"PARENTING FOR PEACE (P4P) - Nurturing Joyful, Loving and Skillful Childhood for World Peace" "પેરેન્ટિંગ ફોર પીસ (પી ફોર પી) - પ્રેમ, આનંદ અને આવડત ભર્યા બાળ ઉછેર થકી વિશ્વ શાંતી"

School Guidence

  • For most productive outcomes in objectives of schooling, where education is one part and overall development of child is the big picture, schools need to establish a two way communication with students. P4P has a big vision of giving joyful, loving and skillful childhood through parents and teachers. A subset of such vision is Schools program for listening to students.

  • The vision :

  • All schools do help their students in many ways by conventional methods. In current situations it is structured one way from teachers and management to students, but not structured for the other way round i.e., from student to teachers and management. School’s Student Listening Services is a step towards that, where students can communicate back without hesitation and thus seek working solutions to their problems.
  • The target of the program would be to improve behavior of students and teachers, with improved interpersonal and emotional health and ultimately reflected in the academic and overall development of students.

  • Methods: This project would work with two pronged efforts:

  • The school will run the process in a structured or semi-structured way. In structured method a separate room run by the designated listeners will cater to needs of students approaching them. Maintenance of privacy of the students issue will be on the top priority. For that sake and or easy approachability a semi structured method can be adopted where many teachers play a role of trained listeners and student can approach them at any place and time in the campus. All the staff of the school will be apprised of the service so that it is used maximally.
  • Coordination from P4P by the “P4P School Coordinators”, the working pattern for which is guided and coordinated separately as per Ashokbhai’s guidance and coordination.

  • Needs:

  • Most of the issues presented by students are expected to be minor and solutions to them can be:
    a) Patient listening, good communication and lay counseling by the designated listeners.
    b) Refining all teachers and staff behavior: Discipline, basics of behavior and communication.
    c) Imparting proper life-skills especially interpersonal skills and emotional skills
    d) Helping in academic performance in holistic way including dealing with learning disabilities and ADHD at school level.
    e) Improving safety.
    f) Steps in increasing attachment with school.
  • Some issues may be out of purview for the listeners and will need expert or management’s help and this will include detection and timely referral for behavioral-mental and medical health issues.

  • Goals:

  • The long term goals are that we shall try to empower school with all above possible ways and any try to meet the felt needs arising during the process.
  • The short term goals and approach would be:
    a) To begin with one or two schools and maintain the motivation and interest of the participatory teachers till they run the service for a year regularly and become efficient. The program needs to be flexible enough to retain the group’s interest, imbibing capacity and work out with their active involvement at each step, so that they remain with us till end. (Learnt from the past experience). That may include relaxing in perfectionism in scientific temper and bulk of information till the group ready to imbibe it.
    b) The listeners would be empowered to do their part through a training program.
    c) The current group is of teachers from whole school so the training program should cover.
    d) We do not expect the listeners and trained teachers to solve the problems totally but start changing their conventional behaviors.
    e) The training is given in two tiers the first being structured as in table given below. Next tier to be designed later depending on the experience built up initially.
    f) Secondary to feedbacks from the P4P coordinators the training may be given the directions according to the feedbacks.
    g) Not to involve parents proactively till the system is well established. If situation is compelling and not manageable without parental involvement then parents be involved (we have to make a list of such situations in consultation with listeners)
    h) Insist school to hail services of qualified counselor services in some way. (or give list of people in the city who can be helpful in case referral is to be made).
Mental health issues school children
P4P SGC Launching in Schools
P4P SGC Project Expansion & Sustainability Action Plan
P4P SGC School Coordinator- Update
P4P SGC Training Materials August 2017
P4P SGC Training Program Report
Post Training Evaluation - 23.08.2017
SGC Asseement Tool- Conduct Disorder Rating- Teacher Version
SGC Asseement Tool- Depression Screening PHQ-9
SGC Asseement Tool- Disrruptive Behavior Test- Parent- Teacher
SGC Asseement Tool- Generalized Anxiety Test
SGC Asseement Tool- Self Test for Anxiety
SGC Asseement Tool- Test Anxiety.Booklet
SGC Asseement Tool- Test- Exam Anxiety Questionnaire