Emotional and Social Problems in School children

 Emotional and Social Problems in School Children

·         Depression:  Depression is not the same as being sad or experiencing grief, although it can be triggered by specific events. Many people will talk about not knowing why they feel the way they do, or not having any idea how to feel better. They will have been feeling like this for a long time, to the extent that it is interfering with their everyday life and stopping them from doing things they would do normally

·         Aggression is a word that we use every day to characterize the behavior of others and perhaps even of ourselves. We say that people are aggressive if they shout at or hit each other, if they cut off other cars in traffic, or even when they smash their fists on the table in frustration.

·         Shyness is a psychological state that causes a person to feel discomfort in social situations in ways that interfere with the enjoyment or that cause avoidance of social contacts altogether. Shyness can vary from mild feelings to moderately uncomfortable in social circumstances to debilitating levels of anxiety that interfere in children with the process of socialization (social withdrawal).

·         Common Problems When shyness is intense, it can often lead to social anxiety disorder or to avoidant personality disorder, both characterized by the avoidance of interpersonal contacts accompanied by significant fears of embarrassment in social interaction. Excessive shyness usually leads to social withdrawal.

The major behavioral components of excessive shyness in children are as follows:

 difficulty talking, stammering, stuttering, blushing, shaking, sweating hands when· around other people  difficulty thinking of things to say to people·  absence of outgoing mannerisms such as good eye contact or an easy smile·  reluctance to play with other kids, to go to school, to visit relatives and neighbors

Social Problems in School children

Self-Esteem and Body Image and Stress ;Bullying and Depression; Cyber Addiction; Drinking and Smoking; Teen Pregnancy; Underage Sex; Defiant Behaviors; Peer-Pressure and Competition

FAMILY RELATIONSHIP AND ADOLESCENCE Family is the basic unit of society where children and adolescents are nurtured and taken care of their development. Parents shape the lives of their children from birth through adulthood. These are also areas where parents can make choices to ensure positive changes for their children.

The following strategies can improve parent- adolescent relationships and their growth:

I.            Open Communication The adolescents experience many physical and emotional changes; their close relationships and healthy open communication with their parents can save them from many risks behaviors; indulging in fighting, smoking, drinking and drugs use.

II.           Family Environment The positive family environment can be a strong source of support for developing adolescents, providing close relationships, strong parenting skills, good communication, and modeling positive behaviors.

III.         Changing Role of Parents A parent’s relationship and caring role with a young person continues to be important, although the relationship will need to be flexible to adapt to the teenager’s changing needs.

IV.          Role Modeling A family and its members continue to provide valuable role models for a range of behaviors such as effective communication, relationship skills, and socially acceptable behaviors.

V.            Parental Monitoring Parental monitoring of their adolescents is also very important; it includes knowing children’s whereabouts after school, as well as knowing children’s friends and activities.

 

SCHOOL ROLE IN SOCIAL DEVELOPMENT

 The role of school is to enhance academic potential as well as social development of students. The school plays an important role in helping children learn social skills by interacting with their peers and teachers. It is the ability to analyze a situation, propose a solution and if that solution does not work, then using other options.

 Self‐esteem and Self‐efficacy: Educational outcomes resulting under the impact of esteem and efficacy lead to these relationships of attainment of psycho-social well-being resulting from educational achievements.

 

STRATEGIES FOR COPING WITH EMOTIONAL PROBLEMS

1.    Make Learning Relevant Emotional distress saps motivation. The distress that accompanies failing grades and teacher reprimands can reinforce students' notion that school simply isn't relevant.

2.    Help Students Establish Positive Peer Relationships Peers are second only to family in their influence on a youngster's emotional development. Positive peer relationships foster tolerance of others, help students build effective interpersonal skills, and promote self-confidence.

3.    Teach Behavior Management Skills It may be difficult to understand why a reasonable request, a minor classroom frustration, or an accidental bump from a peer can prompt sudden rage in some students.

4.    Identify and Deal with Depression Early identification is the key to successful treatment through a combination of counseling, psychotherapy, and medication

5.    Help Students Cope with Stress

1.    NATIONAL AND LOCAL COMMUNITY AS A FACTOR INFLUENCING ADOLESCENTS

Capturing, what encompasses “community” in the lives of adolescents present a continuing challenge for both researchers and interventional. Community often represents an amorphous influence on the lives of adolescence. Depending on the purpose, community has been defined as a geographic locality or as a group of individuals who share common goals. Our definition of community encompasses multiple factors that shape the culture of adolescence.

Three components of the community that influence adolescents:

1.    Peers, 2. Neighborhoods, and 3. Media.

 

2.    FAMILY INFLUENCE ON ADOLESCENT DEVELOPMENT

Adolescents tend to agree with their parents on attitudes toward work, occupational and educational goals, as well as values based in particular religious, moral, ideological, and political belief systems. It is just an overview of the most prominent aspects of diverse family forms that influence the development of both prosocial and problematic outcomes by adolescents.

 

Family Economic Distress and Interventions There are strong reasons to think that family and their economic circumstances influence: Thus, in Conger’s view, interventions that reduce the harm during the economic transition are also needed. Promising targets include: 

·         Reducing parental distress,

·          Reducing parental conflict and relationship difficulties,  Promoting effective parenting, and Incorporating the children’s perspectives, that is, encouraging them to feel that theyare part of the solution to the family’s difficulties.

 

3.    INFLUENCE OF MEDIA ON ADOLESCENTS

Media is an influential factor in the lives of today’s adolescents. Entertainment and information via television screens, video games, tablets, and other mobile media seize a significant amount of youth’s time in everyday life. Teenagers can be very smart consumers of media messages. They don’t just take on board everything they see and hear on social media or in other media. You can help them develop the skills they need to handle media influence. Media influence can also be indirect and it might also include violent imagery and coarse language in news media, documentaries, video games and some song lyrics. This kind of media influence can suggest to teenagers that certain ways of behaving and looking are ‘normal’.

Intervention Most media campaigns are expensive, Brown noted, and researchers have not perfected the art of devising effective messages. It can also be difficult to evaluate the effectiveness of such campaigns, particularly when they are conducted on a national level, where so many competing influences may affect young people’s thinking and behavior. She also acknowledged that the results can be unpredictable and that a campaign could have undesirable unanticipated consequences, such as introducing some young people to a behavior they had not previously considered.

INFLUENCE OF SCHOOL ENVIRONMENT ON ADOLESCENT PSYCHOLOGICAL DEVELOPMENT

School is typically the largest and most important institution with which young people are involved, and it is a primary context for their development. Schools should use a wide array of strategies to change social and behavioral outcomes for their students. These include efforts to improve teachers’ instructional skills— although few focuses on their behavior management skills, improving security and surveillance, counseling, or instructional programs.

Each of these factors interacts and contributes to the experience of an individual has at school, in terms of his or her feelings of connectedness to school, perception of safety and general climate, the quality of the relationships he or she forms, and so forth.These factors have an effect on risk-taking and also on the development of both problems and competencies.

Suggested Interventions Each of these factors interact and contribute to the experience an individual has at school, in terms of his or her feelings of connectedness to school, perception of safety and general climate, the quality of the relationships he or she forms, and so forth. Less attention has focused on the micro contexts and micro systems, it has been difficult to disentangle the effects of the characteristics students and adults bring to particular schools from the context of the schools themselves.

Schools currently use a wide array of strategies to change social and behavioral outcomes for their students. These include efforts to improve teachers’ instructional skills— although few focus on their behavior management skills, improving security and surveillance, counseling, or instructional programs. Other approaches include efforts to improve the overall school climate and policies designed to address social structures and relationships. Few interventions address the character of settings within the school.