Emotional Development

Emotional development is recognized by the United Nations’ 4th Sustainable Development Goal as essential for improving human life.
The World Health Organization includes it in early childhood development goals, aiming to allow every child to reach their potential.

Evidence links healthy emotional development to:

Academic success

Prosocial behavior.

Ability to build friendships

Locally, the UK government incorporates emotional development into the early years national curriculum and research priorities, highlighting its importance in education.

British early years curricula emphasize three areas:

Self-regulation

Managing oneself

Building relationships

Teachers focus on emotional competence and executive functions to measure progress.

  1. Emotional Competence

Definition:
Emotional competence is the ability to understand, express, and manage emotions effectively in oneself and in interactions with others.
It’s a cornerstone of emotional development because it enables children to navigate social situations and cope with challenges.

Key Components of Emotional Competence:

  1. Emotion recognition – Identifying one’s own emotions and the emotions of others.

Example: A child notices they are feeling frustrated because a puzzle is hard. They also notice a classmate is sad after dropping their blocks.

  1. Emotion expression – Expressing emotions appropriately for the context.

Example: Saying, “I’m upset because my tower fell” instead of hitting or yelling.

  1. Emotion regulation – Managing emotional reactions to respond appropriately rather than impulsively.

Example: Taking deep breaths when angry instead of pushing a friend.

  1. Empathy and social understanding – Recognizing others’ feelings and responding sensitively.

Example: Comforting a friend who is crying or sharing a toy when someone is sad.

  1. Problem-solving in emotional situations – Using emotions as a guide to make decisions.

Example: Negotiating turns when two children want the same toy.

How Teachers Measure Emotional Competence:

Observation: Teachers watch children during play and interactions. They note how children handle conflicts, express feelings, or respond to others’ emotions.

Checklists & Rating Scales:
Tools like the Devereux Early Childhood Assessment (DECA) or Social Emotional Learning (SEL) rubrics can track skills such as self-awareness, self-regulation, and social problem-solving.

Stories or Role-Play: Teachers might ask children to respond to scenarios (“What would you do if someone took your toy?”) and evaluate their emotional reasoning.

Self-Reports: For older children, simple questions or mood charts can help assess how they recognize and manage their emotions.

  1. Executive Functions

Definition:

Executive functions are mental skills that help individuals plan, focus, remember instructions, and manage multiple tasks successfully. They are closely linked to cognitive and emotional self-regulation.

Key Components of Executive Function:

  1. Working memory – Holding information in mind and using it.

Example: Remembering the steps of a painting project while following instructions.

  1. Cognitive flexibility (or set-shifting) – Adjusting thinking or behavior when circumstances change.

Example: Switching from one activity to another without getting frustrated.

  1. Inhibitory control (self-control).
    – Resisting impulses and staying focused.

Example: Waiting for your turn during a game instead of interrupting.

  1. Planning and organization – Thinking ahead and structuring actions to reach a goal.

Example: Lining up all materials before starting a craft project.

  1. Task initiation and monitoring. – Starting tasks independently and checking progress.

Example: Beginning a drawing without prompts and noticing if a color is missing.

How Teachers Measure Executive Functions:

Observation of behavior: Watching how children manage tasks, transitions, and challenges.

Structured games:
Activities like “Simon Says” or memory games measure inhibitory control and working memory.

Problem-solving tasks:
Puzzles or sorting tasks assess planning, flexibility, and monitoring.

Checklists & rating scales:

Tools like the Behavior Rating Inventory of Executive Function – Preschool Version (BRIEF-P) help teachers systematically evaluate these skills.

Examples from Real-Life Classroom Situations

Following are summary of Skill Example/
Situation Observed Behavior / Assessment.

Emotional Competence.

Eg.Two children want the same toy. One child says, “You can have it first, I’ll wait.”

Teacher notes empathy and self-regulation.

Working Memory (Exec Function).

Eg. Following multi-step art project instructions.
Child remembers steps in order; teacher marks success.

Inhibitory Control.
Circle time sharing. Child waits quietly until it’s their turn to speak.

Cognitive Flexibility .
Game rules change suddenly Child adjusts and continues playing without getting upset.

Planning & Organization.
Eg.Cleaning up play area. Child gathers toys systematically instead of randomly, shows self-initiation.

Key Points

Emotional competence = handling and understanding emotions in oneself and others.

Executive function = cognitive “control center” skills that support focus, planning, and flexible thinking.

Teachers measure progress through observation, structured tasks, checklists, and role-play exercises.

Both sets of skills are interconnected: strong executive function helps a child regulate emotions, and emotional competence supports social interactions.

IMTM, I Mind The Mind

I Mind “The Mind”

In the year 2020, I was working as the Chief Psychiatrist at the Mental Health Centre, Peroorkada, Thiruvananthapuram, Kerala. It was my 23rd year in the Kerala Government Health Service.

While I was taking a class for psychology students, one student asked, ‘Sir, why can’t we start an online platform to discuss psychological topics?’ At that time, the class consisted of a small group of about ten students.

After the class, we gathered in the conference hall to discuss the idea and to decide on a name for the platform. Some postgraduate students of psychiatry, from medical college trivandrum were present in the hall also joined the discussion. One of them suggested the name “I Mind The Mind.”
Thus was born our WhatsApp group, I Mind The Mind on 26/02/2020. In the beginning, it consisted of just 20–30 psychology students. The intention was simple—to create a space for psychological awareness among students. Gradually, a thought emerged: why limit this only to students? Why not extend awareness to the wider public as well?

We began inviting people from all walks of life. Soon, discussions expanded to include real-life psychological concerns faced by society—faulty parenting, child abuse, substance addiction, suicide, and many other deeply troubling issues. At that time, Kerala stood as the state with the highest suicide rate, a reality that weighed heavily on all of us.

One day, a member asked a question that changed everything: “Why can’t we do something to prevent suicide?” That question became the turning point.

From there, we launched a free online counselling platform, driven purely by compassion. Around 60 psychologists volunteered their services—day and night, without expectation or reward. These volunteers came not only from India, but also from abroad. Anyone who could communicate in Malayalam, Tamil, Hindi, or English could reach out to us through WhatsApp.

When a person in need contacted us, the message was shared in our sub-group, “I Am Here for You.”A psychologist who was available at that moment would step forward, and the client would be gently allotted for counselling. So far, more than 325 individuals from different parts of the world have received counselling through this initiative.

Confidentiality was always sacred. Psychologists discussed cases with me or with senior psychologist Mrs. Vrinda Sankar only for guidance, never revealing the identity of the client. Case details were submitted through a Google Form to our office, recorded only with a number to protect anonymity. Even clients were never required to disclose their name or personal identity.

Many who received counselling later sent voice messages expressing their gratitude. Hearing their joyful voices—knowing that they found hope again, that they chose life—has been the greatest reward for me and for the entire team.

The true backbone of this free counselling programme, “I Am Here for You,” is those 60 psychologists—who offered their time, energy, and compassion unconditionally to emotionally distressed souls who had nowhere else to turn.

That spirit of selfless service is, and always will be, the heart of I Mind The Mind.
Dr. Nelson Kattikat Joseph

Founder of I Mind The Mind Trust

Registered, charitable trust

Registration number : 493/IV/25

Trivandrum, Kerala, India.

( IM International Foundation)


Contact:
Email.
imtm4u@gmail.com

web: http://www.imtm.org.in

Phone.+919495045230( WhatsApp message only)

IMTM (I Mind The Mind)
A free online counselling service
Contact us via WhatsApp message:
Adv. Vrinda Sankar
Senior Psychologist & Advocate, IMTM
+91 62354 89007
Dr. Nelson Kattikat
Psychiatrist, Hypnotherapist
+91 94950 4530

Life changing Insights

Human behavior is shaped less by isolated moments and more by the patterns of fear, motivation, decision-making, and self-regulation that operate beneath conscious awareness. Psychological research consistently shows that many of the barriers people attribute to external circumstances are, in fact, internal processes rooted in cognition, emotion, and social influence. Fear rarely prevents failure itself; rather, it prevents individuals from engaging with opportunities that carry uncertainty. From a psychological perspective, fear activates avoidance behavior through the amygdala’s threat-detection system. Studies on loss aversion and fear of failure demonstrate that people often overestimate negative outcomes, leading them to withdraw before action is taken. In everyday life, this can be seen when individuals avoid applying for a promotion, starting a relationship, or pursuing further education—not because they are incapable, but because fear narrows perceived possibilities. Self-respect functions as a core psychological resource. Research on self-determination theory emphasizes autonomy and integrity as fundamental human needs. When individuals compromise their values to gain approval, financial reward, or short-term comfort, the psychological cost often manifests as reduced self-esteem, internal conflict, and long-term dissatisfaction. In practical terms, choices that undermine personal boundaries—such as remaining in unhealthy work environments or relationships—may appear rational in the moment but erode well-being over time. Social perception further shapes behavior. While effort is critical for personal growth, social evaluation is largely outcome-focused. Attribution theory explains that observers tend to judge competence based on visible results rather than unseen effort. This dynamic often leads individuals to feel frustrated when their hard work goes unrecognized. However, understanding this cognitive bias can shift focus toward strategic effort—directing energy toward actions that produce meaningful outcomes rather than solely internal validation. Uncertainty in self-concept often reveals itself through excessive explanation. Research on self-verification theory suggests that individuals who lack internal clarity rely more heavily on external affirmation. When people feel secure in their values and decisions, they experience less psychological need to justify themselves. This pattern commonly appears in life transitions such as career changes or boundary-setting, where confidence grows not from persuasion but from internal alignment. Fear also plays a paradoxical role in growth. Exposure-based theories of anxiety demonstrate that avoided fears maintain psychological limitation, while approached fears expand behavioral capacity. Many significant personal breakthroughs—public speaking, leadership, independence—are preceded by intense discomfort. From a learning perspective, fear often signals the edge of competence, where growth is most likely to occur. Goal-oriented cultures frequently emphasize outcomes while undervaluing process. However, research on intrinsic motivation shows that well-being increases when individuals remain engaged with the journey rather than fixated on endpoints. In real-life situations, those who focus exclusively on destinations—such as career milestones or financial goals—often experience dissatisfaction even after achievement, whereas process-oriented engagement sustains motivation and resilience. Cognitive insight alone rarely produces change. Behavioral psychology consistently demonstrates that action precedes transformation. While reflection is valuable, neural pathways associated with habit formation strengthen through repeated behavior, not intention. This explains why individuals may understand what needs to change—such as improving health or relationships—yet remain stuck until consistent action is taken. Progress also requires psychological letting go. Attachment theory shows that humans form emotional bonds not only with people but with identities, routines, and beliefs. Although many desire change, fewer are willing to release familiar patterns that provide psychological safety. Letting go often involves tolerating short-term discomfort in exchange for long-term growth. Human capacity is broad but finite. Research on cognitive load and self-regulation confirms that attempting to pursue too many goals simultaneously leads to decision fatigue and reduced performance. Prioritization is therefore not a limitation but a strategic necessity. In daily life, individuals who focus on fewer meaningful goals tend to achieve more sustainable progress than those who scatter their efforts. Social approval, while comforting, can inhibit authenticity. Studies on conformity reveal that widespread agreement often suppresses independent thinking. When choices are universally accepted, they may reflect social expectation rather than personal conviction. Psychological autonomy emerges when individuals tolerate disapproval in pursuit of values-aligned decisions. Personal growth requires boundary-testing. According to theories of self-efficacy, confidence develops through mastery experiences that stretch perceived limits. Individuals who avoid challenges remain constrained by their assumptions, whereas those who test boundaries recalibrate what they believe is possible. Not all communication requires engagement. Research on emotional regulation and conflict management indicates that restraint can be an adaptive response. In many situations, choosing not to respond prevents escalation and preserves psychological resources, particularly when interactions are driven by provocation rather than resolution. Procrastination is often justified by waiting for ideal conditions. However, temporal motivation theory suggests that perceived future rewards lose motivational power over time. The belief in a “right time” frequently masks fear or indecision. Action, even when imperfect, generates momentum and clarity that waiting cannot provide. Long-term outcomes are shaped by small, repeated choices. Behavioral economics and habit research show that incremental decisions compound over time, influencing health, career trajectories, and relationships. Daily routines, rather than singular dramatic events, are the strongest predictors of future outcomes. Ultimately, psychological research converges on a central insight: life satisfaction is not achieved through the absence of fear, but through engagement despite it. Living with passion involves aligning action with values, embracing uncertainty, and accepting that growth requires both courage and consistency. Fear may remain present, but it no longer governs behavior.

Dr. Kattikat.

IM International Foundation’ (I mind the Mind)

Suicide Prevention

Counselling Guide: Suicide Prevention
August 20, 2025 repost
whisperer2darkness

(By Dr. Nelson Kattikat)

Introduction
Suicide is a process, not a single event. Counselors, clinicians, and helpers play a critical role in identifying risk, asking the right questions, and intervening with care and compassion. This guide provides practical strategies for counseling suicidal individuals.

Establishing a Therapeutic Environment
Create a space where both client and counselor feel safe and at ease.

Understand that the client is often “dying of despair, depression, or hopelessness.”

Pay perfect attention—listening deeply is the foundation of rapport.

Understanding the Language of Suicide
Varies by age, sex, education, and culture.

Children may not use the word suicide but may express ideas like, “I want to get in front of a truck.”

Elderly individuals may be reluctant to discuss suicidal thoughts openly.

Counselors must listen for direct, indirect, and symbolic expressions of suicidal desire.

The Suicide Journey
Begins with the idea that death will end suffering.

Progresses through ideation, fantasies, verbal hints, gestures, or attempts.

May end in completed suicide, unless intervention occurs.

Except for impulsive individuals, most follow a gradual process—giving time for detection and help.

Warning Signs & Signals
Behavioral clues: withdrawal, giving away possessions, neglecting self-care.

Verbal clues: “I can’t go on,” “I wish I could sleep and never wake up.”

Gestures: self-harm, reckless actions, or failed attempts.

The Counselor’s Role
First Rule: Do something. Inaction is the greatest risk.

Be direct and inquiring. Frank conversations about suicide are lifesaving.

Accept suicidal talk as a symptom of illness—not as weakness or moral failure.

Remember: part of the client still wants to live. Work with that part.

Asking About Suicide (“The S Question”)
Ask within the first 20 minutes of a session if you suspect risk.

Examples of direct, open questions:

“Are you having thoughts of death or suicide?”

“Have you been thinking about ending your life?”

“Do you ever wish you could go to sleep and never wake up?”

If hinted: “Do you mean you’re thinking of killing yourself?”

How NOT to ask: “You’re not thinking of suicide, are you?” (closes conversation).

Myths and Facts
Myth: Asking about suicide plants the idea.

Fact: Research shows asking does not increase suicidal thoughts. Instead, it provides relief and can save lives.

Conducting Assessment
If answer is yes, take it seriously. Never minimize.

Use a structured interview:

Past suicidal thoughts or attempts

Current plans, means, and intent

Psychological state (hopelessness, feeling trapped, loneliness)

Perceived burdensomeness

Ask scaling questions:

“On a scale of 1–10, how hopeless do you feel?”

“Do you feel like a burden to others?”

Elements of Suicidal Desire
Absence of reasons for living

Wish to die

Wish not to carry on

Passive suicide attempts (not eating, neglecting medication)

Desire to make an active attempt.

Intervention Strategies
Immediate Assessment:

Is the person determined to die right now?

Is the person willing to talk?

If willing, give time (at least an hour for listening in first contact).

Explore what suicide represents for the client (“What would suicide accomplish for you?”).

Normalize emotions:

“Anyone in your situation would feel frightened.”

Do not glorify or condemn suicide—acknowledge it neutrally as “too much solution” to current problems.

Building Trust and Hope
Ask questions to understand their situation. Eg. A student who failed in exams (“If you fail this course, what would that mean for your parents?”).

Show genuine curiosity and care—assume nothing.

The more you ask, the more the person feels understood.

Clients who see their clinician as comfortable and competent if they ask about suicideand the reporting gives them more hope for the future.

Key Principles to Remember

1.Do something. Inaction is dangerous.

2.Ask directly. Use clear, open language.

3.Take every sign seriously. Never minimize.

4.Normalize feelings.

5.Panic and despair are human reactions.

6.Establish rapport.

7.Listening is lifesaving.

8.Explore meaning. Understand what suicide represents to the person.

9.Instill hope.

10.Even small signs of willingness to live are a foundation for recovery.

Takeaway message: Suicide prevention in counseling is not about saying the perfect words—it is about listening, asking openly -directly, showing care, and taking action.

IMTM (I Mind The Mind, an online free counseling service)
If you are in severe stress, Please contact us for free online counselling.
Contact numbers for free online counseling:
+917012895170
+919495045230 (WhatsApp messages only)

“Together, we can build a beautiful society“
To join the IMTM whatsapp group as a member, contact the following admin:

Dr. Nelson Kattikat – 9495045230 (WhatsApp only)
Vrinda Sanker, Psychologist – 7012895170

Counselling Guide: Suicide Prevention

🟢 Suicide Intervention and Counseling: A Practical Guide
(By Dr. Nelson Kattikat)

  1. Introduction

Suicide is a process, not a single event. Counselors, clinicians, and helpers play a critical role in identifying risk, asking the right questions, and intervening with care and compassion. This guide provides practical strategies for counseling suicidal individuals.

  1. Establishing a Therapeutic Environment

Create a space where both client and counselor feel safe and at ease.

Understand that the client is often “dying of despair, depression, or hopelessness.”

Pay perfect attention—listening deeply is the foundation of rapport.

  1. Understanding the Language of Suicide

Varies by age, sex, education, and culture.

Children may not use the word suicide but may express ideas like, “I want to get in front of a truck.”

Elderly individuals may be reluctant to discuss suicidal thoughts openly.

Counselors must listen for direct, indirect, and symbolic expressions of suicidal desire.

  1. The Suicide Journey

Begins with the idea that death will end suffering.

Progresses through ideation, fantasies, verbal hints, gestures, or attempts.

May end in completed suicide, unless intervention occurs.

Except for impulsive individuals, most follow a gradual process—giving time for detection and help.

  1. Warning Signs & Signals

Behavioral clues: withdrawal, giving away possessions, neglecting self-care.

Verbal clues: “I can’t go on,” “I wish I could sleep and never wake up.”

Gestures: self-harm, reckless actions, or failed attempts.

  1. The Counselor’s Role

First Rule: Do something. Inaction is the greatest risk.

Be direct and inquiring. Frank conversations about suicide are lifesaving.

Accept suicidal talk as a symptom of illness—not as weakness or moral failure.

Remember: part of the client still wants to live. Work with that part.

  1. Asking About Suicide (“The S Question”)

Ask within the first 20 minutes of a session if you suspect risk.

Examples of direct, open questions:

“Are you having thoughts of death or suicide?”

“Have you been thinking about ending your life?”

“Do you ever wish you could go to sleep and never wake up?”

If hinted: “Do you mean you’re thinking of killing yourself?”

How NOT to ask: “You’re not thinking of suicide, are you?” (closes conversation).

  1. Myths and Facts

Myth: Asking about suicide plants the idea.

Fact: Research shows asking does not increase suicidal thoughts. Instead, it provides relief and can save lives.

  1. Conducting Assessment

If answer is yes, take it seriously. Never minimize.

Use a structured interview:

Past suicidal thoughts or attempts

Current plans, means, and intent

Psychological state (hopelessness, feeling trapped, loneliness)

Perceived burdensomeness

Ask scaling questions:

“On a scale of 1–10, how hopeless do you feel?”

“Do you feel like a burden to others?”

  1. Elements of Suicidal Desire

Absence of reasons for living

Wish to die

Wish not to carry on

Passive suicide attempts (not eating, neglecting medication)

Desire to make an active attempt.

  1. Intervention Strategies

Immediate Assessment:

Is the person determined to die right now?

Is the person willing to talk?

If willing, give time (at least an hour for listening in first contact).

Explore what suicide represents for the client (“What would suicide accomplish for you?”).

Normalize emotions:

“Anyone in your situation would feel frightened.”

Do not glorify or condemn suicide—acknowledge it neutrally as “too much solution” to current problems.

  1. Building Trust and Hope

Ask questions to understand their situation. Eg. A student who failed in exams (“If you fail this course, what would that mean for your parents?”).

Show genuine curiosity and care—assume nothing.

The more you ask, the more the person feels understood.

Clients who see their clinician as comfortable and competent if they ask about suicideand the reporting gives them more hope for the future.

Key Principles to Remember

1.Do something. Inaction is dangerous.

2.Ask directly. Use clear, open language.

3.Take every sign seriously. Never minimize.

  1. Normalize feelings. Panic and despair are human reactions.Establish rapport. Listening is lifesaving.Explore meaning. Understand what suicide represents to the person.Instill hope. Even small signs of willingness to live are a foundation for recovery.

Takeaway message: Suicide prevention in counseling is not about saying the perfect words—it is about listening, asking openly -directly, showing care, and taking action.

IMTM (I Mind The Mind, an online free counseling service)
If you are in severe stress, Please contact us for free online counselling.
Contact numbers for free online counseling:
+917012895170
+919495045230 (WhatsApp messages only)

  • “Together, we can build a beautiful society

To join the IMTM whatsapp group as a member, contact the following admin:

  1. Dr. Nelson Kattikat – 9495045230 (WhatsApp only)
  2. Vrinda Sanker, Psychologist – 7012895170

Be a Member

🌱 IMTM Care’s School-Based Programme – Kerala Chapter

Empowering the Next Generation for a Stronger Tomorrow

📅 Launching June 2025
📍 Starting in Schools of Trivandrum & Kollam Districts
💬 Join Our Movement – Become a Change-Maker

👉 Join Our WhatsApp Group:
Just send “Hi” to +91 94950 45230
📧 Email: imindthemindcare@gmail.com

🎯 Our Core Objectives

🚫 Eliminate drug and substance abuse among children

📵 Address mobile overuse & negative behavior

🌟 Shape value-driven, socially responsible individuals

🧠 Support academics, learning disabilities & ADHD

🔧 Our Strategy

We begin by identifying at-risk students through surveys filled by students, parents, and teachers. Based on the results, we offer tailored online and offline interventions with support from psychologists, trained volunteers, and community leaders.

📚 Key Interventions

  1. Curriculum-Based Support

Core subject help for academically backward students

Aligned with state school syllabi

  1. Holistic Activities

Free gym, yoga, martial arts, sports coaching

Field visits: hospitals, jails, cancer centers, eco-trails

Farming & eco-projects for nature bonding

  1. Creative Arts Hub

Sculpture, painting, music, dance & workshops

  1. Counseling & Mentoring

Online/offline counseling by psychologists

Guided by trained peer mentors

  1. Financial & Medical Help

Study materials & health aid for needy children

  1. Foster Care Assistance

Temporary safe housing for children in distress

  1. De-Addiction Support

Free rehabilitation via certified centers

  1. Sports & Arts Festivals (Twice a Year)

Competitions, martial arts events, exhibitions

  1. Student-Led Social Missions

Tree planting, beach clean-ups, civic campaigns

  1. Life & Career Skills

Communication, leadership, basic tech & vocational training

Eminent speaker sessions and buddy systems

🧠 Advanced Initiatives

  1. Mindfulness & Emotional Regulation

Daily short practices & anger control workshops

  1. Digital Detox Education

“Screen-Free Weeks”, healthy tech use modules, parental training

  1. Peer Support Circles

Safe sharing spaces & buddy pairing for empathy and motivation

  1. Healing & Therapy Clubs

Art/music therapy, animal-assisted & nature healing days

  1. Academic Labs for Special Needs

ADHD/LD focused remedial pods, gamified learning

  1. Family-Based Interventions

Parenting workshops & home-visit guidance teams

  1. Community Involvement

Local mentors, cultural exchanges for social empathy

  1. Accountability & Growth Programs

Weekly reflection journals & behavior contracts

  1. Recognition & Rewards

Monthly “Resilience Awards”, “Kindness Badges”, certificates

  1. Legal & Welfare Linkages

Awareness on child rights, early help via Childline & Juvenile Justice

🤝 Let’s Shape the Future Together

Join hands with IMTM Care to create a healthier, kinder, and more capable generation.

free school programme for children in Kerala

C. M. C, 28th batch & IMTM Care’s School-Based Programme

Launching: June

Objectives:

Eliminate drug and substance abuse among children

Address mobile phone overuse and negative behavior

Develop value-driven and socially responsible individuals

Offer academic support, especially to children with learning disabilities and ADHD

Program Strategy:

We will identify at-risk students through questionnaires completed by students, parents, and teachers. An online and offline support network will be built, starting with two schools in Trivandrum and Kollam districts, later expanding to other districts. The following interventions will be implemented

  1. Curriculum-Based Online Classes for Backward Students

Focused on core academics

Aligned with school syllabi

  1. Holistic Development Activities

Physical Fitness: Free gym, yoga, martial arts, football/cricket coaching

Field Trips: Industrial, hospital, and prison visits; Regional Cancer Centre; mental hospitals; environmental explorations

Farming & Nature Engagement: Student participation in farming and eco-friendly activities

  1. Creative Arts Promotion

Sculpture, painting, music, dance, and other art workshops

  1. Counseling and Mentoring

Online and offline counseling support

Supervised by psychologists

Facilitated by trained student mentors

  1. Financial & Medical Aid

Provision of study materials

Health support for underprivileged students

  1. Foster Care Support

Temporary housing arrangements for children in distress

  1. De-Addiction Support

Free rehabilitation programs through certified centers

  1. Biannual Sports and Arts Festivals

Sports competitions

Martial arts events

Arts exhibitions

  1. Student-Led Social Projects

Tree planting

Beach clean-up drives

Civic awareness campaigns

  1. Life & Career Skills Training

Communication, language, and interpersonal skills

Basic computer literacy

Vocational training in carpentry, masonry, plumbing, and electrical work

Eminent speaker sessions and career guidance

Leadership development programs

Buddy support systems

Health and wellness awareness sessions

Additional Strategies and Activities:

  1. Emotion Regulation and Mindfulness Training

Daily Mindfulness Practices: Short guided sessions during morning assembly or classroom breaks.

Emotional Literacy Modules: Age-appropriate sessions to help students identify, express, and manage their emotions.

Anger Management & Impulse Control Workshops: Practical tools and exercises guided by mental health professionals.

  1. Digital Detox & Responsible Tech Use Program

“Screen-Free Challenge” Weeks: Incentive-based campaigns to encourage students to reduce mobile use.

Digital Well-being Curriculum: Teaching healthy digital habits and internet safety.

Parental Workshops: Educating parents on monitoring and guiding children’s device use at home.

  1. Peer-to-Peer Support Circles

Safe Sharing Circles: Regular small-group sessions where students discuss emotional issues, guided by a trained facilitator.

Peer Buddy Program: Matching at-risk students with empathetic, responsible peers for daily support and motivation.

  1. Therapeutic Clubs and Experiential Healing

Art and Music Therapy Sessions: Conducted by certified therapists.

Animal-Assisted Therapy: Where feasible, include therapy dogs or farm animals for calming interaction.

Nature Healing Days: Day-long retreats in natural surroundings for emotional grounding.

  1. Special Academic Intervention Labs

Remedial Learning Pods: Small-group tutoring with special educators focusing on foundational gaps.

Learning through Games and Activities: Use of gamified learning tools and kinesthetic strategies for ADHD and learning difficulties.

One-on-One Academic Coaching: For students needing individualized support.

  1. Family-Based Interventions

Home Visit Support Teams: Trained volunteers to visit and assist high-risk families with guidance and monitoring.

Parenting Skills Workshops: With focus on communication, discipline without punishment, and emotional support.

  1. Community Involvement Initiatives

Community Mentor Network: Local volunteers to mentor students and provide real-world exposure.

Cultural Exchange Events: Encouraging students to connect with different social groups to build tolerance and awareness.

  1. Recovery and Accountability Programs

Reflection Journals: Students maintain weekly journals to track behavior, moods, and achievements.

Self-Growth Contracts: Personalized behavior and academic improvement contracts signed by student, parent, and mentor.

  1. Recognition and Incentive Systems

Monthly “Resilience Awards” and “Kindness Badges” for students who show improvement in academics, behavior, or emotional control.

Certificates of Progress for overcoming substance use or digital addiction phases.

  1. Linkages with Juvenile Justice & Child Welfare Systems

Legal Awareness Sessions on rights, responsibilities, and consequences of harmful behavior.

Collaboration with Childline/Police for early intervention in serious abuse or neglect cases.

contact me +919495045230

email. nelsonkattikat@gmail.com

Covid research protocol

The protocol submitted to DHS in 2020 during the COVID period for conducting research was unfortunately denied permission by the director without providing any reason. This remains a painful memory even today. Hopefully, the protocol will be useful to someone in the future.

Research Protocol

Submitted by: Dr. Nelson K.J, Chief Consultant (Psychiatry)
Mental Health Centre, Peroorkada

Study Title
A Multicentric Prospective Longitudinal Study to Detect the Prevalence of Depression, Anxiety Symptoms, Perceived Stress, and Suicidal Tendency in Corona Positive Inpatients in Government General Hospitals, Kerala.
(2) Effect of Multisensory Visualization Relaxation Technique on the Perceived Stress of Corona Positive Patients in a General Hospital (Trivandrum).

Introduction and Background
Concerns regarding potential psychiatric manifestations of corona infection are increasingly being reported. Comprehensive assessment of clinical syndromes, especially depression and anxiety in corona patients, is crucial for selecting and evaluating potential therapies. This study aims to investigate the severity of depression and anxiety in corona inpatients in government hospitals across Kerala and assess the effect of multisensory visualization (MSV) technique to reduce stress in corona patients.

For the past four months, General Hospital, Trivandrum, has been providing this relaxation technique under the supervision of the Chief Consultant Psychiatrist, Mental Health Centre, Peroorkada, receiving verbal appreciation from inpatients. However, no formal assessment has been conducted to evaluate the effectiveness of therapy. If this research yields statistically significant results, MSV can be made accessible to all patients in hospitals across the state through online platforms.

A systematic review (meta-analysis, Vol 7: Issue 7, P611-627, Jul 1, 2020, The Lancet Psychiatry) revealed that common psychiatric symptoms among SARS and MERS hospitalized patients were confusion (36/129), depressed mood (42%), anxiety (46%), impaired memory (44%), and insomnia (54%). In the post-illness stage, patients exhibited depressed mood (35/332), insomnia (34/280), anxiety (21/171), irritability (28/218), memory impairment (44/233), and fatigue (61/316). The meta-analysis indicated post-traumatic stress disorder prevalence at 32.2%, depression at 14.9%, and anxiety disorders at 14.8%. However, no studies have been published in India on this topic.

Regarding MSV, several studies support the beneficial effects of visualization techniques in stress reduction. However, no studies have evaluated the effect of MSV relaxation technique on the perceived stress of corona-positive patients.

Aims & Objectives
Aim:

  1. To estimate the prevalence of depressive, anxiety, suicidal symptoms, and perceived stress in corona inpatients.
  2. To assess the effect of Multisensory Visualization technique on stress reduction in corona patients.

Primary Objective:

To determine the prevalence of depressive, anxiety, and suicidal symptoms in corona-positive inpatients.

Secondary Objective:

To assess the association between various socio-demographic and clinical psychiatric symptoms.

To evaluate the effect of the MSV relaxation technique on perceived stress in corona patients.

Materials and Methods

Study Setting:
Selected General Hospitals in Kerala, including GH Trivandrum.

Study Population:
Any corona patient receiving inpatient treatment in the selected hospitals during the study period who meets the inclusion criteria.

Inclusion Criteria:

Any person admitted to the hospital as corona positive.

Exclusion Criteria:

Patients requiring ICU care for severe medical conditions.

Patients with a history of mental illness.

Patients who do not provide informed consent.

Study Design:
Multicentric Prospective Longitudinal Study (Online).

Sampling Technique:
Consecutive sampling from hospital admission registries until the required sample size is reached.

Study Period:
Starting from August 2020 until the completion of inpatient treatment and a six-month follow-up post-discharge.

Sample Size:
800 (Based on prevalence data, rounded off for multicentric study).

Study Variables:

Sociodemographic Profiles: Name, age, sex, employment, marital status, education level, socioeconomic status.

Perceived Stress: Measured using the Perceived Stress Scale (PSS) in Malayalam.

Depression & Suicidal Ideation: Assessed using Beck’s Depression Inventory (Malayalam e-version).

Anxiety Symptoms: Measured using the Patient Health Questionnaire (PHQ-4, Malayalam version).

Data Collection:
Permission from the Director of Health Services will be obtained. Eligible corona-positive inpatients from hospital registries will be contacted via phone, and data collected using structured proformas and validated tools via Google Forms. Mobile numbers will be collected through district nodal officers. Assessments will be conducted at admission, discharge, and monthly for six months post-discharge. GH Trivandrum patients receiving MSV will undergo daily 1-hour MSV sessions assessed before and after each session by a clinical psychologist. Data will be analyzed using IBM SPSS (Version 25).

Study Tools:

  1. General Questionnaire: Collects socio-demographic and clinical data.
  2. Distress Thermometer: Quantifies distress levels.
  3. Perceived Stress Scale (PSS): Measures perceived stress levels.
  4. General Health Questionnaire (GHQ-4): Screens for minor psychiatric disorders.
  5. Beck’s Depression Inventory: A self-scored 21-item scale assessing depression.

Study Methods:
A total of 800 corona-positive inpatients will be selected consecutively from admission registries. Patients satisfying the criteria will be assessed until discharge and followed up for six months. Data collection will be online via Google Forms.

For the assessment of the effect of MSV, GH Trivandrum inpatients will participate in daily 1-hour MSV sessions assessed before and after each session by a clinical psychologist. (Nithin A.F, a volunteer clinical psychologist, has been conducting MSV for four months under my guidance.)

As a second part of the study, staff working in corona wards may also be assessed using the same tools.

Ethical Considerations:

Written, informed consent will be obtained from all participants.

Approval obtained from the Director of Health Services, Kerala, and the Scientific and Ethics Committee at the Mental Health Centre, Thiruvananthapuram.

Financial expenses for this study, including paper and printing, will be covered by the researchers.