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8
lack of health care and problems with immunization, social downfall, child labour
and drug abuse (Naheeda Vaida 2012). Orphan children seem socially deprived
and they tend to encounter higher economic distress, hopelessness, and frustration
than non-orphans (Mbozi, Debit, and Munyati, 2006).
Accidents, Natural death and conflicts are creating generations of orphaned
children. In addition the loss of a parent, orphaned children may face many
hardships during their adolescence including decline in health, nutrition and
psychological wellbeing. The number of children estimated to be orphaned due to
all causes is estimated to be between 143 million and 210 million (UNICEF, 2012).
Children and adolescents in particular are at increased risk for unresolved or
complicated bereavement because of their development vulnerability and
emotional dependency. Orphan is at increased risk of losing opportunities for
school, health care, growth, development, nutrition and shelter. Moreover, with
the death of a parent, children experience profound grief, anxiety, fear, and
hopelessness with long term consequences such as psychosomatic disorders,
chronic depression, low self-esteem, self-concept, learning disabilities and
disturbed social behaviour.
Since the dawn of the human history, human beings get birth with the most
capacious thing known as mind. This mind associated with five sense organs. The
coordination of mind and five sense organs of the body give man a special
highness among all the living creatures of the earth. After the birth of an
individual these sense organs are continuously stimulated either by external
stimuli or by internal stimuli, mind reacts to these stimuli and thereby comes into
existence the core of the personality known as self. Allport (1961) has described
the self-concept as, "The self-is something of which we are immediately aware,
and we think of it as the warm central private regions of our life." As such it plays
a crucial part in our consciousnesses (a concept broader than self) in our
personality (a concept broader than consciousness) and in our organism (a concept
broader than personality) thus it is some kind of core in our being. Combs and
Syngg (1964) refers self-concept as, "the individual's perception or view of
himself." It can be concluded that self-concept is the sum total of all that the
individual can call "I" or "Me". It refers to those perceptions, beliefs, feelings,
attitudes and values which the individual views as part or characteristics of
9
himself. Thus self-concept refers to individual's perception or view of himself.
Self-concept includes the person's abstractions and evaluations about his physical
abilities, appearance, intellectual capacities, social skills, psychological self-image,
self-confidence, self-respect and self-adequacy. Thus self-concept deals with self-
perceptions. This will in turn affect his social interaction, level of aspiration
psychological health, mental health, school achievement and indirectly his
popularity and approval by other people in his environment.
The concept of mental health is as old as human being. Mental health
communicates those behaviours, perceptions and feelings that determine a
person's overall level of personal effectiveness, success, happiness and excellence
of functioning as a person. Bhatia (1982), describes it as the ability to balance
desire, feelings, ambitions and ideals in one's daily living. It may also be
understand as the behavioural characteristics of a person. Compton, et al. (1996)
believes that mental health is divided into three areas; personal growth, subjective
wellbeing, and the stress- resistance personality. Personal growth refers to the
development of a person's psychological quality and potentials. Subjective
wellbeing refers to positive emotions and the outlook that one has in life. Stress
resistant personality refers to the factors that increase psychological health
outcomes, achievement and performances in life.
Grades are the most universally accepted indicators of achievement in
educational setting that focus on the student (Anaya, 1999; Biggs, 1989; Goberna
1987; Harackiewicz, Barron, and Elliot, 1998; Pardo and Olea, 1993). Academic
achievement occupies a very important place in education as well as in studying
and learning process. Trow (1956) defined academic achievement as "knowledge
attaining ability or degree of competence in school tasks usually measured by
standardized tests and expressed in grade or units based on pupils' performance".
Good (1959) refers to academic achievement as, "the knowledge attained or skills
developed in the school subjects usually designed by test scores or marks assigned
by the teacher". Metha, K.K. (1969) defined academic achievement as, "Academic
performance includes both curricular and co-curricular performance of the
students. It indicates the learning outcome of the students. In class rooms students
perform their potentials efficiently as a result of it, learning takes place."
10
Need and Importance
Adolescents and Women have emerged as the most suffering group in the
conflict situation throughout the world. The armed conflict in the Kashmir valley
started in 1989 as per conservative estimates more than one lakh people have been
killed and more than this number have been injured. Among the suffering people
the most significant groups are adolescents and women. who have become
orphans and widows respectively. As a result of death of their father's, husbands
(who were the sole bread earners in their families) life conditions of widows and
destitute adolescents have become worst and deteriote day by day. It is felt that
there is an extreme difference in the situation in the family environment
(especially related to adolescents) which was provided before the death of the
father. In the pre-death situation all basic needs of adolescents were fulfilled. They
were following their educational and other career seriously and with least
problems. They had not to face social insecurity and determination within and
outside families. But all these aspects of the adolescent's life have gone extreme
form of change
One of the crucial and devastating effects of the death of father is that their
children including adolescents could not pursue their education as they were
doing earlier. While some orphan adolescents had to drop-out of schools others
facing tough time for continuing formal education. Significant numbers of
orphans are reported to be non-school goers. It is observed that these adolescents
are either staying idle at home or working somewhere for earning money for their
families. It is generally believed that adolescents working in different sectors for
completely undesirable conditions while they are exploited extremely. They have
health and many other problems. The death and destruction have taken a heavy
toll on the mental health of the people of Kashmir. The death of a parent
permeates into all aspects of a child's life. He experiences a decline in health,
nutrition, and psycho-social well-being (UNAIDS/ UNICEF/ USAID, 2004;
UNICEF, 2003). Research in this area is important because the death of the parent
is a risk factor for the development of psycho-social issues in children (Bauman &
Germann, 2005). In fact, children who experience the death of a parent are at twice
the risk of suffering from a psychiatric disorder, disturbing mental health than
children who have two live parents (Rutter, 1996). Mental health is a state of mind
11
characterized by emotional well-being, relative freedom from anxiety and
disabling symptoms, and a capacity to establish constructive relationships and
coop with the ordinary demands and stresses of life. It is a state of emotional and
psychological well-being in which an individual is able to use his or her cognitive
and emotional capabilities and meet the ordinary demands of everyday life.
Mental health is a positive state of mind engendering a sense of wellbeing that
enables a person to function effectively within society. The self-concept plays a
vital role and has a vital significance in the existence and life of an individual. If a
person understands and realizes himself-in a right way he develops positive self-
concept and he turns into a star. If he does not understand and realize himself-in
right way he develops negative self-concept and turns into a waste. A student who
is abused insulted beaten etc. develops negative self-concept and therefore
remains academically backward. While as a student who is reinforced positively
becomes a high academic achiever. We know that a student's memory, reasoning,
problem solving, thinking, understanding, recall, recognition, perception,
attention, memorization etc. all are influenced by his self-concept, therefore self-
concept should be developed in a right way so that these abilities would achieve
maximum heights in academic side. Self-concept has a major effect on the
intelligence and knowledge of the students. It widens the horizon of intellect and
knowledge of the student if developed in a right way. The importance of
scholastic and academic achievement has raised important questions for
educational researchers. What factors promote achievement in students? How far
do the different factors contribute towards academic achievement? (Ramaswamy,
1990). The desire of success is derived from an individual's concept of himself-and
in terms of the meaning of various incentives as they spell success and failure in
the eyes of others. Thus a child, who sees himself-as top ranking, or as a scholar,
may set his goal and the attainment of higher grades in the class. A modern
society cannot achieve its aim economic growth, technical development and
cultural advancement without harnessing the talents of its citizens.
Normally there should have been a dependable mechanism to address the
gigantic problems of orphan adolescents and its accompanying miseries. But
primarily due to absence of necessary commitment, determination and partly
because of the lack of the sort or resources provided by the state. It is against this
12
back ground that during the last few years a number of voluntary charitable and
political organizations have come forward to take care of orphan adolescents in
the valley. Since the voluntary organizations have been actually engaged in
looking after the orphan adolescents in orphanages for the last many years in
Kashmir valley there is a tremendous need to asses these students on the basis of
self-concept, mental health and Academic achievement and to compare them with
non-orphan adolescents.
The purpose of the present investigation was to examine the differences in
Self-concept, Mental Health and Academic achievement of orphan and non-
orphan adolescents. The study adds the literature and will become a guideline for
researchers, educationists, administrators and counselors to guide the students in
a proper way and to frame the suitable educational environment where they
would be accommodated and their Self-concept, Mental Health and Academic
achievement may improve.
Statement of the Problem
The problem for the present investigation has been taken as under:
"A study of Self-concept, Mental Health and Academic achievement of orphan
and non-orphan adolescents".
Objectives for the Present Study
The following objectives have been formulated for the present investigation.
1.
To identify Orphan and Non-Orphan adolescents.
2.
To study Self-concept, Mental Health and Academic achievement of
Orphan and Non-orphan adolescents.
3.
To compare Orphan and Non-orphan adolescents on Real Self-dimension
of Self-concept.
4.
To compare Orphan and Non-orphan adolescents on Ideal Self-dimension
of Self-concept
5.
To compare Orphan and Non-orphan adolescents on Emotional stability
dimension of Mental Health Battery.
6.
To compare Orphan and Non-orphan adolescents on overall Adjustment
dimension of Mental Health Battery.
13
7.
To compare Orphan and Non-orphan adolescents on Autonomy dimension
of Mental Health Battery.
8.
To compare Orphan and Non-orphan adolescents on Security/Insecurity
dimension of Mental Health Battery.
9.
To compare Orphan and Non-orphan adolescents on Self-concept
dimension of Mental Health Battery.
10.
To compare Orphan and Non-orphan adolescents on General Intelligence
dimension of Mental Health Battery.
11.
To compare Orphan and Non-orphan adolescents on composite scores of
Mental Health Battery.
12.
To compare Orphan and Non-orphan adolescents on Academic
achievement.
Hypotheses for the Present Study
Following hypotheses have been formulated for the proposed investigations.
1.
Orphan and non-orphan adolescents differ significantly on Real Self-
dimension of Self-concept.
2.
Orphan and non-orphan adolescents differ significantly on Ideal Self-
dimension of Self-concept.
3.
Orphan and non-orphan adolescents differ significantly on Emotional
stability dimension of Mental Health Battery.
4.
Orphan and non-orphan adolescents differ significantly on Overall
Adjustment dimension of Mental Health Battery.
5.
Orphan and non-orphan adolescents differ significantly on Autonomy
dimension of Mental Health Battery.
6.
Orphan and non-orphan adolescents differ significantly on
Security/Insecurity dimension of Mental Health Battery.
7.
Orphan and non-orphan adolescents differ significantly on Self-concept
dimension of Mental Health Battery.
8.
Orphan and non-orphan adolescents differ significantly on General
intelligence dimension of Mental Health Battery.
9.
Orphan and non-orphan adolescents differ significantly on composite
Scores of Mental Health Battery.
14
10.
Orphan and non-orphan adolescent differ significantly on Academic
achievement.
Operational Definitions of the Terms and Variables
Self-concept
Self-concept for the present study refers to the scores obtained by students
on Nadeem's self-perception inventory. It has two dimensions
Real self
Ideal self
Mental Health
Mental health for the present study refers to the scores obtained by
students on A.K. Singh and Alpana Sen. Gupta's Battery of Mental Health,
translated into English by Gulnaz. It has six dimensions such as:-
¾ Emotional stability
¾ Overall adjustment
¾ Autonomy
¾ Security insecurity
¾ Self-concepts
¾ General intelligence
Academic Achievement
Academic achievement for the present study refer to the marks obtained by
the students in 8
th
class final examinations.
Adolescents
Adolescents for the present study refers to school-going adolescents falling
in the age group of 16-17.
Orphan
Orphan for the present study refer to those adolescents who have lost their
fathers during 1996 (turmoil) and on-wards.
Non-orphan
Non-orphan for present study refers to those adolescents whose parents are
alive.
15
Delimitation of the Study
The investigator delimited the study to the four districts of Kashmir viz.,
Srinagar, Gandarbal, Pulwama and Budgam.
Design of the Study
a) Sample: The present study was conducted on a sample of 200 students (100
orphan and 100 non-orphan adolescents)
b) Tools: Self-concept Inventory (Real Self-and Ideal Self) by Prof. N.A Nadeem
and Mental Health Battery By A.K. Sing and Sen Gupta (original Hindi
Version; translated by Mrs. Gulnaz in English Version) were selected by the in
investigator in order to select the required data.
Procedure
The list of Government orphanages was obtained from the office of the
Director social welfare Department and the list of Non-government orphanages
was taken from registration office for NGO press colony Srinagar. In order to
collect the sample the investigator visited various orphanages and secondary
school of district Srinagar, Budgam, Pulwama and Ganderbal, where from orphan
and non-orphan students were selected. The Self-concept, Mental Health tools
were administered among sample subjects in their respective institutions and
scoring was strictly done as per the manual of the tests. The Academic
Achievement of previous year i.e 8
th
standard of the sample subjects was collected
from the official records of the high school institutions.
Statistical Treatment
The data have been analyzed by applying mean, S.D. and t-test in order to
find the mean differences of groups.
16
Major Findings
1)
Orphan and Non-orphan adolescents have been found significantly different
on Real Self. The mean difference favour the non-orphan adolescents which
clearly indicates that Non-orphan adolescents have high Real self-as compared
to orphan adolescents.
2)
Orphan and Non-orphan adolescents have been found significantly different
on Ideal Self. The mean difference favour the non-orphan adolescents which
clearly indicates that Non-orphan adolescents have high Ideal self-as
compared to orphan adolescents.
3)
Orphan and Non-orphan adolescents have been found significantly different
on Emotional Stability. The mean difference favour the non-orphan
adolescents which clearly indicates that Non-orphan adolescents have high
Emotional stability as compared to orphan adolescents.
4)
Orphan and Non-orphan adolescents have been found significantly different
on Overall adjustment. The mean difference favour the non-orphan
adolescents which clearly indicates that Non-orphan adolescents have high
Overall adjustment as compared to orphan adolescents.
5)
Orphan and Non-orphan adolescents have been found significantly different
on Autonomy. The mean difference favour the non-orphan adolescents which
clearly indicates that Non-orphan adolescents have high Autonomy as
compared to orphan adolescents.
6)
Orphan and Non-orphan adolescents have been found significantly different
on Security insecurity. The mean difference favour the non-orphan
adolescents which clearly indicates that Non-orphan adolescents have high
Security/insecurity as compared to orphan adolescents.
7)
Orphan and Non-orphan adolescents have been found significantly different
on Self-concept. The mean difference favour the non-orphan adolescents
which clearly indicates that Non-orphan adolescents have high Self-concept as
compared to orphan adolescents.
8)
Orphan and Non-orphan adolescents have been found significantly different
on General intelligence. The mean difference favour the non-orphan
adolescents which clearly indicates that Non-orphan adolescents have high
General intelligence as compared to orphan adolescents.
17
9)
Orphan and Non-orphan adolescents have been found significantly different
on composite Mental Health. The mean difference favour the non-orphan
adolescents which clearly indicates that Non-orphan adolescents have high
Composite mental health as compared to orphan adolescents.
10)
Orphan and Non-orphan adolescents have been found significantly different
on Academic achievement. The mean difference favour the non-orphan
adolescents which clearly indicates that Non-orphan adolescents have high
Academic achievement as compared to orphan adolescents.
19
Chapter 1: Introduction
All stages are important in man's life whether it is infancy, childhood, adolescence
or adulthood but most sensitive stage of man's life is adolescence, which starts
from 13 and ends approximately at 19 years. Adolescence is the most crucial
period in the life of a human being. It is the stage when the urge of life reaches its
highest peak. The adolescent's life is, or might be, full of hopes. The adolescents
are eager to interact with new experiences, to find new relationships, to examine
resources of inner strength and fathom the strength of their inner abilities. The
adolescent tries to have freedom to think and set his own goals and discover
means to achieve them. Adolescence is considered as a transitional phase, a
"status passage" between childhood and adulthood (Frend, 2000; Flammer and
Alsaker, 2002; Hurrelmann, Rosewitz and Wolf, 1994; Maggs, Schulenberg and
Hurrelmann, 1997). The 12-13 years of man's life are of prime importance as the
outcome during this period largely determines the man's future. The family and
the society play an essential role in the life and development of child. It lays the
foundation for the development of the individual. The period of adolescence not
only brings physical change but psychological changes that make the child a
qualitatively different person. Adolescence is an important period of physical,
social, psychological and cognitive growth (Stagman, Schwarz, and Powers, 2011).
The changes affect the mental health, self-concept, and academic achievement and
the personality of the individual as a whole. Adolescents are most assets of our
nation but helpless and insecure. However, because of the reasons like being left
by parents, loss of parents, family disintegration etc children become orphan and
live in orphanages (Anonium, 2009; Jacobi, 2009). Lack of family support on
children they feel lonely and experience various concerns and fear (Yaldirim,
2005). Globally, an orphan is defined by international organizations based on age
and parental status. According to (UNAIDS, USAID and UNICEF, 2002) an
orphan is defined as a child less than 15 years of age who have lost its mother.
Recently however, it has changed its definition to cover the loss of both parents
and to include children below 18 years of age (UNAIDS 2004)). According to the
Encyclopaedia Britannica and the MerriamWebster dictionary, an orphan is; 1) A
child deprived by death of one or usually both parents: 2) A young animal that
20
has lost his mother. 3) One deprived of some protection or advantage e.g. orphans
of the conflict. Most accepted definition of orphan is a child who has lost both
parents through death this definition is extended in most of the groups including
the loss of parents through desertion or the parents are unable or unwilling to
provide care (Skinner, 2004). UNICEF and numerous international organization
adopted the boarder definition of orphan in mid-1990's as the AIDS pandemic
begin leading to the death of millions of parents worldwide, leaving an ever
increasing number of children growing up without one or more parents. So, the
terminology of a single orphan the loss of one parent and a double orphan the loss
of both parents was born to convey this crisis. The second concern is whether the
child still having care giver and should be considered as orphans. Since, they will
still have extended family or care takers from their community. This raises a
question of difference between orphan and vulnerable child. There is the
distinction between orphan and vulnerable child, which impacts on the provision
of assistance to the children concerned. The absence of guidance certainly
increases the potential of vulnerability especially orphan. In many countries
orphans are divided into two groups, one with guardians and another without
guardians. This refers that being an orphan does not necessarily mean begin a
vulnerable. A child who is below 18 years of age and who has lost one or both
parents may be defined as an orphan (George, 2011). Social orphans are the
children who are living without parents because of abandonment or because their
parents gave them up as a result of poverty, alcoholism or imprisonment etc.
(Subbaroa and Coury, 2004).
The death of a parent or marginal gap between the children and parents
leaves children in a state of trauma, Segendo and Nambi reported in 1997 that
many orphans were showing signs of stress and trauma. Many orphan may
become withdrawn and passive or develop sadness, anger, fear and antisocial
behaviour and become violent and depressed (Wored Banes, 2004). Most common
problems faced by orphans include loss of home, high dropout rate from school,
lack of health care and problems with immunization, social downfall, child labour
and drug abuse (Naheeda Vaida, 2012). Orphan children seem socially deprived
and they tend to encounter higher economic distress, hopelessness, and frustration
than non-orphans (Mbozi, Debit, and Munyati, 2006). Orphans frequently lack
21
sufficient food, shelter; schooling and medical care and are at risk of abuse and
economic exploitation (Berry and Guthrie, 2003). Orphans may experience
additional trauma from lack of nurturance, guidance, and lack a sense of
attachment, which may impede their socialization process (through damaged self-
confidence, social competencies, motivation, and so forth). Children often find it
difficult to express their feeling, grievance, and anger effectively. In addition,
when willing to express their feeling they may find it difficult to find a sensitive
time (UNIAD, 2001). Many orphaned children continue to experience emotional
problems and little is being done in these areas of emotional support. There are
several reasons. First, there is lack of adequate information on nature and
magnitude of problem; second since psychological problems are not always
obvious, many adults in charge of orphans are not able to identify them. However
even when the problem may have been identified, there is lack of knowledge of
how to handle it appropriately. In many cases children are punished for showing
their negative emotions, these by adding to their pain. (Segendo and Nambi,
1997).
Accidents, Natural death and conflicts are creating generations of orphaned
children. In addition the loss of a parent, orphaned children may face many
hardships during their adolescents including decline in health, nutrition and
psychological wellbeing. The number of children estimated to be orphaned due to
all causes is estimated to be between 143 million and 210 million (UNICEF, 2012).
Kashmir is the northern most state of India. Kashmir, which was some two to
three decades before considered the heaven on earth and now from last two to
three decades has become the valley of orphans and widows. The Kashmir
conflict, which killed near one lakh people since 1989, has made a generation of
children bereaved of parents they grow up in no man's land between politics and
war. In Kashmir the destitution has been rampant since times immemorial.
Kashmir of the yester years was synonymous with peace, amity, love and
compassion. Poets would be inspired by its hospitality saying that the mute rocks
would provide to way farer water to quench his thirst. But alas! The situation is
altogether different now. The values of the land are suffering serious erosion since
last more than two decades it is no more a happy valley, no more a Jannat-E-
Benazir. The land with a history woven in the mosaic of myth and legends has
22
nothing but sad stories, tragic tales and appalling human rights violation reports
to offer. People in lakhs have been killed while others maimed. The most
disturbing fallout of it has been the phenomenal increase in destitution manifest in
the staggering rise the number of institutes (orphans and widows). The effects and
aftermaths of the armed conflict which are still going on, in the beautiful valley,
Healthy adolescent development depends on safe and supportive environments
that provide opportunities for youths to build strong and meaningful connections
with their schools, families and communities (Boeree, 2006). Being orphaned in
adolescence does not provide an ideal environment and may lead to mental health
problems such as depression (Erikson, 2001). The conflict in Kashmir effects are in
terms of repression, loss of security, income and service access, disrupted
schooling, displacement, military harassment and other forms that have an
immense impact on the lives of children and their families. Dabla, (2001) an
impact of conflict situation on women and children in Kashmir shows that most
crucial problem that the children face after the death of their father is economic
hardship. Empirical studies on children in an armed conflict show the determinant
effects on children's mental health and well-being. About 30-50% show post-
traumatic stress disorder (PTSD). Out of 103 children in Kashmir 37 shows
symptoms of PTSD (Margoob, 2005). Orphans in J&K have received a lot attention
in the media in the recent past. The economist carried a report in 2008 on orphans
in the state mentioning that there were 70,000-1,00000 Orphans in J&K. it was
reported that a study conducted by the United Nations International Children's
Fund (UNICEF 2007) put the estimate at the 1,00000 orphans. A human rights
organization estimates that 5%-6% of the state's children are either orphan,
destitute or neglected ones, not getting the basic need. The article by Balraj Puri
based on a study of 2,300 children in both Kashmir and Jammu region of the state
mentions that at least 55% of the children in Kashmir valley were fearful and
suffered from depression as well as sleeplessness. In Jammu also 51% children
were afraid, but the percentage for depression and sleeplessness were much less at
26 and 41 respectively (Puri 2005). The National Family Health Survey-3 (NFHS)
estimate on orphans in various states of India arrived at an estimate of 4.5%
orphans in J& K (IIPS 2007). The latest estimate available has been given by UK-
based child rights organization, "save the children." The reports that population
23
of orphans in J&K is 2,14,000 and 37 percent of them were orphaned due to the
armed conflict (save the Children 2012). Orphan-hood is frequently accompanied
with multidimensional problems including prejudice, school services, inadequate
food, and others that can further expose children's prospects of completing school.
Moreover, the death of one or both parents has a profound and lifelong impact on
the psychological well-being of children. Children and adolescents in particular
are at increased risk for unresolved or complicated bereavement because of their
development vulnerability and emotional dependency. Orphan is at increased risk
of losing opportunities for school, health care, growth, development, nutrition and
shelter. Moreover, with the death of a parent, children experience profound grief,
anxiety, fear, and hopelessness with long term consequences such as
psychosomatic disorder, mental health disorders, chronic depression, low self-
esteem, learning disabilities and disturbed social behaviour. This is frequently
compounded by self-stigma. Children blaming themselves for their parent's death
and for family's misfortune (Smart, 2003). Fredriksan and Kandous (2004) state
that orphaned children might have stunted development of emotional intelligence,
and life skills such as communications, decision making, negotiation skills etc.
Moreover, they often show lack of hope of future and have low self-esteem
(Kedija, 2006). Orphan reflected in the degree of unhappiness, worry low level of
patience, fatigue, depression and feeling of hopelessness and pessimism
psychological distress, psychological problems that can affect their present and
future life (Hiwot, Fentie, Lakew and Wondoesn, 2011). In general the long term
effects of orphan-hood are to be negative. These children are at an increased risk
for suffering from malnutrition, poor physique and mental health as well as being
at risk for stigmatization and exploitation and also orphans are at a risk, many
orphans are forced to drop out of school for financial reasons that would hinder
their future opportunities for job and economic growth in addition they also lead
to low educational achievement and productivity and delayed intellectual
development (Brown and Sittitrai, 2005; UNICEF, 2008).
As from above evidences; to date, research on orphan is focused on the
social development, emotional intelligence, life skills, psychological problems,
educational achievement, delayed intellectual development. The status of the Self-
concept, Mental Health and Academic achievement of orphan and non-orphan
24
adolescents is not explored, if so but meagre way and in abroad, not in Kashmir
and too with other variables like depression, adjustment, self-esteem, poverty,
coping strategy, aspiration and family size. Therefore; the focus of present study is
fill this gap in research.
Since the dawn of the human history, human beings get birth with the most
capacious thing known as mind. This mind associated with five sense organs. The
coordination of mind and five sense organs of the body give man a special
highness among all the living creatures of the earth. After the birth of an
individual these sense organs are continuously stimulated either by external
stimuli or by internal stimuli, mind reacts to these stimuli and thereby comes into
existence the core of the personality known as self. As we look towards the world
we find different people performing different tasks. We find some people happy
and some sullen some are satisfied with life and work and some are disappointed
with life and work some are moving towards progress and some still idle. All
these activities are dependent on their self-concept. Whatever human beings do
they do it according to their self-concept but the question arises how this self-
concept develops. Cooley C.H and Mead G.H (1902) has started that the self-
develops out of child's communicative contact with others. Self-may be as one's
own person known or considered as the subject of his own consciousness or it
may be defined as distinct and characteristic individuality or identity of any
person or thing similarly "concept" may be defined as an idea, thought or opinion,
So considering the "Selfconcept", we may define it as an idea or opinion of an
individual regarding his own self-or one's knowledge about one's capacities,
potentialities or endowments. Self-concept is the organization of qualities (traits)
that the individual might express in terms of adjectives ambitions, intelligent and
roles in which he places himself- father, professor and the like that individual
attribute to himself.
Self-concept was originally proposed by leeky and adopted by Rogers- self-
concept is one of the major psychological factor operating within the individual
which determine his behaviour, self-concept is an organized configuration of
perception of the self-which are admissible to awareness. It is composed of such
elements as the perceptions of one's characteristics and abilities; the percepts and
the concepts of self-in relation to other and to the environment the value qualities
25
which are perceived as associated with experiences and objects and the goals and
ideals which are perceived as having positive or negative valance. Self-concept
refers to the image which adolescents hold about them. It is composed of many
psychological states like feeling, attitudes, impressions, habits, dispositions, like
and dislikes (Kundoo and Tutoo 2000). A self-concept is a person's total view of
him or herself-(Hamachek, 1987). Self-concept is defined as the value that an
individual places on his or her own characteristics, qualities, abilities, and actions
(Woolfolk, 2001). Broadly speaking self-concept may be considered as ones
knowledge about ones innate capabilities, potentialities and possessions to excel in
life as well as to have the realistic aspiration for better education. As such the
concept of this variable has its positive influence on the selection of one's
profession and to lead a successful life. Self-concepts are not static and on
changing, they are shaped by experience and how people interpret their
experience. The self-concept however is more than mere selfdescription while
experience help shape peoples self-concepts their self-concepts also influence the
kind of experience they have. The way an individual perceives himself-or herself-
in immensely important. The information we store about self-represents our self-
concept. Cooley C.H. (1902) developed the concept of the "looking Glass self". He
defines it; "As we see our face, figure and dress in glass and are interested in them
because they are ours and pleased or otherwise with them as in imagination we
perceive in another mind some thoughts of our appearance, manners, aims, deeds,
character, friends and so we are variously affected by it". According to Rogers, an
accurate and positive self-concept is necessarily for full functioning (Meador and
Rogers, 1974; Rogers, 1983, Damon and Hart 1982) have proposed that an
important distinction (first made by William James) is necessary for
understanding self-concept. The distinction is between `I' and `Me'. Allport (1961)
has described the self-concept as, "The self-is something of which we are
immediately aware, and we think of it as the warm central private regions of our
life." As such it plays a crucial part in our consciousnesses (a concept broader than
self) in our personality (a concept broader than consciousness) and in our
organism (a concept broader than personality) thus it is some kind of core in our
being." Combs and Syngg (1964) refers self-concept as, "the individual's
perception or view of himself.' It can be concluded that self-concept is the sum
26
total of all that the individual can call "I" or "Me". It refers to those perceptions,
beliefs, feelings, attitudes and values which the individual views as part or
characteristics of himself. Thus self-concept refers to individual's perception or
view of himself. Self-concept includes the person's abstractions and evaluations
about his physical abilities, appearance, intellectual capacities, social skills
psychological self-image, self-confidence, self-respect and self-adequacy. Thus
self-concept deals with self-perceptions. This will in turn affect his social
interaction, level of aspiration, mental health, school achievement and indirectly
his popularity and approval by other people in his environment.
The concept of mental health is as old as human being. Mental health
communicates those behaviours, perceptions and feelings that determine a
person's overall level of personal effectiveness, success, happiness and excellence
of functioning as a person. Bhatia (1982), describes it as the ability to balance
desire, feelings, ambitions and ideals in one's daily living it may also be
understand as the behavioural characteristics of a person. According to Kumar,
(1992), Mental Health is an index which shows the extent to which the person has
been able to meet his environmental demands- social, emotional, or physical.
Mental health, as such, represents a psychic condition, which is characterized by
mental peace, harmony and content. It is identified by the absence of disabling
and debilitating symptoms, both mental and somatic in the person (Schneider,
1964). Adolescents face an intense turmoil because of their cognitive, biological
and social changes taking place in this period. Furthermore adolescence is a
period of heightened risk with high rates of depression. Adolescent could navigate
this transitional period with much success, happiness and confidence without
much uncertainty and distress, but it could be possible, in only on condition i.e.
with sound mental health and self-concept. Numerous developmental studies
have examined the effect of age and gender as well as their interaction on the
epidemiology of mental health and have consistently revealed that problems are
less common in early adolescence than in late adolescence (Flemimg and Offord,
1990) and females experience high rates of such problems than males (Sprock and
Yoder, 1977). Qualls, (2002) Maintaining mental health over time is extremely
important however, risk factor exists for mental illness. Preserving mental health
can be accompanied by three characteristics: First, having a low risk of disease or
27
disability, second functioning well, both mentally and physically and finally being
fully engaged with life. Mental health or psychological well-being is the ability to
overcome the psychological distress, develop psychologically and emotionally,
become aware of others and maintains social relationship (Zeman, 2003). The
adolescent mental health is the capacity to achieve optimal psychological
functioning and well-being. It is directly to the level reached and competence
achieved in psychological and social functioning (WHO, 2005). Compton, et al.
(1996) believes that mental health is divided into three areas; personal growth,
subjective wellbeing, and the stress- resistance personality. Personal growth refers
to the development of a person's psychological quality and potentials. Subjective
wellbeing refers to positive emotions and the outlook one has on life. Stress
resistant personality refers to the factors that increase psychological health
outcomes, performance and achievement of the person.
Grades are the most universally accepted indicators of achievement in
educational setting that focus on the student (Anaya, 1999; Biggs, 1989; Goberna
1987; Harackiewicz, Barron, and Elliot, 1998; Pardo and Olea, 1993). Academic
achievement occupies a very important place in education as well as in studying
and learning process. Trow (1956) defined academic achievement as "knowledge
attaining ability or degree of competence in school tasks usually measured by
standardized tests and expressed in grade or units based on pupils' performance."
Good (1959) refers to academic achievement as, "The knowledge attained or skills
developed in the school subjects usually designed by test scores or marks assigned
by the teacher". Metha K.K. (1969) defined academic achievement as, "Academic
performance includes both curricular and co- curricular performance of the
students. It indicates the learning outcome of the students. In class rooms students
perform their potentials efficiently as a result of it, learning takes
place."Balasubramanium (1992) while reviewing studies on correlates of
achievement has observed, "Achievement is the end product of all educational
endeavors. The main concern of all educational efforts is to see that the learner
achieves. Quality control, quality assurance and of late, total quality management
of achievement have increasingly gained the attention of researches in education.
After exploring the concept of achievement in the cognitive, effective and psycho-
motor aspect of human behaviour, researches have probed further and have
28
attempted to understand the black box of achievement. "He has further observed,
"Personality traits of students do not give a consistent pattern in their association
with the achievement of students. "The learning outcome changes the behaviour
pattern of the student through different subjects. The students may be different at
different levels of achievement and in different areas of subject. So, achievement is
the learning outcome of students in classrooms. A level of achievement in
academic field includes the performance of students. Academic achievement of
pupils refers to the knowledge attained and skills developed in the school subjects.
So Academic Achievement means the achievement of pupils in the academic
subjects. Academic achievement is considered a key criterion to judge one's total
potentialities and capacities.
Need and Importance
Adolescents and Women have emerged as the most suffering group in the
conflict situation throughout the world. The armed conflict in the Kashmir valley
started in 1989 as per conservative estimates more than one lakh people have been
killed and more than this number have been injured. Among the suffering people
the most significant groups are adolescents and women who have become
orphans and widows respectively. As a result of death of their father's husbands
(who were the sole bread earners in their families) life conditions of widows and
destitute adolescents have become worst and deteriorate day by day. It is felt that
there is an extreme difference in the situation in the family environment
(especially related to adolescents) which was provided before the death of the
father. In the pre-death situation all basic needs of adolescents were fulfilled. They
were following their educational and other carrier seriously and with least
problems. They had not to face social insecurity and determination within and
outside families. But all these aspects of the adolescent's life have gone extreme
form of change
One of the crucial and devastating effects of the death of father is that their
children including adolescents could not pursue their education as they were
doing earlier. While some orphan adolescents had to drop out of schools others
facing tough time for continuing formal education. Significant numbers of
29
orphans are reported to be non-school goers. It is observed that these adolescents
are either staying idle at home or working somewhere for earning money for their
families. It is generally believed that adolescents working in different sectors for
completely undesirable conditions while they are exploited extremely. They have
health and many other problems.
The family is one of the main socializing institutions of the society. Within
the family the child appropriates the social norms and values and become capable
of having relations with the other members of society. Psychologists agree that
children with secure attachment to parents have better chance to develop into
happy, successful and well-adjusted adults. Parents encourage their children to
investigate the world, manipulate objects, and explore physical relationships. This
helps children to properly develop physically and emotionally. Parental love is the
highest requirement not for the development but also for the very existence of a
child. A child who does not experience the warmth of love and sympathy of
parent feels that he/she is unwanted and tends to develop behavioural problems.
Such a child leads to behave indifferently and develops isolation, non-adjustment,
excessive crying anger and fears. He thinks he is unwanted element. Besides,
orphans have several personal, Social, psychological and educational problems.
The death and destruction have taken a heavy toll on the mental health of the
people of Kashmir. The death of a parent permeates into all aspects of a child's
life. He experiences a decline in health, nutrition, and psycho-social well-being
(UNAIDS/UNICEF/USAID, 2004; UNICEF, 2003). Research in this area is
important because the death of the parent is a risk factor for the development of
psycho-social issues in children (Bauman & Germann, 2005). In fact, children
whom experience the death of a parent are at twice the risk of suffering from a
psychiatric disorder, mental health disturbance than children who have two live
parents (Rutter, 1996). Mental health is a state of mind characterized by emotional
well-being, relative freedom from anxiety and disabling symptoms, and a capacity
to establish constructive relationships and coop with the ordinary demands and
stresses of life. It is a state of emotional and psychological well-being in which an
individual is able to use his or her cognitive and emotional capabilities and meet
the ordinary demands of everyday life. Mental health is a positive state of mind
30
engendering a sense of wellbeing that enables a person to function effectively
within society.
Studies in the area of mental health as related with adjustment, depression,
poverty; Nese, E. (2009), noticed that preventive programmes are essential to
support the families as orphans have high need of mental health service. Rabia, T.
et al
. (2010), found that mental health of orphans living in orphanages was
satisfactory. Rakshanda, A. et al. (2010), found that orphans live in depression and
have less emotional stability than non-orphans. Lucice, et al. (2008), found that
orphans need love and care. Alice, B.(2008), found that orphans need guidance
and material support.
The self-concept plays a vital role and has a vital significance in the
existence and life of an individual. If a person understands and realizes himself-in
a right way he develops positive self-concept and he turns into a star if he does not
understand and realize himself-in right way he develops negative self-concept and
turns into a waste. A student who is abused insulted beaten etc. develops negative
self-concept and therefore remains academically backward. While as a student
who is reinforced positively becomes a high academic achiever we know that a
student's memory reasoning problem solving thinking understanding recall
recognition perception attention memorization etc. all are influenced by his self-
concept therefore self-concept should be developed in a right way so that these
abilities would achieve maximum heights in academic side. Self-concept has a
major effect on the intelligence and knowledge of the students. It widens the
horizon of intellect and knowledge of the student if developed in a right way.
Studies in the area of self-concept as related to self-esteem, parental
support, social adoption, coping strategies, aspirations and family size; Yasmin, N.
et al.
(2010), found orphan children have low self-esteem. Bean, et al. (2003), found
that parental supports controls and predicts the academic achievement of
adolescents. Sarfaraz, A. (2010), Self-esteem of non-orphans was higher. Sagdeep,
R.K. (2004), found no difference in self-concept of boys and girls.
The importance of scholastic and academic achievement has raised
important questions for educational researchers. What factors promote
achievement in students? How far do the different factors contribute towards
academic achievement? (Ramaswamy, 1990). The desire of success is derived from
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