| | | Dimension 1° 2° 3, 4 5 6.78 Fé ‘Sten Scores e 10 ‘Mean . SD se AAS 7.30 Bm 07-641 12-14 1548 19.22. 23-25.'2629 3093-3436 37-40 Em 2204 R 5 ‘a 20.75 6.47 Fa 07 810. 1113-..14-47 12-40 21-24 as eOneRRIZOTS ile’ 05. 68 “94 Vinia 1546 THip: 2090 2998 “BERT HAO" we 36.84 5.42 SIC. 012. "13:16" 112195; 2022 25:25~ 26-28. 29:32: :33352 3698: 3940 SIC 25:42. 6.49 2h, 16-13. 1416-17-20 21:24 25:28 (20-32 33.35.3639. 40. Se 7.61 sé WB's 16-18) 1922" 9325" 2628" 263173298 “35373840 So 629 Dimension 12 AGL Sats OE te ge OD 7 lO. ‘Mean SD St ‘ : Sten Seores a CSCO | N= 240Mean Age =142- Sten. Score 1-2 = Excellent, 3-4 =-Good, ; ‘ : “56 = Average; eae = Poor, 9-10 = Unstaisfactory ® Table-S3: Norms for High School Students (Girls) Dimension 1-2. 3° 4. «5 | 6 id 8 2 10 Mean SD eens a StenScores ‘ Ba 6) eit iaas Ba 226 750 3133 3437 se40) Bm "22.65 7.38 Fe 07 #10. i114 W821 22-24-3528 2931 3235 3640 Fa 21.25 6.97 He 0678-91 1647 1820 21-22 2925 2628 2040 He’ 1754 5.62 SIC 012-1315 1619. 2022 23-25 26-29. 30:22 3335 2639) “ise asa «és Se 042 15-15. 1619 2022 23.25 2628 2931 32.34 35.38 3940 Se 25.47 6.34 Pas WAS 119" 2022 225 2629 3032 32-35 3638 3940 So 25.89 6/32 peer ° 5 ec 9 to Mean - SI ; Dp N=220MeanAge=14.61.Emotional adjustinent (Em) High’ scores the, student tp highly Pica concerns in one or mote of the following, areas: 1) a tendency for day-dreaming and to imagine things; 2) lively and, un- stable feclings’of.fear, anger, and excite- ment, ete.; 3) feehinks of depression ‘com- ing from isolation and inferiority; 4) guilt and self-consciousness; 5)feclings are © easily hurt; 6) frequent episodes of worry, anxiety, and nervousness. The basic jtems in Em deal with the student's feelings. which.carry aheavy -Joad- of emotion..Only a. few “items. are related to, action, and these, such 8 co} puisions, ordina have, some strong emotion like, feat dr-anger iotimately ith there. The feelings tapped re_ essent fegative feelings ;about the sélf, although afew items deal-with ‘suo feelings ns they may have been Pro jected: into:the:envirgnnient. A “ doubt, se le cerns. about. peer iaccen” nxict Shout sexual Feelings, derstafiding of his family: situation and learn to live not only with it but above it. Family tensions as such are not hgcessarily maladjustment, but when they Feach’a point where they interfere with the student's goals“and ambitions, they ‘must be seriously considered. by the _ counsellor. The counsellor's primary re- Sponsibility then is to set the stage so that the students readily seck out for help when they want it. i Avery low score on Fm, should be evaluated during the’ interview. In most instances, low scores mean that the indi- vidual js getting along well at home and that’ his: family is cohesive.” However, occasionally a yery low score’ indicates that the:individual is dependent upon his family, that.he is-contented to be in the Waray: sunlight of his. parent's love and rather than to. seek the acceptance and .affection of © able inhappi . “Side: the: family-roo! dultboodl arid after martidge. about his iéed for a happy family life that _ heirésporids to the’ questions as he:wishes theni: tq. pete ati'as.they actually ate, This kind:of behayiour should not be «tte faking. since the individual's F judgment. His de- #S'haye is so Strong tfess'When the-coun- _ture, or both, 3. Health adjustment (He) ixtremely high scores on He re- flects her a history of poor health difficulties or an excessive preoccupa- tion with one's body mentally, or both. Many common health problems faced by students. are covered in this section ee 1) frequenit colds, and nose/throat prob- Jems; 2) diseases, operations, or acci- dents with residual, effects; 3) fatigue; 4) sleeplessness; 5) weight problems; 6) digestion difficulties; 7) headaches.and pains etc.; 8) history of absence from schod! due to illness; and 9) skin dis- eases. There is a relatively high’ inter- correlation between He and Em; which -suggests that there may be a tendency for students with the health probléms to ex- perience tensions in their sécial and emo- tional relationships with others. When a Student gets a high score on He, it is advisable to learh in what ways, if any, this situation is influencing his contact with other people and his overall mental health: Preoccupation with one's body aches ad pains, particularly in adoles- cence is sométimes.a symptom of fail- ure -to-makeswholeséme social contacts and to learn how to express one's’ féel- ings, Therefore, itis always very impor- tant to. find out if the. student's health Prébleins are physical or mental’ in na- It is also advisable to determine - during the course of the interview with the student if his:high scores resilt from @ history: of illness. If the interview re- veals that this if the éase, the individual should.be referred to the physician. How- ever, if this is not the case, than the counsellors can be helpful to ¢tudents with:health problems.which are psycho- logical in nature or both (physical as well as mental or in psychological terms, ‘psy- Chosomatic’), “A low score on He means that thestudent has reported that lie has not had a history of physical illness and/or that:the * physical ailments he may have had have ‘not bothered him suffititntly: to'caiise comfort, or that he has déveloped an - fore s attitude toward ithein. - At should be emphasized ‘that He Scores are dependeitt upon'thé accuracy. of the student's: knowledge of is own . health history and on the: »amnguin tof dis- ~ comfort’ that this-ailm ) caitéed-hin, "Some, ees not provide’ a” student with subjective warnings OF thelr presets, iintil: i atisés. Theh, 160, ite reasonable sume’ that human Se ie ‘iy’ their sensitivity top: 0 ‘andl sitidents who’ secure 5h Health adjustinent may be' thigse Hi are. ela- ively insensitive: to: ‘their drgan nic. banices as compared to, those who score high: zi ‘Daring the: or p phase, ‘stu- derits learn about the stréssés and faz: ards it the school. Different “Sehdol/col- lege situations create differen sree > stresses.’ Some comnion Wa} hich a ~ student might feel un ‘and security ers; 3), Rapi edge andié for speciality 6) Limited of fixed apport Hazardous school. onal 8) -Con- stant ‘exposure to stress, oF overload of skills; 4) Increased 4 ded 5): Likelihood oF teansfer; ® Students who s¢ore fi act with complicated and of cal responses. Such nee are ¢i hier physiological or behavioural in’nature. - The physiological: signs, are seen in change of appetite or in level of physical 11 activity, Under street tb the appetite moves up or down; the student sill: either eat more food or igas £904. Physical activity is either too. y high: One of the generalized reactions to'school stress is depression, in-whichicase appetite, fends to go down. Krom this, very of- ten, the conelutign is je student is not aroused: The studentis,iin fact, physi- logically highly. aroused: This arousal is expressed as ‘low“appetite, ow sex interest, or disturbaice of Sleep. If a student feels; edntidentiin the ability: to control stress; dhe: appetite moves op; a lack of that conkidents to-control means movement of appatitg in. the opposite direction. However, if he thinks he has lost control, there ise shift to: the: aS ‘phase. cracker with very short 38 Yeady i explode at someone. Another sign is “restlessness, i.e, ‘things, do, ndt-seem to move fast for him. Itiproper responses to the environment are also éeen. To sus- tain the school stress is another reason for maladjustment in this area. The major factors.in such sustenance. ‘are‘guilt (that leads to a feeling of ambivalence: when . Unresolved things-are éarried over from day to day), and hostility (i.e..when the student is very angry bit:cannot or does not express it). : Students who’ score, high on Sc, tend to be highly dissatisfied with their school/college .canditions: They are badly flustered. and, confused, in’ their ‘They.-generally. feel a ‘in, theic.work k situation leads to jeausing with- ies:Low sebring students tend-to be pleased with their present institution. . They’ seem to accept their working co! | ditions inclidifig the people in. their in- Well. ‘They are satisfied with Social gains from their d prefer téstick to their ns for long, periods. They seem to have a harmonious felationship with : mds and are motivated to take up pousibility:of new assignments in institute, (scliool/college). “5. Sexual ac “Sexual ‘adjustment is. diverse and “determined by. a-complex. interaction of jis affected by one’s relation- ith-sthers, by. one’s life circum- ‘which.one + sucht cisties: ehromosomes, external Beni- tal, sitemna} genitalia, hormonal com- position, etc, In normal development they form:a secoridary cohesive pattern, $0 that the student has no doubt about his of her sex, Low. Se score is also associated ‘with low scores on Em and Fm. 6, Social adjustment (So) Students who “Score high on. So Yend to be very hostile in nature. They show following ‘attitudes/behaviour to-. Wards other. people: 1) they feel ‘that people, in’ general, are stupid, dull, boresome, and irrational; 2) they believe that you can't afford to trust people, even your friends; 3) they feel that others are unfriendly towards you, and they. don't understatid you; 4) that’ it is foolish to tellithe truth and: it's better to cover up a bit;-5). they believe. that you should not Shesitate. to. ctiticize’ people openly; 6) they bélieve that others feel you are criti- cal of them and: dislike them; 7) that altruism is basically selfish, and that good deeds :are useless; 8) that our convic- ‘tions and moral practices are-stupid. igh scorers on So present a real challenge. to,:the counsellor. The very fact that @ counsellor is.deputed'to be a person’ who trigs to-help students may the very, hostile student to ex- v tudes towards him. It when you treat a very:hostile child ‘kindly and. helpfully, you only in- ‘crease his hostility: because he has never \leaknéd ow to react to:kindness and it thostly.acts as>a:threat to him. To help fa. child: the counsellor himself must diently emotionally mature to object for the student's hos- jut refurning it or rejecting the stagetter. If he can'do so, the emay;|¢arn that he néed not defend t other people by his hos- Further challenge to the counsel- lor grows dut of the extreme suspicious-ness which the hostile individual usually has regarding the motives and: integrity ~ of other. In counselling. such étudents the counsellor is well advised to be ex- tremely careful about discussing ‘the student's problems with anyone without ‘advising the student beforehand and to avoid even the best-intentioned attempts to manipulate in any way the environment ‘of the subject. |__| An oyertly hostile: social attitude > is more.common ih, boys than in girls. _, Though..the inter-correlation between Subriissiveness.and hostility is iow, in Student eases the counsellors will.occa- * sionally meet a student who is socially ~ withdrawn and timid and who, at the'same time, is yery critical and hostile towards _ people. This negatiye approach to people and socially withdrawn natiire obviously ‘results in fairly serious adjustment prob- Jems. The hostile student with:and ag- : ve approach to~ people’ will, & ereerereuennle frus- "rejection by pedple over eee °) not disturbed with what oth- fers think about them. They'can stand be= fore groups. and speak without. stage -fright, As a result they often things which hurt other people. They are disliked by more. sensitive individuals aid, in some individuals this rejection cause them'to extend their assertive be- haviour, These overly aggressive cases ‘appear fo lack the sensitivity necessaty to perceive how their attitudes and ac- tions affect other people's feclings. Tt seems that often they gain this social insight only by:repeated frustrations and rejections. Hence, most of the time coun: selling does not. prove very successful with them as-they'seem to have to, learnt the hard way. fc dent and are However, low scorers on So may include students who come from homes where they haye been highly. protected from contacts with people from wide range of social, economic, and: educa- tional backgrounds. They. are innocent, somewhat naive individuals who have not ‘had sufficient experience with different Kinds of people to test their capacity for significant: sdcial relationships. These students do ict usually participate in stu- dent activities -of hold. posts. in classes and clubs. There are:many different kinds of life’ expetiences.-which-can. cause stu- dents to behaye in 4 shy. mannér.Among these are ‘unusual physical stature or ap- pearance, pfiysital defects, social and ‘economic: background, affection, rela- _ tion in the’ home, domineering parents, ‘sibling rivalries, poor academic ability, and many others. In addition, some:stu- dents appear to. be naturally more sensi. ive to the presence and influence of ther people.