IAHRW International Journal of Social Sciences Review

Rekha Sapra ¹

Affiliations
1 Department of Human Development & Family Empowerment, Bharati College, University of Delhi, Delhi, IN

Abstract

The study was undertaken in three co-educational schools in Delhi with a purpose to suggest ways and means to promote social and emotional competence of children in the age group 6-10 years. The children with behavioural and learning challenges were selected for the study . A sample of 84 children was identified using Purposive Sampling Method. The children who were displaying disruptive and aggressive behaviour in the classroom and were being referred to the school counsellor were chosen to be part of the study . Standardized tests were used to assess children's intellectual and cognitive abilities, home environments to understand the parent child interactions patterns. ADHD symptom checklist-4, and Child Behaviour Check list were administered at the onset of the study . Interventions were developed to enhance skills in the following domains: self-management, social - interpersonal skills and emotional regulation. Activities were developed in the form of narratives and stories, role play, dominos, puzzles, group activities and puppet shows. The data were subject to statistical analysis using was done using SPSS 17.0. Post interventions significant positive improvement were found in children with reference to different dimensions of ADHD behaviours. P value less than 0.05 was taken to indicate a significant difference.

Keywords

Social-Emotional Competence, Narratives, Bibliotherapy.

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Rekha Sapra ¹

Affiliations
1 Department of Human Development and Family Empowerment Bharati College, University of Delhi, Delhi, IN

Abstract

Social and emotional skills are the building blocks for the child's mental health and well-being. Social skills or competencies refer to the abilities to get along with peers and other adults in the environment. Problem solving, conflict resolution, self-esteem, academic achievement and success in career and life has been closely associated with the skills developed early in life. There is ample research to support that a child needs to acquire social competence by six years otherwise there is increased risk for various challenges during adolescence and adult life. The single best factor which has been found to be associated with adaptation and success in adult life is the child's ability of getting along with others. Children who display aggressive and disruptive classroom behavior, are not able to form close peer relations or are rejected by their classmates have a high risk of poor mental health, low achievement and academic grades with high risk for delinquent behavior during adolescence. This module is a proactive attempt to develop social skills and emotional regulation skills in order enhance better mental well-being, critical thinking abilities, and empathy and conflict resolution skills. In addition this module will be able to strengthen peer relations and tries to focus on reducing the incidence of bullying behavior in children. The work is based on the research carried out as part of a major research work, funded by UGC.

Keywords

Social and Emotional Skills, Empathy, Conflict Resolution, Emotional Regulation.

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