Schooldy now has enabled the online admission service that helps schools to spread admission open news in their schools and parents to apply online and track their application status. You can apply to schools following the simple following steps.

This application form is continuously getting better through thousands of inputs from you all. Please do not forget to add your piece here!

Your School Buddy!
Team Schooldy

It has been one year since our official launch in beta and we have out grown ourselves in multiple services. We started with a vision to help parents and students to search schools in light of statistical information available all over the internet in one single platform. Today we not only serve above purpose but have also ventured into helping parents to communicate with peer parents group, saving them endless efforts like standing in queue in front of schools to get their wards admitted and providing services to schools to help them manage their admission procedure in a more economical and environment friendly way.

In light of these developments, we are today much more than a school search. So we decided to combine all our offerings and redefined them through a single brand that will find itself easy to connect to our user base, i.e, You! Amidst all the competitive alternatives to SchoolSearch, we zeroed in on Schooldy, which is smaller and sweeter domain.

If you ask us what is the meaning of Schooldy, well our answer will be, stay connected, we will define it soon

We would like to make a point here that while we will start all future correspondence in the name of Schooldy.com, all the services and benefits to our users and clients (schools and advertisers) will remain unaltered. But sure, we do have many more features in our bag. Stay connected to know more about them!

Team Schooldy
Your School Buddy

I remember pestering Neetha and Harish to take Damita at 2 years itself, but since that was not possible for Montessori she finally joined at 2 years 5 months. At last! (I felt since both she and I had been going bonkers trying to keep her creatively occupied at home)! The child that joined Siksha knew only a few basic words of English, so much so that I worriedly told Neetha that she might need to speak Tamil to communicate with her. And now the same Damita talks about a hundred words a minute and if asked will say “I don’t know Tamil!!” . She has grown to enjoy school so much that I can hurry her up in the morning by saying “I won’t take you to school if you don’t get ready on time!” She has always had a great relationship with her Geethanjali aunty who has been a big reason for her enjoying her time at Siksha! Thank you so much Geethanjali aunty!

I wanted to mention a couple of points in particular, which are a concern for all Montessori children’s parents. The first is about Phonetics. I think this concept is now a lot better known than it was even 3 years back when I first heard of it through Damita. But still as parents when we listen to our child saying “a” “buh” “kuh” instead of “a” “b” “c” it almost sounds like they’re speaking a foreign language! But once we get over the initial apprehensions and jump into the process, maybe read up a little about it, or just learn along with your child – it can be a wonderful experience. I had such great fun with it – and since I also wanted to inculcate a love of reading in Damita – as soon as she showed an interest in words printed in the newspaper or on magazine covers, we spent a lot of time figuring out the rules of reading using phonetics and I am so proud that Damita is a star reader now!

The other concern that is the biggest thing on our minds is about school admissions. I think this leads to a lot of people pulling out children after just a year or a few months of the Montessori program. But as we have seen with Damita, in 1 year the child has just about started getting the benefits of the Montessori method. As they grow into the second and third years, that is when they get into more complicated concepts in English and Mathematics, and you fill find them learning about them in such interesting ways. Damita spoke of Addition strip board and Rabbits jumping which made me wish I had learnt things that way. I definitely never thought children could understand multiplication with such ease! We have reached a stage that I hardly have to help Damita with her homework except when I want to keep track of what she is doing . Of course there are days when I have to nag her to do it, but what’s the fun of being a child without moments like that . And more and more from a primary school’s point of view, I think they are becoming aware of the Montessori Method and are becoming open to taking children at the 1st STD level. We found quite a few options when we looked around, and in a couple more years I’m sure there’ll be even more!

And let me not forget to mention the extended session through which the children get exposure to a classroom (with benches and blackboard) kind of environment, and it also the parents get creative in packing their lunches since they start having them at school .

Damita has been in Siksha for 3+ years now – she joined in Nov 2007 – and we have had no second thoughts about our decision to choose this school. We have also cemented our relationship with Siksha further by admitting our son Shehan in July 2010. He also has grown to love his Vini aunty and is enjoying going to school and I’m glad that the experience will continue for the next 3 years!! I would like to thank Neetha, Harish, Pratibha, Geethanjali, Vinaya and all the other aunties and also the help staff of Siksha for our wonderful years with Damita and wish you all the best for all your future aspirations for the school.

This article is writer by Aparna George, a mother of two beautiful children. Schooldy thanks her for this excellent article and believe that it will help thousands of parents out there.

MomBlog Special:

We at Schooldy.com encourage modern moms to share their parenting experience. With this column we are trying to help parents to learn from their peer parenting network. If you want to be featured on our next MomBlog Special Weekly, contact us at admin [at] schooldy [dot] com

The role of fathers has changed a lot in the new generation, where once mothers did almost all the caring, a much greater share is carried out by fathers today. In over half of all two-parent households with children under the age of five, mothers are now in paid employment. In these families, men do a third of caring for children – eight times more than 30 years ago. At the same time, there has been a big increase in the number of children who live with their mother in a different household to their biological father.

While there’s no job description for fatherhood, the vast majority of men today both want and expect a much more hands-on role in bringing their children up. In fact there’s strong evidence to show that the active and positive involvement of fathers is good for children in terms of both their future emotional and educational development.  It’s worth looking more closely at what children need from their fathers – and what the role of a father means.

What do babies need from fathers?

In the very early days, the relationship between a mother and a baby is very much a two-person dyad. A father’s role is largely to support the mother in her maternal role. This supportive role starts during the mum’s pregnancy and continues once the baby is born. He might help with practical things like housework, cooking, changing nappies as well as looking after older siblings to enable mothers to have time with her newborn and support, for example, breastfeeding.

A baby will soon recognize dad’s face and be able to be comforted by him as well as by mother, providing important respite for exhausted mothers, as well as developing the relationship between a father and his child. Of course dad may be going out to work as well so mother will probably not be the only exhausted parent in the early days!

As well as a supportive paternal role, early involvement between a father and their child is important in its own right too. Research shows that fathers involved in caring for their baby, such as bathing etc, enjoy closer contact with their child when they reach the age of 10 or 11. Even if the father and mother later separate, a father is more likely to stay involved with his children if he was engaged in their intimate care from the start.

As the baby grows in the first few months, the relationship moves increasingly from a dyad to a three-person triad. A really important role for a father is to gradually help the mother regain more independence and achieve some separation from the baby at times by spending time with his child and allowing mother to gradually reconnect with other areas of her adult life. It is important too for the infant to develop a sense of two adult parents working cooperatively together and gradually learn to tolerate that they do not ‘own’ their mother and that she has close relationships with others as well as themselves.

But fathers can take a primary role too, when the need arises. It is quite a challenge for many men to realize that what the baby needs from them is not so different from mothering. If mother has to go out father can take her place. The only obstacle to that, apart from breast feeding, is his surprise at having tender (maternal) feelings towards the baby.

Various surveys, researches and facts prove that fathers can make a big difference in the growth and development of a child. Parents, for a child are the bridge to the world. Through parents, a child gets to inherit a network of people, cultures, relationships and knowledge. While a mother bring in the stability in a kid’s life, the father brings in a sense of industry and a risk free environment. Both of these factors contribute immensely to a child’s development.

Fathers create a sense of competition among children. They create obstacles for the children and guide them to overcome them. They challenge the abilities of the child. All of these help in the emotional development of the child. But it doesn’t stop there. A father will also teach a child how to control one’s emotions, through the games.

Fathers help a child in achieving good results at school. A survey shows that children with involved fathers are better at school activities than others. One simple reason is that the father being involved means that a child is supported better financially. Though now most families have both the parents working, a father’s salary is mostly the bigger part of the family income. Also fathers spend more time with the children on studies improving their results.

One of the difficult times of a child’s growth stage is the teenage period. A survey shows that a teenager with an involved father will have fewer problems to cope than other children. Teenage is a time when the child is more involved with friends and clashes with parents mostly mothers. Teenagers normally would look at their fathers for simply “being there” when they need to talk or need advice.

So how can a Father be more involved in the family?

1. A positive and respectful relationship with the child’s mother is the first step to be a part of a happy family. Children are affected by environment and what they see is what they do.

2. Spend more time with the children talking as well as listening to them. Also if you expect to be heard, earn the right by listening to them. Most fathers only speak to their children when they have done something wrong.

3. Discipline is a very crucial part of a child’s development. However, the discipline should be within limits. If wrong actions are punishable, good behavior should be rewarded too.

4. Fathers, more often than not, are the role models for children. A girl who grows up with a loving father knows she deserves respect from the man she marries. A son learns the lessons of honesty, responsibility and also humility from the father. Use everyday examples to help mould the principles and morals of a child.

5. Do things together as a family. Like sharing at least one meal everyday as a family is very important. This gives the child a chance to express their feelings and ideas and also share experiences. Read to the children before sleeping to develop their reading habits, a habit, which is very much needed in today’s TVs and videogames dominated world.

A father is considered to be the source of strength in a family. Aside from being the Provider of the family a father in the house could give the family a sense of foundation and a sense of security in many ways. That is why when a father dies, the pain could be unbearable. A loss of a father may be synonymous to a loss of security and strength. All of a sudden, the family will never be the same. The foundation weakens and if the mother is not strong enough to handle things, family members may go astray. The sense of direction and autonomy that a father could demand in the family may be destroyed at a glance with a death of a father. Some children may not understand their father; at times they may view their father as over-strict or too domineering. Understanding a father sometimes takes time. They even say that you have to be a father yourself in order to understand how it feels like to be a father. But regardless of the things one may not understand about his or her father, there is always something that you will admire about your father that you would want to cherish for the rest of your life-something that you would want other people to know about him, that they haven’t known when he is still alive.

Article written by Sachitra Kumar Chakravorty

Sachitra, a Psychotherapy and Counseling evangelist, has been involved in many educational initiatives by the government. He has been State Regional co-ordinator of Unified Council Hyderabad for National Science Talent Search Examinations. He is a visiting faculty at Institute for Psychotherapy and Management Science, Nagpur. He is an active contributor in Mind Plus and other net groups.

Summary – Central Board of Secondary Education, New Delhi is the apex body for school education in India and is the most popular board among students. The network of CBSE Schools extends throughout the country. Many schools in Delhi, Kolkata, Hyderabad, Jaipur and other cities of India are affiliated to CBSE. They provide quality education with excellent infrastructure facilities to the students.

Article

Central Board of Secondary Education, New Delhi is the apex body for school education in India. CBSE is the most popular board among students with the objectives of ‘Serving the educational institutions more effective, to be responsive to the educational needs of students with
parents on transferable jobs.

The CBSE is also working out some system of examination that would qualify students for seeking admission in universities, though assessment will be based on continuous and comprehensive evaluation (CCE), the grading system adopted in the Indian schools

The network of CBSE schools extends throughout the country. From 309 schools in 1962 the Board today has a total of 8979 CBSE schools on 31-03-2007 including 141 schools in 21 countries. There are 897 Kendriya Vidyalayas, 1761 Government Schools, 5827 Independent Schools, 480 Jawahar Novodaya Vidyalayas and 14 Central Tibetan Schools.

Language of Instruction for CBSE curriculum is available both in English as well as Hindi. CBSE is a recognized board by the Government of India. The syllabus of CBSE is set with an idea of providing objective knowledge which is tested in the competitive examinations.

In order to keep pace with the technological advancements, CBSE has launched an online educational system to sort out students difficulties. CBSE online provides study material for students. It is a powerful resource offering a stress free learning environment. It provides conceptual learning supported by multimedia resources such as audio, visuals and animation. These are also supported with relevant power point presentations, graphics and illustrations that are easy to understand, grasp, and remember. The multimedia-enriched way of learning is an attractive option to students, unlike books that tend to be boring. It helps create energy and excitement in the students.

The CBSE provides affiliations to the government and government aided schools; autonomous organizations, which would be controlled by the government; private educational institutions, recognized by the state government; society religious institutions, etc. which are included in the
Bye-laws of the board.

There are more than 400 CBSE schools in Delhi located in different parts of Delhi, Gurgoan, Noida etc. These schools follow the curriculum decided by the Central Board of Secondary Education, New Delhi. In addition to academics equal importance is given to the Extra-curricular and sports activities. Delhi Public School R.K. Puram is one of the most prestigious schools in India. Founded as a Public School in 1972 in New Delhi, it is a private institution run by the Delhi Public School Society. DPS R.K. Puram is a co-educational day-cum-boarding school, with approximately 9,500 students on its rolls. Other top CBSE schools in Delhi are – Delhi Public School Matura Road, Delhi Public School Dwarka, Air Force Bal Bharti School Lodi Road, Birla Vidhya Niketan New Delhi.

There are more than 23 CBSE Schools in Jaipur that are owned by private educational trusts and 6 Kendriya Vidyalaya Jaipur which are also included amongst the CBSE Schools in Jaipur. Some CBSE schools like MGD Girls Public School have boarding facility and report to have 370 students staying in their hostels. Some top CBSE schools in Jaipur are Neerja Modi School, Delhi Public School, SMS Public School.

Kolkata CBSE Schools host several cultural and academic competitions which is extremely beneficial to the students. Kolkata CBSE Schools often act as a role model for schools across the country as they have managed to produce lot of talented and disciplined students. Some of the top rankers in the tenth and twelfth Board exams in the country are from Kolkata CBSE Schools. A lot of achievements are also made in the field of sports and art. Many parents prefer to enroll their children in these Kolkata CBSE Schools.

Top CBSE Schools in Kolkata are Birla High School, St. James School, M.P. Birla School, Delhi Public School Kolkata, and South Point School Kolkata.

ARTICLE

For most, education does not conclude at class XII level. A vast majority opts for higher education, thus schools should prepare them for learning challenges beyond the school years. The curriculum design and the learning processes in ICSE therefore, are designed and structured to help children become lifelong learners. The ICSE syllabus is preferred by many as there is a lot of stress given on projects and activities.

The Indian Certificate of Secondary Education (ICSE) examination is an examination conducted by the Council for the Indian School Certificate Examinations, a private, non-governmental board of school education in India, for class 10, i.e., grade 10. It has been designed to provide an examination in a course of general education, in accordance with the recommendations of the New Education Policy 1986 (India), through the medium of English. The examination allows secure suitable representation of Governments responsible for schools (which are affiliated to it) in their States/Territories. Private candidates are not permitted to appear for this examination.

The aim of ICSE Schools in India is-

• To provide knowledge
• To promote psycho-motor skills
• To develop logical thinking and scientific aptitude
• To facilitate creativity and excellence
• To cope up with the development of science and technology
• To appreciate, nurture and inculcate aesthetic sense
• To maintain health consciousness and hygiene
• To strengthen value-based approach to life
• To meet emerging global challenges

There are 1700 ICSE Schools in India. Out of them more than 100 ICSE schools are in Kolkata. Top ICSE schools of Kolkata include St. James School, M.P. Birla Foundation Higher Secondary School, Loreto School, Don Bosco School and St. Mary’s School.

The number of ICSE Schools is many in Delhi also and they are very popular there. Top ICSE Schools in Delhi include Birla Vidya Niketan School, Army Public School, Bal Mandir Senior Secondary School and Mount Saint Mary School.

Other good ICSE schools in India are –Zee School Bangalore, Vidhyaranya School Hyderabad, St. Mary’s High School Mumbai, St. Joseph’s Boy High School Bangalore.

In all subjects other than Science and Computers, students must submit compulsory coursework assignments. In groups I and II they count for 20% of the student’s performance in the subject; in group III the assignments count for 50%. In Science and Computers, students are tested on their laboratory work.

In 2010 the Delhi-based Council for Indian School Certificate Examinations has restructured the ICSE and ISC courses on the lines of the curriculum followed by the boards that conduct all-India admission tests for leading engineering and medical institutes.

For the affiliation of the ICSE Board the school should be run by the registered society, a trust or a company for educational purposes and not to earn profit. And medium of instruction should be English. ICSE schools have adequate infrastructure for accommodating the number and sex of pupils attending the School. All teachers are properly qualified and trained.

The idea family picnics bring up in one’s mind is of an outdoor setting, a picnic basket filled with delicious homemade food and fond reminiscing about the old times. The kids are playing games while the adults while away an afternoon enjoying snacks. It’s a lovely scene. That is why everyone should plan a picnic every chance they get it. It’s such a healthy way to keep life interesting and keep connections together.

Courtesy Photobucket.

Picnics are a great activity, especially for families with children. They are inexpensive, fun and if we go somewhere such as the park, they can be full of physical activity such as football, soccer, playground romping or long relaxing walks. Bring food items that taste good at room temperature and skip items that don’t travel well. Regardless of where you go and even though it’s in the most casual of settings, it’s good to plan ahead so that you can enjoy good food and have some fun while you’re out. The destination is not as important as spending time together. It’s time to enjoy an informal meal outdoors, as a family, with space for little ones to scamper about without annoying anyone.

Picnics helps children to acquire many necessary life skills through play way method, if there are more than one family member; the kids play together, share their toys, chocolates and learn to interact with other people as well. Since all the members of the family are usually available during picnic, the kids feel comfortable and become more confident. Overall, the family picnic helps the children to develop good behavior and etiquettes. Kids become motivated for their studies and enjoy while playing in large open space.

Article written by Sachitra Kumar Chakravorty

Sachitra, a Psychotherapy and Counseling evangelist, has been involved in many educational initiatives by the government. He has been State Regional co-ordinator of Unified Council Hyderabad for National Science Talent Search Examinations. He is a visiting faculty at Institute for Psychotherapy and Management Science, Nagpur. He is an active contributor in Mind Plus and other net groups.

Some people are very important in a child’s life. Who are the important people in the lives of the children you care for? They usually include Mom, Dad, brothers, sisters, and grandparents. People who are important to children have a great affect on the development of self-esteem in the children. The overall happiness and success of children primarily depends on parents building self-confidence in their children, as having high self-esteem will have tremendous impact on a child’s success and independence as adults.

Patterns of self-esteem start very early in life. For example, a toddler who reaches a milestone experiences a sense of accomplishment that bolsters self-esteem. Learning to roll over after dozens of unsuccessful attempts teaches a baby a “can-do” attitude.

Children With High Self-Esteem Are Able To:

• They act independently
• They assume and perfectly know the responsibilities
• They know how to deal with their emotions
• They accept new challenges willingly
• They can handle problems efficiently

Kids with healthy self-esteem tend to enjoy interacting with others. They’re comfortable in social settings and enjoys group activities as well as independent pursuits. When challenges arise, they can work toward finding solutions and voice discontent without belittling themselves or others. For example, rather than saying, “I’m an idiot,” a child with healthy self-esteem says, “I don’t understand this.” They know their strengths and weaknesses, and accept them. A sense of optimism is always seen in these kids.

Children With Low Self-Esteem:

• They always feel unloved and unwanted
• Always blame others for their own mistakes
• Avoid taking on new challenges or tasks
• Put themselves down
• Discredit their own abilities
• Are easily influenced or manipulated by others

Kids with low self-esteem may not want to try new things, and may frequently speak negatively about themselves: “I’m stupid,” “I’ll never learn how to do this,” or “What’s the point? Nobody cares about me anyway.” They may exhibit a low tolerance for frustration, giving up easily or waiting for somebody else to take over. They tend to be overly critical of and easily disappointed in themselves. Kids with low self-esteem see temporary setbacks as permanent, intolerable conditions, and a sense of pessimism predominates.

17  Self-Esteem Activities For Children:

1. Help set the table with spoons, napkins, placemats
2. Help clear the table after meals
3. Wash the table after meals with a cloth or sponge
4. Carry in the newspaper
5. Pick up toys, clothes and shoes
6. Make their bed
7. Help carry in groceries
8. Help put groceries away
9. Help prepare dinner, wash vegetables, stirring
10. Wash kitchen counters
11. Make their own lunch
12. Sweep, dust or vacuum
13. Sort and fold laundry
14. Help with yard work
15. Help with gardening, plant flowers or vegetables
16. Feed and walk family pets
17. Help wash and clean the family car

How Parents Can Build Self-Esteem In Children:

Parents can help build self-esteem in children and teens, avoiding problems associated with low-esteem by focusing on giving praise and encouraging comments, as well as opportunities to discover and experience success.

If children show an interest in art or drawing, promote self-esteem by providing children with art supplies. Help children discover who they are, promote and encourage their interest in gardening, dance, reading, music, animals etc, and allow children to do for themselves what they are capable of doing safely. After-school sports or other after-school activities help build self-confidence and a spirit of teamwork, which are important character traits to be learned. Be loving and firm in giving children activities or chores, offer choices of chores to be done so they can learn how to make decisions, and learn consequences of decision-making.

By building healthy self-esteem in children and teens, parents help ensure their kids grow up to become independent, self-sufficient adults as opposed to children who grow up believing the world owes them everything they want.

Article written by Meghna Bhagwati

Meghna Bhagwati is a Psychologist and Child consulting counselor. Prior to it, Meghna was a Professor of Psychology at Amity University, Jaipur. She has been involved in child consulting and counseling and presented/attended various national & international seminars on Guiding and Counseling Psychology. She has a fair experience as a child psychologist in preventing, understanding, treating and diagnosing children’s problems such as behavioral problems, emotional problems, family problems, cognitive problems, developmental, and psychological problems.

What to Look for

Among all the dilemmas facing a parent of a child with emotional or behavioral problems, the first question-whether the child’s behavior is sufficiently different to require a comprehensive evaluation by professionals-may be the most troublesome of all. Even when a child exhibits negative behaviors, members of a family may not all agree on whether the behaviors are serious. For instance, children who have frequent, severe temper outbursts or who destroy toys may appear to have a serious problem to some parents, while others see the same behavior as asserting independence or showing leadership skills.

Every child faces emotional difficulties from time to time, as do adults. Feelings of sadness or loss and extremes of emotions are part of growing up. Conflicts between parents and children are also inevitable as children struggle from the “terrible two’ s” through adolescence to develop their own identities. These are normal changes in behavior due to growth and development. Such problems can be more common in times of change for the family – the death of a grandparent or family member, a new child. a move to the city. Generally, these kinds of problems tend to fade on their own or with limited visits to a counselor or other mental health professional as children adjust to the changes in their lives. At times, however, some children may develop inappropriate emotional and behavioral responses to situations in their lives that persist over time.

The realization that a child’s behavior needs professional attention can be painful or frightening to parents who have tried to support their child, or it may be accepted and internalized as a personal failure by the parent.

Many parents are afraid that their child may be inappropriately labeled, and point out that the array of diagnoses, medicines, and therapies have not been agreed upon by all specialists. Still others become alarmed after obtaining an assessment for their child only to discover that the evaluator believed emotional disturbances originate in family dynamics and that “parenting skills” classes were the best way to address the problem. While many parents will concede that they may need to learn new behavior management or communication techniques in order to provide a consistent and rewarding environment for their child, many also express deep anger about the blame that continues to be placed on families with children who behave differently.

Before seeking a formal mental health assessment, parents may have tried to help their child by talking to friends, relatives or the child’s school. They may try to discover whether others see the same problems, and to learn what others suggest they might try. Parents may feel that they also need help in learning better ways of supporting the child through difficult times, and may seek classes to help them sharpen behavior management skills or conflict resolution skills. Modifications in a child’s routine at home or school may help to establish whether some fine tuning” will improve performance or self-esteem. If the problems a child is experiencing are seen as fairly severe, and are unresponsive to interventions at school, in the community or at home, an assessment by a competent mental health professional is probably in order. Assessment will provide information which, when combined with what parents know, may lead to a diagnosis of an emotional or a behavioral disorder, and a recommended treatment program.

So when is that magical moment when parents should recognize their child’s behavior has surpassed the boundary of what all children do and has become sufficiently alarming to warrant a formal assessment? There probably isn’t one. It is often a gradual awareness that a child’s emotional or behavioral development just isn’t where it should be that sends most parents on a quest for answers.

Perhaps the most important question of all for parents of school age children to consider is, “How much distress is your child’s problems causing you, the child, or other members of the family?” If a child’s aggressive or argumentative behaviors, or sad or withdrawn behaviors are seen as a problem for a child or members of his or her family, then the child’ s behaviors are a problem that should be looked at, regardless of their severity.

While there is no substitute for parental knowledge, certain guidelines are also available to help families make the decision to seek an evaluation. In Help for Your Child, A Parents Guide to Mental Health Services, Sharon Brehm suggests three criteria to help in deciding whether a child’s behavior is normal or a sign that the youngster needs help:

• The Duration of a Troublesome Behavior – Does it just go on and on with no sign that the child is going to outgrow it and progress to a new stage?
• The Intensity of a Behavior - For instance, while temper tantrums are normal in almost all children, some tantrums could be so extreme that they are frightening to parents and suggest that some specific intervention might be necessary Parents should pay particular attention to behaviors such as feelings of despair or hopelessness; lack of interest in family, friends, school or other activities once considered enjoyable; or behaviors which are dangerous to the child or to others.
• The Age of the Child – While some behavior might be quite normal for a child of two, observation of other children of the youngster’s age may lead to the conclusion that the behavior in question is not quite right for a five year old. Not all children reach the same emotional milestones at the same age, but extreme deviations from age-appropriate behaviors may well be cause for concern.

Attempts at self-injury or threats of suicide, violent behaviors, or severe withdrawal that creates an inability to carry on normal routines must be regarded as emergencies for which parents should seek immediate attention, through a mental health or medical clinic, mental health hotline, or crisis center.

Parents will also want to consider whether their child’s behavior could be influenced by other factors:

• whether a specific physical condition (allergies, hearing problems, change in medication, etc.) could be affecting the behavior;
• whether school problems (relationships, learning problems) are creating additional stress;
• whether the adolescent or older teen might be experimenting with drug use or alcohol; or
• whether changes in the family (divorce, new child, death) have occurred which may be causing concern for the child.

Young Children

Special consideration needs to be given to identifying behaviors of concern in very young children. Their well-being is so connected with that of the family that services must be developed with and directed to the family as a unit. The goal in assessing and providing services to a young child should include helping families to articulate their own stresses and strengths. It is in the context of family that a child first explores his or her world and learns to adapt to the varied demands of families and the world at large.

Historically, many professionals have not been anxious to have a child “labeled and judged” at an early age. On the other hand, the earlier that parents and professionals can intervene in the life of a young child with delays in emotional and behavioral development, the better it is for both the child and the family. Early assessment and intervention requires that parents be involved in both giving and receiving information about their child’s development. Interviews with families and observations of their child to assess how well he or she communicates, plays, relates to peers and adults, and is able to self-regulate behavior is useful in deciding whether the child has a developmental problem that needs attention.

Most often, the first indications that an infant may be experiencing significant problems will be delays in normal development. An infant who is unresponsive to his or her environment (doesn’t show emotion such as pleasure or fear that is developmentally appropriate, doesn’t look at or reach for objects within reach or respond to environmental changes such as sound or light), who is over-responsive (easily startled, cries), or who shows weight loss or inadequate weight gain that is not explainable by a physical problem (failure to thrive), should have a thorough evaluation. If parents have questions about their child’s development, they should call their child’s pediatrician or family physician. Many doctors who include young children in their practice will have materials available for parents on normal childhood development.

Toddlers may have a tremendous range of behaviors that would be considered developmentally appropriate, depending on the child’s own history. However, any significant delays (six months or more) in language development, motor skills or cognitive development should be brought to the attention of the child’s pediatrician. Children who become engrossed in self-stimulating behavior to the exclusion of normal activities or who are self-abusive (head banging, biting, hitting), who do not form affectionate relationships with care providers such as baby-sitters or relatives, or who repeatedly hit, bite, kick or attempt to injure others should be seen by their pediatrician or family physician and, if indicated, by a competent mental health professional.

Especially with a first child, parents may feel uneasy, uncomfortable, or even foolish about seeking an evaluation for their very young child. While sorting out problems from developmental stages can be quite tricky with infants and toddlers, early identification and intervention can significantly reduce the effects of abnormal psychosocial development. Careful observation of infants and toddlers as they interact with caregivers, their family or their environment is one of the most useful tools that families or physicians have, since many mental health problems cannot be diagnosed in any other way.

The Individuals with Disabilities Education Act (IDEA) requires states to provide services for children from ages three through twenty-one who have disabilities, and established an Early Intervention State Grant Program (part H of the IDEA) to serve infants and toddlers from birth through the age of two. The law specifies that states who apply for and receive funds under Part H must provide a multi-disciplinary assessment of infants or toddlers who are experiencing significant delays in normal development, and identify services appropriate to meet any identified needs in a written Individual Family Services Plan (IFSP). As of this writing, all states are receiving funds to provide services to infants and toddlers. Parents who have questions related to preschool or early intervention programs should call their local school district offices or their state Department of Health or Human Services for guidance.

Cultural Considerations

Appropriate assessment of a child’s mental or emotional status is key to developing appropriate school or mental health services. For children who are cultural or racial minorities, parents will want to know how, or if, those differences will affect assessment results.

Tests, by their very nature, have been developed to discriminate. if everyone taking a test scored the same, then the test would be of no use. What’s important, though, is that tests discriminate only in those areas they were designed to measure – such as depression, anxiety, etc. – and not along measures such as cultural background, race, or value systems.

If the professional who is responsible for assessment is not of the same cultural background as the child, parents should feel free to ask what his or her experiences have been in cross-cultural assessment or treatment. Professionals who are sensitive to issues of bias related to language, socioeconomic status or culture in formal assessment tools should willingly share such information with parents.

One way of minimizing the effects of cultural bias in obtaining an appropriate diagnosis is to utilize a multidisciplinary approach to assessment involving persons from different backgrounds (teacher, therapist, parent, social worker) in completing the assessment. Several questions to consider are:

• Do the various professionals agree with one another?
• Did the professionals use family information about the child’s functioning at home and in the community to aid in making a diagnosis?
• Does the family believe the assessment is accurate?

When a multidisciplinary approach is not practical or available, the person providing the assessment should give a battery of tests to reduce the effects of bias in an individual test when making a determination that a child needs mental health services.

If children from specific ethnic or cultural groups appear to be over-represented in the program that has been selected or recommended for a child, parents should carefully examine the procedures for determining their child’s placement.

If parents decide that the placement decision was not influenced by racial or cultural bias, that perspective can increase confidence in the therapeutic program selected for their child.

Seeking Assessment

Once parents have decided that their child or adolescent has behaviors that deserve at least a look by a mental health professional, the question then becomes where to turn for an evaluation.

If the child is of school age, a first step could be to approach the school’s special education director and request an assessment by the school psychologist or teacher. If the family doesn’t want to involve the school at this point, there are several other places to turn for an evaluation.

A family doctor can rule out physical health issues and refer families to an appropriate child or adolescent psychologist or psychiatrist. Also, many hospitals and most community mental health centers offer comprehensive diagnostic and evaluation programs for children and adolescents.

Assessment can be costly, but there are some supports available for families. For instance, most insurance companies will cover all or a portion of the costs of an assessment or, Medical Assistance Medicaid) will cover costs for eligible families.

For Medicaid-eligible children, the Early and Periodic Screening, Diagnosis and Treatment (EPSDT) Program provides preventive health care, including screening (assessment), diagnosis, and appropriate mental health services.

Under EPSDT, a screen is a comprehensive health evaluation, including the status of a child’s emotional health. A child is entitled to periodic screenings, or an interperiodic screening (between normal screening times) whenever a physical or emotional problem is suspected and is entitled to receive health services to address such problems from any provider (public or private) who is a Medicaid provider. Because of the numbers of changes being proposed in the Medicaid program at the time of this waiting, it is a good idea for parents to check with their state Medicaid office if they are concerned about services under the EPSDT program.

Other parents, particularly those in rural areas, may want to first approach their county’s public health nurse or mental health services director. Either may be able to direct them to an evaluation program available in their area.

Community mental health centers are also a good source of help, and can be less expensive than seeking out a private doctor or mental health professional. Parents will want to ask for professional staff with experience in evaluating the mental health needs of children if in doubt, ask for the credentials and expertise of the professional who is assigned to work with the child. Credentials should be offered and should be displayed in the professional’s workplace.

Article written by Dr Smita Pandey Bhat Dr Smita Pandey Bhat is a Counselor and Clinical Psychologist. She has completed her M.Phil and PhD in Clinical Psychology, from Central Institute of Psychiatry (C.I.P), Ranchi. She has seven years of experience in this field at different places. She provides psychological counseling, psychotherapies like, Supportive Therapy, Cognitive Behavior Therapy, Interpersonal Therapy, Social Skills Training, Assertiveness Training etc. as per the requirement of the people. She also provides assessments like Intelligence Tests and Personality Assessments for Children as well as Adults. Dr. Smita Pandey Bhat gave lectures on clinical psychology to nursing students and staff, as well as M.Phil students. She is a clinical psychologist of repute and has made appearances on several live television shows and appeared as Celebrity Guest on Indiatimes.