DR. G.SASIKALA HEPHZIBAH

Bharathidasan University, Trichy, India., REHABILITATION SCIENCE, Faculty Member

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Dr. G. Sasikala Hephzibah is an Assistant Professor in the PG and Research Department of Rehabilitation Science at Holy Cross College, Trichy, Tamil Nadu, with nearly 25 years of experience in Rehabilitation Science and Social Work. A postgraduate of Holy Cross College, Trichy, she has played a pivotal role as Coordinator at the Sisters of the Cross Society for Education Development (SOC SEAD), leading numerous projects focused on Community Based Rehabilitation for Persons with differently abled, Women's empowerment, and child labor elimination.
Dr. Sasikala Hephzibah has guided and supervised undergraduate and postgraduate students, served as an external evaluator, and contributed as a question paper setter in Rehabilitation Science and Social Work. Her expertise has been sought as a Coordinator and resource person for CRE training programs and awareness sessions on disability.
About 20 research papers published in Peer reviewed & UGC approved Journal. She has played a key role in organizing and conducting International Seminars and Conferences Training Programs, both at the State and National levels.
Phone: 8903400923
Address: Assistant Professor,PG &Research Department of Rehabilitation Science,Holy Cross College,Trichirappalli

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Papers by DR. G.SASIKALA HEPHZIBAH

MENTAL HEALTH IN ACTION STRATEGIES FOR EDUCATORS AND STUDENTS IN DIGITAL ERA

DR.G.SASIKALA HEPHZIBAH, 2025

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Teachers’ and Mothers’ Assessment of Social Skills of Children with Mental Retardation

G.SASIKALA, 2016

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Attitudes of Normal Children towards Peers with Down syndrome in an Inclusive Education Setting in Tiruchirappalli District G.Sasikala

G.SASIKALA

Down syndrome is one of the common congenital disorders associated with social stigma.Children wi... more Down syndrome is one of the common congenital disorders associated with social stigma.Children with Down Syndrome are attending inclusive schools, but evidence suggests that these children are more prone to peer rejection and other problems when compared with their non-disabled.Community attitudes and knowledge of this condition are important for inclusion of people with Down Syndrome into the community and improving their quality of lives. Results from surveys from the world showed that people still hold negative attitudes towards inclusion of children with Down syndrome. Negative attitudes constitute the major barriers to the development of their potential. This study aimed to describe the attitudes of normal children towards their peers with Down syndrome, and assess the gender role and interpersonal contact play in shaping these attitudes. Method: A cross-sectional study involving 105 children was carried out at an inclusive schools located in Trichy District. A semistructured questionnaire containing items on the "Chedoke-McMaster Attitudes towards Children with Handicaps (CATCH) scale", which elicits responses on a Likert scale numbered 0 to 4 (0-strongly disagree, 4strongly agree), was administered. Data analysis done using Stata version 12. Descriptive analysis, association between variables was carried out. Results: The attitudes of children in the school were generally positive (M = 22.55, SD = 3.79).Female students had higher total scores (M = 24.76, SD = 2.78) than their male contemporaries (M = 19.84, SD = 3.05),t-(103)=8.55,p=.000. Having a friend/relative with a disability was associated with more positive attitudes among female students. Conclusions: In inclusive setting, attitudes of normal children towards their peers with Down syndrome are generally positive. Since interpersonal contact was associated with positive attitudes towards children with Down syndrome, interventions should be directed towards promoting interpersonal relationships in order to build an integrated society.

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The Status of Women with Disabilities from personal, familiar&social aspects towards inclusive growth in Trichy district

G.SASIKALA

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The Impact of Inclusive Education on Children with Mild Intellectual Disabiliy in Promoting Social Skills and Peer Positive Attitudes in Trichy District

G.SASIKALA, 2020

Background: Social skills and social status are important aspects of development that are likely ... more Background: Social skills and social status are important aspects of development that are likely to be influenced by an individual's ability to solve social problems appropriately. An important area of development for children with mild intellectual disability is the development of social skills and social relationships. When children with disabilities are mainstreamed into general education classroom, they learn to play and interact appropriately with children of their own age. Inclusion provides opportunities for socialization and friendships to develop Inclusion help children with disabilities decrease their aggressive and non complaint behaviour. The study aims to explore the social skills and peer interaction of children with mild intellectual disability which is considered as the most important factors of social outcomes. Finally, the study is objectively proposed to find out how the children with mild intellectual disability self rated themselves as well as the teachers and parents rating of social skills of children with mild intellectual disability in inclusive education programmes. Materials and Method: In the inclusive education set up, 200 Children with intellectual disability and their teachers, parents and also the children without disability (peers) and their parents in the rural and urban areas of Trichy District were chosen for the study. The data was collected through SOCIAL SKILLS RATING SYSTEM (SSRS)-Gresham &Elliott, 1990). Obtained data were transcribed and analyzed using Descriptive and Differential analysis. Findings: The statistical procedure showed that children with intellectual disability in inclusive education have average social skills. Since interpersonal contact was associated with positive attitudes towards children with mild intellectual disabled children, interventions should be directed towards promoting interpersonal relationships in order to build an inclusive society. Conclusion: It is essential to build an inclusive society through an inclusive approach. Success of inclusion demands effective collaboration and meaningful cooperation from all stakeholders associated with education of children.

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ATTITUDES OF NORMAL CHILDREN TOWARDS PEERS WITH MILD INTELLECTUAL DISABILITY IN AN INCLUSIVE EDUCATION SETTING IN TRICHY DISTRICT

G.SASIKALA, 2019

Intellectual disability is one of the common congenital disorders associated with social stigma. ... more Intellectual disability is one of the common congenital disorders associated with social stigma. Children with mild intellectual disability are attending inclusive schools, but evidence suggests that these children are more prone to peer rejection and other problems when compared with their nondisabled. Community attitudes and knowledge of this condition are important for inclusion of people with mild intellectual disability into the community and improving their quality of lives. Results from surveys from the world showed that people still hold negative attitudes towards inclusion of children with mild intellectual disability. Negative attitudes constitute the major barriers to the development of their potential. This study aimed to describe the attitudes of normal children towards their peers with mild intellectual disability, and assess the gender role and interpersonal contact play in shaping these attitudes. A cross-sectional study involving 400 normal children was carried out in inclusive schools located in Tiruchirappalli District. A semi-structured questionnaire containing items on the "Chedoke-McMaster Attitudes towards Children with Handicaps (CATCH) scale", which elicits responses on a Likert scale numbered 0 to 4 were administered. Data analysis was done using Stata version 12. Descriptive analysis, association between variables was carried out. The attitudes of children in the school were generally positive (M=60.48, SD=10.157). Having a friend/relative with a disability was associated with more positive attitudes among female and male students. In inclusive setting, attitudes of normal children towards their peers with mild intellectual disability were generally positive. Since interpersonal contact was associated with positive attitudes towards children with mild intellectual disability, interventions should be directed towards promoting interpersonal relationships in order to build an integrated society.

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RELATIONSHIP BETWEEN SOCIAL SKILLS AND PROBLEM BEHAVIOUR ON ACADEMIC PERFORMANCE OF THE CHILDREN WITH INTELLECTUAL DISABILITY IN INCLUSIVE EDUCATION IN TRICHY DISTRICT

Dr.G.Sasikala, 2023

The school tends to emphasize the academic performance of the students. Academic competence has g... more The school tends to emphasize the academic performance of the students. Academic competence has great importance in personal life 1. It leads to better adjustment and success in school or college. It motivates the students to set high goals for themselves. Academic performance also predicts the future of the student to a great extent. Some researchers conducted studies to see the effect of social skills on academic achievement and school adjustment 2. Behaviour refers to how one acts or conducts oneself, especially towards others. It can

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THE PSYCHOLOGICAL EFFECTS OF VITILIGO ON SELF-ESTEEM: A COMPREHENSIVE STUDY

Dr.A. K. Umera Begam & Dr.G. Sasikala Hephzibah, 2024

Background: Vitiligo, a dermatological condition characterized by depigmented patches on the skin... more Background: Vitiligo, a dermatological condition characterized by depigmented patches on the skin, not only affects physical appearance but also profoundly influences individuals' self-esteem. Understanding the intricate relationship between vitiligo and self-esteem is crucial for developing effective interventions to mitigate its negative consequences. Materials and Methods: 35 samples of different age groups under the age of 60 were selected and asked to fill the questionnaire. The tool used for the study is a self-prepared questionnaire consisting of a total of 45 questions. The first 6 questions were about demographic details while the rest were about the skin condition, self-esteem, social life and emotional wellbeing. Findings: The findings underscored a significant negative correlation between vitiligo and self-esteem. Individuals with vitiligo often experience lowered self-esteem due to the visible nature of the condition, leading to feelings of embarrassment, shame, and self-consciousness. The stigma associated with vitiligo further exacerbates these psychological challenges, resulting in social withdrawal and avoidance of interpersonal interactions. Moreover, the impact of vitiligo on self-esteem extends beyond personal relationships to academic and professional domains, hindering individuals' performance and career aspirations.

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DR. G.SASIKALA HEPHZIBAH

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