Chapter 3 EMOTIONAL STRESS AMONG PUPILS

3.0 Introduction

“..... We have created man in the best possible form ...”

(Surah Al-Tin, Verse 4)

The creation of man by Allah is the best invention born on this earth to be
equipped intellectually, emotionally, physically and spiritually, thereby allowing
man to distinguish between good and bad. In a perfect human nature, Allah
has equipped man since birth with elements of talent, mental, emotional and
physical abilities that has helped the development of individual excellence
and enhanced intellectual development of mankind. Stability and prosperity of
this nature makes man in equilibrium as God’s representative on earth to
carry out the mandate entrusted to them throughout their lives.

Imam Al-Ghazali had said that the creation of man consists of four (4)
elements within the Qalb (heart), Aql (mind), Nafs(desires) and spirit (soul).
These elements actually help in the formation of the human personality on
earth. If men are more inclined towards acting upon their desires rather than
the spirit and heart, a rebellious human nature will

form and hence they will be dissatisfied with what they have. Whereas people
who use their minds are able to distinguish the good from the bad. However,
the actual human life is greatly influenced by the heart.

If the heart is good, good qualities will be manifested from within and vice
versa. The self development of a human life that begins from the womb to the
end of life makes man a unique creation for learning. According to Haliza
Hamzah (2009), the self development of the human is rather qualitative,
showing the changes of the physical, emotional, cognitive, social and moral
self of an individual. This development will occur continuously throughout the
human life and is influenced by environmental and genetic factors.

However, the development of the human person is largely influenced by

emotions such as happiness, sadness, worry, anger, excitement, fear, rage,
boredom, frustration and many such others. This range of feelings benefits
humans in adapting and controlling their own emotions in certain
circumstances. Babies in their mother’s womb show emotions too. Babies are
not able to express emotions verbally but can express feelings with their
bodily movements. This tells us that the well-being of humans is actually
dependent upon the stability of their own emotions.

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 3.1 Emotional Stress

What is the meaning of Emotional Stress?

According to the Kamus Dewan (2007), emotion is defined as feeling of

sadness, joy, fear, anger, etc. The language aspect defines it as emotional
sentiments and ill feelings experienced through negative emotions leading to
negative circumstances of the individual and vice versa. The emotional
effects can affect the individual in meaningful ways. Emotions are divided into
2 types: positive and negative emotions.

Positive emotions are emotions that lead a human being towards excellence
and success and these emotions are feelings of having fun, being happy,
bold, confident, resourceful, thinking positively and always wanting to improve
oneself. On the other hand, negative emotions are emotions that make a
person feel grumpy, spiteful, lazy, skeptical, fearful, worry, etc.

The meaning of stress, according to the Kamus Dewan (2007), is a condition

or result of pressing situations, either external or internal pressure. This
occurs when one has unfulfilled needs and is forced to act in order to fulfill
them. Based on Maslow’s theory (1954), a person’s needs must be fulfilled
first, that begins with physiological needs, safety, love, self-respect and self-
fulfillment. These are necessary needs, starting from the lowest level of
physiology to a high level of self-refinement, is fundamental towards
achieving a balance of human emotions. If all requirements are met at every
stage of life, human emotions will be well-balanced. If trouble is encountered
at any one stage of life, however, the urge to fulfill the requirements gets
stronger and this in turn increases the stress level.

In conclusion, emotional stress is a condition that affects emotions and

interferes with the thoughts of individuals who suffer from the stress, in either
positive or negative situations. These pressures stem from various aspects
such as the necessities of life, societal needs, environmental factors and
individual self. As a result, this stressful condition causes an uncomfortable
situation that undermines the ability of a person to live a daily life.

3.2 Factors Affecting the Development of Emotions

Emotional development is influenced by these factors;

• Genes
• Environment

3.2.1 Genes

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Genes influence the growth and personal development of the individual.
In addition to determining its offspring, the merger of 23 chromosomes from
the mother and 23 chromosomes from the father containing DNA and RNA
contains the genetic characteristics that will combine and result in a baby
born. Psychologists found that the emotional aspects of the individual are
also influenced by genes from either of the parent.

If parents have anger issues or are emotionally unstable, they will also
produce a child with a temper. Meanwhile, children born of cheerful parents
are found to be cheerful, according to their genes.

3.2.2 Environment

The development of human emotions is greatly influenced by the environment

that fosters the development of the individual. According to Bronfenbrenner’s
Ecological Systems Theory (1989), the child’s environment prevails in a five
layer system of micro-system, meso-system, eco-system, chrono-system and
macro-system. Micro-system refers to the immediate environment
relationship that is father, mother, siblings, friends, neighbors, teachers and
many others. Knowledge, concern and affection from them play an important
role in assisting the development of human emotions. According to Prof.
Madya Dr. Mohd Jamil bin Yaakob (2012), the mental health needs of children
during infancy refers to the social and emotional development of healthy
children and their relationship with their guardians (usually parents) from the
time of birth until the age of five. Control of emotional skills starting from the
infant stage is crucial because it can help children establish healthy
relationships with others in the process of development of their lives. Besides,
it can help to maintain a balance between social and emotional aspects of the
environment. This will enable children to evaluate good and bad things and
guide them in establishing themselves and understanding their strengths and
weaknesses, thereby knowing how to control their feelings and have self-
confidence.

According to J. B. Watson, a new born baby shows emotional reactions within

itself. A study by J.-B. Watson was performed on an infant, nicknamed ‘Little
Albert’ who was fond of playing with white mice. At the initial stage the baby
did not display any fear towards the white mice until Watson made a loud
crashing sound. This noise led to ‘Little Albert’ displaying the emotions of fear
towards the white mice and all things white.

In conclusion, genes and environmental factors experienced by an individual

affect their emotional development. Feeling afraid, sad, frustrated, happy,
calm, and so on will affect their personality until the end of their lives later.

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 3.3 How is the situation of Human Emotions in the 21st
Century like?

In the 21st century, the world is undergoing rapid changes that can be seen
and felt in various currents of change and modernization. To meet the needs
of life in harmony with this development, various necessities need to be met
and humans need to struggle and fight in order to live. Desires and needs
that must be met conjure
up feelings in man who is compelled to fulfill these needs in a variety of ways,
giving rise to competitiveness, fighting spirit and desire to be ahead of others.

This causes many challenges and obstacles, especially when people try to
catch up with the rapid development of the world. Various requirements that
must be met makes them do things that violate the norms of real human life.
Today, various events such as suicide, hysteria, rage, murders and many
others erupt in public life, yet these are perceived as normal in human
beings,even when they include incidents involving children. Symptoms of
stress in living are experienced by many people in this world as a result of the
increasing challenges to survive.

Problems arising from emotional pressures are more worrying as these

problems are not seen with the naked eye and are usually known only when
the emotional stress reaches the maximum level. Emotionally unstable
situations will result in the disruption of a person’s emotions that will affect the
quality of daily life. Emotional disturbance events affect the self-control
system in human beings that instead of being in control of human emotions,
fail in performing the duties.

In conclusion, in a world that is experiencing global change, human emotions

cannot keep up with the changing times. This failure causes a flood of
emotional pressures so that one has to adapt to the changes.

Emotional self, therefore, does not occur in parallel with the way of life of the
21st century.

3.4 Emotional Disorders among Pupils

Pupil who are nurtured since childhood with love, attention, encouragement
and motivation will be prepared to face struggles later in life. Their growth and
development in a positive aspect will help to form stable human in aspects of
emotional, social and physical self. However, the circumstances of children
who are raised with either little emotionally, spiritually, physically or

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intellectually lead to the existence of emotional disturbances in them.
Personal development of pupils is the second phase in human growth and
development. Those in the age group of six to twelve years are categorized
as children.

This is based on the words of Muhammad SAW, that the second stage in our
life is childhood. At this time it is important for parents or guardians to
discipline children with regulations as well as affection.

However, the current requirements at the first stage, from birth to age five
must be given full affection for their emotional stability for the next level.
Often, emotional stress causing disruption is associated to emotions exist
among adults, but this problem also occurs at the beginning among pupils.
Eric Erikson’s Theory of Psychosocial evelopment (1963), has submitted
eight stages of psychosocial development to show that the development of
human emotions starts from birth until the end of life. In the event of
disruption of psychosocial development at a level, harassment may occur at
the next level.

In conclusion, emotional disturbances among pupils occur when they are

unable to regulate continual emotions that they have experienced. This
situation is also worrying as there have been many reported cases involving
pupils with emotional disturbances who have to be referred to the Psychiatric
Specialist for help particularly in emotional management. Personality will be
formed along with the psychosocial development of pupils and to regulation of
their emotions in the desired direction.

3.5 Why do Emotional Problems among Pupil occurs?

Psychosocial specialists, counselors, physicians, community and teachers

themselves often discuss the factors that lead to emotional disorder problems
among pupil. Among them are:

Figure 3.1: Pupil Emotional Disorder Factors

3.5.1 Parents and Family Factor

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Parents play an important role in influencing the growth and personal
development of the individual. They are an early influence in the physical,
mental, emotional and spiritual development of children. Parents start caring
for the unborn baby right on from the womb.

This is to ensure that the baby is in good condition. When a child is born, the
baby’s physiological or affection needs are important in the process of
shaping an individual who is stable and realistic in emotional, spiritual,
physical and intellectual aspects.
How about the situation of pupils who have been abused, tortured and
abandoned?

Symptoms of abuse, neglect and torture among schoolchildren occur

frequently in our country. The emotions of pupil will not be formed perfectly
and healthily. This will create confusion in the mind and emotions in their life.

It will produce pupils who cannot contribute to the development of self,

society and the state. Government efforts to produce pupils who are
competitive, competent and insightful in line with the Malaysia Education
Development Plan (2013 – 2025) will not bear fruit.

The role of parents as the primary protector of pupils is important in ensuring

that their children grow up in a healthy, complete and manageable condition.
However, many problems arise when parents ignore the welfare of their
children. Childhood emotional disorders include;

• Sexuality
• Abduction
• Suicide
• Neglected children
• Street children
• Child labor
• Child abuse

These conditions cause emotional disorders in children, affecting their growth

and development. These disorders worsen when divorce cases increase,
fights for child custody; child maintenance has to be provided and so on. This
will not only disturb the emotions and thoughts of the pupils but will also affect
the growth of a balanced society as a whole.
3.5.2 Peer Factor
There are also pupils who have difficulties adapting themselves among their
peers. Feelings of low self-esteem, low confidence, shyness, and a sense of
inadequacy affect the relationship between them. Unstable feelings and
emotions management restrict communication between them. Pupils who

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come from low-income families often feel they are not as good as their richer
friends. This situation creates an emotional upheaval among them, leaving
them with an impression that there is a difference between them and their
richer peers.

The acceptance of peers inside or outside of school plays an important role to

help or hinder healthy emotional development in pupils. There are pupils who
do not want to talk in the presence of their friends to avoid their personal
matters being made known and becoming a topic for conversation. It is seen
to affect the social and emotional development of pupils and if they do not get
any help needed, it will cause pupils to become quiet, afraid to ask, vindictive
and lose their confidence. They are likely to end up not as leaders but
followers in an organization. This problem will affect the development of
pupils’ confidence and the academic achievement.

3.5.3 Environmental Factor

Environmental factors play an important role in the process of growth and

development of the individual, whether from the aspect of personality, mental,
emotional or physical, and its effective starts from the womb as well. It has
been clearly proven that children born in a good environment will grow up to
be good and vice versa. The environmental factor influence can be seen in
the rise of the academic achievements and improving pupils’ discipline. Elite
housing areas occupied by higher income groups showed an encouraging
academic performance. Rural areas and remote areas tend to have lower
pupils’ achievement.

Presently, many negative phenomena are arising as a result of living

conditions or not conducive environment. The growth and development of
children is influenced by the environment. Studies show that children who are
born and grow up with rudeness and violence have the tendency to grow up
as rude individuals. Among the environmental factors that affect the pupils’
emotional disturbance are:
• Neighbours
• Public utilities

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• Residential area
• Environmental facilities
• Communities around the area

3.5.4 Living Pressure

Challenges in life can sometimes be a source of pressure for pupils. Pressure
in life in urban areas lead to desire to be stronger even if they know that they
are incapable of fulfilling them. As a result, many problems and pressures of
life come about, and criminal cases involving pupils who are still in school
today.

Stress causes problems when pupil have to shoulder the financial burden of
the family. There are those who have to work at a young age to help their
families or to meet their own needs. Working at a young age interferes with
the development of emotions. In this second stage of personal development,
concentrating in their education which incorporates the development phases
of childhood should be their concern. Instead, they enter the adult world of
early employment . The working world is filled with various pressures and
demands that must be faced even at a young age. This misleading
circumstance ultimately creates confusion in the pupils resulting in
uncertainty, whether to behave like friends of the same age or people of the
adult world.

The stresses faced by pupil are as follows:

• Cost of living
• Family troubles
• Divorced parents
• Requiring a life of luxury
• Earning a living for family or self
• Insufficient family income

3.5.5 School Curriculum Factor

Education has become the main agenda of our country. The government has
allocated huge investments in this area to provide pupils with a
comprehensive education system (Malaysia Education Blueprint, 2013 –
2025). Our education system constitutes a total of 16% of government
expenditure.

However, schools are becoming less attractive for daily attendance. The
physical condition of the school and the teaching and learning process (P&P)
that are not attractive contribute to this situation. School curricula focuses on
pupils’ achievement so they overlook the development process of pupils as a
whole. The Theory of Multiple Intelligence according to Howard Gardner
explains that humans are formed by various intelligence: when they are

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driven to carry out tasks that are inclined to their intelligence, the tasks will be
carried out properly. Howard Gardner has proposed nine different human
intelligences, such as linguistic, interpersonal, intrapersonal, musical,
linguistic, spatial space, kinaesthetic, mathematical and spiritual.

In addition to that, the tendency of parents to view their children’s success in

education causes emotional distress in them. The additional competitiveness
among pupils in the classroom becomes a benchmark for parents to see their
children’s progress.

The consequences of emotional disorders among pupil are:

• Stealing
• Fighting
• Challenging teachers
• Punching teachers
• Skipping classes
• Truancy
• Suicide Attempt
• Severe discipline problems
• Not doing homework

3.6 Early Signs of Emotional Disorders

Emotional disturbance among pupils can be identified by people close to

them such as parents, teachers, close family members, friends and people in
their community. However, parents should play an important role as the first
person to identify their children emotional distress.

Apart from parents, emotional disorders among schoolchildren can also be

detected with the help of the school teachers. The teacher’s role in identifying
the pupils’ conditions help pupils to overcome their emotional problems.
Among the indications of emotional problems in pupil that can be detected
are;

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 Figure 3.2: Emotional Disorders Among Pupil

• Lazy to Learn
Pupils who suffer from emotional disorders seem lazy and are not interested
in learning. The emotional distress takes control and causes the pupil to be
lazy in learning. Pupils do not finish their given homework.

Teachers can identify the situation and provide the necessary help to build
confidence and support for learning.

• Sleepy In Class
Emotionally unstable situations will disrupt pupils’ sleep patterns. This will
affect the pupils during the lesson. Teachers need to identify such situations,
taking note of pupils who are always sleepy in class. This is to address the
situation of these pupils so that they do not get left behind in their studies.

• Lack of Focus
As teachers, we meet regularly with pupils who are not able to focus on the
lesson. Lack of concentration can affect their academic performance. These
pupils will be day dreaming and lonely if they are left in their disturbed state.

• Gets Angry Quickly

People get angry quickly and are unstable when they cannot control their
emotions. Pupils get into such a state particularly when reprimanded by a
teacher or when they are with their friends. Such behaviour will force their
friends to stay away. This will further add to the emotional distress faced by
them. There has been instances in which teachers are punched by pupils who
cannot control themselves.

• Academic Achievement Decline

Signs of emotional disturbance among pupils can also be detected whenever
academic performance declines. Unmanageable emotional will predominate
interference; therefore the pupils are not able to think properly.

• Looks Tired
Pupils who look tired or are sluggish during the learning process also signifies
emotional disturbance. Emotional distress causes sleep deficiency, triggering
disturbed feelings in them.

• Lying
Emotional problems among pupil can also be identified when they start to lie

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either at home or at school. Lying is one of the tricks used to hide emotional
distress. For example, when unable to complete his schoolwork, a pupil gives
the excuse of leaving behind his book; the book is missing, his friend has
taken the book, to avoid being scolded by the teacher.

• Bullying or Being bullied

Pupil who suffer from emotional disorders are also often either bullies or are
bullied by others. The bullies are actually trying to flee from emotional
disturbances or problems encountered. The bullied ones suffer the same
emotional disorder such as feelings of fear, anger and hate. This
phenomenon has led to an increase in cases of bullying among pupils in the
school. Both parties in turn suffer not only physically but also emotionally and
it affects both mental and social developments.

• Fighting
Pupils use fighting as a short cut to solve problems. They think that fighting
will mark them out to be strong, powerful and feared by others.

In actual fact, the instability of such behaviour is very much out of their
control. Pupils who are often involved in fights at school have personal
problems, whether at home or school. This prompts them to act as such.

3.7 Measures Addressing the Emotional Disorders

Emotional disturbances among pupils should be attended to and measures

must be taken to alleviate them. Various strategies, approaches, methods and
techniques can be implemented either by the parents, teachers, schools or
local communities to help these pupils out.

3.7.1 How to Handle Emotional Problems?

• Parents and Families

Parents and families play a key role in helping pupils who are experiencing
emotional distress. They need to have parenting skills before planning to start
their family. These skills are necessary for determining the direction in which
their families would be built. Parents also need to know about their role in
educating, rearing, protecting and providing love and knowledge and needs
for their children. Various parenting courses have been carried out either by
the government, private or non-governmental agencies which provide
experience, knowledge and skills to parents in the upbringing of their children.

Family skills and family support establish harmony in the household thereby
shaping the emotions of family members. This awareness can help foster
national peace and human capital by producing a generation of healthy,

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emotionally stable citizens which can play a positive role in the development
of the country.

• Love
Love and affection are invaluable in shaping a child. Imam Bukhari narrated
the hadith of the Prophet which means :

“You should be gentle, caring and avoid being cruel and

dishonour .. “

Rasullulah S.A.W, stressed the importance of love and gentleness,

particularly towards younger children. Love should be fully given, especially
when they are still young. Studies found that pupils given enough love will
grow with confidence and be willing to listen to the advice or opinion of
others. Pupils who are in the process of growth and development who are not
considered and being ignored, on the other hand, will grow up to be hard-
headed and rebellious. They will repeatedly do things that are prohibited and
will be the cause of their teachers angry during the teaching and learning
process.

 Conducive Education Environment

Educating children requires an environment with favourable conditions.
Favourable conditions mean:

• Comfortable,
• Stable, and
• Secure

A conducive atmosphere should prevail at home and in school, places where

pupils live and study. A comfortable environment is not only about a spacious
and beautiful house. Comfort to the pupils depends on the area where they
grow up. A stable home environment is one that is harmonious with each
individual both in the family and the neighbourhood playing their respective
roles accordingly (conflict-free environment). Safety means being able to live
without threat.

This situation is most important in helping to build confidence and is

exemplary towards their growth and development. Growing up in an
environment that is filled with happiness, support and attention will ensure
positive development of self-worth and self esteem.

In addition, the school environment also plays an important role. A positive

and conducive environment must exists in schools, a complete facilities and
updated state to ensure the pupils get the opportunity to learn everything they

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were supposed to enjoy. Therefore, the role of teachers is also important to
establish a consistent state, whether at home or at school.

• Teachers
The experience and knowledge of teachers concerning pupils’ growth and
development is crucial in ensuring that pupils do not experience any
emotional disturbances.

Teachers are exposed to knowledge about educational psychology, sociology

of education and the development of children during their studies at local
universities as well as the Institute of Teacher Education (IPGM) which offers
fields in education.

Hence, the role of teachers is crucial in identifying pupil experiencing

emotional distress. Wide exposure of this information allows teachers to
communicate with parents and families in problem-solving. The cooperation
of either parents’ role or teachers acts as a family will provide full support in
helping the pupils to get out of this emotional disturbance.

• Spiritual Intelligence (SQ)

The success of a pupil is being assessed through intellectual intelligence in

school. The success of the pupils will be based on intellectual intelligence
without taking other aspects into consideration.

However, it was found that sometimes pupils who excel in academic aspects
cannot control their emotions. Various cases reported of undesired incidents
like suicide, running away and children rebelliousness proves the failure to
achieve the desired success expected by family and society.

It is a fact that pupils who have no knowledge about religion (spiritual

intelligence), who are ignorant of god who created them, will act without
thinking. Thus, intelligence should paralleled be taught with spiritual
intelligence so that they can distinguish good from bad.

• Healthy Lifestyle
To practice a healthy lifestyle is the best step towards avoid emotional
disorders in pupils. Programmes can be tailored by parents or family,
teachers and government or private organizations to help pupils learn the
dynamics activities of healthy living.

Examples of activities that can be implemented include morning exercises,

extracurricular leisure activities, family outing which interest children and
many others.

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The Ministry of Health (MOH) promotes healthy lifestyle activities (especially
among children under 12 years of age) to help them manage and overcome
emotional disorders. It is greatly concerned about the causes that lead to the
occurrence of these symptoms.

3.8 Rights of the Child

Children are our future leaders. They are heirs to a country that can ensure
the country’s future direction. According to the figures in 2008, children made
up a total of 37.9% (10.5 million) of the population in Malaysia. Therefore, the
importance of children’s
rights should be given priority and made known to all walks of life to create a
society to protect them from abuse, neglect, violence and exploitation.

Children are categorized as those who have not yet been able to think for
themselves or about the environment and the rights that protect them from
incidents that happen. This role is taken up by adults who should lawfully
protect the children and suffer the consequences should they do otherwise.

However, today we find many undesirable incidents happening to children

arising from their immediate family such as mother or father, brother or sister
and close relatives. This situation is a threat to them because those who are
entrusted to protect them become threats in their lives instead.

The Rights of the Child was adopted officially on 20 November, 1989 in a

convention on children in the 44th United Nations Assembly. On December
28, 1994, the Malaysian government signed the Convention on the Rights of
the Child to protect their rights as registered citizens. The signing of this
convention has enabled the government to be more responsible about the life
opportunities, the well-being and recognition of children’s rights as well as be
more descriptive of children’s needs.

There are three sections and 54 articles in the convention that touch on the
Rights of the Child such as;

Part I: 41 articles on the rights of the child.

For example:

• Article 3
In all actions concerning children, whether undertaken by public or
private social welfare institutions, courts of law, administrative authorities
or legislative bodies, the best interests of the child shall be a primary
consideration.

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• Article 4
State Parties shall undertake all appropriate legislative, administrative,
and other measures for the implementation of the rights recognized in
the present Convention. With regard to economic, social and cultural
rights, State Parties shall undertake such measures to the maximum
extent of their available resources and, where needed, within the
framework of international co-operation.

Part II: 4 articles on the implementation and enforcement of the

Convention and its implications for member countries.

• Article 42
State Parties undertake to make the principles and provisions of the
Convention widely known, by appropriate and active means, to adults
and children alike.

• Article 43
For examining the progress made by State Parties in achieving the
realization of the obligations undertaken in the present Convention, there
shall be established a Committee on the Rights of the Child, which shall
carry out the functions here after provided.

Part III: 9 articles on recognition of the Convention and its implications.

• Article 46
The present Convention shall be open for signature by all States.

• Article 52
A State Party may denounce the present Convention by written
notification to the Secretary-General of the United Nations.

Denunciation becomes effective one year after the date of receipt of the
notification by the Secretary-General.
(Convention on the Rights of the Child, Department of Social Welfare
Malaysia)

In the convention, the rights of Children under the age of 18 years are:

• To live, grow up healthy, have adequate quality and preservation of life

with love and affection in a family atmosphere.
• To be identified as an individual and a citizen.
• To be under protection from difficulties or obstacles in life during an

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 emergency, war, exile, helplessness, and against exploitation or crime.

3.8.1 Child Act 2001 (Act 611)

• Basic National Child Protection

The role in protecting children is the responsibility of the various parties, not
solely the government’s or non-governmental organizations, individuals or
groups and private agencies. The involvement of all parties can make Vision
2020 a reality, making Malaysia a developed country. According to the Child
Act 2001, a child is defined as a person under the age of 18 who is
categorized as one who needs the care, maintenance, protection and
conservation of adults either made up of parents, families, communities or the
government itself.

In line with the Convention on the Rights of the Child (Convention On The
Rights Of The Child) on December 28, 1994, the importance of protecting
children’s rights is a priority in our country with the aim of implementation to
ensure their rights are protected. A policy has been established by the
government under the Department of Social Welfare of the State Child
Protection Policy with the philosophy of the Convention on the Rights of the
Child (CRC) and the Child Act 2001, which stresses the importance of
maintaining, preventing and acting against any neglect, abuse, violence and
exploitation against them.

This helps prevent any actions that could jeopardize their chances of survival
in conducive and safe conditions. This policy was formed with the goal of:

• Raising awareness and commitment of various parties to protect children

as a shared responsibility
• Creating an environment that is safe and child-friendly
• Encouraging organizations that interconnect directly with children to
create a child protection policy in their respective organizations
• Protecting every child from all forms of neglect, abuse, violence and
exploitation
• Allowing only appropriate individuals to deal directly with children
• Improving support to address the neglect, abuse, violence and
exploitation against children and increasing research and development
to improve the protection of children
(Social Welfare Department)

Various activities have been carried out either by the government, private
sector as well as local communities in implementing the awareness of all
citizens on the importance of an integrated joint venture in protecting the
rights of children. This role is to ensure that those who have close contact

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with children are aware of their rights to be protected from things that could
threaten their safety.

Basic National Child Protection has to be established early as prevention to

safeguard children from being victimized or abused. The efforts of the
government and non-governmental groups continue to provide early
exposure through lectures, exhibitions and documentary information in
electronic media, printed materials, websites and many others. This seems
the best way to provide opportunities for children to know their rights as
citizens and the protection they can get in case of any mishap.

Thus, through the Child Protection Policy based on the National Child Act
2001 (Act 611) Part II, Article 3 has touched on the establishment of the Co-
ordinating Council for the Protection of Children was created with the
following role:

• Responsible for advising the Minister on all aspects of child protection

• Designing of a management system that is efficient and effective
throughout Malaysia incorporating information channels for reporting
cases of children in need of protection
• Recommending services geared specifically to meet the needs of
persons, children and families in need of child protection services
• Coordinating the various resources of any government department
involved with child protection
• Developing programs to educate the public in the prevention of abuse
and neglect of children
• Providing advice on the management, operation and practice of Child
Protection Teams throughout Malaysia
• Providing advice on the development of training programs for members
of Child Protection Teams throughout Malaysia
• Resolving any conflicts that may arise within Child Protection Teams and
• Performing such other functions as may be prescribed by regulations
made under this Act.

Members of the council consists of the Director General as the Chairman,

Deputy Chairman of the Board as Deputy Chairman, a representative of each
of the ministries involved such as from the Ministry of Health, Ministry of
Education, Ministry of Human Resources, Ministry of Information, deputy
Attorney General, the Inspector General of Police, the Prison Department,
representatives from the Social Welfare Department, representatives of
ministries in Sabah and Sarawak, the Registrar as Secretary of the Council
and individuals who have the experience, knowledge and expertise in child
development. In addition, the Minister may also appoint those who are
qualified to give advice on the indigenous, ethnic, cultural or religious factors

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to assist the council in carrying out its duties.

In addition, to facilitate this Council services throughout the country, the

establishment of a Child Protection Team was established. The team’s role is
to coordinate local services either to the family or child in need or suspected
to require protection.

• Children Regulation (Place of Safety) Order 2007

Children Regulation (Place of Safety) Act 2007 by virtue of section 82 and
paragraph 128 (2) (f), (g), (j), (l), (p) and (t) of the Child Act 2001. Ensuring
that these rules can be implemented well, the Board of Visitors at each place
of safety has been established and consists of;

• No fewer than seven members and no more than fifteen members

• The members appointed shall consist of at least three women and three
men

Appointment of the Board of Visitors should have the experience, knowledge

and expertise in matters relating to the development, welfare and well-being
of children.

Under Part III, Responsibilities of the Board, the Board shall;

• Protect the interests and welfare of the child in a safe place

• Oversee the overall developmental stages of children
• Oversee the management of a safe place to be in accordance with these
Regulations.

• Child Care Centre Act 1984 [Act 308]

Child Care Centre Act 1984 (Act 308) was enacted to provide for the
registration, inspection and enforcement of TASKA. The aim is to ensure that
the interests of the establishment of a TASKA emphasize on safety and child
development. The establishment of childcare centres to provide the
opportunity for children to get knowledge from a young age and encourage
shaping and developing cognitively from a young age.

(4) years from more than one household are received to be looked after for
reward. The definition of Registered Child Care Centre means a child care
centre registered under section 7. Some section rules have been established:

• Under Section 6 (1) No person shall operate or take part in the

management of a child care centre that is not registered under the
provisions of this Act.
• Under Section 6 (2) of Act 308 states that any person who contravenes

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 subsection (1) commits an offense.

There are four categories of childcare under Section 5 of Act 308:

• Nurseries in Institutions
Receive 10 or more children in care and established on the initiative of the
private sector and non-governmental organizations (NGOs)

• Nurseries in the Workplace

Receive 10 children or more in custody and established on the initiative of the
employer for workers’ welfare

• Community Nurseries
Receive 10 people or more children in care and receive assistance from the
Federal Government or the State Government. Childcare was established on
the initiative of the community to benefit low-income families in urban and
rural areas

• Nurseries at Home
Receive 4 to 9 children in care and these types of childcare centers run their
service in the homes of the person registered under section 7.

Summary

Children are entrusted to us and they will inherit all we leave behind soon.
Therefore, the formation of the physical, spiritual, intellectual and emotional
needs to be balanced to produce individuals who can be competitive at the
international level. The role of all levels of society in ensuring that all children
can live and enjoy a comfortable childhood should be given the priority.

Exercises

1. To what extent the role of teachers and the community in ensuring

emotional disorders among school children can be prevented.

2. Various emotional distress among pupils start from the womb. Describe
the challenges faced by parents in shaping pupils’ excellence as future
leaders.

3. Through Child Act 2001 (Act 611), children are given their rights to be
protected. State the extent of information that has been revealed to the
community concerning the implementation of children’s rights in
everyday life.

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