Journal of SCHOOL SOCIAL W O R K February 2011

Journal of SCHOOL SOCIAL W O R K February 2011

 ISSN: 0976-3759
Journal of
chool SocialPriceWork
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A National School Social Work monthly dedicated to networking of parents and teachers.
Volume VII Issue 09 Contents February 2011
Page
Editorial 02
School Safety Programme:
An Overview Jain Vanitha N S 03
Post-Disaster Psychological Jitendra Gandhi
Intervention Mahesh Chougule 10
Facets of School Safety Chandra Sekar J B
Programmes Dr Jayakumar P 13
Safety Programmes for Josephine Lucy A
Self-Care Children Dr Kalaimathi A 17
Schools Under Bomb Threat Yoganathan S 21
Impact of Divorce on Children –
Social Work Intervention in Lakshmana G
Indian Perspective Dr Dhanasekarapandian R 25
Safety of Children in Play Schools Sadhna Jain 31
Focus: Child Safety Programmes
Hony. Special Editor:
Dr Sarada Menon M, MD, DPM, FRC Psy (London), FAPA,
Consultant Psychiatrist, Chennai
Former Superintendent, Govt. Mental Hospital, Chennai.
Journal of School Social W ork,
8 (New 14), Sridevi Colony, Seventh Avenue,
Ashok Nagar, Chennai 600 083
Mobile: 98406 02325 E-mail: jssw.india@gmail.com and PJ.Naidu@yahoo.in
Note: Views expressed by the contributors are not necessarily the official view of the Journal.
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Journal of SCHOOL SOCIAL W O R K February 2011
Editorial A Plan of Action for Child Safety
Family as an institution offers security periodically and submit a report for
and the school has to continue improvisation, enlargement of scope
providing safety to children for their and proper implementation of
wholesome growth. As children spend recommendations so that over a
more time at school than at home period of time the best possible
teachers as surrogate parents have checklist of child safety can be
the onus to ensure their safety and developed indigenously. It is always
growth. Physical, psychological, a continuous process and a never-
social and environmental safety, ending one.
health and hygiene and the whole The district committees can share
gamut of safeties unheard-of in earlier their findings periodically with the
centuries are but essential now. State committee. The central
Hence to find out ways and means of government’s Department of Human
reducing various hazards in schools, Resource and National Council for
a comprehensive checklist of child Educational Research and Training
safety acceptable to all stakeholders (NCERT) with the involvement of
has to be developed. The best starting State Councils for Educational
point is, of course, school where the Research and Training (SCERT) and
end users abound. DIET are the most eligible partners in
In order to ensure the safety of school initiating, implementing, evaluating
children, government should form and enhancing the safety measures
district safety committees comprising for children in schools.
of principals, parents, teachers, law- For a vast country like India, a
enforcers and mental health Director General of Child Safety is
professionals with District Educational imperative unlike a Commissionerate
Officer as ex-officio chairman and of Child Safety, as in England. Direct
school social worker as the co- involvement of the government and
chairman to co-ordinate various a national importance is to be
departments involved. The committee accorded for child safety. It is the
may be empowered to inspect the primary concern of our nation which
infrastructure and other facilities is long overdue.
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Journal of SCHOOL SOCIAL W O R K February 2011
 School Safety Programme: An Overview
Jain Vanitha N S
*Jain Vanitha N S, MSc (N)., Ph.D Research Scholar, Vinayaga Missions University,
Salem.
Introduction school must be airy and adequately
World Health Organisation defines a
lit. Sanitary facilities and emergency
health-promoting school as ‘one that
medical care must also be provided.
constantly strengthens its capacity as
Equally important are protection from
a healthy setting for living, learning
biological, physical, and chemical
and working.’ The American risks that can threaten children’s
Academy of Paediatrics defines a
health. Infectious diseases carried
‘healthful school environment’ as ‘one
by water, and physical hazards
that protects students and staff
associated with poor construction and
against immediate injury or disease
maintenance practices are examples
and promotes prevention activities
of risks children and school personnel
and attitudes against known risk
face at schools throughout the world.
factors that might lead to future Biological threats
disease or disability.’ Moulds, fungus, unsafe or insufficient
Components of water, spoiled or improperly cooked
healthy environment food are likely to cause illness to
The following are the components of
children. The school premises should
healthy environment conducive for
not be breeding ground for
learning: mosquitoes or rats and other such
àProvision of basic necessities.
vectors that communicate diseases.
àProtection from biological threats.
The school must be free from snakes
àProtection from physical threats.
and such venomous creatures.
àProtection from chemical threats. Physical threats
Provision of safe and sufficient water,
Children must be protected from
sanitation, and shelter from the
injuries and accidents caused by
elements are basic necessities. Food
vehicles, furnitures, play material,
and clothing are provided by the
flooring and ceiling. The toilets or
family and all classrooms in the
the corridors must not be slippery.
03
Journal of SCHOOL SOCIAL W O R K February 2011
The possibility of vehicular accidents
can be minimised by zebra crossings
and speed breakers and by judicious
use of Road Safety Patrol. Violence
and assaults among children must be
prevented at all costs. Even though
very remote, children must be
protected from the risk of radiation.
Chemical threats
Children must be well protected from
air pollution, water contamination,
pesticide, hazardous wastes,
cleaning agents, fumes, asbestos,
paint and all such chemical threats
not only in the classrooms but also in
the laboratories. Children must be
trained in using fire extinguishers
kept in the laboratories. They must
be well trained in taking adequate
precautions in handling chemicals
which are inflammable and/ or
poisonous.
Cost effective interventions
Schools can implement policies and
procedures that can improve the
standard of health of students at little
or no extra cost. Some examples
include:
à Improved drainage and
prevention of water stagnation to
reduce the risk of diseases such as
malaria, dengue fever and
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Journal of SCHOOL SOCIAL W O R K
schistosomiasis by preventing
breeding of mosquitoes, flies and
other vectors.
à Scheduling outdoor activities
during periods of the day when air
pollution and sun exposure are
lowest and insects are not feeding
can reduce children’s exposure to
toxic air pollution, ultraviolet
radiation, and insects that transmit
diseases.
àIn areas where school children
cross busy roads, crossing guards
of older children can assist younger
children to reduce the risk of
accidents.
àProhibiting the idling of school bus
engines can minimize exposure to
diesel and gasoline exhaust fumes.
Buses should not idle in areas
around schools where fumes could
enter the school building.
àProvision of a tap to fill cups or
bowls provides a low-cost solution
to cleaner water.
à Instructing young children the
basic rules of food safety such as
washing hands before eating.
àEstablishing safety rules in the
handling and preparation of foods.
à Planting shade trees around
school grounds to reduce the risk of
February 2011
 overexposure to the sun’s ultraviolet
rays.
àCreating a health committee with
a mission to ensure that classroom
facilities and grounds are safe and
healthy for children.
à Reducing asthma attacks by
improving ventilation to enhance
indoor air quality.
àVentilation in classrooms may
often be improved by simply opening
a window. Where resources permit,
additional options like fans can be
considered.
àReducing pesticide exposure and
poisoning by eliminating/ minimizing
its use. Schools adjacent to
locations where pesticides are
routinely applied could learn about
the timing of pesticide applications
and keep children inside the school
with windows and doors closed.
Safe handling of chemicals
The safe handling of chemicals will
ensure that exposure is minimised
and the risk of injury and illness
associated with chemicals is reduced.
Aspects of safe handling include:
àKeep chemical storage area clean
and tidy.
à Keep flammable liquids
separately.
Journal of SCHOOL SOCIAL W O R K
à Keep incompatible chemicals
separately.
àLock the laboratory after use.
àClear hazards from preparation
and mixing area.
àLaboratory must be well ventilated
and lit, with sufficient clear bench
space and easy access to ample
clean water and first aid supplies.
àA fire extinguisher and a bucket
full of sand must be ready.
à All equipments used in the
handling, mixing and use of
chemicals are functional, safe and
well maintained.
Water safety
Now-a-days water is not provided at
schools in drums as in good olden
days. We have bubble top
dispensers or taps with aquaguards.
However were containers are used
the following precautions may be
followed:
àWash containers once a day or
when empty.
àCover container tightly.
àPlace the container off the floor
on a box or shelf.
à Provide a tap or a laddle to
dispense water.
àKeep flooring near container dry.
à Teach children to take turn
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February 2011
 and not rush together for water.
Protection of well
à Locate wells upstream and at
least 30 metres from any sources of
contamination such as sanitation
facilities.
àDo not use pesticides within 100
metres of well.
à Regularly inspect well for
structural integrity.
àBuild a raised wall or fence around
the well to keep animals away.
àDig a drainage ditch around the
well to prevent contamination.
àKeep water bucket clean.
àUse a raised block to place the
water bucket.
àKeep the well covered and locked.
Provide sanitation facilities
Human excreta is the biggest source
of disease-producing organisms
including parasites, bacteria, and
viruses. Success in eliminating faecal
material from the school environment
is dependent on:
à Informed and responsible
students.
àsupervision of young students
à A fence or structure to stop
animals from defecating in areas
where children play.
à Toilets conveniently located,
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Journal of SCHOOL SOCIAL W O R K
reliable, clean, odour-free, private,
and well-maintained.
àSeparate facilities for girls.
à Locking facility to prevent
outsiders misusing or stealing taps.
A variety of latrine systems are used
in different parts of the world
depending on cultural, environmental,
and economic conditions. Education
and health officials need to make sure
that construction of latrines is
technically appropriate and
acceptable.
Waste management in schools
à Identify hazardous and non-
hazardous, bio-degradable and non-
degradable waste generated.
àStore hazardous wastes safely.
àInspect obsolete equipment for
danferous components that need to
be disposed of as hazardous waste
(batteries, mercury switches,
computer components and lamps).
à Develop hazardous waste
management procedures.
àPromote methods to eliminate,
reduce or recycle hazardous
materials.
Educational strategies
Health is missing from the curriculum
of many schools. Environmental
health may be incorporated within
February 2011
curriculum units of any discipline
including: mathematics,history,
science, geography, social studies,
literature and art. The educational
strategy could be to encourage
children to make models, charts,
displays, graphs, presentations,
discussions, skits and even write
poems! The following topical
examples might be adapted to grade
level and subject matter:
Environmental health
àExplain how specific illnesses are
related to poor environmental
quality.
àIdentify key environmental threats
to health within your school and
community.
àSenior students could compare
threats among nations, and different
regions of our country.
Air
àIdentify possible sources of indoor
air pollution.
àIdentify sources of air pollution
within schools. These could include
wood smoke, cooking fumes,
pesticides, and volatile chemicals.
à Discuss practical options to
improve air quality within the school.
àIdentify sources of air pollution
within the community. These might
Journal of SCHOOL SOCIAL W O R K
include: motor vehicles, industrial
activity, construction equipment, and
agricultural practices.
à Consider how pollution levels
might be reduced, or how exposure
may be minimized.
àExplore how pollution may vary by
time of day.
àResearch whether indoor air is
cleaner than outdoor air, and the
implications for ventilation.
àKeep track of rates of respiratory
illness within the school through the
year. Use this as an opportunity to
teach mathematics and graphing of
data.
Water
àIdentify sources of water.
àIdentify contaminants that may
threaten the local water supply.
àExplore how land use practices
may affect water quality.
àDiscuss ways to keep the water
supply safe from dirt, bacteria,
parasites, or other contaminants that
could make the water supply
unhealthy.
àExplore ways of promoting safe
water storage and disinfection
practices at home.
àResearch how human illness may
be related to water pollution.
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February 2011
àDesign a water quality sampler
that would capture different types of
pollutants throughout the year.
àKeep track of the use of pesticides
and learn about the potential
contamination of water supplies.
Food
à Discuss types of food
contamination including human or
animal waste, manure, pesticides
used on crops, or chemicals
accidentally added to the local food
supply.
àDesign, conduct and analyze a
dietary survey.
àFind food habit among students
and nutritional content.
à Identify all foods and drinks
consumed during a single meal.
à Discuss proper food handling
procedures.
Waste
Figure 1
Chemical waste:
pesticides, industrial
waste, pollutants
Solid waste:
Household trash, Liquid waste:
obsolete Animal/ human
equipments. excreta, urine,
bath water
à Identify common practices of
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Journal of SCHOOL SOCIAL W O R K
disposing waste, including excreta,
in the community.
à Discuss risks associated with
improper waste disposal and also
cost-effectiveness.
à Younger children could make
posters showing different types of
waste in the community and how
they should be disposed.
Disease vectors
àStudents can identify key disease
vectors in their community
(mosquitoes, ticks, worms, rodents).
àHave local vector-borne diseases
become a curriculum unit within
science classes to study vector
behaviour, reproduction, habitat
requirements, and the lifecycle of the
illness in humans and other species.
àIdentify ways students may be
exposed to vectors. Have older
students research diseases
associated with vectors using
available research methods.
àDiscuss methods to reduce vector
populations. Organize efforts to
reduce it by clearing away bushes
from the school.
Hazardous materials
à Develop an inventory of
hazardous substances on school
properties. These may include
February 2011
 pesticides, fuels, solvents, some à Evaluate routing and control
cleansers, paints and wall finishes. alternatives to reduce vehicle-
à Explore how use of these pedestrian and vehicle-bicycle
substances could be reduced, and conflicts.
search for less toxic substitutes to Conclusion
meet intended purposes. Safety implies prevention. Creating
àResearch proper containment, awareness about health and hygiene
storage and disposal practices to among school children is the best
minimize the potential for human possible way to promote safety of
exposure and illness children. Modern life style has
Transit and transport brought home several comforts and
à Develop a transportation also a plethora of hazards and
inventory for the school. dangers in varying degrees. School
àDocument the methods of transit children have to know all possible
between home and schools for dangers and ways and means of
students and staff. coping with any emergency. But, the
àExamine vehicle use, distance information provided and the
travelled, fuel consumed and idling exercises should be realistic. Else,
behaviour of vehicles. the already fertile minds of young
àIdentify accidents associated with children may work overtime leading
transport by type, severity, location to phobic reaction suspecting even
and outcome. the innocuous incidents.
References:
Joyce, Julie. (2004): What Should You Do? Safety Tips for Kids, Calumet, IL:
Dynamic Publishing.
Tatiana Zarnowski ( 2009): Program Aims to Thwart Abductions of Children,
Gazette Reporter.
American Academy of Pediatrics (2001): Strength Training by Children and
Adolescents , Committee on Sports Medicine and Fitness, Policy Statement.
Maria A. Crawford (2008): Marathoners: A Childhood Obesity Prevention Program.
A Masters project submitted to the University of Arizona. Unpublished.
http://www.answers.com/topic/safety
http://www.nyredcross.org/?nd=health_safety_programs_for_children
http://www.paseniorcenters.org/mrsa-info.htm
09
Journal of SCHOOL SOCIAL W O R K February 2011
 Post-Disaster Psychological Intervention
Jitendra Gandhi*
Mahesh Chougule**
*Jitendra Gandhi, Lecturer, Dept. of Social Work, Walchand College, Solapur,
Maharashtra.
**Mahesh Chougule, Lecturer, Dept. of Social Work, Walchand College, Solapur,
Maharashtra.
Introduction flood and cyclones affect housing
A disaster is defined as a catastrophic areas in significant magnitudes
disruption of normal life affecting a (Ramanmurthy, 2004).
group of people; it is either manmade Disasters and children
or an act of God. India is no exception à971 students and 31 teachers
for being prone to several annual died in 2001 Bhuj (Gujarat)
natural disasters in the world. About earthquake.
two-third of country comes under the à1884 school buildings collapsed
arid, semi-arid, dry sub-humid during the same period.
conditions and is vulnerable to à11761 school buildings suffered
recurrent drought. The coastal region from major and minor damages due
is prone to cyclones between June to the disaster.
to October. Around 56% of the à5950 school rooms became unfit
geographical area of the country is for further classroom teaching.
susceptible to seismic disturbances Emotional problems
of different intensities. Over 40 million During the impact and immediate
hectares of land area in the country post-disaster phase a large number
experience periodic floods. The hilly of school children experience a range
region is prone to landslides and the of emotional disturbances such as:
Himalayan region, to avalanches. àShock.
Fire hazard inflicts serious damage àNumbness.
to life and property in rural habitation àDisbelief.
and urban slum pockets in the àFear.
summer months. Amongst all these àHopelessness.
disasters, earthquakes, landslides, àSadness.
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Journal of SCHOOL SOCIAL W O R K February 2011
 àGrief.
àAnxiety.
àSleep disturbances.
Mental health problems
ICD-10 consists of the following
disorders which are temporarily
related to an exceptionally stressful
life event such as a natural disaster:
1. Acute stress reaction is a disorder
where an immediate and clear
temporal relationship between an
exceptional stressor (natural
catastrophe) and the onset of
symptoms exists. This disorder may
have symptoms such as dazed
condition, anxiety, depression,
anger, despair, over-activity or
withdrawal.
2. Post- traumatic stress disorder
(PTSD) arises as a delayed and
protracted response to an
exceptionally stressful or
catastrophic life event or situation.
This disorder may have symptoms
such as recurrent recollection,
re-experiencing and flash-back
thoughts of the stressful event and
disturbingly frightening nightmares.
3. Adjustment disorder is often
precipitated by one or more
stressors. It usually represents a
maladaptive response to the
Journal of SCHOOL SOCIAL W O R K
stressful life events.
Modes of intervention
à Crisis intervention is the first
psychological aid for children who
have been affected by the disaster
and have developed crisis due to the
loss which has taken place because
of disaster. It also helps to resolve
quickly the stressful life situation
which creates emotional problem to
the disaster-affected children.
àSupportive psychotherapy is one
of the direct methods of
psychotherapy, which focuses
clearly on the existing symptoms and
current life situation. It also aims at
correction of the situational problem;
prevention of the emotional
breakdown and developing new
coping skills.
à Relaxation therapy helps to
reduce muscular problems which
usually occur due to stressful events.
It also helps to reduce physical
problems which take place during
the stressful events.
àCoping skills training is needed to
those children who lose their self-
confidence and develop faulty
coping skills to face future stressful
events. In this training the child will
be systematically guided to develop
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February 2011
 new and correct coping skills which Conclusion
were affected during the disaster Disaster has been considered as a
phase. severe disruption in unavoidable,
àGroup therapy is a technique that stressful and life threatening events.
makes use of group dynamics to Psychological intervention is most
minimize the negative impacts and important especially for children and
maximize the positive aspects. adolescents to cope with the
During group therapy children learn emotional problems and learn to
coping mechanisms of sharing, come to terms with the life event.
learning and understanding reality. Post-disaster intervention will not only
The children interact, discuss and intervene in the current life of the
share their own feelings about children but also reduce the impact
disaster. of disaster on their future too.
References:
Ramanmurthy K (2004): Disaster Management, New Delhi: Dominant Publisher
and Distributors.
Niraj Ahuja (2006): A Short Text Book of Psychiatry, New Delhi: Jaypee Brothers
Medical Publisher Ltd.
Dr Neha Pande (1994): Disaster and Mental Health, New Delhi: Health for the
Millions.
http://www.ndmindia.nic.in/School Safety Draft_Series1.0.pdf .
Future Focus
Month HSE Topic
Mar 2011 Dr Lakshmamma Juvenile Delinquency
Apr 2011 Sadhana Adhikary Attention Seeking Children
May2011 Rekha Mistry RET and Problem Solving

Gratitude
We are grateful to Dr Sarada Menon M, MD, DPM, FRCPsych (London) FAPA,
consultant psychiatrist and former Superintendent, Government Mental
Hospital (presently, Institute of Mental Health), Chennai for consenting to
be the honorary Special Editor for this issue and for co-opting Dr Shantha
Kamath, a consultant psychiatrist and Shri Kannan G, former MSO,
Government of Tamil Nadu.
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Journal of SCHOOL SOCIAL W O R K February 2011
 Facets of School Safety Programmes
Chandra Sekar J B*
Jayakumar P**
*Chandra Sekar J B, Assistant Professor and Head, Department of Social Work,
Ramakrishna Mission Vivekananda College (Evening), Mylapore, Chennai .
**Dr Jayakumar P, Assistant Professor, Department of Social Work, Sree Narayana
Guru Collge, K.G. Chavadi, Coimbatore.
Introduction
A proverb in Tamil goes, “Giving birth in Pudukottai, Tamil Nadu on
to a child is very difficult, raising them January 22, 2007 injuring more than
with care and safety is very, very 30 five-year-old children.
difficult”. Till the end of the school life, 4) The overturned Kendriya
children will be with two sets of Vidyalaya bus injuring 25 school
people, the schools and the parents. children and killing a parent in Delhi
The time spent with the school is on July 10, 2007.
more than the time spent with the 5) The kidnap and murder of two
parents. The school, teachers and school children in Coimbatore, Tamil
the education play an important role Nadu, 2010.
in shaping the future of children. It is The loss of children in school-age is
our duty to make the child live happily unbearable for any parent and is to
and make others especially parents be prevented at any cost.
happy in this world. Since children Areas of safety programmes
spend more time in schools, the àSchool climate and safety plan.
school safety programmes are more àChild abuse reporting procedures.
important and will enhance the child’s àAnti sexual harassment plan.
purposeful life. àSchool discipline plan.
School incidents àDisaster preparedness plan.
1) Wazirabad tragedy of 1997 when àCrisis intervention plan.
38 young students lost their lives. àTransport plan.
2) Kumbakonam, Tamil Nadu school School climate and safety plan
fire tragedy in 2004, killing nearly Schools must make sure that they
hundred children. offer stress-free environment for the
3) Primary school building collapse students to express and exhibit their
13
Journal of SCHOOL SOCIAL W O R K February 2011
talents. Corporal punishment for
whatever reason must be banned.
Creating a close relationship of
teacher and student will ensure
equality for all. The buildings,
walkways, stairs and all construction
areas are to be child-friendly and
accessible. Clear signboards of
instructions are to be kept in the
languages understood by all for
transparency.
Child abuse reporting procedure
àThe reporting procedure must be
made known to everyone in the
school by displaying it for all to see.
àThe names and designation of
persons responsible and their
contact numbers must be displayed.
à A grievance cell could be
established and school counselling
service can be made available.
Disaster preparedness plan
This plan is to prepare the
employees, students, parents/
guardians to act properly and
accurately in emergency situations .
It ensures effective action to minimize
injuries and loss of life of students and
school personnel, provide care for
disaster victims and protect school
property. In connection with this a
medical team/ search and rescue
14
Journal of SCHOOL SOCIAL W O R K
team can be formed which will be
responsible for medical treatment,
first aid and psychological care.
Buddy system to check for the status
of all personnel during disaster and
the ‘buddy teacher’ system to
supervise his/ her class evacuation
can be formed. Periodical drills will
be necessary to help children
understand the procedures
thoroughly. Periodic drills reduce the
panic factor very much, researchers
aver.
School discipline plan
The inquisitiveness and playfulness
of the children may lead to some
serious consequences. An effective
school discipline plan could be
formulated which can encourage
curiosity but curb indiscipline of the
student. The plan could be displaced
in notice boards and the students can
be given a diary in which all these
rules and regulations are printed. This
can be made as mandatory for all the
schools. There should also be
provision for appeal and this
encourages democratic dialogue and
fairness in letter and spirit.
Anti sexual harassment plan
Children and students are easy prey
to sexual harassment. There are
February 2011
many incidents of assault by their
seniors and their class teachers. To
protect them from sexual harassment
a serious and effective plan could be
formulated and implemented.
Adolescence education classes and
the buddy system are proven
methods of fighting this evil. Children
must be taught good-touch and bad-
touch very early lest their innocence
is exploited.
Crisis intervention plan
Members of the crisis intervention
team should understand natural
stress reactions. They also should be
familiar with how different individuals
might respond to death and loss,
separation, bullying and segregation.
The team members must be
knowledgeable in developmental
considerations, religious beliefs, and
cultural values of children.
Transport plan
This is a crucial area where high
concentration is required. The
following are some suggestions:
àThe bus driver is to be instructed
to go at optimal speed, check tyre
pressure and brake conditions
everyday.
àThe seat belt law needs to be
enforced more strongly. Buses also
Journal of SCHOOL SOCIAL W O R K
need to be equipped with fire
extinguishers and first aid kits.
à School buses should not be
overloaded.
àAn attendant or a school teacher
must accompany childen in the bus.
àAll vehicles are to be numbered
and names of schools prominently
displayed.
à The contact number and a
detailed resume of the driver should
be received by the school
authorities.
àHidden cameras may be placed
near school gates for spotting
bullies and unwelcome miscreants.
Role of schools
The responsibility of schools is high
in this aspect. There is a wrong
notion that the rules are applicable
only to public schools. Child safety
is of paramount importance to all
schools irrespective of the type of
management. The following
guidelines if followed diligently will
ensure the safety of children:
àPrepare protocols for every safety
programme and display names of
designated persons and their
responsibilities.
àAppoint a school counsellor or a
school social worker for the welfare
15
February 2011
 of the students. corporal punishments.
àConduct mock drills for enhancing Role of government
preparedness in schools. à Government should make it
à Train management, PTA, mandatory for all schools to set up
students, teachers and all staff in safety programmes and should insist
disaster preparedness. on a periodical action taken report.
àTrain students and teachers in à Periodical assessment and
specialized skills. inspection will ensure compliance.
à Link schools with disaster àInspection should be impartial and
management institutions. the lapse should be dealt with.
àInvolve students and teachers in àSchool Safety Programme – a sub
local disaster management and component of GOI-UNDP Disaster
mitigation activities. Risk Management (DRM)
à Provide awareness of these programme is to be enforced in all
safety plans to all pupils. schools.
àUpdate the school safety plan. Conclusion
àDocument the activities. Today’s children are tomorrow’s
Role of PTA leaders. Children have the right to live
à Ensure school safety plan is safely. Since they cannot voice their
updated and implemented regularly. right, we the elders have to speak for
àCo-ordinate with the school to them. Children believe that the
ensure the safety of children. elders will protect them and they
à Network with parents to find, should not be disappointed. Blaming
report and solve problems of doesn’t help. Collective action will
bullying, sexual harassment and correct the malady.
References:
http://www.telegraphindia.com/1100713/jsp/calcutta/story_12677402.jsp
http://timesofindia.indiatimes.com/city/chennai/School-safety-HC-demands-status-
report/articleshow/3124854.cms#ixzz1AdfThBin
http://www.dhs.gov/files/programs/gc_1183486267373.shtm
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16
Journal of SCHOOL SOCIAL W O R K February 2011
 Safety Programmes for Self-Care Children
Josephine Lucy A*
Kalaimathi A**
*Joesphine Lucy A, Ph D Research Scholar, Mother Theresa Women University,
Kodaikanal.
**Dr Kalaimathi A, Director and Professor in Economics in Mother Theresa
Women University, Kodaikanal
Introduction students know what to do, whom to
With school-fires and school-violence
approach and how to remain calm in
making waves in the news so case of any emergency. Schools are
frequently, many children haveprimarily responsible for the safety of
become apprehensive and begun to
students. They must train students
worry about their safety at school.
to acquire new skills and strategies
Direct participation in school safety
to cope with real life needs like fire-
through discussions could enable
safety, water-safety, stranger-danger,
them to feel sufficiently secure so that
and drug awareness. First aid should
they can focus on their education and
become integral component of
not be scared of the various disasters
school learning.
that frighten them in the media. Beyond school limits
Safety programmes in school must
Road safety ensures that the children
include not only the stability of the
get to school and also return from
building, drinking water and toilet
school safely. Bullies often torment
facilities but also prevention of
their victims in the bus stand or inside
bullying and preparedness for the school van or in some nook or
disasters. corner which is unobserved by the
Disaster management adults. Apart from the usual safety
Every school must take necessary
measures for all children, schools
precautions in case of emergencies
must begin offering guidelines and
such as earthquakes or fire. The
support for the safety of children who
school must have a clear procedure
are alone at home till one of the
set in place for such emergencies.
parents returns home. It should not
Mock drills must be conducted be treated by schools as a private
frequently to make sure that the
problem of the concerned parents.
17
Journal of SCHOOL SOCIAL W O R K February 2011
That is, school safety viewed in a
broader sense ought to include the
safety of these children who are left
alone at home after the school time.
In fact, identifying them as latchkey
children could mark the beginning of
our concern for the safety of these
children.
Latchkey children
Latchkey children are those who
often stay at home without parental
supervision. Daily they return from
school to an empty home because
the parents are away at work place.
These Children who are forced to be
at home alone invariably for a couple
of hours every day after school
throughout the academic year and
for the whole day during summer
vacations are called as ‘latchkey
children’ which term is in common
usage from the early 19th Century.
Due to industrialization, children had
to be left at home while the parents
were at work. They would be asked
not only to wear the key to their home
tied to a string around their neck but
also systematically taught to take
responsibility for their own safety.
Since then the phenomenon of
latchkey children has spread
throughout the world. Children in
18
Journal of SCHOOL SOCIAL W O R K
developing countries also suffer due
to the disappearance of joint family
support system.
Single parents of Chennai
A recent survey conducted in
Chennai targeting the children of the
single parent shows that roughly
three to four hours per day are spent
by these children without any adult
supervision. Especially for single
parents it is extremely hard to
supervise their children after school
hours. The above survey revealed
that more boys than girls are forced
to be home alone during their primary
schooling, probably because most
of the single parents in Indian context
tend to be more protective of
daughters than sons. Girl children
are often left in the custodial care of
a helping relative or a neighbour.
Vacant look syndrome
Seenu is a latchkey child. He is the
eldest child of a single parent. He
reported: “As I look into the eyes of
my friends as we return home from
school, I could tell immediately who
had a mother waiting for him at home
with snacks, coffee or tea and who
does not have such pleasantries to
look forward to. We who have no one
or nothing to greet us when we
February 2011
returned home, have a vacant look
in our eyes.” Many divorced and
single parents have to work more to
pay their bills and so population of
latchkey children is increasing in
Chennai as in any other metro.
Today, particularly within single parent
families many teens are depressed
due to poor family relations or
perceived rejection by parents. Also
enormous stress is placed upon
these teens starting to fend for
themselves so early in their
childhood. Most of them entered
daycare at an early age and then
continued into preschool as latchkey
children. When high school started
they continue to be latchkey teens.
Problems of self-care children
Their troubles far exceed the vacant
stare that characterizes their level
of disappointment. The following
behaviour problems can result from
their feeling of real or fancied
abandonment:
àAnxiety.
àDepression.
àSocial withdrawal.
àJealousy.
àPoor academic performance.
àPoor social relationships at school
àFighting at school
Journal of SCHOOL SOCIAL W O R K
àRebellion against authority.
à Behaviour problems with own
brothers and sisters
Need for intervention
Often the latchkey children cannot
explain to the school counsellor or
even to the mother what the problem
is as they do not have the vocabulary
to express their emotions. Many of
these children do not know what
’normal’ is. Discretion on the part of
the school counsellor is very
important in determining how much
of independence these children can
have.
In this regard, the single parent also
must be assisted by the counsellor
periodically in structuring the
unsupervised time considering age,
emotional maturity and competence
of the child. In general, time spent
alone could increase with the age of
the child. Most single parents tend
to swiftly move their children to total
independence. The school counsellor
should caution them to go slow lest it
boomerangs as rebellion.
Conclusion
The safety programmes can be three-
pronged, originating from school,
home and community. Initiatives at
school can include school counselling
19
February 2011
intervention in solving the emotional for their behaviour.
problems of latchkey children such as At the community level, parents with
depression, anxiety and phobias. the help of school authorities develop
The problems of home-alone children a network among parents of
can be discussed in the classroom to classmates to observe the latchkey
find group solutions for children children’s behaviour in the classroom.
sharing similar circumstances and The neighbours also can be of great
develop insight or logical appraisal. help by unobtrusively watching the
In the home front, parents can handle children, their visitors and
the latchkey children better if they unwarrented movements of children
show keen interest in children’s in the absence of parents and report
school activities by talking about to parents so that the safety of these
school, their friends; about their own children is ensured. The latchkey
hopes and aspirations. Parents can children will benefit a lot if they are
gently control television viewing or under the impression that their
video games and curtail visits by movements will be reported to
friends or visits to friend’s home. parents. Ultimately they have to
Parents can tell children before hand understand that their freedom can be
their expectation; set reasonable extended only to the extent of their
goals and with children’s consent own reasonable restrictions or else
establish the logical consequences external restrictions will be imposed.
References:
Belle, Deborah (1999) The After School Lives of Children: Alone and with Others
While Parents Work., Mahwah, NJ: Erlbaum.
Long T and Long L (1983): The Handbook for Latchkey Children and Their Parents,
New York: Arbor House.
Rosenberg M R et al (1992): Educating Students with Behaviour Disorders, Boston:
Allyn and Bacon.
Belle, Deborah (1997): Varieties of Self-Care: A Qualitative Look at Children’s
Experiences in the After School Hours. Merrill Palmer Research Quarterly 43:478–
496.
Ellora DVP (2008): Child Rearing Practices and Latchkey Children, Journal of
School Social Work, (V-07): 15-17.
Dr Latha K S (2008): Home Alone, Journal of School Social Work, (V-07): 11-14.
20
Journal of SCHOOL SOCIAL W O R K February 2011
 Schools Under Bomb Threat
Yoganathan S*
*Yoganathan S, Medical Social Worker, Chettinad Health City, Kelambakkam.
Introduction
In recent years, news of terrorism has
dominated headlines. Unfortunately,
terrorists choose schools to deliver
a shattering blow unmindful of the
damage caused to the children at
tender age. Even survivors have to
live with the permanent psychological
scar of living under threat lasting from
a few hours to several days. As the
bomb culture is spreading, it is
imperative that schools and other
public institutions develop a plan of
action for such threats. A school
climate that is insensitive to
provocations of violence and
warning signs (such as bullying,
harassment, lack of respect among
students and teachers, gang activity
and presence of provocative graffiti)
is more likely to be a target of bomb
threats .
Motives
A school becomes vulnerable when
it lacks basic prevention programmes
against attackers such as monitoring
entry and exit to the school,
surveillance of unfrequented or less
used areas in the school and training
Journal of SCHOOL SOCIAL W O R K
of teachers to deal with violence.
There are many supposed motives
for bomb threats like sick humour,
self-assertion, anger, manipulation,
aggression, hate, omnipotence,
fantasy, psychotic distortion,
misguided ideology and retaliation.
The research on motives is generally
limited to other kinds of violence, so
any imputation of motives as to who
will make bomb threats remains
speculative. No research has
definitively or even roughly, identified
factors that cause an individual to
issue a bomb threat or impose
violence on a school. However, the
general literature of law enforcement
and school authorities (FBI, U.S.
Secret Service, ATF working with the
Department of Education) has
identified a number of possible
factors, though it should be
emphasized that these factors singly
or collectively do not necessarily lead
to bomb-threatening behaviour.
Some reports
The occurrence of bomb incidents or
threats can have a major impact on
the targeted victims depending on
21
February 2011
how the school responds. The
potential for serious injury and
damage makes even an empty threat
a very serious incident. Thus, even
though 90 percent of bomb threats in
schools may turn out to be pranks,
each threat is taken seriously and
acted upon immediately. Evacuation
of buildings causes major disruption,
which in many cases may be what
the offender wants.
Police Public School in Mysore got
a bomb threat call for the second
time within four months. An
anonymous caller threatened the
school authorities that a bomb was
planted inside the school and it
would go off shortly. After a
thorough search of the school
premises with the assistance of
sniffer dogs, the personnel declared
the threat as hoax (The Times of
India, 21.10. 2010).
A bomb threat call threw authorities
into a tizzy at the G D Birla School
near Kolkata. The management
immediately informed the police. A
bomb squad went to the spot with
sniffer dogs and conducted a search
operation, but nothing was found
(The Times of India, 13.12. 2010).
A hoax phone call, which claimed
22
Journal of SCHOOL SOCIAL W O R K
that a bomb would go off in a school
in suburban East Tambaram,
Chennai created panic among the
local residents. Seethadevi Garodia
Hindu Vidyalaya school in East
Tambaram received the call. The
students were evacuated
immediately and a bomb detection
squad and sniffer dogs were
engaged to scan the school
premises for explosive devices but
nothing was found (The Times of
India, 04.10. 2006).
Delivery
Bomb threats are made in various
ways – by letter, face-to-face, email,
on a student’s website, or even
through a gesture. However the most
common means of making a bomb
threat is by a quick anonymous
telephone call from a public booth.
Safety procedures
The person talking with the caller
must be polite and not provocative;
gather as much information as
possible without arousing the
suspicion of the caller and note down
everything immediately like where the
bomb has allegedly been placed;
what it looks like; when it is set to
detonate and what will make the
bomb explode. This will help
February 2011
emergency personnel locate the
bomb and disarm it safely. Try to get
the person who is making the threat
to reveal as much about himself as
possible: why he’s placed the bomb,
where he’s located and what his
grievances are and if any ransom is
involved, how and where to deliver
the money. This will make the
negotiator’s job easier and will
increase the likelihood that the person
can be identified and apprehended.
Listen for noises
Note down any peripheral noises you
may hear during the phone call.
Noises like train whistles, factory siren
and construction vehicles may give
emergency personnel an idea of
whereabouts of the person who is
making the threat.
Assess language
Take note of how the person is
making the threat and delivers it. This
can indicate the level of seriousness
of the threat. For instance, if there is
snickering in the background and the
person seems calm, the threat might
be a prank. Shouting and angry
accusations may indicate the
person’s instability and as such, the
seriousness of the threat. If the threat
is written, grammar and slang might
Journal of SCHOOL SOCIAL W O R K
give an indication of who the person
is, the level of education and what
places they might visit frequently.
Emergency procedures
Get everyone out of the area. Even
if the threat is not very serious, the
consequences of being wrong are too
high to take risk. Clear out the
building or area by sending everyone
to a designated meeting place where
attendance can be double checked.
Give the information that you have
gathered about the bomb and the
person making the threat to the
authorities. Once you have done this,
try to secure the area. This will stop
an unsuspecting visitor from
discovering and/ or setting off the
bomb by accident if the threat is real.
If the person who has made the threat
is still in the vicinity, then this also will
prevent bystanders from getting
caught in a possible crossfire
between that person and the
authorities.
BDDS (Bomb detection and disposal
service) men can detect and dispose
of any kind of bombs ranging from
high-vapourised to low-vapourised
explosives. They are equipped with
sophisticated devices for bomb
detection, including endoscopes,
23
February 2011
radioactive detectors and portable hoped that open reflection on the
jammers. Citizens can call up their problem will help administrators to
local police stations or dial 100 to elicit cooperation from school
report bomb threats or sightings. But personnel and parents as they face
a large number of bomb alerts in the these challenges together. Protecting
city turn out to be hoax calls. They our children and each other is a
are forwarded to the BDDS by the responsibility requiring everyone’s
police. But the BDDS team checks cooperation. School authorities need
out every such lead as there can be to be alert and observant throughout
no compromise with precaution and the day and report any signs of
also there can be the likelihood of a problems to school administrators.
real bomb. Parents can help by reporting
Conclusion concerns about a student or adult,
A multidisciplinary approach with who may pose a threat, to law
input from school administrators, enforcement and school officials.
counsellors, psychologists, social With the collective efforts of parents,
workers, parents, security officers educators and law enforcement
and law enforcement officials are personnel, we hope to intervene
needed to curb this menace. It is early.
References:
http://timesofindia.indiatimes.com/city/mysore/Hoax-bomb-threat-at-school/
articleshow/6789122.cms#ixzz1AOa1e3dk
http://timesofindia.indiatimes.com/city/kolkata-/Bomb-threat-call-triggers-panic-
in-Kolkata-school/articleshow/7092226.cms#ixzz1AOaTzbDJ
http://www.ee.usyd.edu.au/guides/procedures/bomb.htm
htp://wtww.tn.gov.in/policynotes/archives/policy%202006_2007/police_2.htm
http://timesofindia.indiatimes.com/india/Bomb-scare-triggers-panic-in-Chennai-
school/articleshow/2086125.cms
http://www.acjnewsline.asianmedia.org.in/Bomb%20Squad%20-%20Soham.html#
http://www.ndmindia.nic.in/

Contributors are requested to provide references in APA style. Leaving

out any element renders the reference ineffective.
Author(s) with initial, (Year): Title of the Book,Place of publication: Publisher.

24
Journal of SCHOOL SOCIAL W O R K February 2011
 Impact of Divorce on Children –
Social Work Intervention in Indian Perspective
Lakshmana G *
Dhanasekarapandian R**
*Lakshmana G, Ph.D Scholar and Psychiatric Social Worker (Centre for Addiction
Medicine), NIMHANS.
**Dr Dhanasekarapandian R, Associate Professor, Department of Psychiatric
Social Work, NIMHANS, Bangalore-29. e-mail: lakshmanagsagar@gmail.com

Introduction implications are massive. The

In India marriage is a holy and
concept of divorce is different from
important event of life. According to
separation, desertion and annulment.
Indian philosophy one has to cross
Separation is an informal preliminary
four ashrams (stages) in life, namely,
step toward divorce, a temporary
Brahmacharyam, Gruhastam, expedient to lessen the immediate
Vanaprastam and Sanyasam. conflict, or a legally recognized
Gruhastham is the stage of marital
decision to live separately without
bliss. Marriage has greater role in an
divorcing. Desertion is the
individual’s life. Here, separation or
irresponsible departure from the
divorce is a crime. Whether the
home on the part of either husband
couple is happy or not, they should
or wife, leaving the family to fend for
adjust and live forever together.
itself (Mabel, A. 1950). Annulment,
Definitions according to Mimkoff, is a legal action
The word ‘divorce’ in English is
that invalidates the marriage on the
derived from the Latin word ground that it never legally existed
‘divortium’, which again is derived
and should not have occurred.
from ‘dis’, which means ‘apart’ and Causes of divorce
‘vertere’, which means ‘to turn’.
In India main reasons for divorce are:
Encyclopedia of social sciences
Increasing religious, social and legal
(1910) defines divorce as theintolerance, industrialization,
dissolution of the tie of marriage. It
urbanization, birth control, high
might appear as a simple demands, extra-marital relationship,
phenomenon, but in practical life its
mental illness, too much interest in
25
Journal of SCHOOL SOCIAL W O R K February 2011
career, dowry, migration and
childlessness. All these factors are
inter dependent and lead to divorce.
Ground for divorce in India
According to Hindu Marriage Act
section 13 and Special Marriage Act
section 27 divorces are granted on
1. (a) Adultery
(b) Cruelty;
(c) Desertion – more than 2 years
2. Conversion to non-Hindu.
3. Incurably of unsound mind.
4. Leprosy-virulent and incurable.
5. Renunciation of the world.
6. Not heard of as alive for more
than seven years.
Prevalence: (2001)
Divorce rate in India is amongst the
lowest in the world. 11 marriages out
of 1,000 end up in divorce in India.
In 1990, only 7.4 out of 1,000
marriages ended up in divorce. The
divorce rate is even lower in the
villages compared to urban parts of
India. These days divorce rate in
India’s urban sphere is shooting up.
In comparison, America has the
highest incidence of every other
marriage ending in divorce closely
followed by Australia with 40%.
Nearly 50 % of the first, 67 % of the
second and 74 % of the third
26
Journal of SCHOOL SOCIAL W O R K
marriages in US end in divorce
(Jennifer Baker).
Impact of divorce on children
Family is a system of interdependent
and reciprocal relationships. So, any
problem or crisis which effects one
family member has an impact on all
the family members and the reactions
of each member of the family will, in
turn, affect all other family members.
Thus , in a family where a couple is
in marital conflict or is in the process
of separation or divorce, the impact
will be felt by all the family members,
as it disturbs parent-child and sibling-
sibling relationships drastically.
Children are the forgotten victims of
a marital breakdown.
Parental behaviour
During the period of marital tension,
both parents are so caught up with
their own conflict that they may often
neglect their children with less
intensity, attention and care. Where
parents are in active marital conflict,
but still living together, the house may
look like a battle field. Some may
even blame their children for their
problem. In some cases, children
may be sent off to a boarding school
or an institution or to live with
relatives.
February 2011
 Custody
One of the most pressing concerns
in regard to divorce is the custody of
children. In some cases either the
father or the mother does not wish to
be burdened with young children, and
is anxious to relinquish his or her
rights. The child is thus separated
with much unpleasant bickering.
Sometimes it may the the otherway.
Emotional problems
Children are normally extremely
sensitive to strained relationships.
Some children feel very distressed
and anxious on first hearing about the
marital discord. Some may feel
confused, hopeless and feel
abandoned by the negative,
ambivalent and hostile emotions
expressed by their parents. Some
may develop fears about future and
they imagine terrors far beyond the
actual situation. They may use denial
for self-preservation.
Psycho somatic problems
Some of the psychosomatic
symptoms children may exhibit are
trembling, restlessness, loss of
appetite, nausea, diarrhoea,
disturbed sleep and nightmares. They
may also exhibit attention-seeking
behaviour such as truancy, running
Journal of SCHOOL SOCIAL W O R K
away, delinquency, aggression,
acting out, and introversion.
Social consequences
After the divorce one has to set up a
new home and it is also a painful
event in child’s life. Child loses friends
and close relatives as well as old
environment. The child may be
exposed to social nagging, critics; it
leads to loss of self, social withdrawal
and other problems. Their social
support system is also weakened
with increased economic problems.
The responsibility of the child also
increases and at times may lead to
part-time employment.
Education
In school child may perform less and
may lose interest in friends and be
withdrawn. Higher education may
become a dream for them due to
economic problem. Some children
will even dropout to take care of
younger siblings or to augment family
income.
Long term effect
These children have the vulnerability
to develop many negative attitudes
like belief in romantic love, consideing
divorce as the only solution for marital
failure, less self-control and poor self-
esteem, poor economic condition
27
February 2011
and getting married also may become
difficult.
Research on related issues
àPothan, (1986) and Chaudhary
(1988), studied the impact of marital
breakdown on children and found
that parental conflict was detrimental
to the wellbeing of children and had
a profound effect on children’s
overall development throughout their
formative years.
àChaudhary (1988) interviewed
urban and rural based respondents
from Jaipur district of Rajasthan and
found that about 30% of the divorces
were granted to couples with
children.
àBharat S (1988) found out in his
study that 89% parents were
depressed after the divorce and
poorly responded to their children’s
marriage. Study on children of these
parents revealed that 58% children
were unhappy, 21% were happy,
and 21% neither.
àGupta (1991) studied the impact
of divorce on children and found out
these children were likely to face
tremendous problems in their own
married life.
àShirukar’s (1991) study reported
that when a deserted woman brings
28
Journal of SCHOOL SOCIAL W O R K
up her children alone, they are likely
to become adults prematurely or
show pseudo maturity.
à Rodgers (1998) found that
divorced children are less socially,
emotionally and academically
adjusted.
Implication for social work
It is impossible to protect these
children from the extreme trauma
faced by them but amelioration can
be organised. They have a right to
get continued care as well as
continuity of meaningful relationships
with both parents and get help to cope
with changed situations. Goals for
intervention would be to
à Help the child perceive the
changed family situation accurately
to understand intellectually and to
accept emotionally.
à Increase the psychological
distance between parents’ problems
and children’s problems in order to
limit the children’s concerns to more
manageable levels.
àHelp children to understand and
express their feelings.
àTeach children positive coping
strategies.
Direct work with children
It is important to assess the child’s
February 2011
understanding, affective, attitudinal
responses and coping strategies are
areas that need furtherexploration.
Assessment tools would be play
material, art, books and games.
Intervention
Intervention must focus on creating
an atmosphere to build relationship
with the child and clarifying age
related effects on the child.
àBoth parents have to be projected
as equally good.
àChild is assured that s/he is not
responsible for separation.
àChildren are made to realise that
stay away is in their own interest.
àChildren need practical guidance
to express their angry feelings.
àHelp them to develop appropriate
self-responsibility.
Support system
Parents must be educated that their
highly volatile, emotional, impulsive,
self-defeating and punishing
decisions can damage long term
interest of the children. Help the
parents to recognize that their
children also suffer from intense
References:
Bhadra RK. (2000): Some Observations on the Study of Family Change in India.
In: Roy PK eds. The Indian Family: Changes and Persistence. New Delhi: Gyam
publishers house.
Journal of SCHOOL SOCIAL W O R K
feelings. Encourage them to listen to
their children. Discuss how to make
separation less traumatic for their
children before divorce and what
basic information they need to give
their children. The children of
divorced parents need assistance in
education, professional advice and
emotional guidance. Research
needs to be carried out and pre
divorce counselling for both parents
and children is indicated. For some
children, divorce may promote
positive development such as greater
sense of personal responsibility, self-
esteem, more gender neutral
attitudes and aspirations.
Conclusion
Currently Indian society is not
prepared for divorce. Most of the
divorces are occurring in urban areas.
Children are the forgotten victims of
the divorce and whatever happens in
the family affects them directly or
indirectly. Early intervention is needed
from relatives, health professionals as
well as society to provide appropriate
healthy environment.
Continued overleaf
29
February 2011
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Strong B, and Devault C (1992): Marriage and Family Experience. 1st edn New
York: West Company.
http:/www.divorcemagazine.com (retrived on 2007 May28).
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Journal of SCHOOL SOCIAL W O R K February 2011
 Safety of Children in Play Schools
Sadhna Jain*
*Sadhna Jain, Reader in the Department of Family and Child Welfare, Aditi
Mahavidyalaya, University of Delhi, Delhi.

Introduction and the accidents could have been

Play schools have become a easily avoided, had the management
necessity now-a-days thanks toand the staff of the play school
checked all toys, equipments and
nuclear and single parent families.
materials for safety.
Most of the play schools, even in the
absence of government regulations, Precautions
Safety of children can be ensured if
are run well. However, some mishaps
do occur as seen from the casethe following points are borne in mind:
studies given below: 1.The play school area should be
Lead poisoning properly fenced and away from
traffic and garbage bin.
Ikshita is a student of a reputed play
2.Playground equipments should be
school of Delhi. Her play school has
strong, sturdy, securely fastened
many swings, slides and toys. She
and should be of appropriate size.
has many toys and puzzles at home
3.Sufficient sand or soft earth should
also. She loves all her toys. One day
she developed be laid under the swings and slides.
severe
4.Drums and pipes must be fixed.
stomachache. It was found that she
5.Toys and equipments should be
had lead deposits in her body. The
well maintained as even the slight
paint flakings off the swings, slides
and toys caused the problem. crack/ protrusion may cause hurt.
Avoidable accidents 6.Toys which can be dismantled
Sneha fell down from a swing easily or assembled using small
pieces have to be avoided. It may
because the seat was not securely
choke if children swallow them.
fastened. Abdul while doing thumb
painting hurt his hand with a 7.Activities with small items like
protruding nail on his desk. beads, crumbled pieces of kite
All children got hurt by play paper and scissors for paper cutting
require adult supervision.
equipments and toys. Their sufferings
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Journal of SCHOOL SOCIAL W O R K February 2011
Journal of School Social Work English Monthly. ISSN: 0976-3759
Registered with Registrar of Newspapers for India underNo.TNENG/2004/14389.
Postal Registration TN/CC(S) Dn/ 47 / 09-11.
Licensed to post under WPP No. TN/CC(S) Dn/ 34/09-11.
8.Toys with toxic paints should not to be regularly cleaned.
be used as poison can easily enter 14.Snacks should be cut into bite
into the child’s body through hand size pieces. Children should not be
to mouth route. allowed to eat food while playing.
9. Make children wash hands after 15.Covers should be used on
play activities/ using washrooms and electrical points.
before eating. 16.All dangerous items should be
10. The management and the staff kept out of reach of children.
should keep all emergency numbers 17. Bathrooms and other rooms
near the phone in a chart. which are not child-proof should be
11.The furniture should be arranged kept closed.
with sufficient space to avoid 18.The play school should have an
collisions. All items should be kept escape plan in case of fire. The
in their assigned places before and teachers and children should be
after their use to avoid accidents. trained in fire safety procedures.
12.There should be stair gates and 19.The teachers should be trained
window guards to avoid accidental in first aid.
falling. 20.Smoke free environment should
13. Toys, floors and windows have be maintained in the play schools.
References:
www.Keep kidshealthy.com
Khosla R.(2001): CNCC-2, Organising Child Care Services, New Delhi: Indira
Gandhi National Open University School of Continuing Education.
Maithreyi MR: Poisonous Playmates,The Week, February 8, 2009. pp25-32.
www.ncac.gov.au/factsheets/oshcqa_factsheet3.pdf
Published and owned by P. Jayachandran Naidu. Published from
8, Sridevi Colony, 7th Avenue, Ashok Nagar, Chennai 600083 and
printed by T. Rajaguru at TRK Press, 39, Saidapet Road, Vadapalani,
Chennai 600026. Editor: P. Jayachandran Naidu.
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Journal of SCHOOL SOCIAL W O R K February 2011
Journal of SCHOOL SOCIAL W O R K February 2011
Journal of SCHOOL SOCIAL W O R K February 2011