How to deal with students: a clear picture giving emphasis on emotion, personality, learning skill & learning style and knowledge of right peg into the right hole leaving behind the traditional belief

1. Counselling Part: Dr Rupa Talukdar
Technical Part:
Sunita Singhi & Susmita Mukherjee
From: www.mind-eye.in

2. School deals with children
and adolescents; to check
their several learning and
educational problems
Problems experienced by
children, teachers, parents
and communities

3. School is not only to
study, it is also
responsible to build
student emotion wise for
the life
A child met first
society is none
the other school:
Safety and
Security need to
be there
It is not only the
physical safety
but also the
emotional safety
Rejecting a child
at this tender age
may change an
emotion for ever :
child can not be
as lively as before.

4. Crisis
Intervention
Social Skill
Training
Self Esteem
Behavioural
Management
Techniques
Attention
Deficit
Disorder
Post
Traumatic
Stress
Disorder

5. Early adolescents: V-VIII: students just
realize the world around has been changing daily basis
Late adolescents: IX-XII: they now are
struggling in selecting their appropriate career and
facing peer pressure: need life orientation

6. The adolescent population constituâtes a
quarter of our population which is
approximately 243 million and it
constituted 20% of the world's 1.2 billion
adolescents
(UNICEF 2012)

7. This includes areas
 Epidemiological studies
 Process of learning
 Intelligence and cognitive functions
 Personality related emotions
 Temperament including assessment through projective tests, clinical
conditions and interventions &
 Other variables related to parenting and training of school teachers
in catering to the different needs of adolescents.

8. World wide Prevalence for child and adolescent mental
disorders : 10 %-20 %
In India prevalence was 6.46 % in the community samples
& 23.33% in school sample
In India Prevalence found 11% for boys and 8% girls( Child
and adolescent)
This excludes prevalence of incapacitating behaviour like
SHYNESS and AGGRESSION and LONELINESS

9. Learning is more
focused on academic
achievement
It covers learning
style, emotional
intelligence( skill of
socialization) and
self concept(need for
achievement)
It was observed that
Science students
were more anxiety
prone than the arts
and commerce
students and
Anxiety was found to
be related to the
academic
achievement and
emotional
intelligence.

10.  The therapeutic intervention included group meditation, breathing
techniques practiced in groups, group discussion as well as outdoor
activities which involve different types of games and music" –it was
found that those activities reduce the anxiety of learning
 The 3-4hours of activities, over a 6 days had helped the participants
to improve their self esteem as well as their level of adjustment.
The mechanism of physiological background of the change is
still unexplored, but the observation is positive.

11.  Living conditions and Lifestyle
 Unhealthy dietary habits
 Irregular sleeping habit
 Reduced physical activity
 Prevalence of different types of risk behaviours
 High prevalence of anxiety-depressed, somatic,
withdrawn-depressed causes thought and concentration
problem
 Effect of negative events

12. Teachers need to inculcate creativity and
intelligence in student mind
Intelligence is an inborn quality, teachers
need to guide adolescents to channelize it
properly
Creativity is the skill of problem solving capacity,
teachers need to encourage adolescents to develop
different solutions of one problem and choosing
finally the best suited one

13.  Addictive substance abuse, mainly Tobacco
 Unlimited Internet and mobile use for social
networking, Face book, whatsApp etc.
 Prolonged TV watching
 Peer pressure
 Academic stress
 Problem in family set up: broken family
 Social shyness
 Poor performance
 Feeling of loneliness

14. Because of Helplessness and Hopelessness
This feeling is related to,
 Life Events
 At risk behaviour
 Vulnerable to depression
 Severe sex harassment and rape for girl-adolescent
 Jilted in love
 Conflict with parents
They lack the skill of positive self-evaluation, integration of
personality, autonomy, group oriented attitude and
environment mastery

15.  Parental pressure
 Conflict with the parents in relation to relationship
 Anxiety in relation to social as well as performance
This leads to impaired physical well being and
psychological well being in daily functioning,
absenteeism and social dysfunction

16.  Nowadays commonly used by teachers and
psychologists and parents
 Always not for the physiological causes, it is generated
from the living environment of adolescents
Easy availability of demand and permissive parenting
may accelerate the traits to bloom fast.

17.  Low level of well being
 Less feeling contentment, happiness and satisfaction with life’s
experiences
 Low sense of achievement
 More distress
It is because of cultural context that gives importance to the physical
appearance, societal negative attitude and discrimination towards
the fat person.
Need of childhood obesity intervention and multi-
component interventions in school and home.

18. Girl students are more anxiety
prone than the Boys: it is
related to Authoritarian
Parenting as perceived by
Students
Effective parenting may lead to
less shyness
Parental communication with
the child and with themselves
develop “Delinquent and Non-
delinquent’ behaviour in
adolescents: parental message
should need to have clarity
and can perceived by them
straight and easily.
Most accepted parenting is
Positive / Authoritative
Parenting: it develops an self-
sufficiency in Adolescents.

19. In a study problems of adolescents perceived by a sample of
453 teachers (313 male and 140 female) whose age ranged
between 20-61years
They listed a total of 274 problems out of which 28
problems were identified by the primary school teachers,
180 problems were identified by the high school teachers
and 66 problems were identified by the higher secondary
teachers.

20. We Need
‘Right peg into the right hole'

21. Let us talk about sex - if the Psychologists/Teachers
hesitate to take it up who else would do?

22. Career Guidance

23. Respecting the other

24. Focusing on Vulnerable subsets

25. The Beyond

26. The way forward

27. Now rotation procedure is
there in every class so that
each student get the chance
to be under notice of
teachers
In reality who the back
benchers are, why they are
so called, each one should
have good knowledge

28. Students who are,
 Very specific in nature
 Coping problem
 Highly sensitive
 Gifted child
 Independent mind set
 Slow learner
 Scholastic backward child
 Restless by nature, can not be attentive
Each of these types can change by proper supervision
involving parents, class teachers, subject teachers and also
re-organizing school set up

30. No one likes to be a
Backbencher,
School is for helping
students to turn into
a better human being
in future.
School helps students
to strengthen the
strength and weaken
the weakness

31. Finding a solution of
each problem of
student is the
primary option:
school is the first
place to identify the
crisis point in
student

32.  What is ‘INTELLIGENCE’
1. Common sense
2. One’s capacity to deal effectively with situations
3. Ability to adapt to one’s surroundings
4. Is the capacity of flexible adjustment
5. The ability to deal with cognitive complexity
6. The global capacity to think rationally, act purposefully and
deal effectively with environment

33. The nature of Intelligence is the
 ability for adjustment to environment,
 ability to perceive relationship between various objects and
methods,
 ability to solve problems,
 ability to think independently,
 ability to learn maximum in minimum period of time,
 ability to benefit from one’s own experience and the experience of
others.
So backbenchers or who prefer back benches lack some kind of above abilities

34. My Colleagues Susmita Mukherjee will give you
clear picture of it.

35. Most accepted theory nowadays are
Three Dimensional Guilford’s abilities includes
 Basic Learning abilities, Reading, Arithmatic,
Maths and Creativity

36. Operation
(5)
Content(3)
Products(6)

37. Cognitive ( C) : The ability to understand
Memory (M): Store house of Knowledge
Divergent production(D): Creativity-To generate
multiple ways of solutions
Convergent production(N): Problem Solving-skill of coming out
with one solution leaving behind all the probabilities by Trial and
Error Methods
Evaluation(E): Analysis: to judge the information:
accuracy, consistency and validity

38. Figural(F): The real
world information:
including Visual:
perceived through seeing,
auditory: perceived
through hearing,
Kinesthetic: perceived
through physical action
Symbolic(S):
Information perceived as
symbols / signs
Number:1,2,3,4………../Tr
affic Signal, VIBGYOR
Semantic(M):
Concerned with
verbal meaning and
ideas: abstract in
nature

39. Units(U): Singular piece of
information applied
Classes( C): Groups: Transportation –
may be car, 4-wheeler, 2-wheeler etc.
Relations( R): Associations/
opposites /sequences
Systems(S): Multiple relations interrelated to comprise structures
or network: Among/Between/; Fusion/Fission
Transformations(T): Changes, perspectives,
conversions or mutations to knowledge
Implications(I): Prediction, inferences,
consequences of knowledge

40.  If I ask you to think,
all the use for a BRICK
You are going to work on your ABILITIES

41. 1. Building block
2. Door stop
3. To use as a weapon
4. To throw to the animals
5. To use as a support, washing clothes, to stand on it,
sometimes to sit on it
6. To use as a model to exemplify it
the test measures Divergent Thinking and comprised of 4 components:
 Originality: How common the use (1)
 Fluency: How many no. of use( 1 to 6)
 Flexibility: different ways of use( 3 and 4 and also 5)
 Elaboration: the amount of detailing( 5 and 6)

42.  Leonardo Da Vinci was a great painter and an
inventor. A person with highly developed
encoding language. Also he had good knowledge
about Art, Science, War and Government.
 Q: Leonardo is high and low in which CONTENT
area?
 F: High
 S: High
 M: High

43.  CFU: Cognition, Figurative and Unit: a tendency to understand
world in small objects /unit using senses
 DMU: Using creativity(D) a person perceives world around in
small objects(U) by perceiving idea as an abstract way, e.g it is
simply a LADDER, but to me may be it is the way to achieve success
step by step.
 NFU: Problem solving capacity by perceiving world around in
small objects(U) using senses:
 Parents, teachers can recognize students using this 3-dimentional
structure of intellect, in future that would help a student to have
good idea of his prospective careers

44.  Negative emotion is natural emotion
 Child enters the world with the sound of CRY
 We welcome it by clapping
 Child cries we laugh
 Crisis indicates that students start working on the issue:
a positive point
 Crisis is the fictional point that develops only when an
attempt is made: another positive point

45. At this struggling zone
student needs empathy
of seniors instead of
criticism/sarcasm/
rejection
When student fails in
first attempt, an
empathetic soul needs
to be there to
encourage for the
second time: there is
always SECOND chance
Students are in tender
age teachers are
experienced : so need
constant
encouragement
All students are not
equally capable: so path
of success will not be
same

46. Expressive Vs
Unexpressive
Sensitive Vs
Openness
Thinking Vs
Feeling
Conscientiousness
Vs perceiving

53.  Good knowledge of defencive nature that exhibited by
students mostly for various cause is essential to
evaluate as it exists to avoid painful situation or
unacceptable impulse.
“Defence mechanisms,” or manners in which we behave
or think in certain ways to better protect or “defend”
ourselves.

54. Primitive Defense Mechanism:
 Denial
 Regression:
 Acting Out
 Dissociation
 Compartmentalization
 Projection
 Reaction Formation

55. Less Primitive, More Mature Defense Mechanisms
 Repression unconscious blocking of unacceptable thoughts
 Displacement: redirecting of thoughts feelings and impulses : most
common way
 Intellectualization: the overemphasis on thinking when
confronted with an unacceptable impulse, situation or behavior
without employing any emotions
 Rationalization: putting something into a different light or offering
a different explanation for one’s perceptions or behaviors
 Undoing: after realizing you just insulted your significant other
unintentionally, you might spend then next hour praising their
beauty, charm and intellect.

56. Mature Defense Mechanisms
 Sublimation: is simply the channeling of unacceptable impulses,
thoughts and emotions into more acceptable ones.
 Compensation: is a process of psychologically counterbalancing
perceived weaknesses by emphasizing strength in other arenas.
 Assertiveness: is the emphasis of a person’s needs or thoughts in a
manner that is respectful, direct and firm.
Teachers/parents and other seniors will be helpful to adopt
defence attitude from primitive to less primitive and again to
mature defence mechanism as it is the obvious attitude but it can
replace by suitable forms.

57. Care giver should need to have good idea of
motivational factor of students , it may be,
 Parents
 Teachers
 Friends’ Jealous
 Struggle of parents
 Achievement of some elder members of family
 Friends’ motivation/encouragement
 The discussion among friends
 Motivational talk in You Tube/ books
 Etc.

58.  Hobby in the form of future career scope and also
a way of relaxation between two tight schedules,
 Seniors/care givers need to encourage students to
practise at least one hobby
◦ Meet the people of same interest
◦ To build self esteem
◦ To relieve stress.
◦ To make life interesting
◦ To avoid boredom
◦ To keep a soul youthful and jovial
◦ To enrich perspective

59.  To know it very essential as communication is the
NEED
◦ Verbal: extroverted and logical confident person-has no hesitation
◦ Writing: introverted perceiving & feeling oriented sensitive person
◦ Graphics: s/he is creative, perceiving, thinking oriented sensitive
person
Each student needs to develop at least one way of
communication to express him/her emotion to the world
outside

60. What s/he is day dreaming, care giver should have good knowledge of it, I
have good information of it, whom I usually met they really want to be ,
 Rich man
 Powerful
 Good position in society
 CEO of a Big Company
Ok, no problem, but care givers need to make it reality base by supplying information
how to make it achievable by dint of adequate attempt and maintaining consistency.

61. Finding any positive in the wards: helping a
student to evaluate his strength,
 Father:……………………………..
 Mother :……………………………..
 Teacher :……………………………..
 Friend :……………………………..
 Any important relatives’ words :……………………………..
 Sibling, if any :……………………………..

62. Easy way to find out the
problem area of students
To assess the 'personality‘ profile of the
children and adolescents in the
age group of 6-14

63.  Aggression (mostly hostile aggression,
aggression as envy, oral aggression and
instrumental aggression),
 Anxiety (mainly deprivation and punishment),
 Depression and morality (functions of super
ego).
 Impulsive and motivated aggression,
 Fear of aggression, anxiety and depression.
 Lack of concentration

70.  Need for affiliation
◦ To be friendly
◦ To acquire friends
◦ To become a part of social milieu
 Need for approval
 Coping skill
 Ambivalence
◦ Indecision
◦ Doubt
◦ Hesitant
◦ Alternate options and
◦ Conflict
 Practicality in imaginative approach

75. The assessment of SLD by a Clinical Psychologist
allows the clinician to:
 Make a diagnosis of SLD
 Understand the severity of the disability
 Construct a learning profile
 Make recommendations for specialized instructions and
accommodations for the child

76.  Developmental history
 Educational history – including any intervention used
 Educational and behavioural difficulties
 Classroom observation of learning behaviours: a descriptive report
by the teacher is recommended with the following information
◦ does the child pay attention to classroom instruction,
◦ does the child follow classroom instruction for homework
compliance
◦ organization of behaviour – is the child ready for the class with
books, stationary, etc.,
 Social interaction with peers and adults

77. Proper pencil grip.
Ability to retrieve
alphabets
representing
•sounds.
The formation and
legibility of letters or
•numbers.
A mixture of print
and cursive the
appearance of upper
case in the middle of
a word should also
be noted.

78.  Speed of writing
 Handwriting – pencil grip, pressure while writing,
posture
Students being assessed must have 2 yrs of
adequate school education
When there is LD
 Large, irregular print. There is enough space between most of the
words.
 The ‘r’/ ‘n’ and ‘i’ /’u’ are letters that are difficult to distinguish

79. Writing:
Remedial teaching in writing comprises strategies to be taught
during the 3 stages of writing: planning before writing, the actual
writing process and proof reading after writing.

80. Feeling
happy
to
express
himself

84. Using Writing As One Of The Best & Easiest
Corrective Tools

85. It is the mode of presenting thoughts, we
expect clarity,

86. Students we talking about are
◦ Early adolescence like the 2nd toddlerhood
◦ Late adolescents

95. Thank you
to all