BY

P.PREETHIKA
BSC-15-26
3RD BSC PSYCHOLOGY
PSYCHOPATHOLOGY ASSIGNMENT
INTRODUCTION

ABOUT MITHRA
MITHRA means Friend. As it's name suggests Mithra extends it's helping hand to all
intellectually and physically challenged children and young adults to maximize their potential
and become as independent as possible.

Towards this a variety of services are offered for the relief and rehabilitation of persons
afflicted with disabling conditions like cerebral palsy, mental retardation,autism, downs
syndrome and multiple disabilities.Services at Mithra are available to all the needy especially
the POOR without any discrimination based on religion, caste,creed, gender or social status.

MITHRA REHABILITATION CENTRE

Mithra 2 Madras Institute To Habilitate Retarded Afficted, MITHRA-as it is popularly know
as and referred to ,is celebrating its 25th year in the service to young and old citizens of
Madras. MITHRA in ancient Sanskrit means friendship. MITHRA in chennai is a place of
laughter and friendship-a place of devoted workers and happy children.

Founded by Sr.Mary Theodore,OAM ,an Australian missionary in 1977,MITHRA has

matured from humble beginnings, through the sheer determination,compassion for the
unfortunate ,and able assistance of dedicated band of service -minded persons,into an
institution that today has the ability to leave an indelible impression about devotion to the
cause of nurturing the basic abilities of children and young peoples who are afflicted by
disabilities that are not of their own making,and yet relegate them to a position in their effort
to be normal.

The out-patient department equipped with a lab,ECG and X-ray is open to external patients
who can avail of all test and treatment facilities that are available. The team of consultant
doctors that offers, to both inmates as well as external patients include specialists in
psychiatry,child diseases, orthopedics, paediatrics, dentistry besides general practitioners.
Simulated exercises through play methods,and various other training systems for
eye-hand coordination,gait training,balance,development of delayed milestones.

The physiotherapy department includes facilities fro Hydrotherapy, Short ware diathermy-
heat therapy,traction, interference therapy,ultrasound,and wax bath. The school offers
facilities for varied types of institution depending upon the ability of the child and absorption
levels. Each child is personally attended to by a teacher and groups are kept small so that
singular attention can be afforded to each child. MITHRA play library has been in operation
to provide the children of MITHRA with the opportunity to play within a least restrictive
environment.

Mithra conducts an eighteen month multipurpose Rehabilitation Workers diploma course

(MRW) in recognition with RCI Delhi. Vocational training is given to older mithra3children
in the areas of carpentry,needle work,block printing, greeting card making, candle making
ans envelope making. Encouragement is always at hand, each child is examined for
suitability to a craft and also potential of the field to provide some income sustenance when
the child moves into the outside work ambiance.

The institute has an in- house manufacturing facility fro production of calipers /crutches and
other aids and appliances like standing frames,walkers, wheelchairs, corner seats, tailored to
suit each and every child. Inmates are provided all meals on campus. Diets are carefully
worked out to ensure that balance foods aid the child both physically and mentally. All
medical administration required by the children are administered by trained nurses at the
prescribed times. The dormitory facilities for resident children are well-aired , maintained
clean and always attended to by watchful helpers who assist the children in many ways, from
daily routines to conversation and entertainment.

Sister Mary Theodore’s “dream” started 28 years ago and much has been achieved by her
since. Amongst other recognitions, she was awarded, in October 1991, the Medal of the
Order of Australia for the service to international relations, particularity to children with
disabilities in chennai. Sister Mary Theodore is ever looking for financial assistance form
every quarter that is willing to contribute its might to the cause of the needy. Today
,MITHRA can offer medical assistance and counsel of an advanced level,be it fundamental
orthodontic services,or treatment of minor ailments, or other more serious afflictions like
Polio,Cerebral Palsy,Speech Deficiency,and Spastic treatment.

mithra1MITHRA, is an NGO in Anna Nagar working towards the total rehabilitation of

mentally and physically challenged children for 32 years.It has recently expanded its services
by providing “Remedial Education” to children with learning disabilities
,Autism,ADHD,mental retardation in our campus from 8.00 a.m to 8.00 p.m. This program is
an extension of the OCCUPATIONAL THERAPY Unit at MITHRA.The therapist use
various advanced technique like cognitive therapy, behaviour, modification,sensory
integration approach etc.

Sr. Mary Theodore OAM an Australian nun. She came to India in 1951. During her service in
various institutions of her congregation she was driven by divine inspiration to do something
worthwhile for the most neglected section of the society --- Physically and Mentally
challenged poor children----.. She decided to respond to the call and founded Mithra. She
built up the institution braving heavy odds and reached out to all the less privileged in the
society without any distinction of caste, creed, religion, gender or economic status. She was
one among the pioneers in Chennai to give a multi disciplinary care and rehabilitation to
children with different kinds of disabilities. She was the first area director for special
Olympics in India. She was also the first President of the State Level Federation of
Organisations for persons with disabilities. In this capacity she organised the first State Level
Conference in which the State Government sanctioned for the first time the monthly financial
assistance Scheme for all the differently abled.

She was conferred with many awards for her exemplary services
 Medal of the Order of Australia (OAM)

 The Sir Edward 'Weary' Dunlop Asia Medal

 National Award of Excellence

 Service above Self Award

 Jeevan Seva Award

 Outstanding Woman Achiever Award

 Social Reformer Award

ORGANISATIONAL STRUCTURE OF MITHRA

Mithra is a society registered under the Registration of Societies Act.{Regn. number
275/1973 } It is managed by a Managing Committee elected from the members of the
General Council. The Managing Committee carries out various activities of Mithra and the
General Council approves the policies and projects taken up for implementation.Mithra is
thus a Non Governmental Organisation (NGO) purely run on voluntary contributions from
Friends and Well Wishers, both in India and abroad. Local donations are eligible for tax
deduction under 80G of the Income Tax Act and Foreign contributions are authorized under
FCRA {Registration number 075900124 }

 Projects and initiatives

 Active on going project is the construction of a New dormitory for Girls
 Active current initiative is a Survey among poor and low income households to
identify unattended children with disabilities and also young adult school dropouts so
as to reach out and encourage them to avail the services at Mithra.

SERVICES
Philosophy of Mithra's services is to Perceive the Person, not the disability. Towards this it
offers a wide range of services.

PHYSIOTHERAPY
The primary aim of this department is to make the children as mobile as possible and provide
maximum possible independence. For Special children basic exercise techniques like Passive
movements, Activeassisted\exercise, Assistedresistance exercice, Strengthening exercise,
Pelvic bridging and posture correction techniques etc are adopted.

Training also given to develop balance, gait and walking. In children with CP efforts are
made to correct contractures of joints, relax the spasticity in muscles and training to use
calipers and knee orthosis. Electro therapy also is available for outpatients to relieve pain in
various parts of the body. Modalities like short wave diathermy,wax bath, Interferential
therapy, electronic traction, ultrasound etc are used for this purpose.

OCCUPATIONAL THERAPY
Many differently abled children do not reach many of the milestones in accordance with their
chronological age. Occupational therapy sets the foundation for the 'habilitation' of such
children to

 Develop these milestones

 Promote independence in all activities of daily living
 improve attention and concentration
 Achieve balance in walking, gait and improve higher functions of the brain such as
sensation and cognition.
SPEECH THERAPY
Speech therapy helps children for sound and language production ,It focuses on receptive
language or the ability to express oneself,It also concentrates on production of words,
articulation,pitch,fluency and volume.

SPECIAL EDUCATION
Special Education is given to children who have sub-average intelligence. Aim of special
education is to make the child independent in activities of daily living. The first step of a
special educator is to assess the child and find out what a child can do and can not do, then
set goals, train the child to get to those goals with concurrent evaluation. Special Education is
thus always an individualized effort. Special Education at Mithra is also complemented by
Yoga, dance, art, music,skits and sports. Those whomake progress and are found more
educable are prepared to pursue the opportunity available under National Open Schooling and
appear for 10th Grade and 12th grade examinations.
VOCATIONAL TRAINING
Young adults who are not educable beyond a level are provided skills through Vocational
training with an aim to help them go back to society and earn a livelihood. Activities
available in this sphere at MITHRA include

 Tailoring and Embroidery : make thread and needle work based Greeting Cards,
embroidered Handkerchiefs and Table cloths
 Making of decorated candles and scented candles
 Envelope making
 Block and Screen Printing
 Handloom Weaving to make swabs,bath and kitchen towels,jute bags and door mats
 Paper Bags making.
 Horticulture and Vegetable farming.

MEDICAL AND HEALTH CARE

Children are provided comprehensive and prompt health care and medication by the in-house
physician with his supporting nursing staff. Health is also constantly monitored by periodic
check up and surveillance. Medical help is also made available to the poor in the
neighbourhood.

COUNSELLING AND SOCIAL WORK

Parents and the family are given periodic counselling and support to continue therapy and life
skill learning at their homes as well. Valuable inputs are also obtained from the consultant
psychiatrist. Emotional support is provided to the family by the social worker.

RESIDENTIAL FACILITY
We provide residential facility to the needy and deserving . Separate dormitories are available
for Boys and Girls. The hostel is backed up by a hygienic Kitchen and dining hall to provide
Wholesome food.

A BRIEF EXPLANATION ABOUT THE SERVICES IN MITHRA :

PHYSIO-THERAPY
Mental Health

Mental health problems affect one in four of us at some time in our lives. Depression, post
traumatic stress disorder, anxiety and other problems can be triggered by personal and
lifestyle pressures, such as bereavement, relationship breakdown, or job loss. They can also
be the result of drug or alcohol dependency, illness or long term physical disability.

Symptoms
Mental Health refers to how you are thinking, feelings and behaviour reflect how we are in
the world. Some aspects of ‘Good’ Mental health include balanced thinking, healthy
emotional experience, coping with stress and managing setbacks well. It involves engaging
and enjoying various aspects of life while being resilient through difficult times.

In contrast mental health problems can be defined as the experiencing of distressing

psychological symptoms to the extent that normal functioning is seriously impaired. Mental
health difficulties can have a detrimental impact on a person’s life affecting their work,
leisure, relationships and self-esteem.

Treatment

Physiotherapy has an important role to play in helping those with mental health problems.
Research shows that regular exercise affects mood and increases self-esteem. Our
Physiotherapiest are able to assess people and devise a safe, enjoyable exercise and
movement programme tailored to their needs, which will help to build their mental and
physical well being.

They can also alleviate back pain and other physical symptoms which often accompany
mental health problems by teaching relaxation techniques or by using massage and other
touch related therapies.

OCCUPATIONAL THERPAPY.

What are sensory processing issues?

When it comes to attention, arousal level, and sensory and processing skills, the work OTs do
is based on theories presented by occupational therapist Dr. A. Jean Ayres back in the 1970s.
She posited that children and adults with sensory processing issues can’t synthesize all the
information streaming in from the traditional five senses—touch, hearing, taste, smell and
sight—as well as two “internal” senses, body awareness (proprioception) and movement
(vestibular). Proprioception allows for motor control and posture, while vestibular receptors
tell the brain where the body is in space, which links directly to balance and coordination.

Children who have trouble modulating sensory input may experience over-sensitivity
(hypersensitivity), under-sensitivity (hyposensitivity) or both to an impairing or
overwhelming degree, at school, at home and in the world at large.

An extremely hypersensitive child tends to be withdrawn; because she’s easily overwhelmed

by auditory and visual stimuli, she may want to avoid gym, recess and lunch. The buzz of
fluorescent lights and anxiety about the loud fire alarm going off may distract her, making it
difficult to pay attention and participate in class.

How do OTs help kids with sensory issues?

For hyper-sensitive children, OTs may suggest things like special seating and testing in a
separate room, which will help avoid sensory overload. To help sensory seekers achieve an
optimal level of arousal and regulation, OTs working in sensory gyms provide movement
activities like swinging, crashing onto huge bean bags, and jumping on trampolines. They
may also build sensory breaks into the day, allowing the child to walk around, stretch and
even do jumping jacks at regular intervals. A wide variety of products including fidgets and
chewable pencil tops and jewellery may provide calming input that helps children sit and
focus.

SPEECH THERAPY
A speech disorder refers to a problem with the actual production of sounds. A language
disorder refers to a problem understanding or putting words together to communicate ideas.

Speech disorders include:

 Articulation disorders: difficulties producing sounds in syllables or saying words

incorrectly to the point that listeners can't understand what's being said.

 Fluency disorders: problems such as stuttering in which the flow of speech is

interrupted by abnormal stoppages, partial-word repetitions ("b-b-boy"), or
prolonging sounds and syllables (sssssnake).

 Resonance or voice disorders: problems with the pitch, volume, or quality of the
voice that distract listeners from what's being said. These types of disorders may also
cause pain or discomfort for a child when speaking.

When Is Therapy Needed?

Kids might need speech-language therapy for a variety of reasons, including, but not limited
to:

 hearing impairments
 cognitive (intellectual, thinking) or other developmental delays
 weak oral muscles
 chronic hoarseness
 birth defects such as cleft lip or cleft palate
 autism
 motor planning problems
 articulation problems
 fluency disorders
 respiratory problems (breathing disorders)
 feeding and swallowing disorders
 traumatic brain injury

Therapy should begin as soon as possible. Children enrolled in therapy early (before they're 5
years old) tend to have better outcomes than those who begin therapy later.
This does not mean that older kids can't make progress in therapy; they may progress at a
slower rate because they often have learned patterns that need to be changed.

Remediation

In speech-language therapy, an SLP will work with a child one-on-one, in a small group, or
directly in a classroom to overcome difficulties involved with a specific disorder.

Therapists use a variety of strategies, including:

 Language intervention activities: The SLP will interact with a child by playing and
talking, using pictures, books, objects, or ongoing events to stimulate language
development. The therapist may also model correct vocabulary and grammar and use
repetition exercises to build language skills.

 Articulation therapy: Articulation, or sound production, exercises involve having

the therapist model correct sounds and syllables in words and sentences for a child,
often during play activities. The level of play is age-appropriate and related to the
child's specific needs. The SLP will physically show the child how to make certain
sounds, such as the "r" sound, and may demonstrate how to move the tongue to
produce specific sounds.

 Oral-motor/feeding and swallowing therapy: The SLP may use a variety of oral
exercises — including facial massage and various tongue, lip, and jaw exercises — to
strengthen the muscles of the mouth for eating, drinking, and swallowing. The SLP
may also introduce different food textures and temperatures to increase a child's oral
awareness during eating and swallowing.

VOCATONAL THERAPY :
 Vocational therapy is often used in combination with a structured
(occupational or physical therapy) rehabilitation program and is designed to enable
individuals with limitations in their mental or physical function to resume productive
employment. Individuals who have experienced impairment in their functional level
due to illness or injury may require vocational therapy to allow them to return to
work. Vocational therapy works with individuals and their new physical or mental
status to find an appropriate occupational match.

 Vocational therapy involves an assessment phase where the individual's skills and
aptitudes are evaluated through tests, which is an integral part of vocational therapy.
 These tests may take several forms and are used to assess an individual's general
intelligence level and his or her aptitude, interests, and work skills. For example, an
individual's performance in a series of standardized tests may be compared to a list of
essential aptitudes that are grouped by occupations and listed in the Dictionary of
Occupational Titles.
  If a match is obtained and the individual is willing, a job search may be initiated.
Another method often used to assess an individual's vocational needs may be a work
sample measure. This test measures characteristics such as eye, hand, and foot
coordination; dexterity; and spatial discrimination abilities.

 Following completion of the assessment phase, a list of goals is developed and the
requirements of specific jobs are assessed. Finally, a determination is made as to
whether the individual has the aptitude and skill necessary for a particular job of
interest or whether additional training is required. Should additional training be
required, the vocational therapist helps determine the types of training necessary.

 Vocational training may involve business or vocational instruction, college or

university education, and on-the-job training. If the individual qualifies, as in the case
of veterans, state and/or federal funds may be used to pay for this training.
Additionally, many employers participate in programs that use both state and private
funds to cover the wages of the individual in training.

 Vocational therapy may also involve re-training. Re-training in computers for

example, may be essential for success in today's job market. As such, individuals who
have lost jobs as a result of company downsizing, industry elimination, or whose
skills are now obsolete are candidates for vocational therapy

 Finally, structured workshops are also common methods of training individuals with
severe disabilities. These workshops focus on topics such as money management,
communication skills, and appropriate business attire.

PROGRAMES IN MITHRA
Mithra aims at providing all necessary services and training to these children so as to make
them a productive and contributing member of society.

Activities:

1. Diagnostic Services:
The children are thoroughly assessed, evaluated and provided with necessary training as per
their needs.

2. Early Intervention and Sensory Stimulation Program:

A multidisciplinary team assesses infants on developmental screening tests for early
identification of developmental delays and if need be, an intervention cum sensory
stimulation program is planned for their further development. Training & counseling is also
provided to the parents.
3. Special Education Program:
It is day care program where a functional curriculum is designed to provide special education
to children in the age group of 5-18 years as per their age and abilities. Special education
focuses on development & enhancement of skills such as physical motor skills, self help
skills, communication, cognitive, social and vocational skills.

4. Home bound Program:

This program involves training parents to help their child at home who cannot attend regular
day care centre.

5. Integration Program:
This program involves integrating special children into mainstream schools which helps the
child in understanding their differences and learn to respect each other.

6. Professional Training Program:

This involves organizing wide range of professional training courses, remedial courses,
refresher courses, conference, seminars, etc for in service teachers of mainstream and special
schools.

7. Consultation Services:
This is a consultation and staff training programme wherein organizations and integrated
school who provide services to special children are trained.

8. Parent Education Program:

Workshops, seminars and training programmes are conducted for parents and siblings where
the family gains detailed understanding of their child’s special needs and how to cope with
them.

LEARNING AND OBSERVATION :

 Development milestones in children

 Vocational therapy,
 Speech therapy,
 Occupational therapy,
 Physiotherapy.
 Special Education
 Causes for birth of mental illness.
REFERENCES
 hthttp://enabled.in/wp/mithra-foundation
 http://mithra.org.in
 http://autismsupport.in
 http://www.mdguidelines.com