Journal of Education, Society and Behavioural Science

Child Sexual Abuse and Psychological Impact: A Case Study

Asa P M — 2026-01-05

Globally, there is growing concern over child sexual abuse (CSA). Forced and undesired sexual interaction by one person (the perpetrator) upon another (the victim) constitutes sexual abuse, a horrible crime. Since every CSA is diverse and unique, the effects of sexual abuse appear in different ways in each of them. Despite the high incidence of child sexual abuse in India, survivors and their families are reluctant to come out because they are afraid of social disapproval and don't want to implicate family members.

Child sexual abuse can have profound and lasting effects on the psychological aspects of victims. The impact may differ depending on the degree of support the child receives, the relationship between the victim and the abuser, and the severity and length of the abuse. Low self-esteem, emotional regulation problems, sexual dysfunction, trust issues, and attachment and interpersonal problems are some effects of child sexual abuse.

In the current investigation, the investigator aims at portraying their psychological issues as an impact of sexual abuse and to suggest social work methods for addressing and resolving the psychological issues of child sexual abused victims. This research is qualitative and narrative style. Data from the respondents was gathered using a case study. For the case study, the researcher employed the Budgell (2008) & Boeji (2010) model. The study highlights how child sexual abuse affects victims' psychological well-being and offers social work approaches to address the serious health issue and suitable methods for addressing the psychological problems.

Urban-rural Disparities in Waste Management Attitudes and Practices among School Students: A Comparative Analysis

Astha Garg — 2026-01-01

Effective waste management is a critical environmental priority in India, yet students' attitudes and practices remain poorly understood, particularly across contrasting urban–rural contexts. This study examines disparities in waste management attitudes and practices among middle-stage school students in Halol taluka, Gujarat. A descriptive research design was employed, and data were collected from 678 students (Grades 6th – 8th) selected through stratified random sampling from urban (n=335) and rural (n=343) schools. A structured questionnaire was used to collect the data from the students. The findings revealed a substantial difference between urban-rural school students in waste management. Urban students displayed more positive attitudes toward waste management (21.53%) compared to rural students (5.89%), while the majority in both groups fell in the neutral category. Practice scores showed even deeper disparities; 70.79% of rural students exhibited poor practices, and none achieved good practice levels. Mean practice scores were consistently higher among urban students across all waste categories. The study concludes that infrastructural access, exposure to environmental programs, interventions, and socio-cultural contexts significantly shape student waste management behaviours. Strengthening environmental education at the middle-school level can bridge the attitude–practice gap and promote long-term sustainable behaviours.

Educational Research Toolkit: A Model of Adapting Innovation

K. C. Koutsopoulos — 2026-01-03

The subject of this article is education research, but its focus is on its instrument the toolkit and more specifically in modeling it, in order to provide stakeholders a tool that encouraged them to integrate innovations, as well as incorporate technology, reform curricula, and foster inclusion of new educational approaches that lead to develop best practices from/to students and improve their education. To achieve these goals the paper examines three complementary educational research approaches: first, how a toolkit can become a modeling mechanism of educational research; second, what theoretical considerations or conceptual backgrounds are required to justify a toolkit modeling; and third, how innovations, utilizing a generalized framework can create, through learning and teaching adjustments, new educational processes. As a result, the paper presents a toolkit modeling approach that proceeds inductively, combining theoretical constructs and conceptual reasoning with practical applications to yield a coherent explanatory educational process adapting innovation, among others, to education.

Inter-State Disparities in Female Educational Attainment in India: A Composite Index Based Analysis Using NFHS-V Data

B. L. Yadav — 2026-01-09

Introduction: The multidimensional nature of education necessitates the use of diverse indicators to assess educational attainment across States. A state’s strong performance in one indicator of female educational attainment does not necessarily imply comparable performance in others. Consequently, identifying States that lag in the educational progression of the females is crucial for informed policy formulation and the design of targeted interventions. Such an approach enables the development of suitable programmes aimed at strengthening educational outcomes and reducing inter-state disparities.

Methods: The statistical and cartographic techniques were employed to construct and represent the composite index based on multiple educational variables. The extensive dataset derived from the NFHS- V (National Family Health Survey) reports was processed using the Statistical Package for the Social Sciences (SPSS), while Microsoft Excel’s functional utilities used in derivation of results. The UNDP dimension index methodology was applied to standardise the observations, eliminate scale biases, and ensure comparability across variables.

Results: The UNDP dimension index–based results were categorised into five levels of educational progression: very high, high, moderate, low, and very low. Across States, integrated educational attainment scores ranges from 0.0974 in Bihar to 0.8653 in Kerala, indicating substantial variations in educational attainment.

Discussion: Most Union Territories demonstrated relatively strong performance. Except for Himachal Pradesh, the majority of southern States outperformed their northern counterparts, highlighting a regional pattern in educational attainment. States exhibiting lower levels of educational progression may benefit from adopting the effective strategies implemented by higher-performing regions.

Conclusion: Monitoring and assessment of educational progression is imperative for the for the betterment of all the stakeholders and soft-skills—knowledge, capacity, value and disposition, in the ever-changing world. Continuous and systematic monitoring remains essential to enhance learners’ knowledge, skills, values, and dispositions—elements fundamental to personal development as well as community and national progress.