kwÿm\ hnzym-`ymk Kth-jW ]cn-io-e\ kanxn (SCERT) ticfw Huh sdkvt]m kn_nen n Sp Nn {U (ORC) ]cn-io-e\ samuyqƒ

Transcription

1 kwÿm\ hnzym-`ymk Kth-jW ]cn-io-e\ kanxn (SCERT) ticfw Huh sdkvt]m kn_nen n Sp Nn {U (ORC) ]cn-io-e\ samuyqƒ tic-f -k m 2015

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3 tamuyqƒ Xbm-dm- n-b-h tum. A\n Ip-am.- ]n.hn s{]m^-k, Un m vsa v Hm^v ssk m{sn Kh. saun- timtf-pv, Xncp-h-\- -]pcw {io. si.b. hnizw-`-c ko\n-b eivn-d, Ub- v, Be- pg tum. Cµp.-]n.-Fkv AUo-j-W s{]m^-k IΩyq-Wn n saun-kn, Kh. saun- timtf-pv, Xncp-h-\- -]pcw tum. ]n. {]tamzv Un._n.-F- v.-f-kv.-f-kv. XI-gn, Be- pg {io. \nkm Al-ΩZv Pn.F v.-f-kv.-f-kv. sh m-daqsv, Xncp-h-\- -]pcw tum. Acp _n. \mb Atkm-kn-tb v s{]m^-k Un m vsa v Hm^v ssk m{sn Kh. saun- timtf-pv, Xncp-h-\- -]pcw tum. taml tdmbv. Pn Atkm-kn-tb v s{]m^-k Un m vsa v Hm^v ssk m{sn Kh. saun- timtf-pv, Xncp-h-\- -]pcw {io. t n {]`m-ic No^v FIvkn-Iyp- ohv Hm^o-k, ªq t]m-bn v Hm Kv A m-z-aniv timun-t\- am tum. ]n.f A\n Ip-am dnk v Hm^o-k, Fkv.-kn.-C.-B.Sn tum. ao\. Fkv dnk v Hm^o-k, Fkv.-kn.-C.-B.Sn

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5 BapJw hyxy-kvx-amb PohnX kml-n-cy-ß-fn \n p hcp Ip ni-fpss B Pn-X-amb Adn-hv, Ign-hv, Xm ]cyw F nh hyxy-kvx-am-wv. Cu sshhn-[ysø Dƒs m v hy n-hyxym-k-tøbpw _lp-ap- J-_p- n-tbbpw ]cn-k-wn- p-sim v hospw hnzym-e-bhpw kaq-lhpw Ip n-iƒ v Xmßpw XW-ep-ambn amtd- -Xp- v. "Huh sdkvt]m kn_nen n Sp Nn {U ' (ORC) F kwÿm\ k m-cns ] Xn Cu Iq m-bva-bpss Bi-b-am-Wv. \ΩpsS Ip nifpss _mey- -Iu-am-c-߃ \ndsb kz]v\-ßfpw {]Xo- -I-fp-am-Wv. Ah t\cn-sp imco-cni am\-kni sshimcni A m-z-ani sh p-hn-fn-iƒ Ahs kz]v\ km^-ey-øn\v hne-ßp-x-sn-bm-wv. hospw hnzym-e-bhpw kaq-lhpw C m-c-øn DØ-c-hm-Zn-I-ft? snm -bn-te v bm{x-]p-d-s -Sm Xbm-dmbn \ p a\p-jy hf p-h-cp ]pxnb Xe-ap-d-bpsS hf sb Kuc-h-ambn ImWp- thm? azyhpw el-cnbpw ab- p-a-cp- p-ifpw am\-kni kω ±hpw sshim-cn-i-{]-iv\-ßfpw sim v hgn-ap- n- \n p Hcp Xe-ap-d-IqSn Ds v \mw Xncn- -dnt axn-bmhq. KpW-ta- -bp ]T-\-Øn\pw AXn-eqsS B Pn-t hy nhn-im-k-øn\pw ticf kaqlw s]mxphn-zym-`ym-ksø ssish- -bn kq n-t ka-b-am-wn-xv. Cu kml-ncyw Xncn- -dn v ticf k m-cns hnhn[ hip- p-i-fmb s]mxp-hn-zym-`ymk hip- v, B`y- -c-h-ip- v, Btcm-Ky-h-Ip v, kmaq-ly-\oxn hip v, Xt±-ikzbw `cw hip- p-iƒ F n-h-bpss Iq m-bva-bmb Cu kwcw`w ticf kaq-l-øn\pw s]mxp-hn-zym-`ym-k-øn\pw apx q v Xs bm-wv. \ΩpsS Ip n-i-fpss kz]v\-߃ v \ndw-]-i-c-hm\pw {]Xo- -Iƒ v NndIv hns Øp-hm\pw Cu ] -Xn v Ignbpw F v {]Xymin- p- p. tã v t\mu Hm^o-k sk{i dn Ub-d-IvS ORC - ICPS kmaq-ly-\oxn hip v Fkv.-kn.-C.-B.Sn

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7 D -S w H.B.kn F v? F n\v? Fßs\? PohnX ss\]pwn hnimkw PohnX hnp-b-øn\v sa -dnwkv Iu kn-enwkv Ip n-i-fnse s]cp-am {]iv\-ßfpw ]cn-lm-c-am K-ßfpw c I Xrt_m[hXvI-cWw

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9 skj 1 ICE BREAKING Dt±iyw {]{Inb kabw : 1 1 / 2 awn- q ]cn-ioe\-]-cn-]m-sn-bn ]s Sp- p- -h v ]c-kv]cw ]cn-n-b-s -S Ah-kcw D m- pi. XpS p skj-\p-iƒ v ] møew Hcp- p-i. 1. ] m-fn-iƒ v U BIr-Xn-bn Ccn- m Ign-bp hn[-øn Itk-c-Iƒ {Iao-I-cn- p-i. Hu]-Nm-cn-I-ambn ] mfn-isf ]cn-io-e\ ]cn-]m-sn-bn-te v kzmkxw snbvxpsim v B.-]n. skj Bcw-`n- p- p. AXn\p tijw AhtcmSv ssib-sn- m Bh-iy-s -Sp- p. -hyxykvx Xmf-Øn-emhpw ssib-sn. F m] mfn-i-tfmspw Hcn IqSn ì"xmf-øn " ssib-sn- m Bhiys -Sp-I. {Kq v {ItaW Hcp Xmf-Øn-tes -Øpw. Xmf-Øns kuip-am-cyhpw AXp \ Ip i nbpw Xncn- -dn-bm ]dbp-i. Pohn-X-Øns bym XmfØntes -Øm Ip n-isf {]m]vx-am- p Hcp ]cn-]m-sn-bpss BZy-L- -amwv Cu TOT F kqn-\-tbmss Nne hm p-iƒ ssib- Sn-bn-eqsS ]p\:krjvsn- m Bhiys -Sp-I. DZm. ] Sw, ]S-]-Sm, h -Øn Nps - Sp-Øp. 2. {^q v kmeuv Ifn (k-abw 15 an\n- v) Hc w apx Ccn- p ] m-fn-isf kao-]n v CjvS-s Hcp ]g-øns t]cp ]dbm Bh-iy-s -Sp-I. H p apx \mep-hsc Ccn- p- -h Hmtcm ]gøns t]- cp ]d-b-s. XpS p hcp- h Cu {Ia-Øn ]g-øns t]cp-iƒ Bh Øn- p- p. Xm Hcp ]g-øns t]cp ]d- m B t]cp- -h ]c-kv]cw Itkc amdnbn-cn- m B.-]n. \n t±in p- p. c p ]g-ß-fpss t]cp-iƒ ]d- m B t]cp-imcpw aq p ]g-ß-fpss t]cp-iƒ ]d- m Ahcpw ]ckv]cw amdn-bn-cn- - Ww. \mep ]g-ß-fpss t]cp ]d-bp- -Xn\p ]Icw {^q v kmeuv F p ]dbmw. {^q v kmeuv ]d- m apgp-h ] m-fn-ifpw Itk-c-Iƒ amdn-bn-cn- -Ww. Ifn \S- p- -Xn-\n-S-bn aqt m \mtem Itk-c-Iƒ FSpØp am p-i. Itkc In m-ø-h ap t]m- p-h-c-s. {Kq v \n t±-in- p Nne in m-hn-[n-iƒ Ah G p hmßww. Xs sxm -SpØ Itkcbnte v amdn-bn-cp- -h pw in -bm-imw. 3. ]cn-n-b-s -S (k-abw 45 an\n- v) Ifn ]q Ønbmbn F m-hcpw Itk-c-bn Ccn- p kabw ASp-Ø-Sp-Øn-cn- p c p-t]sc hoxw ]ckv]cw ]cn-n-b-s -Sm A\phZn- p-i. Hmtcm-cp-Øcpw Xs kplr-øns\ henb {Kq n\v ]cn-n-b-s -Sp-Ø-s. F m-h-cp-ssbpw Dugw Ign- m ]cn-io-e-itcbpw kwlm-s-i-tcbpw ]cnn-b-s -Sp-Ømw. Course briefing, ]cnioe\ ti{µ-ønse {Iao-I-c-W-߃ F nh kqnn- n v Xmfm-fl-I-amb ssib-sn-tbmss skj Ah-km-\n- n- mw. 1

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11 OUR RESPONSIBILITY TO CHILDREN (ORC) ORC F v? F n\v? Fßs\?

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13 ORC F v? F n\v? Fßs\? skj 2 BapJw \Ωƒ Ip niƒ mbn Hcp ns msp p kmlncyßfpw, kuicyßfpw, Ah v apºmsi hbv p amxriifpw, Ah v \ Ip kvt\l ]cnncwhpamwv Hcp Ip nbpss kz`mhcq]oicwøn {][m\s ] v hln p Xv. Hmtcm hy nbnepw \ tbbpw Xn tbbpw {]Xn\n[m\w snøp LSIßfps p Xv kxyamwv. GXv KpWamWv i ns Sp sx Xv GXv kmlncyønemwv Hcmƒ hfcp Xv F Xns\ B{ibn ncn pw. \ΩpsS Ip nifpss ImcyØn c nxm ƒ pw, A ym]i pw, s]mxpkaqløn\pw D mbncnt Iq pøchmznxzw \jvsambncn p p F Xncn dnhntebv mwv Ah nsbn h n phcp A\mimky{]hWXIƒ hnc Nq p Xv. Cu bmym yøns Xncn dnhn \n pw DSseSpØ ] XnbmWv "Huh sdkvt]m kn_nen n Sp Nn {U AYhm ORC ] Xn. Ip nifpss hy nxz hnimkøn\pw kwc WØn\pw t\xrxzw \ Im DØchmZnXzs k m hip pifmb hnzym`ymkw, BtcmKyw, t]meokv XpSßnbh, k mcnxc {]ÿm\߃, c nxm ƒ, s]mxpkaqlw F nh H n v HsØmcpatbmsS ssitim ØpsIm v kmaqly\oxn hip ns Iognep kwtbmpnx inipkwc W ] Xn (ICPS)bpsS t\xrxzøn \S nem n hcp ] -Xn-bmWv ORC. Dt±iyw : ORC ] -Xn-bpsS ] m-ø-ew, Dt±i e y-߃ {]h Ø\ ]cn]msn-iƒ, ] Xn \n -lw kwhn-[m\w F nh ]cn-n-b-s -Sp-Øp- -Xn-\v. kma-{kn-iƒ : ss Uvkv kabw : 1 1 / 2 awn- q kzmkxw snøp p ] mfn-isf Bdv {Kq mbn Xncn- p p. Xmsg ]d-bp tnmzy-߃ N -bv mbn c v {Kq p-iƒ v Htc tnmzyw hoxw \ Ip- p. (ss Uv {]Z in- n- p p ss Uv 1, 2) tnmzy-߃ 1. \ΩpsS Ip n-i-fpss Btcm-Ky-I-c-amb hf bv pw hy nxz hnim-k-øn\pw A\p-Iq-e-amb kml-n-cy-amtwm hosp-i-fn \n p -Xv? a. A\p-Iqe kml-n-cy-߃ Fs mw? Ah Ip n-isf Fßs\ kzm[o-\n- p- p? b. {]Xn-Iqe kmln-cy-߃ Fs mw? Ah Ip n-isf Fßs\ kzm[o-\n- p p? 2. \ΩpsS Ip n-i-fpss Btcm-Ky-I-c-amb hf bv pw hy nxz hnim-k-øn\pw A\p-Iq-e-amb kml-n-cy-amtwm \ΩpsS kaq-l-øn \n p -Xv? a. A\p-Iqe kml-n-cy-߃ Fs mw? Ah Ip n-isf Fßs\ kzm[o-\n- p- p? b. {]Xn-Iqe kmln-cy-߃ Fs mw? Ah Ip n-isf Fßs\ kzm[o-\n- p p? 5

14 3. \ΩpsS Ip n-i-fpss Btcm-Ky-I-c-amb hf bv pw hy nxz hnim-k-øn\pw A\p-Iq-e-amb kml-n-cy-amtwm \ΩpsS kviqfp-i-fn \n p -Xv? a. A\p-Iqe kml-n-cy-߃ Fs mw? Ah Ip n-isf Fßs\ kzm[o-\n- p- p? b. {]Xn-Iqe kmln-cy-߃ Fs mw? Ah Ip n-isf Fßs\ kzm[o-\n- p p? {Kq p-iƒ N snøp- p. Ipdn- p-x-bm-dm n Ah-X-cn- n- p- p. XpS v B.]n. N t{imuo-i-cn- p- p. hnj-b-hp-ambn _ -s Hcp hountbm {]Z in- n- p- p. ORC bpss Dt±iy e y-߃ B.-]n. hni-zo-i-cn- p- p. (ss Uv 3, 4) $ A\mtcmKyIcamb kmaqlni hyxnbm\øn \n pw kmaqlyhncp {]h Ø\ßfn \n pw Ip nisf ^e{]zambn kwc n pi. $ Btcm-Ky-I-c-a- mø s]cp-am {]iv\-߃ {]I-S-am- p Ip nisfis Øn Ahsc Iu knenwkv, sa dnwkv, hnzkv ]cnncww, k mflihpw KpWIchpamb {]h Ønbntebv p Xncn phns F nhbneqss kaqløns apjy[mcbntebv v sim phcni. $ Ip nitfmsp DØchmZnXzw \ndth p Xn c nxm sfbpw A ym]ni/ A ym]is\bpw kaqlsøbpw {]m]vxns SpØp Xn\pw t_m[hxvicn p Xn\pw Bhiyamb t\xrxzw \ IpI. $ kaqløn k mcpw, k m CXc tajebn Ip nifpss hy nhnimkøn\pw kwc WØn\pw th n \nesim p hnhn[ {]ÿm\ßfpssbpw kwls\ifpssbpw {]h Ø\Øns GtIm]\Øn\v kmlncysamcp pi. ORC ] -Xn-bpsS {]h Ø\ ]cn-]m-sn-iƒ, ] Xn hni-zmw-i-߃, kviqƒxe -Pn mxe -kw-ÿm-\-xe {]h Ø-\-߃ B.]n hni-zo-i-cn- p- p. s]cp-am {]iv\-ß-fp Ip nisf kaqløns apjy[mcbn \n pw AI n \n Øn th Xncn v \n Ønbn p ]cºcmkx ]cnncw coxnbn \n pw amdn s]mxpkaqløns ] mfnøtømss 'Mentoring & Councelling' t]mep hy ym[njvtnxamb IcpXtemsSbp CSs]S CØcØnep Ip nifnep m nbncn p Bimhlambam ߃ Hcp ]pxnb ]cnncw coxn hnikn ns Sp p Xns BhiyIXbntebv mwv hnc Nq- p- -Xv. CØcØnep Hcp ] XnbpsS BhiyIX a\nem nb kwÿm\ k m ORC ] Xn k m XeØn Gs Sp pibpw ORCsb ICPS ] Xnbpambn kwtbmpn n v F m Pn Ifntebv pw hym]n n p Xns kwÿm\xe DZvLmS\w 2015 G{]n amkw 9 mw XobXn Xncph\ ]pcøv h v _lp. B`y c kmaqlyt a hip v a{ namcpss km n yøn _lp. apjya{ n \n ln pibp mbn. ORC ] Xn kviqƒ XeØn ORC ] XnbpsS {]h Ø\Øns ASnÿm\Xew kviqfpifmwv. {]mcw`l Øn F m Pn Ifnsebpw sxscs Sp s kviqfpifntebv mwv ORC ] Xn hym]n n p Xv. kviqfnse F m hnzym niƒ pw sse^v kvin ]cnioe\w \ IpI, 6

15 hnzym nifpss hnhn[ßfmb IgnhpIsf Ipdn p ]T\߃ \SØpI, AhcpsS k mfliamb IgnhpIsf ]cnt]mjn n pi, Ip nifpss hy nxzhnimkøn\pw kwc WØn\pw {InbmflIambn CSs]Sm A ym]ni/a ym]iscbpw c nxm sfbpw {]m]vxcm pibpw t{]cn n pibpw snøpi, {]txyi ]cnncww Bhiyap hnzym niƒ v AXn\mbn p kmlncyßsfmcp pibpw Ahsc Mentor snøpibpw snøpi XpSßnbhbmWv. kviqfnse {][m\ A ym]nibpss t\xrxzøn apgph A ym]ni/a ym]icpssbpw c nxm fpssbpw ] mfnøtømss ORC t\mu So dpw, kviqƒ Iu knedpamwv ORC ] Xnbv v kviqƒ XeØn t\xrxzw \ Ip Xv. ORC ] Xn Pn m XeØn Pn m IfIvSdpsS t\xrxzøn Ip nifpss hy nhnimkøn\pw kwc WØn\pw th n {]h Øn p F m k m, k mcnxc{]ÿm\ßfpssbpw Pn mxe DtZymKÿcSßp FIvknIyq ohv IΩn nbmwv Pn mxeøn ORC ] XnbpsS {]h Ø\Øn\v t\xrxzw \ Ip Xv. Pn m ssn Uv s{]m Hm^ok, ORC Pn m tim Hm Unt\, ORC h nwkv {Kq v satºgvkv F nh ORC {]h Ø\sØ {]mtbmkni XeØn sim phcp Xn\mbn {]h Øn p p. Pn m ORC dntkmgvkv sk Hcp Pn bnse ORC {]h Ø\Øns tim Hm Unt\j \SØp Xv Pn m ORC dntkmgvkv sk dmwv. IqSmsX Iu knenwkn\pw, sa dnwkn\pw, hnzkv ]cnncwøn\pap kuicy߃ AhnsS hn`mh\w snøp p. Ip nifpss hy nxzhnimkøn\pw kwc WØn\pw Bhiyamb kuicy߃ snbvxpsimsp p GP knisf kw_ n n p tim Hm Unt\j sk dmbpw, hn m\ hym]\ ti{µambpw (Knowledge hub) {]h Øn pw. kmaqly{]xn_ Xbp Imcytijnbp GsXmcp hy n pw Pn m dntkmgvkv sk dns `mkambn ORC sa dmbn {]h Øn mhp XmWv. ORC ] Xn kwÿm\xeøn kmaqlni\oxn hip ns AUojW No^v sk{i dn A y \pw, hnzym`ymkw, BtcmKyw, t]meokv F o hip pifpss Xeh m AwKßfpambncn p FIvknIyq ohv IΩn nbmwv ORC ] XnbpsS kwÿm\xe {]h Ø\߃ v t\xrxzw \ Ip Xv. kmaqly\oxnhip v sk{i dnbpw, UbdIvSdpw ORC {]h Ø\Øns ssz\wzn\ {]h Ø\߃ v t\xrxzw \ Ip p. ORC tã v t\mu Hm^ok mwv ] XnbpsS \SØn ns ta t\m w. tã v t\mu Hm^oksd klmbn m\mbn AUojW t\mu Hm^ok amscbpw ORC tã v tim Hm Unt\ sdbpw, tã v dntkmgvkv t]gvkswbpw \ntbmkn n p v. s]mxp kaqløns ] mfnøw Dd phcpøp Xn\mbn kaqløn PohnXØns \m\m XpdIfnepw amxrim]camb {]h Ø\߃ \SØnb {]apj hy niƒ Dƒs SpØns m.v ORC tã v B {Kq n\v cq]w \ Inbn p v. 7

16 Cu A yb\ h jøntebv v kviqfpiƒ sxscs Sp p Xn\p th -n kzoicn \S]SnIƒ 1. Ign h jßfn ORC ] Xn Bcw`n timgnt msv, Xriq, FdWmIpfw, Xncph\ ]pcw Pn Ifn 10 kviqfpiƒ hoxhpw Cu h jw ] Xn Bcw`n p sim w 7, Be pg 5, CSp n 5, ]Ø\wXn 5, tim bw 5, ae pdw 5, ]me msv 5, hb\msv 5, IÆq 5, Imk tkmuv 5 hoxhpw kviqfpiƒ sxscs SpØn p.v. 2. sxscs SpØ kviqfpifn apgph A ym]i pw ORC ] Xn \S nem p Xn\mhiyamb hnzkv ]cnioe\w \ Ip XmWv. AXn \n pw Htcm kviqfnenepw Hcp t\mu So sd sxscs Sp p XpamWv. t\mu So, kviqƒ Iu kne, Pq\nb ]ªnIv sl Øv \gvkv (JPHN), PTA {]Xn\n[n XpSßnbh ASßp tim Soan\v e`n p D X ]cnioe\øns ASnÿm\Øn Ip nifpss ImcyØn CSs]SepIƒ \SØpw. 3. ORC tã v t\mu Hm^ok, AUojW t\mu Hm^ok, tã v tim Hm Unt\, tã v dntkmgvkv t]gvk F nhsc \ntbmkn p. Pn m XeØn ORC Unkv{SnIvSv tim Hm Unt\ sd \ntbmkn p. 4. kmaqly\oxn hip ns AUojW No^v sk{i dn t\xrxzw \ Inb hountbm tim ^d kv kwlsn n pibpw BbXn Pn m IfIvS am, Pn m hip v ta[mhniƒ XpSßnbnh kw_ n pibp mbn. 5. Pn mxeßfn IfIvS amcpss t\xrxzøn Pn bnse D X DtZymKÿcpw, {]ikvxcmb a v kmaqlni kmwkvimcni hy nifpssbpw t\xrxzøn hn]peamb tbmk߃ kwlsn n pibpw ORC ] Xn Imcy aambn \SØp Xn\p Xocpam\ßsfSp pibpw snbvxp 6. ORC ] XnbpsS amt\pvsa v \SØn n\mbn SIEMATs\ NpaXes SpØpIbpw Bhiyamb ]cnioe\ ]cn]msniƒ v cq]w \ Ip Xn\pw ]cnioe\w kwlsn n p Xn\pw SCERTsb NpaXes SpØpIbpw snbvxn p v. 7. A ym]iscbpw a pw ]cnioen n p Xn\v Bhiyamb ]cnioeisc hnikn ns Sp p Xn\p \S]SnIƒ kzoicn phcp p. 8. ORC ] XnbpsS \SØn n\mhiyamb XpI _P n Dƒs m n n p v. 9. ORC {]h Ø\߃ kwtbmpn n p Xn\mbn ICPS Hm^okpambn tn v kwÿm\ Pn m Xeßfn Hm^okpIƒ {]h Øn phcp p. 10. F m amkhpw AUojW No^v sk{i dn, kmaqly\oxnhip ns t\xrxzøn ORC ] XnbpsS {]h Ø\߃ hnebncpøn Bhiyamb CSs]SepIƒ \SØp p. 8

17 B.-]n. t{imuo-i-cww (ss Uv 5) $ Ip n-iƒ v Hcp- n-sim-sp- p kml-n-cy-ßfpw kui-cy-ßfpw kvt\lhpw ]cn- N-c-W-hp-amWv Ip n-bpss kz`m-h-cq-]o-i-c-w-øn {][m\ ] p-h-ln- p- -Xv. $ Ip n-i-fpss hy n-xz-hn-im-k-øn\pw kwc- -W-Øn\pw t\xrxzw \ Im DØc-hm-Zn-Xz-s hnhn[ hip- p-i-fpss GtIm-]-\-Øn-emWv ORC ] Xn \S- m-ip- - Xv. $ Ip n-i-tfm-sp DØ-c-hm-ZnXzw \nd-th- p- -Xn c n-xm- -sfbpw A[ym-]-scbpw kaq-l-søbpw t_m[-hm- m-cm- -Ww. $ Btcm-Ky-I-c-a- m-sx-bp s]cp-am {]iv\-߃ v Iu k-enw-kv, sa -dnw-kv, hnz- Kv[-]-cn-N-cWw XpS-ßn-bh \ I-Ww. 9

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19 OUR RESPONSIBILITY TO CHILDREN (ORC) PohnX ss\]pwn hnimkw PohnX hnp-b-øn\v

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21 PohnX ss\]pwn hnimkw PohnX hnp-b-øn\v BapJw Hcp hy n-bpss PohnX hnp-bw kmaqlni sshim-cni ss\]pwn-i-fpss hnim-ksø B{i-bn- ncn p- p. Pohn-X-ss\-]p-Wn-I-fpsS hnimkw e y-an- p-sim p thww hnzym- `ymk {]{In-bbnse Hmtcm A\p-`-hhpw Ip n v e`yam-t - -Xv. ORC hnzyme-b-ßfnse A ym-]-i pw c n-xm- ƒ pw Aßs\ Ip n-i-fn-te pw PohnX ss\]pwn- Isf kw_- n v Ah-t_m[w krjvsn- p- -Xn-\mWv Cu samuyq-fn-eqss e y-an-sp- -Xv. PohnX ss\]pwn-iƒ GsXms bmsw- pw, AXv Hmtcm pw Fßs\ GsXms kµ `-ß-fn {]I-S-am-Ip- psh pw Ah hni-kn- n- p- -Xn-\p {]-txyi X{ ߃ Fßs\ {]tbm-p-\-s -Sp-Ø-W-sa pw Cu samuyq-fn N snøp- p. TOT bnepw XpS p A ym-]i ]cnio-e-\-ß-fnepw Cu samuyqƒ ^e-{]-z-ambn hn\n-abw snøpat m. Dt±-iy-߃ 1 PohnX ss\]pwn-isf kw_- n v [mcw ssihcn p- p. 2 PohnX ss\]p-wn-iƒ hni-kn- n- p- -Xn-\p hnhn[ X{ -߃ ]cnn-b-s -Sp- p. 3 Ip n-i-fn PohnX ss\]p-wn-iƒ hni-kn n p- -Xn\v DNn-X-amb X{ -߃ {]tbm- P-\-s -Sp-Øp- -Xn\v sshzkv[yw ssih-cn- p- p. skj : 1 kabw e yw : 30 an\n v : PohnX ss\]p-wn-isf kw_ n v [mcw ssih-cn- p p {]{Inb kma-{kn-iƒ : simfmjv \n Ωn- m-\p Nn{X-߃, I{Xn-I, Nm v t], qãn v $ ] mfnisf F wk {Kq p-i-fm- p- p. $ "Ip n-i-fpss temiw' F Bibw kw_- n v Hcp simfmjv \n Ωn- m \n t±iw \ Ip- p. $ Hmtcm {Kq n\pw simfmjv \n an p- -Xn-\p kma{kniƒ \ Ip- p. RP :X n- p kma-{kn-iƒ D]tbmKn v BI j-i-amb simfmjv \n an- pi kwl-{]-h Ø\w $ Hmtcm {Kq pw Ah \n Ωn simfmjv Ah-Xcn n p p $ Hmtcm {Kq n-s bpw Ah-X-c-W-tijw N : 13

22 1. Cu {]h Ø-\-ß-fn-eqsS \nß-fn D mb \n߃ {]I-Sn- n tijn-iƒ ss\]p- Wn-Iƒ Fs m-s -bmwv? 2. at\m-`m-h-߃ Fs m-s -bmwv? 3. amdn-s m- n-cn- p C sø Pohn-X-km-l-N-cy-ß-fn Pohn-X-hn-Pbw t\sp- - Xn\v \ΩpsS Ip n-iƒ ssih-cn-t ss\]p-wn-iƒ Fs m-s -bmwv? $ B.]n {Kq p-iƒ Xbm-dm- nb Hmtcm simfmjpw N snbvxv Hmtcm hnj-b-ß-fpambn _ -s v B Pn-t PohnX ss\]p-wn-iƒ GsXm-s -sb v Is -Øm ]d-bp p. XpS v PPT Ah-X-cWw. {][m-\-s Pohn-X-ss\-]p-Wn-Iƒ Xmsg- -d-bp- p. Hmtcm pw DNn-X-amb DZm-l-c-W߃ \ In hni-zo-i-cn- p- p. (DZm-l-c-W-߃ D m-k- -d-h-i-fn \n pw Is Øn hni-zo-i-cn- Ww) skj : 2 e yw 1. kzmht_m[w (Self Awareness) 2. A\p-Xm]w (Empathy) 3. hna i-\m-fl-i-nn (Critical thinking) 4. {Inbm-flI Nn (Creative thinking) 5. hy ym- -c-_ w (Interpersonal relationship) 6. {]iv\-]-cnlcw-tijn (Problem Solving) 7. DNn-X-amb Xocp-am-\-ß-sf-Sp- (Decision making) 8. Bi-b-hn-\n-a-b-tijn (Communication skill) 9. hnim-c-ß-fp-ambn s]mcp-ø-s -S (Coping with Emotion) 10. am\-kn-i-k-ω ±-hp-ambn s]mcp-ø-s -S (Coping with Stress) PohnX ss\]pwo hnim-k-øn-\p hnhn[ X{ -߃ ]cnn-b-s -Sp- p. {]{Inb kabw : 1½ awn- q kma-{kn-iƒ : 4 tikp-iƒ B.-]n. AwK-ßsf Bdv {Kq pifm- p- p. Hmtcm {Kq n\pw Hmtcm tikv \ Ip p. (tikp-iƒ, hountbm n nwkv Bbpw ]{X-hm Ø-bmbpw Ah-X-cn- n- p- p). Hmtcm {Kq pw Ah v e`n tikv hni-i-e\w snøp p RP - N m kqni߃ Nm n AhXcn- n- p- p. $ Cu tikn Ah-X-cn- n- p {]k- -ambn Pohn-X-ss\-]p-Wn-Iƒ GsX mw? $ PohnX ss\]p-wn-iƒ hni-kn- phm klm-bn LS-I-߃ Fs m-s -bmwv? $ GsX mw PohnX ss\]p-wnifmwv hni-kn n- p-hm Ahkcw e`y-am-bn-cp- Xv? $ Ah -hn-i-kn- m XS--am-bn- p Imc-W-߃ Fs m-s -bmhmw? 14

23 tikv hni-i-e\w N m kqn-i-߃ v {]Xn-I-c-W-߃ tcj-s -Sp-Ø $ s]mxp Ah-X-cWw $ RP t{imuoi-cww Hmtcm PohnX ss\]p-wn pw DZm-l-c-W߃ \ In tikp- Iƒ hni-i-e\w t{imuo-i-cn- p- p. skj : 3 e yw Ip n-i-fn PohnX ss\]p-wn-iƒ hni-kn n p- -Xn\v DNn-X-amb X{ -߃ {]tbm-p-\- s -Sp-Øp- -Xn sshzkv[yw t\sp p. kma-{kniƒ: D m-k]dh-iƒ HB kabw : 2½ awn- q B.-]n. D mk-]-d-h-iƒ lm Uv_p ns\ kw_- n BapJ hnhcww \ Ip p. WHO \n t±in- p 10 PohnXss\]p-Wn-Iƒ B Pn- p- Xv Ip n-iƒ v icn-bmb coxnbn Pohn- p- -Xn\pw PohnX {]iv\-ßsf t\cn-sp- -Xn\pw klm-b-i-am-ipw. PohnXsØ- p-dn- p icn-bmb Adnhns bpw PohnX-tØm-Sp DNn-X-amb at\m-`m-h-øn-s bpw ASn-ÿm-\-Øn cq]w sim p s]cp-am- -ßfpw ioe-ßfpw `mhn-bn {]iv\߃ D m- p- -Xn \n v Ip n-isf c n v \n Øpw. Btcm-Ky-I-c-amb s]cp-am- hpw ioe-ßfpw A]-I-S-߃s Xn-sc-bp {]Xn-tcm[ Huj-[-ß-fmWv (Behavioural Vaccine). CØcØn Ip n-isf k -cm- m th n-bmwv 1 apx 12 hsc mp-i-fnse hnzym niƒ v ]mty ] -Xn-bpsS `mk-ambn PohnX-ss\-]pWn hnzym-`ymkw \ Ip- -Xv. PohnX kml- N-cy-ß-fn A\p-`hs Sp {]Xn-k- n-isf AXn-Po-hn- p-hm klm-bn- p Xc-Øn Pohn-X-ss\-]p-Wn-Iƒ B n- p-hm Ign-bp coxn-b-bn-emwv A[ym-]-I-klmbn Xømdm- n-bn- p- -Xv. Z i\w Ip ni-fpss im o-icww BtcmKy Pohn-X-ss\]pWn hnim-k-øn-ep-ss. ZuXyw PohnX-sØ- p-dn v icn-bmb Adnhpw Pohn-X-tØmSv DNn-X-amb at\m-`m-hhpw PohnX-ss\-]pWn hnim-k-øn-eqss t\sp- -Xn\pw ]mty-]- -Xn-bn-epsS bym Pohn-Xm-\p-`-h-߃ {]Zm\w snøp- -Xn\pw. e y-߃ 1. Ip niƒ v Pohn-X-sØ- p-dn v icn-bmb Adnhv "PohnX-tØmSv DNn-X-amb at\m- `m-hw', \nxy-po-hn-x-ønse sh p-hn-fn-iƒ t\cn-sp- -Xn-\mhiyamb Pohn-X-ss\- ]p-wn-iƒ F nh t\sp-i. 2. Ip n-iƒ v _meyw- -Iu-amc Ime-L- -Ønse imco-cn-i- -am-\-kn-i- -km-aq-lni hf sb- p-dn v imkv{xo-b-amb Adnhv \ Ip-I. 15

24 3. Ip n-i-fn \ hy n- -]-cn-kc ipnnxz ioe-߃ hf Øp-I. 4. Btcm-Ky-I-c-amb ` Wioe-߃ B n- p- -Xn\v Ip n-isf klm-bn- p-i. 5. A]IS-I-c-amb ioe-ßfpw kml-ncyßfpw (k-a-{]m-b- mcpss A\p-Nn-X-amb kω ±w, azyw, ab- p-a-cp v D]tbmKn- p-hm-\p {]hwx, A\m-tcm-KyI-camb ssewkni ioe߃, Ip -hm-k-\-iƒ XpS-ßn-bh) Pohn-X-Øn \n v Hgnhm- p- -Xn\v Ip n-isf {]m]vxcm- p-i. 6. icn-bmb ]T\ {]{In-b-bn-eqsS apt m v t]mip- -Xn\v ^e{]-z-amb ]T\ coxn- Iƒ, Nn -bmb PohnX-{Iaw F nh hf Øn-sb-Sp- p-i. 7. ssz\wzn\ PohnXØnse kω ±-߃ AXn-Po-hn- p- -Xn\pw DØ-c-hm-ZnXz߃ Gs -Sp- p- -Xn\pw Ip n-isf {]m]vx-cm- pi 8. kl-po-hn-i-tfmsv A\p-Xm]w hf Øp- -Xn\v Ip n-isf {]m]vxcm p-i. 9. \ _ -߃ krjvsn- p- -Xn\pw \ne-\n Øp- -Xn\pw Ip n-isf klm-bn- pi 10. A\p-Nn-X-amb kµ `-ß-tfmSv C /th F p ]d-bm-\p tijn hf ØpI 11. kzm-nm-c-t_m-[hpw aqeyhpap hy n-po-hnxw Nn -s -Sp-Øm hnzym n-isf {]m]vx-cm- pi. AwK-ßsf BdwK {Kq pi-fm- p p D m-k d-h-iƒ lm v_p v \ Ip- p. (Hcp {Kq n\v c v mp-i-fnse c p {]h Ø\߃ hoxw \ Ip p. m-p-iƒ amdn amdn \ Ip- p) \n ±njvs {]h Ø-\-߃ hmbn- m \n t±-in- p p XpS v B {]h Ø\-߃ mn Ah-X-cn n p- -Xn\v So nwkv am\z Xømdm- p p Nne {]h Ø\߃ knap-te v snøp p - N sa s Sp-Ø skj 4 Ip n-i-fnse Pohn-X-ss\-]pWn hnim-køn\v ]cym]vxamb khn-tij {]h Ø\-߃ Xøm-dm- p- p. {]{Inb : B.-]n. Ip n-isf Pohn-X-ss\-]p-Wn-Isf ]cn-io-en- n- p- Xn\p hyxykvx X{ ߃ ]cn-n-b-s -Sp-Øp- p. 1. tdmƒ tπ 2. N 3. kwhmzw 4. tnmzy-s n 16

25 5. hm Øm-hn-i-I-e\w 6. tikv Ah-X-cWw 7. td nwkv kvsibn 8. sn v enãv 9. IhnX-I-ƒ, IYm-]q-cWw 10. s{_bn tãmanwmv 11. kvin v 12. k t XpS v A wk {Kq p-i-fm- p- p. {Kq p-iƒ khn-ti-j-{]-h Ø-\-߃ Xøm-dm- p- p. $ Ah-X-cWw $ N $ sa s Sp-Ø 17

26

27 OUR RESPONSIBILITY TO CHILDREN (ORC) sa -dnwkv

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29 sa -dnwkv kabw : 1 ½ awn- q Dt±iyw sa -dnwkv F Bibw Xncn- -dnbp Xn\v $ A ym-]-i sa F Xe-Øn-te v amdp- -sx-ß-s\-sb v Xncn- -dn-bp- -Xn\v $ sa dnwkv {]{Inb Xncn- -dn-bp- -Xn\v $ ]nb sa -dnwkv {]mh Øn-I-am- p- -Xn\v kma-{kn-iƒ {]{Inb $ IhnX, ti-kvjo- v, kzbw hne-bn-cp-ø tcj, sa hm-b-\-sb- p-dn- v, ss Up- Iƒ CD bnse IhnX tiƒ n- p p ""Adn-bmsX h n IØp tidn snhn-bn sndn-sbmcp ]m p aqfn hnscpao ]qsam n\p n-tetxm ]cn-afw ]qin- -d- p-t]mbn Hcp If tnm ns Xps \n mbv Nncn-XqIn h p Xncn- p-t]mbn Rms\SpØp hc- t\cw IY-sb{X Ifn-sb{X Imcy-sa{X! C\n-sb p hs -Øp-sas So Acn-In-se s]ß-fm-b-ω-bmbn'' N m kqniw Nm n FgpXn {]Z in- n- n-cn- p p Ip n v So Bsc- m-ambn amdp p? So dpss GsX mw Xc-Øn-ep CSs]SepIƒ ChnsS ImWm Ignbpw? So Ip nsb Adn-tb Xv mkv apdn- -IØv am{x-amtwm? hy nk-x-ambn {]Xn-I-cn- p p. 5 {Kq mbn Xncn v {Kq n A\p-_ w 1 \ Ip p (sa hmb-\- p-dn- v) hmb-\-sb- p-dn vv hmbn- -Xn\v tijw Nne {Kq p-iƒ {]Xn-I-cn- p- p. ss Uns klm-b-tømss RP t{imuo-i-cn p p. (ss Uv 1) B.]n t\m v (ssen-am- kv IY B.]n ] m-fn-i-tfmsv `mhm-fl-i-ambn Ah-X-cn- n- Ww A\p-_ w 2) sa $ kl-c- n-xmhv $ Ip nbpss ]T\ anihv Adn-bp -bmƒ $ kmaq-lni kmº-øni Np p]msv Adn-bp -bmƒ 21

30 $ Ign-hp-Ifpw ]cn-an-xn-ifpw Adn-bp -bmƒ $ kplr-øv, hgn-im- n, kl-]-tn-xm-hv, s^kn-en-t - apx-em-bh $ sa -dnwkv {]{Inb Fs mw? B.]n tnmzyw D -bn- p p s]mxp N sk v 2 ss Up-I-fpsS klm-btømss B.-]n. t{imuo-i-cn- p p kviqfn sa -dnwkv Fßs\ {]mh Øn-I-am mw? kzm\p-`hw ] p-h-bv pi N -bn hcp Bi-b-߃ t{imuo-i-cn- p p t{imuo-i-cww $ {]txyi {i Bh-iy-ap Ip nisf Is Øn {Kq p Xncn- $ Hmtcm A ym-]-i\pw Npa-Xe \ I $ Krl-k-µ i\w $ ]T\ \ne-hmcw ]cn-tim-[n- $ kmaq-lni kmº-øni Np p-]msv a\-n-em- $ Ip nifp-ambn Bfl_ w \n Ωn-s Sp- - $ 15 Znh-k-Øn-sem-cn- -se- nepw Ip nifp-ambn kwkm-cn- $ GXp Ip n pw Bh-iy-ap- -t mƒ h p ImWm Ah-kcw ""kviqfn h m ]mt-߃ ]Tn n p Xo m Xs kabw e`n p- n.'' B.]n Hcp So dpss Ia v t_m Un {]Z in- n- p p $ Cu A`n{]mb-tØmSp \nß-fpss {]Xn-I-cWw F mwv? $ kviqfn ]mt`mk-߃ ]Tn p Xo m am{xw axntbm? $ Ipsd hnh-c-߃ Ip n-ifnte-s -Øn- pi am{x-amtwm hnzym-`ym-k-øns e yw? $ sa -dnwkv {]mh Øn-I-am- m So hfc IqSp-X kabw sne-h-gn-t - -Xpt m? s]mxpn Hgnhp ka-bw, kviqƒ hn -Xn-\p-tijw Hcp 10 an\n- v, cmhnse 1 / 2 awn- q, CS-th-f-Iƒ, XpSßn A[nIw _p n-ap- n- msx {]tbm-p-\s Sp-Øm Ign-bp ka-bw, snøm-hp {]h Ø\w F nh t{imuo-i-c-ww. ]nb sa -dnwkv A\m-an-I-bpsS Ub-dn-sb p-dn v {Kq n \ Ip- p. A\manI-bpsS Ub-dn-bn \n v 22

31 C se ho n sndn-sbmcp {]iv\-ap- m-bn. H pw ]Tn- m Ign- n-. cmp km X tlmwh p-i-sfm pw snbvxn- n-. H n\pw Hcp Dt jw txm p- n-. C\n mkn sn m-ep {]iv\-߃ Fs m-s -bm-wm-thm. C v tdmjv\n hcm-xn-cn- ptam? Ct mƒ AhfmWv Hcp _ew. Fs {]iv\-߃ Ahƒ v a\-n-emipw mn Rm Fs nepw {]iv\w t\cn- m Ahƒ klm-bn pw F v F\n v Dd- m-wv. Ahƒ IqsS-bn-s - n Fs ]T\w Ft m \n p t]mtb-t\. ]Tn- n v C\n Fs Pohn-X-Øn F v am w hcm-\mwv F Nn -am- n-bxv Ahfpw kmlnd So dpw IqSn-bm-Wv. kmlnd So dn\v Ft msv Hcp {]txyi hm keyw D v. Rm\pw tdmjv\nbpw kmlnd So dpw Ct mƒ Hcp Iq m-wv. C -hƒ h m axn-bm-bncp- p. Cs n tlmw h v snøm Ign n F v So -tdmsv ]d m-tem. GXm-bmepw kviqfn-se-ø-s. Hcp hgn ImWm-Xn-cn- n. RP N m kqniw t_m Un {]Z in- n- p- p. $ Bsc- m-amwv A\m-an-Ibv v B{ibw? AXv F p sim m-bn-cn pw? $ ChnsS tdmjv\n-bpss tdmƒ F mwv? $ tdmjv\nbpw kmlnd So dpw CS-s]-Sp- Xv t_m[-]q -am-bn-cn- tam? $ tdmjv\nbpw kmlnd So dpw Xs t_m[-]q w klm-bn- p p F v A\manI Icp-Xp- pt m? ] m-fn-iƒ tnmzy-ß-tfmsv hy n-k-x-ambn {]Xn-I-cn- p- p. s]mxp AhXcWw Peer Mentor ss UpIƒ {]Z in- n v t{imuo-i-cn- p- p. Peer Mentor D Xp sim v {]tbm-p-\-sa v? tnmzyw D -bn- p- p. s]mxp-n RP t{imuo-i-cn- p- p. Mentor -s {]h Ø\w IqSp-X ^e{]-z-am-ip p Mentee bpambn IqSp-X ASp-Øn-S-]-g-Ip- Xv Peer mentor BWv. Mentee bpss {]iv\-߃ Peer mentor v So -dpss (mentor) {i -bn sim phcmw Mentee bv v ani kplr-øp- sf e`n- p- p. Peer mentoring kviqfn Fßs\ {]mh Øn-I-am mw? hy n-k-x-ambn \n t±-i߃ Ah-X-cn n p- p. RP {]h Ø\ ] Xn Nm n FgpXn Ah-X-cn n p- p. 1. tkh\ k - -X-bp-, kz`mh-kp-w-ap Ip n-isf Xnc-s -Sp- -Ww. (SPC, NSS, NCC, Scout, Guide, Class Leaders, Group leaders,... XpSßn km[y-xbp F m kwhn-[m-\-ß-fn-sebpw Ip n-isf ]cnkwn- mw). 2. Xnc-s -Sp- p Ip n-i-fn \n v Self Assessment Tool (A\p-_ w 2) D]-tbm- Kn v hne-bn-cp-ø \SØn Peer mentors s\ Is -Ø-Ww. 23

32 3. DØ-c-hmZnXzw Gs Sp- m Xøm-dp- -hsc am{xw ]cn-k-wn- -Ww. 4. Cu {Kq n\v sa -dnwmv F Bibw ]cnn-b-s -Sp-Ø-Ww. 5. Peer mentor sntø {]h Ø-\-߃ hy -am- -Ww. Hcp Peer mentor 3 4 Ip n-isf {i n-t - -Xp- v. Ch-cpsS t]cv, ho p-t]cv ÿew, c n-xm- ƒ, ho nse a v AwK߃ kmº- Øn-I -km-aqlni Np p-]msv, XpS-ßnb hnhc߃ AS-ßnb Hcp Record Peer Mentor kq n- -Ww. $ Cu Ip n-i-fp-ambn \ kulrzw kmh-[m-\-øn cq]s -Sp-Ø-Ww. $ BgvNbn Hcp Xh-W-sb- nepw Cu Ip n-i-fp-ambn CS-]-g-I-Ww, kpj-hn-h-c߃ At\z-jn- -Ww. $ Ah BtcmsS mw Iq p IqSp- p, CS-bv nss Ftßm-s - nepw t]mim-dp-t m, Zp»o-e߃ v ASn-a-s -Sp- p-t m, ]T-\-Im-cyßfn anihv ]pe Øp- pt m XpS-ßnb Imcy-߃ \nco n- -Ww. $ Xm sa dpw Ah sa n-bp-am-sw [mcw D m-h-cp-xv. $ Xs ktlm-z-c-s tbm ktlm-z-cn-bp-sstbm Imcy-߃ {i n- p- -t]mse Ahsc {i n- Ww. $ F m Imcy-ßfpw Npa-X-e-bp A[ym-]-I-\p-ambn snøww $ A[ym]Is klm-b-tømss DNn-X-amb Xocp-am-\-߃ FSp- -Ww. 6. s]mxphmb mp-iƒ msx ]nb sa A[ym-]-I F n-h Hcp-an p IqtS- -Xn-. 7. Peer Mentor, Mentor IqSn mgvnbpw N bpw kzim-cy-am-bn-cn- -Ww. s]mxp-tbm-k- Øn N snø-cp-xv. 8 Hcp Peer Mentor GsX mw Ip n-isf {i n- p p F v a p Peer Mentor Adn-b-cp-Xv. 9. amk-øn 2 Xh-W-sb- nepw Peer Mentor, Mentor IqSn mgvn \S- -Ww. 10. Peer Mentor Mentor ambn Fs - nepw {]txyi Imcyw snø-w-sa- n \n nx Znh-k-Øn-\mbnImØn-cn-t - -Xn Mentor, Peer Mentor, Mentee F n-h Ign-bp- Xpw Htc gender - s -h Bhm {i n- -Ww. Cu {]h Ø-\-߃ \S-Øm henb {]bm-ktam IqSp-X ka-btam Bhiyan-s pw So -dpss ssz\w-zn\ {]h Ø-\-ß-fpsS `mk-am-bn-øs Gs -Sp- m-hp- -Xm-sW pw RP t{imuo-i-cn- p- p. icn-bmb hn[-øn {]mh Øn-I-am- m Ign- m D mhp ]cnh Ø-\hpw kqnn n p p

33 A\p-_ w 2 1. Fs Iq p-im snøp F m Imcy-ßfpw (4/3/2/1) Rm {i n- p p ] m-fn-bmhp p Fs kzm[o-\n- p p C 2. Fs kplr-øns\ pdn v F\n v Adn-bm-hp- Xv (1/3/2/4) hosv {]bm-k-߃ kmº-øn-i-ÿnxn Ch-sb mw 3. Fs kplr-øns KpW-ßfpw tzmj-ßfpw (4/3/2/1) \ m-bn- -dnbmw Btem-Nn- n- n Ipd-s ms Adn-bn 4. Bfp-Iƒ kwkm-cn- p-tºmƒ (4/1/2/3) {i n v tiƒ p p Ipd p Ign- m axn-sb p ]dbp- p. CSbv v Ibdn ]d-bp p XmXv]-cy-ap Xv am{xw {i n- p p 5. F m kµ `-ß-fnepw F\n v (3/4/2/1) Xocp-am-\-sa-Sp- m Ign-bp p Btem-Nn v Xocp-am-\-sa-Sp- p p apxn -h-cp-ambn N snbvxv Xocp-am-\-sa-Sp- p p At mƒ txm p- Xv snøp p 6. F\n v (2//3/4/1) Ign-hp-Iƒ am{x-ta-bp q IgnhpIfpw Ipd-hp-Ifpw D v Ipd-hp-Iƒ am{x-ta-bp q Btem-Nn- n- n 7. Fs kplr-øp- -sf- p-dn v F\n v (2/4/3/1) Akqb txm m-dp v A`n-am\w txm m-dp v F mhcpw \ hy n-i-fm-i-w-sa v B{K-ln- m-dp v \ kplr-øp- ƒ C 8. Fs kplr-øp- sf Rm (3/2/1/4) t{]m mln n- m-dp v klm-bn- m-dp v Xncp-Ømdp v Ah-sb mw 25

34 9. Fs kplr-øp- -fpss sx pi-fn Rm Ahsc (3/1/4/2) Ip -s -Sp-Øm-dp v Xncp-Øm-dp v t{]m m-ln n m-dp v kulrzw Ahkm\n n m-dp v 10. F\n v ASpØ kplr-øp- ƒ (3/4/1/2) Ipd-hmWv C [mcm-f-ap v Hcmƒam-{X-ta-bp q 11. ]pi-bn-e, azyw, ab- p-a-cp- v, ]m ]-cmkv XpS-ßnb GsX- nepw hkvxp- ƒ (2/1/4/3) D]-tbm-Kn- n- p v D]-tbm-Kn- n- n D]-tbm-Kn- m-dp v Hcn- D]-tbm-Kn- n- p- v A B C D A - hn`mk-øn hcp hsc Xnc-s -Sp mw B - hn`m-ksø Bh-iy-sa- n ]cnk-wn mw 26

35 Appendix (1) Mentoring Mentorship is a personal developmental relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person. The mentor may be older or younger, but have a certain area of expertise. What is Mentoring? Mentoring is a relationship between two people with the goal of professional and personal development. The "mentor" is usually an experienced individual who shares knowledge, experience, and advice with a less experienced person, or "mentee." Mentors become trusted advisers and role models people who have "been there" and "done that." They support and encourage their mentees by offering suggestions and knowledge, both general and specific. The goal is help mentees improve their skills and, hopefully, advance their careers. A mentoring partnership may be between two people within the same company, same industry, or same networking organization. However the partners come together, the relationship should be based on mutual trust and respect, and it typically offers personal and professional advantages for both parties. Mentoring and Other Professional Relationships Coaches, trainers, and consultants can all help you learn and grow professionally. Mentoring is a unique combination of all of these. Let's explore some of the similarities and differences between mentoring and these other professions. Coaches help you to explore where you are in your career, where you want to go, and how you might get there. A coach will also support you in taking action to move toward your goal. Coaches and mentors differ in three main ways. First, a coach is generally paid, whereas your mentor will usually be making a voluntary commitment. This means that you can start working with a coach straight away, and that you can rely them not to cancel sessions because "Something urgent's come up". Finding a mentor can take longer, and even when you do, your mentor may find it harder to keep space in their day for your mentoring appointment. Second, while coaches tend to guide you in mapping out your future, mentors actually suggest several paths you might take, although the choice of where to go next remains yours. 27

36 Beyond that, of course, good coaches are professionally trained and qualified, so you can rely on getting a high-quality service from them. They also bring their experience of helping other people with career and life issues similar to those that you're facing. Trainers help you learn and develop specific skills and knowledge. They typically set the topic, the pace, the goals, and the learning method. While you will obviously choose courses that match your requirements as closely as possible, training courses, by their nature, start with their own agendas rather than with your situation. Mentoring, however, can be tailored to your needs. While training is often best suited for gaining knowledge and skills, mentoring can also help you develop personal qualities and competencies. Career Consultants or Career Counsellors mostly work with people in transition between jobs, rather than helping you develop your skills when in a particular role. And, again, your relationship will often be a commercial one. Benefits to the Mentor Becoming a mentor can enrich your life on a personal and professional level by helping you do the following: Build your leadership skills It helps you develop your ability to motivate and encourage others. This can help you become a better manager, employee, and team member. Improve your communication skills Because your mentee may come from a different background or environment, the two of you may not "speak the same language." This may force you to find a way to communicate more effectively as you navigate your way through the mentoring relationship. Learn new perspectives By working with someone less experienced and from a different background, you can gain a fresh perspective on things and learn a new way of thinking which can help in your work life as well as your personal life. Advance your career Refining your leadership skills can strengthen your on-the-job performance, perhaps helping you get that promotion to higher management or into management in the first place. Showing that you've helped others learn and grow is becoming more and more essential to advancement in today's business world. Gain personal satisfaction It can be very personally fulfilling to know that you've directly contributed to someone's growth and development. Seeing your mentee succeed as result of your input is a reward in itself. Benefits to the Mentee A trusted mentor can help you do the following: Gain valuable advice Mentors can offer valuable insight into what it takes to get ahead. They can be your guide and "sounding board" for ideas, helping you decide on the best course of action in difficult situations. You may learn shortcuts that help you work more effectively and avoid "reinventing the wheel." 28

37 Develop your knowledge and skills They can help you identify the skills and expertise you need to succeed. They may teach you what you need to know, or advise you on where to go for the information you need. Improve your communication skills Just like your mentor, you may also learn to communicate more effectively, which can further help you at work. Learn new perspectives Again, you can learn new ways of thinking from your mentor, just as your mentor can learn from you. Build your network Your mentor can offer an opportunity to expand your existing network of personal and professional contacts. Advance your career A mentor helps you stay focused and on track in your career through advice, skills development, networking, and so on. Key Points Mentoring partnerships can be mutually beneficial and rewarding on both professional and personal levels. Mentors can develop leadership skills and gain a personal sense of satisfaction from knowing that they've helped someone. Mentees can expand their knowledge and skills, gain valuable advice from a more experienced person, and build their professional networks. And both partners can improve their communication skills, learn new ways of thinking, and, ultimately, advance their careers. Mentoring relationships can be mutual, or two-way, with each person being both the mentor of and mentee of the other person. Alternatively, they can be one way only, although an individual may have his or her own mentor while also acting as mentor for others at the same time. Skills for Mentoring To be a good mentor, you need similar skills to those used in coaching, with one big difference you must have experience relevant to the mentee's situation. This can be technical experience, management experience, or simply life experience. To be an effective mentor, you need to: Have the desire to help you should be willing to spend time helping someone else, and remain positive throughout. Be motivated to continue developing and growing your own development never stops. To help others develop, you must value your own growth too. Many mentors say that mentoring helps them with their own personal development. Have confidence and an assured manner we don't mean overconfidence or a big ego. Rather, you should have the ability to critique and challenge mentees in a way that's non-threatening, and helps them look at a situation from a new perspective. Ask the right questions the best mentors ask questions that make the mentee do the thinking. However, this isn't as easy as it sounds. A simple guide is to think of what you 29

38 want to tell the mentee, and to find a question that will help the mentee come to the same conclusion on their own. To do this, try asking open questions that cannot be answered with just yes or no. Or ask more direct questions that offer several answer options. Then ask the mentee why they chose that particular answer. Listen actively be careful to process everything the mentee is saying. Watch body language, maintain eye contact, and understand which topics are difficult for the mentee to discuss. Showing someone that you're listening is a valuable skill in itself. It shows that you value what the person is saying and that you won't interrupt them. This requires patience, and a willingness to delay judgment. Provide feedback do this in a way that accurately and objectively summarizes what you've heard, but also interprets things in a way that adds value for the mentee. In particular, use feedback to show that you understand what the mentee's thinking approach has been. This is key to helping the mentee see a situation from another perspective. Remember, mentoring is about transferring information, competence, and experience to mentees, so that they can make good use of this, and build their confidence accordingly. As a mentor, you are there to encourage, nurture, and provide support, because you've already "walked the path" of the mentee. Also remember that mentoring is about structured development you don't have to tell the mentee everything you know about a subject, at every opportunity. Peer Mentoring Peer mentoring is a form of mentorship that usually takes place between a person who has lived through a specific experience (peer mentor) and a person who is new to that experience (the peer mentee). An example would be an experienced student being a peer mentor to a new student, the peer mentee, in a particular subject, or in a new school. Peer mentors are also used for health and lifestyle changes. For example, clients, or patients, with support from peers, may have one-on-one sessions that meet regularly to help them recover or rehabilitate. Peer mentoring provides individuals who have suffered from a specific life experience the chance to learn from those who have recovered, or rehabilitated, following such an experience. Peer mentors provide education, recreation and support opportunities to individuals. The peer mentor may challenge the mentee with new ideas, and encourage the mentee to move beyond the things that are most comfortable. Most peer mentors are picked for their sensibility, confidence, social skills and reliability. Critics of peer mentoring insist that little is known of the nature of peer mentoring relationships and that there are few consistent studies indicating the outcomes of peer mentoring beyond good feelings among peers and the development of friendships. Peer mentoring led by senior students may discourage diversity and prevent critical analysis of the higher education system. Program design characteristics The frequency with which peer mentors and mentees meet varies according to the particular mentoring program. Some pairs may make contact once a month, while others may meet 3-4 times per month or more. It is usually advised that mentors and mentees meet more often in the beginning of the relationship in order to establish a good foundation. Mentors and 30

39 mentees may maintain contact through , telephone or in-person meetings. Peer mentoring organizations may also set up social events for those participating in the program. These events provide good opportunities for increased social interaction between mentors and mentees. The compatibility of mentor and mentee is a factor that should be taken into consideration when choosing pairs. Mentors and mentees may benefit from having similar backgrounds, interests and life experiences. Age, gender, ethnicity, language preferences, and education may be taken into consideration when pairing mentors with mentees. The quality of the peer mentoring relationship is important for mentees to experience positive results. A mentor relationship is more successful when the mentor cares for the whole person and not just the academic or career side of a person. Successful mentors tend to be available, knowledgeable, educated in diversity issues, empathic, personable, encouraging, supportive, and passionate. Although this is not an exhaustive list of qualities, they have been shown to be important for successful mentoring relationships. It is important to keep qualities like this in mind when recruiting and training mentors. The objectives of a peer mentoring program should be well-defined and measurable. The effectiveness of the program should be monitored to ensure that the objectives are being met. One way to monitor the effectiveness of a program is to administer evaluations to the mentors and mentees. Youth mentoring is the process of matching mentors with young people who need or want a caring, responsible adult in their lives. Adult mentors are usually unrelated to the child or teen and work as volunteers through a community-, school-, or church-based social service program. The goal of youth mentoring programs is to improve the well-being of the child by providing a role model that can support the child academically, socially and/or personally. This goal can be accomplished through school work, communication, and/or activities. Goals and settings within a mentoring program vary by country because of cultural values. Although informal mentoring relationships exist, formal, high-quality mentoring matches made through local or state mentoring organizations are often the most effective. School-based One prevalent method is referred to as the "School-Based" approach. The mentor meets with the youth in an academic setting and facilitates school work while acting as a supportive role-model. They may also play games, do crafts or partake in non-academic activities. This approach is practiced by organizations such as Big Brothers Big Sisters which is located in eleven countries including Ireland, the United States, Israel, and Bulgaria. As of 2005, there was an estimated 870,000 adults mentoring youth in a school-based program throughout The United States alone. Canada has developed an in-school program in which elderly Aboriginal mentors are paired with both Aboriginal and non-aboriginal children to raise selfesteem, teach about native cultures, and provide support to youth in school. Community-based "Community Based" is another approach to mentoring. In this setting, a mentor meets youth in the community such as a church, community facility, or by taking the child to community events. Both approaches can be done in a one-on-one or group setting. Individual vs. 31

40 community based mentoring may be culturally specific, such as in India where youth are less in need of individual attention and thrive in a group setting, according to The International Journal of Social Work. Individual Individual mentoring or a one on one setting is where there is one mentor who repeatedly meets with the same mentee for the duration of their program. These partnerships can be found in both community and school-based One on one mentoring is seen in programs such as Big Brothers, Big Sisters in The United States, as well as Mentor Me India in India. Individual mentor relationships or mixed with some group meetings were found to be more effective than solely group mentoring, found in a study in The New Zealand Journal of Psychology. Group Small group mentoring can be beneficial in places where there is a shortage of mentors, or youth are able to learn collectively in a group setting. This works with career oriented mentoring, when the focus is to encourage future success of the individual by bringing in successful professionals as mentors. This has found to be a successful approach in The Roma Mentor Project throughout Europe; it is able to build self-confidence, and social skills while also teaching the importance of Romani culture. In education Peer mentoring in education was promoted during the 1960s by educator and theorist Paulo Freire: "The fundamental task of the mentor is a liberatory task. It is not to encourage the mentor s goals and aspirations and dreams to be reproduced in the mentees, the students, but to give rise to the possibility that the students become the owners of their own history. This is how I understand the need that teachers have to transcend their merely instructive task and to assume the ethical posture of a mentor who truly believes in the total autonomy, freedom, and development of those he or she mentors. Peer mentors appear mainly in secondary schools where students moving up from primary schools may need assistance in settling into the new schedule and lifestyle of secondary school life, however peer mentoring can occur at the grade school level, the undergraduate level, and the graduate school level. The goals of the program may vary according to the level, the educational institution or the discipline. Peer mentors in secondary schools aid in the transition of younger students from primary school to secondary school. They may assist mentees with their school work and study skills, peer pressure (such as pressure to use drugs or have sex), issues with attendance and behavior, and typical family problems. Youth mentors are persons for children or adolescents to spend time with, often to compensate for absent family members or an inadequate home environment. Mentoring programs for youth can be especially useful for students who are suffering from a lack of social support, and who therefore may be susceptible to delinquency. Peer mentors for undergraduates may assist newly admitted students with time management, study skills, organizational skills, curriculum planning, administrative issues, 32

41 test preparation, term paper preparation, goal setting, and grade monitoring. Additionally, such mentors may provide other forms of social support for the student, such as friendship, networking, and aiding the student's adjustment to college life. A peer mentor at the graduate school level may assist new students in selecting an advisor, negotiating the advisor/advisee relationship, preparation for major examinations, publishing articles, searching for jobs, and adjusting to the rigors of graduate school life. In higher education Peer mentoring in higher education has enjoyed a good name and is seen favorably by both educational administrators and students. During the last decade, peer mentoring has expanded and is found in most colleges and universities, frequently as a means to outreach, retain, and recruit minority students. Peer mentoring is used extensively in higher education for several reasons: Benefits attributed to classical mentoring (when an older adult mentors a younger person) can translate to peer mentoring relationships, mainly when the peer mentor and the mentee have similar backgrounds; The lack of role models or volunteers forces administrators and student leaders to use students as peer mentors of other students usually first year students, ethnic minorities, and women in order to guide, support, and instruct junior students; Because peer mentoring programs require a low budget for administration and/or development, they become a cheap alternative to support students perceived as likely to fail. Advantages in education Peer mentoring may help new students adapt to a new academic environment faster. The relationship between the mentor and mentee gives the mentee a sense of being connected to the larger community where they may otherwise feel lost. [21] Mentors are chosen because they are academically successful and because they possess good communication, social and leadership skills. As a consequence, mentors serve as positive role models for the students, guiding them towards academic and social success. Mentors provide support, advice, encouragement, and even friendship to students. Peer mentoring may improve student retention rates. Mentors also stand to benefit from the mentor/mentee relationship. Mentors develop friendships through their participation in mentoring programs and usually derive satisfaction from helping a younger student, and possibly shaping his or her life in a positive way. Mentors may also be paid, and they may receive other benefits such as prioritized registration, course credit, and references. In higher education tutorial settings, the benefits of peer mentoring programs also extend to class tutors. Using grounded theory techniques, Outhred and Chester found that five themes underlie their experiences: role exploration, sharing responsibility, regulation of the peertutored groups, harnessing the peer tutors role, and community. Criticisms Peer mentoring programs usually target ethnic minorities, people with disabilities and women. This approach tends to be conceived out of the "deficiency model" where multiethnic students, women and students with disabilities are perceived as being in need of help 33

42 and unlikely to succeed unless senior students or successful adults help them. One of the main criticisms of peer mentoring is the lack of research to show how peer mentoring relationships work, how they develop, and what their outcomes are. Also, the nature of being either a mentor or mentee and at the same time a peer can make the relationship a dual one where other identities also converge. Some peer mentoring programs promote assimilation among ethnic minority students because of the use of student role models who are perceived as successful in social and educational environments characterized by majority students. These role models then become the people that peer mentees strive to imitate or emulate. A more subtle criticism of peer mentoring refers to their lack of supervision and structure: most peer mentoring programs led by undergraduate students rarely have direct supervision of full-time university staff. Given the fact that students are led by other students who serve as peer mentors, critics say that university staff may free themselves from their responsibility to listen and help first year students classified as peer mentees, the group with the largest attrition rate in higher education. Without extensive training and supervision, senior students who serve as mentors may offer unreliable guidance to peer mentees. There is little research on what happens within peer mentoring relationships. Maryann Jacobi, in an extensive meta-analysis of mentoring research, concludes by asking, "Does mentoring help students succeed in college? If so, how? Both theoretical and empirical answers to these questions are lacking. Stephanie Budge states: "The concept of mentoring has become increasingly popular over the past few decades. Mentoring has been advertised as necessary in order for students and employees to flourish in their environment. However, the lack of research concerning peer mentoring programs in particular is surprising. While there is an abundance of articles on the topic of mentoring in the educational setting, authors must be held to more stringent research standards and more definitional consistency. In addition to higher quality research, the fundamental flaws within peer mentoring programs need to be corrected before these programs can reach their full potential on college campuses. Peer mentoring in higher education usually focuses on social, academic, and cultural skills that can help students graduate from colleges and universities, and how the educational system works (e.g. how to apply for financial aid, how to register for classes, how to write papers, how to choose a major, etc.). The knowledge students receive usually comes from senior students who serve as peer mentors. Although peer mentoring programs are appealing to most people and seem easy to implement and develop, there is little research to suggest that peer mentoring gives the same results as classical mentoring. Cross-age peer mentoring The Handbook of Youth Mentoring provides the following definition of cross-age peer mentoring: "Peer mentoring involves an interpersonal relationship between two youths of different ages that reflects a greater degree of hierarchical power imbalance than is typical of a friendship and in which the goal is for the older youth to promote one or more aspects of the younger youth's development. Peer mentoring refers to a sustained (long-term), usually formalized (i.e. program-based), developmental relationship. The relationship is "developmental" in that the older peer's goal is to help guide the younger mentee's development in domains such as 34

43 interpersonal skills, self-esteem and conventional connectedness and attitudes (e.g. future motivation, hopefulness). Cross-age mentoring can be distinguished from peer mentoring by the fact that the mentor is in a higher grade level and/or is older than the mentee, whereas in peer mentoring students of the same age are paired together based on varying levels of achievement. Karcher (2007) also notes: "Cross-age peer mentoring programs utilize structure, meet for more than ten meetings, do not focus primarily on deficit or problem reduction, and require an age span of at least two years. Advantages In general, cross-age mentoring programs can involve a tutoring or teaching component, personal mentorship and guidance, or both, and they incorporate many of the advantages of other forms of peer mentorship. Because student mentors are closer in age, knowledge, authority and cognitive development than adult mentors, mentees often feel freer to express ideas, ask questions, and take risks. These similarities also make it easier for mentors to understand personal and academic problems that the mentee may be experiencing, and present solutions in a more understandable and relevant way. Furthermore, unlike same-age peer mentoring, cross-age programs can prevent feelings of inferiority on the part of the mentee when they are mentored or tutored by a student of the same age or status. Thus, mentors who are slightly older than their mentees can take advantage of the higher status provided by their age difference while enjoying increased compatibility with their students. The specific benefits of cross-age mentoring/tutoring are numerous, and are briefly described here in three main categories: increased academic achievement, improved interpersonal skills, and personal development. Cross-age mentorship, and tutoring programs in particular, support the academic achievement and learning process of both the mentor and the mentee. Mentees benefit from increased personalized attention in a one-on-one setting and can work at their own pace. Sessions are customized for the mentee s individual questions, needs, and learning styles, and mentees gain a greater mastery of the material and concepts while developing creativity and critical thinking skills. The mentor may also gain a deeper understanding of the material or subject that they are teaching, as this relationship often encourages a deeper dedication to their own studies so that they may more effectively communicate what they ve learned. The mentor gains a deeper sense of responsibility, dedication, and pride in being able to help a peer, while both students take pride in mutual accomplishments and successes. Ultimately, cross-age mentorship programs may increase retention and graduation rates, especially among minority students. In addition to improved learning and transmission of information, the mentorship process allows both students to develop more effective interpersonal communication skills. Mentees learn how to effectively form and pose questions, seek advice, and practice active listening and concentration. Similarly, the mentors gain valuable practice in effective teaching strategies. This format fosters increased self-esteem, empathy and patience in both participants, potentially creating new friendships and breaking down social barriers for students struggling to adjust to a new academic setting. Often the mentor will serve as an important role-model, and can model academic skills and work habits as well as personal values (e.g. dedication to service, empathy, and internal motivation). This relationship can be 35