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Index
Foreword
Preface
Contents
Editor and Contributors
1 Positive Schooling: Concept, Characteristics, Situation Analysis and Implications
Abstract
Introduction
Types of Schools in India
Characteristics of a Positive School Climate
Leadership
School Infrastructure
The Role of Teachers
Teaching Staff
Teaching Methods
Need for Period Training for the Teachers
School Curricula
Motivating Students
Disciplining Method
Corporal Punishment (CP)
Enrolment and Attendance of Students in Schools
Addressing Students’ Psychological Challenges and Introducing Mental Health Support Services
Life Skills, or Reproductive and Sexual Health, Education for School Students
Assessing Aptitude and Interest of the Students for Future Career
Encouraging Students for Extra-Curricular Activities
Ensuring Safety in School
Examination and Methods of Evaluation of Student Performance
Student Protection Committee and Students Feedback Mechanism
Effective Parent-Teacher Meeting and Feedback Mechanism
Involving Larger Community in the School Management Committee
Revisiting Teachers Selection Procedure and Making School Teaching Job More Attractive Providing Better Salary and Other Facilities
Parental Involvement
Conclusion and Implications
References
Websites
2 Academic Stress: What Is the Problem and What Can Educators and Parents Do to Help?
Abstract
Introduction
Impact of School Environment on Academic Stress
Other Relevant Sources of Stress
Perfectionism
Parenting
Negative Impact of Stress on Health
Physical Health
Mental Health
Negative Impact of Stress on Society
Recommendations for Educators and Parents
Universal School-Based Recommendations to Reduce Stress
Recommendations for Addressing Stress with Individual Students or Small Groups
Recommendations for Parents Outside of School
Conclusion
References
3 Has Education Lost Sight of Children?
Abstract
Introduction
Education System in Britain
The History of Schooling in the UK
The Structure of the UK Education System
Schools and Well-Being
Conclusions
Is Performance the Way to Go?
The Cognitive Hypothesis
The Importance of Social and Emotional Development
Impact of the Cognitive Hypothesis for Teaching Methods
Conclusions
An Ecological Approach to Education
Factors Interact to Determine Educational Success
The Ecological Model
An Ecological Understanding of Education in the UK: Macro-, Exo- and Meso- Systemic Factors
Micro Systemic Factors
A Different Understanding of Intelligence
Conclusion
Successful Educational Systems
Children and Young People’s Views
Successful Systems
Finland
Singapore
Conclusions
Conclusions and Recommendations
References
Electronic Resources
4 Understanding and Supporting Student Motivation for Learning
Abstract
Introduction
Definitions and Theoretical Perspectives on Motivation
Research with Typically Developing Children
Individual Child Characteristics
Children’s Environments
Cultural Contexts
Children with Learning or Developmental Difficulties
Positive Strategies for Promoting Motivation
Consider Possible Underlying Issues
Identify and Modify Children’s Self-efficacy Beliefs and Attributions
Use Positive Teaching Strategies
Create a Supportive Classroom Environment
Conclusions
References
5 Culturally Responsive Positive Behavioural Interventions and Supports
Abstract
Introduction
School-Wide PBIS: Description and Key Features
Research on Effectiveness
Culturally Responsive PBIS
Need for, and Description of, Culturally Responsive Practices in Schools
Cultural Responsiveness and PBIS
Recommendations for Implementation
Acknowledgements
References
6 Toxic Teachers: A Bar on Positive Child Growth
Abstract
Introduction
Teacher: A Radar or a Destroyer in the Railment of Child-Growth?
Bullying Teachers: The First Sign of Toxicity in Personality
Teacher Personality: Its Desirable Frame
Toxicity in Teachers and Its Undesired Outcome
The Damage Due to Toxicity in Teachers
Maturity: The Only Alternative
Suggested Administrative Rectifications
Conclusion
References
7 Enhancing Education: Improving Learner Outcomes with Principles of Psychology
Abstract
Positive Education: Introduction
Piaget’s Theory of Cognitive Development
Educational Implications of Piaget’s Theory
Vygotsky’s Theory of Cognitive Development
Educational Implications of Vygotsky’s Theory
Gagne’s Nine Events of Instruction
Thorndike’s Principles of Learning
Educational Implications of Thorndike’s Principles
Conclusion
References
8 Strength-Based Approaches to Mental Health Promotion in Schools: An Overview
Abstract
Introduction
Promoting Mental Health in Schools
Burden of Mental Health Issues During Childhood and Adolescence
Child and Adolescent Mental Health: Challenges
Strength-Based Approaches to Mental Health Promotion (MHP)
The Scope of Mental Health Promotion in Schools: What Does the Evidence Say?
Mental Health Promotion and Positive Schooling: Scope for Convergence
Positive Schooling
Mental Health Promotion and Positive Schooling: Scope for Convergence
Positive Schooling and Mental Health Promotion: A Note of Caution
Conclusion
References
9 The Critical Role of Schools in Adolescent Mental Health Care: Organizing Systems and Developing Pathways
Abstract
Introduction
Adolescent Mental Health
Prevalence of Adolescent Mental Health Concerns in India
Conceptualizing Adolescent Mental Health Concerns Along a Continuum
Schools as Mental Healthcare Sites
Mental Health Care in the Indian School Education System
Classification of Schools Based on Educational Board Affiliation
Classification of Schools Based on Ownership
Current Status of Mental Healthcare in Indian Schools: Needs and Challenges
An Integrated Approach to School Mental Health: The WHO Model
Level 1: Promoting Psychosocial Competence
Components Under Level 1
Role of Stakeholders at Level 1
Examples of Existing Initiatives
Current Status and Future Possibilities in India
Level 2: Mental Health Education
Components Under Level 2
Role of Stakeholders at Level 2
Examples of Existing Initiatives
Current Status and Future Possibilities in India
Level 3: Psychosocial Interventions
Components Under Level 3
Role of Stakeholders at Level 3
Examples of Existing Initiatives
Current Status and Future Possibilities in India
Level 4: Specialized Professional Treatment
Components Under Level 4
Role of Stakeholders at Level 4
Examples of Existing Initiatives
Current Status and Future Possibilities in India
Conclusion
References
10 Efficacy of Reproductive and Sexual Health Education for School-Going Adolescents
Abstract
Introduction
Physiological Changes During Adolescence
Psychological Changes During Adolescence
Need of Adolescents During This Phase
Emergence of the Concept of Reproductive and Child Health
Risk-Taking Behaviour Among Adolescents
Need for Intervention
Broad Objective
Method Adopted for Base-Line and End-Line Study and Intervention
Empirical Evidence
Adolescent Needs and Practices
Knowledge and Practices Concerning Nutrition, Physical Changes, and Various Reproductive Health Issues
Reproductive Health Issues Related to Girls
Reproductive Health Issues Related to Boys
Sexuality
Interpersonal Relationship
Life Skill Development, Risk-Taking Behaviour, and Substance Abuse
Adolescents Perception About the Intervention Programme
Conclusion and Recommendations
References
11 Life Skills Education (LSE) in a Volatile Context for Promotion of Peace and Harmony: A Model from Gujarat, India
Abstract
Introduction
LSE for Pupil in Schools
LSE and Research Findings
Conflict and Peace in Gujarat Context
Communal Rift and Its Impact on School and Students
Process of LSE in Formal Schools and Minority Religious School
LSE Session of Harmonious Living
LSE Session for Communal Harmony
LSE Session for Peace Building
Outcome of LSE Interventions and Recommendations
Conclusion
References
12 Child Friendly Schools: Challenges and Issues in Creating a Positive and Protective School Environment
Abstract
Introduction
School as Protective Environment
Safety in Schools
Health Care
Student Well-Being in School
Corporal Punishment and Abuse
Bullying and Peer Pressure
National Policies and Programmes for Child Safety
School-Based Programmes
Positive Schooling: The Way Forward
Recommendations
Developing a School Policy
Safety in School Yards
Circulation of Child Protection Policies
Procedures to Support the Policy
Skill Training
Training for the Service Providers
Recruitment and Selection
School-Based Child Protection Team
Conclusion
References
13 Mental Health Promotion at Schools: Need, Challenges and Role of Teachers and Counsellors
Abstract
Introduction: Need for Mental Health Promotion at Schools
School-Based Interventions
Role of Teachers
How Can They Help?
Addressing Stigma in Students
Educating the Parents
Addressing Bullying and Academic Difficulties
Identifying and Addressing Special Needs
What Kind of Programmes Can Teachers Implement?
School-Based Help: General Strategies
Social and Emotional Learning Skills (SEL)
Behavioural Problems
Conduct Disorder and Aggression
Addressing Emotional Problems
Making a Referral
Guidelines for Interaction
Role of Counsellors
Helping Teachers
School Mental Health Programmes in India
Conclusion
References
14 The Importance of Recreational Activities to Assess and Prevent Bullying
Abstract
Introduction
Bullying: An Urgent Problem in Need of Prevention
Latest Evidence on Recreational Activities in Bullying Prevention
Recreational Activities as a Strategy to Assess Bullying
Recreational Activities to Prevent or Intervene in Bullying
Bullying Prevention Through Arts and Sports
Bullying Prevention Through Information and Communication Technology (ICT)
Our Experience with Recreational Anti-bullying Tools
Issues and Concerns, Recommendations and Conclusion
References
15 All Work and No Play: The Importance of Extracurricular Activities in the Development of Children
Abstract
Introduction
Extracurricular Activities
Types of Extracurricular Activities
Benefits of Extracurricular Activities
Choice of Extracurricular Activity
Gender and Extracurricular Activities
Factors Affecting Extracurricular Participation
Conclusion
References
16 Quest for a Therapeutic Anodyne for the Degenerating Teacher—Student Relationship in New India
Abstract
Introduction
Abandonment of Teaching of Value Systems
Employment of Women/Mothers
New Economic Freedom and Lax Ethical Codes
Failed Teacher Education Agenda and Deprivation of Psychological Understanding to Students
Who Needs to Be More Responsible?
Finding Measures to Overcome Lapses in Teachers and Teacher Education Programmes
Assessment of Possibilities: Pros and Cons
Reverse Instances
Matters of Social Abhorrence
A Diagnosis of Reasons
Causes and Set-Backs in Teacher-Education and Emphasis on Revamping Course Work
Identifying Challenges for Women as Teachers
Mandates for the Contemporary Teacher and Teacher-Education Programmes
Mandates for Dual Behavior Variants
Inflation Versus Emotional Issues
Flaws and Recommendations
Conclusion and Way Forward
References
E-sources
17 School Principals as Leaders: Major Research Trends and Future Directions
Abstract
Introduction
The Role of the School Principal
School Leadership Styles: Major Types
Instructional Leadership
Shared/Distributed Leadership
Transformational Leadership
Integrated Leadership
Learning Centred Leadership
Diverse Leadership
Holistic Leadership
Outcomes of Principal Leadership
Interventions to Develop Effective Leadership in Schools
Knowledge
Skills
Methods
School Leadership Research in India
Directions for Future Research
References
18 Towards Positive Schooling, Training, and Motivation: A Teacher Education Model
Abstract
Introduction
Mentoring/Supervision of Field Training in Teacher Education
Role and Functions of Faculty Supervisors from College/University
Selection and Motivation
Emotional Security and Learning
Continuing Professional Development
Role of Management and Leadership
References
19 Children with Disability in India: Policies, Assessment, and Management
Abstract
Introduction
Disability Laws in India
Constitutional Provisions
Educational and Health Provisions
Family-Life Provisions
Income Tax Concessions
Persons with Disabilities Act, 1995
Mental Health Act, 1987
National Trust Welfare Act, 1999
Rehabilitation Council of India Act, 1992
Developmental Disorders
Intellectual Disability
Learning Disability
Interventions
Dyslexia
Dyscalculia
Dysgraphia
Perception of Teachers on Inclusive Education
Recommendations
Intervention Programmes
Policy Level Revisions Are Needed
Role of Community Needs to Be Reinforced
Training Needs of the Professionals
References
20 Children’s Rights to Healthy Development and Learning in Quality Early Childhood Education and Care in Australia
Abstract
Introduction
Australia’s National Quality Framework
Early Years Learning Framework
Get up and Grow Guidelines
Enablers and Barriers to Young Children’s Healthy Development and Learning
Conclusion
References
21 The Right to Free and Compulsory Elementary Education in India and Positive Schooling in the Context of the Right Against Sexual Exploitation
Abstract
Introduction
Salient Features of the RTE
Section 3 (1) of RTE
Section 4 of RTE
Specification of Duties of Appropriate Government, Local Authorities, and Parents
Specification of Responsibilities of Schools and Teachers
Other Responsibilities and Specifications
Applicability of RTE to Different Categories of Schools: Constitutionality of Section 12, RTE
The Right Against Sexual Exploitation
Offences and Punishments Under POCSO
Penetrative Sexual Assault and Punishment (Sections 3 and 4 POCSO)
Aggravated Penetrative Sexual Assault and Punishment (Sections 5 and 6 POCSO)
Sexual Assault and Punishment (Sections 7 and 8 POCSO)
Aggravated Sexual Assault and Punishment (Sections 9 and 10 POCSO)
Sexual Harassment and Punishment (Sections 11 and 12 POCSO)
Using a Child for Pornographic Purposes and Punishment (Sections 13 and 14 POCSO)
Punishment for Storage of Pornographic Material Involving Child (Section 15 POCSO)
Abetment of an Offence and Punishment (Sections 16 and 17 POCSO)
Punishment for Attempt to Commit an Offence (Section 18 POCSO)
Punishment for Failure to Report (Section 21 POCSO)
Is There a Right Against Sexual Exploitation of Children in Schools?
Conclusion
References
22 Two Visions of Positive Schooling
Abstract
Introduction
The Main Features of Tagore’s Santiniketan School
Learning in Nature
The Guru Model
Spiritual Integration
Aesthetic Education
Education in Mother Tongue
Kinaesthetic Education
Education for Freedom
Education for Social Responsibility
Major Features of Montessori’s Children’s House or Casa dei Bambini
The Prepared Environment
Didactic Apparatus
The Child as the Master
Liberty of the Pupil
Discipline
Auto Education
Teachers or Directress
Positive Schooling Features as Reflected in the Schools Set by Rabindranath Tagore and Maria Montessori
Conclusion
References
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