jssw vol x issue 04 sep 2013 issn:0976-3759

Journal of SCHOOL SOCIAL WORK September 2013Journal of SCHOOL SOCIAL WORK September 2013

ISSN: 0976-3759 ISSN: 0976-3759Volume X Issue 4

01

A National School Social Work monthly dedicated to networking of parents and teachers. Price Rs 20.00

Journal ofSchool Social Work

Note: Views expressed by the contributors are notnecessarily the official view of the Journal.

Journal of School Social Work,8 (New 14), Sridevi Colony,

Seventh Avenue, Ashok Nagar,Chennai 600083

Mobile:98406 02325

[email protected]

C o n t e n t sVolume X Issue 4 S e p t e m b e r 2 0 1 3 Page

Focus: Personal EffectivenessHonorary special editor:

Dr Nirmala DAssistant Professor,

Department of Social Work,Bharathidasan University

Editorial Dr Nirmala D 02A Study on Adjustment Problems of Adolescents

Mohana Kumari V 03Self-Effectiveness for Protection Against Child Sexual Abuse Ambigai R Sivakumar and Dr Sinu E 09Enhancing Personal Effectiveness Malarvizhi S 12Motivation – A Tool to Assess Self-Effectiveness Vidhya S 15Personal Effectiveness of School Teachers Sundaravalli T 21Self-Efficacy in School Teaching Velvizhi S 26Self-Efficacy – An Essential Tool Shincy Francis 29



02

Today’s world is highlycompetitive, fast, multifaceted andtechnologically advanced. So thechallenges faced by the children arevery high and complex. To win therace, there is a need for self-effectiveness. Bandura (1997)defined self-efficacy as people’sjudgment of their capabilities tocomplete a designated tasksuccessfully. It is the measure ofone’s own competence to completetasks and reach goals. According toMaura Kear, “Self-efficacy implies theconscious awareness of one’s abilityto be effective, to control actions orovercome obstacles.”

Students with higher self-effectiveness are intrinsicallymotivated and so, put their maximumefforts to fulfill their commitments. Incase of any failure they very easilyrecover from setbacks and proceedtowards achieving their goals. Theyaim higher in curricular and extra-curricular activities. They aspire andwork hard to shine. Interpersonal andintrapersonal relationship will begood. Their mental health is alsosound.

On the other hand, students withlow self-effectiveness believe thatthey cannot succeed in anything in

Self-Effectiveness –The Key to Success

Editorial

this world. They have increased levelof fear, shyness and inferioritycomplex. They visualize anychallenging task as a burden, threatand danger which have to be avoided.Academically their performances maybe disappointing, dull and poor. Theyare least motivated.

The responsibility also lies in thehands of the parents and teachers tomould the children to face, tackle andovercome the challenges to lead ameaningful life. For every individual,self-effectiveness becomes inevitablefor success.

The components of self-effectiveness are motivation, self-esteem, self-awareness, timemanagement, physical fitness, mentalhealth, interpersonal andintrapersonal relationship, studyhabits, academic achievement, self-discipline, skills such as planning,organizing, decision making,coordinating, communicating,problem-solving, listening, analyzingand reflecting. Higher self-effectiveness enhances one’saccomplishment. It helps one toremain calm when coping withchallenging tasks.

In short, self-effectiveness is thekey to success in any field.

03

A Study onAdjustment Problems of Adolescents

Mohana Kumari V** Mohana Kumari V, Assistant Professor, Cauvery College for Women, Trichy.

Introduction:Adolescence denotes a very

eventful period during which thegrowing person makes the transitionfrom childhood to adulthood. It is nodoubt a very important period of one’slife; a period that is reallyunforgettable. It is a period of stressand strain where they have to adaptthemselves to the biological,psychological and social challengesalong with educational environment.These changes have made it moredifficult to rigidly define the time inwhich adolescence occurs. Parentsoften feel that they have no sort ofcontrol or influence over their child.Adolescents want their parents to beclear and consistent. Adolescentsface or assume that they face manyproblems like lack of parental love,affection, care which lead them toadjustmental problems. It ischaracteristically an important periodin the life span, a transitional period,a time of change, a problem age, atime when the individual searches foridentity, a dreaded age, a time ofunrealism and the threshold ofadulthood. When physical growth will

be complete is influenced by genderand age of maturing thus causingdifferent concerns for boys and girls.Adolescence is a period of heightenedemotionality, a time of storm andstress. Students with a strong senseof efficacy are more likely to challengethemselves with difficult tasks and beintrinsically motivated. Self-effectiveness affects all aspects of life,including behaviours, emotionalresponses, academic pursuits,adjustment and career choices.These students will put forth a highdegree of effort in order to meet theircommitments, and attribute failure tothings which are in their control, ratherthan blaming external factors. Self-efficacious students also recoverquickly from setbacks, and ultimatelyare likely to achieve their personalgoals. Students with low self-efficacy,on the other hand, believe that theycannot be successful and thus areless likely to make a concerted,extended effort and may considerchallenging tasks as threats that areto be avoided. Self-effectiveness isdeveloped from one’s previoussuccess and failures, messages that



05

between the native background ofthe respondents and their level ofadjustment.3. There is a significant differencebetween the type of family of therespondents and their level ofadjustment.4. There is a significantrelationship between the monthlyincome of the respondents andtheir level of adjustment.Results and discussion:Socio-demographic data:More than half (56.6%) of the

respondents were males and lessthan half (43.3%) of them werefemales. A vast majority (86.6%) of therespondents were from rural area and13.3% of them were from urban area.

A majority (68.3%) of the respondentsbelonged to joint family and less thanhalf (31.6%) of them belonged nuclearfamily. A majority (65.0%) of therespondents had two siblings,(20.0%) of the respondents had threesiblings and the remaining none.

Monthly income of 15.0% therespondents was between Rs.5,001and10,000, 26.6% of the respondents’monthly income was above Rs.10,000and of the remaining 23.3% earnedup to Rs.5000/- More than half(58.3%) of the respondents’ fatherswere farmers, less than half 26.6% ofthe respondents’ fathers werebusinessmen and the remaining15.0% of the respondents’ fatherswere daily wage earners.

Table No: 1Karl Pearson’s Co-efficient of Correlation between the Number ofSiblings of Respondent and Various Dimensions of Adjustment

S.No1.2.3.4.5.

VariableNumber of siblings and homeNumber of siblings and HealthNumber of siblings and SocialNumber of siblings and emotionalNumber of siblings and overall

CorrelationValue0.1690.1200.0700.1110.188

StatisticalInference

P > 0.05 NSP > 0.05 NSP > 0.05 NSP > 0.05 NSP > 0.05 NS

It is inferred from the above tablethat there is no significant relationshipbetween number of siblings of therespondents with regards to

adjustment in various dimensions ofadjustment in the home front, healthstatus, social status, emotional statusand overall adjustment.

04

others communicate, successes andfailures of others and the group as awhole.

Review of literature:Tripathi (1992) conducted a

comparative study on adjustmentproblems of male and female studentsin which he found that

(i) 40 percent of the boys facedenvironment problems, 50 percentfaced economic problems and 40percent could not developamicable relation with theirclassmates(ii) 53 percent of the urban and 42percent of the rural students faceddifficulties in their adjustment withthe educational environment.(iii) Girls were comparatively moreadjusted to the home area(iv) Adjusted students hadcomparatively better socio-economic background.(v) Girls secured better points onthe Socio-economic status scale.(vi) Maladjusted male studentsfaced economic crisis, adjustmentdifficulty in domestic front,educational environment andleisure time activities. Howevergirls faced less difficulty in adjustingto these situations.Basavachar (1998) of Delhi

university who investigatedadjustment problems of adolescent

students from 9th and 10th standardsstudying in urban high school foundthat worrying about weight less thannormal was more common amongboys than among girls. Girls hadhigher psychological problems thanboys. They did not significantly sufferfrom problems related to school life.Boys and girls equally preferredteachers trained in counselling.

Materials and methods:The present study was conducted

at Govt. Higher secondary school inNadupatti, Trichy. The descriptivedesign was used. The researchersused the stratified sampling methodto collect the data, and the sample sizewas 60. The first part of the study wasdata collection by self-preparedinterview schedule and the secondpart was administration of theadjustment Inventory scale developedby Bell’s (1986).

Aims and objectives:1. To study the socio-demographiccharacteristics of the respondents.2. To analyze the level ofadjustment faced by therespondents.Hypotheses:1. There is a significantrelationship between the age of therespondents and their level ofadjustment.2. There is a significant difference



06

Table No: 2Level of Adjustment Faced by the Respondents

S. No

1.

2.

3.

4.

5.

Level of adjustment invarious dimensionsHome LowHome HighHealth LowHealth HighSocial LowSocial HighEmotional LowEmotional HighOverall LowOverall High

Respondents(n=60)

21392040392140203030

Percentage

35.065.033.366.765.035.066.733.350.050.0

In the dimensions of homeadjustment majority 65.0 Percentof the respondents had high levelof adjustment and 35.0 percent ofthem had low level of adjustment.

With regard to healthadjustment majority 66.7 percentof the respondents had high levelof adjustment and 33.3 percent ofthe respondents had low level ofadjustment.

Regarding the socialadjustment majority 65.0 Percentof the respondents had low levelof adjustment and 35.0 percent ofthe respondents had high level ofadjustment.

Regarding the emotionaladjustment majority 66.7 percentof the respondents had low level

of adjustments and 33.3 percent of therespondents had high level ofadjustment.

In the overall adjustment, 50.0percent of the respondents had highlevel of adjustment and 50.0 percentof the respondents had low level ofadjustment.

It is clear that a good number arelow in various dimensions ofadjustments.

Major findings:1. More than half (56.6%) of therespondents were males.2. Vast majority (86.6%) of therespondents were from rural area.3. Majority (68.3%) of therespondents belonged to jointfamily.4. Majority (65.0%) of the

07

References:Amrik Singh (1999): Frustration among Adolescents, New Delhi: AnmolPublications Pvt. Ltd.Elizabeth B.Hurlock (1990): Developmental Psychology, New Delhi: Tata McGraw –Hill Publishing Company Ltd..Montemayor P (1978): Puberty and Adolescence, New York: Oxford universityPress.Srijianp C D (1992): Family life Education for Adolescent New Delhi: DiscoveryPublications.

respondents had two siblings.5. More than half (58.3%) of therespondents fathers were farmer.6. Half (50.0%) of the respondentsmonthly income was between(Rs.5,001 and 10,000)7. Vast majority (88.3%) of therespondents had savings.8. Majority (73.3%) of therespondents had shared theirproblem with others.9. Vast majority ( 80.0%) of therespondents had no problem atschool.Findings:1. There is no significantrelationship between age of therespondents with regards toadjustment.2. There is no significantdifference between nativebackground of the respondentswith regards to adjustment.3. There is no significantdifference between type of familyof the respondents with regards toadjustment.

4. There is no significantrelationship between income of therespondents with regards toadjustment.Suggestions:The study reveals that majority

(50.0%) of the respondents had lowlevel of adjustment.

1. Social work methods like casework, group work can be appliedto improve the level of adjustmentamong the respondents.2. Mental health programme shallbe conducted in every school toimprove emotional balance.3. Teachers should try to educateparents during parent – teachersmeetings (PTA) about the parentalstyles of control that can beeffective for children.4. Schools should arrange parent– teachers meeting to inform themabout the progress of their children.5. Every school should appointcounsellors to make parents,children as well as teachers attainpersonal effectiveness.



08

From Date:Principal/ Librarian,

PIN: Past Subscription no:Sir, Sub: Renewal/ New Subscription reg.Please find enclosed a crossed DD drawn in favour of JOURNAL OFSCHOOL SOCIAL WORK for Rs 1200.00 (5 years’ subscription)Rs 2400 (10 years’ subscription) Rs 3600.00 (Patron subscription 15years) payable at Chennai Service Branch.Details of DD: No: dateddrawn onThe Journal may please be sent to the following address:

Thanking you,Yours truly,

Signature and seal A Xerox copy may also be used.

ToSubscription Division,Journal of School Social Work,8 (New 14), Sridevi Colony,7th Avenue, Ashok Nagar,Chennai 600083

Journal of School Social Work has a current account (A/C no: 409201010035051) in AshokNagar, Chennai branch of Union Bank of India (IFSC Code: UBINO540927.)Subscription can be directly remitted from ANY BANK, anywhere in India.

PINCODE:

09

Introduction:About 19% of World’s children live

in India and they constitute 42% ofIndian population. Recent study byMinistry of Women and ChildDevelopment in 13 states of Indiareveals that 53.22% of Indian childrenexperience one or more form ofsexual abuse. 50% sexual offenderswere known persons and were inpositions of trust (family member,close relative, friend or neighbour)(Loveleen et al 2007). Parents andteachers are responsible forprotecting children from sexualabuse. But, due to the growingfinancial need, both the parents areworking, irrespective of their standardof living. It results in lack of personaltime for their kids to educate/ createawareness on various social andpersonal issues. They don’t even findtime to meet together at home or in acommon place due to their workpressure. Though they teach safetyduring travel, safeguarding theirbelongings, they seldom discuss

Self-Effectiveness for Protection AgainstChild Sexual AbuseAmbigai R Sivakumar*

Sinu E***Ambigai R Sivakumar, Manipal University** Dr Sinu E, Assistant Professor in Psychiatric Social Work, Dept of Psychiatry,Kasturba Medical College,Manipal University, Udupi District, Karnataka

about safeguarding their bodies. Onereason could be that they themselvesmay not know how to tell and what totell about child sexual abuse.

Role of parents and teachers: Talk to your child about notouch area of his/her body Tell them specifically no oneshould touch their private partsincluding brothers and sisters,family members such as uncle,aunt, cousin, family friends,neighbors, school personnel andpeople who work at your home Reduce child alone with asingle adult situations at home,during special classes, riding invehicles and similar situations. Do not leave a child alone athome even for a short period. Know your child’s whereaboutsat all times Be familiar with your child’sfriends, usual play activities and theplace of play Be vigilant about people whofrequently present in the house in

** Dr Sinu E, is the corresponding author



11

not go anywhere and do not letanyone to take pictures of yourbody. Do not go with strangers evenif they look friendly. Role play situations: someonetouches your thighs and smiles atyou If you need help call 1098, theChild Help Line. It is the samenumber all over India.

Conclusion:It’s time parents and teachers to

talk about child sexual abuse andteach them self-effective ways toprevent. School social workers canconduct training programmes forteachers and parents to prevent childsexual abuse. Let’s create safer andbetter environment for our children byempowering and equipping them withself-effectiveness skills.

References:Bhaskaran, Seema and Mathai M P (2003): Child Sexual Abuse: An ExploratoryStudy of the Kerala Scenario. Ph.D thesis, Department of Social Work, submittedto Mahatma Gandhi University, Kottayam 2003.Loveleen Kacker, Srinivas Varadan, Pravesh Kumar. Child Abuse: INDIA 2007,Ministry of Women and Child Development, Government of India, 2007; Pg: 71-102.Dr Parthasarathy R(2006). Student-Friendly Schools: Checklist. Journal of SchoolSocial Work, March, Vol.2(10): 26-27.Theresa AVMK (2010): Influence of the Encounter Group Processes on theEmotional Intelligence of the Women Survivors of Child Sexual Abuse. Ph.DThesis, School of Social Sciences, Submitted to TISS, Mumbai 2010.

A Correction The information on diarrheal deaths that appeared in page 29 of JSSW August2013 issue is misleading. Page For Read 29 T- 5 ... 300 acute episodes ... WHO says that diarrhea is the top

child killer in India claiming thelives of 3.86 lakh children everyyear (DC, 20.11.09, p8).

10

your absence Be cautious if any person paysunusual amount of attention to yourchild and making frequent visit toyour home Be watchful about thebehaviour of the persons whospend more time and who arehaving close contact with the child. Most of the times children donot disclose the sexual abuse,hence look for warning signs suchas avoidance, (avoids being alone,and refusal to be with or talk tosomeone) and refusing to go to aparticular person’s house. Do not stop your child if she/hetalks about issues related to privatebody parts. Stay calm till she/hecompletes. One needs to be reallysensitive and patient. Encourage your child to discusswith you if such things happen. Let your child know that youalways believe: Believe your childwhen she/he talks about suchhappening and always stand bythem. Have open and directcommunication with child abouttheir bodies, matters related to sexand sexuality. Do not force children to showaffection to all visitors.Teaching Children to protect

themselves from sexual abuse anddisclose about it. Teach children No Touch areaof their body: This is from neckdown to knees for girls and forboys, from waist to knees. Thisincludes lips for both. Child should also not touch orsee other’s private parts. Some special rules: Onlymother and doctors can see Notouch area for health check-up.Teach them what is Good touch

and Bad touch: Good touch make youfeel comfortable, happy and lovedwhere as bad touch makes you feelembarrassed, scared, angry, or upset.

Self-effectiveness of children: Yell! Go! Tell! Shout, scream,cry for help when someonetouches or looks at your privateparts and get away from there andgo to safe place. Tell this incidentto your parentsYou do not hurt them by saying‘No’ to them or telling about this toparentsDo not keep secrets betweenyou and your parents regarding notouch area. If you keep secretsthey will do it again.Do not respond to their threats,bribes and blackmail. Avoid takinggifts such as eatables from them.Without parents’ permission do



12

Introduction:Personal effectiveness is a branch

of the self-help movement dealingwith success, goals, and relatedconcepts. Personal effectivenessintegrates some ideas from positivepsychology but in general it is distinctfrom the new thought movement.People throughout their life face a bigtrade-off between efficiency andeffectiveness. Whether at work,home, or out with friends, one alwaystries to be more effective or moreefficient. So the question ‘what is moreimportant, doing the right thing ordoing things right?’ arises.

Improving self-effectiveness:1. Create clear objectives. Lot of people know whatthey want from life: betterrelationships, more money andsuccess. But almost 99.99% of thosepeople don’t know how to getthere. Sit and write constructivelywhat you aim to achieve. Thatmeans, you have to set yourobjectives in positive andspecific terms. Avoid having your

Enhancing Personal EffectivenessMalarvizhi S*

*Malarvizhi S, Vice Principal, College of Nursing, Pondicherry Institute of Medicalsciences, Pondicherry

objectives in vague format(more money, more love). Always be specific and mapout a clear and achievablestrategy. There are no limits to whatwe can do. Model those achievers whohave already reached what youare striving for. Ask achievers goodquestions and you will get goodanswers that will enhance thequality of your life.2. Prioritize: We have access to unlimitedinformation that breeds unlimitedchoices of things we want to do. With that, we tend to get lostwith what to do, when to do it, andat what time. In order to avoid that;create a list of priorities, rank themin order of importance and assesstheir potential payoffs in terms ofhow they affect the quality of ourlife. Always compare the list youhave with what is more importantto you at the current stage andfocus your effort there.

13

It is important to understand that20% of focused effort breeds 80%of effective results.3.Automate. With the advent of technology,we have access to resources thathave helped us cut down costswhile increasing productivity. It is essential that you haveaccess to these technologicaltools: Computers, Smart-phones,etc. These will help you haveaccess to information anywhere,anytime and wherever you are. With the available technology,you can be efficient anywhere youare. Don’t waste idle time. 4. Change your physiology: The fact that our mind and bodyare interlinked makes us uniquecreatures. How you use your physiology(breathing, posture, facialexpressions, movements)determine the state you are in.More importantly, the state youare in, determines the results youproduce. So if you want to producethe right results, you have to be inthe right state of mind. Andphysiology is the tool that will getyou the results you desire. You can instantly go into the

right state by modeling people whoare in that desired state. Next time you see someonesuccessful, happy, or ecstatic, seewhat form of physiology does he/she have and imitate it. As you become better at doingthat, you can take that physiologyand add improvements to it. This phenomenon is calledreverse engineering. The Chineseand the Japanese have masteredthat in the business world. They often take the productssomeone else created, break itapart, analyze its structure andthen try to make a new improvedproduct that is more efficient andless costly. Reverse engineering can beapplied to human behaviour andwill assist you in developing abetter and more improved efficacyscheme.5. Build effective relationships: Positive relationship at work isa critical key to success.People need to trust and like youto work with you productively. It isessential that people are not sayingnasty things about you if you wantto get ahead and be successful.6. Be assertive: Being assertive just meansspeaking firmly about how you feel



14

about a situation.t’s less confrontational to refer toyour feelings rather than the other’sbehaviour.Arguing may be experienced bythe other party as an attack even ifyou speak gently.Be assertive to keep yourself-from excessive stress.Control over your priorities ratherthan being driven by demands.Ways to handle people:Fundamental techniques in

handling people1.Don’t criticize, condemn, orcomplain.2.Give honest and sincereappreciation.3.Arouse in the other person aneager want.Ways to make people like you:1.Become genuinely interested inother people.2.Smile.3.Remember people by name.4.Be a good listener. Encourageothers to talk about themselves.5.Talk in terms of the other person’sinterest.6.Make the other person feelimportant – and do it sincerely.

Ways of winning people:1.The only way to get the best ofan argument is to avoid it.2. Show respect for the otherperson’s opinions. Never say“You’re wrong.”3.Admit your mistake quickly.4.Begin in a friendly way.5.Start with questions to which theother person will answer yes.6.Let the other person do a greatdeal of the talking.7.Let the other person feel the ideais his or hers.8.Try honestly to see things fromthe other person’s point of view.9.Be sympathetic with the otherperson’s ideas and desires.10.Appeal to the nobler motives.11.Dramatize your ideas.12.Take up a challenge.Conclusion:People are personally effective in

different ways because everyone hasdifferent goals, values and priorities.Personally effective people are thusmore than just people who get whatthey want. They really have twoqualities: They make good use of theirresources and they are skilled atachieving their goals.

References:Charles J Givens(1993):Super Self: Doubling Your Personal Effectiveness, UK:Poseidon Publisher.Stephen R Covey (2004): The 7 Habits of Highly Effective People, U.K: FranklinCovey Co.

15

Introduction:Motivation helps to assess the self-

effectiveness of a person. A personmay perform better when the Level ofmotivation is high. Self-–effectivenessaffects all aspects of life includingexercise and health behaviours,emotional responses, academicpursuits and career choices. High self-efficacy does not always guaranteepositive outcome. Low efficacy may bedue to failure or setbacks in which theymay lose the faith in their capabilitiesand develop stress and depression

Motivation in learning:There is very little school learning

without mental activity on the part ofthe learner. The most effectivelearning takes place when there is amaximum of mental activity. Maximummental activity is best attained throughstrong motivation. The child is adynamic, living, growing, developingand a maturing personality. Humanbeings share with all living things theuniversal, undifferentiated andgeneralized urge to live. The infantunconsciously and automaticallyseeks those activities that aid itssurvival. Gradually this vague urge tosurvive takes on many manifestations

Motivation –A Tool to Assess Self-EffectivenessVidhya S*

*Vidhya S, Asstant Professor, Departm,ent of Social Work,Cauvery College forWomen, Trichy.

according to the peculiar culture of hisgroup, in short, from his totalenvironment. The teacher is notdirectly concerned with the hereditaryfactors in the child. By the time thechild starts school he has already awell-developed personality. Many ofhis attitudes have become more orless stable. Whatever may be said indefense of John Locke’s tabula rasatheory will certainly not apply to thekindergarten child, for he is already adynamic, growing, developing andmaturing personality.

Effect on children:Motivation in education can have

several effects on how students learnand how they behave towards subjectmatter. It can:

1.Direct behaviour towardparticular goals2.Lead to increased effort andenergy3.Increase initiation of, andpersistence in, activities4.Enhance cognitive processing5.Determine what consequencesare reinforcing6.Lead to improved performance.UNICEF in their 2000 study found

that the proportion of girls who are



1716

able to attend school in Indiacontinues to remain low in comparisonto that of boys of their age.Approximately 70% of girls betweenthe age of 6 and 10 attend primaryschool in India as compared to 76%of boys in the same age group. Thesituation is worse at the upper primarylevel where only 40% of girls attendschool. The main factors influencingthis disparity include poverty and thecontinuing hold of socio-culturalbeliefs and practices than discriminategirls.

Importance of girls’ education:Girls’ education is imperative to

development of the nation, there areseveral valuable benefits associatedwith girls’ education which include: Reduction in child andmaternal mortality. Improvement of child nutritionand health. Lower fertility rates. Enhancement of women’srole at have and at political front. Improvement of productivityand economic growth.According to UNICEF, a number of

unmistakable connections linkeducation for girls and importantbenefits for women and society. The more educated themother is lesser the infant and childmortality.

Children of educated motherstend to be better nourished andsuffer less from illness. Children (daughters) ofeducated mothers are more likelyto be illiterate. Educated women tend tomarry later. They have lesser number ofchildren. Educated women are safe inpregnancy on during delivery. More educated women is sheis likely to have more opportunitiesand like choices. She is less likely to beoppressed and exploited by herfamily or social situation. Educated women are morelikely to be receptive to participatein and influence developmentinitiatives and send their owndaughters to school. Educated women are morelikely to play a role in political andeconomic are more likely to play arole in political and economicdecision-making at communityregional and national levels.Motivating students:The nature of motivational

strategies depends on several peopleconnected to the students namely,teachers, parents and peer group.The primary focus is to enhance the

academic performance, inculcate thevalues and importance of educationof the student community. It can be inthe form of enticement andencouragement rather than forcingthem to do the academic activities.The parents and teachers areresponsible to nurture the students‘natural curiosity to learn by welcominginnovations and inquisitive questions.Next to parents, teachers play a veryimportant role in molding theirstudents. Teachers are role modelsto many of their students motivationcan be used as powerful tool inempowering students. Positivestrokes always help in framing theright kind of citizenship amongstudents. Teachers have to beconscious of this great task ahead ofthem and should plan their activitiesto motive students to become self-motivated.

Steps to motivate students:Give recognition.Give respect.Make work interesting. Be a good listener. Throw a challenge.Principles of motivation:1. Use the environment to focusthe student’s attention on whatneeds to be learned.2. Use incentives to motivatelearning.

3. Use positive strokes such aspraise or concrete rewardsincrease internal motivation.4. Use motivation as a tool tomake the person self-motivated.5. Be organized to enhancemotivation.6. Avoid creating intensecompetition among students.Aims and objectives: To know about the levelmotivation among school going girl. To study the socio-demographic characteristics of thechildren. To study the factors influencingthe motivation. To find out the various problemaffecting motivation and the stepsto overcome such problem.Research design:The investigator has made an

attempt to study motivation among theschool going girl children. Theresearcher had adopted descriptivedesign.

Universe and sampling:Sixty girl children studying in

classes 7,8 and 9 in GovernmentHigher Secondary School, Kattaripattiwere taken up for the study. Censusmethod was adopted. Tool: Roma Pal(1972)” a multidimensionalmotivational test for collecting theinformation from the respondents.



18

Table No: 1Level of Motivation among Girls

S. No12

Motivation levelLowHigh

Respondents (n=60)2931

Percentage4852

Table No: 2Motivation as Affected by number of family members

Sl.no1

2

MotivationBetween GroupsG1(n=6)*G2(n=21)*G2(n=33)*Within Groups

Mean

1.6661.6191.424

S.D

.516

.497

.501

SS.637

14.34

Df2

57

MS.319

.252

Inference

F = 1.265Notsignificant

It is inferred from the table no: 1above, that the level of motivationis high among the girl children.52%of the respondents have high levelof motivation where as 48% of therespondents have low level ofmotivation.Table no: 2 above shows that thereis no significant associationbetween number of familymembers and their overallmotivation as the calculated valueis less than the table valueMajor findings: Vast majority of therespondents (78.3 percent) belongto the age group of 12-15 years. More than half of therespondents have 5 members intheir family.

*G1 = 1 G2 = 2-4 and G3= 5 and above Majority of the respondents’(63.3 percent) fathers are engagedin daily wages. 46.7 percent of therespondents’ mothers wereengaged in daily wages. 47 percent of the respondents’family income is Rs.10000. 45 percent of the respondents’hobbies are playing games andand the rest listening to musicrespectively.Majority of the respondents’fathers (90 percent) have studiedbelow 10th standard. Vast majority of therespondents (91.7 percent) havepositive attitude to their studies.Vast majority of the respondents(95.0 percent) feel that their

19

teachers support respondents inmotivating to continue to study. Majority of the respondents (68percent) spent one hour for theirstudies Majority of the respondents(56.7 percent) did not participate inschool function. Majority of the respondents(56.7 percent) did not receive anyproficiency prize. Majority of the respondents(98.3 percent) have interest in theirstudy.Suggestions: School social worker can beappointed in school to deal with thepsychological problems of theschool going girl children. Thesechildren require motivation toparticipate in extra-curricularactivities. Education and entertainmentcan be well integrated throughaudio and visual aids. Learningcan be made more joyful. Children can be encouraged touse study skills and memorytechniques which will enhance theirlearning potential paving way forachieving proficiency prizes. The most important factor inmaking schools child-friendly isstudents and teachers relationship.The teacher should be very friendly

which can strengthen the student-teacher relationship. The family and communityshould support the girl childreneducation by sponsoring girls’education.More facilities such as hygienictoilets for girls have to beconstructed with the help ofcommunity resources to reducethe number of girl drop-outs fromschools. The Government shouldconcentrate in improving theeducational status of girl childrenby providing better transportfacilities to reach schools far flungin villages.Parents should also encouragethe girl children to get educationinstead of tying them up at homewith family chores and baby-sitting.Conclusion:Educating a girl means educating

the whole family for she will perpetuatethe culture of education in the familyshe goes to rule after her marriage.

Motivation of girl children’seducation is very important. Thepresent study throws light onmotivation in education of the girlchildren. Government schooleducation pattern is very good andcomparable to what the privateschools run by commercially



20

References:Atkinson John W and Nouman T. Feather (1999): A Theory of AchievementMotivation. New York: Huntington.Ames Carol (1987): The Enhancement of Girl-Child Motivation”. Connecticut:Academic press.Anandalakshmy S (Complied and Ed) (1994): The Girl Child and the Womenand Child Development, New Delhi: HRD ministry Government of India.Bagchi J, Guha J and Sen Gupta P (1993): Girl Child and the Family. JadhavpurUniversity: School of Women’s studies.Bhogle S (1991): The Girl Child, A being that does not Exist for the Media, Paperpresented for the NMC UNICEF Media workshop, focus on the Girl Child. NewDelhi.

motivated entreprenuers have to offer.Girl students are unable to spendmuch time for education due to theirfamily situations and the cultural biasthat only boys need higher education.If they spend more time in studiesthere are chances to score moremarks. Hence, the parents must beencouraged to spare the girl childmore time to study rather than helpingmother in cooking or drawing water.

The teacher should motivate girlsin a better way to achieve their goals.The teacher should take special carefor the girl children in their studies/education.

Teachers and parents also shouldencourage girl childre, especially, to

know about their rights and privileges.They must be taught good touch andbad touch much early in life to knowthe difference between the genuinelove of a family member and anexploiting kind of enticement.

Children need not be forced toshow their affection to all visitors bygoing too close or allow to be huggedand petted.

Motivational and inspirationalstories of women who have achievedmust be narrated often and successfulwomen in various fields must bebrought in as guest lectures to theschools so that the children will havean ego ideal to follow and emulate intheir lives.

21

Introduction:Teachers have been portrayed in

a variety of ways in the media, rangingfrom derogatory images to dedicatedmasters of their craft who inspirestudents to excel. Effective teacherscan be seen, heard, and sensed. Theeffective teacher engages in dialoguewith students, colleagues, parents,and administrators and consistentlydemonstrates respect, accessibility,and expertise. Effective teachers areeasily identified through their adeptuse of questioning and instructiongiven in the classroom. Finally, anobserver who knows from all sourcesthat this person truly makes adifference in the classroom can sensethe presence of an effective teacher.Only the personally effective teachercan be a true teacher.

Statement of the problem:In this contemporary society

effectiveness of teachers is verymuch essential in the educationalarena, so it was decided to conduct astudy on Personal Efectiveness ofSchool Teachers.

Need for the study:Personally effective teachers have

a sense of assessing how each

student is doing in the classes thatthey teach. They use a variety offormal and informal measures tomonitor and assess their pupils’mastery of a concept or skill. When astudent faces difficulty, the teachertargets the knowledge or skill that isevading the student, and providesremediation as necessary to fill in thatgap. Communication with all partiesvested in the success of the studentis important since parents andinstructional teams are also interestedin monitoring the student’s progress.

Monitoring:Monitoring of students’ progress

and potential need not be solely theresponsibility of the teacher; indeed,an effective teacher facilitatesstudents’ understanding of how toassess their own performance, that is,assists them in metacognition.However, ultimate accountability doeslie with each teacher, so documentinga student’s progress and performanceneeds to be accomplished. Aneffective teacher who has observedand worked with a studentunderstands the potential that studentpossesses, encourages the student toexcel, and provides the push to

Personal Effectiveness of School TeachersSundaravalli T *

*Sundaravalli T, M.Sc.(zoo), M.Sc. (Psy), M.Ed., NET, FCECLD, Assistant Professor inPsychology, St. Justin’s College of Education, Madurai – 9



22

motivate the student to make asustained effort when needed andtherefore arises the need to conductthis study.

Objectives of the study:To find out the level of personal

effectiveness (PE) among teachers.To find out the percentage of

teachers lying in the three levels ofpersonal effectiveness. To find out the significant

difference of personal effectivenessamong teachers in terms of thefollowing attributive variables:

a) Genderb) Agec) Educational qualification d) Marital statuse) Nature of the familyf) Years of experience.Hypotheses:There is a high level of personal

effectiveness among teachers.There is a difference in the

percentage of teachers lying in thethree levels of personal effectiveness.There is a significant difference

in personal effectiveness amongteachers in terms of the followingattributive variables:

a) Genderb) Agec) Educational qualificationd) Marital statuse) Nature of the family

f) Years of experience.Sample:The researcher adopted survey

method and the size of the sample is32 teachers from six schools inMadurai district with duerepresentation given to the nature ofthe school.

Tool used:The researcher developed PES –

Personal Effectiveness Scale whichconsists of 31 statements under threedomains ( personal, leadership andgroup, and social situations)comprising of 16 positive items and15 negative items. The scale is a fivepoint rating scale. The validation of thetool was done through content validityand face validity by expert analysis.

Statistical treatment:The collected data was analyzed

statistically by using the arithmeticmean, the standard deviation,percentage analysis and the ‘t’ test.(The formula for small sample is usedthat is, if the sample is less than 30 ineach category of a variable).

Hypothesis testing:Null Hypothesis 1: The level of

personal effectiveness amongteachers is not high.

Null Hypothesis 2: There is nodifference in the percentage ofteachers found in the three levels ofpersonal effectiveness.

23

Table No: 1 The level of Personal Effectiveness among Teachers

Sample Number (N) Theoretical Mean Obtained Mean School Teachers 32 93 111.28

Table No: 2 Percentage of Teachers in Three Levels of Personal Effectiveness

Level of Personal Effectiveness High level of PE (120 to 155) Moderate level of PE (104 to 119) Low level of PE (31 to 103)

Frequency9167

Percentage28 %50 %22 %

Table No: 3Comparison of Personal Effectiveness of School Teachers

CategoriesGenderMaleFemaleAge in yearsBelow 25Above 25EducationUG and B.EdPG and B.EdMaritalstatusUnmarriedMarriedType of familyJoint familyNuclear familyExperienceBelow 5 yrsAbove 5 yrs

Sample(N)

1616

725

1814

923

1517

1319

Mean

115.88106.69

102.42113.76

108.44115.58

106.00113.34

111.73110.88

100.54118.63

SD

15.8417.73

16.5716.84

19.6014.22

16.9417.21

19.6715.28

16.5213.66

Obtained‘t’ value

1.55

1.59

1.21

1.11

0.14

3.88

Level ofsignificance

Not Significant

Not Significant

Not Significant

Not Significant

Not Significant

Significantdifference

Table ‘t’ value = 1.96 at 0.05 level of significance.



24

Findings and verification:From table no.1, it is inferred that

the obtained mean value 111.28 ishigher than that of the theoreticalmean value 93, which is the frame ofreference. Hence the framed nullhypothesis “The level of personaleffectiveness among teachers is nothigh” is rejected.

From table no.2, it is inferred that28% of teachers possess high levelof PE, 50% of teachers possessmoderate level of PE and 22% ofteachers possess low level of PE andthis shows that there is difference inthe percentage of teachers found inthe three levels of personaleffectiveness. Hence the framed nullhypothesis “There is no difference inthe percentage of teachers found inthe three levels of personaleffectiveness” is rejected.

Null Hypothesis 3: There is nosignificant difference in personaleffectiveness of school teachers interms of the attributive variables:

From table no.3, it is inferred thatthe obtained ‘t’ values of gender, age,educational qualification, maritalstatus and nature of family are smallerthan that of the table ‘t’ value 1.96 at0.05 level of significance except forthe variable years of experience. Thisshows that there is no difference inpersonal effectiveness of school

teachers in terms of other attributivevariables except years of experience.Hence the framed null hypothesis“There is no significant difference inpersonal effectiveness of schoolteachers in terms of the attributivevariables “ is maximally accepted.

Suggestions: The teachers should realizetheir level of effectiveness not onlyin teaching aspects but also in thepersonal aspects too. Ideally the ongoing process ofincreasing awareness should takeplace in a supportive, collaborativetraining group, using experientialexercises and time for reflectionand discussion. The educators involved in thisprocess need to track thedevelopment of their own beliefsabout education and their role in itas an adult by examining theirpersonal journey throughchildhood, schooling, college andprofessional situations. Questions about the past, andawareness of the reasons for thedecisions made, throw light on therange of both positive and negativemotivations for becoming aneffective teacher. Questions about future helpspersonal rationale for professionaldecision making in the present.

25

Along with the aptitude test,personal effectiveness also can betested before recruiting teachers.High quality of personal

effectiveness and standard of ateacher augments the achievement ofstudents and these should bedeveloped or at least maintainedthrough various in-service training,incentives and promotion.

Conclusion:What do new teachers need to

know and be able to do? The resultingreport says, preparing teachers for achanging world, should be preparing

a personally effective person who setsforth a common core of knowledgeand possesses skills that a beginningteacher should have. Availableresearch supports the idea that highquality teacher preparation isimportant. Well prepared teachers outperform those who are not preparedand ineffective. For teachers toperform successfully, their personaleffectiveness is the base. If they arenot effective enough to impart fruitfulteaching – learning pedagogies, thenthey may not be the efficient andeffective teachers.

References:Khosla D N (1998): Competency Based and Commitment Oriented TeacherEducation for Quality School Education, New Delhi: NCTE.http://www.employeedevelopmentsystems.com/p-155-increasing-personal-effectiveness.aspxhttp://www.perspectiv.co.uk/skills-personal-effectivenesshttp://www.ncate.org/public/researchreports/teacherpreparationresearch/whatmakesateachereffective/tabid/361/default.aspx



26

Introduction:Teachers shape the minds of the

young students by communicatingeffectively with them. They shouldgive appropriate and helpful feedbackto their students. Interaction betweenthe student and teacher becomesextremely important for a successfulrelationship through the entire schoolyear. A close, but limited relationshipbetween the student and teacher canbe helpful for those students who areshy, and find speaking in front of theclassroom difficult or children whohave low self-esteem.

Self-efficacy in schools:Self-efficacy is the measure of the

belief in one’s own ability to completetasks and reach goals. Student’s self-efficacy for academics, their belief intheir capabilities to organize andexecute the courses of actionrequired to produce given academicattainments are essentialcomponents of achievement. Alsoteachers should develop the self-efficacy to meet all situations in theclassroom situation.

Sources of self-efficacy:There are four sources of self-

efficacy. Teachers can use strategiesto build self-efficacy in various ways.

Self-Efficacy in School TeachingVelvizhi S*

* Velvizhi S, Physical Directress, Sri Sarada College of Education, Salem

Mastery experiences -Students’ successful experiencesboost self-efficacy, while failureserode it. This is the most robustsource of self-efficacy. Vicarious experience -Observing a peer succeed at a taskcan strengthen beliefs in one’s ownabilities. Verbal persuasion - Teacherscan boost self-efficacy withcrediblecommunication and feedback toguide the student through the taskor motivate them to make their besteffort. Emotional state - A positivemood can boost one’s beliefs inself-efficacy, while anxiety canundermine it. A certain level ofemotional stimulation can create anenergizing feeling that cancontribute to strong performances.Teachers can help by reducingstressful situations and loweringanxiety surrounding events likeexams or presentations.Improving self-efficacy:If the task is too easy it will beboring or embarrassing and maycommunicate the feeling that theteacher doubts their abilities; a too-

27

difficult task will re-enforce low self-efficacy. The level of difficulty is tobe slightly above the students’current ability level and raise thebar once the child achieves thtask.Students can learn by watching apeer succeed at a task. Peers maybe drawn from groups as definedby gender, ethnicity, social circles,interests, achievement level,clothing, or age.Give students a concrete plan ofaction for working on anassignment, rather than simplyturning them loose. This may applyto overall study skills, such aspreparing for an exam, or to aspecific assignment or project.Tie the course material or conceptsto student interests such as sports,pop culture, movies or technology.Set up some areas of the coursethat allow students to make theirown decisions, such as with flexiblegrading, assignment options orself-determined due dates.Give them consistent, credible andspecific encouragement, such as,“You can do this. We’ve set up anoutline for how to write a lab reportand a schedule for what to do eachweek - now follow the plan and youwill be successful.”Appreciation and encouragementare very important, however it must

be credible. Use praise whenearned and avoid hyperbole. Whengiving feedback on studentperformance, compare to pastperformances by the samestudent, don’t make comparisonsbetween students.Help students understand that theydon’t fail because they’re dumb,they fail because they didn’t followinstructions, they didn’t spendenough time on the task, or theydidn’t follow through on the learningstrategy.The qualities for a positiverelationship can vary to set alearning experience approachteachers need to continuouslymonitor the student in order for himor her to be aware of any difficultiesthe student is having.Understanding the child’s problem,fear, or confusion will give theteacher a better understanding thechild’s learning difficulties.Teachers with a high sense ofefficacy about their teachingcapabilities may have an easiertime motivating their students andenhancing their cognitivedevelopment. These teachers mayalso be able to rebound fromsetbacks and more willing toexperiment with new ideas ortechniques. Low efficacious



28

References:Ashton P (1984): Teacher Efficacy: A Motivational Paradigm for Efective TeacherEducation. Journal of Teacher Education, 35(5),28- 32.Ashton P T and Webb R B (1986):Teacher Efficacy and Student Achievement.New York, N.Y.: Longman.Bandura, A., (1977): Self-efficacy: Toward a unifying theory of behavioural change.Psychological Review, 84(2), 191-215.Bandura, A., (1986): Social foundations of thought and action: A social cognitivetheory. Englewood Cliffs,New Jersey: Prentice Hall.Bandura, A. (1997): Self-efficacy: The exercise of control.New York: W.H. reemanand Company.Brophy, J. E., and Evertson, C. (1977). Teacher behaviours and student learningin second and third grades. In G. D. Kwak K and Bandura A.(1998): Role ofperceived self-efficacy and moral disengagement in antisocial conduct. Korea:Manuscript, Osan College.Schunk D H (1989): Self-efficacy and cognitive skill learning. In C. Ames and R.Ames (Eds.), Research on motivation in education. Vol. 3: Goals and cognitions(pp. 13-44). San Diego: Academic Press.Schwarzer R (Ed.) (1992): Self-efficacy: Thought Control of Action. Washington,DC: Hemisphere.

teachers may rely more on acontrolling teaching style and maybe more critical of students.Conclusion:A teacher then needs to

understand the value of the students’sense of belonging, which can be ofgreater value and build self-worth forweak and marginalised students. Ifthe teacher demonstrates anunderstanding of the student’s culture,it will provide a better understandingbetween the teacher and the student.Such teachers automatically win

favour by having active learners intheir classroom. The rude or offensiveteacher will lack these positivequalities due to his or her lack ofcontrol over the children. Teachersshould assert that they should also betreated with respect and theirresponsibilities to ensure that studentstreat each other with kindness. Thecommunication between the studentand the teacher serves as aconnection between the two, whichprovides a better atmosphere for aclassroom environment.

29

Introduction:The development of a sense of self

is a major developmental task ofadolescence. The self-concept is anamalgamation of an individual’sphysical, emotional, social, intellectualand educational traits. Self-esteem isthe value an adolescent applies to theself-effectiveness. Personal efficacy isa positive or negative orientationtoward one self-, an overall evaluationof one’s worth or value. Adolescentsare motivated to have high self-esteem, and having it indicatespositive self-regard, not egotism. Self-esteem is only one component of theself-efficacy. Self-effectiveness,defined as an overall negative orpositive attitude towards the self, is atopic of interest and importanceacross cultures. Much scholarlyattention has been focused onchildren’s self-esteem because it hasconsistently been found to be relatedto behavioural, academic, andpsychological outcomes (Harter,1999). Self-effectiveness is oftentriggered by stressful or traumaticevents. The maintenance of a healthyself-effectiveness becomesincreasingly difficult during

Self-Efficacy – An Essential ToolShincy Francis M*

*Shincy Francis, Ph D Scholar, Dept of social Work, Bharathidasan University,Trichy-24

adolescence. Over the past twodecades, the children’s mental healthservice sector has undergone a shiftfrom focusing on deficits to a moreoptimistic and positive view of childdevelopment. This recent interest inpositive development tends to taketwo forms a focus on strengths and afocus on resiliency.

Aim:Self-effectiveness is essential to

achieve success in any sphere of life.Once this ‘belief’ is deeply entrenchedin the mind, the seed of inefficiency issown.

Self-effectiveness and family:The family, as the fundamental unit

of society and the natural environmentfor the growth and wellbeing of all itsmembers and particularly children,should be afforded the necessaryprotection and assistance so that itcan fully assume its responsibilitieswithin the community, Recognizingthat the child, for the full andharmonious development of his or herpersonality, should grow up in a familyenvironment, in an atmosphere ofhappiness, love and understanding,

Considering that the child shouldbe fully prepared to live an individual



30

life in society.Self-effectiveness and school:Students as components of

community in educational settingsmay suffer different problems in theabsence of personal effectivenessand self-esteem, since self-effectiveness as a necessary item inpsychological structure play severalroles in social-educational functioningof the individual. This is whygovernments in their programmesshould pay the most attention topsychological status of students.Societies with well-equipped humanassets could win the competitions andsurvive in changing situation of theworld. Because of this potentialityeducational policies should take anactive programme to elaborate self-effectiveness via training life-skills(Muafi, and Gusaptono, 2010).

Life-skills training:Generally life-skills training focus

on students to acquire capability to liveeffectively society. In this vein, schoolsand counsellors have an importantrole to elaborate skills which guidestudents’ life. Life-skills are essentiallythose abilities that help promotemental well being and competence inyoung people as they face the realitiesof life.The self-esteem of anadolescent is an important contributorof his growth and dealing with

difficulties.Studies on self-esteem:Studies have found that one-third

to one-half of adolescents strugglewith low self-esteem, especially inearly adolescence (Harter, 1990;Hirsch and Dubois, 1991). The resultsof low self-esteem can lead to low self-–effectiveness. The children cannotreach to their goal because of low self-esteem, if they have high self-esteem;they can reach their goal through self-effectiveness. Deprivation factors,such as separation, poverty andlimited range of experiences can leadto low self-esteem which results in lowself-effectiveness.

Effects of low self-esteem:Such children with low self-

esteem, act violently when face withthe failure. They show aggressivebehaviours which can included theirinside and outside factors. Physicalaggression in the aggressive personcause to hurt others through physicalinjury, such as pushing, beating,destroying property. Verbalaggression in the aggressive personcause to hurt others throughthreatening, labelling, hostile joke.(Berke, 2001; translated by SeyedMohammadi, 1385). Adolescents,who are irritable and aggressive,evaluate themselves negatively, theycommunicate rarely, and they often

31

need to social skills training to get ridof this problem. Through this socialskill training, they attain personaleffectiveness.

Adolescent depression:Unlike childhood depression,

adolescent depression is similar toadult depression in both symptomsand gender prevalence (Carlson andKashani, 1988). These similaritieshave led researchers to believe thatadult depression often begins duringadolescence. Due to the prevalenceand impact of the disorder, muchresearch has been conducted tobetter understand depression and findeffective ways to treat it. Cognitive-behavioural therapy (CBT) hasbecome the most widely used andresearched psychotherapy for thedisorder (Fennell, 1989).

Maladaptive behaviours:Self-esteem has the ability to affect

both mental and physical processesand has the potential to become a riskfactor for a variety of maladaptivebehaviours and negative outcomes.Self-esteem has been negativelycorrelated with eating disorders, suchas anorexia nervosa and bulimianervosa, in adolescent females(Fisher, Schneider, Pegler, andNapolitano, 1991), susceptibility topeer pressure, a decline in academicachievement, and increased alcohol

use (Zimmerman, Copeland, Shopeand Dielman, 1997). Individual counsellingGroup counselling PsychotherapyMeditation and yoga Life-skills training Home visit Follow upConclusion:Generally life-skills trainings focus

on students to acquire capability to liveeffectively in the society. In this vein,schools and counsellors have animportant role to elaborate skills whichguide student’s life. Life-skills areessentially those abilities that helppromote mental well being andcompetence in young people as theyface the realities of life.

Self-effectiveness is the measureof the belief in one’s own ability tocomplete tasks and reach goals. Self-effectiveness affects every area ofhuman endeavour.

By determining the beliefs aperson holds regarding his or herpower to affect situations, it stronglyinfluences both the power a personactually has to face challengescompetently and the choices a personis most likely to make.

In short, through self-esteemhuman being can reach their self-effectiveness.



32

Published and owned by P. Jayachandran Naidu. Published from8, Sridevi Colony, 7th Avenue, Ashok Nagar, Chennai 600083 andprinted by T. Rajaguru at TRK Press, 39, Saidapet Road, Vadapalani,Chennai 600026. Editor: P. Jayachandran Naidu.

Journal of School Social Work English Monthly ISSN: 0976-3759Registered with Registrar of Newspapers for India under No: TNENG/2004/14389Postal Registration: TN/ CC (S) DN / 47 / 12-14Licensed to post under: TN/PMG (CCR) / WPP - 663 / 12-14Date of publication: 3rd Day of the MonthReferences:Berk L E (2001): Development Through The Lifespan. (Translated by Y. SeyedMohammadi).Tehran: Arasbaran Publishers.Carlson G and Kashani J (1988): Phenomenology of Major Depression FromChildhood Through Adulthood: Analysis of Three Studies. American Journal ofPsychiatry, 145, 1222"1225..Fennell, M. J. V. (1989): Depression. In K. Hawton, P. M. Salkovskis, J. Kirk, andD. M. Clark (Eds.), Cognitive Behavioural Therapies for Psychiatric Problems: APractical Guide. New York: Oxford University Press.Fisher, M., Schneider, M., Pegler, C., and Napolitano, B. (1991): Eating Attitudes,Health-risk Behaviours, Self-esteem, And Anxiety Among Adolescent Females InA Suburban High School. Journal of Adolescent Health, 12(5), 377"384.Harter S (1999): The Construction of Self. New York: Guilford Press.Harter S (1990): Identity and self-development. In S. Feldman and G. Elliott (Eds.),At The Threshold: The Developing Adolescent. Cambridge, MA: HarvardUniversity Press.352-387.Muafi, A. S. H., and Gusaptono, H. (2010): The Role of Life-skills Training onSelf-Efficacy, Self-Esteem, Life Interest, and Role Behaviour for UnemployedYouth. Global Journal of Management and Business Research, 10, 132-139.Zimmerman, M. A., Copeland, L. A., Shope, J. T., and Dielman, T. E. (1997): ALongitudinal Study of Self-esteem: Implications For Adolescent Development.Journal of Youth and Adolescence, 26(5), 117;”141.

Focus for October 2013: MONEY MANAGEMENT.Evidence based articles, field studies or case studies may be sent to

[email protected] on or before 20th September, 2013. Some of thearticles which could not be published due to space copnstraint in this issuemay be published in the next issue. Wait until you receive an intimationfrom JSSW. ~Ed

jssw vol x issue 04 sep 2013 issn:0976-3759

Documents