitySampling techniques in view of giving equal chance of inclusion of the samplesin the data collection.
Under Probability sampling method, Cluster Sampling isfound to be appropriate so as to select samples from each zones of ChennaiCorporation Schools. The proposed sample size of study is 300. Data Collection The data collection will based on the Zonal Divisionsof the corporation schools. The primary respondents of the research consist of teachers,students and parents. The tools of data collection will be Interview Schedule,Focus Group Discussions, Participant Observation & Case Studies. AnalysisThe collected information and the data will beanalysed through descriptive frequencies, statistical analysis through ANOVA,Chi – square test, T – Test and through graphical representations. The analysisalso includes Qualitative and Quantitative analysis.
SPSS, MS Excel and MS Wordwill be used for data analysis process. Limitations of the Study · The research findings are limited to the Chennai corporationschools only and not to be interpreted in private schools. · The role of family in disciplining of the children is notstudied in a detailed in this study ConclusionIn the recent years, instances of internalizingproblems in students due to improper and inappropriate disciplining methodshave been on the rise.
Theseinternalizing have led to emotional, physical, cognitive and relational problems.While mental health promotion in the schools is the focus worldwide,appropriate, motivational and positive disciplining is very significant. Themethod of research will be mixed method using descriptive research design.Sampling method will be probability sampling. The data collected using varioustools will be analysed through statistical tests and graphical representations,enabling to propose an interdisciplinary social work intervention model. ReferencesNewspaper Articles15-year-old govt school student ends life(2018, January 9) Times of India.Retrieved from: https://timesofindia.indiatimes.
com/city/chennai/15-year-old-govt-school-student-ends-life/articleshow/62435571.cmsGirlhurt after fall from school building (2018, January 9) Times of India. Retrieved from: https://timesofindia.indiatimes.com/city/thiruvananthapuram/girl-hurt-after-fall-from-school-building/articleshow/62435350.
cmsInternet Sources:The Minds Foundation (2017, May 22), TBI Blogs:Why Indian Schools are providing Mental Health Counselling for their Students.Retrieved from: https://www.thebetterindia.com/100048/scchool-education-programmes-mental-health-children/JournalsKaur & Sachdeva(2017, May), Construction and Standardization of Perceived School ProblemsScale, Asian Journal of research inSocial Sciences and Humanities, Vol. 7, Issue No.
5, Pages: 166-178.M.Priyadarshini & Dr. S. Prabakar (2016, August), An empirical study on JobSatisfaction, Organizational Role Stress and Burnout among Secondary SchoolTeachers in Coimbatore, Asian Journal ofresearch in Social Sciences and Humanities, Vol. 6, Issue No. 8,Pages: 1575 – 1585.
Kalker,P. (1984), Teacher stress and burnout: causes and coping strategies.Contemporary education, Vol.
56, Pages: 16-19. Retrieved from: www.researchgate.
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G., Falzon, J. M, & Baglioni, A. J. (1995), A structuralmodel of the dimensions of teacher stress,British Journal of Educational Psychology, Vol. 65, Pages: 49 – 67.Lewis,R. (1999), Teachers coping with the stress of classroom discipline.
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