The children’s personality traits develop from early childhood based on social interaction and perception of life events. Primarily early childhood experience with parents is believed to have long-lasting effects on all future relationships. Active and impulsive children often are targets of negative interaction, which leads to conflict. Again, as part of developmental stages children become more autonomous and independent, their desires and frustrations often come into conflict with those of their parents; the result is typically a display of negative or disruptive behaviors. The children with Conduct Disorder (CD) shows repetitive persistent pattern of behavior in which the basic right of others or major age-appropriate societal norms are violated. The aim of the present study was to study the personality, relationship between perception of parents and parenting style among the CD children and their normal counterpart. A sample of 16 CD children and 16 children without any behavioural problems and their respective parents were studied. Child Behaviour Questionnaire (CBQ) was used as a screening tool for selecting the control group. The children’s personality dimensions and perception of the parents were evaluated employing Junior Eysenck Personality Inventory (JEPQ), Parent-child Relationship Scale (PCRS) respectively and their parents parenting style was evaluated on Multidimensional Parenting-Scale (MDP-Scale). Student’s t-test was used to assess the differences between personality traits of patients and their control counterpart. Pearson Product Moment Correlation was used to assess the Correlation between Childs perception of their parents and parenting style. The conduct disorder children were found to have the higher predisposition for neuroticism, psychoticism and lie scale although the results were not statistically significant. Negative perception towards parents and the negative parenting style of the parents resulted in poor parent-child relationship.

Authors: Dr. Simi Shrivastava, Ms. Shivli Shrivastava

Pages: 11-13

Abstract:

Teaching is a very challenging profession and requires compassion, efficiency and adaptability towards their profession. Teachers focus on many aspects of the behaviour of the students, such as emotional, social, mental, spiritual and physical too. Teachers play a vital role in the life of students. The impact of teachers can be both positive and negative. Hence the wellbeing of teachers is a dire need as it reflects on the development of students either directly or indirectly. Wellbeing is a self-regulating ability, an outcome of global judgment of life satisfaction, a status reflecting a person's health, happiness, prosperity and welfare. They are different aspects of wellbeing reflecting the nature of an individual such as physical, health, emotional, spiritual, mental and social wellbeing. World Health Organization (WHO), defines wellbeing as a state of complete physical, mental, social wellbeing and not merely the absence of disease or infirmity. The scenario is different from teachers of special children. Teachers wellbeing is an important component which regulates the behaviour of children be it, regular students or special children The present paper emphasizes on the comparative study on the wellbeing of 30 teachers (15 teachers of regular students and 15 teachers of special children, i.e., special teachers) by using the wellbeing assessment tool and the results shall indicate which group of teachers score more on wellbeing. Specifically female teachers were chosen randomly for this study as it is considered that females are more concerned and also are devoted, dedicated towards children with disabilities. The results indicate that there is no specific difference observed in the well being of the special teachers and regular teachers as compared to taking care of either special children or regular school children.