Showing posts with label information. Show all posts
Showing posts with label information. Show all posts

23 January, 2011

Again Magic sprinkeled on Gujarat

22 nd January 2011 Again MAGIC sprinkeld on Gujarat.On this day 80,000 teachers are introduced to " skill through drama program."
of course by BISAG studio but on different way.

all the teachers watch it with interest. you will ask how would we know?
500 calls an 600 massages are the proof . these are official numbers
unofficially these numbers are more than this.

200 life skill family members are more happy with this program because
we feel recharged . we meet magical personality dr. swaroop sampat . who always recharge us by her own natural way of communication.it was like "get to gather" and reconnection.we feel all the memorable days are coming in front of our eyes.
we thank you swaroop and S.S.A and GCERT for this wonderful program.

21 January, 2011

લાઈફસ્કીલ થ્ર્યું ડ્રામા અંગેના પ્રશ્નો


:પ્રશ્નો:
1. તમે કઈ કઈ લાગણીઓ અનુભવો છો?
2. તમે જે લાગણીઓ અનુભવો છો તે બધી સાચી છે?
3. તમે ક્યારે ખુશી/ ક્રોધ/ દુઃખની લાગણીઓ અનુભવો છો?
4. તમને કેવી રીતે ખબર પડે કે તમે ખુશ/દુઃખી છો?
5. તમને કેવી રીતે ખબર પડે કે અન્ય વ્યક્તિ ખુશ/દુઃખી/ગુસ્સે છે?
6. શું કોઈ વ્યક્તિને એક સાથે બે લાગણીઓનો અનુભવ થઇ શકે?
7. શું તમે તમારી લાગણીઓ છુપાવી શકો છો?
8. શું આપણે આપણી લાગણીઓ છુપાવવી જોઈએ?
9. શું લાગણીઓ બદલાઈ શકે છે?

25 March, 2010

hellooo

Hellooo to everyone who is following our blog.
We have just completed Phase II of MIG 2008 successfully. Within a few days I will post the comments of the participants. The comments I am referring to are from the Programme Evaluation forms all the participants filled in.
In the last session we covered the topic 'Understanding "self"'. We discussed
  • self concept
  • self esteem
  • self image
  • Ideal image
  • self awareness
  • self identity
I think 'self' is a very interesting topic. It is one of the most difficult topics in Life Skills. The focus of our work is on facilitating self-understanding and enhancing self-esteem.
Kant, the German philosopher, proposed that self-knowledge is the beginning of all wisdom’, thus if we know ourselves well it would give a good foundation on which to build our lives. This knowledge would enable us to know our likes and dislikes, strengths and weakness, which would allow us to change our negative behaviour, maintain self-control and become more responsible humans.
When people know themselves they can maximize outcomes because they know what they can and cannot do’

05 February, 2010

“Magic hai to mumkin hai”-Really

“Magic hai to mumkin hai”-By Dr Swaroop Rawal
The recent spate of suicide by children in Mumbai has got everyone worried. Mumbai has recorded 8 in the past week, mainly in the under-20 age group. Psychiatrics suggest that children as young as 5-6 test as clinically depressed. That is really distressing. A survey done in 1999-2000 by an Indo-USA team interviewed 2,273 college students in Mumbai and found that nearly 24 % suffered from various degrees of depression.
Mental heath professionals suggest that – “ Nip depression in the bud ”. Below are some points put forward to protect children from suicide. They are


Individual factors
·         High emotional intelligence
·         Good Problem-solving and coping skills
·         High Self-esteem
·         High personal control
Family Factors
·         Positive family relationships
·         Good parent supervision
·         High level of family cohesion and support
·         Strong parental disapproval of antisocial behavior.
Community Factors
·         Positive connections in school
·         Good presence of supportive peers
·         Good school attendance
·         Frequent  extra-curricular activities
·         Strong involvement in faith community
·         Availability of counselors in schools
·         Safe neighborhood.
  Source- Children’s Mental Health Research Quarterly (Children’s Health Policy Centre, Simon Fraser University 


All of us who are involved in the – ‘Making-magic in Gujarat’ project which deals with ‘Enhancing Life-Skills in Children using Drama’ will observe that there are so many points that are common between our project and the points raised above.
I believe the most important features that contribute in enhancing the mental health capacity are the individual factors that are high emotional intelligence, good problem-solving and coping skills, high self-esteem, high personal control. All these are inculcate in our programme. They are :
·         Emotional competence :
o      Emotional understanding
o      Emotional perception
o      Emotional facilitation of thought.
o      Emotional management
·         Awareness of self :
o      in areas of self-expression, self-acceptance and acceptance of others.
o      Awareness of his/her worth, which encourages them to develop a strong sense of themselves as capable persons and that their ideas are valuable. Thus leading to a gain in self-esteem and self-confidence.
·         Ability to empathise with others.
·         Creativity and creative thinking.
·         Communication skills.

Then the school environment and support come next. School is actually classified with community but I have separated school as a separate category because if children get even a touch of help from school and importantly their school teachers their mental health can be resuscitated. Moreover, usually school and what we call education in today’s India is the cause of stress in our children’s lives. This category has positive connections in school, good presence of supportive peers, good school attendance, frequent extra-curricular activities, and availability of counselors in schools. Yet again there are commonalties – through this program the teacher makes learning an enjoyable experience for their pupils. Thus not only enhance motivation to learn but additionally enhancing the children’s self-esteem.
When children enjoy whatever they are doing, they are going through what Csikszentmihalyi (1990) calls a ‘flow experience’. A flow experience is an experiential state that distinguishes an enjoyable moment from the rest of life. Csikszentmihalyi (1990) suggests that the feeling is like being carried away by a current, like being in a flow. A teacher who understands the conditions that make children want to learn is in a position to turn classroom activities into flow experiences. Through this programme children learn to work together in a group and this in turn improves their relationship with each other and their teacher’s.
Below is a table which suggests the change brought about by enhancing life-skills for approximately 2 years.
Expected Outcomes with reference to Time Line
              
Year 1(level 1)
Year 2 (level 2)

Understanding and

Coping with     
  emotions
To understand that there is a range of emotions and the expressions of different emotions
To become aware different people may experience different emotions in response to the same situation

Understanding how they affect the way we behave.
To better understand how others’ words and action can influence our emotions and how ours affect others

Self -awareness


Learning about me as a special person


Self control

Communication




Basic verbal and non-verbal communication skills
Assertive communication in the face of peer pressure

Empathy


Understanding how people are alike and how we differ. Learning to appreciate the differences between people (also falls in self awareness skills)
Avoiding prejudices and discrimination of people who differ (also falls in self awareness skills)
Creative Thinking
 Developing the capacity to think creatively
Generating new ideas about things that are taken for granted

 

Year 1(level 1)
Year 2 (level 2)

Interpersonal relationship skills

Learning to value relationships with friends and family
 Forming relationships and surviving the loss of friendships

Decision making


Learning basic steps of decision-making


Coping with stress

Identifying the sources of stress
Methods of coping in stressful situations

Problem solving

Learning basic steps of problem solving

Critical thinking

Learning basic steps of critical thinking


 
Importantly, I believe that an agenda in augmenting the mental heath in children should be concerned not only with the prevention of emotional and psychosocial problems but should also be focussed at management and enhancing pro-social behaviour. That is exactly what our programme is doing.

05 January, 2010

Dear December!!


Here I'm trying to give some points from the second stage of "Life skill through drama"
December,2009, Kelanpur, near Vadodara

Day-1
  • General session
In the class room
  • Review and reflections experienced by trainees.(Sharing with diary)
  • Revision(Walking games-Pass the emotion-three steps-30minutes)
  • Group mimes
1. Guided emotions (Teacher will give the names of emotions)
2. Group choice (Emotions will selected by trainees.)
3. Guess the emotion (The groups will perform the mimes. Others will guess the emotions)
4. Double emotions (Have mixed feelings at one time.)

Day-2
·         Game –Do you like me?
·         Group mime-
·         Hide the Emotion.
·         Change the emotion(The emotion will change in same situation)
·         Game-My name is__________. and show an emotion.
·         Circle story with emotion
·         Activity- Speak a sentence with differ emotion on your face.

·         Discuss- Different people- Different emotion (The Teacher will tell one situation and the trainees will tell “What do they feel at that situation?)

·         Emotions chart.

http://nvndsr.blogspot.com     (A primary School’s Blog)


11 November, 2009

News



Swaroop Sampat's kidding around
Tuesday, February 03, 2009 06:23 [IST]

Mumbai: Actress Swaroop Sampat (wife of Paresh Rawal) recently met up with Kirit Joshi, the educational advisor to Gujarat chief minister Narendra Modi to discuss concrete plans for setting up a Bal University in the state aimed at boosting educational facilities for children from low income groups. Joshi was originally an educational advisor to Indira Gandhi and was one of the main think-tanks behind the setting up of IGNOU (Indira Gandhi National Open University).

"I'm trying to do my level best in whatever can be done to improve the children's educational structure. I couldn't have done it without the support of my kids and Paresh. Every 15 days I have to go to Gujarat and my family has been encouraging metremendously. That's very motivational especially when a woman is not bringing any money into the household through her work," Swaroop says.

She adds: "I was asked by Narendra Modi to work in his state and I'm happy that I can see progress. It will be very beneficial for many children who really need basic education. Gujarat will grow because children will be better educated."

Swaroop recently spent 10 days in Gujarat to spearhead a residential camp for 25 children belonging to backward classes. She says the project was aimed at educating these children about Mahatma Gandhi's principle of self-sustenance.

"These 25 kids were between the 3rd and the 7th standards. We had a camp in Sagra with five teachers and me and we taught them the Gandhian principle of doing one's own work. We had classes, played games with them, hosted dramas, etc. It was a training ground for these teachers too because they will teach others and their numbers will swell," she ends up saying.

01 September, 2009

News and information

By Dr Swaroop Rawal

Making-Magic in Gujarat
( MIG 2008-09)


Our mission statement:

"Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek."

-Barack Obama


Phase 1:

Teacher training is almost completed and will be completed in the last week of March 2009. We started in Sept 2008.

Subjects covered:

1. Learning about Drama-in-Education- drama has the power to transform human behaviour. Drama in education is a learning medium and were mainly concerned in how drama as an art form could be utilized by educators to explore important issues, events and relationships

2. Learning life-skills: emphasizing education concerning life skills or psychosocial abilities that help people think, feel, act and interact as individuals and as participating members of society. Life skills education is a way to make children resilient, so they can confront the problems they face in life with strength.

  • Emotional Understanding,
  • Empathy,
  • Understanding Self ,
  • Communication Skills
  • Creative Thinking



The above mentioned skills were dealt with in details. More complex skills like Critical thinking, Decision-making, Problem solving will be covered but not in details as they are skills for older children. Consider this course is especially designed for teachers of Std 1-7.

Coping with stress and anger are covered purely by the method we are working and teaching in. However, theory was dealt with to.

3. Learning Disabilities.

4. Reflective Practice- Reflection was a way to ascertain that both the process and the learning objectives could be clarified and evaluated by the teacher and the students in order to deepen the experience created during the drama lesson.

Reflection is the most important element in action research is reflection; it lies at the core of action research

5. Action Research (AR) as a Teacher-research Methodology ? The philosophy followed - ?Built into action research is the proviso that, if as a teacher I am dissatisfied with what is already going on, I will have the confidence and resolution to attempt to change it. I will not be content with the status quo...? & ?action research presents an opportunity for teachers to become uniquely involved in their own practice?

6. The teachers are presently following an AR project; collecting data while teaching and will be writing a paper each.

7. Completed a 10 day residential drama camp co-organized by the Rajpur School. 25 children from 3 villages and 5 teachers participated.

8. We are presently in the process of completing the teacher-training manual for future classes to be used in Phase2 and so on.

9. We manage a blog on which we post study material and interesting news concerning our work. mig2008.blogspot.com


10. Conducted a Introductory Session on Understanding Learning Difficulty for Senior Secondary students of TY level through Video Conference.

11. Planning of Phase 2- In the next academic year 2009-10 the present teachers (hence forth referred to as T-T) will be trained on how to facilitate the next group of teachers. This will be done in approx 7-8 sessions.

As planned we have request the GCERT to allot 90 newly inducted teachers who will participate from the following districts:

1. Baraoda district.

2. Baroda Co-operation

3. Bharuch

4. Panchmahal

5. Aanand

The teachers from the above mentioned districts will participate in the weekend training session and return home in the evening ( as in it will not be a residential training session).

An additional 40 teachers will be chosen from the remaining 20 districts of Gujarat. For these teachers the training session will be a two day residential one.

This program will follow the methods of Phase 1.

At present we have17 trained teachers and by Phase 2 we should have approximately 52 trained teachers. At the same time the training of the T-T (teachers in Phase 1) will continue. In Phase 2 we shall meet every month to review work done by them in their classes and the work done in training sessions. This will ensure that the programme does not go astray.



12. This programme will begin Phase 3 in April 2010. In Phase 3 ALL the 26 districts of Gujarat are the target. Phase 3 will begin with an Introductory Session via Video conference following which every 3 months new teaching sessions will be held. A team of 5 teacher-trainers + Dr. Swaroop Rawal ( as the chief facilitator) will address the 26 districts simultaneously. The TT from phase 1 and 2 will be on the spot in the districts and will supervise the class from there.

01 February, 2009

Are you AngrY???

ANGER CONTROL TECHNIQUES

Helpful Ideas

Talk it out with someone

Count to 50 by 5’s

Take a deep breath

Find a place to be alone

Listen to music

Punch a pillow

Clean or organize your room

Scream

Walk, jog, or run

Switch on the music and dance

Write about what made you mad

Talk to yourself

Play with clay

Draw your feeling

Play a sport

Not Helpful Ideas

Eat a lot more (or less)

Fight

Threaten to hurt someone

Hurt yourself

Withdraw from everyone

Blame it on someone else

Take it out on an animal

Destroy property

Start a rumour

Run away from home

Laugh at the person

Yell at the person

Curse

Throw thing


Stay Cool
If an angry outburst does occur, react with calmness. An angry reaction from a parent will only escalate the situation. You don't want to mirror the child's inappropriate behaviour. Remember, when you lose your temper, you lose. Calmly allow the child or teen to face the consequences for their inappropriate expression of anger. Model how to be assertive rather than passive or aggressive.

Expressing feelings

Encourage children and teens to talk about their feelings. Help children learn by your example. Talk openly about your feelings with members of your family. When your children do open up, don't make them feel that they are being judged or rejected. Encourage talking by being a good listener. Children and teens will feel safe to share their deeper concerns when parents listen in an open, caring and non-judgmental manner.

See The Whole Picture

It is also important to realize that when a family member is feeling angry, you may only be seeing the tip of the iceberg.

E.g., a child returns home at the end of the day loudly shouting, "I hate school!" That statement can be an indication of deeper concerns, such as difficulty with learning, problems with peers, feeling rejected or inadequate, being discouraged, fearful or lonely.

Time And Space
Give family members time and space to process their angry feelings. Some parents find it helpful to take time to cool down when they sense their anger escalating. Kids can also benefit from a timeout to relax.

Avoid Triggers
Sibling rivalry, inconsistency, a lack of boundaries or limits; fear and unmet needs can cause families difficulty in their efforts to function as a unit. Such stress and frustration within the family can result in feelings of anger and resentment. When possible, try to prevent the conditions within the family that cause anger.


Strengthen Family Bonds
Providing emotional support, practicing open communication, being consistent with meals and schedules and becoming an active listener are good practices for all relationships within the family.

Set Limits
Angry feelings are natural in adults and children, but when it is expressed inappropriately, parents need to address it. Parents should work together to determine acceptable ways for family members to express their anger at home. These expectations and limitations then need to be communicated not only to the children, but also to caretakers such as grandparents. It is also important that these guidelines are explained before they are imposed and that they are enforced consistently.

Choose an alternative to losing your head.

Try the following routine when anger begins to grow and help other family members to learn the technique by your example:

· Stop

· Think peaceful thoughts

· Avoid physical action

· Avoid using aggressive or hurtful words

· Take timeouts for yourself

· Use an "I" Message ("I feel _____, when you ______, because _____.

I wish you would_______.")

· Express your feelings—e.g. what bothers you, what you need.

· Stay calm -- As long as you are calm, you are in control.

Recognize the Need for Support
Parents may feel that they are alone when experiencing excessive anger in their family. It is vital to acknowledge the need for support. If an uncontrollable child or adolescent is disturbing the normal family balance

Consider a visit with your child's school counsellor for support.


By Swaroop Rawal

14 January, 2009

Dance can help

By Dr swaroop Raval:

Most people don't nourish their body with movement, as much as they do their minds. Why is that? We're all born with movement in our bodies. Yet we tend to neglect or negate it.

Dancing goes back to primitive times, and magical powers have been attributed to it. When a witch doctor dances, it is to exorcise evil spirits from the sick person.

I read that during the Middle Ages people even danced to avoid the plague. The Tarantella of Italy is believed to have originated after a poisonous spider’s bite caused tarantism, and the cure for it was a jumping dance.

Today’s talk is evolved from the age-old idea that dancing has the power to cure. Dancing is a primal response to rhythm and music.

Dance practitioners believe that the body, mind, and emotions, are interrelated and that the state of the body has a positive or negative affect on our attitude and feelings. It is known that each one of our five senses sends messages to our brain through the nerves. And we react accordingly. In a nutshell, we jump for joy when we’re happy about something, we slump when we are sad. That is body language. When the body doesn’t react to the messages of the brain, we may blow an emotional fuse, and withdraw.

Illness, injury, emotional and physical trauma can cause us to become out of balance and our way of expression and functioning in the world changes as well. Dance seeks to open up these restrictions by allowing the students to uncover and express them in movement, integrating and accepting them as part of the whole. It also provides a means of communication beyond the self, enabling the individual to go beyond any isolation to connect, share and express common ground with others.

Dance can be helpful for a wide range of problems.

It is useful for those with restricted movement of movement, whether from arthritis, aging, degenerative disease, or other causes.

Children, who don’t have the patience or attention span for other forms of therapy, can benefit from the openness that comes with expressive dance.

Adults whose emotions have been buried or who are not in touch with their feelings, are otherwise unable to articulate their problem, may find insight and release through dance.

Even those confined to wheelchairs can move their upper body in response to musical rhythms.

Dancers and therapists engage in treatment with schizophrenic adults at Atmashakti, Bangalore,

Hearing-impaired children at Hamsadhwani Bangalore, and

Mobility training programs at the National Association of the Blind.

At the Baldwin Opportunity School in Bangalore, where a dance therapist worked with eight children who were moderately mentally challenged. They were very mobile, and full of energy.
"One day it was social skills, such as holding hands and moving them. Or placing their palms against each other's, and pushing playfully. Gradually, their coordination improved. We finally choreographed three dances incorporating mirroring, sculpting, and other exercises we'd done as therapy. Even their teacher got involved, correlating dance to their learning problems. When they had perceptual problems with drawing a circle, we'd walk in a circle, getting it into their bodies. My three years with them were very rewarding."

What made the experience valuable? "Each child had different problems. One had a short attention span, another could not coordinate with rhythm, and a third found relationships difficult. They could dance on their own, but not with the group. I took each problem and made it the goal of therapy," says the researcher

Although Dance Therapy is still a fairly new practice, it is known that it can provide an emotional release for pent-up, repressed feelings, and as a result, the patient may be sent on the road to improved mental health.

And for the average person, putting on some music and dancing around in the kitchen, is not only great therapy, it’s also fun!

 

Dance can assist in interpersonal relationship within the family and can serve as communicator for those with speech and learning disabilities and autism. It is also a means of relaxation and stress reduction. Dance’s expressive element may also add an aesthetic and spiritual dimension to the experience. An evolving area of dance therapy is in its disease prevention and health promotion programs.

1. to foster a physically and emotionally safe, non-judgmental    environment that is respectful of individual limitations and achievements

2. to facilitate individual expression and communication with other people

3. to increase body awareness, spontaneity, creativity and a healthy self-image

4. to promote and integrate emotional stability (including anger management and stress reduction)

5. to support personal growth through insight, energy, and an expanded movement repertoire

Body movement reflects inner emotional states and …changes in movement behavior can lead to changes in the psyche, thus promoting health and growth.”

Moving as part of a group overcomes isolation, encourages and reinforces social and emotional bonds, and generates positive feelings. Rhythmic movement lessens muscular rigidity, reduces anxiety, and increases energy. The ability to move without regimen, in a spontaneous way, reinforces self-confidence and trust in one’s actions. And the creative aspect of dance therapy encourages self-expression and allows the individual to think in new ways.

On a physical level, dance therapy provides exercise, which in turn improves health, well-being, coordination and muscle tone. The actual movement increases circulation, resulting in better oxygenation of tissues, including those in the brain. Dance affects the emotions, and may stimulate endorphin release, reducing stress and heightening positive feelings. The range of expression through motion can also lead to release of repressed emotions, anger, frustration and loss.

The mental acuity needed to perform postures and series of movements can result in better gait, balance and coordination as well as enhancing cognitive skills, motivation and memory. And the sheer pleasure of the expression may enable patients to focus away from pain to a pleasurable experience of the body.

We feel parents need dance as much as children as they're out of touch with their own bodies.  In India, we have so many classical and folk dance forms which were intrinsic to our community. Then, why are people so distanced from their bodies today? Except for disco bhangra or disco garba, it's no longer a part of our everyday lives. So, we have to use more structured exercises to get people moving here.