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Volume VII Issue 01 Contents June 2010
Page
Editorial 02
Creativity: Pitfalls and Prof Visvesvaran P K
Possibilities Madhavi K 03
Social Workers’ Creativity in Dr Emmanuel Janagan
Professional Practice Dr Haris Bin Abd Wahab 06
Creativity and Somashekhar M P
Creative Thinking Dr Siddegowda Y S
Gangadhara Y V 09
Make Your Child A Creative Being Sadhna Jain 13
Creativity: The Spice of Life Dr Sailaxmi Gandhi 18
Nurturing Creativity in Children Sundaravalli T
Usha Rani M 20
Four P’s to Foster Jyothi Kiran V
Creativity Dr Anuradha K 24
Working Mother and Creativity Padmavathy R 28
Creativity in Counselling Lizzie Pratheep 31

Focus: Essentials of Creativity

Hony. Special Editor: Dr Parthasarathy R,
Professor , Dept of Psychiatric Social Work,
National Institute of Mental Health and Neurosciences,
NIMHANS, Bangalore 560029
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
Note: Views expressed by the contributors are not necessarily the official view of the Journal.
Journal of SCHOOL SOCIAL W O R K June 2010 Journal of SCHOOL SOCIAL W O R K June 2010
Editorial Essentials of Creativity
We are living in the world which
witnesses several expected as well
as unexpected changes in various
aspects of life. Naturally our thinking
needs to be novel, innovative and
creative. We need to develop unusual
yet appropriate responses to
problems or questions.
Psychologists Robert Sternberg and
Todd Lubart suggest that one
important ingredient of creativity is the
willingness to take risk that may result
in potential high payoffs. Creative
individuals formulate and promote
ideas that are for the moment out of
synch with prevailing wisdom.
Ultimately though, highly creative
people expect that their ideas will rise
in value.
They often have a wider range of
interests and are more independent
and more interested in philosophical
or abstract problems than less
creative individuals.
One factor that is not closely related
to creativity is intelligence.
Researchers consistently find that
creativity is only slightly related to
intelligence or school grades,
particularly when intelligence is
02 Journal of SCHOOL SOCIAL W O R K June 2010
measured using typical intelligence
tests.
For increasing creativity and critical
thinking:
àRedefine the problem– a problem
can be rephrased at a more abstract
or more concrete level.
àAdopt a critical perspective and
think divergently.
àMake use of rules of thumb that
can help bring about a solution to a
problem.
àExperiment with various solutions.
à Parents and teachers can
strengthen creativity in growing
minds.
Creativity cannot be developed in the
atmosphere of fear, anxiety,
punishment, threat and other such
harmful strategies. Creativity is
nurtured in the climate of freedom,
happiness, humour and relaxation.
What kind of climate is provided in the
families/ schools determines the level
of creativity in children and
adolescents.
School social work activities will serve
as a strong catalyst for nurturing
creative thinking skills in school-going
children.
Focus Creativity: Pitfalls and Possibilities
Visvesvaran P K*
Madhavi K **
* Prof Visvesvaran P K, Honorary Editorial Consultant, JSSW.
** Madhavi K, Lecturer, Department of Social Work, Stella Maris College, Chennai
600 086.
Introduction Let us look at the sources of
Creativity, in a general sense, is
creativity, some impediments and the
doing something new, novel and
ways to remove them.
useful to others. It expresses itselfSources of creativity
not only in art but in human service
It may have many sources but the
and in everyday activities. It is not
most important one seems to be the
only what we do but how we do it. It
creator’s deep concern for humanity.
could be something elaborate like
Otherwise how do you explain the
Tolstoy’s ‘War and Peace’ or a
immense popularity of Mark Twain’s
humorous, tongue-in-cheek two-liner
‘Huckleberry Finn’ and Aldous
like Mark Twain’s: ‘Giving up smoking
Huxley’s ‘Brave New World’? Neither
is easy. I have done it several times’.
writer won the Nobel Prize. Twain’s
Morgan et al (1993) observe that
plea — by implication — for a
creative people are not necessarily
humane treatment of blacks, and
in the topmost IQ bracket. They are
Huxley’s note of caution about the
often impulsive, unconventional,
consequences of unlimited social
even rebellious. Drury (1959) says
planning, engineering and
that creativity is not the special gift
manipulation have touched a chord
of a favoured few. Almost everyone
in the human heart. That indeed is
can be creative, provided they are
the mark of creativity. Tomes more
willing to work hard, and apply
voluminous in size have fallen by the
curiosity, delight and inventiveness in
wayside while these two works stand
whatever they do. It means loving
apart like two bright stars in the
what we do, sticking to one’sfirmament. The common man finds
purpose, experimenting, failing and
the products of creativity attractive,
trying again. even irresistible because they often
Journal of SCHOOL SOCIAL W O R K June 2010 03
provide answers to important
questions and problems. That is the
unique role of creativity.
The present scenario
If the popular TV programmes are
any indication, what is vigorously
being encouraged today is not
creativity but mimicry and accurate
— nay, perfect imitation. Almost all
the contests and shows held for
youth today expect the participants
to take inspiration from movies, from
the acting and speaking styles of
movie stars and from the song-and-
dance sequences featured in movies.
Under these circumstances, the
creative instinct necessarily has to
take a back seat.
Why this domination of movie-
related themes?
It is because the judges whose
services are hired by the sponsors
are invariably drawn from the film
world: actors, singers, lyricists,
choreographers, music composers
and other artists.
For one thing, they feel flattered that
the public gives the greatest
importance to this form of
entertainment and to the entertainers
and to no other. And the task of
judging the event is facilitated by the
04 Journal of SCHOOL SOCIAL W O R K June 2010
nature of the performance which is
mimicry, imitational acts and singing
which could be compared with the
originals with which the judges are
only too familiar. The closer the
performance is to the original, greater
is the applause and appreciation
expressed by the arbiters.
How to promote creativity
It can be done in a number of ways.
In a contest, for example, the
participants can be asked to write a
lyric, set it to original music and
present it to the audience within a
given time frame. This a far cry from
asking someone to sing or dance
exactly like what some actor or singer
has already done in a picture. Many
researchers believe that in order to
foster creativity in schools, education
should be based on the discovery of
knowledge and the development of
critical attitudes, rather than on the
passive absorption of knowledge.
However, most school teaching is
based on the child’s ability to
memorize. For this reason some
educators prefer to encourage
creativity outside the school system.
Parents’ role
Environment appears to play a
greater role than heredity in the
development of creativity: identical Parents should watch out for
twins reared apart show greater attempts made by their wards at
differences in creativity than in being creative and appreciate these
intellectual ability. Family efforts. The incubation period varies
environments with certain from child to child. Some children
characteristics have been found to be may need a longer period than others
more conducive to creativity than to become successful in whatever
others. One of these characteristics they do whether it be sports or
is a relaxed parental attitude rather writing.
than one that is overly anxious or Summary and conclusions
authoritarian. Creativity must be socially useful. It
On the whole, the families of creative draws inspiration from caring for
children discipline them without rigid others. Reciprocally, the public
restrictions, teaching them respect appreciates it when the product offers
for values above rules. Similarly, they solution to some pressing problem.
emphasize achievement rather than Due to the influence of movies and
grades. The parents in such homes the TV, youngsters are being misled
generally lead active, fulfilling lives to believe that creativity consists in
themselves and have many interests. imitating as accurately as possible
Finally, they reinforce creativity in what someone else has done in
their children by a general attitude of terms of singing or performing. This
respect and confidence toward them is nothing but glorified plagiarism.
and by actively encouraging creative Parents and teachers could promote
pursuits and praising the results. creativity in youngsters by constant
Creativity in both children and adults encouragement and patient
is affected by positive reinforcement. cultivation.
References:
Drury, Michael (1959): Of Course, You’re Creative! Reader’s Digest, August,
1959.
Jary and Jary (1995): ‘Creativity’: Collins Dictionary of Sociology (p.128),
Glasgow: Harper Collins Publishers.
Morgan et al (2001): Introduction to Psychology, New Delhi: Tata McGraw-Hill.
http://www.answers.com/topic/creativity
Journal of SCHOOL SOCIAL W O R K June 2010 05
Focus Social Workers’ Creativity in on our thinking and is inherently request is not an offer to follow your
limiting (Deleuze, 1994:135). What advice, they are looking for
Professional Practice social workers actually have to do is alternatives from which they will
Emmanuel Janagan* create, by generating new concepts. make their own choice based on the
Haris Bin Abd Wahab** The concern is to open us up to new facts at their disposal. Human beings
*Dr Emmanuel Janagan J, M.A (Social Work), MPhil (Social Work), PGDPM, PhD, powers of thinking, and its power of crave for independence, to be as
(Social Work), Senior Lecturer, Department of Social Administration and Justice, becoming. This creative thinking is a much in control of their lives as they
Faculty of Arts and Social Sciences, University of Malaya, Kuala Lumpur, Malaysia
-50603
freedom, although a freedom not are capable. Clients want happiness
**Dr Haris Bin Abd Wahab, Head, Department of Social Administration and entirely our own, for thinking is and success, but most of all they
Justice, Faculty of Arts and Social Sciences, University of Malaya, Kuala Lumpur, transformed by what is outside us want to feel good about them.
Malaysia- 50603. and by chance events. We should Skills needed for social Workers
Introduction Creativity in Social Work look to a form of thinking that strives Social workers practise case work,
The purpose of this article is ‘to make “Social work profession is not just for “production, mutation and group work methods in a traditional
‘the familiar seem strange’. In communicative, any more than it is creation…we do philosophise to way and often talk about people
particular we want to familiarize the contemplative and reflective: it is expand thought to its infinite being the experts on their situation,
moral crusade that seems to be creative or even revolutionary, by potential” (Colebrook, 2002: 15). we need to put this idea into practice,
waged on account of the construct nature, in that it is ceaselessly Resistance to pressure to work with the individual and groups
‘creativity and innovation’, a crusade creating new concepts. The only When people find their own path they on their terms, in their context, with
that has remained largely condition is that these should have a follow it. When instructions are their hopes, dreams and beliefs so
unchallenged. From such a ‘strange’ necessity, as well as strangeness, imposed, they tend to go ignored. that in the end they can say ‘I did it
perspective typical statements like and they have both to the extent When we try to press our beliefs on using my own strengths and
“many organizations shy away from possible respond to real problems. another person, it is really a reflection resources’ instead of feeling that
novel solutions” (Kelley, 2001: 13), Concepts are what stop thought from of ourselves, it clearly indicates that something was done to them. If you
that creativity and innovation are very being a mere opinion, a view, an we have not allowed that other do people’s thinking for them you
much lacking (or are at the very least exchange of views, or a gossip” person to truly open up to us and tell deny them the opportunity to be
a scarce and precious commodity) (Deleuze, 1995: 136). us who they really are, and we have creative, to develop and think for
in modern society, emerge. This Creativity is an intellectual activity, not experienced their ‘specialness’. themselves, you become an ‘expert’
absence is all the more puzzling with particular reference to People hide their true selves. who has all the answers to
since the notion of creativity, and philosophy and the creation of Individual is denied the use of undermine people in subtle ways,
indeed that of “creative organization” concepts. Social Workers should not personal creativity and so advice is ultimately making them dependant.
(Hardt, 1993: 20) plays such a central just reflect on things; that mere more often disabling. Sometimes Sometimes people seem to want you
role. representation alone imposes rules people ask for advice but their to be the expert, they seem to want

06 Journal of SCHOOL SOCIAL W O R K June 2010 Journal of SCHOOL SOCIAL W O R K June 2010 07
a miracle worker (not a social worker) conflict, we may have different ideas Focus Creativity and Creative Thinking
to come in to the family and about childcare for instance, but it is Somashekhar M P**
rehabilitate everybody. When this clear that the social worker’s role is Siddegowda Y S**
happens it is easy to get involved in not to oppress but to reach, teach
Gangadhara Y V***
a very interesting cycle. There is a and learn in a spirit of partnership.
*Somashekhar, M P, BSc, MSW, Head, Postgraduate Department of Social Work,
great desire in all of us to come up Conclusion JSS College of Arts, Commerce and Science (Autonomous),Ooty Road, Mysore-
with helpful suggestions. You come Effective social work treads lightly on 570 025. E-mail: mswsomashekar@gmail.com,
up with an idea and clients will try it. human lives and spirits. **Prof. Siddegowda, Y S, MSW, Ph.D, Professor of Social Work, Manasa
See what wonderful ideas you can Communication that is effective is Gangothri, University of Mysore, Mysore-570 006, e-mail: yssgowda@yahoo.co.in
***Gangadhara, Y V, BSc, MSW, DRD, Lecturer, Postgraduate Department of
come up with. You end up feeling that graceful and effortless; there is no
Social Work, JSS College of Arts, Commerce and Science (Autonomous), Ooty
they really want your help, that they resistance, no pressure. If our words Road, Mysore-570 025. e-mail: gangadharamsw@gmail.com
want to use you to support to make come from the intellect and the Introduction
changes. Progress flows from depths of our humanity instead of artificial intelligence, philosophy,
According to Dorye Roettger (1932), aesthetics, history, economics,
working with your clients, using your from our more damaging and an American author and speaker- design research, business, and
combined creativity and compassion superficial emotions such as fear, ’there are no problems - only management. The above said
instead of battering against a hard anger and ego, then work flows opportunities to be creative.’ In a studies have covered everyday
and unyielding adversary. We are naturally from our compassion, from general sense, creativity is a mental creativity and even exceptional
there to help our clients function to our love and from our being, it process involving the discovery of creativity. Unlike many phenomena
the best of their ability. They need to becomes an effortless and graceful new ideas or concepts, or new in science, there is no single,
be able to sustain any change after flow, work but somehow not work, associations of the existing ideas or authoritative perspective or definition
you have gone and so it has to be progress without undue effort. If you concepts, fuelled by the process of of creativity. There is no standardized
their own change that they have feel that the universe is working either conscious or unconscious measurement technique to measure
decided to make, not your change against you - it is you who are insight. From a scientific point of creativity.
that you have pressured them to working against the universe. view, the products of creative thought Theories about creativity
make. Accept what is and work to create are usually considered to have both Creativity has been attributed
Of course, there will always be a what could be. originality and appropriateness. variously to divine intervention,
Reference: Creativity is a simple phenomenon cognitive processes, the social
Deleuze G (1995): Negotiations. Trans M. Joughin, New York: Columbia
and yet it is quite complex. It has environment, personality traits and
University Press, 136, 1994:135,147
Hardt, M Gilles Deleuze (1993): An Apprenticeship in Philosophy. London: been studied from the different chance. It has been associated with
University of Minnesota Press. perspectives of behavioural genius, mental illness and humour.
Kelley T (2001): The Art of Innovation: Lessons in Creativity from IDEO, psychology, social psychology, Some say it is a trait we are born
America’s Leading Design Firm. New York: Currency. psychometrics, cognitive science,
08 Journal of SCHOOL SOCIAL W O R K June 2010 Journal of SCHOOL SOCIAL W O R K June 2010 09
with; others say it can be taught with
the application of simple techniques.
Creativity has also been viewed as a
beneficence of the Muses.
Although popularly associated with
art and literature, it is also an
essential part of innovation and
invention and is important in
professions such as business,
economics, architecture, industrial
design, graphic design, advertising,
mathematics, music, science,
engineering, teaching and social
work.
Despite, or perhaps because of, the
ambiguity and multi-dimensional
nature of creativity, entire industries
have been spawned from the pursuit
of creative ideas and the
development of creativity techniques.
Creativity has been associated with
right or forehead brain activity or even
specifically with lateral thinking.
Some students of creativity have
emphasized an element of chance in
the creative process. Linus Pauling
(1994) asked at a public lecture how
one creates scientific theories,
replied that one must endeavour to
come up with many ideas — then
discard the useless ones.
Another adequate definition of
10 Journal of SCHOOL SOCIAL W O R K June 2010
creativity, according to Otto Rank
(1918), is that it is an “assumptions-
breaking process.” Creative ideas
are often generated when one
discards preconceived assumptions
and attempts a new approach or
method that might seem to others
unthinkable.
Creative thinking
Creative thinking is the process
which we use when we come up with
a new idea. It is the merging of ideas
which have not been merged before.
Brainstorming is one form of creative
thinking: it works by merging
someone else’s ideas with your own
to create a new one. You are using
the ideas of others as a stimulus for
your own.
Creative thinking process can be
accidental or deliberate. Without
using special techniques creative
thinking does still occur, but usually
in the accidental way; like a chance
happening making you think about
something in a different way and you
then discovering a beneficial change.
Other changes happen slowly
through pure use of intelligence and
logical progression. Using this
accidental or logical progression
process, it often takes a long time for
products to develop and improve. In practice to become skillful, but it’s
an accelerating and competitive surprising how quickly it becomes an
world this is obviously attitude, not a technique.
disadvantageous. Functions of creative thinking
Using special techniques, deliberate àCreative thinking skills are not
creative thinking can be used to taught. They do not require
develop new ideas. These intelligence or even experience,
techniques force the emergence of although these qualities are needed
a wide range of ideas to spark off new to put creative ideas into practice.
thoughts and processes. àCreativity is the result of right-
Brainstorming is one of these special brain activity - intuition, insight,
techniques, but traditionally it starts inspiration, which is not readily
with unoriginal ideas. encouraged in the education
Development of products occur system.
much more rapidly using these àIndeed, such thought processes
deliberate techniques than by are often suppressed in favor of left-
accident. Many people known for brain activities - logic, analysis and
being creative use these techniques, judgments.
but are not aware they are doing so Blocks to creativity
because they have not been formally People nurture the following wrong
trained in them. If you use these notions about creativity:
deliberate techniques during àOnly clever, successful or artistic
advanced brainstorming sessions people can be creative.
then you too will be more creative. àOne has to suffer hardship and
With practice, creative thinking (the pain to be truly creative.
continuous investigation, questioning àOnly young people have creative
and analysis that develops through ideas.
education, training and self- à Time, money and effort are
awareness) occurs all the time. needed; creative thinking is a luxury
Creativity maximizes both accidental most of us can’t afford.
and deliberate creative thinking. àIt’s only for men/ women/ the
Creativity takes time and deliberate gifted.
Journal of SCHOOL SOCIAL W O R K June 2010 11
Everyone has an imagination which
is the fuel for creative thinking. It is
negative thinking which stops the
creative process.
Triggering creative thoughts
àBe hungry for information; read,
read and read more.
àTake up crafts and hobbies.
à Write, scribble, draw, design
whatever comes into your head.
àBrainstorm ideas with others.
àPut yourself under reasonable
pressure by setting goals and
targets.
àTalk to children: often they make
unusual associations between
ideas.
Tips to improve creative thinking
àTake yourself off to somewhere
peaceful with some blank sheets of
paper and colour pens.
àNote down or draw different ideas
as they come to you.
àDo this over a few days until you
run out of ideas.
References:
www.wikipedia.org
www.ottorank.com
www.bexcellence.org
If you consider yourself a helping professional, especially in the school
environment, visit http://www. jssw.yolasites.com to offer your suggestions
for the national register.
12 Journal of SCHOOL SOCIAL W O R K June 2010
àLook for links between them.
àTake the most promising idea and
develop it further.
à Now select one of these new
ideas and expand on it.
àRepeat this exercise until your
creative juices dry up stimulating
creative thought processes needs
some effort:. Creativity is after all,
95% perspiration, 5% inspiration.
Conclusion
Creativity is important for the social
work profession without which social
worker cannot hone his talent and
also offer different innovative
services to the mankind. Only when
he can think differently he can serve
the needy in a unique way and can
integrate the methods, theories and
approaches of social work to the felt-
needs of people, differently to
improve the lives of an individual,
group, community and society at
large.
Focus Make Your Child A Creative Being
Sadhna Jain*
*Sadhna Jain is working as Associate Professor, Dept (Family and Child Welfare),
University of Delhi, Delhi. e-mail: sadhna.009@gmail.com
Introduction parents’ whims and fancies.
Creativity is the ability to create. A What studies reveal
creative person sees new In one study, kindergartners
relationships among different objects. responded with a higher proportion
It is a multidimensional trait. Every of original responses to tasks related
person is creative to some extent, but to creativity than did students of
the extent of creativity varies from higher classes (Moran et at, 1983).
person to person. It is an idea, a The researchers have shown that the
thought, a state of mind. There are answer-centered approach of most
many definitions of creativity and are school tasks may make pupils
related to traits or characteristics of cautious about expressing unusual
the creative people. Parents pay too ideas. Studies on the home
much importance to academics environments of creative children
which are examination based and reveal that their parents value non-
heavily rely on rote learning. conformity, emphasize intellectual
Creativity is different from academic curiosity and are highly accepting of
intelligence. Creativity cannot be their youngster’s individual
measured by intelligence tests. A characteristics. Many researchers
child can be high in intelligence and have questioned whether promotion
low in creativity or high in creativity of divergent-thinking a worthwhile
and low in intelligence or high in both. goal. It has turned out to be an
Parents take lot of pains to structure imperfect predictor of real life creative
the child’s physical environment to accomplishment (Kogan, 1983,
make them so called successful Wallach, 1985). Many researchers
members of the society. They see have turned their attention away from
their children as a source to fulfill their general measures of creativity
unfulfilled desires. In this process the towards the assessment of talent in
child becomes an object of his/ her childhood.
Journal of SCHOOL SOCIAL W O R K June 2010 13
 Characteristics of creative
individuals
Creative individual shows strong
conviction in his beliefs and values,
is curious, independent in thinking
and in judgement, willing to take risks
and is visionary. He can anticipate the
problems which may emerge in
future. He does not accept routine
solutions to problems. Those children
who are confident, spontaneous,
mentally healthy and get
opportunities to express themselves
are more creative than others.
Creative child defines the problem,
organizes the data and remains pre-
occupied with the problem until he
finds the solution of the problem. He
reflects, evaluates and critically
appraises the solution. Creative
individual is exploratory and
venturesome in nature. Creativity
requires divergent thinking – looking
at things from different angles.
Everybody wants all-round
development of their children. They
want their children to be smart,
intelligent, creative and free from
diseases, disorders and problems.
School provides training to develop
many of these traits. The
development of creativity is the most
14 Journal of SCHOOL SOCIAL W O R K June 2010
neglected aspect of school’s
teaching-learning experience.
Parents can start developing the trait
of creativity in their children early in
life. This does not require any
specialized training. One needs to
have an open mind.
Following are some of the ways of
developing creativity in pre- school
children:
Appreciate children’s art work
Art activities create opportunities for
all-round development. Give children
lots of paper, colour pencils, glue
sticks and other art and craft material.
Let them be on their own. One can
ask questions about their planning
and creations. Appreciate their work.
Give positive and constructive
feedback of their work. It will not only
generate many more ideas in the
child’s mind but also make her/him
confident of his abilities.
Give them plenty of toys
Toys can be of different types.
Constructive toys like blocks of
different sizes, colours, shapes and
texture enhances imagination.
Books, puzzles and equipments give
them the opportunity to explore. One
can make use of waste materials to
make best indigenous toys. Stimulate
children’s resourcefulness. Toys
need not be expensive. Even simple
traditional toys can enhance the
development of creativity in children.
Provide children with raw material
and children can devise their own
toys and games.Use play situations
to develop analytical abilities.
Outings
Let them take their own time to watch
the fairs and festivals. Answer their
questions with patience. Ask them
questions about their observations.
Encourage them to have their
opinions on various subjects.
Stimulate them to see the world
through their own eyes but from a
secure base. It will expand not only
the child’s creativity but of parents
too.
Change routine
Routines are dull and monotonous.
Routine suppresses creativity. Allow
children to do whatever they want to
do. Adults can have eye on them or
ask them to discuss their proposed
activities beforehand. Let them be
free from adult’s dos and don’ts. Let
them be their own master at least
once in a week.
Ask questions
Ask ‘what if’ and ‘why’ questions to
Journal of SCHOOL SOCIAL W O R K June 2010
children and see where the mind
takes them. Children can also frame
and ask questions from adults.
Adults can ask questions in reply to
children’s questions. ‘Why’ questions
promote thinking and reasoning
abilities. Adults should give
opportunities to children to answer
the questions. Each time the child
finds the answer by himself/ herself,
his/ her thinking is fostered. S/he
gains confidence and independence.
Fantasy generates curiosity and lots
of ideas. These ideas may or may
not be sensible, but will satisfy their
urge to create.
Give opportunities
Play has freedom, joy, spontaneity
and involves lots of opportunities for
exploration. All these factors enhance
creativity spontaneously. Give
children opportunities for cooperative
and make-belief play. Children learn
to negotiate spontaneously in play
situations, a trait which is very
important later in life. Let them
experiment and develop their
creative faculties. Many outdoor
games stimulate the development of
children’s cognitive and creative
abilities. Children learn to analyze,
deduce, anticipate, classify, identify
15
similarities, enhances powers of
observation, learn to devise and
modify rules, create new games,
imagine themselves in new roles
through their play activities. Many of
these strategies are learnt by children
on their own without much monitoring
and direction. This in turn generates
confidence and satisfaction in them
and gives them the feeling of
adequacy; a feeling that they can
take and cope with challenges.
Avoid conformity
Do not promote gender stereotyping.
It affects their divergent thinking. It
leads to conformity and hence
suppresses creativity.
Let children start and develop stories
on their own
Let children start and develop stories
on their own. Parents can also join
them in developing the stories. A
story can be a continuing story with
drama and comedy. One must
cautiously choose appropriate words,
modulate voice, use body
movements and facial expressions
while developing and narrating a
story.
As children start going to school, they
spend maximum time in school or
school related activities. School can
16 Journal of SCHOOL SOCIAL W O R K June 2010
play an important role in developing
creativity in children. The school can
create an environment which is
conducive for unfolding the creative
potential of children. Teachers can
encourage the spirit of scientific
inquiry in children.
Following are the measures to
enhance creativity in school-going
children:
The students should be given
freedom to experiment with ideas.
They learn best through activity. They
should be given opportunities to
generate and critically examine new
ideas. A technique called
‘brainstorming’ can be used in
providing teaching- learning
experience to students. In this
technique a problem is put before the
students. Students are given full
freedom to ask questions and
express their ideas. Later, the
teacher helps in developing some
consensus of opinions.
Teachers can provide pupils with the
outline of the problem/ incident/
situation and ask them to elaborate
the problem/incident/situation by
using his imagination, reasoning and
problem solving abilities. For
example language teachers can give
outline of some story/current problem appropriately spaced. Gradually the
and ask students to fill in the gaps teacher/ parents can increase the
using their mental abilities. complexity of the tasks. The teacher/
Tasks involving imagination like story- parents must know when to direct the
writing, poem composition, art and children’s activities and when to
craft work, project work can be given remain in the background. They
to school-going children to enhance should be sensitive to children’s
creativity in them. moods and should make appropriate
Teacher should judiciously use use of ‘teachable moment’. It is
analogies to enable students to grasp important to be patient when children
the concepts. The use of analogy discover things for themselves. The
helps in comparing different children should eat and sleep well to
problems through different make optimal use of their body,
approaches. It fosters their skills of senses and mental faculties.
observation and analysis. They Creative individuals are asset s to the
should also be given the opportunity universe in general and to the nation
to think over the consequences of in particular. New inventions and
their actions. progress depend on their creative
Conclusion abilities. We must work towards
The learning/exploratory experiences developing creativity in children for
of children should be according to growth, progress and prosperity of
their age and abilities and should be mankind.
References:
Berk L E (1996): Child Development, New Delhi: Prentice Hall of India.
Chauhan S. S (1993): Advanced Educational Psychology, Delhi: Vikas Publishing
House.
Ellermeyer D (1993): Enhancing Creativity Through Play: A Discussion of Parental
and Environmental Factors. Published in Early Child Development and Care.
http://behavioural-psychology.suite101.com/article.cfm/ how_to_buy_the_best_
vintage_toys.
If you consider yourself a helping professional, especially in the school
environment, visit http://www. jssw.yolasites.com to offer your suggestions
for the national register.
Journal of SCHOOL SOCIAL W O R K June 2010 17
Focus Creativity: The Spice of Life thinking is not encouraged much. A Mental Health Day’ can be
Sailaxmi Gandhi* creative genius need not be an organized where public get an
Dr.Sailaxmi Gandhi, Assistant Professor in the Department of Nursing at
academic genius. Ultimately, in life opportunity to see how creativity
NIMHANS, Bangalore, Karnataka. e-mail: sailaxmi63@yahoo.com creativity always wins. Eg. Bill Gates! exists even in the mentally ill.
Introduction motivation, kindness and love one By stressing on academics, curiosity àAdministration: A lot of creativity
Creativity began when early man can tap the highest level of creativity withers and fades away. Today, a is required to tackle cumbersome
discovered fire by striking two flint that exists in mentally ill patients. multitude of problems such as issues in the realm of administration
stones. Creativity also suffered a Their paintings send out a million poverty, pollution, population too. A nurse administrator has to
blow when Adam and Eve ate the messages and are a stiff competition explosion, global warming and be courageous and creative to
forbidden apple and thereby opened for modern art! terrorism pose a lurking threat. Only administer harmoniously.
the Pandora’s Box! Mankind Nurturing creativity creativity, not academic brilliance à Teaching: A creative nurse
definitely needs to be creative and Discovering, unleashing and alone, can overcome these threats!! teacher can make a dull lecture a
that too in a positive manner. nurturing creativity means neither A youngster when encouraged to be truly exciting session. New
Creativity is being innovative, being parents nor teacher should suppress creative derives pleasure and strategies of teaching which
inventive, doing/ making something children or be too intrusive in the satisfaction which contributes to his encourage creativity among
which has not been done/ made name of academia. Allow the child mental health! Imagine a world full students can be devised too.
before. Creativity can flow in the form to live his/ her life. All schools should of, not one but many Tendulkars and à Research: A nurse-researcher
of thoughts, words or actions. set aside at least one hour per week Vishy Anands! Parents, siblings, has to be creative – exploring new
Creativity exists in all human beings! to allow the child to do what he/ she teachers, mental health areas for research, devising new
A very famous quote which should likes best. Recently, TOI had professionals – all play a vital role in techniques with existing resources
be thought-provoking for all the published a news item on an motivating children to be creative. and limitations to conduct research.
youngsters who have not done well engineering student who had A mental health nurse’s Conclusion
in the recent 10th or 12th board invented a system whereby mobiles perspective Just as salt and pepper add flavour
exams is ample proof of this – “I failed could be charged during the day A mental health nurse’s focus on to the dish, creativity adds spice and
in some subjects in the exam. But using solar energy and during the creativity is in four dimensions: zest to one’s life! Hence, every
my friend passed in all with night using wind energy. This is Clinical services, administration, responsible citizen, be it a parent,
distinction. Now, he is an engineer creativity in the positive direction – teaching and research. teacher or a mental health
in Microsoft and I am the owner of students doing their mite to offset àClinical service: A mental health professional should encourage
Microsoft!” – Bill Gates. global warming! nurse encourages mentally ill creativity in children.
Can mentally ill be creative? Encouraging youngsters patients to be creative – be it an Author’s note: This is an
Amazingly, the answer is yes! With In today’s fast-paced world, the focus adult or a child. Programmes such impressionistic write-up, hence
a little bit of encouragement, is on marks and academics. Lateral as ‘Patients’ Talent Day’, ‘World no references.
18 Journal of SCHOOL SOCIAL W O R K June 2010 Journal of SCHOOL SOCIAL W O R K June 2010 19
Focus Nurturing Creativity in Children conducive to full growth and that a particular creative work is the
development of the creative abilities outcome of his efforts. Therefore
Sundaravalli T*
of children. Proper stimulation of the opportunities should be provided to
Usha Rani M** traits of creativity like originality, the children to derive satisfaction
*Sundaravalli T, MSc, (Zoology) MSc, (Psy) MEd., Lecturer, St. Justin’s College of
flexibility, ideational fluency, from identifying
Education.
persistence, divergent thinking, self- Originality and flexibility
**Usha Rani M, MA, MSc, MPhil, MEd, (PhD), Lecturer, T V S Teacher Training
confidence, ability to see Originality on the part of children in
Academy.
Introduction and teachers make a significant relationship, sensitiveness and make any form should be encouraged.
Psychoanalytic theory defines contribution. They are required to associations are essential and may Passive submission to facts,
creativity as a means and a product help children in nourishing and be achieved through the following unquestioning mimicry, and
of one’s emotional purgative, a utilizing their creative abilities to the practices: memorization by rote discourage
medium for sublimation and utmost. The educational process, Freedom to respond creative expression and should,
catharsis. Spearman described therefore, should be aimed at Most often teachers and parents therefore, be checked as far as
creativity as the power of the human developing creative abilities among expect routine, fixed responses from possible. If children seek to change
mind to create new contents by children. This can be achieved by children and thus kill the creative their methods of learning a task or
transforming relations and thereby acquainting the teachers and parents spark by breeding conformity and solving a problem, they should be
generating new correlates. Arieti with the real meaning of the creative passivity. Adequate freedom should encouraged to do so. Adequate
described the creative process as a process and ways and means of be given to the children in responding training can also be given by making
magic synthesis of two modalities developing and nurturing creativity. to a situation. They should be them answer problems like how
1. The primary process, the Nurturance of creativity encouraged to think out as many would you dig the earth without a
outcome of the primitive part of the Creativity, as a natural endowment, ideas as they can for the solution of spade or, how would you draw an
mind involving unconscious and needs stimulation and nourishment. a problem. The children must also be angle if you don’t have proper
irrational thinking and Most creative talent, unless given let to have their own way when they instruments for drawing it or, how
2. The secondary process, the proper training, education and need a particular kind of novel would you cross a river if there is no
outcome of the later developed opportunities for expression, is expression strongly enough. bridge over it?
mind involving rational thinking at wasted. It is not the monopoly of a Opportunity for ego involvement Removal of hesitation and fear
the conscious level. few geniuses who are needed to Feeling like ‘this is my creation’, ‘I There is a great hesitation mixed with
Good education, proper care and create, manifest and produce. have solved it’, give much satisfaction a sense of inferiority and fear in taking
provision of opportunities for creative Creativity is universal. to children. Actually, a child can be the initiative for creative expression.
expression inspire, stimulate and It becomes essential, therefore, for expected to put in determined efforts Comments like “I know what I mean,
sharpen the creative mind, and it is teachers as well as parents to realize into creative activities only when his but I cannot write or speak before
in this sphere, that parent, society the need of creating an environment goal is involved. i.e. when he feels others” will be the result of diffidence
20 Journal of SCHOOL SOCIAL W O R K June 2010 Journal of SCHOOL SOCIAL W O R K June 2010 21
and fear which has to be discovered
and removed as far as possible. The
teachers and parents should
encourage and persuade such
children to express themselves by
saying or writing something,
anything, no matter how crude it may
be.
Conducive atmosphere
A healthy atmosphere, favourable for
creative thinking and expression is
essential for stimulation and
nourishment of creativity among
children. The rate of learning must
be balanced with challenging
productivity, stable certainty with
daring adventure. The child should
never be snubbed for his curiosity
and creativity. Co-curricular activities
in school can be used for providing
opportunities for creative expression.
Religious festivals, social get-
togethers, exhibitions and even
regular class-work can stimulate
creative thinking among children.
Developing healthy habits
Industriousness, persistence, self-
reliance and self-confidence are
some of the qualities that are helpful
in creative output. Children should,
therefore, be helped to develop these
qualities. Moreover, they should be
22 Journal of SCHOOL SOCIAL W O R K June 2010
encouraged to stand up against
criticism of their creative expression.
They should be made to feel that
whatever they create is unique and
express what they desire to express.
Using the creative resources
Children should be made to visit
centres of art, science and industrial
work. This may stimulate and inspire
them for creative work. Creative
artists, scientists and creative
persons from different fields may also
be periodically invited to the school
to interact with the children in an effort
to enhance the scope of knowledge
and kindle the spark of creativity in
them.
Blocks to creative thinking
àCoercion.
àFaulty methods of teaching.
àUnsympathetic treatment.
àFixed and rigid habits of work.
àAnxiety and frustration.
àExcessively high standards of
achievements for levels of work.
àOver-emphasis on school marks.
àAuthoritarian attitude of teachers
and parents
are known to be detrimental to the
growth of creativity among children.
As far as possible, parents and
teachers should try to avoid such
factors in bringing up and educating adopted for encouraging complete
the children. and balanced experiences in
Curriculum developing their creative behaviour.
Learning experiences in the form of Special techniques
curricula should be so designed as Researchers in the field of creativity
to foster creativity among children have suggested the following special
primarily on the basis of concepts techniques to foster creativity:
rather than facts. It should also cater àBrainstorming.
to the individual needs of each àUse of teaching models.
student rather than to the generalized àUse of gaming techniques.
needs of all students. The curriculum àUse of activities for teaching.
should reflect what is expected from àTeaching by example .
the creative children in terms of àGiving chances for children in the
fluency, originality, divergent thinking, teaching process.
inventiveness and elaboration. Conclusion
Evaluation system Focussed effort on the part of
The emphasis on memorization by teachers, parents, society and
rote, fixed and rigid single responses, government is needed for nurturing
and conformity which kill the creativity and stimulating the creative urge and
of the children should be abandoned potential in children. It is possible
and a proper evaluation system only by providing conducive
environment and facilities.
References:
Arieti.S., Creativity The Magic Synthesis, New York Basic Books, 1976.
Manju Gupta, Intelligence Creativity and Education, KSK Publishers and
Distributors, New Delhi 2007.
Stephen Bowkett, 100 + ideas For Teaching Creativity, Viva – Continuum Edition,
New York, 2008.
Mangal.S.K., Advanced Educational Psychology, Prentice Hall of India Private
Limited, New Delhi, 2005.
Journal of SCHOOL SOCIAL W O R K June 2010 23
Focus Four P’s to Foster Creativity environment. Much of the research (5) Children can make better use of
Jyothi Kiran V* on creativity, conducted by a creative styles through deliberate
Anuradha K** multitude of researchers, falls into interventions.
*Jyothi Kiran V,Psychiatric Social Worker, Psychiatry Unit,SVRR General one of these four categories. Authors Process
Hospital, Tirupati. Andhra Pradesh. e-mail: venusriya@gmail.com in this article have made an attempt Discovery learning, also referred to
Dr Anuradha K, Associate Professor, Department of Social Work, Sri Padmavathi
Mahila Visvavidyalayam, Tirupati, Andhra Pradesh. e-mail: komanduriradha
to adapt the 4 ‘P’s typology to work as ‘constructivist learning’, is one of
@gmail.com with children. many methods used in the creative
Introduction children and also in treating their Person processes. It includes first-hand
Schools are ideal for creative psycho social problems, if any. A practitioner working with children involvement of children in the
activities because children spend a Four P’s approach should have interest, attitude and activities for instance such as
lot of time in the schools. Schools The four P’s method categorizes the temperament to work with them. managing time though ’daily activity
are often the strongest social and processes of creativity development Factors such as sensitivity to schedule’ or dealing with social
educational institutions available for into four categories of children’s needs, ideational novelty relationships by displaying pictures
intervention. They have a profound 1) the creative person, and fluency, flexibility of set, of children who do well in the class
influence on children, their families 2) the creative process, synthesizing ability, analyzing ability, room. When children are involved in
and the community. Young people’s 3) the created product and reorganizing or redefining ability, activities that are concerned with their
ability and motivation to stay in 4) the press – a term from the field span of ideational structure, and daily lives, they learn to value their
school, to learn and utilize what they of education that refers to a evaluating ability should be primary experiences, views and concerns
learn, is affected by their learning relationship between human beings considerations when organizing and thereby promote their confidence
environment. Schools can act as a and their developmental environment group activities with children in a and independence. When children
safety net, protecting children from (which for convenience and easy school setting. Working with children are engaged to take part in groups
hazards which affect their learning, understanding can also be termed as should be based on the premise that they develop respect for their views.
development and psychological well promoter). (1) Creative potential exists among They discover the importance of the
being. In addition to the family, Person refers to the personality, all children. views of others
schools are crucial in building or intellect, traits, habits and attitudes. (2) Creativity can be expressed by Literature also points out the potential
undermining self-esteem and a Process refers to motivation, children in different ways . of creative work with children in
sense of competence (Kapur 1997). perception, learning, thinking, and (3) Creativity is usually approached improving their personal
So, activities that make children see communicating. Product results from or manifested according to development. An approach of this
connections in relationships, reflect the developed idea as it develops into children’s interests, preferences, or kind which creates space for
on ideas, actions and outcomes are a tangible form. Promoter (press) styles. children’s own experiences,
helpful in promoting learning, refers to the relationship between (4) Children can function creatively perceptions, and concerns as a
retention and well being of the humans and their favourable at different levels. central component of child focused
24 Journal of SCHOOL SOCIAL W O R K June 2010 Journal of SCHOOL SOCIAL W O R K June 2010 25
development work has also been
used for work with street and working
children. For instance, children are
encouraged to reflect critically on
their current realities (the reasons
why they ran away from home to live
and work on the streets); to
understand the structural and political
factors that are involved; to organize
themselves (through clubs); and to
identify the decision making bodies
which need to be made aware of their
realities (O’Kane 2003).
The three primary attributes of this
kind of process may include
àThe creation, integration, and
generalization of knowledge through
exploration and problem solving,
àA process of learning driven by
interest based activities.
àActivities which strive to integrate
new knowledge with the learner’s
existing knowledge (Bicknell-
Holmes and Hoffman, 2000)
Children often talk in collective
activities. Children like to draw and
paint. Drawing is a creative activity
which gives children freedom of
expression depending on their
imagination and they interpret the
world around them in their own
words. (Stephenson et al, 2004).
26 Journal of SCHOOL SOCIAL W O R K June 2010
Product
There is not enough literature in this
regard. This approach to creativity
focuses on outcomes and on those
things that result from the creative
process. The key assumptions under
this approach are that products,
such as painting, poems, designs,
drawings are highly objective, and
therefore measurablewhich may
come in a variety of sizes and shapes
and from many different contexts.
Press
Environmental factors have a
tremendous influence on a child’s
creativity and form a press that may
be destructive or constructive.
Hence, any discussion on creativity
is incomplete without considering
environmental impacts which either
promote or inhibit creative behaviour.
So, activities that foster creativity in
children should be conducted in an
environment of freedom, support and
safety. Also unusual ideas and
responses of children must be
encouraged. When organizing such
activities for children in school there
must be minimal administrative
interference. Conducting creative
activities with children though is
interesting and exciting, it can also
be challenging. So it is also essential Conclusion
that the value of individual differences Creativity is a result of simultaneous
is pointed out. Adequate time has interactions among several
to be provided to children to complete components of creative process.
the tasks on hand. Their Active involvement and practice must
concentration levels and interest vary take over theory to make creativity
and hence the time provided for in children a reality. With children,
activities should be timely and an open, safe environment for
adequate. Children’s need to work reinforcement of ideas and
alone or in groups should be responses, coupled with non-punitive
respected. So, creative environment atmosphere of mutual respect and
involves a consideration of the acceptance encourages spontaneity,
context, place situation, or climate in and will possibly avoid roadblocks to
which the activity takes place. the process.
References:
Kapur M(1997): Mental Health in Indian Schools, New Delhi: Sage Publications.
O’Kane Claire (2003): Street and Working Children’s Participation in Programming
for their Rights. Children, Youth and Environments 13(1), Spring
Kim Darwin Alexander (2007): Effects of Instruction in Creative Problem Solving
on Cognition, Creativity, and Satisfaction among Ninth Grade Students in An
Introduction to World Agricultural Science and Technology Course, Ph.D
Dissertation. Texas Tech University, U.S.A.
Gratitude
We are grateful to the honorary special editor Dr Parthasarathy R, Professor,
Department of Psychiatric Social Work, NIMHANS for his valuble editorial
and for recommending Dr Jane Henry and Dr Bino Thomas as honorary
committee members for this month.
We are thankful to all the contributors. We thank all the subscribers especially
Dr Udhaya Mahadevan (Patron 037), Ms Madhavi K (Patron 038) and
donors. JSSW has been allotted ISSN: 0976-3759 for which we thank
National Institute of Science Communication and Information Resources,
New Delhi and International Centre for ISSN, Paris.
Journal of SCHOOL SOCIAL W O R K June 2010 27
Focus Working Mother and Creativity
Padmavathy R*
*Padmavathi R M.A., M.Phil, M.Ed., M.Phil, Research Scholar, Mother Teresa
Women’s University, Kodaikanal .
Introduction
Over the past several decades,
women have entered the workforce
in large numbers. As more women
and mothers enter the work force,
child care has become an
increasingly important public policy
issue. Many working families and
mothers rely on family members,
including parents and other relatives.
The rest arrange for care through
private providers. Parents often face
steep costs and questionable quality
of care.
Comparative study
Mothers who are full-time
homemakers are more likely to use
either an authoritarian or a
permissive parenting style than those
who are employed full-time. Working
mothers are more likely to use an
authoritative approach that relies on
reason, rather than assertions of
parental power, and encourage both
girls and boys to be independent.
But, offspring of working mothers had
higher scores on standardized
28 Journal of SCHOOL SOCIAL W O R K June 2010
of time and effort to find good, quality home nagging the child all the time.
and affordable child care for children. Working mothers definitely have less
It’s the most important part of working time to spend with their children than
mother’s job. the mothers who are at home. But it
Mother’s choice is not that a housewife is better
achievement tests in reading, maths
Women are beginning to realize that mother than a working mother. Even
and science. Working mothers were
there is a world outside their kitchen if the working mother is pressed for
less depressed and their morale was
windows. But as in the case of every time, as long as she spends quality
higher than that of stay-at-home
social change, there is a lag between time with her child it is enough.
counter parts.
actions and attitudes. While people Sometimes mothers hang around the
Need for child care
may be willing to accept the idea of house the whole day but they don’t
Child care expenses can easily
career women, they are not willing even look at their children. They
consume one third or more of the
to excuse them from their duties as provide them with food and other
household budget. The quality of
career mothers. In the first place the facilities, but their involvement with
care provided to a child in his or her
term ‘working mother’ is a misnomer the child is minimal. They think their
early years can be critical to the
as mothers are working round the presence is enough. But that is not
child’s development. Early childhood
clock even if they don’t go to an office. true. Mothers must talk to their
experiences, particularly in the first
Being a working mother is not the children, they must interact with them
three years of life, are crucial. Brain
easiest job in the world. And if they and must accept their children.
development is heavily impacted by
do elect to pursue a career, it is Given the fact that time is of the
early environmental factors, which
important that their families be essence, mothers need to prioritize
can promote or hinder learning skills
supportive. Or the working mother household chores and only do those
from adolescence through
has to be creative to provide quality that are absolutely essential on a
adulthood. A healthy and safe early
time to the child. daily basis. Mothers should try to
childhood setting can also prevent
Spending quality time tune out distractions like the
cognitive and behavioural disorders
It is not the quantity of time mothers television, radio and telephone calls
later in life, some of which are
spend with their children but the when they are spending some
irreversible.
quality that matters. A working special time with their babies.
Child care quality
mother who spends one hour of Games a mother can teach
All working mothers want the best for
quality time every day with her child 1. Depending on the age of child she
their children and competent, loving
will probably establish a better bond can ask child to name objects, spell
care givers top the list. It takes a lot
with her child than one who stays at new words, meanings, usage and
Journal of SCHOOL SOCIAL W O R K June 2010 29
the like. 5.She can explain the meaning of Focus Creativity in Counselling
2.Depending once again on the age frowns and moods of people by Lizzie Pratheep*
of the child, she can ask the child to pointing out the body language *Lizzie Pratheep, MSW, Ph.D Scholar, (Dr. MGR University), Researcher, Institute
group, sort, re-organize a collection while going through albums. of Social Sciences, Malleswaram, Bangalore – 560003. e-mail:
lizziepratheep@gmail.com
of beads of different colours and 6.She can play many traditional
vegetables. games such as Pallanguzhi, Introduction needs and is able to provide the
3.She can play many games with paramapadam - Indian version of Creativity is a crucial component in flexibility.
the child at home or while travelling snake and ladder-that enhance the advancement of all major cultural Creative use of counselling skills
and even when watching TV numerical abilities, problem solving entities, including effective Working over a limited number of
together. The non-imposing games and the like. counselling. It is through creativity sessions, issues are addressed that
can aim at improving observation Conclusion that major theories of counselling and affect people’s performance. In that
(how many red buildings we saw), Mother’s role doesn’t end with skills in counselling have been setting the counsellor uses his or her
memory (which station we crossed bearing children. Nobody can ignore developed. Creativity is a longitudinal specialized abilities to facilitate clients
just now) and creativity (Do you see the role of the mother and her in its impact. If counselling is to being able to understand and deal
a dragon face in the cloud?) creativity. It is the mother who makes progress in the future, it is essential more effectively with their specific
4.She can give creatively the child a useful man. Should we that counselors be rewarded for issues. The use of counselling skills
relationship management by going not honour and recognize the creative innovations and they help can have a significant and positive
through the photo albums and mother’s creativity and its importance themselves become more creative by impact on the intended outcome.
explain how people are related what in society? Whatever the style of studying the expressive arts, reading Techniques of counselling
funny thing happened when the parenting may be, mother’s influence widely, traveling and observing Effective counseling techniques are
photograph was taken. on the child is immeasurable. human nature from multiple discreet skills which, when practised
perspective. effectively by a counselor, make
References: The importance of creativity in possible a trusting environment where
http:/www.policyalmanac.org counselling a client (or friend) can share what has
http://www.indiaparenting.com The importance of creativity in the been held “secretly” or privately.
Corrections context of counselling is therapist’s àFirst of the effective counseling
JSSW, May 2010 characteristics and techniques that techniques is the creation of an
1. Page 02 Editorial: might be labeled as creative or encouraging and empathic belief in
the ‘disaster and distruction’ line occurs twice which is an error. associated with the notion of the counsellor. It is important to offer
2. Page 05 Conclusions: No. 2 should read: creativity. Good counselling is flexible words of encouragement, and
‘Along with the government, the NGO’s are making a worthwhile rather than fixed to a rigid structure: choices. A warm, friendly tone of
contribution ...’ The counsellor sees what a client voice is very important.
30 Journal of SCHOOL SOCIAL W O R K June 2010 Journal of SCHOOL SOCIAL W O R K June 2010 31
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.
àActive listening happens when questions, which encourage an
you “listen for meaning”. The listener ongoing story line, are preferable.
says very little but conveys empathy, Closed questions can be answered
acceptance and genuiness. Having with one word and stop the
an individual pay close attention can communication.
be very calming for clients. à Paraphrasing is to listen and
à Developing encouraging body restate what the speaker said
language can take some practice. conveying empathy, acceptance and
Communication is 55% body genuineness.
language, 38% tone and 7% words. Conclusion
Interestingly children respond to A good counsellor is always creative:
non-verbal cues in 1/18th second he/ she creates safe environment of
according to Mihalyi Csikszemihalyi, trust, uses active listening and
author of “FLOW”. responding skills, allows the clients
à Asking questions - open and to feel heard and understood and
closed - is an important tool in the deals with them in a non-threatening
counseling kit. Open-ended way to encourage disclosure.
References:
www.informaworld.com/index/903714466.pdf
www.sagepub.com/cgi/content/refs/7/4/326
www.impactfactory.com/.../counselling.../registeredgate_1617-5101-72323.html -
United Kingdom
counsellingresource.com › Psychology, Philosophy and Real Life
www.ehow.com/lowsugarmeals.mp-hosting.com/life-skills-counselor.php
www.askmikethecounselor2.com/counselor-skills.html
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.
32 Journal of SCHOOL SOCIAL W O R K June 2010 Journal of SCHOOL SOCIAL W O R K June 2010
Journal of SCHOOL SOCIAL W O R K June 2010 Journal of SCHOOL SOCIAL W O R K June 2010