Adolescent and School Wellbeing

Adolescent Wellbeing

Adolescence is a new birth, for the higher and more completely human traits are now born. G. Stanley Hall

The World Health Organization (WHO) defines adolescents as those people between 10 and 19 years of age. The great majority of adolescents are therefore included in the age-based definition of “child”, adopted by the Convention on the Rights of the Child, as a person under the age of 18 years.

Adolescence is a period of life with specific health and developmental needs and rights. It is also a time to develop knowledge and skills, learn to manage emotions and relationships, and acquire attributes and abilities that will be important for enjoying the
adolescent years and assuming adult roles.

Importance of adolescence period:

Age is a convenient way to define adolescence. But it is only one characteristic that delineates this period of development. Adolescence is one of the most rapid phases of human development. Although the order of many of the changes appears to be universal, their timing and the speed of change vary among and even within individuals. 
As human beings, we all mature physically from childhood to adolescence and then into adulthood, but our emotions lag behind. Bernard Sumner

Adolescence: Neurodevelopmental changes

Important neuronal developments are also taking place during the adolescent years. These developments are linked to hormonal changes but are not always dependent on them. Developments are taking place in regions of the brain, such as the limbic system, that is responsible for pleasure-seeking and reward processing, emotional responses, and sleep regulation. At the same time, changes are taking place in the pre-frontal cortex, the area responsible for what are called executive functions: decision-making, organization, impulse control, and planning for the future. The changes in the pre-frontal cortex occur later in adolescence than the limbic system changes.

Adolescence: Psychological and Social changes

Over the course of the second decade, adolescents develop stronger reasoning skills, logical and moral thinking, and become more capable of abstract thinking and making rational judgements. Changes taking place in the adolescent’s environment both affect and are affected by the internal changes of adolescence. These external influences, which differ among cultures and societies, include social values and norms and the changing roles, responsibilities, relationships and expectations of this period of life.

Implications for Health and Behaviour

In many ways adolescent development drives the changes in the disease burden between childhood to adulthood—for example, the increase with age in sexual and reproductive health problems, mental illness and injuries. Many of the health-related behaviours that arise during adolescence have implications for both present and future health and development. For example, alcohol use and obesity in early adolescence not only compromise adolescent development, but they also predict health-compromising alcohol use and obesity in later life, with serious implications for public health.
Adolescence represents an inner emotional upheaval, a struggle between the eternal human wish to cling to the past and the equally powerful wish to get on with the future. Louise J. Kaplan

Adolescence Development

Key Points

  • Adolescence is one of the most rapid phases of human development.
  • Biological maturity precedes psychosocial maturity. This has implications for policy and programme responses to the exploration and experimentation that takes place during adolescence.
  • The characteristics of both the individual and the environment influence the changes taking place during adolescence.
  • Younger adolescents may be particularly vulnerable when their capacities are still developing and they are beginning to move outside the confines of their families.
  • The changes in adolescence have health consequence not only in adolescence but also over the life-course.
  • The unique nature and importance of adolescence mandates explicit and specific attention in health policy and programmes.

Implications for Polices and Programmes

The changes that take place during adolescence suggest nine observations with implications for health policies and programmes. Hence,

  • Adolescents need explicit attention.
  • Adolescents are not all the same.
  • Some adolescents are particularly vulnerable.
  • Adolescent development has implications for adolescent health.
  • Adolescent development has health implications throughout life.
  • The changes during adolescence affect how adolescents think and act.
  • Adolescents need to understand the processes taking place during adolescence.
  • To contribute positively, adults need to understand the processes taking place during adolescence.
  • Public health and human rights converge around concepts of adolescent development.

The Adolescence Education Programme (AEP) is an important initiative that aims to empower young people with accurate, age appropriate and culturally relevant information, promote healthy attitudes and develop skills to enable them to respond to real life situations in positive and responsible ways. Adolescence education is a new curricular area which is still undergoing the process of validation. Prabuddhaa Integrated Wellbeing Academy explores this arena through the following programs:

Adolescent Wellbeing and Life Skills Education

Level 1

I - Bloom

Early Adolescents
(9-12 years)

Level 2

I - Blossom

Middle Adolescents
(13-16 years)

Level 3

I - Flourish

Late Adolescents
(17-19 years)

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School Wellbeing

Education is the most powerful weapon which you can use to change the world Nelson Mandela.

"Teaching is a form of magic. It is alchemy in which we try to help young people find the gold within themselves."

Teachers hold, inspire, support, care for and transform the opportunities of our next generation.  So, the relationship between learning and wellbeing can be considered at different levels in Schools and Colleges. At a basic level, psychological and physical wellbeing enhances opportunities to engage in education, but at a more complex level, the choices that teachers make about content and pedagogy can create opportunities for young people to lead lives they have reason to value. The Triad of Wellbeing and Life skills education consists of Teachers, Parents, and Children/adolescents in the Societal Context. Hence, we offer Wellbeing and Life Skills Training to Teaching and Non-Teaching Faculty in Three Levels.

Growing up healthy, emotional wellbeing and mental health, interpersonal relationships, values, and responsible citizenship, gender equality, nutrition, health and sanitation, promotion of healthy lifestyles, prevention, and management of substance misuse, reproductive health and HIV prevention, safety and security against violence and injuries, and promotion of safe use of the internet, media and social media are the 11 identified themes for this mission.  We use the training modules as prescribed by World Health Organization, UNICEF, NCERT, MoHFW along with Age-Specific Life Skills and Wellbeing training requisites.

The Adolescence Education Programme (AEP) is an important initiative that aims to empower young people with accurate, age appropriate and culturally relevant information, promote healthy attitudes and develop skills to enable them to respond to real life situations in positive and responsible ways. Adolescence education is a new curricular area which is still undergoing the process of validation. Prabuddhaa Integrated Wellbeing Academy explores this arena through the following programs:

WELLBEING TRAINERS PROGRAM AS CAPACITY BUILDING FOR SCHOOLS

Wellbeing Facilitator Training

I - Bloom

Early Adolescents
(9-12 years)

Wellbeing Peer Training Program

I - Blossom

Middle Adolescents
(13-16 years)

Wellbeing Master Trainer Program

I - Flourish

Late Adolescents
(17-19 years)

For more Information Contact

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Parenting and Parent Wellbeing

The beautiful thing about learning is that no one can take it away from you B. B. King.

CONSCIOUS PARENTING SEMINAR: Duration - ONE DAY:

"The best Parent can bring out the best child"

Beneficiaries: Parents, Caretakers, Custodians

It is from responsible parents that we most often learn social values such as kindness, honesty, altruism, discipline, respect, love, affection, resilience, responsibility, etc. Responsible parents also teach practical things about how to co-exist in society. Parents’ values and parenting styles can shape children fundamentally as people.

 It is evident, then, that if we want to ensure that our society is a just and tolerant one, governed by moral principles, then we must all strive to be good and responsible parents. Because it helps in motivating children, highly impactful on the generation, it breeds responsible citizenship.

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Comprehensive School Health and Wellbeing Services

The introduction of school health services in India dates back to 1909 when school children in the city of Baroda were given the first medical examination. The School Health Programme is the only public sector programme specifically focused on school-age children. It responds to the increased need of stress our children face, increases the efficacy of other investments in child development, and ensures good current and future health. Schools create a unique opportunity to improve both the education and health status of learners throughout the nation. The School Health Programme under AYUSHMAN BHARAT is a joint collaborative programme between the Ministry of Health and Family Welfare and the Ministry of Human Resource & Development.

 While the National Council of Educational Research and Training (NCERT) developed a 24-hour curriculum, training materials for the training of nodal teachers, facilitators guide were developed in consultation with the union health ministry. During this Program, our Domain Experts train the participants in School Health Promotion and Assessment Activities, Creating Capacity by training Teaching and Non-Teaching Faculty in Health, Wellness, Life Skills, and Emergency Care in Schools.

A comprehensive school health program is an integrated set of planned, sequential, school-affiliated strategies, activities, and services designed to promote the optimal physical, emotional, social, and educational development of students. The program involves and is supportive of families and is determined by the local community based on community needs, resources, standards, and requirements. It is coordinated by a multidisciplinary team and accountable to the community for program quality and effectiveness. Our Comprehensive School health Solutions envision creating a healthy society by joining our hands with Ayushmaan Bharat in the arena of health education, health screening, assessment and referrals, Life skills Education for Children, Teachers and Parents/custodians, counselling and psychological services, Positive Parenting, a healthful and supportive school environment, work-site health promotion for school faculty and staff. We strive to integrate our School and community programs with Local, State, and National Governmental and Non-Governmental Organizations.

These activities are delivered to you through our team of Domain experts consisting of Child and Adolescent Health, Education, Holistic Wellbeing, Mental Health, Life Skills Training, and Capacity Building.

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Assessment, Coaching and Counselling

An investment in knowledge pays the best interest Benjamin Frankli.

SCHOOL COUNSELLING AND GUIDANCE SERVICES :

This service is provided by well-qualified, experienced mental health professionals from the industry. These services help the student to:

  • Be successful in school
  • Establish effective study skills
  • Adjust to a new school/country/education stream
  • Develop positive feelings about work, family, and society
  • Build positive feelings toward themselves and others
  • Develop skills in interacting and communicating with others
  • Cope with change in themselves and their surroundings.
  • Identify and accept their own and others’ strengths and weaknesses
  • Recognize the causes and effects of their actions
  • Receive crisis intervention when necessary for children with special learning abilities.
  • Referral services for special assessment and learning needs.
  1. Be successful in school
  2. Develop positive feelings about work, family, and society

3. Establish effective study skills.

4. Adjust to a new school/country/education stream

5. Develop skills in interacting and communicating with others.

6. Build positive feelings toward themselves and others.

7. Cope with change in themselves and their surroundings.

8. Identify and accept their own and others’ strengths and weaknesses

9. Recognize the causes and effects of their actions

10. Receive crisis intervention when necessary for children with special learning abilities.

11. Referral services for special assessment and learning needs.

For more Information Contact

Please contact or write an email at example@mail.com us for more information