The Twenty-first Century Challenges Of Psychology And Education

The Twenty-first Century Challenges of Psychology and Education

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Renu Gangal

The Twenty-first Century Challenges of Psychology and Education

Dr Renu Gangal Principal, Atman College of Education University of Jammu Jammu, J&K, India

Gandhian Centre for Peace and Conflict Studies University of Jammu, Jammu-180006, J&K, India. Psychology and Education

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Copy Right © 2009 Author

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Renu Gangal

About the Author Principal, Atman College, Jammu University. She is a psychological consultant, a teacher and reputed writer in Psychology and Education. Professor of psychology. Dr Renu is professionally trained teacher. She is a research supervisor and widely recognized expert in her twin areas of psychology and education with Ph.D. in Psychology, M.Ed., post-doctoral research work in Deviance. About the Book Mainly special education, drugs abuse, mentally challenged, deviant and other such persons and areas are discussed here. This is written primarily for students appearing in their B.Ed., M.Ed., and Masters Degree in Psychology. This book will also be of significant use to Doctoral and Post-doctoral researchers and other academics. It deals with current major psychological and educational issues discussed throughout the world today.

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PAGE OF DEDICATION

I Dedicate This Book at the Lotus-feet of Hakeem Ji Shukla Bhabhi and Our Dearest Mukteshi Sharma

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Preface It is a challenge to our civilised and educated world when “civilisations clash”, holocaust “overkill”, nations go to devastating warfare and terrorists ruthlessly massacre. What follows suit is worldwide decimation of precious human lives and resulting nightmares bringing forward diversified disabilities, distresses and disorders primarily causal in nature vis-à-vis directionless industrialisation and blindfolded technologicalisation. This situation is an educational and psychological predicament. The more ‘scientific’ we are becoming, the more atrocious and cold blooded we are turning into! That is why specialised studies in the areas of modern human psychological and educational problems are needed ever more than before. Above mentioned

perspectives are the major

concerns of this book. The purpose is to present readable, scientific and authentic information and analysis about psychological, philosophical, educational and other related areas of prevalent problems of school going children as well as adolescents.

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Apparently, to quote from Robert Frost’s famous lines, “roads are lovely, dark and deep but there are miles to go before we sleep”. Balance is required, as Sigmund Freud also asserts, in Thantos and Eros or aggression and love – basic instincts in human beings and nations alike. Disturbed equilibrium with more weight on either side of the basic instincts will cause massive upheaval. Neither too much of love nor aggression is needed. Otherwise, twenty-first century is going to be a very difficult proposition for the global citizens in the years to come. Psychological training of human mind – in league with psychiatry – is needed today. We need to do it before it is too late. Modern India is far behind in this matter than several other developed countries. Indeed, writing a book is never an effort of a one single person. First, I am indebted to my son Purvansh who is just on the verge of completing his sixth Semester of B.A., Psychology (Honours) from Toronto, Ontario, Canada. He, alongwith his Father, my husband, Professor Anurag Gangal, has helped me in particular through all the support to me. Secondly, in reality, everyone in my larger and extended family has extended unconditional help to me in various 10

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ways. Such a family is a great blessing providing a constant source of strength throughout. I feel deeply beholden to my family for everything they – members of my family – have done for me. My publisher, office staff, library persons and Chairman of Atman College, Shri Sanjay Mahajan and Vice Chairperson of the Atman College of Education, Mrs Ranjoo Mahajan and people and friends at the University of Jammu have also extended full cooperation to me including my colleagues. I express my heart felt thanks for all that they have showered upon me from time to time. Despite all help from various quarters coming to me in writing this book, I, alone, am responsible for my work and any mistakes or anomalies that may appear in the book in spite of all care that has gone into the final publishing of the manuscript. Renu Gangal Ph.D.

Author

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Content Chapters

Pages

About the Author

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About the Book

5

Page of Dedication

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Preface

9

Content

13

1. Introduction: Philosophy of Education

17

2. Developmental Psychology: Major Issues

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3. Major Educational Issues…Further Education

35

4. Arts Education in …Arts-integrated Schools

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5. Adjustment and …Disabled Student

57

6. Deviance and …Drug…United Kingdom

67

7. Principles of Mental Hygiene...Adjustment

83

8. Mental Health and…Integrated Personality

97

9. Grandmother’s Psychology: Environment…Health

109

10. Why Self-mutilation as Self-healing!

119

11. Workaholic’s Psychology: Work and Work…

129

12. Conclusion: Twenty-first Century ‘Consciousness’

139

Select Bibliography

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Chapter One Introduction: Philosophy of Education

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Chapter One Introduction: Philosophy of Education Philosophy brings forth rightful action. Philosophy of education sets a trend for the teacher and students together. It provides the real cohesive force and necessary academic bonding among the students and the teacher. It leads to evolving of a conducive environ from within and without. ‘Catch them white and dye them hard’ has been the aim of education in earlier years since time immemorial. This trend is changing today. Education has become highly pupil centred in the present day democratic age. Education and teaching is not just lecturing by the teacher. Creativity has to be there. Education is no more where ‘rule rules the roost’. Caning of students is no more advisable. A teacher has to teach along while remaining as a friend to students. My Philosophy and Why it is so: Philosophy is wisdom, knowledge, virtue and truth. It is paradigmatic from within. It is always there. Philosophy has an element of timelessness in it. It is dynamic though it does not change. There is a generally accepted notion that ‘change is the law of nature’. True it is. Yet, this law by itself does not change. That’s how philosophy does not Psychology and Education

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change. Despite this, it is not static but vibrant. Philosophy, as such, represents a way of life. Philosophy may differ from person to person because every individual interprets and understands philosophy of life in one’s own way. Indeed, the reality of philosophy is difficult to grasp fully. As many ways of realizing the ultimate truth are, therefore, amongst us as there are individuals in this world. The ultimate goal is, however, one only. This is the goal of knowing one’s own self. This goal is pursued knowingly and, at times, unknowingly. The later is the case when we do not know where and in which direction we are going while living on this spaceship Earth. This directionlessness is dangerous. Why I would like to be an Educator: I have chosen my way of life as education. This is a life long process of learning, service to community and continuous achievements for an individual, especially a teacher. I am sure I will never be bored in this profession. It unfolds ever new challenges and opportunities to put my creativity to test almost every minute of my existence. Above all, it will always keep me in the company of younger and naturally energized children, adolescents and youth. I will always feel young and full of energy amongst them. 20

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A teacher has a distinctive role in education. I am sure, a teacher, possesses such treasures that can never be taken away from one’s person – the treasures of knowledge and virtues. These treasures are such that they always keep on growing. A teacher is the one who is primarily a ‘Giver’—giving to pupils and seldom even expecting anything in return. What a teacher like me wants from pupils is merely an iota of respect and sincerity to their work and lessons. How my Philosophy will Influence me: Philosophy is the essence of life. Life is a learning process. My unquenchable thrust for seeking knowledge makes me grope for light even in darkness. This attitude makes me polite, humble and modest. Therefore, I believe that the best teaching is through setting examples and not via hammering of syllabi in pupils’ mind. Remaining a learner throughout is the most important part of a teacher’s life. Otherwise, the teacher soon becomes obsolete in the fast moving world of technology today. Constant refurbishing of one’s knowledge is necessary. My philosophy of education will also help me in the proper use of the following essential aspects and tools in teaching: Psychology and Education

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1. Class Room Structure – This involves not only the physical, archaeological and demographic size of a class, but also different contexts of aesthetics, look of the class room and overall environment created in the class. For streamlining all these perspectives, an in depth involvement with one’s own profession of teaching is necessary. This is possible when a teacher like has near complete commitment to the job of teaching. My philosophy of education clearly shows the level of my commitment. 2. Basic Tools of Teaching – Class room structure and environment can be developed with the help of: a) rightful and balanced use of skilled and planned seating arrangement, b) dynamic and regular use of bulletin boards, c) providing supplemental materials that may invoke voluntary interest in teaching subjects, d) special projects creating some enthusiasm for studies, e) day-to-day operations of keeping the class and school surroundings clean and colourful and lively, f) motivating students for hard work in such a that they never loose interest in studies,

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g) creating an inherent urge for discipline by impressing upon the student community the magical prowess of a disciplined life style, h) adopting not just one particular method of teaching but going for diversified stimulus variation techniques and skills of teaching that may vary from time to time and student to student according to the requirement and potential of every student in a class (Moore 2005), i)

special

responsibilities

will

be

voluntarily

bestowed upon students in the class to create and enhance their inherent leadership qualities. Conclusion: However, as regards seating arrangement in the class, I prefer the semi-circular style for it cerates better eye contact between pupils and teachers. Understanding with students

is

an

absolute

must.

Proper

contact

and

understanding with students can bring about a successful teacher. Otherwise, howsoever qualified a teacher maybe, it is nearly impossible to be a successful educator. That is why I always like direct contact with my students. It does not mean giving them unbridled pursuit of freedom. I will never compromise on the question of discipline, quality and excellence. Despite this I am not in favour of military style Psychology and Education 23

regimentation in the area of education. The best way is to go for transformation of the individual through a moderate but a steady way to one’s education. Education is a field of voluntary action. Planning, discipline and various skills of leadership are to be imbibed in the pupil very carefully. Regimented imposition must be avoided as far as possible. Undue strictness leads to uncalled for brewing of unnecessary feelings of revolt against the teacher and the school. Indeed, this is quite true that ‘All work and no play make Jack a dull boy, and all play and no work also make Jack a dull boy’.

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References Moore, S (2005). Interpreting Audiences: From Theory to Practice. Thousand Oaks, Sage Publications, 396.

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Chapter Two Developmental Psychology: Major Issues

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Chapter Two Developmental Psychology: Major Issues Attempt is being made here to summarize an article of Wagner’s on “Issues in Developmental Psychology” (2006).

As

such,

there

are

four

major

issues

in

developmental psychology today. These are, namely, 1. Nature-nurture, 2. Early-later experiences, 3. Continuitydiscontinuity

and

4.

Abnormal

behaviour-individual

differences phenomena. Nature-Nurture How a personality develops? Are there some inborn features in every person? Is it mainly nurturing and education of a person which is more important? There is a Platonic thesis emphasizing the natural, inherent and instinctive qualities of man leading to justice and order in society. Every person is doing one’s own duty in one’s own station for which one is best suited to do by Nature. There are others like John Locke who considers that a person is like a tabula rasa or a blank slate when someone is born. What is expounded here suggests that a man’s personality can be moulded into any desired and aspired for direction and shape through modern means of education. Empty mind, however, is the devil’s workshop! Psychology and Education

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Early-Later Experiences Similarly, early influences on human mind have a more lasting and prolonged effect in one’s life. Most of the psychologists, including Sigmund Freud, believe that experiences of an early age cause deep imprints upon the concerned human mind. Experiences are more efficacious way of shaping up of a man’s than merely the classroom lessons. Continuity-Discontinuity How and at what pace change from birth to life is taking place? These changes are merely quantitative or they are qualitative as well? Children at certain stage of development show more of specific skills than others. Why is it like this? To grasp these aspects of human growth and development, it is necessary to go into the Freudian psychosexual, Erik Erickson’s psycho-social, Pavlov’s classical conditioning, D. F. Skinner’s operant conditioning and Piaget’s cognitive stages of development theories related to psychologists through different experiments and experiences. Abnormal Behavior – Individual Differences According to developmental guideline chart, if any child falls even slightly behind the normal standard, parents become anxious. For modern psychologists, falling behind a normal yardstick of growth may at times be due to individual 30

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differences of personality and not due to any abnormalcy on the part of the concerned person. All above mentioned issues are mutually interrelated. They are to be understood in a balanced way. Freud’s psycho-analytic approach to human growth depending on psycho-sexual

stages,

Erickson’s

lifespan

theory

of

development in stages, Pavlov’s environment and mutual interaction aspect, Skinner’s operant conditioning impact and Piaget’s focus on development of mental processes, skills and abilities are all to be known before delving deep into the developmental psychology. Analyses and Opinion This

article

on

“Issues

in

Developmental

Psychology” pin points major concerns in this field. As such, the concise nature of this article maybe appreciated. Mainly four issues raised are related to apparent questions about importance of a child as a person. What is more significant – inherent nature, acquired education, social environment or learned skills -- in bringing about a change in one’s personality? Answers to such questions are indicated to be found in different approaches to child growth and development. This is, indeed, a thought provoking article for those who are seriously inclined to find relevant answers to Psychology and Education 31

problems faced by them in their routine life of dedicated teachers and parents. The main weakness of this article lies in its attempt to keep away from finding answers to highlighted issues. It seems Wagner does not want to impose her own answers upon readers and practitioners of education and knowledge. She is just putting before us a few available options. An apparent difference is pointed out in this article between Plato and John Locke anent their views on “naturenurture” perspective. This difference is, in effect, not there when John Locke’s Two Treatises on Government and Plato’s Republic: Concerning Justice is read more seriously. Plato discusses the question of “nature” mainly concerning justice in the city-state. When Plato comes to discussion and dialogue on education, he also suggests “catch them white and dye them hard” quite like Locke’s thesis of tabula Rasa. Otherwise, Wagner’s article is an objective piece of scientific explanation and learning in developmental psychology.

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References Wagner, Kendra Van (2006). “Issues in Developmental Psychology”. http://psychology.about.com/od/developmentalpsychology/a/devissues.htm

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Chapter Three Major Educational Issues in Further Education

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Chapter Three Major Educational Issues in Further Education United Nations Educational, Social and Cultural Organisation (UNESCO) have distributed quite a few questionnaires to Governments of its member countries anent emerging educational issues from time to time. This exercise, especially during 1985 to 1995, has brought forward responses from nearly 50 countries. Indeed, it has highlighted global issues of further education from nation to nation (Dyankov 1 and 4, 1-53). Out of about 15 major global issues, the further education concerns occupied nearly 40 per cent projection and significance. As such, major contemporary issues of further education relate to technical, vocational, continuing, guidance, teaching, learning, methods, material, processes, staff, general education, training, counselling, access of girls and women, rural development, further education and industries, preparation of teachers, institutional interaction and cooperation, and constant updating of teaching-learning skills. All these issues are current concern to further education. Further Education has, therefore, become not only a national but also an international movement in view of its Psychology and Education 37

widespread global application. From among all above mentioned issues of further education, more important one appears to be specially the context of retention and achievement – its ever dynamic enhancement and persistent maintenance of higher standards. This is not possible without pupil-teachers -- at City & Guilds Certificate on Further Education Teaching Stage 2 in United Kingdom – perfecting their teaching-learning skills. Two questions arise while writing about this matter:


What level of retention and achievement

has to be maintained throughout for excellence?


How teaching and learning can become an

ever perfectible process towards excellence? According to Learning and Skills Council (LSC), overall level of retention and achievement generally varies between 66 to 87 per cent among youth of 16 to 19 years (Government of United Kingdom, LSC) after due training. What is more important here is maintaining a consistent performance on the higher side of teaching and learning through dynamic and skilful efforts towards an excellent retention and achievement levels. How it is to be done?

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S.

Wallace has an interesting and revealing

perspective in this matter. This author writes quite analytically: For a student teacher, or a teacher at the beginning of his or her career, it is usually (and understandably) the case that the focus of his or her anxieties, and therefore his or her planning, is upon the performance of teaching rather than upon the achievement of learning. I

use

the

word

‘performance’

here

advisedly, because the inexperienced or student teacher tends to envisage a lesson as a time to be filled by his or her own activity. They have to be ‘teaching’ all the time – which can mistakenly be taken to mean doing all the talking, making themselves the constant focus of the class, having to fill any potential silence with words. This, ironically, may mean the students have less opportunity to learn and that the teacher has no time to focus on whether they are doing so. If we remember, however, that the primary objective is about students’ learning and that this, after all, is what all the teaching is for, we can begin Psychology and Education

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to adjust our focus and to recognise that the careful planning,

implementation

and

recording

of

assessment are central to what the lesson is about. It’s not just about teaching; it’s about learning. The teaching is only a means to that end (Wallace 64, Emphasis added through converting this quotation into paragraphs). Retention and achievement are clearly related to teaching and learning skills and maintaining quantitative alongwith qualitative levels of excellence through further education, continued and periodic updating of skills, and use of every possible tool for obtaining information, knowledge, experience and continuous self-assessment. How to impart information and knowledge is indeed extremely important. However, if teaching is also designed as a process of learning then it proves to be of much greater success and also an enjoyable educational journey in mutual sharing and achievements. There are several approaches to teaching and learning such as “situated learning”, “constitutional model of learning”, “strategic approach” etcetera (Bailey 1-7). It is certainly necessary for trained teachers to obtain information about the theoretical and practical aspects of teaching and learning and different prevalent approaches. That is what is 40

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known as an integral part of updating of information as a trained teacher. The “knowledge” aspect must also be given continuous attention in training of teachers. Retention and achievement level gains in terms of quality through skilled analysis, in depth understanding, urge for finding the truth for the sake of knowing and a devoted attitude for quest for ever new frontiers of furthering education. Information and knowledge both together help in uplifting the level of retention and achievement without which a student of Further Education cannot move, as it were, even a twig leaf forward towards sharpening one’s teaching and learning skills. Only seeking and stockpiling information does not serve the purpose. This information has to be utilised in real life situations of teaching-learning process with the help of tools of knowledge. These tools of knowledge are inference, logic, analytical grasp, theoretical understanding and an urge for a quest into the realms of deeper and fundamental realities. For instance, such reality that lies beneath the “shadows of the cave”. Prosser and Trigwell (17) have put forward a comparison of these aspects of surface and deeper levels of teaching-learning processes. Marton and Saljo (4-11, 46) Psychology and Education

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have also considered this matter: They put their contention in a tabular format: Table -- 1 Deep Approach

Surface Approach

Intention to understand

Intention to reproduce

Vigorous interaction Memorise information with content needed for assessments Failure to distinguish Relate new ideas to principles from previous knowledge examples Relate concepts to everyday practice

Treat task as an external imposition

Relate evidence to conclusions

Focus on discrete elements without integration

Examine the logic of Unreflective about the argument purpose or strategies First six aspects of above mentioned “Deep Approach” and first three of the “Surface Approach” are essential for consistently higher retention and achievement levels of a teacher being trained for “City & Guilds Certificate on Further Education Teaching Stage 2”. Combining the best not only of these two but also going for the best available information, knowledge and training is necessary. 42

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Alongside these attitudes and approaches, selfassessment skill of one’s performance, level of information and depth of knowledge is also needed to be developed. Keeping due track of the formal assessment and feedback results certainly helps. A trained teacher, however, must learn to go beyond this formal assessment for continuous evolution towards excellence. One must, in this context, learn not to be in love with what one does, presents, writes and speaks. This is necessary for professional competence. Objectivity and impartiality despite all human weaknesses will have to be evolved over a period of time as a result of training of an accomplished teacher. Otherwise, continuous process of retention and achievement cannot sustain the vicissitudes of complacency in human nature. A teacher’s training is not complete when it ends in a course.

Teachers need to be committed to lifelong

professional development. Their skills must always need to remain up-to-date according to learners’ needs and environment. The first step is to ensure that teachers are professionally trained and well-equipped at the very start of their teaching career. This first step must never end throughout life. There is always ever more and more to learn Psychology and Education

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in the teaching-learning process. One life is too short for this purpose. Therefore, real and one of the most important issues in Further Education is the context of retention and achievement. This has to be looked in a holistic fashion. A piecemeal approach to this aspect will not do. This issue is very deeply connected to teaching-learning processes. Both these are further inter-related to other professional formal as well as “beyond formal” dimensions of life long process of teachers training. This inter-linking has to be kept in mind while looking into any aspect of continued and furthereducation. It is a constant process – endless forever. A line of educational leadership amongst youth has to be developed. This has to continue. The movement, in this process, is from information to knowledge and performance via updating of teaching-learning skills through training in Further Education.

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References Bailey, S. (2002). “Teaching students and Supporting Learning – is it the Same Thing?”, Learning & Teaching in Action, Autumn, Vol. 1, Issue 3. Dyankov, A. (1996). “Current Issues and Trends in Technical and Vocational Education”, UNESCO International Project on Technical and Vocational Education (UNEVOC), Section for Technical and Vocational Education, Paris, UNESCO. Marton, F. and Saljo, R. (1976). “On Qualitative Differences in Learning: I – Outcome and Process”, British Journal of Educational Psychology. Prosser, M. and Trigwell, K. (1999). Understanding Learning and Teaching. Buckingham: SRHE and Open University Press. United

Kingdom,

Government

of,

LSC.

(2006).

http://www.lsc.gov.uk, http://www.neighbourhood.statistics.gov.uk, and http://www.statistics.gov.uk/copyright.asp for more information. Wallace, S. (2005). Teaching and Supporting Learning in Further Education, Second Edition, Southernhay, Learning Matters.

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Chapter Four Arts Education in Modern Arts-integrated Schools

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Chapter Four Arts Education in Modern Arts-integrated Schools This is an abstract of a summary of an article “Arts in Education” written by Nick Rabkin and Robin Redmond in 2006 in the journal Educational Leadership. This article states that arts is proving to be a very effective instrument of education and shaping up of human mind in modern artsintegrated schools. Recent developments in science have shown this through standardized tests, observation and generalization based on objective data. The standardized test scores of lowincome struggling students in 23 arts integrated schools in Chicago rose as much as two times faster than scores of youth in traditional schools (Rabkin and Redmond, 2006). It seems, paring of subjects and syllabi with arts such as writing with sketching and painting while reading with looking at arts is working its wonders. Interestingly, pairing between music and maths is also there. It involves listening to a melody, following the notes on a musical staff, counting the number of times each musical note occurs and then putting the results in a graph. Students in arts integrated schools are, therefore, generally

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focused, attentive and full of excitement for their studies. Their classrooms buzz with intensity. Scientists have found that this is happening because human mind and body form one single cognitive and fully integrated system. Human mind and body represent the abstract thought through metaphors that human beings associate with experience and emotions. Thoughts, as such, occur well below the level of conscious control and awareness. Even logical thinking emerges quietly from this thought process. This is the power of arts – moving from conscious experiments to inner depths of human mind. The scientifically proven power of arts is generally missing in traditional schools. There is little evidence of learning intensity when these schools are observed. Their hallways are replete with posters and notices anent rules of the school. Dominant education policy is evident in the corridors and classrooms. These schools assume that high standards and grades are possible through strict academic regimentation only. Students in traditional schools also appear persistently drooping in their seats with utter boredom towards their studies. They always feel like running away from the school premises. 50

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Arts integrated schools are also drawing their strength from involving wider participation of civil society and artists, especially, since the launching of such institutions in United States in 1990. Significant relationship is developed between teachers, artists in different areas of arts, low-income students and prescribed syllabi. Community resources are also properly and meaningfully utilized. Arts integrated system within the national prescribed syllabi also helps students raise funds for the school for furthering the cause

of

their

purposeful

education.

Even

private

philanthropists also find it more interesting to extend their support to such schools instead of district schools. These arts integrated schools, however, need much more attention in the federal education budgetary provisions for their longer lasting sustenance. This is ever more necessary because these schools are successfully focusing on ‘learning by doing’ with the help of artists. These artists also need to be compensated well. Current federal education budget provides only $35 million out of a total of $70 billion federal education budget for arts integrated schools in United States. In view of highly meaningful and widely successful contribution of arts integrated schools to society and community, present budget allocation is clearly much less than required. Due Psychology and Education 51

consideration is needed from the federal government in this direction. Personal Opinion and Analysis of “Arts in Education” This article is, indeed, an eye opener for me. It has drawn me highly towards the arts integrated schools, especially in favour of them. I could never earlier grasp this reality of our education system in United States. On the one hand, Rabkin and Redmond bring forth the importance and meaningful work of the arts integrated schools while, on the other hand, they also highlight the inherent non-committal attitude of the federal budgetary policy makers. This is such a masterly piece on education in general and arts integrated education in particular that it enlightens me about so many aspects of education in our country today. It defines education; It explains the nature of arts integrated education; It shows what is conventional education; It scientifically proves its argument; It puts forward scientific data and study; It points out weaknesses of present day educational policy and so much more. I find efforts of the authors of this peace to be highly commendable. I could not have written in a better way. They have traversed and covered such vast areas of the field of education in such a shot write up that they deserve great and 52

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heart felt appreciation. I agree to every word they have put in this article. Arts integrated education is clearly necessary, especially,

for

low-income

struggling

students.

This

educational orientation is a must for all other communities of students as well. It is so creative and full of life. The future of education lies in arts integrated system only.

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References Rabkin, Nick and Redmond Robin. (2006). “The Arts Make a Difference”. Educational Leadership, 63/5, ACSD.

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Chapter Five Accommodations and Modifications for the Learning Disabled Student

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Chapter Five Accommodations and Modifications for the Learning Disabled Student A disabled student is also just as much of a pulsating and precious human being as any other normal student. What goes on in a disabled student’s mind? A continuous sense of permanent deprivation reels in such a student almost all the while. Disabled students suffer perennially. They ask “Why?” every second of their life. When they are alone and when they are in public and interactive situations – they are comparing in the depths of their nerves. They are tense from within most of the time. They are like this even when they are smiling and laughing and apparently relaxing.

This

aspect further adds to their disability and difficulties. They just cannot come out of their mental frame of what others are able to do and what they are not able to do. This is a psychological phenomenon. A teacher and an instructor or facilitator has to enter the disabled mind. The life and difficulty of a disabled student has to be felt alive from within and without. A teacher has at least to imagine this reality of the special pupil especially in class eight. The disabled student in this eighth standard is entering into an adolescent age. This stage throws out so many other psychological challenges of adolescence as well. Until this Psychology and Education 59

mundane psychology of the disabled is understood, their expectations and apprehensions cannot be met fruitfully only through

varied

adaptations,

accommodations

and

modifications (. Latham H, Patricia, 2002). The list of disabilities is an endless inventory of deprivations. Even in United States, every fifth person is eligible to be considered as disabled (Treloar, Linda 1999). Disabilities relate to numerous personality characteristics and also several types of impairments. These are physical, emotional, learning abilities and communication difficulties etc. (DoDEA, n.d.): Table - 2 • • • • • • • • •

autism spectrum disorder blind deaf deaf/blind hearing impairment other health impairment orthopaedic impairment traumatic brain injury visual impairment

• • • • • •

articulation fluency language/phonology voice intellectual disability specific learning disability

There are a number of ways for dealing with learning of the disabled. These are generally used as Adaptation, Accommodation

and

Modifications.

For

example,

adaptations mean changes introduced into the environment, 60

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curricula, instruction and assessment etc. for leading a student learner to success. according

to

an

Adaptations are employed

individual

student’s

needs.

All

accommodations and modifications are adaptations (Fuchs, L.S., and Fuchs, D., 1998, Winter). Accommodations provide a student equal access to learning

and

equal

opportunity

to

demonstrate.

Accommodations must not alter the content of the test or provide inappropriate assistance to the student within the context of the test. Accommodations do not require special coding on an answer sheet. Accommodations do not bring any change in syllabus and instructions. Modifications represent substantial changes. These may be made in what a student has to learn and demonstrate. Changes may be introduced in the instructional level, the content or the performance criteria.

All these changes

provide a student with positive learning experiences, environments, and assessments based on individual needs and abilities. Modifications include oral reading, signing, the reading skills test and use of calculators etc.

When

preceding modifications are made, due notation has to be recorded on the appropriate answer sheet (ANU, 1994). Despite

diverse

specifics

of

adaptations,

accommodations and modifications of learning of the Psychology and Education 61

disabled, every disabled learner has to be considered as an individual and a distinctive person. Each one – even if having similar disability – possesses different and individual centred characteristics. The major challenge is that each individual disabled learner is wholesomely different and yet fulsome. These disabled learners are very sensitive. They cannot be treated as patients in hospitals. Special education and individualized creative attention is needed for them. That is why experts in this field of study seldom agree to provide any mutually agreed definition of ‘learning disabilities’. This term, for them, is an “umbrella term” covering a wide area of disabilities. But each disability is so distinct in nature and depth that it has to be given highly individualized concern and very humanistic attention. Learning disabilities are beyond any ambit of definitions and generalized

categorization.

Scientific

surveys

and

questionnaire are no doubt distributed for scientifically collecting data in this perspective. They have their own place and value. Learning disabilities, despite attempts for developing generalized knowledge bank in this matter, cannot be fully grasped merely by scientific tools and methods. A visionary approach and sensitive concern for human person is required more. 62

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What type of visionary approach can there be? It means showing effective, meaningful and humanistic concern for the disabled learners. First, as it is an accepted practice now, they generally have to be an integral part of a normal class. Secondly, this integration of theirs is merely partial until their inner sense of deficiency is tackled in a very sensitive way. Thirdly, all possible and considered adaptations, accommodations and modifications are executed in such a manner that special treatment given to them does not become a hurdle in their overall development. If some student, for example, is not generally able to read the course book in the class properly, then a situation should be created where the concerned student becomes hassle free while reading in the class. There are times when a student may feel, by nature, too tense while sitting in written examinations. Here, several measures may be adopted after due thinking and team work on the part of instructors and teachers. The most important aspect, in every situation of the learning disabled, is the question relating to creating necessary psychological environment congenial to aspired for purpose. Indeed, ‘there are miles to go before I sleep’ and ‘the forest is [dense, dark and deep]’.

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References Australian National University (1994). “Guidelines for Working Effectively with Students with Learning Disabilities”, http://www.anu.edu.au/disabilities/resources_for_staff/guidelines_lea rning_difficulties.php Defense Education and Activity, Deptt. of. (n.d.). http://www.dodea.edu/instruction/curriculum/special_ed/index.htm Fuchs, L.S., & Fuchs, D. (1998, Winter). “General Educators’ Instructional Adaptation for Students with Learning Disabilities”. Learning Disability Quarterly, 21(1), 23-33. Latham, Patricia. H. (2002). “Defining Learning Disabilities – The Challenge”. http://www.ldonline.org/ld_indepth/general_info/ld_definitions.html Treloar, Linda. (1999). http://www.mcli.dist.maricopa.edu/LF/Spr99/forum4.html Williams, Jane. (2001). http://www.nichcy.org/pubs/bibliog/bib15.pdf

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Chapter Six Deviance and Social Control: Drug Usage in United Kingdom

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Chapter Six Deviance and Social Control: Drug Usage in United Kingdom Deviance

and

social

control

are

mutually

interdependent terms. Social control is immediately required when socially threatening acts of deviance start occurring on a wider social plain – such acts as drug usage and its disturbing social impact. United Kingdom is suffering from this drugs use and abuse for several years now. How this drug usage is to be controlled more effectively? Is this social control really necessary in one of the oldest and most successful democracies of the world? Should social use of drugs be regarded as dangerous deviant behaviour? Deviance One way of deciding diverse social controls in society is the perspective of existing established social norms. Any deviation from them is deviance. The nature of social norms in a given social milieu determines the acceptable and unacceptable levels of social behaviour. The intolerable and unacceptable part of social conduct is branded as “deviance” or “deviant behaviour”. The utterly improper instances of social behaviour have to be subjected to social control. The nature of social norms is the primary Psychology and Education

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yardstick to unfold generally acceptable standards of social behaviour. Transgression of these norms enters into the realm of deviance. Socially unacceptable behaviour requires the use of social control for social harmony and societal health and cohesion. The nature of socially acceptable norms differs from society to society and place to place – at times – from family to family also. Reasonable or permissible consumption of alcohol is necessary almost daily in colder regions of the world like United Kingdom and others. In quite a few other warmer regions and their highly traditional societies, on the other hand, alcohol consumption is a social taboo not only in routine life but also during religious and other festivals. This is specially true in traditional Indian Hindu families and conventional Chinese Buddhist households. However, modern Hindu and Buddhist homes have now come to terms with alcohol in their routine life styles. Need for Social Control Standards of deviant behaviour differ according to time, place, societal practices and familial understanding at a given moment ant social environment. Indeed, certain questions emerge here. Is deviance, as it were, in the eyes of the beholder? How to judge who is a deviant? Who are to be considered as deviants? Who will decide who is a deviant? 70

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Do deviants threaten normal social existence and behaviour? Is deviance socially bad? Is it necessary to have social control of deviant behaviour? Every human person is an original being with personality specific distinctive traits. As such, for every individual every other person may appear to be a deviant person. However, the concept of deviance is mainly a social concept involving social norms and behaviour. An individual’s distinctiveness and idiosyncrasies are not in its purview as long as they do not affect social perspectives, norms and order. Despite this, it is true to a great extent that ‘deviance lies in the eyes of the beholder’. Beholders here are society, social norms and law of the land – law as derivative of established social norms and behaviour. Deviance is an area where law does not prove to be meaningfully effective. Deviance is often a socially dangerous practice adhered to as a matter of habit formation and not so much as a crime or criminal behaviour. No doubt, long term effects of threatening deviant behaviour like addiction to drugs on an increasing scale can be more hazardous than the murder of an individual. Yet, deviance is not so easy for law of the land to deal with without social control of behaviour. Psychology and Education

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Deviance Defined Non-conformity of behaviour to established social norms is deviance. Deviance is ideational and behavioural both. This scale of non-conformity can vary from location to location and even otherwise also. In United Kingdom it may be different in comparison to Spain and Italy etcetera. Deviance is the result of numerous interactive and mutually overlapping variables such as home, environment, peer groups, adjustment, interpersonal relations, socioeconomic

status,

religious

practices,

school,

family,

institutional climate etcetera. Even most of the creative writers, painters, novelists, poets, dramatists and other such persons are generally deviants in varied aspects of their behaviour. Their deviance, however, is self-affecting and not dangerous to society. When any type of deviant behaviour becomes socially harmful then it is regarded as really deviant and threatening to community in general. It is at this stage of deviance that social control of harmful deviant behaviour is taken recourse to. This has to be observed, diagnosed, treated for the present and also prevented for future. One of the most pernicious types of deviance that is playing the role of termites hollowing young and dynamic citizens’ life and careers is the increasing use of drugs in the 72

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name of preventing diversified mental stress among youth of United Kingdom in particular and the world in general. Drug Usage in United Kingdom Drug use and its addiction amongst children and adolescents is common factor and instance of dangerous deviance the world over. It is difficult to come across a society and community where such drug usage is regarded as an act of normal and socially acceptable behaviour. Indeed, this is one of the worst aspects of social deviance spreading amidst children in the age group of six to sixteen. United

Kingdom

Threat

Assessment

(UKTA)

produced by the National Criminal Intelligence Service (NCIS) describes and assesses threats to the UK from serious organised crimes including drug usage and addiction and its related aspects. Newly created Serious Organised Crime Agency (SOCA), from 01 April 2006, has also joined UKTA and NCIS in their endeavour to streamline this challenge of increasing drug use in society. According to yet another 2005 report on drug use in UK: “[In a] …survey of 10,000 children aged 11 to 15 carried out by the National Centre for Social Research and the National Foundation for Educational Research, 8 per cent of 11 year olds and 38 per cent of 15 year olds in England had used drugs in the last year. Although cannabis was the drug Psychology and Education

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most widely used by pupils, 4 per cent of the sample reported having used a Class ‘A’ drug in the last year... In addition to concern at the overall level of illegal drug use on the part of young people within the UK there has also been concern at the young age at which some people are starting to use illegal drugs. [In another survey] …2,318 children aged 10 to 12 in Glasgow and Newcastle… a third of the children had been exposed to illegal drugs, almost one in ten had been offered illegal drugs and one in 20 had used illegal drugs in the past; 2 per cent had done so within the last month. Whilst such surveys report important data on the overall level of illegal drug use on the part of young people, much of the drug use involved relates to cannabis and it is likely that only a minority of these children will go on to develop a pattern of longer-term drug misuse. Over the last few years it has also been evident that the level of illegal drug use on the part of young people in the UK is higher than that amongst many other European centres” (McKeganey et al., 2004).

In such cases of drug use and widespread involvement of children in this activity, only legal remedies, laws and rules and strict regulations cannot really serve the social cause of rehabilitation of affected children. Laws of the land have their own place and role. They can be more effective in prevention of drug use instead of rehabilitation of drug addict children. In this matter, concerned families, non-governmental organisations, social service and social welfare institutions can be more useful. 74

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Random Testing and Drug Usage In February 2004 Prime Minister Tony Blair, in an interview to News of the World said: “We cannot force them to do it but if heads believe they have a problem in their schools then they should be able to use random drug testing.” The announcement of prime ministerial support for drug testing pupils on a random basis caused great surprise amongst experts in the field and some sections of the media, not least because there had been little prior indication that the government was considering this policy. Within the United States, by contrast, drug-testing programmes have been developed across the country and there has been a flourishing political, legal and public debate over the pros and cons of testing school children (Caulkins et al., 2002). Random testing of pupils is a very sensitive matter. It will create a constant sense of psychological mental burden upon British children and adolescents of being watched all the while. Before applying this policy, vast surveys upon its short term and long term repercussions should have been conducted. This policy of random testing has a positive feature within an inherent dimension of creating lingering Psychology and Education

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feeling of fear in the minds of upcoming children. Such tests are to be conducted at random upon drug addicts and normal children alike in effect. Only about 4 to 40 per cent of schooling children are currently under the influence of drug use. Remaining 60 to 84 per cent children will also have to face this ordeal of random testing. What will be its impact upon them? Only future can tell. One positive impact of this random testing will certainly be two-fold. Most of the drug taking children will be more akin to be detected about their drug usage practice much sooner than otherwise. In this sense, the scope of rehabilitation of more and more children may take place on a larger scale. Russell Newcombe points an interesting feature of drug usage in United Kingdom. For him, only a very small minority of drug users constitute “problem drug users” (Phil Rees, 2005). Earlier, before random testing, British Government was doing other experiments. Random testing is the most recent one. Phil Rees from British Broadcasting Corporation (BBC) quotes Newcombe: “I don’t think there’s any other area of social policy where we would apply the same policy year in year out for decades only to show that the 76

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problem got worse every year, and yet still continue with it saying well if we keep doing it, it might work one day” (Phil Rees, 2005) . Indeed, Tony Blair must still be given a clean chit for his entire purpose appears to be benevolent and socially uplifting in the interest of larger society and happier and healthier British citizens. When this aim will be realised? It is difficult to answer this obvious question. The annual British Crime Survey of recent years has shown increasing use of different drugs by British citizens ranging from 16 to 59 age groups. It is not easy to clearly bring out the addicts and recreational users through such anonymous surveys. Varied use of drugs has certainly come to light. Cocaine, heroine, crack, diazepam, opium, cannabis, and ecstasy are popular drugs in use in United Kingdom. Social Control and Drugs There is a well known oft quoted phrase used by Bruce G. Charlton from Department of Psychology, University of Newcastle upon Tyne about diazepam as a favourite drug among British. They use it as, “Diazepam with your dinner, Sir”. Drugs are also becoming a sign of life style, self-medication for tension and even a matter of social courtesy during dinner parties, picnics, and birthday celebrations etcetera. Psychology and Education

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Therefore, there is a fertile social ethos making space for drugs in modern British culture. Lifestyle is often the trend setter. Hence, Tony Blair’s random testing will bring results of widespread drug addiction among larger populace of the British isle. Whether there are addicts or not – it will be difficult to find. Yes, massive use of drugs may come to new light because general surveys could never really bring out the vast pastures of drug abuse in Britain fully. The overall situation is more alarming than what it appears to be. Instruments of social control such as family, peer groups, schools, social trusts and other such institutions, non-governmental organisations, voluntary rehabilitation centres, governmental and other improvement centres etcetera are obviously run by modern victims/consumers of drugs – one way or the other – specially in view of vast and inherent ‘networking’ of present-day depression, stresses and tensions of a fast moving lonely lifestyle. Wither do we find a tree without fruition of drugs on its branches today! How this social control of drugs will be possible when everyone appears to be enjoying drugs in some way. Despite this, optimism must always continue to encourage in solving modern dilemmas. There are of course six social control strategies such as target removal, target devaluation, target insulation, offender incapacitation, offender exclusion 78

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and identification of offences and offenders. These techniques often work wonders when applied properly. However, if these techniques are also provided required moral and inner force, then there cannot be any doubt about their success. Conclusion Technology and techniques are very much there. The moral force to properly utilise these techniques is missing to a great extent. Social control from a point of weakness under the garb of legalities is not as much desirable as from a point of moral strength and inner determination. Why certain types of intoxicating drugs are made easily available in open markets? Is it necessary to equate this freedom with fundamentals of democracy? Long term freedom for usage of drugs is actually giving the right to commit suicide as

a coward

under the influence of drug

induced sensationlessness. Is it really worth giving a try?

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References Caulkins, J., Pacula, R., Paddock, S. and Chiesa, J. (2002) School-Based Drug Prevention: What Kind of Drug Use Does It Prevent? http:// www.rand.org/publications/MR/MR1459/ http://www.jrf.org.uk/bookshop/eBooks/1859352839.pdf McKeganey, N., McIntosh, J., MaCdonald, F., Gilvarry, E., McArdle, P. and McCarthy, S. (2004) ‘Preteen children and illegal drugs’, Drugs: Education, Prevention and Policy, Vol. 11, No. 4, pp. 315–27. Rees, Phil. (2005) “The Failure of UK Drug Policy”, http://news.bbc.co.uk/1/hi/programmes/4138371.stm Russell Newcombe is a Senior Lecturer with a Ph.D. working at Drug Use and Addiction Programme of John Moores University in Liverpool.

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Chapter Seven Principles of Mental Hygiene and Implications of Effective Adjustment

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Chapter Seven Principles of Mental Hygiene and Implications of Effective Adjustment Mental health is possible only through mental hygiene. The process of overcoming mental illnesses is known as mental hygiene. Mental hygiene provides the means to attaining the end of mental health. Concern for mental hygiene developed into a movement surging ahead for securing mental health in 1908 with the publication of Clifford Beers, A Mind that Found Itself. Beers, a graduate of Yale University, became mentally ill under strain and undue stress resulting in a suicide attempt out of sheer disgust. He was then treated for his mental illness. After recovering from his illness, Beers wrote abovementioned book about his treatment. Then the first Society of Mental Hygiene was established in 1908. National Society of Mental Hygiene was then established in 1919. This, at a later date, became International Committee for Mental Hygiene. This Committee also publishes Mental Hygiene journal. Meaning of Mental Hygiene Mental hygiene helps widen the gamut of awareness about the need of having a healthy mind. Mental health is Psychology and Education

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rest assured on the realisation of mental hygiene. There are a number of processes involved in realising mental hygiene. The very process of mental hygiene defines its nature. Mental hygiene is, therefore, to be defined as necessarily a dynamic concept involving broadly twodimensional perspectives. One is Physical and the other is Psychological. First, mental hygiene requires regular and disciplined physical regimen and life style with daily exercises, bath, cleaning of self, necessary rest, work, proper eating and sleeping habits and clean surroundings. Secondly, mental hygiene involves psychological management and adjustment of diversified stresses, tensions, work pressures and mental illnesses arising in modern life from time to time. Definitions of Mental Hygiene  According to D. B. Klein, “Mental hygiene is a study of ways and means of keeping mind healthy and developing.”  For Bernard, “The purpose of mental hygiene is to assist people in the realisation of fuller, happier, more harmonious and more effective existence.”

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 Benjamin B. Lahey (1998, pp.433 – 434) suggests that the field of mental hygiene is now converging since 1978 into the area of Health Psychology relating to “coping” and mental illnesses. For him, “ The field of health psychology has emerged within psychology over past 20 years to promote healthy behaviour and reduce the impact of illness.”  Mental health and mental hygiene are both integral aspects of modern and recent field of health psychology. It means, “The study of the relation between psychological variables and health reflects that both mind and body are important determinants of health and illness” (Robert A. Baron, 2001 and 2002, p. 490). All these definitions indicate that mental hygiene is an essential part of the larger field of health psychology. Mental hygiene deals with physical and psychological contours for ensuring mental health. Concept of Mental Hygiene Basic concept of mental hygiene fundamentally involves a positive approach of psychologists to deal with recurring threats to a normal and healthy life for all human beings.

This concept

goes beyond

merely physical 87

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perspectives. Psychological health is equally important in the present-day world. Streamlining suicidal tendencies, stresses, strains and work pressures provide the fundamental basis to this concept of mental hygiene. This concept has in its fold: i)

Positive and determined effort of

psychologists and educationists to cope with mental disturbances. ii)

Sincere will to remove dangers to

mental disorders and illnesses and iii)

Serious

attempt

to

know

the

vicissitudes of present-day world and people living in it. iv)

Modern life styles, perversions of

increasing promiscuousness, materialism, environmental threats and ever growing automation in every sphere of human existence further call for carefully planned mentally hygienic pattern of human behaviour and thinking. Principles of Mental Hygiene a. Mental hygiene is an important feature of a healthy life. b. Adjusting to daily conflicts is a must for a healthy living. c. Suicidal tendencies need to be cured. d. Sufficient level of “coping” behaviour has to be developed through mental hygiene clinics. 88

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e. Mental hygiene is necessary for complete health. f. Mental hygiene is closely linked to surroundings, attitudes, work and living conditions etcetera. Mechanism of Adjustment Mechanism of adjustment for maintenance of mental hygiene is three-fold in essence. First, it is Cognitive related primarily to mental processes and patterns. Secondly, it is Affective concerning emotional facets mainly. Thirdly, it is Conative anent physical aspects largely. Needless to say that all these categories are interlinked, interrelated, interdependent and mutually acting, reacting and interacting while influencing one another in latent, manifest and subtle fashion. Cognitive: 1.

Repression is pushing out or forgetting

unpalatable and unfavourable contexts from memory and life to the best possible extent. 2. indulgence

Rationalisation with

an

is

to

justify

apparently rational

an and

overlogical

framework or reason.

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3.

Regression is responding to a threatening

situation in a way appropriate to an early age or level of development. 4.

Identification is to glorify and satisfy ones

dreams, aims and unsuccessful aspects of life by aligning with some noted person or institution. 5. ignoring

Digression is an inbuilt mechanism helping in unpleasant

sequences

and

events

while

concentrating on more positive options. Affective: 1.

Refusal to accept or acknowledge an anxiety-

producing piece of information is Denial. 2.

Aggression is a typical hostile response to a

situation or a sense of frustration. 3.

Negativism is constantly being involved in

pejorative, critical and derogatory perspectives of life. 4.

Day

dreaming

concerns

the

fantasies

constructed by the people during their waking hours due to the unavailability of certain resources. 5. problematic Withdrawal.

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The process of running away from certain situations

or

responsibilities

is

called

Conative: 1.

Sublimation is the defence mechanism on

which threatening unconscious impulses are channelled into socially accepted forms of behaviour. 2.

Displacement is the process of redirecting an

emotional response from a dangerous situation to a safer one. 3.

Retaliation is considered as a violent physical

response to a situation or comment. 4.

Projection is the process of transference of

certain unacceptable motives and impulses on others. 5.

Compensation is the process of making up for

our previous mistakes by performing exceptionally well in certain tasks. Diagram/Table 3. Mechanism of Adjustment for Mental Hygiene

Cognitive

Repression Rationalisation Regression Identification Digression

Affective

Conative

Denial Aggression Negativism Day Dreaming Withdrawal

Sublimation Displacement Retaliation Projection Compensation

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Implications of Adjustment Aforesaid mechanisms are inherent and natural instruments in a human person. Individuals naturally act, react and interact within the broad parameters of this framework. However, there emerges a very special role of a Counsellor in view of such inbuilt mechanisms of adjustment of mental hygiene. That is why Counsellors must be extended ever more opportunities to come forward in a civil society for offering proper guidance and counselling and providing right type of direction to uncontrolled impulses in human nature. Cognitive, Affective and Conative mechanisms of adjustment in mental hygiene are general guided by natural impulses of human being. Such natural working of human mechanisms of adjustment leads to prolonged predominance of a particular sub-mechanism within the larger three-fold system. This is often proving to be harmful to mental hygiene. These circumstances end up in the formation of a high level of Depression and at times Schizophrenia. Such dangerous situations can be prevented through an all time available Counsellor. Therefore, it is high time when positions of trained Counsellor must be given a special place and importance in present-day modern society so full of stress otherwise. 92

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Mental hygiene has two primary dimensions, namely, physical and internal. Both these aspects need to be given proper care. Aristotelian principle of mean appears very significant here. Limits must be realised in every action and thought. Frontiers of normal human living must not be crossed. Otherwise, mental hygiene and mental peace will be affected adversely.

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References Baron, Robert, A. Psychology, Fifth Edition, Replica Press, New Delhi, 2002. Bernard, H. W., Mental Health in the Classroom, McGraw Hill, New York, 1970. Das, J. P., The Working Mind: An Introduction to Psychology, Sage Publications, New Delhi, 1998. Gates, I., Educational Psychology, Harcourt Brace, New York, 1954. Lahey, Benjamin B., An Introduction to Psychology, Tata-McGraw Hill, New Delhi, 2003.

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Chapter Eight Mental Health and Development of Integrated Personality

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Chapter Eight Mental Health and Development of Integrated Personality

Healthy mind is a pre-requisite of an integrated personality. Mental health means a balanced and rational mind under different situations and challenges of life. An integrated personality also depicts patience and rationality of behaviour. There is clearly an inherent link between mental health and an integrated personality. Mental health is equated with happiness, satisfaction and normal behaviour. It shows one’s way of thinking, adjustment in life, relationship with others and effective functioning in different roles of life. Mental health is harmonious working of human mind resulting in an integrated personality. Concept of Mental Health Mental health is a dynamic concept involving rationality, health, normalcy, versatility, conformity to social norms and balanced personality of an integrated human being. For Sigmund Freud, “Healthy person is one who can both love and work.” Clearly there is a close link between personality and health – be it physical or mental. Mental health relates to near completeness of a human personality. Robert A. Baron (2002) regards mental health as a holistic Psychology and Education 99

concept.

It

cannot

be

understood

as

a

piecemeal

phenomenon. It is useful only when grasped in its totality and wholesomeness. It includes physical, mental, social, rational, logical and other interdisciplinary perspectives. All these must interact in a balanced way one with another for securing a healthy integrated personality. Main features of Mental Health M. Dash and Neena Dash (2003) specify six main characteristics of mental health: 1. Environmental

efficacy

of

a

personality

signifying that a mentally healthy person has the ability to love; adequacy in interpersonal relationships; capacity for adaptation and adjustment; competence for love, work, play and problem solving; and an aptitude to deal with different situations of life. 2. Perception of reality including outlook towards reality; empathy and social sensitivity. 3. Integrated personality includes balanced human psyche

or

psychological

forces;

amalgamating

and

integrating attitude to life; and capacity of minimising stress. 4. Autonomy

and

independence

of

making

decisions; regulating one’s behaviour from within; and capacity to act independently. 100

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5. Growth in healthy mind means proper and fourfold development of one’s own self; balanced selfactualisation; and self-motivation. 6. Reasonable attitude towards “self” including selfawareness; self-acceptance; self-correction; and a sense of identity. Integrated Personality A healthy mind with aforesaid characteristics can lead to an integrated personality. Balanced development of body, mind and soul constitutes an integrated personality. An integrated personality is in conscious control of one’s life. A healthy mind provides a fertile ground for the evolution of an integrated person. Social conformity of behaviour, emotional strength,

proper

value

and

reasonable

philosophical

orientation, good habits, adaptability and required physical health are a few essentials of an integrated personality. How to Develop an Integrated Personality i.

Balanced Attitude and Thinking: Mental health

is a multi-fold integral process entering into diverse areas of human life. This wide variety of human involvement brings in its wake multiple challenges. Patience, mutuality and thoughtful caring responses to one another help develop

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balanced attitudes. This approach must be followed under every type of situation.

Positive View of Life: Bestowing truthful praise

ii.

and appreciation upon others is a must for every individual possesses at least some positive qualities. The feeling of jealousy must not be allowed to creep into one’s personality. Good things happening to others must be duly acknowledged and encouraged. iii.

Conformity to Social Norms: Social systemic

norms have to be followed and observed. This is of utmost importance. Otherwise the social system can collapse. This may lead to a civil war and absolute normlessness. Social relations and institutions form the backbone of a healthy life. Character

building

is

one

of

the

foremost

requirements of social conformity and mental health. This character building is possible through observing all the seven tools of developing an integrated personality explained in this lesson. iv.

Daily Physical Work Schedule: Open and

healthy mind needs regular physical exercises to receive necessary amount of fresh air and oxygen for our body pores. This helps keep human physique in shape and properly

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mobile. It also helps uplift our mind and spirit. This boosts our sources of energy and versatility.

Meditation: Physical work combined with self-

v.

study and meditation produces a balanced personality. This self-study must include a regular process of self-realisation and wider reading and thinking alongwith a process of selfanalysis. vi.

Taking Care of Daily Physical Hygiene:

Taking regular bath, exercises, rest, meditation, self-studies, relaxation, self-analysis etcetera are steps to proper hygiene. vii.

Continuous Self-Assessment: Objective and

ruthless self-analysis and assessment are necessary at the end of the day daily. Help of other friends can also be taken in this context. But own assessment can best be done by one self only. This helps us know our follies on day-to-day basis. Thus giving us an opportunity to improve ourselves. Let Us Sum-up Mental health is a dynamic concept and process. Rationality is its first necessity. It has to be preserved through a well-planned regimen. An integrated personality is generally a mentally fit and healthy. If the above-mentioned tools of developing an integrated personality are observed and followed in daily routine, mental health will always be Psychology and Education

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there in one’s life. Mental health is a must for a normal human society and being.

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References Baron, Robert A. (2002) Psychology, Fifth Edition, Replica Press, New Delhi. Bernard, H. W. (1970) Mental Health in the Classroom, McGraw Hill, New York. Das, J. P. (1998) The Working Mind: An Introduction to Psychology, Sage Publications, New Delhi. Gates, I. (1954) Educational Psychology, Harcourt Brace, New York. Lahey, Benjamin B. (2003) An Introduction Psychology, Tata-McGraw Hill, New Delhi.

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Chapter Nine Grandmother’s Psychology Environment, Culture, Ethnicity and Health

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Grandmother’s Psychology Environment, Culture, Ethnicity and Health This maybe treated as a grandmother’s interview – the interviewed person can be anyone’s grandmother – for purposes of understanding the purpose of our study. As such, when I asked my grandmother, Margarita, an octogenarian, to find time for extending an interview of hers, she appeared outwardly very reluctant. I could, however, observe that she was finding this exercise for an interview to be of great interest and uniquely intriguing. You know, there emerged a twinkling naughtiness and a sense of mischievous self importance in her eyes. Environment She is having completely gray/white hair, long and waist length. Margarita is her name. Margarita is very talkative and clear in speech when her dentures are fitted properly in her mouth. She is fair of complexion with five feet of height. Her weight is only 100 pounds. Face is a bit wrinkled though charming with a perennial smile all the while. She is very caring in nature. This part of her nature is often interpreted as “too interfering”. That is why, most of her children and grand children, leave her alone in her house time and again. Psychology and Education

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Margarita has adjusted to fast changing familial socio-psychological paradigmatic dynamics of modern life styles. She has even learnt computers. Her house is having all modern and technological gadgets and facilities and comforts. She served as a teacher in a public school about twenty five years earlier. The name of her birth place is, as it were, Canada. Her living conditions are relatively quite comfortable and modern. She is still very traditional like any other old timer. She is very fond of talking about her way of life in her own time: simple, straight from the heart, life full of inner contentment,

away

from

flaunting

patterns

and

exhibitionism. As she said, “People and not gadgets mattered in her time”. Culture Margarita is from a family of conventional clan producing teachers generations upon generations -- the old style of traditional teachers. For such teachers, education meant knowledge and virtue and not so much of modern day money churning industry and pluses and minuses of performance in twice in a year examinations. Their educational upliftment was based on continuous lifetime self-assessment process where the examinee was also the examiner. A teacher seldom taught his pupils in such a 112

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system. It was a process of learning through setting real and actual examples. My grandmother had come from such a cultural background. Her clothing and style of wearing them was extremely graceful. Robert Herrick’s “Liquefaction of clothes” (Pollard 77) was regarded as a sign of beauty and grace in her time. Classical singing of great epics was treated equal to scientific worshipping of God for direct God contact. Modern

contemporaneous

allopathic

medicine

system was considered inappropriate for treating various diseases in her days of youth. My grandmother, therefore, has had a number of ready to use home-made medicinal formulae to maintain health and preserve youthful zest. She thinks that her formulae can keep one healthy and full of vitality and energy in dealing with the routine rendezvous and challenges of modern stressful daily life. Ethnicity and Beliefs My grandmother’s country is Canada. Hence, her ethnicity (Smith 1986) and origins lie in the Canadian region. She is from mixed South Asian, Asian Pacific and East Asian community. Her ancestors were traditional martial arts and spiritual teachers practicing their own ages Psychology and Education 113

old scriptures and sciences. My grandmother is the first one to go for inter-ethnic marriage. She has faith in Christian, Hindu and Buddhist religions. She maintains her health through her disciplined eating habits. She believes in birth after death. She says she knows the time of her death. She worships God in temples, Churches, Pagodas and Monasteries. She wants that after her death, her body should be buried. She says that her inner self is always directly connected to God. She believes in Hindu practices of God worship also. Health For my grandmother, health depends on simply our eating habits and establishing a balance between modernity and traditions. It means we must keep away from extremes and extremities in eating behaviour and life styles. She says that diseases like rheumatoid arthritis or painful swelling of body joints can be cured in 90 per cent case simply by keeping away from protein diets. A regular diet of green vegetables, properly boiled, can cure this disease. For her, chronic constipation is generally cured through a commonly available regular necessary intake of dried, crushed and refined powder of the stem of a plant called picro hiza. 114

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She even suggests that widespread modern problem of shooting blood pressure is curable through commonly available necessary and regular doses of soda bicarbonate powder. She opines that we at times feel alarmed and start thinking on the lines of considering ourselves established heart patients due to this apparent disease. For her, when our diaphragm is pushed a little upwards due to gastric pressure, we including our modern scientific physicians, start thinking on the lines of there being a possibility of a heart attack. While, in reality, it is simply the pressure of gas pushing our diaphragm upwards! She said that she learnt all this from her mother. However, her own children are not ready to learn from her. They rather make a mockery of hers. At this point I had to stop her from going on endlessly telling her such wonderful formulae and usual home made medicines. I then paid my respect to her and came out from her house after promising her to come back for another session of this interview.

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References Pollard, Alfred. Ed. (1891) Works of Robert Herrick. Vol. II.: Lawrence and Bullen, London. My Grandmother even narrated a poem of Robert Herrick entitled “Upon Julia’s Clothes”: “WHENAS in silks my Julia goes, Then, then, methinks, how sweetly flows That liquefaction of her clothes. Next, when I cast mine eyes and see That brave vibration each way free; O how that glittering taketh me!” Smith, Anthony, D. (1987) The Ethnic Origins of Nations, Blackwell, Oxford.

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Chapter Ten Why Self-mutilation as Self-healing!

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Chapter Ten Why Self-mutilation as Self-healing! This is an attempt at summarizing Max Malikow’s (2006) article in Education Digest. His is a challenging theme anent self-cutting by students in schools. Not too many psychologists have dared tread this highly sensitive area of research and immense human importance. About two million students in United States schools deeply cut their skin from a part of their body. How really painful this has to be. They do not think, fear or bother about this resulting pain when they go for cutting. Why this painful cutting is taken recourse to? Does this behaviour show an increasing social suicidal tendency? Does it mean our children are subject to dangerously growing societal and familial tensions today?

Malikow

presents here a psychologist’s view. Psychiatrist A. Favazza, accordingly, says that psychologists are “intrigued by the possibility that some forms of self-mutilation represent an attempt at self-healing." Cutting behaviour is an off shoot of intensity. ‘Silent clamouring around of human feelings and their gathering momentum over a period of time from within’ leads to acts of self-cutting, self-harm and giving pain to one’s own self. This is like the sudden bursting of an erstwhile apparently Psychology and Education 121

sleeping volcano. The gathering momentum is released. The damage is also done. The road to normalcy is also seen more clearly after this volcanic outburst! The damage is physical. Relief is emotional. The question of return to normal life relates to social context. Indeed, “Cutters are determined to hide the selfabusive behaviours and are adept at doing so. They fear discovery and being thought of as being crazy. Parents often deny this behaviour” (Malikow, 2006). This attitude of denial and fearfulness needs to be curbed. Do not cut cutters. Prevention of cutting behaviour is essential. Removing its causes is essential. Teachers in schools and parents of cutters must know that cutters need not be treated as having suicidal tendencies. They are merely neurotic. They fear social humiliation. They must not be ignored and put aside. More creative and thoughtful consideration of their behaviour is required. Their feelings must be given a fulsome opportunity for fuller expression. ‘Rejection’ is the most fearful proposition to cutters. They need attention without being to overt about this. Three major reasons are extended for cutting behaviour. 122

These

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are

distraction,

dissociation

and

symbolism. They are distracted towards self-injury for they fear what they feel. Their numbness of physical sensations and emotions occur due to pressure and intensity of feelings. This creates in them disassociation and de-personalization. This leads to self-injury. The experience of pain reassures cutters they are alive and human. Depersonalization can be stopped by selfinjury. After self-injury, flowing of blood is an outward expression of an inner release of undesirable emotion. Blood and physical pain appear as a symbolism for release of intensity, tension and fear. This tendency of cutting must be treated through a teacher who can render valuable support to a self-injuring student. The treatment includes behavioural therapy, cognitive therapy, and medication. The last technique of medication must not be resorted to as far as possible. Public condemnation of cutters must never be there. For B. F. Skinner, they must be given sympathetic hearing. Exclusive assignments must be given to them. They must never be ignored. Patience and perseverance of a teacher will pay here. Personal Opinion and Analysis A sympathetic approach to cutting behaviour and a positive way of looking at this phenomenon must be Psychology and Education 123

appreciated. It is only through this attitude that several other challenges to this world can also be properly looked into. Wide spread practice of self-injury among schooling going children, specially adolescents, is a very serious issue for educationists and others. A positive outlook and considerate stance is necessary for treating and preventing this apparently negative happening among students. However, any negative act must never be given a positive perspective in social and individual context. Violence against humanity in any form has to be negated. Its treatment may be prescribed after looking at the concerned problem from every possible angle. Creative and positive attitude is required here. This does not mean that we change the meaning of a thing act. Bad is bad. Good act is good. Yes, at times, a debate can be their on what is good and what is bad. Cutting act is bad. It must not be treated as something good because it helps release accumulating intensity of feelings. Students involved in this act will have to given due regard and consideration. Yet the real cause behind the problem has to be treated. This real cause lies, as it were, in the vernacular, in social and other tensions of a fast moving modern world. In this modern world, time is money. 124

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Emotions, mutual love, human values and other related aspects have secondary priority. The first priority is the principle of “time is money”. How can this be changed? What we need is not just a symptomatic approach. Holistic perspective is needed to deal with such challenges as the act of cutting behaviour among students. Short cuts to solutions need to be coordinated with holistic alternatives.

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References Max Malikow. (2006). “When Students Cut Themselves”. Education Digest. Volume 71, No. 8. Prakken Publications, Inc. pp. 4550.

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Chapter Eleven Workaholic’s Psychology Work and Work All the Way

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Chapter Eleven Workaholic’s Psychology Work and Work All the Way This is an attempt to summarize an interesting article in Psychology Today entitled “A Field Guide to the Workaholic” (Goodman, 2006).

Brenda Goodman has

discussed Brain E. Robinson’s and Gayle Porter’s analyses of those who are almost always busy with their work. They seldom find time for any other aspect of their life. For them, work is life and vice versa. They treat work as worship Such persons often feel uneasy at social places. Why they feel so? It is because they are over obsessed with their work. They keep imagining their work and office all the while. They are akin to function like this even at the cost of their family, health and a good night’s sleep! Any place other than their place of work does not augur well with them. Workaholics Such wild workers are labelled as ‘workaholics’ and ‘workophiles’. They live in their own wilderness of their work castles. Work becomes their only source of fortitude, security and identity. Their place of solace is work and work alone. Work also helps them escape from the world. Work emerges as a shield for them. There is only one track of life for them. To Psychology and Education 131

paraphrase Bible, “Live thy life by the sweat of thy work” – evolves as the most fundamental principle for them. “Workaholics are out of balance” for, as hard worker, they “…will be at …[their] desk, thinking about the ski slopes….workaholic[s] will be on the ski slopes thinking about …[their] desk" (Goodman, 2006). This ‘workaholic’ pattern is coming up as a potential disease in United States where some institutions tend to work nearly 24 hours a day for seven days a week! Here, primary concerns are efficiency, customer satisfaction, and the wide spread principle and belief that stresses for “time is money”. This trend is eating on the nerves of almost every modern United States (US) citizen. Workaholics Types About four types of workaholics are there in US today. First, there are those who do their work quite near to perfection. Secondly, those who just remain at work place without doing much of their work. Thirdly, there are those who keep on making careless mistakes for they have not learnt to say “no”. They will not stop even for a while. They will just go on doing their work relentlessly. 132

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The fourth types are those who are always busy with finding deepest details of their work even if such details are not required. The result is endless surging ahead of diversified individual and social stresses, tensions and uncalled for socially harmful tendencies like recurring personality complexes and likely suicidal possibilities leading to personality imbalances and social disharmony. For Gayle Porter, workaholics quite incapable of institutional team work and leadership. They try to concentrate all work in their hands only. They start considering work as their source of power apparently. They thus become highly emotional and possessive and obsessive about their work. As such, varied crises emerge. The workaholic tries to utilize this situation to his own advantage without much of an achievement and accomplishment levels. Workaholics suffer a lot due to their idiosyncrasies and esoteric whims. Instead of workaholics’ obsession, those workers are able to do much better work in terms of quality and quantity who go for normal off days and permissible holidays for relaxation and enjoyment. Any type of obsession does not serve a positive purpose. Normal Psychology and Education

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performance and steady progress of work leads to productive results. Opinion about the Article This article is an analytical piece of work. It serves its purpose of highlighting pejorative effects of obsessive patterns of behaviour and working trends. Its emphasis on the need to function in a balanced way is also appropriate. The overall style and tenor of this piece is highly edifying for it warns against work and administrative excesses. This article also points to human questions of work ethics when it states, “When a child comes home with a drawing of her family that doesn't include her father, he may finally alter his schedule” (Goodman, 2006). Brenda Goodman indicates a trend. A process of prolonged alienation of the obsessive worker is brought forward very powerfully. However, quite a few related aspects are not touched in this article. Why this obsessive behaviour is coming up? Why this alienation is their? It is not their just due to whims of a workaholic. Other reasons are also there. Modern world and its rat race for acquiring ever new gadgets and ever widening network of acquisitive instincts also contribute to threaten normal behaviour of human beings. This type of modernity can also 134

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be one of the important causes of increasing extra-normal behavior amongst individuals today. Psychology of modernity leading to different types of obsessions in the minds of modern men must also be considered. This article has great implications and meanings. Various modern tensions by themselves can push any normal human being to a corner where there could be no other option but to go for obsessive behaviour in many directions of life. Contemporary unbridled pursuits of power and wants are leading the world to numerous types of decay threatening extinction of human species. Workaholic aspect is just one dimension from among the many.

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References Goodman, Brenda (2006). “A Field Guide to the Workaholic”, Psychology Today. May/June, Volume 39, No.3 Sussex Publishers Inc. pp. 40-41.

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Chapter Twelve Conclusion Twenty-first Century ‘Consciousness’

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Chapter Twelve Conclusion Twenty-first Century ‘Consciousness’ Psychology is generally considered as a study of human behaviour and mind. Human behaviour and mind by themselves are meaningless machines and mechanical stuff inclusive

of

actions

like

a

non-thinking

computer

reproducing “garbage upon garbage”. The real life to human body and processes emerges when it comes alive with human ‘consciousnesses’. This debate is ages old as well as recently emerging – in a different sense and focus than earlier -- as the latest trend in the study of psychology and education. The quest here is, indeed, interdisciplinary. Twenty-first Century Needs Quite a few psychologists have raised such concerns: According to the theory of evolution, human beings are the result of an evolutionary process beginning millions of years ago with a simple life form. In general terms, each of the physical characteristics of human beings can be related in some way or other (directly or indirectly) to their adaptation for survival and reproduction. It seems reasonable to assert that consciousness, which is presumably also the result of an evolutionary Psychology and Education

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process, is similarly somehow related to the adaptation of human beings for survival and reproduction… [Here] a mechanistic brain could work without consciousness. Accordingly, unless consciousness is merely a by-product of a mechanistic

brain

of

some

complexity,

consciousness itself must make a difference, so that the brain is not mechanistic. This argument … [is] advanced in support of anti-materialist positions …However, I think there is more to be said about it. I begin with a general statement of the argument, and then look at various answers to it: in the course of this, I consider what could

be the advantages

of

consciousness which may have led to its selection by evolution…. Nevertheless,

evolution

has

apparently

favoured consciousness, not merely by giving rise to organisms with consciousness, but also by equipping them with mechanisms to ensure that in times of danger or crisis, or otherwise requiring important decisions to be made, full conscious attention is brought to bear on the problem (Hodgson 1991 157). 142

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Consciousness, Mind, Behaviour When consciousness and sub-consciousness are able to connect human mind and body, then human behaviour remains properly functional. Not otherwise. It is here that Psychology has to concentrate upon to really grasp human realities of human behaviour.

Picture 1. Source: Journal of Consciousness Studies with thanks

One cannot just assemble human body parts, heart and mind for bringing it to life and work. Psychology is engaged primarily in animal and human behaviour as main focus of its study and the ‘consciousness

and

sub-conscious’

constitute

merely

subsidiary and concomitant aspects of its explorations. This focus must turn around now. Main focus must be the scientific study of ‘consciousness and sub-conscious’ while other things following suit as logical corollary of Psychology and Education

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thematic relevance, objective and purpose. Just see what Steven Pinker is saying recently: The young women had survived the car crash, after a fashion. In the five months since parts of her brain had been crushed, she could open her eyes but didn't respond to sights, sounds or jabs. In the jargon of neurology, she was judged to be in a persistent vegetative state. In crueller everyday language, she was a vegetable. So picture the astonishment of British and Belgian scientists as they scanned her brain using a kind of MRI that detects blood flow to active parts of the brain. When they recited sentences, the parts involved in language lit up. When they asked her to imagine visiting the rooms of her house, the parts involved in navigating space and recognizing places ramped up. And when they asked her to imagine playing tennis, the regions that trigger motion joined in. Indeed, her scans were barely different from those of healthy volunteers. The woman, it appears, had glimmerings of consciousness…..The report of this unusual case last September was just the latest shock from a 144

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bracing new field, the science of consciousness. Questions once confined to theological speculations and late-night dorm-room bull sessions are now at the forefront of cognitive neuroscience. With some problems, a modicum of consensus has taken shape. With others, the puzzlement is so deep that they may never be resolved. Some of our deepest convictions about what it means to be human have been shaken. To make scientific headway in a topic as tangled as consciousness, it helps to clear away some red herrings. Consciousness surely does not depend on language. Babies, many animals and patients robbed of speech by brain damage are not insensate robots; they have reactions like ours that indicate that someone's home. Nor can consciousness be equated with self-awareness. At times we have all lost ourselves in music, exercise or sensual pleasure, but that is different from being knocked out cold (Pinker 2007, Emphasis added with more number of paragraphs than the original).

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Consciousness and Dignity Consciousness as such does not bestow upon apparently normal individuals to brand a ‘challenged’ person as a ‘vegetable’ even if someone appears to be like this. That is why with the purpose of especially securing emotional security and dignity of every affected individual, it becomes ever more necessary to mould the direction and emphasis of scientific psychological studies towards newer fields of human and animal ‘consciousness’ and ‘sub-consciousness’. Relevance of Consciousness Studies This does not mean the revival of the older psychological focus on ‘super natural’ ‘spirit’ and ‘soul orientation’. It means more central and fundamental focus on human consciousness as the basis and purpose of most of the prospective scientific psychological studies in almost every area and branch of psychology and education.

Picture 2. From Time – Source in References 146

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The need is to see this perspective as the scientific need

of

the

twenty-first

century

for

conjoining

‘consciousness’ studies as an integral part of human behaviour, mind and body concerns – be they individual, institutional or corporate in nature. Consciousness by itself is closely related to the twenty-first century’s major concerns of psychology and education – as discussed in earlier chapters of this research work. Clearly, it is the psychological and phenomenological consciousness that is required to be put as top priority for psychologists and educationists in their studies. Such studies will have to become inherent and compatible part of ‘experimental psychology’ (Mathew n.d.; Seager 1999 01).

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References Hodgson,

David

(1991).

The

Mind

Matters:

Consciousness and Choice in a Quantum World. Clarendon Press. Oxford. Mathew,

V.

George

(n.d.).

“Psychology

of

Consciousness”. http://www.psychology4all.com/PsychologyofConsciousness.htm Pinker,

Steven

(2007).

“The

Mystery

of

Consciousness”. Time, Friday, 19 January. London. Seager, William (1999). Theories of Consciousness. Routledge. London.

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Select Bibliography

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