National Health Programs Of India J Kishore

Using the above tools the present comparative study indicated that even at the end of 1 year, there was a significant change in the way the adolescent perceived himself/herself in the school, with the teachers, and the confidence level of his/ability to deal with developmental challenges. The present program has successfully incorporated the needs of the teachers and students as end users at every level/step. Experience also has shown that teachers need support in the form of syllabus, resource materials, and training to be able to promote LS among the adolescents.

This methodology ensures reproducibility of the program within the existing infrastructure year after year at no extra cost. It follows a more resource-effective cascade model of training using the education set up of the country and implements the program. The methodology advised by WHO has been designed into a model by us and used in the above project. They could be trained to transfer these skills to the adolescents. The teachers are the personnel who interact with the adolescents closely. In a country like ours, where resources and trained professionals are sparse and few, it is more be practical to involve and work with the teachers. Any program to reach the adolescents/youth has to be incorporated into the educational system to be feasible, effective, and cost-effective. Schools need to be recognized as the single most important and recognized forum to reach out to the young population. In India, education has become institutionalized. “Didactic methodology” or “advice” was not part of the model at any level. The NIMHANS model of LSE was planned to be experiential, participatory and activity based for the students. LS are the processes that will make the target of values possible. LS program empowers the youth to choose the appropriate values and behavior which are ingredients of positive health. It is a promotional program, which improves the positive mental health and self-esteem. Repeated practicing of these skills leads to a certain mastery and application of such skills to real life situation and gain control over the situation. Such initiatives provide the adolescent with a wide range of alternative and creative ways of solving problems. Conceptual understanding and practicing of the skills occur through experiential learning in a non-threatening setting. LSE is a novel promotional program that teaches generic LS through participatory learning methods of games, debates, role-plays, and group discussion. An empowered child has the competence to cope with the challenges of life using the available resources even amidst such adversities. Academic stress, violence including bullying, sexual permissiveness, easy drug availability and abuse, crowding, poor infrastructure, social divide are some of major issues which a youth has to contend with in this rapidly changing social scene of India. This empowerment is very essential in today’s context in India as there is rapid globalization and urbanization with a breaking up of joint families and the traditional support systems. It does not address the needs of all the children who in spite of various levels of scholastic competence are capable of learning and need to develop those skills, and become empowered to live effectively in this world. However, education, which is currently prevalent in our country, is achievement oriented than child oriented. The educational philosophy in ancient India was one of guru-chela/shisya parampara and stressed on the teacher being responsible both for literacy/knowledge and personality development in the ward.

National Health Programs Of India J Kishore