an experimental research to develop a model for women empowerment through...

An Experimental Research to Develop a Model for Women Empowerment through Strengthening of ICDS Adolescent Clubs in

Kerala Using the Primary Methods of Social Work.

UGC sponsored Minor Project

By:

BABITA MIRIAM JACOB

Department of Social Work

ASSUMPTION COLLEGE

Changanacherry, Kottayam, Kerala.

UNIVERSITY GRANTS COMMISSION

BAHADUR SHAH ZAFAR MARG

NEW DELHI – 110 002

March, 2016

Declaration

I declare that the research entitled “An Experimental Research to Develop a Model for Women

Empowerment through Strengthening of ICDS Adolescent Clubs in Kerala Using the Primary

Methods of Social Work” is a record of independent and authentic research work carried out by

me, and it has not neither been previously submitted for the award of any diploma, degree,

associateship or other such similar title, nor published anywhere.

Changanacherry

January 15, 2016 Babita Miriam Jacob

CONTENTS

CHAPTER NO.

TITLE

PAGE NO.

I. Introduction 1

II. Review of Literature 4

III. Research Design 20

IV. Data Analysis 25

V. Findings & Suggestions

- The Triangular Model

- The Training Module

29

31

34

Conclusion 38

Bibliography 39

CERTIFICATE

This is to certify that the research entitled “An Experimental Research to Develop

a Model for Women Empowerment through Strengthening of ICDS Adolescent

Clubs in Kerala Using the Primary Methods of Social Work” is an independent

and authentic work, as per my knowledge, carried out by Babita Miriam Jacob,

Assistant Professor, Department of Social Work.

Changanacherry

June 15, 2016 Principal

Chapter 1: Introduction

The Government of India recognizes gender equality and women empowerment as a key factor

for the nation to be driven to a developed status. As a result a number of measures were taken to

mainstream women in the development process. Among such measures was the establishment of

the National Women’s Commission, reservation for women in all important arenas, timely

introduction of various programmes, policies and schemes that played favorably to women.

Despite all these efforts, various studies and statistics regarding women provided a legitimate

point of reference for a desperate need of further addressing of gender inequalities and atrocities

against women at all levels of life in India. A review of the facts and findings however

necessitated a policy shift from women’s development perspective to gender and women

empowerment orientation with a rights-based approach. Their arose need to take on board, issues

of the Millennium Development Goals as well as other emerging development issues that have

implications for gender equality , such as new aid modalities, sector-wide approach to planning,

effective service delivery through decentralization, public private partnership and civil service

reform etc also came out as recommendations from various fields.

In a society with remnants of old patriarchal system, male hegemony and other socio-cultural

factors, still very prominently interplayed to influence the interactions between the genders and

social groups. The inequalities that prevailed everywhere had resulted in the exclusion of

women, girls, people with disabilities and other vulnerable groups from actively participating in

certain sectors and at certain levels of the development process of the country. The development

of gender and women empowerment and gender-related policies, as well as strengthening of

national gender machineries to fully undertake the challenging mandates, were crucial actions

particularly needed in addressing structural relationships of inequality between men and women.

Empowerment, if taken as assertiveness can be boosted up in younger girls? This was the

question around which this particular study evolved. Girls at younger ages could not stand for

themselves, they shy off from frames where they were supposed to showcase their boldness; they

would not complain even when they were not satisfied or they felt the pain of certain actions

taken by people around them. They had hard time when it came to say a strong NO even if it is

regarding their own body and life. That was the real cause for any infringement on her rights.

Girls, majority of them had the tendency to hide their feelings rather than conveying a strong

affirmation that she was upset. She was not able to raise an argument in the classroom or at

home, even when she had conviction that the teacher or the parent is wrong. And we called that

incapacitated, silenced half of the population women.

The author in this study tried to empower young girls by boosting up their assertiveness by

providing them life skillsand assertiveness training. That too, using the selected techniques from

the primary methods of Social Work as the medium. Life skills are the abilities for adaptive and

positive behavior that enable individuals to deal effectively with the demands and challenges of

everyday life, (WHO). It will help one to make informed choices in their life. The 10 WHO

recommended life skills were: empathy, problem solving skills, inter personal relationship skills,

communication skills, creative thinking, critical thinking, stress management, emotion

management, decision making and self-awareness.

The study while experimented to check whether women can be caught young and empowered,

introduced and created situations to the young girls where they could apply the 10 life skills by

bringing in the important techniques from the three primary methods of Social Work – The

Social Case Work, the Social Group Work and the Community Organisation.

The result was an eye-opener: a model for women empowerment that can be easily simulated in

the already set platform of ICDS Adolescent Girls’ Clubs is possible.

Chapter 2: Review of literature

The National Policy for the Empowerment of Women, 2001 views empowerment as an enabling

process that must lead to the economic as well as social transformation of women. They have to

be strengthened with adequate level of assertiveness that will equip them for this transformation.

Government supported by non-governmental bodies and policy makers has sought to

operationalise this approach through legislative and programmatic interventions as well as by

mainstreaming gender into the development planning process.

Gender equality does not imply that all women and men must be the same. Instead, it entails

equipping both with equal access to capabilities; so that they have the freedom to choose

opportunities that improve their lives. It means that women have equal access to resources and

rights as men, and vice versa. For this women should develop assertiveness from younger

ages.(Source: Power, Voice and Rights 2010, Asia Pacific Human Development Report, UNDP)

Empowerment of women is closely linked to the opportunities they have in education, health,

employment and for political participation. Over the years, significant advancements have been

made in India on many of these counts. Data on literacy rates, enrolment and drop rates in

primary education, life expectancy, infant mortality, maternal mortality rates, etc has shown a

progressive trend. However, other parameters that reflect the status and position of women in

society such as work participation rates, sex ratio in the age group of 0-6 years and gender based

violence continue to be heavily skewed against women. New challenges such as increased intra-

country migration, changing labour markets requiring new skill sets and rapidly changing

technology have also emerged.

Selected Indicators on Status of Women (Census 2011)

Indicators

Male

Female

Literacy Rate (%) 82.14 65.46

Maternal mortality ratio (per

100,000 live births) SRS 2009-10

212

Sex Ratio 1000 940

Child Sex Ratio (0-6 years) 1000 914

Worker Population ratios (Per

1000)

819 336

MPs in LokSabha (%) 89.18 10.82

Source: Report of the Working Group Women’s Agency and Empowerment

A critical review of efforts aimed at women’s development and empowerment, therefore,

assumes relevance and urgency. Some of the areas requiring focused attention as per the

Working Group on Women’s Agency and Empowerment were noted below:

• Violence Against Women

• Women in the Economy

• Women and Education

• Women and Health

• Women in Governance and Institutional Barriers

Among the several mechanisms running to achieve these goals, one prominent is the ICDS

programme. ICDS is the world’s largest community based outreach programme which offers a

package of health, nutrition and education services to the children below six years and pregnant

and nursing mothers. Started by the Government of India in 1975, it is a grassroot level

programme that reaches out to women in rural areas and urban slums, to educate them on matters

of basic health and hygiene, nutrition, pre-natal and post-natal maternal and childcare and child

rearing. The welfare of pregnant women, nursing mothers, adolescent girls and children below 6

years has acquired a prime place in the programme. The programme is a package of six services

viz., supplementary nutrition, immunization, health check up, referral services, and nutrition and

health education for mothers / pregnant mothers, nursing mothers and to adolescent girls.

An Anganwadi is the focal point for the delivery of ICDS services to children and mothers. An

Anganwadi normally covers a population of 1000 in both rural and urban areas and 700 in tribal

areas. Services at Anganwadicenter (AWC) are delivered by an Anganwadi Worker (AWW)

who is a part-time honorary worker. She is a woman of same locality, chosen by the people,

having educational qualification of middle school or Matric or higher. She is assisted by a helper

who is also a local woman and is paid honorarium. Being the functional unit of ICDS

programme which involves different groups of beneficiaries, the AWW has to conduct various

types of job responsibilities. Not only she has to reach to variety of beneficiary groups, she has to

provide them with different services which include nutrition and health education, Non- Formal

Pre School Education (NEPSE), Supplementary nutrition, growth monitoring and promotion and

family welfare services. She also coordinates in arranging immunization camps, health check

upcamps etc. Her functions also include community survey and enlisting beneficiaries, primary

health care and first aid, referral services to severely malnourished, sick and at risk children,

enlisting community support for Anganwadifunctions, organizing women’s groups and

MahilaMandals, school enrolment of children and maintenance of records and registers (Sunder

Lal 1997).

Objectives of ICDS

1. To improve the nutritional and health status of children in the age-group 0-6 years;

2. To lay the foundation for proper psychological, physical and social development of the

child;

3. To reduce the incidence of mortality, morbidity, malnutrition and school dropout;

4. To achieve effective co-ordination of policy and implementation amongst the various

departments to promote child development; and

5. To enhance the capability of the mother to look after the normal health and nutritional

needs of the child through proper nutrition and health education.

The fact that ICDS covers lakhs of adolescent girls throughout India is the most attractive part as

per this study. All anganawadis were supposed to have an adolescent girls’ club attached to it

where the girls of the age group 13 to 18, in the locality were supposed to be mustered for

various activities. Health education, personal hygiene, menstrual hygiene, sanitary napkin

supply, iron supplement, nutritional guidance, BMI check etc has to be provided through the

above mentioned AG clubs. They were supposed to meet once in a month, most probably on

second Saturdays every month. When visited thirty anganwadis in Kottayam district, none of

them claimed a regularly and properly run AG club. While the system can be considered as a

powerful and reliable platform to work with children, it would be good if that can be used for

empowering a girl child at a very younger age. Since anganwadis focus on pre-primary aged

children the basics of gender equality can be imparted to them at a very younger age with the

help of a skilful Worker.

In anotherresearch conducted byNazanKılıçAkça, PhD, RN &Mürüvvet Baser, PhD, RN, Bozok

University Health School, Yozgat, Turkey, an attempt was made to determine the levels of

assertiveness and peer pressure among the nursing students.This descriptive research has been

performed with 154 nursing students in Bozok University, The data were collected with

Questionnaire Form, Rathus Assertiveness Inventory and Peer Pressure Scale. The researchers

used the data one way Anova, two samples t test, the relationship between several independent

variables and scales were evaluated by Pearson correlation technique in order to evaluate the data

with normal distribution.

It was seen that 69.5% of the students was assertive and mean scores for assertiveness of the

male students (19.4±17.9) were higher than that of the female students (29.0±14.1). However,

mean scores for peer pressure of the male students (56.6±12.4) were higher than that of the

female students (44.0±8.8). It was found out that there was a positive direction middle level

significant correlation between mean assertiveness scores and mean peer pressure scores of the

students. Although they did not find any significant correlation between mean assertiveness

scores and mean peer pressure scores, it was seen that male students were more assertive than

female students and male students experienced peer pressure more than female

students.Assertiveness is one of the most important and fundamental social skills consisting of

interpersonal and behavioural skills (Gist et al 1991). Assertiveness is a key attribute for nurses

without which true autonomy (Keenan 1999), Professional status (Parkin 1995) or empowerment

(Fulton 1997) cannot be achieved. Traditionally nurses have been taught to be acquiescent and

submissive helpers of doctors (Slater 1990; Poroch& McIntosh 1995). Assertive behavior has

been an essential communication strategy for women in pursuing equality, however within the

nursing profession which is a predominantly female, nurses working on wards retain a

submissive role and do not assert themselves well (Poroch& McIntosh 1995). Poroch& McIntosh

(1995) identified barriers that prevent nurses from being assertive. These included a lack of

knowledge about personal/professional rights, concern about what others will think about their

behaviour and anxiety due to a lack of confidence and poor self-esteem. This belief may stem

from nurses buying in to the stereotypical sex roles as described by Kanter (1979). Nursing

students as university students-may encounter economical, educational, sexual, academic and

environment-adaptation problems; have no time and opportunities for activities outside the

regular class sessions; achieve insufficient counseling, have lack of trust and respect for

themselves. Also, such factors as difficult and intense nursing education, on-job trainings in

stressful environments like hospitals, dealing with the patients and those with deadly diseases,

communicational problems with the instructors and staff at the hospital affect the students

negatively. Role changes occur shortly after starting the nursing education in nurse students who

take the first step in nursing profession. It was emphasized in the studies made, that students

experienced such problems as distress, pessimism, involuntariness, unhappiness, fear, inability to

speak in a group, being introvert, inability to start a relation and psycho motor complaints, due to

the role change (Clasen& Brown 1985; Özcan 2006). Also youth nursing students, leaving their

families and passing to adulthood in this period, are still dependant upon others (Neinstein et al

2002). They experience a dilemma between the rules learnt at the puberty-childhood and the

ones expected from an adult and indecision and confusion cause them to form peer groups

(Geçtan 1997). The fear of being excluded from a group is so deep that adolescents may accept

the values of the group with no hesitation (Çok&Karaman 2008). One of the factors that

influence the behaviors of these individuals is peer pressure. Peer pressure refers to the influence

exerted by other peers in getting the individual to do something or not to do something and does

not care whether the individual wants to do it or not (Clasen& Brown 1985). The individuals

might have undergone peer pressure when they excessively feel loneliness, experience an active

communication problem and think that there is no one near to help them deal with problems

(Çok&Karaman 2008). Many student nurses are in late adolescence and they may be affected by

peer pressure. It is one of the objectives of the nursing education to create professional members

who have a high self worth, self respect and who demonstrate assertive behaviors in

interpersonal relations (Kilkus, 1993; Begley &Glacken, 2004). It is possible to provide

sufficient level of health services and to get satisfaction from them only when we have created

nurses who are assertive and have high self esteem and self confidence (Küçük et.al, 2008).

Studies of nurse assertiveness have shown which may indicate that nursing education and/or

socialisation into the nurse role decreases assertiveness.

The above study was an eye-opener and it provoked a new thought in the present research. It

made a point that assertiveness was one of the most important and fundamental social skills

consisting of interpersonal and behavioural skills and it was a key attribute for women without

which true autonomy, urge for professional status or empowerment in women cannot be

achieved. Assertive behavior has been an essential communication strategy for women in

pursuing equality. Identified barriers that prevent young girls from being assertive, included a

lack of knowledge about personal/professional rights, concern about what others will think about

their behaviour and anxiety due to a lack of confidence and poor self-esteem. These barriers may

force the stereotypical gender roles to stem in them. All the above mentioned factors also lead

individuals to peer pressure. So the need to create young women who have a high self worth, self

respect and who demonstrate assertive behaviors in interpersonal relations was very much felt.

Assertiveness is the ability to express yourself and your rights without violating the rights of

others. Assertiveness is frequently misunderstood. Assertiveness is very different from

aggressiveness and non-assertiveness. Aggressiveness involves expressing thoughts, feelings and

beliefs in a way that is inappropriate and violates the rights of others while assertiveness tries to

find a solution. Non- assertive behavior is passive and indirect. It permits others to violate the

rights and shows lack of respect to our own needs. It communicates a message of inferiority.

Assertiveness is a tool for expressing confidently and a way of saying ‘yes’ or ‘no’ in an

appropriate way. We are consciously working towards a “win-win” solution to problem. A win -

win solution means that we are trying to make sure that both parties end up their needs met to the

degree possible. An assertive person effectively influences, listens and negotiates, so that others

check to corporate willingly. An assertive person should be emotionally honest, direct, self-

enhancing, expressive, confident and with self-respect. It teaches individuals not to be

aggressive, loud, bullying and trying to dominate others. Assertiveness is the direct, honest and

appropriate expression of your feelings, thoughts, needs, wants, opinion or rights in a way that

respect the rights of other. Assertive behavior promotes equality in human relationship, personal

power and self- confident. Becoming more assertive empowers individuals by promoting self-

esteem and help to act in own best way. Assertiveness is an antidote to fear, shyness, passivity

and even anger. As nurses work in different situations they have to be assertive in order to meet

the challenges and to win the cooperation from others. Assertiveness enables to withstand the

stress. Those suffering from bullying and stress need to have high level of assertiveness to resist

and to cope successfully. Hence it was considered vital to assess the assertiveness level of

nursing students. It is considered healthy behavior for all people that when present, mitigates

against personal powerlessness and result in personal empowerment.The social system in our

country recognizes the roles of wife, mother and homemaker a s paramount. A majority of

women especially those living in rural areas do not have a distinct identity and personality to call

their own even in this day and age. This discrimination and oppression of Indian women is

perpetuated in spite of the spread of education among women and their growing participation in

social, economical and political life of the country. Women participate in development

everywhere. But they are not equal participants because very frequently their status prevents

them from having equal access to education, training, jobs, land ownership, credit, business

opportunities and even to nutritious food and other necessities for survival (Tom Gabriel, 1991).

This unfortunate state of affairs is also seen in the state of Kerala, which claims a higher literacy

rate and a better health care system as compared to other states. Also though the sex ratio of

1040 females for every 1000 males is favourable to women in Kerala when compared to other

states, unfortunately the same cannot be said for their status in real life. This situation if allowed

to perpetuate could not only severely restrict the development and contribution of the Indian

woman but would also adversely affect the growth and progress of the nation as a whole.

Therefore in order to pave the way for a healthier and more progressive future of the nation it is

imperative to help women rise from their shackles and to empower them so that they may be able

to constructively and significantly contribute to society. Empowerment is a process of awareness

and capacity building leading to greater participation, to greater decision-making power and

control, and to transformative action. According to Pillai(1995) empowerment is an active

multidimensional process, which enables women to realize their full identity and powers in all

spheres of life. The process of empowerment is both individual and collective, since it is through

involvement in groups that people must often begin to develop their awareness and the ability to

organise to take action and bring about change. The process of empowerment involves not just

an improvement in physical and social conditions, but also equal participation in decision-

making process, control over resources and mechanisms for sustaining these gains

(SushamaSahay, 1998). Longwe's (1990) classification of the five levels of empowerment,

namely, welfare, access, conscientisation, participation and control, and the need to move from

the level of welfare to control is a useful one. When one talks of women's development and

women's status, it is important to recognize that interventions at all levels namely, social,

cultural, political and economic are required and are possible only if changes take place in the

existing system and social structures, which are not at all favourable to the women today. The

process of women's empowerment begins in the mind, by changing women's consciousness.

Empowerment is an active, multidimensional process, which enables women to realize their full

identity and potential in all spheres of life. Power is not a commodity to be transacted nor can it

be given away as alms. Power has to be acquired and once acquired, it needs to be exercised,

sustained and preserved. Women's empowerment can be viewed as a continuum of several inter

related and mutually reinforcing components. Women need to be empowered for gaining

collective strength because when we are discussing the role of women, we are talking of

changing the equilibrium of social forces to treat them as equal partners in the society and to

bring recognition to all their roles.

Empowerment of women means many things according to KamlaBhasin (1992):

It means recognizing women's contribution and women's knowledge.

It means helping women fight their own fears and feelings of

inadequacy and inferiority.

It means women enhancing their self-respect and self-dignity.

It means women controlling their own bodies.

It means women becoming economically independent and self -reliant.

It means women controlling resources like land and property.

It means reducing women's burden of work, especially at home.

It means creating and strengthening women's group and organisation.

It means promoting qualities of nurturing, caring, gentleness.

Women's empowerment allows them to be appreciated and acknowledged for who they are and

what they do. It is not particularly the ideology of feminism that empowers women, but rather

their capacities to face bravely the individual and social facts of their actual situations

(Lengermann and Wallace, 1985). Here a strong relation between empowerment and

assertiveness can be cited. Assertiveness when increased, level of empowerment also increases

because, assertiveness training program are designed to improve an individual’s assertive belief

and behavior, helped the individuals change how they view themselves and established self

confidence and avoided social anxiety. The female empowerment approach stresses the capacity

of women to increase their self-reliance and internal strength. The empowerment approach to

women's advancement in developing countries recognizes that the patriarchal structure of

subordination must be addressed through women's organizations at the grass root level. Such

local groups can facilitate bottom-up change by providing a social mechanism to raise women's

consciousness about their subordination. Becoming aware ofwomen's position in society, and

transferring skills to enable women to gain access to education, employment, and health care are

key components in many women empowerment programmes today. The Need for Empowerment

in order to challenge their subordination, women must first recognize the ideology that

legitimizes male domination and understand how it perpetuates their oppression. This

recognition requires reversal of values and attitudes and indeed the world-view, which most

women have internalized since earliest childhood.

Most poor women have never been allowed to think for themselves or to make their own choices

except in unusual circumstances when a male decision-maker has been absent or has abdicated

his role.

The demand for change does not usually begin spontaneously from the condition of subjugation.

Rather, empowerment must be externally induced by forces working with an altered

consciousness and an awareness that the existing social order is unjust and unnatural.

(Batliwala, 1995). One can attempt to change women's consciousness by:

Altering their self-image and their beliefs about their rights and capabilities;

Creating an awareness of how gender discrimination, like other socioeconomic

and political factors, is one of the forces acting against them; challenging the

sense of inferiority that has been imprinted on them since birth and recognising

the true value of their labour and contribution to the family, society and economy.

Women must be convinced of their innate right to equality, dignity and justice.

Armed with a new consciousness and growing collective strength, women begin

to assert their right to control resources and to participate equally in decisions

within the family, community and village.

An empowerment process is one, which tackles both the conditionand position of women, a

process in which questions about the power structures and gender subordination within these are

continually revised and explored. This empowerment process however may most effectively be

instigated by means of implementing appropriate training programmes for the selected section of

women.

Training has emerged as a very important tool to influence the operational behaviour of millions

of persons in the world in their respective vocations. The purpose of training is to achieve a

change in the behaviour of those being trained. Training aims to increase interpersonal

effectiveness, allowing individuals to work better with other people (Peter Warr et.al., 1970).

The three main areas involved in training are skills, knowledge and attitudes. According to

Samanta (1993) training is to help in narrowing down the gap between expected level of

performance and actual levels of performance among the trainees. The study shows that training

seeks to change individual behaviour. This change in behaviour occurs through a process and

training is a means that brings out this change. Training is a formal procedure used by an

organisation, government or voluntary, to facilitate the personnel's effective functioning so that

their resultant behaviour contributes to the attainment of the organisation's goals and objectives.

Carolyn Nilson (1990) argues that training is one major approach to helping people control or

manage change. This happens because training is designed to lead the trainee to master new

knowledge, attitudes and skills. A person leaves training with the confidence that he can cope

with change. It helps people to understand their attributes and enables them to develop their

potentials for optimum utilisation in the field of work. The general overall objective of the

training for rural women is to equip them with the basic knowledge, attitudes and skills to play

effective roles in promoting the process of development. Training of women functionaries in

rural development has become an important issue with special concern for women in

development. In the implementation of development programmes special niches for women

beneficiaries and women functionaries are increasingly being identified. This effort requires

special emphasis in training of women functionaries to make them efficient delivery agents.

While the basic concepts of training viz., transfer of knowledge, skill, change of attitudes etc.

would remain the same for any training, the identification of the training needs of women and

monitoring and evaluating such training would require greater attention.

Training of women functionaries is not only more important but more difficult as it involves new

areas and new efforts. The main task of women functionaries, revolves around helping women

perceive their role in social and economic development and in motivating and encouraging them

to participate in such development processes. Many donors have identified education and

training as critical in improving the status of women throughout the developing world. Training

has to bring about definite changes in the trainees, like promoting achievement, particularly in

the area of knowledge, skills, attitude and practices. A number of examples of training

programmes, specifically for women functionaries, can be cited. In India we have the largest

network of training programme for women functionaries in the Anganawadi Workers Training

programme under the Integrated Child Development Services which has 3,16,416 Anganawadi

workers, in 2597 projects and out of these 1,94,369 workers have been trained. This has

consequently given rise to a great deal of experience. Training can solve a variety of manpower

problems by adding to their apperceptive backgrounds specific, identifiable items of additional

knowledge, skills or understanding (Douglas Seymour, 1968). A training need exists when actual

condition differs from a desired condition pertaining to human or 'people' aspect of

organisational performance or, more specifically when a change in present human knowledge,

skills or attitudes can bring about the desired performance. Training is designed primarily to

induce more effective behavior and it may be directed towards the work situation, management

processes, educational contexts or the community in general. Training must be viewed as an

integral part of the activities of an organisation or community and not as a separate or

autonomous process, even if it is delivered at a location that is physically or geographically

removed from the line activities of the organisation. Training is structural and organised efforts

through which an atmosphere of learning, sharing and synthesizing of information, knowledge

and skills are transmitted to the trainees with the help of trainers ( Samanta, 1993).

Training is the component, which enables to learn how to behave differently. The entire process

of empowerment is essentially about changing the way the powerless and the powerful behave.

The skills required to bring about this change have to be acquired through training, learning to

apply knowledge to effect changes in real life situations, and acquiring the skills needed to do so,

is the essence of training for empowerment. In the case of women, this is an even more important

task, for simply raising awareness of the roots of their subordination is not enough. Women have

to be trained to behave in certain ways in all their social relationships. Knowledge alone is not

enough to enable them to behave differently or more assertively. Training must not only

empower them to do so, but also impact tangible skills, which will support women in the process

of change. Empowerment programmes have evolved an incredibly rich, powerful and varied set

of training methods. The process and experience of empowerment must begin right from the

training itself. Training is not a one-time activity but an ongoing and continuous process where

action- relation is a core ingredient. Training has to be built on the belief that women,

irrespective of caste, class, age, literacy, and skills have the potential to think, be creative and

change their situation. Training brings about a change in the self image of women, awareness of

their inner strength, helps them in making valuable contributions to society, and enables them to

take on new roles, and to develop the use of questioning and enhances their decision- making

skills. Training for empowerment places great stress in the creation of an atmosphere of learning.

Education and training for women's empowerment contain five basic components to be

comprehensive (Batliwala, 1994):

i) Creating critical consciousness,

ii) Access to new knowledge and information,

iii) Developing new skills,

iv) Collectiveorganisational building and

v) Alternative educational opportunities especially for women and

girls.

Thus training becomes a major component for change. It helps women to identify their skills and

potentials and improve assertiveness.

Chapter 3: Research Design

3.1 Research Methodology:

An experimental research was conducted to assess the effectiveness of the model developed for

women empowerment. For the purpose one group before-after design was followed, where the

same adolescent girls were taken as the experimental group as well as the control group

measuring the level of empowerment of the members before and after being exposed to the

newly designed model. When experimental designs in Social Sciences seems to be complicated

due to practical difficulty in establishing comparable experimental and control groups, the

objectivity and the incomparable perfection in studying casual relationships between variables

made the researcher to adopt the experimental model. Besides, no other design enables one to

check the effectiveness of a newly developed model. The before and after study gave a clear

variation in the level of empowerment of the participants in a very short time interval of 9

months’ time, when almost all extraneous variables remained constant.

Research Plan:- The research was planned as a quasi-experimental one with ‘before-after

design with comparison group’ which was to be conducted in Kottayam district of Kerala. After

identifying the control group and the experimental group, the pre-test was conducted to assess

their pre-interventional status. Then the pre-designed seven – stage intervention was given to the

experimental group and assessment was done systematically in all the seven-stages. The data was

analysed using Statistical Package for Social Sciences (SPSS).

Year-wise Plan of Work & Targets to be Achieved:-

Theoretical & conceptual clarification,

Designing of the 7–Stage intervention

Sample identification & Pre-test - 3 months

Seven-stage intervention - 7 months

Post-test, Data Analysis &

Preparation of preliminary report - 2 months

Submission of annual report - 12th month

Extended field work & documentation - 2 months

Data Analysis, Interpretation

Documentation of the developed model - 4 months

Preparation & submission of final report - 18th month

Throughout the study, the plan was followed except for few changes.

The research was planned as a quasi-experimental one with ‘before-after design with comparison

group’. But during the study ‘one group before-after design’ was pursued due to the

unavailability of another adolescent girls club with similar conditions like strength, socio-

economic background of the members etc. Once the group was identified the pre-test was

conducted. The test results when analysed gave the pre-interventional status of the target group.

Though a seven stage plan was designed for the intervention initially, the researcher had to make

adequate elongation since the group demanded an intense and continuous training sessions on

life skills. A period of 9 months from April 2015 till December 2015 was required for input. 3

hour session on every 2nd and 4th Saturdays was the routine. Apart from this the students were

subjected for a 3-day Personal Excellence Programme which was conducted in the vicinity in the

month of April. This gave the students an opportunity to mingle freely among a group of

students who belonged to the upper middle strata of the society. Many of them identified that the

adolescent problems were similar among the children despite their socio-economic conditions.

First month gave focus to the topic ‘adolescence’. The what and why of adolescence was

discussed in detail. The respondents were given adequate insights on the 5-dimensional changes

that happens during adolescence. Physical, Emotional, Social, Intellectual and spiritual changes

where explained.

Second month was set apart for the introduction of life skills. Through various games and

exercises the 10 life skills were given to them. By the end of that month all the respondents could

elicit the 10 WHO recommended skills. They also became aware about the role of life skills in

handling day –to – day challenges that come across. In the third month the focus was more

towards the first among all life skills, that is, self-awareness. The uniqueness of an individual,

SWOT, individuality and body-self-image were dealt. Majority of them, who were conscious

about their weaknesses and threats alone, started identifying their strengths and opportunities.

Self-awareness was given due importance because assertiveness of an individual fountains from

realizing and accepting the self.

Once the children became aware about self, the session was led to empathy which was the basic

element in healthy and happier interpersonal relationship. Relationship management skills were

given to the group by making them experience 7 types of love. The participants went through a

self-analysis and identified where their relationships and friendship stands. Many realized that

their love was only an infatuation. Most of them reflected that they need to be more empathetic

with their parents and siblings. In the fifth month, the highlight was on problem solving and

decision making with the help of critical thinking and creative thinking. Next important session

was on communication. Four sessions that spanned for two months were fully dedicated for this.

Difference between passive, aggressive and assertive communication were understood by the

group. Role plays and skits were performed by them to practice saying NO gracefully. Current

socially relevant issues like sexual abuse, early experimenting of sex, drug usage and mobile

phone and internet based exploitation were brought into the discussion. Role plays enabled them

to say no whenever they wanted to say so. Many shared that it was a mind blowing experience.

Last two months handled child rights, emotion management and stress management. Situations

explained in Rathus Assertiveness Scale were role played so that the participants got a hand-on-

experience in how to say NO. After recording the pre-test, the same test was given to the group

in the third & sixth month, which ensured gradual change; and finally at the end of the 9th month

post-test was given (the results of which were described in third chapter).

3.2 Sources of data:

The research availed both primary as well as secondary data. The data served as the bases for

analysis in the study, without which the specific inferences could not be drawn on the questions

under study. Primary data was originally sourced directly from the identified group, before and

after the intervention. It provided first hand information relevant for the study. A pre-test was

conducted to get the status of the participants. Then came the intervention. Post-test was

conducted at the end of the intervention. The difference between both the data indicated the

efficiency of the model in increasing the assertiveness of young girls. Secondary data had been

compiled from various sources like journals, news papers, magazines, relevant books, internet

etc.

3.3 Sampling plan:

The universe of the study comprised of all adolescent girl children of the age group 13-18 who

had membership in the Anganwadi Adolescent Girls’ group of ICDS, in Kottayam district, of

Kerala. The unit of the study was one single individual girl child of the age group 3-18 who had

membership in the Adolescent Girls’ Club of ICDS Anganawadi. The sample for this particular

study comprised of 15 adolescent girls who were members in the AG club of

ICDSAnganawadicentre No: 81 of Mattom colony in Changanacherry Municipality area. The

club was selected by convenient sampling design under the non-probability sampling, due to the

proximity and familiarity with the beneficiaries.

3.4. Data Collection Instruments:

In this experimental study the before-after data was collected using the self-structured

questionnaire. In the first part of the questionnaire 5 questions were included to know the

primary details of the respondent like name, age, class in which the respondents study, whether

APL or BPL and religion. Second part included details regarding the parents – their age,

educational qualification and occupation. Ordinal position of the respondent was asked. It was

also enquired whether the family is run by single parent or having both the parents. Next eight

questions checked certain personal interests and choices of the respondents. It included, Parent to

which the respondent is attached, Style of parenting, Interest of the respondent, Prominent skills

identified in the respondent by self, Number of friends as identified by the respondent, own

leadership quality as identified by the respondent, respondents’ hobby and finally, whether the

respondents had clear career plans or not.Last set of questions contained Rathus Assertiveness

Scale with 30 questions which assessed the assertiveness of an individual.

Chapter 4:Data Analysis

The data collected when analysed gave the following results:

1).Distribution of the Level of assertiveness in pretest and posttest stages

The table depicted an ordinal level distribution of the Level of assertiveness. It can be seen that

the percentage of respondents who were found with very much low and somewhat low

assertiveness decreased in the post test scenario and percentage of respondents reported he with

level of assertiveness as somewhat high and very much high was increasing compared to the pre-

test group. This essentially indicated an increase in the level of assertiveness among the

respondents.

53.3

33.3

6.7 6.7

40

20

26.7

13.3

0

10

20

30

40

50

60

Very Much Low

Somewhat Low

Somewhat High

Very Much High

Pre Test

Post Test

2). Comparison of Level of Assertiveness in Pre Test and Post Test stages

Source: Primary Data

A Paired Sample T Test has been conducted on the level of assertiveness between the post test

and pre test groups and it had been reported that the level of significance is .000 which meant

that there was significant difference between the level of assertiveness in pretest and post test

groups. Then comparing the mean value for level of assertiveness it can be seen that the mean

score for level of assertiveness in the post test scenario was 70.0667 and that of Pre test was

45.8667 which essentially meant that the level of assertiveness had increased in the post test

group.

Mean Std. deviation Level of Significance

Post test 70.0667 13.66156 .000

Pre Test 45.8667 10.39826

3). Analysis of Variance of Self Esteem in Children and their Socio Economic

Background

Source: Primary Data

Socio Economic Background Pre test (Level of significance)

Post test (Level of significance)

Assertiveness and Age of Respondent .613 .406

Assertiveness and Class of Study .535 .517

Assertiveness and Economic Status .000 .001

Assertiveness and Religion .494 .493

Assertiveness and Father’s Age .284 .913

Assertiveness and Father’s Education .000 .012

Assertiveness and Father’s Occupation .000 .016

Assertiveness and Mother’s Age .085 .338

Assertiveness and Mother’s Education .001 .015

Assertiveness and Mother’s Occupation .013 .094

Assertiveness and Ordinal Position of the Child .972 .763

Assertiveness and Type of Family .019 .206

Assertiveness and attachment with parent .285 .934

Assertiveness and style of parenting. .444 .304

This section analyses the Level of assertiveness against different demographic variables of the

respondents before and after the intervention. An Analysis of Variance Test (ANOVA) had been

conducted on the level of assertiveness and different socio demographic variables. Interestingly,

there was a significant difference in level of assertiveness with respect to Mother’s Occupation in

the Pretest group (sig value .013) but during the post test, after the intervention, it can be seen

that the there was no significant difference in level of assertiveness and mother’s occupation.

(Sig Value .094) Type of the family was another variable which had shown significant difference

in level of assertiveness in the pretest group (sig value .019) and in the post test group it showed

that there was no significant difference in level of assertiveness across different types of families

to which children belonged. Another major observation to be made here was that in all the

variables the significance value for the post test group is higher than that of the pre-test group

which essentially pointed that the influence of those variables on the level of assertiveness was

decreasing and it meant the program is the factor which acted upon the assertiveness level of the

children.

Chapter 5: Findings & Suggestions

MAJOR FINDINGS:-

The research showed that the percentage of respondents who were found with

very much low and somewhat low assertiveness decreased in the post test scenario

and percentage of respondents reported with level of assertiveness as somewhat

high and very much high increased when compared to the pre-test group. This

essentially indicated an increase in the level of assertiveness among the

respondents as a result of the intervention.

The paired Sample T Test has been conducted on the level of assertiveness

between the post test and pre test groups and it had been reported that the level of

significance is .000 which meant that there was significant difference between the

level of assertiveness in pretest and post test groups. Then comparing the mean

value for level of assertiveness it can be seen that the mean score for level of

assertiveness in the post test scenario was 70.0667 and that of pre test was

45.8667 which essentially meant that the level of assertiveness had increased in

the post test.

This section analyses the Level of assertiveness against different demographic

variables of the respondents before and after the intervention. An Analysis of

Variance Test (ANOVA) had been conducted on the level of assertiveness and

different socio demographic variables. Interestingly, there was a significant

difference in level of assertiveness with respect to Mother’s Occupation in the

Pretest group (sig value .013) but during the post test, after the intervention, it can

be seen that the there was no significant difference in level of assertiveness and

mother’s occupation. (Sig Value .094) Type of the family was another variable

which had shown significant difference in level of assertiveness in the pretest

group (sig value .019) and in the post test group it showed that there was no

significant difference in level of assertiveness across different types of families to

which children belonged. Another major observation to be made here was that in

all the variables the significance value for the post test group is higher than that of

the pre-test group which essentially pointed that the influence of those variables

on the level of assertiveness was decreasing and it meant the program is the factor

which acted upon the assertiveness level of the children.

SUGGESTIONS:-

Adolescent Girls’ Club in ICDS Anganawadisneed to be strengthened with active

participation of all eligible girl children in the community.

Three day TOT has to be conducted for the selected Anganawadi Workers in a district to

sensitize them and equip them with the triangular model of women empowerment which

has been developed through this research.

These specially trained Anganawadi workers can facilitate the adolescent training in

various AG Clubs on Saturdays.

District Child Protection Unit can monitor and evaluate the programme in a district.

THE TRIANGULAR MODEL FOR WOMEN EMPOWERMENT

Level of Assertiveness

Level 1

Level 2

Level 3

Attitude

Skill

Knowledge

Triangular Model of Women Empowerment states the level of assertiveness can be raised in an

adolescent girl in three levels – level 1, level 2 and level 3, which focuses on knowledge, skill

and attitude respectively.

Level 1is where the knowledge building happens. Inputs and guidance regarding adolescence is

provided to the children. This enables one to realize that one has physical, emotional,

intellectual, social and spiritual self. As one grows all these five dimensions are evolving. This

clarity helps one to feel confident regarding the changes happening during adolescence and

ensures holistic development in a positive manner. Emotional counseling can be provided at this

stage if found needed.

Level 2 strengthens the skill set of an individual by adding life skills. This period focuses on

WHO recommended 10 life skills – empathy, problem solving, interpersonal relationship,

communication, critical thinking, creative thinking, management of stress, awareness of self,

decision making and emotion management.

Level 3 works on the attitude of an individual. Role plays on specific situations based on the

Rathus Assertiveness Scale, that enable the individual to practice saying NO are given in this

phase. Role play scenarios are listed below:

1. A boy approaching with his proposal

2. Complaining about a bad serve while dining out

3. Communicating the hurt feelings to the other person

4. Saying NO to a sales person

5. Clearing a doubt

6. Communicating to a friend that he is wrong

7. Having an open talk with a friend who spreaded false facts about me.

8. Somebody trying to push ahead of me in a queue.

9. Overcoming peer pressure

10. Returning a purchased good owing to its poor quality

TRAINING MODULE

Level 1 – Knowledge

Session I: Ice Breaking

Objectives: to shed off inhibitions of the members

to ensure effective team building

Activities: culture sensitive and age appropriate games, self-introduction,

introduction in pairs/triads

Time required: 1.5 hours

Session II: Adolescence

Objectives: to impart knowledge regarding the five dimensional changes during

adolescenceto equip the members with confidence to get rid of

misconceptions regarding adolescence

Activities: Collage preparation, presentation by group members, brainstorming,

reflection, explanation

Time required: 3 hours

Level 2 – Skills

Session I: Self-awareness

Objectives: More insight into the SWOT of the self.

Maintaining Strengths and Opportunities and converting Weaknesses and

Threats into Strengths and Opportunities respectively

Activities: Brainstorming, Reflection, Presentation


Session II: Empathy

Objectives: to improve empathy of the group members

Activities: Film clipping exhibition, role plays, presentation


Session III: Inter Personal Relationship

Objectives: to increase the knowledge about 7 levels of Love – Liking,

Infatuation, Empty love, Romance, Fatuous love, Affectionate love,

Complete/True love.

Activities: Discussion, Brainstorming, Reflection


Session IV: Emotion Management

Objectives: to improve emotion management skills

Activities: Role plays, Reflection, Presentation


Session V: Communication

Objective: to increase the knowledge on communication and differentiating between

aggressive- passive- assertive communication

Activities: Role plays, presentations, discussions, reflections


Session VI: Problem Management

Objectives: To improve the confidence to face the problem

To improve critical thinking capacity

To improve creative thinking

Activities: Storytelling, reflection, role plays, Presentation.


Session VII: Decision Making

Objectives: To inculcate decision making skill with P.O.W.E.R – knowing the

problem, enumerating various options, weighing all options, electing the

best option and finally rehearsing.

Activities: Storytelling, reflection, role plays, presentation


Session VIII: Stress Management

Objective: To familiarize with stress management techniques

Activities: Breathing exercises, other stress management techniques


Level 3 – Attitude

Sessions on Assertiveness Training

Role plays on specific topics –

1. A boy approaching with his proposal

2. Complaining about a bad serve while dining out

3. Communicating the hurt feelings to the other person

4. Saying NO to a sales person

5. Clearing a doubt

6. Communicating to a friend that he is wrong

7. Having an open talk with a friend who spreaded false facts about me.

8. Somebody trying to push ahead of me in a queue.

9. Overcoming peer pressure

10. Returning a purchased good owing to its poor quality

Objective: to improve assertiveness

Activities: Role plays, reflection, brainstorming


Conclusion

Women empowerment and gender equality being the key factor for the nation to be driven to the

status of a developed country, the need of the hour is to work towards that end. This particular

study is a small step in nation building. More and more efforts should come in this direction.

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An Experimental Research to Develop a Model for Women Empowerment through Strengthening

of ICDS Adolescent Clubs in Kerala Using the Primary Methods of Social Work.

Questionnaire

Personal Details

1. Name:

2. Age:

3. Class of Studying: 8th 9th 10th +1 +2

4. APL/BPL

5. Religion: Hindu Christian Muslim

Family Details (put tick mark to whichever is applicable)

F1. Fathers’ Age: 46-50 51-55 61-65

F2. Father’s Education: Below SSLC SSLC passed

PDC Degree

F3. Father’s Occupation: Government Private Daily wages

F4. Mothers’ Age: 36-40 41-45

46-50 51-55

F5. Mothers’ Education: : Below SSLC SSLC passed

PDC Degree

F6. Mothers’ Occupation: Employed Unemployed

F7. Ordinal Position of the respondent: 1 2 3

F8. Type of Family: Single parent Both Parents

Emotional Details (put tick mark to whichever is applicable)

E1. Parent to which the respondent is attached: Father Mother

E2. Style of parenting: Strict Friendly

E3. Interest of the respondent: Curricular activities Extra curricular activities

E4. Prominent skills identified

in the respondent by self: Intra personal Inter personal None

E5. Number of friends as identified by the respondent: Many Few

E6. Leadership quality as identified by the respondent: Good Poor

E7. Whether respondent have hobby: Yes No

E8. Whether the respondent have clear career plans or not: Yes No

Rathus Assertiveness Scale (put tick mark to whichever is applicable)

S1. I feel most people stand for themselves than I do

Very much true Somewhat true

Somewhat wrong Very much wrong

S2. I shy off from proposing boys only due to my shyness.



S 3. I complain about badly cooked food, when I am dining out



S4. I am careful not to hurt others' feelings even when I feel hurt



S5. If a person serving in a shop has gone to a lot of trouble to show me something, which I dont really

like, I have a hard time saying NO



S6. I always want to know why, when I am asked to do something



S7. There are times when I look for a good strong argument



S8. I try hard to get ahead in life as most people like me, do



S9. To be honest, people often get the better of me



S10. I enjoy meeting and talking to people for the first time



S11. I often don’t know what to say to good looking people of opposite sex



S12. I dont like talking to elders for clearing my queries



S13. I would rather ask my friends to go and clear my doubts



S14. I feel silly if I return things I dont like to the shop which I bought them from



S15. If a close friend/ relative that I like most, is upsetting me, I would hide my feelings rather than say I

was upset



S16. I have sometimes not asked questions in the class for fear of sounding stupid



S17. During an argument, I am sometimes afraid that I will get so upset that I will shake all over



S18. If a teacher is talking to the class and I thought he/she is wrong, I would get up and say what I think

as right



S19. when I do something important/good, I try to let others know about it



S20. I dont bargain over prices with people selling things



S21. I am open and honest about my feelings



S22. If someone has been telling false/bad stories about me I see him/her as soon as possible to have a

talk about it



S23. I often have a hard time saying NO



S24. I tend not to show my feelings rather than upsetting others



S25. I complain about poor service when I am eating out or in other places



S26. When someone appreciates me, I just dont know what to say



S27. I f my friends near me in the class are talking, so that I can’t concentrate in my work, I would

rather ask them to go somewhere else and talk.



S28. Anyone trying to push ahead of me in a line is in for a good battle. I will argue.



S29. I am quick to say what I think



S30. There are times when I just cant say anything



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