ISSN: 0976-3759

ISSN: 0976-3759

Journal of SCHOOL SOCIAL WORK May 2013

Journal of SCHOOL SOCIAL WORK May 2013

ISSN: 0976-3759

ISSN: 0976-3759

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May 2013 Page Contents Editorial Dr Amali Megala 02 Teachers Choose to be Verbose Anooreckha Sezhian Angayarkanni K and Dr Charumathi P J 03 A Study on Parental Control over Children Sundaravalli T 07 12 Achieving Bladder and Bowel Control: Parents Role Punishment for Correction than for Control Dr Hitesh N Jagani and Radhika P. Joshi 19 Locus of Control and Academic Achievement of Students Bagavathy K Dr Ramakrishnan N and Sabanayagam A 24 Parental Control over Peer Influence Naidu P J 26

Volume IX Issue 12

PINCODE: Thanking you, Yours truly,

Honorary Special Editor: Dr Amali Megala J

Associate Professor, St. Justins College of Education, Madurai.

Focus: Control Vs. Autonomy

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Note: Views expressed by the contributors are not necessarily the official view of the Journal.

Journal of SCHOOL SOCIAL WORK May 2013

Journal of SCHOOL SOCIAL WORK May 2013

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ISSN: 0976-3759

Editorial More Hugging, Less Tugging Parenting can be very rewarding options (Maxim, 1997). but also challenging. A child is born Healthy parenting comprises of into a culture wherein certain moral two essential components: love and standards and ethical principles are control. Too much indulgence and expected of them. These behaviour too little control, bring disrespect and guides must be learned by the too much control breeds bitterness. children first through imitation and For a congenial and obedient child, later by means of more or less a firm verbal reminder is enough. For conscious efforts developed as he a sensitive child, discipline should be interacts with individuals who carried out in soothing tones, but still constitute his environment. Parents consistently applied. For a stronghave the prime responsibility of willed child, speaking firmly may have shaping the behaviour of the child to be repeated more often. Rewardthrough love and control. When and- consequence training is an children enter the school the effective means of correcting responsibility of controlling the childrens behaviour but instead of children is handed over to the teacher. these extrinsic rewards, intrinsic Controlling the childs behaviour rewards can be tried. means exerting external force from The stated home rules provide outside. Parents or teachers cannot structure, communicate parental expect a child to automatically attain expectations and help maintain a satisfactory control of his behaviour. discipline. While parents are The childs unwanted behaviour must explaining, it is essential to ask the be restricted, restrained and childs opinion and to discuss it. Thus controlled. As the child matures, parents stay involved with their child. parental control should be gradually Providing autonomy is also a way to withdrawn to provide increased control the child. But there must be a freedom of choice to become self- balance between control and reliant and independent. When we autonomy. Remember, the child is offer children choices, we are ready to learn about the world, love, allowing them to practise the skills of safety, control,freedom, security and independence and responsibility, trust from us. while we guard their health and safety Love limits; liberates and also lets by controlling and monitoring the children be themselves! 02 Journal of SCHOOL SOCIAL WORK May 2013

Teachers Choose to be Verbose

Anooreckha Sezhian* Angayarkanni K** Charumathi P J***
* Anoorekha Sezhian, PhD Research Scholar, Department of Applied Psychology and Behavioural Research, Justice Basheer Ahmed Sayeed College for Women, Teynampet, Chennai 600 018. ** Angayarkanni K PhD Research Scholar, Department of Applied Psychology and Behavioural Research, Justice Basheer Ahmed Sayeed College for Women, Teynampet, Chennai 600 018. *** Dr Charumathi P J, Former Head, Department of Applied Psychology and Behavioural Research, Justice Basheer Ahmed Sayeed College for Women, Teynampet, Chennai 600 018.

Introduction: Parenting (or child rearing) is the process of promoting and supporting the physical, emotional, social, and intellectual development of a child from infancy to adulthood. Parenting refers to the aspects of raising a child aside from the biological relationship (Davies 2000). Each parent is unique and has his or her own parenting style that differs from others. Culture, personality, family size, parental background, socio-economic status, educational level, and religion account for the innumerable combinations of childrearing and differences in parenting styles. Baumrind (1967) identified four important dimensions of parenting that are 1) disciplinary strategies 2) warmth and nurturance 3) communication styles 4) expectations of maturity and control. Based on these dimensions,

Baumrind suggested that the majority of parents display one of three different parenting styles. The three styles of parenting are 1) authoritarian parenting 2) authoritative parenting and 3) permissive parenting. Further research by Mc Coby and Martin, 1983 also suggested the addition of a fourth parenting style called uninvolved parenting. Children of authoritarian parents are obedient and proficient, though they rank lower in happiness, social competence and self-esteem. Children of authoritative parents are happy, capable and successful. Permissive parents have children who tend to be least mature, self-centered, Impulsive, disobedient and rebellious. Uninvolved parents have children ranking lowest across all life domains, lack self-control and self-esteem and are less competent than their peers. 03 Journal of SCHOOL SOCIAL WORK May 2013

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Review of literature: As teachers are known to be strict Research studies throw light on and disciplinarian this research aims differences in parenting styles due to at identifying their parenting styles. culture and type of family. Balda et al Methodology: (2001) found that Indian parents Aim of the study: reportedly used more lax forms of The study aimed at identifying the control compared to Australian parenting styles of teachers. parents. Study of Sinha D (1984) Objective: concludes that due to changes in the 1. To identify the parenting styles family system, from a prevalence of of teachers, extended families to an increasing 2. To find out the differences in number of nuclear families, parental parenting styles of teachers with behaviour is changing from the young children and teachers with authoritarian to permissive and adolescent children. authoritative. Another study by Bhogle Research design (1990) found that mothers were more The study followed an ex post likely to have permissive attitudes facto research design. toward their young children. Research Sampling: of Singh et al (1987) reported that The sample comprised of 49 Hindu fathers used inductive teachers of whom 47 were women discipline (that is through and 2 were men in the age group of generalizations) to control their 25 years to 55 years. Purposive children. Roopnarine, Lu and sampling method was used in the Ahmeduzzaman (1989) also reported study. The study was conducted in that fathers are the chief Chennai, among teachers from a disciplinarians in India and through CBSE and a Matriculation school. guidance encourage the growth of The parenting scale: social competence. Baghdaserians The scale developed by OLeary, reported that both European- Arnold, Wolff and Acker in 1993, is a American and Armenian-American 30-item measure designed to assess mothers scored high on the parental discipline strategies. Parents permissive parenting scale. rate their probabilities of using Need for the study: specific discipline strategies in The purpose of research was to response to child misbehaviours. explore parenting styles of teachers. Ratings are made on 7-point scales Journal of SCHOOL SOCIAL WORK May 2013 04

that are anchored by an effective and an ineffective discipline strategy. After reverse coding some of the items, a score of 1 indicates effective discipline and 7 indicates ineffective discipline. The scale measures parents on three dimensions: laxness, over reactivity and verbosity. The lax factor includes items related to permissive, inconsistent discipline; Over reactivity taps emotional, harsh discipline; and verbosity is characterized by lengthy verbal responses to misbehaviour. The parenting scale exhibited

adequate internal consistency and testretest reliability. Result and discussion: Those who volunteered to participate were asked to fill-in the questionnaires. The data obtained through the questionnaires were scored and descriptive analysis such as mean and standard deviation were computed to describe the characteristics of the sample studied. t test was used to find the difference between the two groups of teachers and the results are displayed in table 1 and 2 given below.

Group Teachers

Table No: 1 Parenting Styles of Teachers Dimension n Total score Verbosity 49 191.28 Over reactivity 49 148.50 Laxness 49 172.99

Mean 3.90 3.03 3.53

Table No: 2 Parenting Styles of Teachers Vs. Age of Children Parenting Dimension Verbosity Over Reactivity Laxness Std Groups Mean N Dev t value TYC 4.25 28 0.89 2.463 TAC 3.44 21 0.88 TYC 3.15 28 1.38 1.120 TAC 2.87 21 0.82 TYC 3.58 28 0.95 0.986 TAC 3.45 21 0.77 P value 0.002* 0.825 NS 0.513 NS

TYC: Teachers with young children. TAC: Teachers with adolescent children. *Significant at the 0.01 level. NS : Not Significant

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Table no. 1 shows the parenting styles of teachers. The mean values indicate that the teachers had highest scores on the dimension of verbosity followed by laxness and lower scores on over-reactivity. The results indicate that the teachers followed a verbose style of parenting the most compared with laxness and over reactivity. These findings are consistent with previous research indicating Indian mothers are harsher in control than Indian fathers. Table no. 2 shows the result of the comparison of teachers with adolescent children and teachers with young children on their parenting styles. It is observed from table no.2 that there is a significant difference in the dimension Verbosity which reveals that the Teachers with adolescent children and teachers with young children differed on this Parenting style. Mean value indicates that the teachers with young children

had higher scores on this dimension which imply that they used verbal responses to misbehaviour of their children. Research by Joshi and Tiwari (1977) found that, in middle class mothers were more punitive than upper-class mothers and Verma and Ghandially (1985) reported that there is a considerable emphasis on punishment as a means of disciplining children in Indian families. However no significant difference was observed in the dimensions of laxness and over reactivity between the two groups. Mean values indicate that the two groups did not differ very much on the two dimensions. Conclusion: Teachers followed the verbose style of parenting the most followed by laxness and scored lower on over-reactivity. Teachers with young children displayed increased verbose disciplining compared to teachers with adolescent children.

A Study on Parental Control over Children

Sundaravalli, T*
* Sundaravalli, T, M.Sc(Psy), M.Sc(Zoo), M.Ed, FCECLD, NET. Asst. Professor in Psychology, St. Justins College of Education, Madurai.

References: Davies, Martin (2000): The Blackwell Encyclopedia of Social Work. Wiley-Blackwell. Susan G. OLeary, et al. (1993): The Parenting Scale. Retrieved from http://www.ptisf.org/yahoo_site_admin/assets/docs/PS_English.242164902.pdf Elmida S. Baghdaserians Authoritarian and Authoritative Parenting styles: A CrossCultural Study of Armenian American and European Americans Parenting Styles of Young Children retrieved from http://udini.proquest.com/view/authoritarian-andauthoritative-goid:740095139/ Sinha D (1984): Some Recent Changes in the Indian Family and their Implications for Socialization. Indian J Soc Work.;45:27186.

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Need for the study: In the ideal world, though, astute Animals have a biological instinct parents will give imperceptibly that drives them to protect their increasing normative autonomy to offspring. Doing so preserves the their increasingly descriptively species. As human beings then, we autonomous children. There are no are already predestined to work to clear rules that to tell them how much keep our children out of harms way. autonomy to grant or when to grant But humans not only protect increasing prerogatives to their physically as do the member of the children. Parents must be attentive animal kingdom. We also try to shield to the ways in which their children our young from emotional, social, and have behaved in the past, and be psychological pain. And this is what ever alert to what they can do to creates a struggle for parents when it enable their children to make better comes to creating a balance between decisions. Often the best way is by controlling our kids and supporting letting them make decisions for them in their own endeavors. themselves and then to expect them According to researchers Wendy to cope with the consequences. Grolnick and Nicholas Apostoleris of While children feel that their parents Clark University parents experience are controlling them in all aspects three pressures that drive them parents feel that it is their bounden toward exerting control over their duty to channelize their children in children: pressure from within, the right path. pressure from below, and pressure Statement of the problem: from outside. Sometimes parents feel In order to find out whether the compelled to control their children children feel that they are controlled when they feel their own reputations very much by their parents it was or self-images are at stake. This decided to conduct a study on the internal pressure causes to push following topic: children to be successful. Other A STUDY ON PARENTAL times, their own kids push them to CONTROL AMONG CHILDREN being controlling. 07 Journal of SCHOOL SOCIAL WORK May 2013

Introduction:

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A child who is challenging often The level of parental control creates within the family a vicious among children is not high. cycle of non-compliance/control/ There is no significant difference more non-compliance/more control. in the Level of parental control Finally, external pressures on parents among the children in terms of the include the stresses and adversities following attributive variables: experienced by families. When a) Standard of education, people feel they have little or no b) Nature of the school, control over things in their life such c) Type of school, as economic conditions they often d) Type of the family and e) exert an inordinate amount of control Area of residence. over the things they feel they can Sample: control such as other people, namely The investigator adopted their children. Also, stress causes judgmental sampling technique and more irritability. As a result, there is the size of the sample is 139 Eighth less mental energy left to negotiate and Ninth standard students from five with children, and supporting schools in Madurai district. autonomy can be quite taxing. So Tool used: there comes a question that whether Parental Control Inventory which parents are really controlling or consists of 30 items in the form of protecting their children and the need Yes or No type statements was arises for this study. administered by the investigator in Objectives of the study: this study. The items answered Yes To find out the level of Parental will get one mark each and the items control among children. answered No will get no marks. To find out the significant Therefore 30 marks are the maximum difference in the Level of Parental score and zero, the minimum score. control among the children in Statistical treatment: terms of the following attributive The data was analyzed statistically variables: by using arithmetic mean (x), Standard of Education, b) Nature standard deviation () and t test (t). of the School, c) Type of the Hypothesis testing: School, d) Type of the family and Null Hypothesis 1: The level of e) Area of Residence. parental control among the children Hypotheses: is not high. 08 Journal of SCHOOL SOCIAL WORK May 2013

Table No.1: The level of Parental Control among Children

Sample Number (N) Theoretical Mean Obtained Mean School Children 139 15 18.20
Table No. 2: Level of Parental Control among Children

Categories Standard VIII standard IX standard Management Government Govt. aided Government Matriculation Govt aided Matriculation Gender-based Girls school Co-ed school Family Joint family Nuclear family Domicile Urban Rural

Sample(N) Mean

SD

Obtained Level of t value significance 8.39 S

44 95 31 73 31 35 73 35 70 52 31 108 71 68

21.45 14.73 17.63 4.35 18.16 18.20 18.16 17.28 18.20 17.28 5.09 4.07 5.09 4.95 4.07 4.95

0.09 1.59 2.07

N.S N.S S

17.82 4.34 17.56 4.69 18.61 5.43 17.58 4.34 18.42 4.86 17.5 4.21

0.67

N.S

2.22

2.55

* Table t value = 1.96 at 0.5 Level of Significance. From table No.1, it is inferred that the children is not high is rejected. It the obtained mean value 18.20 is is evident that the level of parental higher than that of the theoretical control among the children is high. mean value 15, which is the frame of Null hypothesis 2: There is no reference. significant difference in the level of Hence the framed null hypothesis parental control among the children the level of parental control among in terms of the attributive variables in 09 Journal of SCHOOL SOCIAL WORK May 2013

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Tableno 2. From table No.2, it is in co-education school. inferred that the obtained t values are The students who are from Joint greater than that of the table t value Family are controlled more by their 1.96 at 0.5 level of significance for parents than the students from except the t value obtained in terms Nuclear Family. of the type of the school and under The students who are from Urban Nature of the School for two sub area are controlled more by their variables. This shows that there is parents than the students from significant difference in the Level of Rural area. Parental Control among the children Suggestions: in terms of their Standard of Supporting autonomy includes Education, Nature of School ( strategies like encouraging children Between Govt.Aided and to solve their own problems, seeing Matriculation), Type of the Family and things from the childs point of view, Area of Residence. asking them how parents can help, Hence the framed null hypothesis and assisting children to explore There is no significant difference in possible outcomes of choices. the Level of Parental Control among Supportive parents limit the use of the children in terms of the attributive controlling behaviours to issues that variables is substantially rejected. are truly harmful or against the grain Interpretation: of the values upheld by the family. From the above findings it is Certain attitudes can be inferred that, detrimental to childrens sense of The students who are studying autonomy: eighth standard are controlled Overprotecting the child; more by their parents than those Constantly repeating in Ninth standard. instructions; The students who are studying in Constantly attending childs Government Aided Schools are extracurricular activities; controlled more by their parents Constantly supervising when compared with the other two childs group activities; categories of schools. Having difficulty letting the Those who are ying in Girls School child work in his own fashion; are controlled more by their Having a tendency to solve parents than the students studying problems between the children; 10 Journal of SCHOOL SOCIAL WORK May 2013

Worrying when the child is away. Conclusion: However, there are still greater dangers to children, and ultimately to society, if we cannot find some model of autonomy that allows that children are descriptively and normatively autonomous in different degrees. More important, this model must recognize that the only way children will ever become descriptively autonomous is by granting them increasing normative autonomy. Even

if the legal system does not get into the business of deciding how every parent should treat every child, legal pronouncements can set appropriate expectations that would make it more likely that children are given increasing normative autonomy. Of course, there is no way that we have to draw the line that always leads to the correct result. Anywhere we draw the line and parents should grant autonomy to children to increase their potentials.

References: http://familieslivingwell.blogspot.in/2009/11/supporting-autonomy-in-children.html http://www.motherforlife.com/health/child/development/learnings/3998-7-tips-tostimulate-your-child-s-autonomy.thtml http://persweb.wabash.edu/facstaff/hortonr/articles%20for%20class/baumrind.pdf h t t p : / / w w w. e a r l y c h i l d h o o d n e w s . c o m / e a r l y c h i l d h o o d / article_view.aspx?ArticleID=607 http://www.hughlafollette.com/papers/autonomy.htm Joshi, M.C and Tiwari, J (1977) Personality development of children in relation to child-rearing practices among socio-economic classes. Indian Psychological Review, 14. In Balda et al (2001) Parental control and style in Australia and India: A crosscultural study, J.Hum.Ecol.,12(2). Singh, L.B., Sinha, B., Singh, C.B.P and Kumari, R (1987), Models of parental discipline among Santals and Hindus: Assessment across communities. The Indian Journal of Social Work, 47. In Balda et al (2001) Parental control and style in Australia and India: A cross- cultural study, J.Hum.Ecol.,12(2). Bhogle, S (1990), Maternal attitudes towards young children. Researches in Child development: A Book of readings. U.K Belvi (Ed). National council of educational research and training, New Delhi. In Balda et al (2001) Parental control and style in Australia and India: A cross- cultural study, J.Hum.Ecol.,12(2). Roopnarine, J. L, Lu, M.W and Ahmeduzzaman, M (1989): Parental Reports of Early Patterns of Caregiving, Play and Discipline in India and Malysia. Early Child Development and Care, 50. In Balda et al (2001) Parental Control and Style in Australia and India: A Cross- cultural Study, J.Hum.Ecol.,12(2).

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Achieving Bladder and Bowel Control: Parents Role

Introduction: countries the age at which children Toilet training is a developmental are trained has been postponed. task that impact families with small Starting toilet training prematurely children. All healthy children are and stressful events during this eventually toilet trained and most period can extend the training complete the task without medical process.Children who have not intervention. Mastery of the been trained correctly more developmental skills required for frequently present with enuresis, toilet training occur after 27 months urinary incontinence, voiding of age. dy sfunc tion,c ons tipation, Girls usually complete training encopresis and refusal to go to the earlier than boys. Number of toilet toilet. training methods are available.The Toileting worries: American academy of paediatrics Infant voiding is not merely a spinal incorporates components of the child reflex, as the sensation of oriented approach into its guidelines bladder filling is relayed to the for toilet training. brain.However the ability of the A survey based on the awareness brain to decrease bladder of toilet training in children contraction and to achieve coaccording to the reviews of ordinated bladder contraction with previous years: sphincter relaxation mature over This paper reviews the literature time. Behaviour associated with of the past years focusing on stool toileting refusal may require epidemeology of the the intervention of the paediatrician. developmental of day and night Stool withholding causing bladder control. constipation can result in rectal Parental expectation: impaction and first degree Parents have unrealistic encopresis . The next cause is expectations about the age at lack of succesful toilet training by which diapers can be withdrawn, 42 months of age. A child who is not taking child development into still untrained at this late age can account.Toilet training strategies be a source of family confilct and have changed over recent stress requring the advice and decades. In the majority of support of the pediatrician. 12 Journal of SCHOOL SOCIAL WORK May 2013

Study by Taubman B, University of Pennsylvania school of medicine, Department of pediatrics, Philadelphia, USA: The decision to start toilet training a child should take into account both the partents expectation of how independent the child has to be in terms of toileting and of the childs developmental readiness, so that a realistic time bound toilet training can be implemented. Some children with learning difficulties exhibit problems related to toilet training and consequently they are labelled as incontinent and automatically issued with nappies . Study by Rogers . J on continence promotion, Prescot clinic, Perscot Merseyside: In toddlers suffering from bladder dysfunction, the impact of potty training improves bladder emptying, decreasing residual urine and resultant urinary track infection (UTI).

General global trend: Toilet training is occuring later in the majority of countries. The training methods that exsit from decades ago are valued little by paediatricians; incorrect training can be causative factor for bladder and bowel disorder, which in turn can cause problem for children and their families . Conclusion: The reviews indicate toilet training can be a troublesome process for children. Mother should encourage her children to practise toilet training by making children to sit in the toilet for 10 minutes after each meals. Because each family and child are unique, recommendations, about the ideal time or optimal method must be customized. Consistent and regular training is important. No method is fool-proof. Let the parents trust their own knowledge and practise kindness with firmness.

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Locus of Control and Academic Achievement of Students

Bagavathy K* Ramakrishnan N** Sabanayagam A***
*Bagavathy K, Research scholar M.S.University **Dr Ramakrisnan N, ***Dr Sabanayagam A,

Introduction: days education is considered as a To Enhance teaching and learning tool for career achievement. In process the locus of control is engineering colleges the students considered to be an important aspect strive to get a placement when they of personality. Locus of control (LoC) finish the course. The placement refers to an individuals perception depends on achievement in the about the underlying main causes of course they study and also events in his life (Rotter 1962). Locus acquisition of soft skills. It is found of control is the extent to which that there is a significant relationship individuals believe that they can between academic achievement of control events that affect them. A the students and soft skills. persons locus is conceptualized as (R.Sasipriya and Dr.P.Annaraja 2011). either internal which means the Research findings: person believes that they can control It has been proved that students their life or external where the person having internal locus of control have believes that their decisions and life scored better in science (Marshal are controlled by environmental Brooks 1975). When students with a factors they can not control. People more internal locus of control had with high internal locus of control higher grades than those with more generally lead a successful life. external locus of control then it is Students with internal LoC are able reasonable to suggest that students to complete the course more who obtained higher scores on the successfully than external LoC locus of control scale (external) may students. be more at risk for dropping out of Need for the study: college. (Denise D.Gufford 2006) Locus of control plays an Studies show that LoC is a criteria for important role in education. Now-a- developing soft skills like leadership, 14 Journal of SCHOOL SOCIAL WORK May 2013

self-motivation, risk taking and self Hypotheses: esteem. It is found that there is a 1.There is no difference in locus significant relationship between of control between boys and girls academic achievement of the studying in engineering colleges. students and soft skills. So the 2.There is no significant positive investigator applied this relation in relationship between locus of finding the effect of locus of control control and academic on academic achievement of achievement of students. engineering students. For this study 3.There is no difference in academic scores of engineering academic achievement between students in their first year is boys and girls studying in considered. First year entry in an engineering colleges. engineering college always makes Methodology: the student more nervous. This may This study was conducted by be due to new environment or new randomly selecting 10 second year subjects. If the student has more students (5 boys and 5 girls) from internal LoC he may overcome such each of the six engineering colleges hurdles which result in good in and around Madurai. To measure academic achievement. locus of control Julian Rotters scale Objectives: (1966) was used. Higher score in the To find out and analyse the level scale indicates the student is of locus of control of boys and girls externally controlled. The first year studying in engineering colleges and overall academic grades were also compare it with their academic collected along with their parents achievement. annual income, medium of study in 1. To find out the level of LoC school and whether both parents are among boys and girls studying in employed or not. engineering colleges. Statistical technique: 2. To compare the LoC between To find the difference between boys and girls. boys and girls in LoC and academic 3. To find out the correlation achievement t-Test ratio was between LoC and academic computed. To find the correlation achievement. between LoC and academic 4. To compare the academic achievement Spearmans rank achievement of boys and girls. correlation method is used. 15 Journal of SCHOOL SOCIAL WORK May 2013

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Sl No 1 2

Table No. 1: Locus of Control Vs. Gender Gender N Mean SD Male 30 11.87 6.699 Female 30 12.03 3.297

Significance NS

Table No. 2: Correlation of LoC Vs. Acabemic Achievement Sample Total number r value Significance II Year BE Students 60 0.7366 Significant Table No. 3: Gender Vs Academic Achievement Gender N Mean SD Significance Male 30 7.198 0.2955 Female 30 8.095 1.2950 Significant ratio (4.362) is significant. If F-ratio is significant we reject null hypotheses (H 0 ) and we accept alternate hypotheses (H a). There is a significant difference in academic achievement between boys and girls. Even though girls are having slightly higher grades in LoC they are able to achieve more in academics than boys. It is also found approximately there is no relation between parental income or medium of study in school and LoC or academic achievement of students. Findings of the study: 1. There is no difference in locus of control between boys and girls studying in engineering colleges.

Sl No 1 2

Analysis and interpretation: From Table no. 1 we deduce that there is no signifdicant difference between boys and girls in terms of locus of control. In Table no 2 there is a positive correlation if the value is positive (+1) and 1 signifies a perfect negative correlation. The variable r=0.7366 in Table no. 2 shows that there is a substantial positive relationship between locus of control and academic achievement of students. Thus we accept the hypothesis that there is a significant positive relationship between locus of control and academic achievement of engineering students. In Table no.3, if the calculated t value is greater than table value F16

2. There is significant positive relationship between locus of control and academic achievement of students. 3. There is difference in academic achievement between boys and girls studying in engineering colleges. Conclusion: It is concluded that there is a positive relation between LoC and academic achievement of students. Students with high external LoC were found to have lower scores than those with lower LoC External LoC can be changed into internal by adopting certain process. The main tips are avoiding negative self-talk, realizing

and acknowledging that there are choices to change adverse situation and that stress can be kept down by changing attitude. Students with more internal LoC are able to influence organizational decision making in their future career whereas those with external locus of control are less likely to be committed to their organizations. It is found that in engineering colleges students thrive to secure a job placement in their final year where the grades they get play an important role. So the investigator, based on his study, suggests the promotion of internal locus of control among students in their early stages of the course they are studying.

References: Wikiepedia: Locus of control. Journal of Adolescence Vol-24 (2005),P7587 retrieved from WWW.elsevier. Com / locate / jado James Neil: What is Locus of Control www.wilderdom.com retrieved on Dec.2012. Dr.Hitesh N Jagani (2012): Psychological Challenges of Adolescence Journal of School Social Work VIII (12). Locus of control: Academic Achievement and Retention in a Sample of University First year Students Spring 2006 Journal of College Admission retrieved from www.NACACNET.org Relationship between Performance in Soft Skills and academic achievement among Higher Secondary Students Research and Reflections on Education Vol 09,P.No 01, Jan Mar 2011. Bagavathy K and Dr Ramakrishnan N (2012): Locus of Control among High School Students: Institutionlized Vs Non Institutionalized. Journal of School Social Work,Vol IX (1), July 2012, pp13.

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From Principal/ Librarian,

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Punishment for Correction than for Control

Hitesh N Jagani* Radhika P. Joshi **
* Dr Hitesh N Jagani, Assistant Professor, Department of Rural development, Mahadev Desai Gramsewa Mahavidhyalaya, Gujarat Vidyapith, Randheja, Dist: Gandhinagar (Gujarat). Email: hitesh28jagani@gmail.com ** Radhika P Joshi, Lecturer, Swami Vivekanand Post Graduate Academy, and P. G. Centre of Social Work, Bhavnagar (Gujarat) Email: joshi_radhika1988@yahoo.com

PIN: Sir,

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Introduction: Now-a-days a problem for parents to is guiding and handle their children. Children are when ready to understand all the situation of parents that time it is not a problem, but this is not happen all the time and with all children. Children are not well behaved all of the time. Family discipline is important to develop effective discipline practices, and to gain a balanced perspective on the controversial policy issue of how the state should better protect children from harm (Dobbs et al. 2006). Children, between five and 14 years of age, in research eliciting their views on family discipline. In response to questions on family discipline children spontaneously revealed concerning levels of the frequency and severity of physical punishment, some of which would be identified as child abuse using any threshold. Childrens report of the context in which physical punishment

18

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was delivered by parents was also of concern. Many children reported high levels of confusion when trying to link their own views of physical punishment with the actions of their parents. Parents need to when they try to help their children understand what is expected of them. All children act up at times. Children Faces the problem like teasing, punishing or kidding by elders that time it makes a big issue. Normally children learn to behave in better way by schooling, social activities and public dealing. How natural and logical consequences can be used to help children make reasonable and constructive choices why punishment is not effective in motivating children to change or become constructive members of the family. While punishment will often motivate a child to stop an undesirable behaviour temporarily, this external form of control does little to foster long-term, self-motivated change. Children will usually resume the undesirable 19 Journal of SCHOOL SOCIAL WORK May 2013

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ISSN: 0976-3759

behaviour when the threat of The authority may be either a group punishment subsides. In addition, or a single person, and punishment punishment breeds resentment. may be carried out formally under a Children often see punishment as an system of law or informally in other unfair use of their parents greater kinds of social settings such as within power. This abuse of power a family. This is a terminology of frequently leads, first, to resentment, punishment but in the real sense it and then, to revenge. A revengeful relates to children is fair to them is child will go to great lengths to make the question. And if we answered to his or her parent uncomfortable, give physical punishment to child than usually doing so by escalating the we have to ready to pay more for that very behaviour the parent had hoped physical punishment. The traditional to stop. In the long-term, this cycle of approach seems to have been punishment by the parent and based on the idea that the child is retaliation by the child will severely naturally bad, and that his/her damage the relationship. badness must be controlled and What is punishment? dealt with. Some people even view Punishment as either involving or the childs nature as being evil and making the unpleasant happen or this evil must be dealt with ruthlessly. removing some reward or privilege. Consequently, in the early days of Was point out that the effect of education and schooling, punishment punishment is to suppress the repeat was considered as the only of that behaviour on which disciplinary measures to be used on punishment was administered? For wrong doers. many years, punishment has been Why control needs? used as disciplinary ensure. Most of the time parents try to Punishment(also known as behave like the parent means they discipline or penalty) is have right to rule over their younger. authoritativeimpositionofsomething But this is wrong way to control at lest undesirable or unpleasant on, or the over children. Many reasons for removal of something desirable or parents to make their children a pleasant from, a person, animal, gentle person, to obey their rules and organization or entity in response regulation, to build their personality, tobehaviourdeemed unacceptable to follow the tradition, to prevent from by an individual, group or other entity. social displacement etc... We need Journal of SCHOOL SOCIAL WORK May 2013 20

those reasons actually for children if be one of the first types of punishment we positively think on it? No not at a a parents should use to deal with any tool. Because we have to focus only problem in the family matter. The on their rearing pattern. Just give purpose of punishment should them autonomy to children to will therefore be to change the childs make their own way. behaviour and let him learn to make Types of punishment: his behaviour conform to the family/ A parent uses two types to control homes rules, and to make the child the children, physical and mental aware of certain valuable moral values punishment. Mostly in physical involved when they are punished. punishment physical violence is there Extra work given by the parents to bet in mental punishment parents cant children as part of their punishment. use physical valance but mental tricks Sometime not given food to children. like ignoring, away form food, play, Negative effects of punishment game and their friends and ignores on children: their demands also. Mostly in India Negative effects of punishment on physical punishment is used by children are seems whenever parents. Generally parents cant take punishment level, types and number seriously of Physical punishments of the time punishment wee used. So demerits. On the mental state of lets see what the effects are. children physical punishment affect Children are become more the most because parents generally aggressive and not understand the use this punishment during early situations and after that childrens childhood that children is not able to mind set on theses way. Nature of understand those things. Children the children became change in have only threatened about the unpleasant side. physical punishment and not doing Sometimes they have bad such things what their parents are impression in their mind about their unwanted to do for themselves. Some parents like evil. Most of the time parents think discipline means children are negatively behaves punishment. But discipline is really all the time with parents for one teaching children the rules for living. punishment. Parents should use verbal Personality of the children reprimands instead of threats, and that builds in negative way. Potential if possible, a soft reprimand should of the children might be hidden while 21 Journal of SCHOOL SOCIAL WORK May 2013

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he/ she punished many of the time. As children get older, the rules They cant show their creativeness become more complicated and in right way. children develop a mind of their own. Emotionally children are Parents often lose patience at this detached from their parents and stage. When parents make the effort cant trust to any other. to train children when they are young, Study of the children might be family life can be much easier later affected by punishment to on. If discipline is just a series of children. rewards and punishments, of Social life of children builds with overpowering children because you negativity and as far as social are older and bigger, then problems behaviour matter he/ she are may develop. When children get became unsocial. older, they may no longer feel they Children cant enjoy their life, have to listen to you. Power works because they are threatened of with young children as a temporary punishment. measure. But it does not help children Relationship of parents and change the way they behave over the children affected most if long run. Why do children punishment level is unpredictable. misbehave? You might ask why Sometime childrens career are children act the way they do. All mostly makes based by his/ her children are concerned mostly about childhood days but by using many themselves until they are taught of the time punishment with otherwise. They dont think about what children their chance to go in will happen next. They sometimes criminal side to satisfy their pain. misbehave because they want Ways to control children: attention, or are trying to show A parents job is to set up firm parents that they too can be powerful. rules for children and be consistent They sometimes misbehave in applying them. The goal of because they are angry at having discipline is teaching children respect been spanked or punished. Parents for rules, for property, for others, and often give in to the demands of for themselves. When children are children because they think this young, the rules are simple: Dont makes children feel loved and touch the hot stove, Its time to go wanted. Parents can show the most now, and Stay near me in the store. respect for children by gently and firmlyWORK insisting that the rules be Journal of SCHOOL SOCIAL May 2013 22

followed. Parents often allow a childs These are reasonable feelings. When unruly behaviour to go too long. The a childs environment is unpredictable parents become angry and the child and confusing, she is encouraged to received a spanking. Children imitate push the limits in an effort to establish their parents. This type of behaviour boundaries: without boundaries, the teaches them that it is all right to shout world can be a scary place for a child. and hit when they are angry. By taking reasonable action Handling negative behaviours: promptly, you let your child know right First, unlike punishment, logical away where the boundaries are. With consequences dont create this knowledge, he or she can get resentment by imposing physical or on with the important work of growing emotional discomfort on a child. and learning new skills. Unless taking Instead, logical consequences can swift, firm action without talking is help build the relationship by letting done consistently and with a positive children learn how their own behaviour attitude, it can be punitive and end affects their social environment, and up damaging the relationship. When as a result how people choose to rules are fair and reasonable, children interact with them. With appropriate will usually accept them readily. If you logical consequences, children can follow through with consequences learn how to get their needs met by kindly and consistently, you can being cooperative and by create the sort of positive, predictable participating constructively in family environment where children can life. When this occurs, there are many thrive. In addition, giving positive and opportunities for parents and children consistent encouragement to to spend enjoyable time together. children when they are playing well These shared activities and mutual and helping with household activities enjoyment the foundation for a will encourage increased positive, respectful relationship. cooperation and mutual respect. Many parents who do a lot of Tips for parents: explaining and reminding say they Here are some tips to help you want to be fair to their children. Some teach children good behaviour- and parents even say they are afraid they to help avoid misbehaviour. Prewill look like a many if they take Toddlers and Toddlers As soon as action without giving their child a babies begin to crawl (eight or nine couple of reminders or warnings. months) and explore their world, 23 Journal of SCHOOL SOCIAL WORK May 2013

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parents can begin to use some of the encourage good behaviour is by following suggestions: using praise. Parents often take Trade-Substitute another toy or the good things children do for object for the one the child should granted and only catch them not be playing with. being naughty! Be on the lookout Take action-Tell the child no only for good behaviour. Remember to one time, and then start moving in offer praise (even for attempts). the direction of the child. Children Your child will try to please you know how many times you will call more often by doing the things that their names before you get will make you happy. serious enough to start moving Reward behaviour you want to towards them. see repeated- Rewards can be as Distract-Anticipate situations that simple as telling the child you like might cause problems. Distract the whatever the child is doing. Or, you childs attention to something can give hugs and kisses. Older else. elementary children may respond Change the environment-Dont to additional rewards such as expect your child to act like an stickers or a special outing. adult. If you are going to the Let your child know what doctors office, provide some toys behaviour is unacceptable- If a to play with while you are waiting. child is not behaving according to If you dont want your child to your rules, do something about it break valuables on the coffee right away. Take the time to stop table, remove them until the child the car, stop your shopping, or is old enough to understand. It is whatever else you are doing. Then often more efficient to change to help the child understand what the environment than to change the acceptable behaviour- is and what child. Pre-School to Junior High is not. School As children mature, there Try different methods of are additional ways to help discipline other than punishmentencourage good behaviour. Punishment is the least effective These methods are good for long term type of discipline. If you children ages two to eleven. can change the behaviour of your Praise good behaviour- One of child in a positive way, it will have the most effective ways you can a much more long-lasting effect. 24 Journal of SCHOOL SOCIAL WORK May 2013

Time-out is a good way to help children understand which behaviours are acceptable and which are not: First, ask your child to stop the unacceptable behaviour. If the child to stop, say You have decided to have TimeOut. Remove the child from the situation. Dont talk or pay attention to the child. After an appropriate time, lead your child back to the activity. They may return when they decide that they can behave properly. It will help your child develop good feelings of selfworth to come back to the problem situation and handle it well. Time-Out allows your child to change behaviour without being

labeled a bad child. When you combine Time-out with a reward system you will help your child maintain good behaviour. Conclusion: From the above arguments, it is accepted that punishment can only be used as a training and corrective measure, to minimize the increase of undesirable behaviour in the houses and to stamp out crime in society. In the family situation, the parents can use punishment only after all other avenues or alternatives have been explored to maintain order so that effective behaviour can take place. Punishment can also be used to train children to respect the social rules and the laws of the country. Parents and guardians should be sensitized and be fully involved in discipline

References: Dobbs, T., A.B. Smith and N. Taylor (2006) No, we dont get a say, children just suffer the consequences: Children talk about family discipline International Journal of Childrens Rights, 14:137156. Gough, B. and P. Reavey (1997) Parental accounts regarding the physical punishment of children: Discourses of disempowerment child abuse and Neglect, 21(5):417-430. Leach, P. (1993) Should parents hit their children? Psychologist, 6(5):216-220. Varkey SJ (1997). Handle with care: You can make or break your child. Bandra: Bother Yourself Books

Focus for June 2013: PROACTIVE PARENTING. Articles are invited from contributors highlighting the importance of parenting, types of parenting, difficulties faced by single parents, working parents, working mothers, divorcees and parenting an adolescent in a dysfunctional family. ~Ed. Journal of SCHOOL SOCIAL WORK May 2013 25

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Parental Control over Peer Influence

Naidu P J* Introduction: Control is resented and autonomy is welcome for any age group and in any situation. More so for the adolescents who are itching to rebel and trying to prove to themselves and others their mastery over themselves and situations that concern them. However, when they are not sure of themselves, they tend to depend on others: parents, teachers and their peer group, not necessarily in that order. When the adolescents are independent from their parents, some researchers and theorists aver that they become more dependent on their peers and peer pressure. Influence of parents in the normative years of the child is tremendous and has bearing on his behaviour throughout his lifetime. If either of the parent undermines the independence of the child during early childhood literally push the child into the hands of his peer when the adolescent faces a crisis. His line of thinking will be, Well. In such and such situation my mother did not allow me to decide. My father greatly coerced me into his way of thinking. And so, I will rather ask my friends 26
*Naidu P J, Cognito-academic consultant and former Social Welfare Officer, Tamil Nadu Medical Services.

for suggestions than depending on parents who expect me to be dependent on them even now. Hence, the high susceptibility to peer pressure. The same may happen in the case of indulgent parents and negligent parents also. There the line of thinking could be, Well. My parents are going to simply nod their heads for my every whim and fancy irrespective of consequences. So, why go to them? They would give the other angle to the same problem. May be my friends can. Problems of peer pressure: Moving from a small circle of influence (family) to a greater circle of influence is in every way a welcome move. But when an adolescent tends to be influenced more and more by his peer group, he is likely to be blindly follow the group decision, even if it runs counter to his, his familys and the societys values, ethos and the code of conduct. An adolescent, let us not forget, is looking around for his identity and if he lacks it at home (or, believes so) then he may take on the persona (mask) of a peer who he adores. If the adoration is for right

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reasons, his peer becomes an ego and financially too. However, the ideal and the adolescent gets his same cant hold good for peers. personality moulded in the same line. When the detachment from family Good. On the other hand, if the creates a vacuum, peers rush in. adoration is for wrong reasons like Supportive parents who encourage hero-worship, popularity (sometimes negotiation and self-regulation raise bought and not earned) and a adolescents who think and behave mistaken notion of total autonomously and are less likely to independence, then the adolescent be dependent on others. They are is sucked into the whirlpool of all more likely to conform both to their vices the peer indulges in and may parents and to their peer on their own go unsalvageable. Most of the time volition. Thus autonomy grows out the peer influence may stop at such of close relationship with parents as innocuous matters like choice of well as detachment from them. clothes or hair-do or hang-out dens A study in a scout camp: which are tolerable. But, compliance More than hundred students of and blind adherence to the group higher secondary classes from norm may result in deviant activities different schools (both boys and girls and accompanying problems of from different socio-economic delinquency. Adolescent, as is well- groups) gathered for a camp. When known will do anything for they were given hypothetical acceptance. Cigarette smoking, situations of conflict, more than threetrying out drugs, vandalism, wanton fourths preferred to take their parents destruction of property and even suggestions for resolving the conflict deviant sexual behaviour can be the and a third preferred teachers to guide direct result of the craving for the them. The rest felt their friends (read acceptance of the peer group. peer) are better choice to seek Development of autonomy: advice. This indicates, to a limited Child largely depends on parents extent, the influence of adults over for survival and comfort. The childish peer group. In another instance, dependence is has to be jettisoned when the adolescents were asked at a point of time or else, the self does who they would take as model to not grow. In this context, the resolve conflicts they mostly adolescent slowly veers away from preferred to use parental model the family, first emotionally, physically rather than their peers. This indicates 27 Journal of SCHOOL SOCIAL WORK May 2013

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the emotional attachment and feel- than emotional detachment. The good factor with family which is not benefits of close family relationships yet annihilated due to peer pressure. in adolescence, cannot be ignored. We find adolescents who reported So, autonomy can only be defined family connectedness and emotional as the degree of freedom a person security to be more poised and level- enjoys in the context of family headed. Teens who do not receive relationships and in owning support and acceptance from their responsibility for their actions and parents may seek such acceptance regulate their own behaviour and from their peers, making them more attitudes. It may also refer to likely to conform. On the other hand, adolescents abilities to negotiate adolescents with more secure and compromise conflicts, express attachments to their parents are also their own opinions, and agreeing to more emotionally secure with their disagree amicably. It refers to friends. Research has provided emotional autonomy of preserving evidence in support of this own ideas without being prejudiced p r o p o s i t i o n . to others ideas. Conflicts at home and school: Parental control: Theres no correlation between Parents call all the shots, so to positive atmosphere at home and speak, initially. When the adolescent continuation of the positive gradually assumes the control others atmosphere everywhere. However have in regulating his life he many adolescents self-reported relinquishes dependence by taking autonomy correlated with positive opportunities to govern his own family interaction. Adolescents who actions. As teens become more selffelt that their parents granted them reliant, they acquire more freedom reported fewer family responsibilities, until they can conflicts than other adolescents. eventually depend on themselves for Autonomous teenagers also were their basic needs. Increased selfmore likely to report that they felt regulation, responsibility, and close to their parents, that they independence are defining enjoyed spending time with them, characteristics of autonomy and a and that they wanted to be like them. break from control. Excessive It suggests that autonomy is related parental control can undermine an to positive family interaction rather adolescents development of 28 Journal of SCHOOL SOCIAL WORK May 2013

autonomy. Teens who feel that their decision-making, in which both parents constantly try to manipulate parents and their teens negotiate to or change them by hovering over make decisions, gives teens control them (helicopter parents) will likely over their lives without compromising have difficulty recognizing their own on parental supervision and decision making ability or trusting their guidance. Adolescents whose own ideas. As a result, they fail to families use joint decision-making learn to express personal initiative or tend to be more socially responsible, self-reliance. Feelings of parental self-assertive, and independent than control and rejection have been teens in families where the parents connected with maladaptive or the teens make the decisions classroom behaviours, substance alone. Children learn to express their abuse and peer advice seeking. opinions and to consider alternate Decision-making as a marker for views without resistance. independence: On the other hand, families that Decision-making is another aspect over-emphasize disagreements, or of family relationships that influence use pressure instead of rational adolescent autonomy. Parents who discussion to make their points, tend assert unqualified control and insist to inhibit adolescent autonomy. on making all of the family decisions Adolescents in families that tend to raise teens who are low in undermine their autonomy do not autonomy with very little opportunity learn to express their viewpoints or to participate in decision-making, to assert their individuality and they do not learn to own therefore rely more on the decisions responsibility for their behaviour or of others. to understand their skills. Such Will peer pressure wane? adolescents are more likely to If the influence of parents who the disobey their parents in order to be child had been seeing day-in and popular with their friends. We cant day-out for 16 years can wane, why assume teens to learn proper wont the peer influence which took behaviour without parental control. its roots barely a few years ago Adolescents decision-making can disappear too. Early teens are more be impulsive and dependent on peer influenced by their peer and late teens pressure. They may indulge in (in their eighteen and nineteen) tend deviant peer activities. Joint to be less influenced by their peer. 29 Journal of SCHOOL SOCIAL WORK May 2013

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When there is parental regulation and judgments more than those of their control of participatory kind parents. Over-controlled adolescents (democratic parenting), the are more likely than other teens to adolescent tends to value family seek advice from their peers. norms more than the norm prevailing Another possible explanation is that in the peer group. However if the adolescents in controlling families parental pressure is excessive and grow to resent their parents control, a non-participatory kind (authoritarian and react by conforming to the parenting) the adolescent tends to behaviours of their peers in order to move closer, faster and longer toward rebel against their parents. the peer. It is possible, researchers Decision-making: say, to predict susceptibility to peer When adolescents experience the pressure in late adolescence from decision-making process at home, earlier family relationships. It is they learn to acquire that skill only if noteworthy to listen to a teen who they are involved in the process (in said, Earlier my father dictated terms a participatory setting) and not to me and now my friends! So, when otherwise. If they were in the wings the parents control their children, they when the parents were making learn to be controlled and look decisions, in the peer circle also they around for someone to handle them! will wait for a dominant peer to decide Their self-worth and assertiveness are things for the group and the compromised under the regimen of adolescents may lose their identity control. Mothers threatening to in the group. They believe that they withdraw their love also tend to push cant make worthy decisions, since their children into the comfort of they have rarely had a chance to do friendship. Because they have not so. In social interaction, these teens been given opportunities to regulate may rely on their peers to make their own behaviour, these teens do decisions for them, and are more not learn to be self-reliant or to susceptible to peer influence. The recognize their own capabilities. It is adolescents who have little power likely that they will become unsure of in their family relationships may their own abilities and rely on their believe to have little power in their peers for approval. These teens may interactions with their peers. As a also become hostile toward their result, they may not even attempt to parents and may value their peers express their views lest they 30 Journal of SCHOOL SOCIAL WORK May 2013

be laughed at, and instead may give emotionally charged communication. in to their friends. Adolescents who The adolescent learns emotional made their own decisions were also negotiation too. Interactions with likely to be susceptible to peer parents in negotiations give the influence. Teens who perceived that adolescents enough skills to handle they made most of the family such situations in schools, colleges decisions were likely to report high and later in their career. If the mother attempted and actual influence from is unrelenting, the adolescent knows their peers. Too much of freedom at how to influence her decision by home may also make the adolescent taking the support of his sister. If father feel that their parents are too weak to refuses to accept his request, he give in to all their fancy. knows he can garner the support of Control of character: his uncle to renegotiate with father. Apart from the control of parents, Thus the family interactions provide adolescents are influenced by the enough opportunity in abundant way parents control their character. variation to handle any kind of The parenting style in correcting the situation in the real world. They will character deficits strongly influences settle disagreements with their friends the adolescents. A weak and by discussing the topics carefully and pleading kind of correction attempt choosing a solution that is best for makes the adolescent feel superior everyone involved. These teens will and may at times condescend to assert their own viewpoints when behave rather than correcting his they disagree with their friends, and behaviour. He may succumb to a will be unlikely to conform to the similar kind of situation arising in peer decisions of their peers. relation giving in to the pleading peer Angry parents: rather than a dominating peer. Some parents use anger as a Emotional control: cover to stop negotiations at a Similarly the parental control of particular point and the adolescents their own emotions gives the know that they have reached no adolescent a lot of training in handling mans land there. In such a situation his emotional boiling point himself. they beat a hasty retreat. When Such an adolescent will not allow any confronted with such a situation in of his peers to irritate or influence him school or playground, they assume by their adverse remarks or that it is a dead end and negotiation 31 Journal of SCHOOL SOCIAL WORK May 2013

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Journal of School Social Work English Monthly ISSN: 0976-3759 Registered with Registrar of Newspapers for India under No: TNENG/2004/14389 Postal Registration: TN/ CC (S) DN / 47 / 12-14 Licensed to post under: TN/PMG (CCR) / WPP - 663 / 12-14 Date of publication: Third day of the month is not possible. They immediately repeating it at periodic intervals. rush to their best known strategy of Talk (dont lecture) with the retreating and waiting for an adolescent about how to avoid opportune moment to renegotiate or undesirable situations or people manipulate others to convince the who break the rules. Those who unrelenting parent. On the other hand choose friends who do not smoke, if the parent is not only angry but also drink, use drugs, steal, and lie to violent, then the adolescent learns their parents are far less likely to that violence pays! He resorts to do these things as well. violence when someone tries to Help the adolescent to develop a negotiate and renegotiate ignoring strong self-esteem. Strong selfhis warning angry gestures. He esteem helps children and mimics his angry parent. adolescents make decisions and Tips to parents: follow them, even if their friends First thing an adolescent must be do not think some choices are taught by a parent is to say a firm, cool. Some ways parents can unequivocal No to anything that do this include being generous is not approved by the family like, with praise, teaching children how cigarette, alcohol, experimenting to perceive themselves in with drugs, unsupervised internet positive ways, and avoiding browsing and such. It can be criticism of children that takes the taught by role-playing and form of ridicule or shame.
References: Schaefer, E S (1965): Childrens Reports of Parental Behaviour: An Inventory. Child Development, 36, 413-424. White, J L (1989): The Troubled Adolescent. New York: Pergamon.

Published and owned by P. Jayachandran Naidu. Published from 8, Sridevi Colony, 7th Avenue, Ashok Nagar, Chennai 600083 and printed by T. Rajaguru at TRK Press, 39, Saidapet Road, Vadapalani, Chennai 600026. Editor: P. Jayachandran Naidu. Journal of SCHOOL SOCIAL WORK May 2013 32

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ISSN: 0976-3759

Journal of SCHOOL SOCIAL WORK May 2013

Journal of SCHOOL SOCIAL WORK May 2013