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    Guidance and counselling for children and adolescents in schools / Namita Ranganathan, Professor, Central Institute of Education, University of Delhi, Toolika Wadhwa, Assistant Professor, Department of Education, Shyama Prasad Mukherji College, University of Delhi.

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    • Title:Guidance and counselling for children and adolescents in schools / Namita Ranganathan, Professor, Central Institute of Education, University of Delhi, Toolika Wadhwa, Assistant Professor, Department of Education, Shyama Prasad Mukherji College, University of Delhi.
    •    
    • Author/Creator:Ranganathan, Namita, author.
    • Other Contributors/Collections:Wadhwa, Toolika, author.
    • Published/Created:Thousand Oaks, California : SAGE Publications Inc., 2017.
      ©2017

    • Holdings

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    • Library of Congress Subjects:Students--Mental health services--India.
    • Description:xviii, 253, 9, pages ; 25 cm
    • Series:Sage texts.
    • Notes:Includes bibliographical references and index.
    • ISBN:9789386062918 paperback
      9386062917 paperback
    • Contents:Machine generated contents note: 1. Understanding Mental Health
      Historical Evolution and Contemporary Notions of Mental Health
      Models of Normality
      Key Debates in Mental Health
      Need for Focusing on Mental Health in Schools
      Goals of Mental Health
      Personal and Social Adjustment
      Living a Fulfilling Life
      Guidance, Counselling and Mental Health
      On a Concluding Note
      2. Mental Health Policies and Implications for Schools
      Key Policy Initiatives
      Right to Education Act, 2009
      Protection of Children from Sexual Offences Act, 2012
      National Mental Health Policy of India, 2014
      Persons with Disabilities Act, 1995 and Rights of Persons with Disabilities Act, 2016
      Implications for Schools
      Rights Approach
      Providing a Safe Environment
      Go Beyond Academics
      Provide Comfort
      Home School Continuity
      Proactive Stance
      Training of Teachers
      Recommendations for Schools that Flow from Policy Provisions
      Train Teachers Regularly
      Hire Trained Counsellors
      Awareness Programmes for Students
      Community Outreach Programmes
      Avoiding Labels
      Mentorship Programmes
      Bridge Courses for Academic Support
      Develop Communication Channels
      Build Sensitivities, Prevent Discrimination
      Building Safe Spaces
      Recognise Signs of Sexual Offences
      Promote Healthy Gender Relations
      Rethinking Authority
      Envisioning Comprehensive Evaluation Practices
      On a Concluding Note
      3. Understanding Children and Adolescents in School
      Understanding the Needs of Children and Adolescents
      Concerns and Dilemmas of Children and Adolescents
      Peer Relationships
      Family Life
      Family Patterns
      Parenting Styles
      Home Environment and Interpersonal Relationships
      Social and Familial Expectations
      Academic Stress
      Developing a Sense of Identity
      Growing Up in a Changing World
      On a Concluding Note
      4. Issues and Challenges in School Mental Health
      Statistical Trends, Policy Perspectives and Contemporary Realities
      Common Problems Identifiable among Children and Adolescents
      Academic Difficulties
      Problems in Behaviour and Conduct
      Social Relations and Adjustment
      Clinical Disorders
      Myths in Identifying and Dealing with Problems
      Danger of Labelling
      Peer Relationships
      Indifference and Abdication of Responsibility
      What Can an Individual Teacher Do?
      Teaching a Child Who You Know
      Meeting Expectations in Large Classrooms
      Home-School Continuity
      Building a School Environment
      Identifying Existing Spaces in the School
      Developing Sensitivity
      Re-visualising Relationships in School
      On a Concluding Note
      5. Situating School Students
      Understanding Changing Perspectives
      Family
      Changing Family Structure
      Parenting Styles and Interpersonal Relationships
      Parental Occupation and Lifestyles
      Parental Aspirations
      Schooling Processes
      School Ethos
      Teacher-Student Relationship
      Freedom and Exploration
      School Values
      Peer Relationships
      Peer Pressure
      Embracing Diversity
      Sense of Belongingness
      Community and Social Living
      Negotiating with the World
      Self-awareness
      Challenging Societal and Family Norms
      On a Concluding Note
      6. Taking a Proactive Stance
      Taking the First Step
      Acknowledge the Need for Addressing Mental Health
      Remove Taboos and Stigmas
      Avoid Passing Judgements
      Be Tolerant of Experimentation
      Encouraging Social Adjustment
      Observe Behaviour
      Acknowledge Peer Subcultures
      Build Sensitivity as Part of Life Skills
      Look Beyond Stereotypes
      Need for Communication
      Active Listening
      Opportunities to Participate in Decision-making
      Space to Voice Their Thoughts
      Listen Without Judgement
      Role of Teachers as Counsellors
      Understanding Counselling Processes
      Knowing the Child
      Bridging the Home-School Gap
      Seeking Professional Help
      On a Concluding Note
      7. Identifying and Managing Behavioural Problems
      Understanding Behavioural Problems
      Habit Formation
      Teaching Impulse Control
      Dealing with Anxiety
      Lying, Stealing and Cheating
      Lying
      Stealing
      Cheating
      Truancy
      Creating Free Spaces
      Negotiating Spaces and Rules
      On a Concluding Note
      8. Dealing with Addiction and Abuse
      Understanding Addiction and Abuse
      Internet and Social Networking
      Monitoring Habits
      Acknowledging the Problem
      Setting Time Away from the Internet
      Inform about Harmful Effects
      Substance Abuse/Misuse
      Getting Started
      Addiction to Drugs
      Physical Abuse
      Anger Management
      Taking the Glamour Out of Movies
      Sensitising Parents
      Sexual Abuse
      School Rules for Prevention
      Self-abuse
      Developing Faith in Themselves
      Building a Supportive Peer Group
      On a Concluding Note
      9. Fostering Expression and Building Healthy Interpersonal Relations
      Fostering Expression
      Building Confidence
      Improving Public Speaking
      Encouraging Emotional Expression
      Interpersonal Relations
      Strengthening Peer Relations
      Building Intergenerational Ties
      On a Concluding Note
      10. Sexuality and Related Issues and Concerns
      Key Debates in Sexuality Education
      Should Sexuality be Addressed in Schools?
      What is the Right Age to Discuss Sexuality?
      Does it Address or Generate Curiosity?
      Child Sexual Abuse
      Prevention
      Helping Children to Cope
      Sexual Experimentation
      Learning to Say No
      Learning to Accept 'No'
      Accepting Heterogeneity
      Sexting and Pornography
      Sexuality Education
      On a Concluding Note
      11. Development of Self and Identity
      Understanding Myself
      Perceptions about Self
      Goals and Aspirations
      Locating Sources of Influence
      What Do Others Think of Me?
      Image Building
      Supportive Parenting
      Religious and Communal Identity
      Developing Sensitivity
      Friendships beyond Religion
      On a Concluding Note
      12. Coping with Stress and Anxiety
      Demystifying Stress and Anxiety
      Types of Stress
      Sources of Stress
      Internal Sources
      External Sources
      Coping with Stress
      Defence Mechanisms
      Strategies
      Role of School and Home
      Acknowledge Stress and Anxiety
      Be Tolerant
      Create Opportunities for Channellising Energy
      Provide Space for Expression and Communication
      Organise Seminars and Talks
      On a Concluding Note
      13. Counselling Skills for Teachers and Parents
      Basic Assumptions about Counselling
      Characteristics Required for Successful Counselling
      Active Listening
      Positive Regard
      Genuineness
      Sense of Commitment
      Empathy
      Open Mindedness
      Ethic of Confidentiality
      Facilitative Communication Skills
      Holistic Understanding of Human Development
      Relationship Building Skills
      Respect for Students' Inner Subjective Frame of Reference
      Strategies in Counselling and Guidance
      Reflection of Feeling
      Restatement of Content
      Paraphrasing
      Providing Optimum Conditions for Relationship Building
      Simple Guidance and Counselling Techniques
      Catharsis
      Rational Analysis
      Recognising Feelings and Thoughts
      Negotiation Skills
      Thought Stopping and Channellisation
      Count Your Blessings
      Assertive Training
      Systematic Desensitisation
      Minimisation of Stressors and Maximisation of Possibilities
      Life Skills Education
      Role Playing and Role Reversal
      Teaching Coping Strategies
      On a Concluding Note
      14. Theories and Therapies I: Psychodynamic Approaches to Therapy
      Sigmund Freud (1856-1939)
      Structure of Personality
      Stages of Development
      Implications for Psychotherapy
      Carl Jung (1875-1961)
      Human Psyche: Attitudes and Psychological Functions
      Individuation
      Jungian Therapy
      Alfred Adler (1870-1937)
      Theoretical Constructs
      Stages of Therapy
      Some Therapeutic Techniques
      On a Concluding Note
      15. Theories and Therapies II: Behavioural and Cognitive Behavioural Therapies
      Understanding Behaviourism
      Classical Conditioning
      Operant Conditioning
      Cognitive Behaviour Therapy
      Behavioural Counselling and Therapy
      Theoretical Constructs
      Goals of Counselling
      Applications of Behavioural Counselling
      Process of Counselling
      Counselling Strategies in Contemporary Behavioural Counselling
      Cognitive Behaviour Therapy
      Theoretical Background
      Basic Assumptions about Human Nature and Maladjustment
      Goals of Psychotherapy
      Therapeutic Process
      Therapeutic Techniques
      Applications and Usage
      On a Concluding Note
      16. Theories and Therapies III: Humanistic Approaches to Therapy
      Abraham Maslow (1908-1970)
      Theoretical Background
      Key Concepts and Ideas
      Applications to Counselling
      Carl Rogers (1902-1987)
      Key Concepts and Ideas
      Basic Assumptions about Human Nature
      Processes of Maladjustment
      Counselling Process
      Goals of Person-centred Therapy
      On a Concluding Note
      17. Alternative Practices in Psychotherapy
      Play Therapy
      Understanding Play
      Therapeutic Use of Play
      Implications for School-going Children
      Group Counselling and Therapy
      Process of Group Counselling and Therapy
      Role of the Group Therapist
      Implications of Group Therapy and Counselling
      Transactional Analysis
      Understanding Personality and Human Nature
      Key Concepts
      Applications of Transactional Analysis
      Yoga
      Techniques of Yoga
      Yoga for Personality Development
      Benefits of Yoga
      Contents note continued: Implications for Schools
      On a Concluding Note
      18. Understanding Human Nature
      Aspects of Human Nature
      Factors Influencing Human Nature
      Comprehending Human Nature
      Structure of Personality
      Sense of Control
      Thought Processes
      Experience and Perception
      Activity
      Stability
      Freudian Man
      Skinnerian Man
      Rogerian Man
      Conceptualising a Mentally Healthy Personality
      Behaviourism
      Sigmund Freud (1855-1939)
      Erik Erikson (1902-1994)
      Carl Jung (1875-1971)
      Alfred Adler (1870-1937)
      Erich Fromm (1900-1980)
      Abraham Maslow (1908-1970)
      Carl Rogers (1902-1987)
      Eric Berne (1910-1970)
      On a Concluding Note.
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