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Background: To assess the effectiveness of remedial teaching in children with learning disability and to find association between IQ score and age of the child with their improvement.Methods: An interventional study using pre-post study design, took place in Child Development Centre (CDC) of tertiary care Medical College hospital. Participants includes 45 school going children of age group of 6-15 years. After initial diagnosis and IQ assessment, remedial teaching was given in CDC for 12 months. Techniques are chosen on an individual basis by formulating individualised education program (IEP) by special educators. Diagnosis and pre- post assessment were done using tool, NIMHANS SLD battery. Effectiveness was evaluated as improvement in class levels of students. Definite improvement was decided in each student if improvement was observed in 4 or more domains.' Relationship of IQ score and age with their improvement in was noted.Results: In pretest, poor results were found in attention and copying in 39 children, reading in 41, comprehension and spelling in 42, written expression in 43, and arithmetic in 44. In posttest, good results with statistical significance (p<0.05) were found in attention in 33, copying in 27, reading in 24, arithmetic in 15, and spelling in 12 children. Definite improvement was noticed for 33% of students with significant association with age and not IQ score of the child.Conclusions: This study shows that remedial teaching can bring about significant changes in academic skills namely attention, copying, reading, arithmetic, and spelling. 33% had definite improvement in 4 or more domains. The improvement in academic skills following remedial teaching was dependent on the child's age and not on IQ score.
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Background: Looking at the increasing use of internet, it is time to concern about internet addiction(IA) and its consequences. Though researchers have started paying attention to it, it is desired to study IA among adolescents residing in smaller cities and towns of India. Aim and Objectives:To knowthe prevalence of IA among school going adolescents and to find out its risk factors, impact on scholastic performance and presence of anxiety/ depression. Material and Method: A cross-sectional observational study was conducted at Jhalawar city of Rajasthan. A total of 421 students studying in class VIII to XII were recruited after taking complete enumeration sample from two schools. Along with proforma, study tools includedYoung’s Internet Addiction Test 20 (YIAT-20)and Patient Health Questionnaire-Anxiety & Depression Scale (PHQ-ADS). Results: Observed IA prevalence was 14%. IA was found to have deteriorating effect on scholastic performance. 64.4% and 54.2% of internet addicted students suffered from various grades of depression and anxiety respectively, which is quite high. Male gender and use of internet mainly for entertainment were predominant risk factors for IA on logistic regression.Conclusion:IA has adverse impact on adolescents in terms of poor scholastic performance and psychiatric co-morbidities.
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Background and Objectives: Urban adolescents in the Indian society are exposed to numerous-emotionalissues due to changing socio-economic environment evolving in the urban middle class and lower middleclass societies across the country. This is compounded by the severe competitive ferocity to build theirlivelihood on the basis of academic performance. Performance in academic evaluations in the adolescentperiod forms the basis of entry into professional and vocational programs leading to a career choice. Whilesome students cope with the adversities with fortitude, many students do not have the necessary coping skillsto overcome adversities. Academic resilience is the ability to overcome psychological pressure imposed bysocio-economic adversities and yet perform well in the academic evaluations. This variation in academicresilience determines who continue to thrive despite adversities and those who fall be the way side.Accordingly, there is a need not just to enhance the scholastic skills in adolescents but also work on theiracademic resilience through appropriate counselling methodologies. The objective of this study is to analysethe nature of relationship between academic resilient traits and their actual performance in scholastic tests.The study is carried out in a sample of high school students studying in Public school and come from lowsocio-economic background. This profile of students is highly susceptible to stressful conditions coupledwith low societal support mechanisms to overcome them.Methods: The resilience and scholastic performance are measured using appropriate inventories backed bysecondary data on their school marks. The data has been subjected to statistical analysis to understand thenature of relationship between the variables.Results: The study reveals that there is a significant correlation between level of resilience and the scholasticperformance of students after eliminating the outliers. There is no significant difference between girls andboys with respect their scholastic abilities as well as their resilience attributes. The study reveals that earlyadolescents are less resilient compared to late adolescents. A phenomenological study of the outliers revealsthe impact of environmental protective factors and innate scholastic abilities on their scholastic performance.Conclusion: Based on the outcome of the studies, appropriate counselling interventions can be developedto enhance the resilience capabilities & scholastic skills of adolescents so that their academic performancemay be enhanced leading to their ability to pursue the career of their choice and their capabilities.
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Aim: The aim of the present research was to study the impact of hypnotherapy as treatment intervention in overcoming examination anxiety and improving scholastic achievement. Method: A 10 item anxiety test developed by Nist and Diehl (1990) was administered on 10 school children of 13 and 14 years of age. Following pre and post test design, anxiety and scholastic achievement scores were obtained both before and after hypnotherapy intervention. The children were given 2 sessions each week in a month just before the exams and before each exam day. The hypnosis techniques used were relaxation exercises, anxiety management about taking and giving exams and positive suggestions given to the subconscious mind. Results: Pre test anxiety scores ranged from 80-92% among all the children while post test anxiety scores dropped to a range of 60-68 %. The pre test academic scores ranged 50-57% while post intervention scores increased by 10-15%. Further, anxiety symptoms of forgetting before the exam, excessive nervousness, sweating during and before the exam, going blank after seeing the paper were all controlled/eliminated after hypnotherapy and these were observed by the teachers, parents and the children themselves. Conclusion: These results indicated that hypnotherapy as treatment intervention proved to be effective in reducing exam anxiety and improving scholastic performance among children.