CV and articles (cont.)
>> Friday, June 5, 2009
DR. (Ms) SRIKALA BHARATH
Current Designation & Professor of Psychiatry, NIMHANS,
ACADEMIC QULIFICATIONS M.B., B.S., D.P.M., M.D.,(psy) D.C.A.P., MRCPscyh
M.D. (Psych) Bangalore Aug.1987
(NIMHANS)
D.C.A.P
(Diploma in Child & Adolescent Psychiatry - Institutes of Psychiatry &
M.RCPsych U.K. Aug 2004
Profile :
Did M.B.,B.S. from
Have been a Faculty at NIMHANS since 1993. Also a consultant at NIMHANS for the Geriatric Services past 6 years. Has more than 20 years of Teaching Experience.
Worked at the NHS at
Areas of interest and work are
- Old Age Onset Depression and Dementia. Has been guiding residents in research in various aspects of old age onset depression including APOe allele frequency
- Health Promotion using Life Skills Approach for Adolescents at Secondary Schools. She has been working in this for the past 10 years. This program has been developed by Dr. Srikala Bharath. Recognized by the WHO. It is now run in 265 government schools of Karnataka past 3 years. It focuses on the personality development of the adolescents and promotion of skills like decision making, problem solving etc. Has been initiated in 69 Navodaya Schools also in the Southern Region
- Stress Management in Working Women. Ran courses Women Executives in the Government Sector in collaboration with the Administrative Training Institute,
- Children at Risk for Psychological Problems – children of mentally parents, children with medical conditions like Cerebral Palsy and cancer and street children.
- Psychosocial Rehabilitation in Disasters. Has worked in all disasters since Latur Earthquake.
- Psychotherapy.
- Women and Mental Health
Published in academic journals and also manuals in pertinent areas.
HEALTH PROMOTION using LIFE SKILLS EDUCATION for ADOLESCENTS in
SCHOOLS– NIMHANS MODEL
By Dr. Srikala Bharath
Professor of Psychiatry, NIMHANS
Dr. KV Kishore Kumar
Senior Psychiatrist, NIMHANS
Abstract
THE CONCEPT
The education, currently prevalent in
Life Skills Education on the other hand promotes empowerment of the child
Life Skills (LS) are abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands, challenges and stress of every day life. These are ‘HOW’ of life than ‘WHAT’ of life. Childhood and adolescence are the developmental periods during which one acquires these skills through various methods and people.
LIFE SKILLS EDUCATION
Life Skills Education is a novel promotional program that teaches generic Life Skills through Participatory Learning Methods. Conceptual understanding and practicing of the skills occurs through experiential learning in a non-threatening setting. Such initiatives provide the individual with a wide range of alternative and creative ways of solving problems pertaining to various health and psychosocial issues like Nutrition, Drug Use, Sexual Abuse, Early Sexual Experimentation, Teenage Pregnancy, Bullying etc. Life Skills are the processes that will make the target of Values possible.
NIMHANS MODEL of LIFE SKILLS PROGRAM
In a country like
This methodology ensures reproducibility of the program within the existing infrastructure year after year at no extra cost. Experience of working with secondary school teachers has shown that teachers can be trained to impart LSE effectively. Training the Teachers is the methodology, which might have a wider coverage, continuity and cost-effectiveness.
THE WORKSHOP in CME
The focus of the workshop would be on the Methodology of training the teachers . Components would be
Experiential Learning
Participatory Methods
Use of Activities in a group
Peer Based Learning
Role of the teacher as a Life Skills Facilitator
Any Mental Health Professional would plans to initiate a School Mental Health Program would have orientation by this workshop on skill based training.
DR. AJITA NAYAK is an Associate Professor & Head of unit at the Department of Psychiatry,
LIST OF PUBLICATIONS
1) “DEPRESSION IN WOMEN”- DR.H.S.DHAVALE, DR. AJITA RANE
2).ATTENTION DEFICIT HYPERACTIVITY DISORDER OF CHILDREN-DR.AJITA RANE,MS.LEENA DAMANI,DR.H.S.DHAVALE.PEDIATRIC CLINICS OF
3)EXPERIENCE OF SCHOOL MENTAL HEALTH CLINIC IN THE CITY OF
4)WHAT IS NEW IN PSYCHIATRY? –DR.AJITA RANE, DR.K.S.AYYAR.THE JOURNAL OF GENERAL MEDICINE(1996)VOL9(1).39-49.
5)A STUDY OF MR STUDENTS ATTENDING SPECIAL CLASSES . DR.H.S.DHAVALE ,DR.AJITA RANE, MR.B.H.PATIL, MRS.P.THAKKER. RESEARCH ENDEAVOURS IN CHILD & ADOLESCENT PSYCHIATRY IN INDIA.(1997).54-59.
6) A STUDY OF APPLICATION OF CONNORS’ PARENT SYMPTOM QUESTIONNAIRE-,DR.AJITA RANE, DR.H.S.DHAVALE , DR. P. GUPTA ,DR. R. PALSODKAR. RESEARCH ENDEAVOURS IN CHILD & ADOLESCENT PSYCHIATRY IN INDIA.(1997).195- 200.
7)EFFECT OF AN AYURVEDIC FORMULATION ON ATTENTION ,CONCENTRATION AND MEMORY IN NORMAL SCHOOL GOING CHILDREN-BINDRA KAUR,JOGLEKAR ADHIRAJ,PANDIT PRASAD,RANE AJITA,DESAI SHANTA,DHAVALE HEMANGI. INDIAN DRUGS(1998).35(4).200-203.
8)PROFILE OF MENTALLY HANDICAPPED CHILDREN ATTENDING SPECIAL CLASSES IN MUNICIPAL SCHOOLS IN MUMBAI.- DR.H.S.DHAVALE,DR.AJITA RANE,MR.B.J.PATIL,MRS.POORNIMA THACKER.PEDIATRIC CLINICS OF INDIA(1998)VOL.33(4).49-53.
9)GENETICS IN AFFECTIVE DISORDERS .DR.AJITA RANE , DR.K.S.AYYAR.TOPICS IN BIOLOGICAL PSYCHIATRY (1998).23-27.
10)LONGITUDINAL CHANGES IN PERSONALITY OF MEDICAL STUDENTS ON 16 PF.- MRS.POORNIMA THACKER, MR.G.N.KAMBLE, DR.H.S.DHAVALE,
DR.AJITA RANE, DR.SUMIT SHARMA.INDIAN JOURNAL OF PSYCHOLOGICAL ISSUES(2001) VOL9(2).27-33.
11)PROPHYLAXIS OF ANTIPSYCHOTIC – INDUCED EXTRAPYRAMIDAL SIDE EFFECTS IN EAST INDIANS:A CULTURAL PRACTICE OR BIOLOGICAL NECESSITY?H.S.DHAVALE,CHARLES PINTO,JYOTI DASS,AJITA NAYAK,JHANAVI KEDARE ,MANISHA KAMAT,MANTOSH DEWAN.JOURNAL OF CLINICAL PRACTICE(2004)VOL.10(3).200 – 202.
12).STUDY OF PERCEIVED STRESS IN AN ADOLESCENT POPULATION AND ITS RELATION TO GENDER , ALCOHOL, SMOKING AND ANXIETY.H.S.DHAVALE, A.S.NAYAK, P.TENDOLKAR, R.PALSODKAR, V.PANWAR, R.D.TEMBE, V.SAWANT, A.RATHI. ARCHIVES OF INDIAN PSYCHIATRY(2005) VOL.7(1).73-76.
OTHER POSTS HELD
1.HON.SECRETARY OF
2.EXECUTIVE COMMITTEE MEMBER OF
3. EXECUTIVE COMMITTEE MEMBER OF RESEARCH SOCIETY OF NAIR HOSPITAL-2001 – 2003.
4. TREASURER OF RESEARCH SOCIETY OF NAIR HOSPITAL-2003 – 2005.
5. EXECUTIVE COMMITTEE MEMBER OF STAFF SOCIETY OF
Dr.Ajita Nayak
Associate Professor
Dept. of Psychiatry
Seth GSMC & KEMH
Mumbai.
Schools play an important part in the intellectual, cognitive, emotional, social and moral development of a child. A child who fails in one or more subjects or in one or more classes and a child who is in the lowest 10th percentile in class is broadly categorized as being scholastically backward. Scholastic backwardness is seen in 20 -30% of school going children. Scholastic backwardness usually leads to a sense of inadequacy in children. This in turn can have a negative impact on the emotional and social functioning of the child. Hence learning problem is an issue of concern not only for students, but also for parents and all the professionals involved in child welfare.
CAUSES
The reasons for scholastic backwardness can be related to the child, or in the environment or both.
A)Intelligence -Backwardness may be specific (in 1 or 2 subjects) or may be general (in all subjects).According to Schonnell, 65 to 80% of children with scholastic backwardness have dull or below average intelligence. In other studies analysis of the cognitive profile of children with scholastic backwardness has revealed that 51.79% had average intelligence, 20% had high average intelligence, 7% were superior, and 21% had dull average intelligence. Learning disorders affects about 10% of school going children,
B) Psychiatric Disorders - Other causes include emotional and behavioral disorders including attention deficit hyperactivity disorder and conduct disorder. Children with reduced motivation and inadequate time management also have scholastic backwardness.
C) Physical Defects – Burt has found that in 70% of these children there is low physical development leading to an inherent lack of vitality or development. Other studies have found that 64% children manifested processing defects in auditory discrimination, auditory memory, visual discrimination, visual sequential memory, visual motor integration, left-right orientation, arithmetic reasoning and precision in language. Chronic illnesses like bronchitis, epilepsy, etc. can also lead to scholastic problems.
D) Environmental Factors-These include predominantly the home (in about 27%) and the school environment (in about 40%). Family factors include family disruption , parental psychopathology, marital disharmony , alcoholism / drug abuse in family members, poor discipline, sibling rivalry, overambitious attitude of parents, substitute parenting , inconsistent family relationship and interactional problems with parents and peers. Poverty and the consequent lack of daily facilities and amenities also contribute to scholastic backwardness. Crowded homes provide few oppurtunities for parental encouragement and stimulation. School related factors include breaks and changes in child's school life , difficulty in coping with the medium of instruction , irregular attendance, late admission, transfers and migration, inefficient and uninteresting teaching, rigidity and narrowness of the curriculum.
PRESENTING FEATURES
Scholastic backwardness is one of the major complaints with which children are brought to the child guidance clinic. These children are usually branded as “lazy”. The scholastically backward suffer from deep frustrations in life and relapse into delinquency and antisocial activities . Many of them become problem children and behave like mentally sick and maladjusted. The most common reasons for referral include failure in examinations, not writing down notes in class, forgetfulness, not concentrating in studies / not interested in studies, reluctance to go to school, low self esteem , social isolation, behavior problems, anxiety and multiple physical symptoms (investigations being normal).
EVALUATION
Knowledge of the correct methods of diagnosis and observation is necessary. Assessment of the child's problem should be made through case history, play observations, psychiatric assessment, neuropsychological assessment, educational assessment, social investigations, speech and language assessment. The intellectual level of child should be assessed using standardized intelligence tests both verbal and performance. Child’s temperament and emotional characteristics should also be assessed. These include persistence, assertiveness, attention to details, sensitiveness to approval and disapproval, concentration , attitude towards schoolwork and emotional stability .
MANAGEMENT
A good teacher is a leader and diagnostician than just a instructor who is able to introduce new methods of instruction. Individualized education planning to bridge learning gaps , teaching with a gentle gradient, more flexibility and syllabus in form of projects than lectures is indicated. To improve students' performance, teachers should conduct coaching classes after school hours. It is important to make the school atmosphere attractive and provide necessary educational and sports material. Learning disability, should be managed through intensive one on one remedial training in a very supportive environment. Good therapist child relationship is essential. Behavioral and emotional problems should be managed through behavior therapy and psychotherapy. Motivational counseling and life skills training have an important role in improving the motivation and time management of children. Family counseling and parental guidance are also necessary. Parents should never compare the academic performance of their children with their classmates or peer group. They should support the child having academic stress and help the child to overcome the learning problem.
PROGNOSIS
Studies have shown that with adequate treatment self worth and academic functioning improves significantly. If not identified and corrected at the earliest, children can have tremendous academic stress and it can lead to anxiety disorders , somatoform disorders depression , conduct problems ,eating disorders and suicidal ideations.
Hence any child with difficulty in reading or arithmetic skills or deterioration in academic performance should be evaluated and managed at the earliest. Improvement in academic performance will help the child to excel in future life.
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