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Introduction: Though interviewers try to look for integrity, motivation and perseverance in candidates, the final decision is often based on gut feel. If the candidate feels right to the interviewer, then the job is most likely to be in the bag. Benefits: Get a chance to hone your CV making skill. Learn how to cope with your interviewer’s style. Find out how adept you are at tackling interviews. Learn to control the pace of your interview. Get advice from experts. Right Person For The Right Job: Gut feel Fast changing work ethics around the globe have made it imperative to build a bridge of understanding between interviewers and interviewees. After all, the interviewer and the interviewee are on the same side of the table, despite facing each other across it. The interviewee wants a job where he/she will be happy, while the interviewer wants a satisfied employee who will do the job. Interviews offer guidelines in selecting the right man for the right job. And when this happens, it is

The term ‘motivation’ has been derived from the Latin word ‘moveve’ which means to move. It represents the force that moves people and causes them to act. Motivation is something that motivates a person into action and continues him in the course of action enthusiastically. Characteristics of Motivation § Motivation is a psychological phenomenon: Motivation is an internal feeling which generates within an individual. Motivating factors are always unconscious but they are to be aroused by managerial action. § Motivation is based on needs: Needs may be consciously or unconsciously felt. Needs may be (a) fundamental needs such as food, clothes, shelter, etc. and (b) ego-satisfaction needs such as self-development, self-actualization. These needs vary with individuals and with the same individual at different times. § Goals are motivator: Motivation causes goal directed behavior, feeling of need by the person causes him to behave in such a way that he tries to satis

1: What is Conduct Disorder:- Children with conduct disorder repeatedly violate the personal or property rights of others and the basic expectations of society. A diagnosis of conduct disorder is likely when symptoms continue for 6 months or longer. Conduct disorder is known as a “disruptive behaviour disorder” because of its impact on children and their families, neighbours, and schools. Another disruptive behaviour disorder, called oppositional defiant disorder, may be precursor of conduct disorder. A child is diagnosed with oppositional defiant disorder when he or she shows signs of being hostile and defiant for at least 6 months. Oppositional defiant disorder may start as early as the preschool years, while conduct disorder generally appears when children are older. Oppositinal defiant disorder and conduct disorder are not co-occurring conditions. 2:0 What are the signs of conduct disorder:- · Aggressive behaviour that harms or threatens other people or animals. · De

1:0 Emotional & Behavioural Disorders:- What is normal ? What is aberrant ? Notice the differences in definitions and notice that for each definition there is a unique way of measuring normal and aberrant. There is no single, standard way of meaning social or emotional functioning. Judgments are always required to determine whether or not behaviour is “abnormal”. What may be considered deviant behaviour in one culture may actually be the norm in another. 2:0 Seriously Emotionally Disturbed:- The term serious emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance. a) An inability to learn, which cannot be explained by intellectual, sensory, or health factors; b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. c) Inappropriate types of behaviour or feelings under normal circumstances

1:0 Separation Anxiety: Most of us can recall a childhood incident or nightmare where we suddenly realized we had become separated from a parent or parents and could not find them. Memories of that terror of feeling lost and alone, and the enormous sense of relief at finding them again, stay with us long after the event. For a short while afterwards we were probably anxious about getting lost again and stayed a bit closer than usual to our parents until the incident faded away. It is normal for all children to experience some anxiety when they are away from their parents. This is called separation anxiety and it is a protective mechanism which slowly disappear as children grow older. Some degree of separation anxiety is normal even in adults. We usually call it homesickness. 2:0 Separation Anxiety Disorder: Some children experience feeling of fear and high anxiety constantly. For them, every minute of the day is filled with the terrible possibility that they might be separated from the

1:0 Identifying the Gifted: · Einstein was four years old before he could speak and seven before he could read. · Isaac Newton did poorly in school · When Thomas Edison was a boy, his teachers told him he was too stupid to learn anything. · F W Woolworth got a job in a dry good store when he was 21. but his employers would not let him wait on a customer because he “Didn’t have enough sense”. · A newspaper editor fired Walt Disney because he had “No good ideas.” · Leo Tolstoy flunked out of college. · Verner Von Braun flunked 9th grade algebra. · Admiral Richard E Byrd had been retired from the navy as “Unfit for service.” But he flew over both the poles thereafter. · Louis Pasteur was rated as mediocre in chemistry when he attended College. · Winston Churchill failed the 6th grade. 2:0 Recognizing the characteristics of Gifted Children: Eric Clearinghouse on Handicapped and Gifted Children (1985) cites three types

1:0 What is Autism ? Autistic disorder almost always develops before the age of threee and is characterized by impaired verbal and non-verbal communication, social interaction, some form of repetitive and restricted stereotyped interest, ritual, or other behaviour. Autistic children show abnormal responses to sensations. Any one or more of these senses may be affected. All these difficulties manifest themselves in behaviours, i.e., abnormal ways of relating to people, objects and events in the environment. Autism is also known as a ‘spectrum disorder’, because the severity of symptoms ranges from a mild learning and social disability to a severe impairment, with multiple problems and highly unusual behaviour. The disorder may occur alone, or with accompanying problems such as mental retardation or seizures. Autism is not a rare disorder, being the third most common development disorder. Typically, about 20 in a population of 10,000 people will be autistic or have autistic symptoms. 2:0

Anger is a perfectly natural emotion. Everyone gets angry at some time or another. But when it gets out of control and turns destructive, it can lead to problems --- problems at work, in one’s personal relationships, and in overall quality of life. And it can make one feel as though one is at the mercy of an unpredictable and powerful emotion. However, how we behave when we are angry is something that can be and should be controlled or changed. There are times when one gets angry and don’t know what to do with oneself after one has snapped at someone in the situation. It is not wrong to feel angry but it is wrong to take out one’s anger on others. One needs to change one’s behaviour while angry instead of suppressing one’s emotion --- like “ I feel angry when you keep taking my pencil. I wish you bring extra ones from home” --- instead of screaming at someone in the class and making one’s point. 1:0 What Is Anger: Anger is “an emotional state that varies in intensity from mild irrita

The term learning disability refers to many different types of learning issues that can vary widely in levels of severity. Students with a learning disability have at least average intelligence. They have areas of high functioning and areas of difficulties. Their learning disabilities are not caused by problem, such as vision or hearing impairments, or by primary emotional disturbance, and their challenges are not the result of poor schooling. Students with learning disabilities take in information, such as sights or sounds, but may have difficulty understanding or attaching meaning to it. They find it hard to organize information so that it is readily accessible. Retrieving the information from either short or long term memory is difficult. In addition, expressing the information, either verbally through speech or writing, or nonverbally may be a problem. Students with learning disabilities often exhibit wide discrepancies between different skills areas, in other words, they may be g