Functional gains
motivational deficits, anger, cognitive symptoms
SECONDARY, SAID
Many participants described improvements in their social relationships, reflected in descriptions of “getting on much better,” “communicating effectively,” and “able to enjoy time” with friends and family.Counselling has made a lot of difference. I couldn't have thought that problems can be solved like this… Not only are my problems resolved, but also my relationships with others have improved. My issues were impacting my family, and I fought with family members all the time. For anything that they would say, I would feel bad, get angry and fight with them. Now, that does not happen. They have learned to do things slowly with me, and I also take their comments casually. One participant described how the relationship with their father had improved after the latter made direct use of problem‐solving materials to address their own anger difficulties.One day, I dropped a glass of water, and my father started scolding me. Despite my mother's efforts to cool him down, he got angrier. Later, I said, ‘Papa, don't be angry. I got a booklet from my school, and it is written in the booklet, that if a person gets angry, what they can do.’ My father read [the booklet], then cooled down. Now my father doesn't unnecessarily scold me. In terms of academic functioning, participants noted improvements in focus, efficiency and productivity, which in some cases appeared to be secondary to the resolution of cognitive symptoms and motivational deficits.I can now study well. My papers went well too a my mind remains fresh. My mind is set on studying well for my exams. I can now concentrate on my studies, since I have reduced the use of phone and fighting with others… This has [postively] impacted my school performance, and I am scoring better marks now. Two participants who used the bibliotherapy format suggested that their problems had resolved because of external factors beyond their control (e.g. school curriculum changes; relocating with family to a new home). Apart from these exceptions, all other study participants attributed functional gains to the effects of the intervention. However, four participants (two in each format) described persistent problems that were unchanged over time.There is no improvement yet, and there continues to be the problem with studies. I can only remember for some time, and then I forget [what I studied]. When I was taking the counselling, I had many options to improve my studies, based on the tips shared by sir [counsellor]. And I was able to study – be it with my sisters or with other kids who would come to my home for tuition. I would study with them and also teach them. Then [post‐counselling] I left it all and got addicted to smartphone and social media like WhatsApp, Facebook, and YouTube. 