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Maladjustment
The document discusses mental health and maladjustment. It outlines characteristics of mentally healthy and unhealthy individuals. Causes of maladjustment include family, social, economic, psychological, and personal factors. Signs of maladjustment include withdrawal, depression, obsessions, and violent behaviors. Maintaining good mental health involves developing a balanced personality, proper emotional maturity, social skills, integrity, and realizing one's potential. Schools can support student mental health by having caring teachers, a healthy environment, and addressing issues like excessive homework or competition.
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Focuses on maladjustment reflecting mental illnesses, including emotional instability and mental disorders.
Identifies multiple causes of maladjustment such as family, economic, social, psychological, and school-related factors.
Describes behavioral consequences like withdrawal, depression, and substance abuse associated with maladjustment.
Explores how maladjusted individuals often rebel against familial expectations and display indifference.
Highlights maladjusted behaviors in school settings, including disregard for authority and apathy towards regulations.
Discusses difficulties in learning such as low concentration, failure experiences, and lack of motivation due to self-doubt.
Highlights impulsiveness and undesirable peer influence leading to truancy and delinquent behavior.
Proposes strategies for adjustment in families and schools, promoting positive values and engagement.
WHO's definition of mental health emphasizes well-being and ability to cope with life's stresses.
Discusses self-perception, relationships with others, and ability to meet life's demands as key to mental health.
Outlines traits of mentally healthy persons such as self-awareness, emotional maturity, and social adjustment.
Describes traits of emotionally stable individuals, including self-confidence, social habits, and resilience.
Discusses issues like anxiety, poor self-concept, and excessive perfectionism that hinder mental health.
Explores how mental health fosters a balanced life, proper social relations, and productive citizenship.
Identifies how teaching styles, stress, and curriculum design negatively impact students' mental health.
Emphasizes the need for supportive teachers, healthy environments, and individualized learning approaches.
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Maladjustment
- 2. The Maladjusted Person:Mental illness, emotional instability, mental disorders, emotional disorders, psychological disorders They denote conditions of tension and nervousness Characteristic features of maladjustment are deviations in feelings, acting and thinking
- 3. Causes of Maladjustment Family Socialcauses Economic causes Psychological causes Personal causes School-related causes Teacher-related causes Peer-group related causes
- 5. Withdrawal, depression orself-injuries, obsessions(mania), school rejection, drug and substance abuse, destructive, uncooperative and violent behaviours
- 6. The following manifestationmay reflect their relationship with other members of the families: (1)being rebellious against parents; (2)staying out late or even absconding from home; (3)siblings rivalry, (4)being indifferent to concerns from and needs of their families. Famil y
- 7. School The following behaviourreflects their relationship with teachers and fellow pupils: (1)Disregarding school disciplines resulting in frequent violation of school regulations despite counselling being provided, e.g. : fighting and / or disrupting classes to the extent that teaching cannot be conducted. (2)Influencing other classmates to follow him in breaking school regulations. (3)Openly challenging school authorities and insulting teachers . (4)Very often, being apathetic(lazy) towards school activities.
- 8. Learning (1)Weak concentration andshort attention span. (2)Long term experience of school failure diminishes their confidence in new areas of learning. (3)The vicious(cruel) cycle between repeated experience of failure and children’s low self concept and confidence hinders them in further academic achievement. (4)Their academic attainment may not be comparable to their intelligence and social maturity. (5)Their non-academic ability and achievement may not be appreciated in their school environment. (6)Both of the children and their families have no positive expectation on academic or school achievement, thus lowering children’s motivation to learn.
- 9. (1)Being weak inself-control, some of them exhibit impulsive behaviour such as temper tantrums, use of foul language, stealing or destruction. In the other extreme, some may be withdrawn, indifferent and isolating themselves without any contact with others. (2)Involve with undesirable peers resulting in truancy and / or delinquent behaviour. (3)Have low awareness of social norms and conventions resulting in wayward
- 10. Educational Strategies andIntervention •Help them adjust and integrate into their immediate environments which include family life, mainstream education, vocational training or open employment. •Helping them to develop positive values and behaviours. •It is certainly helpful if the education system, their family situation and the unfavourable factors in society can be improved. •Pupils can develop an awareness of their own strengths and limitations as well as a realistic understanding of
- 13. According to WHO(World Health Organization), mental health is "a state of well- being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community". WHO stresses that mental health "is not just the absence of mental disorder".
- 14. Mental Health isabout: How we feel about ourselves How we feel about others How we are able to meet the demands of life
- 15. Characteristics of mentallyhealthy individual
- 17. •He knows himselfwell and is in a position to evaluate his strengths and weaknesses. •He has adequate ability to make adjustments in the changed circumstances and situations. •He is emotionally mature and stable as he is able to express his emotions in a desirable way and exercise proper control over them.
- 18. He is sociallyadjustable as he possesses an adequate ability to get along well with himself and others. His intellectual powers are adequately developed. He is able to think independently and take proper decision at the proper time. He always lives in the world of reality rather than that of imagination and fantasy.
- 19. •He possesses enoughcourage and power of tolerance for facing failures in life. He never repents and worries overhis failuresandmistakes. •He feelsquitesafeandsecurein his respective groupsandenvironment. •Although he tries to accomplish his work as nicely as possible yet he does not prove to be an extremist by becominga perfectionist.
- 20. •He is freefrom undesirable mental disturbances, disorders, conflicts, anxieties, frustrations, ailments and diseases. •He possesses desirable social and health habits. He is regular and punctual in performing his duties and does not suffer from forgetfulness. •He is self-confident and optimist. He does not exhibit undue fear and anxiety for any new assigned task.
- 21. •He has anadequate sex adjustment and does not suffer from sex abnormalities or dissatisfaction. •He possesses an adequate philosophy of life that governs his conduct and activities. •He possesses socially desirable healthy interests and aptitudes. •He leads a well-balanced life of work, rest and recreation. •He is satisfied with his profession or occupation.
- 22. •Emotionally unstable andeasily upset. •Apprehensive(anxious), suspicious(doubtful) and insecure. •Self-critical, empowered with a feeling of guilt. •Lacks self confidence and will power. •No adequate adjustment with the self and the environment – physical, social and professional. •Failure in setting a proper level o aspiration. •Suffers from frustrations, unresolved conflicts, strains and stresses.
- 23. Lacks enduring powerand tolerance. Lacks decision-making ability. Poor self-concept and achievement motivation. Unrealistic attitude towards life and people. Suffers from mental disturbances, disorders, ailments and disease. Always dissatisfied with his achievements and tries to seek perfection in his or others work. Lives in his own world of imagination and fantasy.
- 24. •Mental health helpsin the development of a wholesome, well-balanced and integrated personality. •The individuals who enjoy good mental health are supposed to demonstrate proper emotional maturity in their behaviour. •Ones mental health helps one in becoming sociable and establishing proper social relationships in the society. •The individuals who enjoy sound mental health are usually found to behave as a man of integrity and character by following the ethical standards of the society. •Proper mental health helps the individual in the development of appropriate aesthetic sense, artistic
- 25. •The individuals whoenjoy good mental health can strive well for the actualization of their potentialities. •A mentally healthy individual is an adjusted person. •Mental health helps the individual to strive properly for the realization of the goals of his life. •Mental health helps the individuals to develop as well- balanced useful citizens who are conscious not only of their rights but also of their responsibilities. •Mental health helps an individual in protecting him against abnormalities of behaviour, maladjustment, illness and mental diseases.
- 26. •Lack of friendlinesson the part of teachers. •Undue stress on scholastic and other competitions. •Defective system of evaluation – element of subjectivity and unreliability – loss of confidence in the teachers marking. •Fear of failure resulting in tension. •Excess of home work. •Heavy curriculum and failure of the child to cope with it.
- 27. •The teachers shouldbe mentally alert and stable to develop alertness and stability in the students. •A teacher must have abundance of love for children. •A teacher has to deal with a large number of students having low and high power of understanding. He may have to repeat his lessons many a time for the sake of the less intelligent and he should not be irritated in doing so. •The inconsistent behaviour of the teacher disturbs the mental attitude of the chills. The teacher should not be moody and strange. •A teacher cannot afford to be an autocrat. •The teacher should not show undue favour to any student.
- 28. The individuality ofthe child should be respected. There should be close pupil-teacher contacts. There should be healthy home and school environment. There should be a regular medical check up of the students and follow up action taken to safeguard the health of the students. Properly planned co-curricular activities are helpful in providing suitable opportunities to the students to sublimate their instincts. Curriculum should be in accordance with age, ability and aptitude of the students.