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Volume VIII Issue 08 Contents January 2012 Page Editorial Dr Rayadurgam Narasimham 02 CBR An Exercise in Realism Prof Visvesvaran P K 03 - 05 CBR for Slow Learners Teachers Role

Nireekshan Singh Gowgi S K and Guruprasada Rao S R CBR for the Hearing Impaired Children CBR for Effective Living

06- 11

Dr Amuthavalli T G 12- 14

Dr Usha Rani M and Sophia Meslina P An Overview of CBR in Children with Mental Illness

15- 18

Dr Nagarajaiah, Shireesh S Shinde and Jothimani Community Radio for Adolescent Welfare Manoj Babu G S and Vasanthakumari P

19- 25

27- 32

Focus: CBR for Children

Hony. S e i l E i o : pca dtr

Dr Rayadurgam Narasimham, Consultant (Vocational Rehab and Livelihood Programmes),Chennai

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Journal of School Social W o k r, Date: Place: Journal of SCHOOL SOCIAL W O R K January 2012
Mobile: 98406 02325

8 (New 14), Sridevi Colony, Seventh Avenue, Ashok Nagar, Chennai 600 083

E-mail: jssw.india@gmail.com and PJ.Naidu@yahoo.in Note: Views expressed by the contributors are not necessarily the official view of the Journal.

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Subscription Rs 3600 (Patron) Rs 2400 (10 years), Rs 1200 (5 years) Rs 500 (2 years only for students) can be sent by EMO/ DD/ NEFT to (Use the form in page 01) JOURNAL OF SCHOOL SOCIAL WORK, 14, SRIDEVI COLONY, 7t h Avenue, Ashok Nagar, CHENNAI 600083 Editorial The general perception about CBR (Community Based Rehabilitation) is that it is a quick, cheap and episodic distribution of some appliances for persons with disabilities (PWD). CBR in simple terms has to do with the delivery of primary rehabilitation services to people in their own communities. The complexity of CBR is the current concept that the programmes should be multi-sectoral. The children in rural areas face several constraints in accessing education. It is more so for those with disabilities. Helping them involves creation of awareness in the community by identifying leaders and recruiting volunteers. They ought to be trained by professionals to identify and deliver rehabilitation services effectively in the community. As Volunteers gain expertise in managing 70% of disability problems, they will realise that the rest need institutional care. Another important problem is the high illiteracy level of PWD at as much as 80.2% (73.9% to 97.2% for different disabilities). A community of school teachers can help this group of dropouts to acquire a reasonable living through Community Based Vocational Training (CBVT). The HSE had developed the concept while working in Ahmedabad at Pirana in 1989. A survey after one year of training, revealed that over 83% of those trained were earning while Vocational Rehabilitation Centres for the Handicapped (Govt. of India) could reach out to only 31% of their clients and the Special Employment Exchanges, a paltry 1 to 2% registered with them. The aim of CBR should be to help children through appropriate teaching methodlogies in schools and organize CBVT programmes and services for those out of school. Education is not a constraint, but accessing it is. Amantramaksharam Nasti; Nasti Moolamanaushadham: Ayogyoh Purusho Nasti: Yojakastatra Durlabhaha Every letter a Mantra; Every root a medicine; No person is totally useless; User is always hard to find! Journal of SCHOOL SOCIAL W O R K January 2012 0 2

Community Based Rehabilitation (CBR) for Children

CBR An Exercise in Realism

Visvesvaran P K* *Visvesvaran P K, Editorial Consultant, JSSW.

Introduction: being community-based that the In the olden days, professionals differently abled person does not used to talk about domiciliary have to be institutionalized and treatment, meaning that for certain separated from his or her family. In chronic diseases, prolonged CBR, family support will be hospitalization was not the answer continuously available to the subject. but the sufferer could be treated as Secondly, the locally available an out-patient. CBR, is, in a way, a resources like the VRC (Vocational modified version of the domiciliary Rehabilitation Centre) and the DRC approach. (District Rehabilitation Centre) and Proof of the pudding: the regional training and Few write-ups on CBR currently employment agencies can be fully available reveals how many utilized. Communitys involvement differently abled persons have in the rehabilitation is repeatedly actually benefitted from this effort by being stressed under this scheme. way of rehabilitation in its true sense, The communitys role: namely restoration (of the As a result of the 73rd handicapped) to the fullest physical, amendment (1992) of the Indian mental, social and economic Constitution the village councils usefulness of which they are came to be empowered to undertake capable (Hamilton 1950, and carry out inter alia the following paraphrased). Non-availability of responsibilities. such data is astonishing because Poverty Alleviation Programme, attention has repeatedly been Education, Training, Vocational focused on this idea in the absence Education, Non-formal Education, of hard data to substantiate and Health and Sanitation, Family support it. Welfare, Women and Child Why community-based: Development, Social Welfare One reason is for rehabilitation including Welfare of the Journal of SCHOOL SOCIAL W O R K January 2012 0 3

Subscription Rs 3600 (Patron) Rs 2400 (10 years), Rs 1200 (5 years) Rs 500 (2 years only for students) can be sent by EMO/ DD/ NEFT to (Use the form in page 01) JOURNAL OF SCHOOL SOCIAL WORK, 14, SRIDEVI COLONY, 7t h Avenue, Ashok Nagar, CHENNAI 600083 Handicapped and Mentally Retarded. Therefore, it becomes incumbent on the Panchayats to establish suitable institutions and facilities for the handicapped adults and children living within their jurisdiction. It would be interesting and instructive to find out how many Panchayats have done this. Not choice-based: From another perspective, CBR is not a matter of choice either for the administrators or for the physically and mentally challenged clients, but is the one by possibility in most cases. The present writer has a relative, a young man who is visually challenged and has a PG Degree to boast, along with a gold medal awarded for his proficiency in the subject of his specialization. He is currently employed as a school teacher in the same city in which he was born, brought up and was educated. He is married and lives with his parents. He will find it very difficult to move out of the city to seek a job elsewhere. His is a saga of community-based employment against all odds. From yet another perspective, it 0 4 Journal of SCHOOL SOCIAL W O R K January 2012 may be pointed out that no one recommends community-based employment for the able-bodied. They are expected to seek opportunities in all possible places in the same State or beyond, and even outside their country of origin. Thus, the very fact that CBR has gained wide currency with special reference to the handicapped is an indication that it is the most desirable, if not the only possible way to help them. Conclusion: Thus CBR is a necessity rather than being a virtue, especially in the case of the physically and mentally challenged. To make it successful at least two things are absolutely necessary. The local selfgovernment in the villages should start various facilities for the training and habilitation of the mentally challenged and for the rehabilitation of the physically disabled and handicapped. This calls for the availability of adequate funds for the village bodies in the first place. Something more is called for, besides. That is the sense of pride that every community must acquire in extending a helping

helping hand to the most vulnerable sections of its populace. The right attitude for people to adopt is: The vulnerable are one

amongst us. We will not leave them wanting. And, let the TINA factor be remembered: There Is No Alternative.

References: Bakshi, P M (2010): The Constitution of India, New Delhi: Universal p.390 Hamilton, Kenneth W (1950): Counselling the Handicapped in the Rehabilitation Process, NY: The Ronald Press.

Community Based Rehabilitation (CBR)

Most of the habilitation services for the mentally challenged are concentrated in the urban areas. 75% of the population of the country lives in the rural areas and practically no service exists for the habilitation of the rural disabled. Government and NGOs have realized the importance of taking the services to the rural disabled people. CBR is a systematic approach to help disabled persons within their own community, making the best use of local resources and helping the community to become aware of their responsibility in this regard. The responsibility is also given to the disabled themselves as they are part of the community. The aim is to provide services from within and with the active involvement of the community, family and the local administration. This approach is client-centered and

services are provided for the felt needs of the individual. The thrust of CBR approach lies in simplifying the technology and skills which can meet the needs of the rural population with disability and their families. CBR programme utilizes existing resources within the community and establishes a network of those resources so as to reduce the operational cost. The formal and comprehensive CBR services started with the initiation of District Rehabilitation Centre (DRC) by the Government of India in the year 1985 and the new scheme of National Rehabilitation programme for the disabled in the year 1994-95. It provides services of screening, detection, assessment, training, management, care, vocational training and job placement to persons with disabilities at the grass root level.

Source: Diploma in Special Education, Paper 4, (p. 42), National Institute for the Mentally Handicapped, Secunderabad. (Year not stated.)

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CBR for Slow Learners Teachers Role

Nireekshan Singh Gowgi S K* Guruprasada Rao S R**
*Nireekshan Singh Gowgi S K, Assistant Professor, DOS in Social Work, Pooja Bhagavat Memorial Mahajana PG Centre, Mysore. **Guruprasada Rao S R, Assistant Professor, DOS in Business Administration, Pooja Bhagavat Memorial Mahajana PG Centre, Mysore.

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Annual Status of Education Report, Introduction: A child has natural ability to (2010), nationally, there is not much develop informal learning from the change in reading levels of children society which provides ample as compared to 2009 status. Only opportunities to every child to learn. 53.4% children in standard 5 can But in case of formal learning, a child read a standard 2 level text. This should get enrolled itself to the suggests that even after five years school and the schools provide all of education in school, close to half other material things to children to of all children are not even at the learn. Government has been level expected of them after two spending a huge amount of money years in school. There is a decline on education. According to World in ability to do basic mathematics. Bank Report (Secondary Education This decrease of a few percentage in India) estimation almost 50 million points is visible across all classes. students go to schools (lower The proportion of children in secondary and senior secondary) in standard five who can do simple 2009-10 and World Bank projections division problems pertaining to suggest that an increase in absolute standard five has dropped from 38% demand for secondary education in 2009 to 35.9% in 2010 (Pratham between 2007/08 and 2017/18 of Resource Centre, 2011). Here, one should remember that around 17 million students per year, with total enrollment growing from 40 childs understanding always depends on its ability to receive the to 57 million students. On the other hand, according to stimulus. While some children are Journal of SCHOOL SOCIAL W O R K January 2012

quick to understand, some maybe are being used interchangeably over slow. In other words some children years (Dash, 2010) others have may take time to understand. These used different terms namely, children are generally known as slow underachievers, disadvantaged learners. students (ONeil, 2001), the term Though many terms such as slow learner is more appropriate borderline, dull, dull-normal, dull- from the social and educational average, low achievers, mildly perspective (Kaznowski, 2004). mentally handicapped, marginal The following table reveals the learners, gray-area children, at risk, severity of learning disability and IQ and kids who fall through the cracks levels. Severity of Learning Disabilities and IQ Level

Level of learning Corresponding Approximate mental IQ level age in years disability 70 or above 12 or older Normal 5069 912 Mild 3549 69 Moderate 2034 36 Severe Less than 20 Under 3 years Profound (Source: Vahabzadeh, Arshya B N; Delaffon, Vijay; Abbas, Mizrab; Biswas, Asit B: Severe Learning Disability, InnovAit, 2011, 4(2), 91-97)

Methodology: In this study, the investigators with the following objectives made an attempt to explore the perception of teachers role in counselling the slow learners in Government primary school and private aided schools: 1. To know the perception of teachers towards the need for counselling for slow learners.

2. To compare the Government primary schools with private aided school teachers perception of their role in counselling the slow learners. To fulfill the above objectives, the investigators have administered a questionnaire which contains 11 questions. This questionnaire had been prepared based on four parameters, that is, Teacher-

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Subscription Rs 3600 (Patron) Rs 2400 (10 years), Rs 1200 (5 years) Rs 500 (2 years only for students) can be sent by EMO/ DD/ NEFT to (Use the form in page 01) JOURNAL OF SCHOOL SOCIAL WORK, 14, SRIDEVI COLONY, 7t h Avenue, Ashok Nagar, CHENNAI 600083 Oriented Role (TOR-Four Questions), Facilitator-Oriented Role (FOR-Four Questions), Problems of Slow Learners (PSL-Two questions), and Subject difficulty for Slow Learners (One Question). The questionnaire is prepared on the lines of the instrument evolved by Lee and Ng (2009). To accomplish the proposed study, the investigators have visited 45 schools and administered the questionnaire on 100 primary school teachers of whom 65 are from Government primary schools and 35 are from private aided schools. The teachers selected randomly. The data were tabulated for analysis. Analysis: The purpose of the study is to analyze the perception of teachers role in counselling the slow learners in primary schools. To accomplish the purpose of the study, the investigators have collected the requisite data form one hundred primary school teachers of Mysore (Urban) Zone. Of the 100 teachers, 65 belong to government schools and 35 belong to private aided schools. Of 100, 15 are male teachers and 85 are female Gender Male Female 0 8 Journal of SCHOOL SOCIAL W O R K January 2012 teachers. The sample comprises of 15 teachers belonging to small schools (schools with 1 - 3 teachers), 31 teachers to medium schools (schools with 4 - 6 teachers), 35 to large schools (schools with 7 - 9 teachers) and 19 teachers to very large school (schools having more than 10 teachers). To fulfill the objectives of the study, the following statistical hypotheses were framed and tested subsequently. H1: The perception of teachers towards need of counselling for slow learners is uniformly distributed. H2: There is no difference in perception of male teachers and female teachers. H3: There is no difference in perception of government school teachers and private aided school teachers. H4: There is no difference in perception of teachers belonging to different types of schools. To test H1, norm table is constructed with three sigma concept among government school teachers and private aided school teachers and tested accordingly.

Table 1 Level of Perception of Teachers about Overall Aspects of Slow Learners

Minimum value: 14; Maximum value: 115; Mean=90.57; SD=11.2 Class Frequency Percent Level 52-68 3 3 Poor 69-79 10 10 Below average 80-101 73 73 Average 102-115 14 14 Above average

Calculated x2 value=125.36

Table X2 value=7.81

Since the calculated chi-square perception about overall aspects of value is greater than table value, the slow learners is average and above test was significant at 0.01 levels of and only 13 teachers perception is significance, that is, the perception below average and poor. The of teachers towards the need of investigators, thereby, conclude that counselling for slow learners is not most of the teachers (87%) have uniformly distributed, and of the one agreed that there is a need of hundred teachers, 87 teachers counselling for slow learners. Table 2 Gender Classification t-value Sig. (2-tailed) .174 1.370 N 15 85

Mean S.D. 86.93 9.051 91.21 11.461

Since the p-value was greater than 0.05, the test was not significant at 0.05 level and there was no significant mean difference in perception of teachers about overall aspects of slow learners among

male and female school teachers. Hence, the investigator concluded that there is no significant difference in the perception towards the need of counselling of slow learners on the basis of gender of the teacher.

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Subscription Rs 3600 (Patron) Rs 2400 (10 years), Rs 1200 (5 years) Rs 500 (2 years only for students) can be sent by EMO/ DD/ NEFT to (Use the form in page 01) JOURNAL OF SCHOOL SOCIAL WORK, 14, SRIDEVI COLONY, 7t h Avenue, Ashok Nagar, CHENNAI 600083 Table 3 Perception of Teachers According to Types of Schools Type of school N Mean S.D. t-value Sig. (2-tailed) Government 65 90.05 12.432 .636 .527 Private 35 91.54 8.528 Since the p-value is greater than and private aided school teachers. 0.05, the test was not significant at Hence, the investigators concluded 0.05 levels that there is no significant that there was no significant mean difference in perception of difference in the perception towards teachers about overall aspects of the need of counselling for slow slow learners among government learners. Table 4 Classification of Schools and Perception of Teachers Classification of school N Mean S.D. Small schools 15 86.00 8.062 Medium schools 31 86.48 11.809 Large schools 35 94.14 11.202 Very large schools 19 94.26 9.182 Total 100 90.57 11.198 Source of Sum of Degrees of Mean variation Squares freedom Square F Sig. Between Groups 1536.798 3 512.266 4.521 .005 Within Groups 10877.712 96 113.309 Total 12414.510 99 Since the p-value was less than that there exists significant mean 0.05, the test was significant at 0.05 difference between the small, level and there was significant mean medium size school teachers and difference in perception of teachers large size school teachers about overall aspects of slow perception of their role in identifying learners among four different types problems of slow learners. of schools. Post hoc test indicated Hence, the investigators 1 0 Journal of SCHOOL SOCIAL W O R K January 2012

conclude that the teachers from large size schools are more willing to identify the problems of slow learning students than those from small and medium size schools. Findings: From the above statistical analysis, the following findings were listed: Irrespective of gender, type and classification of school, the teachers admitted that they have a role to play in counselling the slow learners. Irrespective of gender and type of school, there exists a significant mean difference between the small, medium size school teachers and large size school teachers perception about the teachers role in identifying

problems of slow learners. Conclusion: To look into the aspect of perception of teachers role in identifying of problems of slow learners, the investigators collected the information from the one hundred school teachers of Mysore city by administering a questionnaire. From the analysis carried out, the investigators conclude that irrespective of gender, type and classifications of school, the teachers admitted that counselling has a role to play in helping the slow learners; and the large size school teachers are having more inclination towards identifying the problems of slow learners than that of small and medium size school teachers.

References: Dash, Mitu (2010): Educating the Slow Learners: Scope for Interventions, Educational Quest, 2010, 1(1), 99-102. Kaznowski, Kimberly(2004): Slow Learners: Are Educators Leaving Them Behind?, NASSP Bulletin, 2004, 88(641), 31-45. Lee, Winnie and Ng, Sarah (2009): Reducing Student Reticence through Teacher Interaction Strategy, ELT Journal, 2009, 64(3), 302-313. ONeil, Barbara (2001): Improving Learning for Underachievers, The Clearing House, 2001, 74(5), 236-237. Pratham Resource Centre(2011): Annual Status of Education Report (Rural) 2010, Pratham Resource Centre, Mumbai, 2011, p. 51. Vahabzadeh, Arshya B N; Delaffon, Vijay; Abbas, Mizrab; Biswas, Asit B(2011): Severe Learning Disability, InnovAit, 2011, 4(2), 91-97. www.worldbank.org.in

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CBR for the Hearing Impaired Children

Amuthavalli T G*
*Dr Amuthavalli, T G, Associate Professor, Department of Education, S.P. Mahila Visvavidyalayam, Tirupati

Introduction: Community based rehabilitation (CBR) for the disabled has been in vogue for some time now. In the last few years however, development and changes have been significant and CBR is understood in a vastly different manner from what it was in the initial years. With reference to the hearing impaired population, though rehabilitation services are found in the metropolitan cities and many of the small and big towns in India, CBR is a boon for those living in densely populated rural areas. Objectives of CBR: The CBR approach should be planned and implemented in such a manner as to achieve the following objectives for the hearing impaired: To enable them to remain within the fold of their family. To make community accept the child as a rightful member To prepare them vocationally to become self-sufficient and financially independent later as an adult. To create awareness in the community, about the existence of services, need for rehabilitation and about their potentials. To promote local organizational set up to supervise, monitor and regulate the services for them. To train the grass-root level workers, for proper CBR. To rehabilitate the child in such a manner that the family is the main supporter in the community setting To involve the community at all levels in the rehabilitation To plan a cost-effective rehabilitation programme To provide screening, assessment and follow-up. To execute need-based services to the child according to his/her age, sex, caste, family background and experience. To include a child in the general stream of education by admitting him to the village school for his social inclusion and development of his personality. Journal of SCHOOL SOCIAL W O R K January 2012 1 2

To utilize local resources for preventing the preventable and curing the curable hearing impairment. To promote local networking with medical centres, schools and local government. To identify them and design an individualized instructional programme. To provide medical/ audiological assessment, training and intervention if necessary. To train in communication skills in reading and writing. To give family counselling to ensure inclusion in schools. To give psychological support to the child. To provide community awareness programmes. To ensure need-based vocational training and placement. To tap NGO and government support for the service. To provide referral and followup services. Principles of CBR: To integrate the hearing impaired child into the society. To meet the needs of the hearing impaired with

comprehensive interventions. To encourage innovative use of local resources. To change the negative attitude of the community. To be cost effective and resource effective. To be more flexible and creative, depending heavily on needs and resources of the community. To promote community participation in planning, developing and monitoring the programme. Hinderances to CBR: Structures and systems of the society are largely amorphous. The training given in CBR becomes inadequate Multiple and multi-sectoral resources have to be co-ordinated to function cohesively. Acceptance in the community occurs late because of locally adapted technology, less trained personnel, slow results, low literacy and superstitions. People have to be organized before collective action can be initiated in the community. No universal models are

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Subscription Rs 3600 (Patron) Rs 2400 (10 years), Rs 1200 (5 years) Rs 500 (2 years only for students) can be sent by EMO/ DD/ NEFT to (Use the form in page 01) JOURNAL OF SCHOOL SOCIAL WORK, 14, SRIDEVI COLONY, 7t h Avenue, Ashok Nagar, CHENNAI 600083 available to easily replicate from one setting. Social, economic, cultural geographical and political environment in some areas may not yet be conducive to initiating CBR. Inadequate planning and development Communities resist changing beliefs and practices in disability and rehabilitation Lack of infrastructure, functioning institutions and social
References: Punana Dr.Bhushan and Rawal Nandini (YNS): Manual on CBR : Nab. Worli, Mumbai 400025. Training Notes in CBR (2001): http://www/aifo.it/english/apdj.htm. Training notes in CBR(2002): A Tool to Assist Trainers for CBR 2002 http://www.aifo.it/english/apdj.htm John, Prior (Ed) (1996): Encyclopedia of Management Training and Development Vl.3, Jaico Publishing House, New Delhi.

organization in villages. Conclusion: Similar to any other services to humankind CBR for the hearing impaired also has its own objectives principles and hindrances. The CBR for the hearing impaired child can become a casualty unless great care is taken to design a feasible and realistic strategy based on a thorough understanding of deafness and its implications along with careful resource analysis and need assessment.

CBR for Effective Living

Usha Rani M* Sophia Meslina P**

Announcement Parents, teachers and professionals have approached us time and again for guidance and direction in matters that concern the welfare of students. We are thankful to them for the confidence they repose in us. We receive many suggestions and recommendations from people from different walks of life many practical and some outright Utopian. We have started implementing many of the practical ones. ~Ed.
1 4 Journal of SCHOOL SOCIAL W O R K January 2012

Introduction: disabled people themselves, their The purpose of educating a child families and communities, and the with a special need is to prepare him appropriate health, education, for full participation in community life. vocational and social activities. Therefore, from the very start the Most of the habilitation services community should be involved in the for such children are concentrated education of children with special in the urban areas. 75% of the needs. Such community population of the country lives in rural participation ensures better areas and practically no such acceptance of their needs and services exist there for the potential for education, employment habilitation of the rural children with and social activities. The main focus special needs. So community based in training persons with special rehabilitation is a systematic needs is on reducing their approach to help such children within dependence on care givers and lead their own community making the them towards independent living to best use of local resources and the extent possible. This is possible helping the community to become with community based rehabilitation aware of their responsibility in this (CBR). regard. The aim is to provide CBRA community strategy: services from within and the active Community based rehabilitation involvement of the community, family is a strategy within community, and local administration. This development for the rehabilitation, approach is client centered and equalization of opportunities and services are provided for the felt social integration of all people with needs of the individual. CBR aims disabilities. CBR is implemented also at training the middle level through the combined efforts of functionaries who in turn will train the 1 5 Journal of SCHOOL SOCIAL W O R K January 2012

*Usha Rani M, M.A, M.Phil, M.Sc, M.Phil, M.A, M.Ed, PhD, Lecturer in Psychology, T V S Teacher Training Academy. **Sophia Meslina P, Principal, D.T.Ed, T V S Teacher Training Academy

Subscription Rs 3600 (Patron) Rs 2400 (10 years), Rs 1200 (5 years) Rs 500 (2 years only for students) can be sent by EMO/ DD/ NEFT to (Use the form in page 01) JOURNAL OF SCHOOL SOCIAL WORK, 14, SRIDEVI COLONY, 7t h Avenue, Ashok Nagar, CHENNAI 600083 grass root level workers, parents, family members and other care givers to manage and train persons with specific difficulties. The thrust of CBR approach lies in simplifying the technology and skills which can meet the needs of the rural population with special needs and their families. CBR programme utilizes existing resources within the community and establishes net work of these resources so as to reduce the operational cost. Community mapping: This means preparing a list of all those resources in the community, which can help the education of children with children with special needs. The community needs to take a list of schools in their community who are prepared to admit children with special needs and what support services the school can provide for such children. Peers who would be able to or willing to escort such children should be identified and provided for such children. Role of CBR worker: Creating awareness among people about their rights and possibilities of improving their 1 6 Journal of SCHOOL SOCIAL W O R K January 2012 quality of life. Educate the community about children with special needs. Guide the parents to get the required help. Involve many parents to become members. Identify a common place to meet periodically. Help mothers of such children to feel that they are not alone with their child, there are others to work for the betterment of life of the person. Updating the parents to avail the government schemes, trends with the relevant details. Train the caregivers with interesting therapies and use the materials available at home. Mobilize the resources within the community, family and utilize the key members like village head, religious head, to influence the public to form self-help groups. Mobilizing resources: Available community resources can be mobilized effectively to promote the education of children with special disabilities. For example, if a qualified resource teacher

is needed, you may ask the Panchayat President or the Block Development Officer may be able to pay or get through convergence some aids and appliances. We may also locate a special school or an alternative school to which a child with a special need can go without undergoing much ordeal. For this purpose, we may need to contact the District Education or Social Welfare Officer, who can provide guidance on the available resources. Forming selfhelp groups: In urban areas, to minimize the burden of the transportation difficulties, car sharing is a common phenomenon. Similarly group of parents can get together and help each other in some of the following tasks. Getting admission for their wards in the neighbouring schools. Taking turns to take a few children with special needs to school every day and bringing them back. Organizing evening coaching for these children. Organizing appropriate recreational activities.

Special therapies: Guidance and Counseling to the family about acceptance, special education, ADL skill training, regular health check up, play therapy, early intervention sessions, occupational therapy, economic rehabilitation, speech therapy, providing designed and modified chairs and equipment to specially challenged children who need them. Health: There is a need to create awareness of the health services, medical facilities for rural areas and need to educate about basic care and hygiene. Education: The aim of Sarva Siksha Abhiyan (SSA) is to provide education for all including children with special needs, promote inclusive education, provide support service and assessment in schools and provide training for CBR workers on inclusive education. This education should provide a platform for them to involve themselves in productive activities with in turn reduces their problem behaviors. Conclusion: With the help of CBR workers we

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Subscription Rs 3600 (Patron) Rs 2400 (10 years), Rs 1200 (5 years) Rs 500 (2 years only for students) can be sent by EMO/ DD/ NEFT to (Use the form in page 01) JOURNAL OF SCHOOL SOCIAL WORK, 14, SRIDEVI COLONY, 7t h Avenue, Ashok Nagar, CHENNAI 600083 can ensure these persons with specific difficulties avail of the different services and facilities which
References: Pandey R S and Lal Advani (1994): Perspective in Disability Rehabilitation, New Delhi: Vikas Publisher Dr. Jayanthi Narayan (Ed 2002): A Practical Manual on Special Education Practicals and Teaching Practice in Mental Retardation. MPBOU (2001) Courses of study, B.Ed, Special Education Distance Education Programme, MPBOU, Bhopal.

are available to other people specifically for their functional and social integration.

An Overview of CBR in Children with Mental Illness

Nagarajaiah* Shireesh S Shinde** Jothimani***

*Dr Nagarajaiah, Additional Professor, Dept of Nursing, NIMHANS, Bangalore. **Shireesh S Shindhe, Staff Nurse, NIMHANS, Bangalore ***Jothimani, Clinical Instructor, NIMHANS, Bangalore

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For Read caregivers resources caregivers resources lesser trips fewer trips under Session 2 the second line repeated itself erroneously. at time lose or are unable to at times are unable to To regain those skills To restore those skills compared score before compared, scores before a very basic requirement a basic requirement Under Strategize delete all these times! through out throughout given the situation given this situation expect direct observation use direct observation practice practise to realize them to make them realize that skills of a child needs to be skills of a child need to be

Regarding References
Dear contributors! Please provide all relevant information like place and year of publication along with name of the publisher and volume number in case of journals. Place of publication unstated is no light error. ~Ed. 1 8 Journal of SCHOOL SOCIAL W O R K January 2012

Introduction: The World Health Organizations (WHO) report on Disability Prevention and Rehabilitation can be taken as the starting point for community-based rehabilitation (CBR). CBR was presented as a promising approach to providing rehabilitation services to people with disabilities and chronic psychiatric patients in general. It was based on a thorough study of the living conditions and of the abilities and needs among persons with disabilities and chronic mentally ill persons in the developing countries. The CBR is a strategy that defined a new entry point. Action to improve the quality of life of these persons would no longer be based in highly specialized institutions away from the mainstream; it would be available close to those who needed them. Community mobilization was

identified as important. Changing the entry point also implied very thorough changes in the entire traditional system, including existing policies; supporting the empowerment of persons with disabilities and their organizations, providing better opportunities, and promoting their human rights. Using that entry point, each country should develop its own culturally adapted policies, plans, actions and services in a future system based on needs assessments, the availability of local and national resources, and the views of the stakeholders. Proper utilization of CBR in children with mental illness reduces the family burden and improves their quality of life. Importance of CBR: Most of the children who are suffering from mental illness as well as some of the chronic medically ill

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Subscription Rs 3600 (Patron) Rs 2400 (10 years), Rs 1200 (5 years) Rs 500 (2 years only for students) can be sent by EMO/ DD/ NEFT to (Use the form in page 01) JOURNAL OF SCHOOL SOCIAL WORK, 14, SRIDEVI COLONY, 7t h Avenue, Ashok Nagar, CHENNAI 600083 require long-term rehabilitative care because the chronic illnesses makes children to suffer with disabilities affecting their growth, development in terms of physical, mental and social life. Common psychiatric disorders which requires CBR are Mental retardation Pervasive developmental disorder Conduct disorder learning disorder specific developmental disorder of speech and language specific developmental disorder of motor function Cerebral palsy History: The real move forward for CBR came with the distribution of the manual Training Disabled People in the Community (Helander et al., 1980, 1983). The basic idea of this manual was that the rehabilitation process could be broken down into steps to follow and could be explained to people without a professional background in rehabilitation, special education, vocational training and so on. WHO stated that all countries have to initiate community based 2 0 Journal of SCHOOL SOCIAL W O R K January 2012 rehabilitation programmes that are available and acceptable to all sectors of the population, especially the rural and urban poor, concentrating on the major categories of disabilities or handicaps caused by locomotor, speech, hearing, seeing and mental disorders (World Health Organization, 1982). In a 1997 Economic and Social Commission for Asia and the Pacific (ESCAP) statement called Understanding CBR, it was concluded that CBR programmes should be based on the following criteria: 1. Persons with disabilities are included at all stages and levels and have distinct decision-making roles. 2. The primary objective is the improvement of the quality of life of persons with disabilities. In order to achieve this, CBR programmes focus on Eliminating stigma and increasing the recognition of disabled persons as resourceful members of familyand society; Making the environment and existing service delivery

systems accessible to persons with disabilities; Supporting persons with all types of disabilities (physical, sensorial, psychological and mental, leprosy, epilepsy) according to their specific needs. The same ideas are reflected in the revised joint position paper on CBR from the UN Agencies. 3. In this paper increased emphasis is given to aspects on human rights and community participation. CBR is seen as a strategy to achieve equal opportunities and full participation of disabled persons, addressing a wide range of obstacles to their participation in society. The word rehabilitation is seen as too medical and narrow and no longer reflects the CBR concept. CBR is seen as a strategy to promote the rights of persons with chronic disabling diseases or disorders to enjoy health and well-being and to participate fully in educational, social, cultural, religious, economic and political activities. CBR benefits all people in the community because an

accessible and human rights sensitive environment makes life easier for everyone. The position paper introduces the term inclusive communities meaning that the focus is on the human rights of all citizens, including those with disabilities. Key areas: Looking at the different community based rehabilitation programmes it can be concluded that the fllowing are perceived as most useful by children with disabilities and mental disorder: Social counselling. Training in mobility and daily living skills. Providing or facilitating access to loans. Community awarenessraising. Providing or facilitating vocational training/ apprenticeships. Facilitating formation of local self-help groups, parent groups. Facilitating contacts with different authorities Facilitating school enrolment (school fees and contacts with teachers)

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Subscription Rs 3600 (Patron) Rs 2400 (10 years), Rs 1200 (5 years) Rs 500 (2 years only for students) can be sent by EMO/ DD/ NEFT to (Use the form in page 01) JOURNAL OF SCHOOL SOCIAL WORK, 14, SRIDEVI COLONY, 7t h Avenue, Ashok Nagar, CHENNAI 600083 Awareness-raising: CBR programmes have been successful in raising awareness and should include the following: Systematically engage persons with disabilities themselves as advocates because the most powerful advocacy tools are living examples of success and personal stories about discrimination and how to overcome it. Evaluate the local situation and target the most influential people (those who have power and/or money) like schoolteachers, religious leaders, community leaders and elders. Be specific about the tasks of the change agents. Use media as a tool especially radio. Use drama as a tool to make prejudices visible. Medical care: CBR programmes have not yet been able to make a difference concerning medical care for persons with disabilities and mental disorders. CBR programmes should give more priority to influence health 2 2 Journal of SCHOOL SOCIAL W O R K January 2012 authorities to take their responsibility as stipulated in the Standard Rules on medical care. CBR programmes should increasingly challenge and support the health authorities: To improve competence and capacity of primary health care to make early interventions, correct diagnoses, treatments and referrals. To make referral specialists accessible at regional or district levels. To provide subsidies for medical care. To engage with traditional healers to increase their knowledge about disabilities, their causes and suitable early intervention measures. Rehabilitation services: Rehabilitation and support services have not been provided by the CBR programmes, as was originally expected. Community based rehabilitation programmes should consider developing the following aspects: Social counselling, ADL and mobility training can be effectively carried out in communities but they could be more effective if

peers (or parents of disabled persons) who have practical experience from solving various problems were systematically used as resource persons. Physical rehabilitation and production of assistive devices require a level of expertise that is not available in most communities: government funded referral centres at the districts level should be promoted as well as district budgets for assistive devices. Sign language training and training of interpreters should also be the responsibility of the resource centre in collaboration with the Association of the Deaf. The district referral centre should also play an important role in supporting vocational training initiatives and apprenticeships. Education: CBR programmes have had a positive impact on education opportunities for children with physical disabilities and minor impairments. For other children the options remain limited to a few special schools. CBR programmes

should increase efforts to influence education authorities to take their responsibility as stipulated in the Standard Rules on education. CBR programmes should also consider supporting: Special sign language medium classes for autistic , aphasic and mentally retarded children in collaboration with education authorities and the Association concerning these disorders. Parent-driven community centres for intellectually disabled children focusing on skills training and care: these parent self-help groups should be supported to develop community-based care facilities as a complement to family care. Income maintenance and social security: This has been a successful CBR programme initiative that has impacted on all aspects of quality of life. It could be further strengthened by: Facilitating access to loan schemes outside the CBR programme such as the poverty. Finding new innovative areas

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Subscription Rs 3600 (Patron) Rs 2400 (10 years), Rs 1200 (5 years) Rs 500 (2 years only for students) can be sent by EMO/ DD/ NEFT to (Use the form in page 01) JOURNAL OF SCHOOL SOCIAL WORK, 14, SRIDEVI COLONY, 7t h Avenue, Ashok Nagar, CHENNAI 600083 for skills training; leaving traditional preconceived ideas behind regarding suitable trades for different groups of persons with disabilities; involving persons with disabilities in the identification of suitable trades. Facilitating apprenticeship and participation in ordinary vocational training schemes. Government and community commitment: CBR programmes have not yet succeeded in ensuring the anticipated government and community commitment. In general, this commitment has been moral support, but improved quality of life for persons with disabilities requires resources as well. CBR and the fulfillment of human rights of persons with disabilities cannot depend on volunteers and goodwill from NGOs. CBR programmes must recognize that sustainable change requires government support both in policy and practice. There is an urgent need for CBR programmes to ensure that governments: Include persons with disabilities in ordinary community development programmes and 2 4 Journal of SCHOOL SOCIAL W O R K January 2012 poverty reduction schemes. Provide community health workers with back-up, continuous training opportunities and incentives so that they are kept abreast of the latest technologies. Support a referral system at district level. Provide training and resources for education and health systems. Support sign language development and interpreter training. Effectiveness of CBR is hard to establish as it cannot be described as a discrete intervention nor the expected outcomes standardized. Conclusion: Understanding traditional concepts and beliefs about mental disorders and disability are fundamental to our understanding of how to approach systems and how to foster productive change. But it must also be remembered that all societies change over time and incorporate new ideas into a cultural whole. Having said this, one cannot simply list what the traditional beliefs and practices are. We need to understand beliefs, practices, customs and issues as part of a

viable and interconnected set of systems that are closely linked and often evolving over time. To understand the complexity of issues surrounding mental disorders and disability in society, it is important to reach beyond the boundaries of our particular disciplinary and ideological frameworks, and seek productive dialogues with others using different disciplinary approaches. Finally, the responsibility and

choice for using this new knowledge and promulgating changes or what traditional ideas and practices are to be kept, must ultimately rest with the individuals with mental disorders and disabilities within their respective societies. Hence utilization of community based rehabilitation becomes imperative for total care and effective management of children with psychiatric disorder in order to mainstream them.

References: Helander E (1992): Prejudice and Dignity: An Introduction to Community Based Rehabilitation. UNDP New York, 1992, 2nd edition 1999. Bela Shah et al. (2005): Mental Health Research in India: Monograph on ICMR Mental Health Research. Indian Council of Medical Research: New Delhi. 2005 Harry Flinkenflugel, Ivan Wolffers and Robert Huijsman (2005):The Evidence Base for Community Based Rehabilitation: A Literature Review. Internationanal Journal of Rehabilitation Research, 2005, vol 28, no 3, pp 187-200 Pim Kuipers and Steve Harknett (2008): Consideration in the Quest for Evidence in Community Based Rehabilitation. Asia Pacific Disability Rehabilitation Journal, 2008, vol 19, no 2, pp 1-14 http://www.who.int/disabilities/cbr/en/

Gratitude

We are thankful to the honorary special editor Dr Rayadurgam Narasimham for his excellent co-operation and co-ordination even when abroad. We thankhim for co-opting Dr Bhattacharyya R and Prosenjit Majumdar as committee members for the month of January 2012. We are thankful to all the contributors and the subscribers. Focus for all the months of April 2012 to December 2012 have been selected after consultation with the giants in the field and we are awaiting the confirmation from the honorary special editors for formal announcement.

Journal of SCHOOL SOCIAL W O R K

January 2012

~Ed. 2 5

Subscription Rs 3600 (Patron) Rs 2400 (10 years), Rs 1200 (5 years) Rs 500 (2 years only for students) can be sent by EMO/ DD/ NEFT to (Use the form in page 01) JOURNAL OF SCHOOL SOCIAL WORK, 14, SRIDEVI COLONY, 7t h Avenue, Ashok Nagar, CHENNAI 600083

Subscription Form
From: To: The subscription Department JOURNAL OF SCHOOL SOCIAL WORK 14 (Old 8) Sridevi Colony, 7th Avenue, Ashok Nagar, Chennai 600083.

Community Radio for Adolescent Welfare

Manoj Babu G S* Vasanthakumari P**

*Manoj Babu G S, Programme Executive, Ilanthalir Community Radio 107.2MHz, RGNIYD **Vasanthakumari P, Programme Executive, Ilanthalir Community Radio 107.2MHz, RGNIYD

Sir, Kindly accept the amount of Rs. ___________________________________ _______________________ only as two/ five/ ten years subscription sent by EMO/ DD payable at Chennai/ At Par cheque payable at Chennai/ DD/ Cheque no: ______________ dated ___________ drawn on ______________/ NEFT transaction made from __________________ bank bearing the transaction code: __________________ made on _______ . The journals may be sent to the following address. ________________________________ ________________________________ ________________________________ ________________________________ PIN: ____________ e-mail ID: I/ We understand that the first copy of the journal will be sent by you only after 5 days of receipt of the subscription at your end. Thanking you, Yours truly,

Signature and seal Date: Place: Journal of SCHOOL SOCIAL W O R K January 2012

Introduction: Community Radio: In India, adolescents (10 19 Under AHDP, RGNIYD has years), constitute 22.8% of the established a Community Radio viz. population (according to the Ilanthalir Community Radio inside its Planning Commission Population campus with the frequency of 107.2 Projections, 2001). Taking into MHz (FM broadcasting) from 14th account of the importance and November 2008. Community Radio needs of the adolescents, is peoples radio, involving the Adolescent Health and Development members of the community in the Project (AHDP) is functioning under broadcast of programmes. It is cost Rajiv Gandhi National Institute of effective, easy to operate, reaches Youth Development (RGNIYD), all members of the community in since 2007 supported by United their own languages and as a local, Nations Population Fund (UNFPA). grassroots media, it maximizes the It is an autonomous body of Ministry potential for development to be of Youth Affairs and Sports, offering drawn from sharing information, training and capacity building for knowledge and skills within the youth functionaries across the community. It covers a geographical Nation. It functions as vital resource area of not more than 15 to 20 km. centre, coordinating the training, Focus of the programme: orientation, research, extension and Ilanthalir Community Radio outreach initiatives for State and works on the concept For the Central Governments and National adolescents, of the adolescents and level youth organizations in order to by the adolescents. The target strengthen the quality of youth. group includes: Adolescents, Journal of SCHOOL SOCIAL W O R K January 2012 2 7

Subscription Rs 3600 (Patron) Rs 2400 (10 years), Rs 1200 (5 years) Rs 500 (2 years only for students) can be sent by EMO/ DD/ NEFT to (Use the form in page 01) JOURNAL OF SCHOOL SOCIAL WORK, 14, SRIDEVI COLONY, 7t h Avenue, Ashok Nagar, CHENNAI 600083

school Head Masters/ Mistress, teachers and students on concept of community radio and programme production. Production process:

Orientation programme for School HMs and Teachers by Ilanthalir Production Team.

Teacher nominated as Programme-in- charge assists students in developing scripts

Programme rehearsal by Ilanthalir production team.

Programme recording at Ilanthalir CRS. After orientation and training, discussions were carried out with the teachers and students on the needs and problems of the adolescents and their villages. Radio programmes are designed with the help of Ilanthalir Community Radio officials based on their assessed needs and problems. Followed by that, rehearsal on designed radio programmes with proper script would be conducted. Journal of SCHOOL SOCIAL W O R K January 2012

Finally the students were exposed to the new medium by taking them to the radio station for programme recording. After the recording its an awesome feeling for an individual to be on air, voice his/ her views and share experiences with the close ones and the community at large. Some recent programmes: Some of the programmes produced by Ilanthalir Community Radio focus on adolescent heath (Nalamaai Vaazha), career guidance (Kanavugal Nijamaagum),selfdevelopment, media literacy, awareness on drug addiction and spoken English too. Apart from adolescents, Ilanthalir also focuses and produces programme for youth between 15 and 35 years and community involving self-help groups (SHG), Gram Panchayats, teens clubs,Nehru Yuva Kendra (NYK) youth clubs and ICDS in and around Sriperumbudur, and in some parts of Thiruvallur district. Outcome of Community Radio: The programmes have made an impact in the community as can be seen from the following responses of some of the members

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January 2012

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Subscription Rs 3600 (Patron) Rs 2400 (10 years), Rs 1200 (5 years) Rs 500 (2 years only for students) can be sent by EMO/ DD/ NEFT to (Use the form in page 01) JOURNAL OF SCHOOL SOCIAL WORK, 14, SRIDEVI COLONY, 7t h Avenue, Ashok Nagar, CHENNAI 600083 of the community: Ilanthalir has provided a platform to enhance the multiple talents of the students and make their dream come true. The dramas produced by the students and their participation in radio programme unveiled their talents. We thank Ilanthalir Community Radio for this wonderful opportunity. ~Mrs. Uma Jothy, Teacher, Panchayat Union Middle School, NGGO Colony, Sriperumbudur From Ilanthalir Community Radio the officials approached our school regarding IIanthalir Neram (Adolescent Time) Programme. All the students wanted to make use of the opportunity and were willing to participate. Through audition we selected the best talents and finally produced the show. We are not only presenters and listeners of the programme we also spread information about Ilanthalir programmes among civic forums of other villages ~Mrs. Selvi, Teacher, Govt High School, Thandalam, Sriperumbudur 3 0 Journal of SCHOOL SOCIAL W O R K January 2012 By participating in Ilanthalir Community Radio programme, I can confidently say, I can speak anywhere without stage fear. ~Ms.Hema, Student, Panchayat Union Middle School, Thirumangalm, Sripermbudur Ilanthlir programmes are very useful for students like us. I thank Ilanthalir for this experience. ~Mr.Divakar, Student, Don Bosco Hr.Sec.School, Panur, Thiruvallur Through the programme Kanavugal Nijamaagum (Career Guidance Programme) I came to know the career options after 12th standard. Im sure the programme is very useful to students like me from a village background whose parents are illiterate. ~ Ms. Bhavani, Civic Forum, Panchalampattu, Sriperumbudur Listenership survey: The survey aimed at the following: To analyze the impact of Ilanthalir Community Radio programmes among the adolescents. To estimate information requirement of adolescents for

future scheduling of programmes. (57% ) stated that they had adopted To elicit target beneficiaries few enrichment programmes to opinion on the information given change their behaviour such as: to help others , to be active and bold, under the Ilanthalir programme To solicit comments and to develop their communication skill suggestions from the , to be fearless in front of beneficiaries for the improvement microphone, to adjust with friends, to think critically and to plant trees. of the programme. A listenership survey (2010) was Majority (97%) of respondents recently conducted in10 Schools in consider Ilanthalir Community Radio and around Sriperumbudur and as an effective tool to create Thiruvallur blocks with a sample size awareness in the community. Nearly of 500 (50 respondents from each half (47%) of respondents were school) using systematic random proud that they imparted such social sampling method and a messages for people through questionnaire as tool for data programmes. collection. A large majority (90%) reported Result of the survey: that they would become members of The survey revealed that majority radio club and represent their school of the students (96%) listen to to create and present socially Ilanthalir Community radio. Of the relevant programmes for the listeners majority of them (89%) community listened at school and 11 %, at home. Majority (60%) of respondents One-third of the respondents feel that they learnt to design a reported that they liked drama drama for radio, to modulate their (29%). The second most liked voice and gained knowledge through programme was folk song (28%), programmes such as scientific facts, the other liked programmes were spoken English and selfpoem (11%), storytelling (9%), group development programme. Conclusion: discussion (7%), debate (5%) and Ilanthalir Community Radio conversation (5%) in that order. helped the More than half of the respondents Programmes Journal of SCHOOL SOCIAL W O R K January 2012 3 1

Subscription Rs 3600 (Patron) Rs 2400 (10 years), Rs 1200 (5 years) Rs 500 (2 years only for students) can be sent by EMO/ DD/ NEFT to (Use the form in page 01) JOURNAL OF SCHOOL SOCIAL WORK, 14, SRIDEVI COLONY, 7t h Avenue, Ashok Nagar, CHENNAI 600083 Journal of School Social Work English Monthly. ISSN: 0976-3759 Registered with Registrar of Newspapers for India underNo.TNENG/2004/14389. Postal Registration TN/CC(S) Dn/ 47 / 12 - 14. Licensed to post under WPP TN/ PMG (CCR)/ WPP-663/12-14. adolescents to change their to the needs of adolescent-audience behaviour and gain knowledge. This and encourages the target survey also helped them to know the community to participate in requirements of listeners to improve programme activities and serves as and develop quality programmes for a platform for young talents. The the adolescents and rest of the Community Radio has made community. behavioural, social and cultural It serves as an important impact on the adolescents and communication channel that caters young persons of target districts. From:
References: Activity Report (2009): Adolescent Health and Development Project, Activity Report, RGNIYD. GOI (2010): National Youth Policy (Draft). RGNIYD. GOI (2011): Report of Working Group On Adolescent and Youth Development. Ministry of Youth Affairs and Sports. Kiron Bansal, (2009): Content Strategy for Community Radio, Oral Content May-August 2009. The Hindu (2008): Community Radio launched: Tamil Nadu Kanchipuram, Nov 15. The Hindu (2010): National Youth Development Index to be released. Tamil Nadu - Chennai, August 31.

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To: The subscription Department JOURNAL OF SCHOOL SOCIAL WORK 14 (Old 8) Sridevi Colony, 7th Avenue, Ashok Nagar, Chennai 600083.

Sir, Kindly accept the amount of Rs. ___________________________________ _______________________ only as two/ five/ ten years subscription sent by EMO/ DD payable at Chennai/ At Par cheque payable at Chennai/ DD/ Cheque no: ______________ dated ___________ drawn on ______________/ NEFT transaction made from __________________ bank bearing the transaction code: __________________ made on _______ .

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Focus for the Future

Feb 2012 STAKEHOLDERS RESPONSIBILITIES HSE: Dr Sethuraman Subbiah HSE: Dr Ninad Jhala Mar 2012 VIOLENT CHILDREN Published and owned by P. Jayachandran Naidu. Published from 8, Sridevi Colony, 7th Avenue, Ashok Nagar, Chennai 600083 and printed by T. Rajaguru at TRK Press, 39, Saidapet Road, Vadapalani, Chennai 600026. Editor: P. Jayachandran Naidu. 3 2 Journal of SCHOOL SOCIAL W O R K January 2012

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Subscription Rs 3600 (Patron) Rs 2400 (10 years), Rs 1200 (5 years) Rs 500 (2 years only for students) can be sent by EMO/ DD/ NEFT to (Use the form in page 01) JOURNAL OF SCHOOL SOCIAL WORK, 14, SRIDEVI COLONY, 7t h Avenue, Ashok Nagar, CHENNAI 600083

Journal of SCHOOL SOCIAL W O R K

January 2012

Journal of SCHOOL SOCIAL W O R K

January 2012