It has been seen/noticed/ observed that:

1. Scholastic Backwardness In AdolescentDr.Geeta Khanna M.D.( Pediatrics); MIAPConsultant Peadiatrician

2. Realization of an individuals potential is one of the basic aims of education. The development of cognitive, affective and psycho motor skills forms the essence of holistic growth. Positive attitudes, self esteem, self image, goal setting an values are intrinsic in the process of development. The new age technological advancements have brought many a blessings but the dwindling priorities have severely marginalised the process of holistic development. Increased competition ,job recession, imbalances leading to greater stress and anxiety.

3. It has been seen/noticed/ observed that: • Children especially in the 15-18 age group faced a lot of stress which was not necessarily related to academic performance but also due to the transitional phase of growth from childhood to adulthood also termed as adolescence. • There was almost complete absence of person with whom the children could share their problems . • The students experienced tremendous amount of pressure to excel • Unable to cope with situations some students even contemplated extreme steps.

4. The Reasons could be varied : • Pressure to perform. • First Exposure to public examination. • Inadequate preparations • Or even normal exam related stress

5. Scholastic Deterioration In Adolescent: Causes & Effects • Commonly Occurring Problem in children with prevalence rate between 10-30% in children (Shendy & Kapur 1998, Rozario 1988) • Under –recognized Problem. • Parents/Teachers/Society ill equipped to understand the issue. • Untrained/Undertrained Physicians to recognize the issue.

6. Causes Medical Problems • Visual Defects/ hearing deficits. • Epilepsy – Especially Uncontrolled Seizures Needs testing of Intelligence and Other cognitive Functions. • Chronic Diseases- Hepatic/Cardiac/Renal. • Preterm/Low Birth Weight 3 times likely to be low achievers. • Medications- Antiepileptic Drugs Drowsiness SB.

7. PSYCHIATRIC ILLNESS: • 10% OF University Students have Serious Psychological Problems Short Periods of Psychotherapy. • 20 % suffer Temporary Psychosomatic disorders affecting Immunological Digestive and Dermatological systems. Most of which are linked to Pre-Exam Stress. • Disorders Include ADHD/Conduct Disorder/ Oppositional Defiant Disorder/ Emotional Disorder/Depressive Disorder.

8. PSYCHO EDUCATIONAL PROBLEMS • Established Co-Relation between Intelligence and School Backwardness. Mental retardation results in poor school performance. • IQ in range of 70-90 SB. • 10% of children who have normal IQ Specific Developmental Disorders of Scholastic Skills/Learning Disability. • Poor reading Skills • Poor Math Skills • Learning Difficulties • Timid Personality

9. Family • Role of Dysfunctional Families Child rearing/Discipline/Providing Security/Helping Child Development( These Functions Gets Disrupted) • Parental Involvement at School Level Academics/Extracurricular Activities • Over expectation of Parents • Over restriction Vs Excessive Freedom • Recognizing Difference in Family • Background is Critical : • Divorce • Disrupted Families • Unsupportive Anti-Educational and culturally deprived family

10. Environment • Influence of Peers & Student Culture • After School Environment • Academic Motivation • Skeptical About benefits and associated with learning. • Poor Emphasis of School on learning/motivation • Poor Family Values

11. Alarm Signals The Personality of children who are scholastically backward is riddled with many abnormalities like • Inattentiveness and withdrawal from class activity. • Poor rapport with teacher. • Lack of personal initiative and involvement . • Negative feelings and actions. • Restlessness

12. Cascade Effect Of SB Learning Disability. - Scholastic Backwardness Aggression Anxiety Depression Answer- Life skills

13. AGGRESSION • The problem of aggressiveness in inevitably linked with the child early trainings. reward and punishment play an impartment role in disciplining the child. The child wants to strike out when he feels angry but at the same time he looks up to the parents for love and approval. When a child is punished for aggressiveness, anti social or assaultive behavior, gradually he /she begins to accept restrictions and do what is expected. depending upon the severity of the punishment it may also happen that a child may become even more aggressive.

14. DEPRESSION When things go in the desired way one elated other wise one tends to feel depressed. These shift in mood are not mental disorders. • Over depressed mood • Diminished interest or pleasure in most activates . • Significant weight loss or gain. • Insomnia or excessive sleepiness. • Persistent fatigue . • Feeling or helplessness,worthlessness and guilt . • Inability to concentrate or make decision . • Change in Habit • Headaches or stomach –aches . • Recurrent thought of suicide or preoccupation with death.

15. ANXIETY It is the feeling of apprehension tension uneasiness in a situation when some kind of danger is expected . Anxiety comes from within ,from one, unconscious and it is associated with a lack of self confidence and feelings of inferiority and helplessness. ALARAM SIGNALS • If the child’s fear inhibits the performance Does the teacher believe that the child known's more than his/ her test performance. • If the child shows physical symptoms of a panic attack (in form of shortness of breath, dizziness,faintness,palpitation,shaking,profuse sweating discomfort etc.) before a test .

16. Conduct Disorder Conduct disorders are characterized by a repetitive and persistent pattern of dis-social, aggressive or defiant conduct which is not age appropriate and is not at par with the social expectations. ALARAM SIGNALS • Repeated lying or stealing • Cheating • Gang activates. Association with a group of children who do wrong and bad things (stealing, drinking ,beating others etc.) • Temper Tantrums like shouting , crying, beating others roll on floor screaming etc.

17. Helping Student with Scholastic Backwardness • To Identify the Cause Child/Family/Environment • Need of Intelligence testing for all children • Detailed Analysis of Intelligence profile Child’s potential and Weakness • Analysis of Child Study Skills • Liasion with other professionals[Psychatrist,Psychologist,Social Workers, Speech Therapists] • Maintain Good liasion with School • Medication in cases of ADHD, Depressive Disorder, Anxiety Disorders.

18. TEACHER/PARENTAL CARE Being positive always helps. • If the child scored poorly say okay. You had some difficulty with this ,let’s look at what made the question so hard . • Praise studying • Help the child in planning the study schedule . • Help him/her determine what areas need more attention and those that require less. • Teach the child to organize the work . • Do some relaxation exercises .

19. Steps in clinical Diagnosis and Intervention • To gather information that will rule out possible reason for SB/Child behaviour • Specialist Gathers information about school performance/medical Records/Environment at school • Information on Child’s ongoing Behaviour listed in DSM • Child teachers Past/Present to rate observations. • Parents are asked to describe their child behaviour on a rating scale • Assess Medical reason if any/Presence of Chronic Illness/Epilepsy and use of Medications • Look for the presence of ADHD Its Role in SB • Measure Verbal and Mathematical Abilities and Achievement in specific subject areas for scholastic abilities assessment.

20. Treatment • Identify the Cause • Counseling • Assessment of Chronic problems Severity Medications • Psychotherapy • Cognitive behavioral Therapy • Parenting Skill Training • Support of School Administration • Peer Support • Social Skill Training • System of rewards And Penalties • Build up life skills

21. LIFE SKILLS • Life skill are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life . • It is a person’s ability to maintain a state of well being and to demonstrate this while interacting with others .

22. Components Of Life Skills

23. Life Skills Contd.. • SELF –AWARENESS:This is an introspective techniqre which enables an individual to recognize one’s strength and weaknesses, likes and dislikes . • EMPATHY : The ability of a person to be able to understand another person’s viewpoint even if one is not familiar with it . • Effective Communication:The ability of the person to be able to express herself /himself clearly in all cultures and situations e.g needs ,fears dreams . • Decision Making: This relates to decisions that need to be made by the students at every stage in their life regarding choice of a stream at the tender age of 16 years or the sorting of priorities in relation to academics or other activities.

24. Critical Thinking: This enables an individual to deal constructively with problems that can cause mental stress. • Coping with Stress :One of the major areas of concern . It teaches the student the ability to recognize the causes of stress and to be able to handle it in the desired manner .

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