The school-counselling centre, “SPARSH”, located on the second floor in Navrachana Vidyani Vidyalaya is managed by the school counsellor, who is a trained Clinical Psychologist and Hypnotherapist.
The School Counsellor assists people with educational and career decisions and problems.
The School Counsellor helps students evaluate their abilities, interests, talents and personality traits in order to develop realistic academic and career goals. The Counsellor uses interviews, counselling sessions / therapeutic interventions, tests or other methods in evaluating and advising students.
The School Counsellor helps to make the child’s school experience the best it can be.
Workshop for Teachers and Parents
Ahmedabad Management Association (AMA)
AMA have organized workshops for parents as well as teachers. These programmes attempt to enhance your awareness and understanding on managing school children. Teachers and parents are equal partners for shaping your minds. The detailed schedule is given below
August 28th
:
Story telling in the digital age
August 29th
:
teaching thikning - Strategies that work with students
Sept 4th
:
Emotionally Intelligent Parenting
Sept 5th
:
Evoking Questions from Children
Sept 11th
:
Developing Positive Attitude
Sept 19th
:
Tips and Techniques for Effective Parenting in 21st century
Sept 25th
:
Transactional Analysis- an effective tool for communication and behavior for teachers and parents.
All the above programs are half day programs
Fees: 350 /- per Programme
For registration Contact:
Ahmedabad Management Association
Ph: 079-26308601-06, 32512847
website: www.amaindia.org
For those who missed the Student Led conference
“"There Is A Voice Inside Of You
That Whispers All Day Long,
"I Feel That This Is Right For Me,
I Know That This Is Wrong.
"
No Teacher, Preacher, Parent, Friend
Or Wise Man Can Decide
What's Right For You- Just Listen To
The Voice That Speaks Inside."”
STUDENT LED CONFERENCE REPORT- 2009-10
Feedback questionnaire Result
1. Do you think you were prepared well for the conference?
Yes 24 ,Somewhat 30, No 5 (it means 24 said YES, 30 said SOMEWHAT, and 5 said NO
2. How did you find the conference process?
Interesting 44, Ok 12 ,Boring3
3. How did you find the questioning done by the teachers in the conference?
Insightful 49 ,Sarcastic 7 ,Offensive 3
4. How did you find the presence of parents?
Helpful 30 , Ok 21, Not required 8
5. In the conference would you like more of…..
Insight by questioning 37, Advice giving 16 , Direct comment 7
6. Did the conference help you in ....
Knowing yourself better 39, Slightly helped 18, Didn’t help you 2
7. Do you think SLC should continue for your juniors in school?
Yes 42, Maybe 13, No 4
Report:
Total students who participated in the feedback- 59 (XA, XII Sci, XII-Comm)
PARENT FEEDBACK REPORT:
ALL PARENTS RATED THE SLC PROGRAM AS GOOD AND EXCELLENT ON A 4- POINT RATING SCALE
1- Not so good, 2- Ok, 3- Good, 4- Excellent.
JUST ONE PARENT RATED IT AS ‘OK’.
If we compare the parent and students feedback one can say that the SLC program was a success. Some students did rate as wanting direct advice rather than insightful questioning. Maybe in the long run, they would know how they got benefited more by insightful questioning, as this benefit was clearly seen by the parents who came for the conference for their ward.
Life Skill Programme
A Day of Rejuvenation
A person needs Life Skills to grow and develop into an individual living with, relating and adapting to other people, the community and the environment.
Life Skills strengthens an individual’s capacity to do what he knows is right at the right time and situation.
Life Skills allow children to gain complete understanding of themselves through self-assessment and self-reflection. Life Skills also enable children to communicate with others and resolve conflicts that may cause emotional disturbances and even lead to violence.
Life Skills enhance children’s ability to control and manage emotions and stress that, if left unattended or ignored, may lead to high-risk behaviors.
Finally, Life Skills enable children to transform their knowledge, attitude and values into concrete and constructive actions. It empowers them to assess and stand firm against peer pressure, or social pressure, especially when it involves decision-making that affects their health and future.
Ten Basic Life Skills
SELF-AWARENESS
EMPATHY
EFFECTIVE COMMUNICATION
INTERPERSONAL RELATIONSHIPS
ABILITY TO MANAGE EMOTIONS
ABILITY TO COPE WITH STRESS
CREATIVE THINKING
CRITICAL THINKING
DECISION-MAKING
PROBLEM SOLVING
Dr. Renuka Gupta
Student-Led Conference
A Student-Led Conference is...
A Conference with parents led by the student, where the Teacher acts as a facilitator, and students lead parents through their Goals, Action Plans, Measures, Charts/Graphs, Strengths and Areas for Improvement for th current year. Focus on the 3 R’s...
Relevance- Why are we doing this?
Responsibility- Ownership for learning
Reporting- To parents and others
Benefits of Student led conferences…
Encourages students, parents and teachers to openly communicate about student achievements as equal partners.
Counseling
Guidance Services
Who Makes Referrals?
Students, Parents/Guardians, Administration, Teachers, Staff, of Self
Counselors Help Students:
Discuss Feelings
Explore Options
Reach Decisions
Sort Out Problems
Understand Abilities
Comprehensive Program at School: • To Complete individual counseling.
To Plan and Facilitate small group Counseling; Self-Help Groups.
To Complete Classroom Guidance using Appropriate and Relevant Topics.
To Incorporate Career Education
To Share Appropriate Information to Communities, Parents/Guardians, Teachers, and Students when re-Quested.
A comprehensive school counseling program offers the following:
1. Individual Services • To help students explore concerns.
To develop plans of action.
To aid the student in following a successful plan of action.
2. Group Counseling
• To allow small groups to share specific ideas about named issues.
3. Classroom Guidance
• To meet with students and help them understand about topics relevant to their growth and development.
4. Guidance Curriculum
• To assist students with personal, career, and educational development.
5. Student Appraisal
• To gather information about students’ abilities, achievements, and behaviors so that appropriate guidance related to education can be done.
6. Referral
• To serve as referring agents to help students and their families.
7. Consultation
• To consult with administration, teachers, community professionals, treatment agencies and to plan appropriate services for each child.
• To provide resource information for Parents/Guardians and teachers.
A Counselor:
"Someone who wants you to get the most out of school; to help you find solutions; meet the challenges of growing up; and to help you to better understand and appreciate who you are."
By: Dr. Renuka Gupta
Recognizing Learning Disability
Individuals with Learning Disability
According to the National Institutes of Health, one in seven has some type of learning disability (LD). The most common types of learning disability involve difficulties with basic reading and language skills. As many as 80% of students with learning disabilities have reading problems. Currently, adults who have learning disabilities are
the fastest growing group of students with disabilities in academia.
Recognizing a Learning Disability
Learning disabilities are externalized differently for each individual and can range from mild to severe. Some specific learning disabilities impact the ability to read, write, and process information. However, individuals with learning disabilities generally possess average to above average levels of intelligence yet usually have difficulty developing, integrating and demonstrating verbal and/or nonverbal abilities. For this reason, a discrepancy may exist between achievement and intellectual capacity.
Since learning disabilities are virtually invisible, many times an individual with a learning disability will complete most if not all of their formal education without ever being properly diagnosed and treated. Often, undiagnosed individuals will develop personalized coping strategies that serve to hide or compensate for deficiencies in learning. These individuals may feel ashamed or embarrassed of their inability to process certain information, failing to realize that their academic problems stem from a neurological condition and not a personal weakness or lack of intelligence. By becoming aware of various learning disabilities and their effects, the instructor will be more likely to help an individual identify a previously unnoticed learning disability.
Without formal testing, some signs that may indicate a possible learning disability are:
Need of oral repetition of written instruction.
Verbal ability far exceeds reading/writing ability.
Uses simpler vocabulary and sentence structure in writing than when speaking.
Spells the same word differently in a single piece of writing.
Trouble with open-ended questions on tests.
Reverses letters, words, or numbers in written text on a consistent basis (e.g. d for b, 35 for 53, or was for saw).
Appears conscientious and motivated but is not experiencing academic success.
Other characteristics common to many individuals with learning disabilities include:
Disorganization
Time disorientation
Limited attention span
Difficulty following directions
Poor listening skills
Inability to shift from one task to another
Inadequate strategies for monitoring errors.
Individuals with learning disabilities may also exhibit difficulties in the areas of reading, writing, and/or math/science such as:
Reading
Slow reading rate,
Poor comprehension and retention of written material, and
Difficulty with complex syntax.
Writing
Difficulty composing and/or sequencing ideas,
Poor sentence structure,
Incorrect grammar,
Frequent and inconsistent spelling errors,
Poor note-taking skills, and
Poor letter formation, capitalization spacing and/or punctuation.
Math/Science
Difficulty with basic math operations,
Difficulty comprehending word problems,
Difficulty aligning numbers,
Poor number formation,
Confusion of mathematical and scientific symbols, and
Tendency to reverse number sequences.
Dr. Renuka Gupta
Counselor – Navrachana Vidyani Vidyalaya
Learning Disability Identification
Preschool
Speaks later than most children
Pronunciation problems
Slow vocabulary growth, often unable to find the right word
Difficulty rhyming words
Trouble learning numbers, alphabet, days of the week, colors, shapes
Extremely restless and easily distracted
Trouble interacting with peers
Difficulty following directions or routines
Fine motor skills slow to develop
Grades K-4
Slow to learn the connection between letters and sounds
Confuses basic words (run, eat, want)
Makes consistent reading and spelling errors including letter reversals (b/d), inversions (m/w), transpositions (felt/left), and substitutions (house/home)
Transposes number sequences and confuses arithmetic signs (+, -, x, /, =)
Slow to remember facts
Slow to learn new skills, relies heavily on memorization
Impulsive, difficulty planning
Unstable pencil grip
Trouble learning about time
Poor coordination, unaware of physical surroundings, prone to accidents
Grades 5-8
Reverses letter sequences (soiled/solid, left/felt)
Slow to learn prefixes, suffixes, root words, and other spelling strategies
Avoids reading aloud
Trouble with word problems
Difficulty with handwriting
Awkward, fist-like, or tight pencil grip
Avoids writing assignments
Slow or poor recall of facts
Difficulty making friends
Trouble understanding body language and facial expressions
High School Students and Adults
Continues to spell incorrectly, frequently spells the same word differently in a single piece of writing
Avoids reading and writing tasks
Trouble summarizing
Trouble with open-ended questions on tests
Weak memory skills
Difficulty adjusting to new settings
Works slowly
Poor grasp of abstract concepts
Either pays too little attention to details or focuses on them too much.
Misreads information
Dr. Renuka Gupta
Counselor – Navrachana Vidyani Vidyalaya
Child Behavior
Is Your Child's Behavior a Problem at home or school?
Ensure the Child Understands Why Her Behavior is a Problem
Some students do not think about their behavior or anticipate consequences when they have impulse control problems and difficulty picking up on social expectations. Describe problem behavior in a firm but
non-confrontational tone. Some students respond better to a whispered reminder than a loud voice. Explain the behavior in specific terms the student will understand, and state why it is a problem.
Do Say:Your clothes are dirty because they were under your bed and not placed in the laundry basket. I'll show you how to wash them.
Don't Say:If you're too lazy to put your clothes in the basket, I'm not washing them.
Show Behavior Expectations - Model Appropriate Behavior for Your Child
Before responding to the behavior, it can be helpful to take three deep breaths to relax and think about what the best response would be. Calmly but firmly, explain the behavior you want the child to perform. Use specific language to describe what the child should or should not do. Strive to keep a firm but unemotional tone that is free from sarcasm.
Do Say:Use a quiet voice inside the restaurant.
Don't Say: Act right.
Show By Your Actions and Attitude that You Believe in Your Child
Encourage and reinforce the child's positive behaviors whenever possible. Although you may be frustrated by behavior, speak positively to the child and let her know you have confidence in her.
Recognize Behavior Change Can Take Time
Give honest, specific praise for any progress the child makes toward meeting behavior goals, even if he does not meet the goal in its entirety.
Plan Ahead for Safe and Appropriate Options When Behavior is a Problem
Know what situations cause problems for her, and prepare safe alternatives for her. Young children may enjoy role-playing ahead of time to learn the rules and expectations of the setting you will be in. Rehearse with them what they can do if they become angry or need to release some energy. Breathing techniques, taking a quick walk with a parent, playing word games, practicing math facts, and guessing games are often helpful for kids of all ages.
How to deal with aggression
Working with aggressive children, I like to keep in mind the model I learned from Assertiveness Training. When a child has a need or desire to communicate, he may present it in one of three ways:
Unassertive (passive) communication - I lose, you win.
Aggressive communication - I win, you lose.
Assertive communication - I win, you win.
It may seem odd that the best thing to do to help aggressive children is the same thing you do to help shy children, teach assertiveness! Of course you are coming at it from a different angle. The first step in changing the pattern of aggressive behavior in your child is to develop a sense of empathy. Observe and discuss with your child the emotions of others to help him understand how people feel when they are treated badly. TV and books are useful tools for teaching your child to recognize the feelings of others. Treat your child with empathy and respect, and he will learn to treat others in the same way.
An ideal opportunity to teach your child how to handle angry feelings is when you and your spouse have an argument. Your child can learn principles of listening well, remaining calm, cooling off, and negotiating a solution by your example. Do you and your spouse ofen lose control emotionally? Name-calling, hateful words, and, of course, physical aggression by parents are directly modeled by aggressive children.
Harsh physical punishment and abuse also lead to an aggressive pattern of externalizing painful emotions. Aggression in children is related to Oppositional Defiant and Conduct Disorders. These disorders set the stage for many long years of delinquency, substance abuse, poor relationships, and mal-adaptation in young adulthood. The destructive cycle is only stopped by learning self-control, a lesson best learned in childhood.
Children need to understand the difference between right and wrong. A healthy sense of guilt when they do wrong is a good thing. Feeling " shame " rather than "guilt", however, is associated with aggressive behavior. Parental practices that are associated with aggressive behavior in children include:
Poor supervision
Harsh or erratic discipline
Parental disharmony
Rejection of the child
Low involvement in the child's activities
Lack of encouragement and reinforcement of polite or considerate behavior in the child, combined with giving attention and reinforcement to the child when he yells or throws a tantrum.
Temper Tantrums
An older child who throws a temper tantrum is letting you know that he needs to learn the boundaries of what he can and cannot do. Some tantrums can be manipulative, a means to get what he wants when you tell him "no". If your child has learned the habit of tantrums to get his way, you can turn this behavior around. Here's how:
Anticipate the situations that trigger your child to have a tantrum.
Keep a positive but firm attitude when you enforce compliance in a situation in which he commonly tantrums to get his way.
Don't argue if he starts to escalate into a tantrum. Simply restate your expectation and say, "I know you can do this. If you throw a fit, this will be the consequence."
If he chooses to tantrum, step back, stay close, but don't talk to him until he stops. If he storms off, let him go.
After he calms down again, enforce the consequence that you stated.
Follow these steps each time he tantrums. In time, you'll see in his eyes that he knows this is not going to work. Then, the behavior will start to fade away and you can both celebrate his newfound maturity.
The following tests are available now at Navrachana Vidyani Vidyalaya. Not all tests are standardized. Some are information giving tests. Anyone interested in testing kindly take prior appointment of the counselor by a diary note or contact through e-mail or leave a note on the counselor’s table with your name and standard and the kind of testing required. These tests are charged. The charges vary according to the time duration. The charges for Vidyani Students are kept nominal compared to the charges for testing for any external student or adult.
Note: The Underlined tests are for children below 14 years.
PERSONALITY TESTS
TIME
APTITUDE TESTS
TIME
-Edwards personal preference schedule
1 hour
-DAT test-aptitude test
5 hours
-16 Personality factor test
1.30 min
-Multiple Intelligence test
30 min
-Dutt’s Personality Inventory
30 min
Culture Free Intelligence test
2 hours
-Behavior Observation Guide
1 Hour
-SKAT-scientific knowledge test
45 min
-Level of aspiration test
1 Hour
-GATB test- Aptitude test
1 Hour
-SCAT-anxiety test
1 Hour
-MISIC-Intelligence test for children
2 hours
-Aggression Test
1 Hour
-Computerized Aptitude test (IAM)
3.30 min
-EMPI-personality test
30 min
-HSPQ-High school Personality test
1 Hour
-Self acceptance test
30 min
-Self assertiveness test
20 min
-Self Esteem Test
20 min
-Emotional Intelligence test
30 min
-REBT worksheets
1 hour
-Rosenweigh P-F, frustration test
2 hours
-Brutal Honesty-Info
30 min
-Life goal, ‘Feeling I have’ test
1 hour
-Graphology Test
2 hours
-Need Hierarchy test
1 hour
-Mutual Perception Matrix
1 hour
-Dysfunctional attitude test
1 hour
-Developmental screening test
1 hour
-VSMS-social maturity test
1 hour
-Self Confidence Inventory
1 hour
-DRAW a MAN test
1 hour
-TAT-personality test
1.30 min
-CAT-personality test
1 hour
-ADHD test
1 hour
-Senior Apperception Test, relations among generations test
2 Hours
-Word association test
1 hour
-FIROBI
1 hour
-Johari Window-personality exploring
1 hour
ACADEMIC TESTS
TIME
GENERAL TESTS
TIME
-Concentration monitor-children
30 min
-Teachers Efficiency questionnaire
45 min
-Identifying child with dyslexia
30 min
-Principal Efficacy test
30 min
-Time management Information gathering test
1 hour
-Why do I do things, children test
30 min
-VAK-learning style test
1 Hour
-Mental concentration test
1 Hour
-Career Search test
2 hours
-NIMHANS SLD index test-learning problems
2 hours
-SFB-learning, Intelligence test for children
2 hours
-Career Decision scale (Mansayan)
1 hour
-Memory test
1 hour
-Learning test
1 hour
-Binet - Kamat Test of Intelligence (BKT)-children
2 hours
- Curriculum based test- A Learning Disability test
2 hours
HOUR WISE
CHARGES-For school students
For external
5 hours
250
450/-
4 hours
180/-
300/-
3 hours
150/-
230/-
2 hours
120/-
200/-
1 hour
100/-
160/-
30 min and less
50/-
100/-
Dr. Renuka Gupta
(Clinical Psychologist and Hypnotherapist)
e-mail: rensforu@gmail.com
