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By Janardan Prasad and Vijay Kumari Kaushik

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Institutions must be ready to meet these students' special needs. Scheduling, childcare and accessibility are only a few of the needs. For example, students should be allowed to engage in learning at their own pace. This may mean educational leaves for personal and professional reasons. Students should be involved in their own degree programme planning and the institutional policies that affect them. This process, which recognizes the individual's right and responsibility to be involved in the decisions that affect his or her life, provides a model for effective work in the helping professions.

What is my own philosophy? There are many ways in which students and instructors can begin to address these questions. — One approach is to have students write their own autobiographies focusing on their development. They should take into account both the inner and outer forces that shaped their development. 120 — As part of a classroom activity, students can pair up with others of different cultural or ethnic backgrounds to compare and contrast the influences of family on self-development. Specific activities may include interviews with family members, oral histories and readings.

This requires strong interpersonal competence as described by Torbert. For these reasons then, it is important that the worker be aware of self, personal needs and the patterns of his or her own behaviour. Students should be encouraged to examine self from different psychological, sociological, cultural and economic perspectives. The following questions can be used as an organizing framework: 1. Why do I want to help people? 2. How do I see myself in relationship to others? 3. How do I relate to the society in which I live and work?

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