Mental Health Awareness in Schools

ilite...I understand the 'hectic' part...It seems like there are patches of calm days scattered amongst otherwise 'wired' periods

Last week I met with a couple of people who do a lot of work in curriculum development. One piece of information fascinated me-the revised CBSE syllabus apparently has age appropriate goals. But school officials, because of intense pressure from parents and due to competition from other schools set the standards too high-the idea being that if they say their students are learning XYZ it means their teaching is so good, etc. Parents are happy that their kid is 'bright' to be doing advanced work (irrespective of the fact the child may not know how to apply the information) and they up the demand. The phenomenon spreads and other schools also join the 'high standards' bandwagon.

This creates an artificial environment where children are not able to attend or follow at an advanced pace, resulting in behavioral issues and labels. I am sure there are controls in place for the board to supervise/regulate this trend-hope to learn more about it soon. Will definitely share the info.

One other factor I've noticed is that there are a lot of NGOs invested in providing alternative education. Some of these organizations are very good at documenting their methodology, conducting studies and evaluating their services. But I feel that there needs to be a coordinated effort to reform teacher education and the methodology-in the formal education sectors too. Otherwise it will be a piecemeal effort. Our system already suffers from this approach.

Reforms need to happen in the mainstream-that is the only way a larger percent of the population will benefit. If the mainsteam educational institutions (including government schools) provide quality services, the poor will not have to struggle for their basic right to education.

More later.
r

 

Yes, ilite that is where schools have to set controls...or atleast the educational board has to set controls because most school 'owners' don't know much about the sequential progression of skills and developmentally appropriate curriculum either. I have to find out more about how this is done.

On a lighter note, I have two friends in the US who were asked by their children's teachers not to 'teach' at home-because the comprehension piece was missing. It took a lot of effort to convince the teachers that the skills were scattered-advanced in some aeas and age appropriate in others,because these kids were trying out things on their own. Apparently the teachers in that school district are aware of the Indian parents' competetive nature and several parents have had 'talks.'

In another interesting coversation I had, one set foreign service parents mentioned how their children's attitude to education has changed since they came to India-they no longer consider it 'dorky' or 'uncool' to study or to learn, unlike in the previous country. They seem to enjoy the the ownership of learning. Here's the funny part-school officials decided not to give homework to the primary sections because the Indian parents were so regimental about it and the kids were getting anxious! This school was able to get away with it because they cater to a mixed group of kids and follow a curriculum which states what is age approrpiate. Plus the administrators have a strong background in educational pedagogy. I couldn't help but laugh at the extreme measure the school had to take.

The same standard applies to listening and sitting still. A four your old should not be expected to sit still for longer than 10 minutes (even that is a stretch). Lessons have to be broken down with movement, interactions, and teachers should be given the freedom to can a lesson and cange the activity of the kids are not invested in the lesson at that given moment in time. Every intense learning period should be alternated with some free time-to play/create or just read and relax. Movement is key to develop attending skills.

Life is a work in progress..we'll get there one of these days

r

 

Now my favorite pet peeve..
social values and understanding of 'education' and how it is provided...

One of the assignments I'm involved in right now has to do with providing meaningful education in a very rural community in India. Side by side I also visit with a few other schools and work with teachers in certain urban areas. There are differences in subcultures and certain practices and hurdles are the same no matter the geographic area.

We have a lot to be proud of in our kids. No matter how poor, or how run down the schools are, the students are there-clean, with their bags and neccessary materials for school and try hard to follow what is covered in class. I say try because there do not use the option of asking questions to clear doubts...part of this is cultural (questioning the teacher), part nervousness (not wanting to appear the fool) and part o it is lack of knowledge on the teacher's part to encourage the kids to do so.

In most of the rural schools and in a few urban schools, the teacher read something out and the kids repeated it. But when I came out of the schools, I was left with the feeling of happiness. I've worked in very poor schools in other countries and we have one advantage-most parents and children understand that education is a way out and they try hard to get it. They may not know much about the quality of education but the elder sibling reassures the little one and they walk or board the school together! Parents scrape together enough to pay for even the no loss/no gain schools because they feel it is better than the local goverment school.

Everywhere we went, the principals and teachers are happy to learn more-'teach us so we can do a better job with our children too' was the main theme...(scary, because that makes one feel all important...then I come home and do something soooo daft that I am put in my place again...thank God for sensible parents who overlook my mistakes).

I always leave with the feeling that our problems can be worked on...because the most difficult ones are taken care of-motivation, enthusiasm, parental involvement...

These experiences also help me understand the process of starting a school...But these stumped me:

Schools can be run 'for profit.'

A school can be owned by someone and run on unilateral decision making.

Someone with very little understanding of education can supervise and evaluate a trained teacher.

A few weeks of training gives someone the expertise to set up board as a 'specialist' and provide consultation.

That parents want their child to go to the 'best schools' but do not think about what goes into teaching their child.

The outcome of education is judged mostly on how it sounds in public (money, impression, importance...of course this is found in so called advanced countries as well-only to a varying degree)

more later..
r

 

Back for a short while...

To continue on social values on education-people in educational institutions in urban areas have a very different perspective on education from people in rural areas. Just looking at the textbooks, the illustrations and examples have no meaning to the children in rural areas...and I'm not talking about blonde children demonstrating some concept in western clothing either. I've noticed that several rural NGOs create their own materials for use in the classroom. I feel that is a great way to go.

In all these, I have a strong and contrary opinion on certain practices. I understand some of these ideologies are because people see the extreme poverty and the institutional misuse by those in charge of governance.

Whether it is a child with a disability (physical or mental), or from the under privileged section, what should our goal be? Integration in to the mainstream! Yes, the mainstream holds a lot of challenges and fears but the loss is greater if we withdraw into our safe cocoon. If the government school teachers are discriminatory, then we should hold them accountable for it. Our ultimate goal is that every child should have access to education in a fair and nurturing environment. That is the same whether the child has ADHD or is from a 'scheduled caste.' It probably sounds utopian but that has to be an important goal in education. It is never a good idea to form a separate group or to move to a different locality where it is all about one kind of group identity. We are not a homogenous nation and will never be one. Our only option is to learn to live with one another. Else we'll be a series of islands!

I meet very nice people but get turned off by their demand for nobility and seriousness...when I think of my work, I always think of it is as so much fun! I've known some exremely frivolous, party going people who are great teachers, counselors and administrators. They teach children to have fun while doing the most mundane chore in the classroom.

In one of the schools I worked, they hired a teacher to head the cosmetology department. Guess what? Kids with severe depression (with strong body odour because they don't bathe often) started taking an interest in how they looked. Teachers used these classes to motivate students with severe behavioral problems to complete other assignments. My student with autism loved the catwalk because he had a very positive reason for others to look at him.

If you think about it, how many people with poor grooming land jobs? So if you see a fashion plate teacher chances are she (or he) is equally good at teaching. If someone enjoys partying, it doesn't mean that they aren't socially conscious or that they have nothing to contribute to society.

Education is about having fun, being part of a group, learning to be a contributing member of a larger society.

What is our share in all this? Encourage your children to volunteer at local schools and organizations-because this gives your child to see life in other social stratas. It gives the other children an opportunity to see that they are part of a larger community and that they belong with everyone else.

A bit mixed up post but I think the general idea is out there
r

 

Hi Harini,

Glad to hear from you...welcome to my world...I get asked all kinds of questions because of my job. But it helps to smile and explain things in very matter of fact terms. Good for you that you spoke up for your son's school and the children

yes, I've come across the same elimination procedure for some of the kids I know...I tend to take schools' reputations with a pinch of salt because of this. I really have a lot of respect for those administrators/management staff who take the time to say, "Ok, we'll try to help." I've found this with several smaller, 'unbranded' schools.

Because of the gaps in my writing I noticed that my last few posts don't flow smoothly. I apologize. There are lots of things write about but am trying to keep to the topic with a focus on parents as opposed to professionals.

Recently I met with a mother of a young child who has some sensory integration difficulties. A delightful and very bright child but she has learned behaviors which do affect mealtimes and any other situation boundaries are set. This mom had actually asked me for suggestions more than a year ago and I had suggested an OT eval...we came back to the same thing recently and I could sense the mom hesitating about the evaluation.

Being very rigid about mealtimes is a strong indicator that a child has oral/tactile defensiveness...there are very systematic procedures to help children with this. As far as I know there are no medications involved. In fact anytime a child is referred to an OT, therapy or treatment involves different kinds of games and fine motor activites. OT services are very helpful in teaching the child to develop self awareness of his/her body and to self regulate.

I understand that the unknown can be scary but if any of you come across this need for your child, please do not hesitate to contact one...in a timely manner

r

 

The past few weeks have brought my attention back to mental health-as caregivers for children with mental illnesses and as parents who have health issues...

"Aaaah, why do they shoot themselves in their foot?" one parent lamented last week as she mentioned her son going off medication and slowly sliding into depression. As with many families, others in her family were struggling to cope with the fear and unpredictability, and the loss of control as this young adult struggled with himself.

Trying to find the right words for his siblings has been a bit difficult. They are young after all and have every right to wonder why it had to happen to their family...but the insights have come from some unexpected quarters. The last few weeks I've been staying in bed and breakfasts as I attend classes in various parts of the country...I ve met a lot of elderly people in the process-people who run these inns and others who are passing by like me.

One thing I've learned from listening to their accounts is how successful (emotionally) people manage their lives. They have a clear sense of priorities. But they are also not afraid of imperfection. Once they hear that I'm a special ed teacher, they want to share their experiences with their children...some of these were quite intense but they ended with, "Aah, but she/he gives me so much joy. Whenever I get overwhelmed by the difficult times I keep this in mind."

In those moments of intense stress all you can think of are the negative experiences. But this young man's siblings are working on recollecting happier events and moments...it is difficult to accept that we don't have control over our loved one's life...but finding meaning in those shared experiences helps them cope.

The family is working on continuing with their routine-going to work, going to the hairstylist, eating out occasionally, watching a movie...to the outside world they look like they are indifferent (from some comments passed on by wellwishers). But these are important steps to take care of themselves so they can help the young man take care of himself.

If you are a caregiver out there, take time for yourself...and think of the good times too.

 

Just wanted to share a funny story about food sensitivities...I am a vegetarian and a picky eater. My idiosyncrasies have to do with texture and smell of food. I am also one of those very particular about good etiquette and table manners...I remember complaining about one of the young men my parents introduced me to..."Urgh, he put his curry leaves on the table mat...I don't like his table manners. Not interested, thank you!"

Now I am attending a workshop away from home and I went looking for veggie places on happycow.net. Last night's dinner was fun and to my taste but this evening I went to a nice sit down place but a mainstream chain restaurant. I ordered a veggie sandwich but forgot my usual requests. So itcame with some sticky spread on the bread. I took a deep breath, held it and bit into my sandwich-too soggy for me. Plus there was a pickled cucumber on the plate-the smell really bothered me.
I told myself I have to eat something and tried another bite...no go! I opened the sandwich, tore out the pieces with the spread and ate the rest of the bread. I proceeded to wipe the spread from the cucumber and tomato slices and had those as well...I shudder to think what my plate looked like and what I looked like creating a mess.

But I was hungry and sad (!) because no one would understand my plight...all because I was a vegetarian and didn't like the smell or the feel of the ingredients in the sandwich...poor me!

Of course, the last bit was me feeling sorry for myself...I felt better once I had a few bites and finished my meal with a packet of chips.

I wrote recently about oral sensitivities...as an adult I will manage tonight without too much trouble...but children who have difficult mealtimes because of these kinds of issues have a long way to go before they understand the way their body works...

R