Page 1 - Rajiv Gandhi University of Health Sciences · Web viewEating disorders arise from a variety of physical, emotional, social, and familial issues, all of which need to be addressed

“ A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED

TEACHING PROGRAMME ON KNOWLEDGE AND ATTITUDE

OF PARENTS REGARDING COMMON PSYCHOLOGICAL

PROBLEMS OF PRE ADOLESCENTS AT SELECTED

COMMUNITY SETTINGS IN MYSORE"

PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION

SMITHA.N. GOWDA

CHILD HEALTH NURSING

CAUVERY COLEEGE OF NURSING

TERESION CIRCLE,

SIDDARTHA LAYOUT

MYSORE.

2010-2011

1

RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES

BANGALORE, KARNATAKA.

PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION

01. NAME OF THE CANDIDATE : SMITHA.N.GOWDAAND ADDRESS 1ST YEAR M.SC NURSING

CAUVERY COLLEGE OF NURSING, MYSORE

02. NAME OF THE INSTITUTION : CAUVERY COLLEGE OF NURSING, MYSORE

03. COURSE OF STUDY AND SUBJECT : MASTER IN NURSING CHILD HEALTH NURSING

04. DATE OF ADMISSION : 01-06-2010

05. TITLE OF THE TOPIC : “ A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED

TEACHING PROGRAMME ON

KNOWLEDGE AND ATTITUDE

OF PARENTS REGARDING

COMMON PSYCHOLOGICAL

PROBLEMS OF PREADOLESCENTS AT SELECTED COMMUNITY SETTING

IN MYSORE”.

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6.0 BRIEF RESUME OF THE INTENDED WORK

6.1 INTRODUCTION

‘‘ Telling a teenager the facts of life is like giving a fish a bath”. 

Arnold H. Glasow

Preadolescence is a stage of human development through childhood that occurs

prior to adolescence. Some say that it starts when your 8 or 9 and ends at puberty or 13

years old

Preadolescence is characterized by a number of cognitive, emotional, physical

and attitudinal changes, which can be a cause of conflict on one hand and positive

personality development on the other

The home environment and parents are still important for the behaviors and

choices of adolescents. Preadolescents who have a good relationship with their parents

are less likely to engage in various risk behaviors, such as smoking, drinking, fighting,

and/or sexual intercourse. In conflict with their parents, adolescents are more flexible

than younger children, but more hostile and rigid compared to adults. The topics of

conflicts between preadolescents and their parents are often about the extent to which

parents can control and supervise the preadolescent, for instance conflicts about chores,

schoolwork, curfew, and the adolescent's right to privacy.

The most common problems in preadolescence relate to growth and

development; childhood illnesses that continue into preadolescence; mental health

disorders; and the consequences of risky or illegal behaviors, including injury, legal

consequences, pregnancy, and infectious diseases. Unintentional injuries resulting from

motor vehicle crashes and injuries resulting from interpersonal violence are leading

causes of death and disability among preadolescents

Preadolescent become more exposed to popular culture than childhood and may have

interests that are more based on internet trends, television shows, movies, fashion,

technology, and music, but are very shallow and corporate compared to the means of

more rebellious and open teenagers. Preadolescents generally prefer certain brands, and

are a heavily targeted market of many advertisers. Their tendency to buy brand-name

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items may be due to a desire to fit in, although the desire is not as strong as it is

with teenagers. Many of these brands include clothing and music

Preadolescent children have a different view of the world from younger children

in significant ways:

Preadolescent have a fear of kidnappings, rapes, and scary media events, as

opposed to fantasy things (e.g., witches, monsters, ghosts).Have a more developed

sense of looking into the future and seeing effects of their actions (as opposed to early

childhood where children often do not worry about their future).Have more

realistic job expectations ("I want to be an engineer when I grow up", as opposed to "I

want to be a wizard").View human relationships differently (i.e. they may notice the

flawed, human side of authority figures) .Begin to develop a sense of self-identity.Have

increased feelings of independence.Have a different view on morality.More mature,

sensible, realistic thoughts and actions.Are responsible for younger siblings and

relatives, such as babysitting.Often beginning to experience limerence, Puppy Love,

or love.May start caring about what they look like and what they are wearing.

6.2 NEED FOR THE STUDY

The period is between the ages of thirteen to nineteen and is named as teenage period.

Physical development of the internal and external organism of the body is attained.

Major physiological changes for teenage period are fast and completed at the end of this

period.

Problems of adolescence are due to failure in understanding the anatomical, social,

educational, morphological and psychological changes during adolescence.

Adolescence is a vulnerable stage that boys / girls of this age are easily carried away by

perceptions generated by misleading and misguiding parents, teachers, friends,

brother/sisters.

Ignorance of elders, wrongful messages depicted by TV serials, advertisements, films,

publications carrying partially or fully false information.

Such perceptions can be anything such as studies, sex, society, married life, career,

religion, politics, or any relevant subject.

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Some problems could be easily ignored. Even such problems cause great distress to

adolescent people. Morphological / Developmental Problems include over growth of

hair or undergrowth of hair, over weight and underweight, skin color problems, facial

deformities, pimples, etc., limb deformities, abnormal growth of genitals and breasts.

Psychological Problems such as misconceptions about sexual feelings, sex related

issues, child birth, reproduction, menstrual cycles, fear about sex and sexual issues,

guilt feeling about sex related issues. Inferiority / Superiority complex about skin color,

beauty, mental ability and IQ.

Inexplicable perceptions about dress and fashion codes, wrong and unrealistic

ideologies about friendship and courtship, the person hates control of the parents and

seeks identity to him, attraction towards opposite sex are some of the adolescence

problems.

Social problems are insecurity due to unemployment, hatredness towards brother /

sisters, friends, intense closeness with brothers / sisters, friends, volatile relationships

with friends, perceptions about violence, love, sex as influenced by media, vulnerable

and volatile relations with relatives, fear or imagination about married life, life partners.

Educational problems include tensions of attending classes, examinations and tests, low

IQ feeling, fear about failure in examination, fear about low score, fear and concern

about a future career, misconceptions about teachers.

For the better part of history, psychological disorders were presumed to be a

province of the adult mind. However, according to the Mental Health Channel, since the

1960s, research has shown that children are vulnerable to the same psychological

problems as adults. In fact, according to the MHC, studies indicate that one in every

five American children and adolescents may have a psychological disorder.

Furthermore, statistics suggest that two-thirds of these young people are probably not

receiving the help they need. Recognizing the symptoms and finding qualified help are

the first two vitally important steps in putting your child on the road to a healthy, happy

future.

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According to the National Mental Health Information Center (NMHIC), anxiety

disorders are one of the most common childhood psychological problems, affecting 13

out of every 100 children and adolescents. Different types of anxiety disorders can

occur alone or comorbid with each other. Generalized anxiety is characterized by

chronic, unrealistic worry that is not based on any real experience. Panic disorder is fear

that is manifested in uncontrollable panic attacks (hyperventilation). Post-traumatic

stress disorder (PTSD) occurs in children who have been traumatized by violence,

physical or sexual abuse, or have lived through a war or natural disaster. It is

characterized by flashbacks to the distressing event that typically occur without

warning. Obsessive-compulsive disorder (OCD) causes children to become trapped in

repeated behaviors and thoughts, such as hand-washing or counting.

Depression is a debilitating psychological illness characterized by chronic, oppressive

sadness that does not subside normally. According to the MHC, studies on children

between six and 12 years of age suggest that 10 percent suffer from clinical depression.

As in adults, depression in children is believed to be caused by a combination of

genetic, biological and environment factors. However, because children cannot express

themselves like adults, symptoms of depression are typically manifested differently.

Signs of childhood depression include sleep or appetite disturbance, drop in school

performance, nervousness or hyperactivity, slowed physical movement or speech,

muteness, explosive anger, irritability, excessive crying, unexplained fears, aggression,

antisocial behavior, isolation or unsubstantiated physical pain.

Bipolar disorder, also called manic depression, is a chronic psychological illness

characterized by extreme mood swings from high (hyperactivity, excessive talking,

explosive temper, need for little sleep, risky behavior) to low (sadness, physical pain,

excessive sleeping, change in appetite, feelings of worthlessness or guilt, low energy,

thoughts of death). Bipolar disorder is caused by a combination of genetic, neurological

and environmental factors. In addition, children with an anxiety disorder are at higher

risk for developing bipolar disorder. According to the National Institute of Mental

Health (NIMH), when bipolar disorder is found in children it is often more severe and

difficult to manage than it is in teenagers and adults, as their moods may be mixed and

may change quite rapidly, sometimes several times within a single day.

ADHD compromises a child's ability to learn, maintain concentration and sustain

normal activity levels. According to Mental Health America, it is the most common 6

psychological disorder found in young people, affecting 5 to 10 percent of American

children. Although ADHD is believed to develop before age seven, it is typically

diagnosed in children between eight and 10 years of age and is 10 times more prevalent

in boys than girls. Signs of ADHD include an inability to listen or complete tasks,

moving rapidly from one activity to another, being disruptive in school, having

difficulty sharing or taking turns, being in constant motion, running and climbing,

restlessness, restless sleep and acting without thinking.

The Department of Health and Human Services estimates that as many as one in every

10 children and adolescents have conduct disorder. It is more common in boys than

girls and occurs more often in urban settings than rural areas. According to the

NMHIC, children with conduct disorder, also known as disruptive behavior disorder,

have little or no regard for other people or societal rules. Signs include aggression,

lying, stealing, destructive behavior, truancy, precocious sexual activity and substance

abuse. Studies have shown that children at risk for conduct disorder have experienced

neglect, poverty, institutionalization, separation from parents, maternal rejection,

parental mental illness or marital discord, abuse or violence.

According to Healthy Place, pervasive developmental disorders are considered the most

severe childhood psychological disorders, affecting 10 to 15 of every 10,000 children.

PDDs, also called autism spectrum disorders, include autism, Asperger syndrome,

childhood disintegrative disorder and Rett syndrome. These illnesses compromise

intellectual skills, normal reactions to sounds, sights and smells, and the ability to

comprehend language or to speak coherently, if at all. Signs of a PDD, which typically

become evident before three years of age, include unusual patterns of sleeping, eating

or drinking, peculiar postures or movements, difficulty interacting with others, lack of

eye contact, lack of curiosity or interest in environment, and repetitive play behavior.

Eating disorders such as anorexia, bulimia, and binge eating disorder include

extreme emotions, attitudes, and behaviors surrounding weight and food issues.

While eating disorders may begin with preoccupations with food and weight, they

are most often about much more than food. Eating disorders arise from a variety of

physical, emotional, social, and familial issues, all of which need to be addressed

for effective prevention and treatment. 3

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People with impulse control disorders are unable to resist urges, or impulses, to

perform acts that could be harmful to themselves or others. Pyromania (starting

fires), kleptomania (stealing) and compulsive gambling are examples of impulse

control disorders. Alcohol and drugs are common objects of addiction.

People with personality disorders have extreme and inflexible personality traits that

are distressing to the person and/or cause problems in work, school or social

relationships. In addition, the person’s patterns of thinking and behavior

significantly differ from the expectations of society and are so rigid that they

interfere with the person's ability to function effectively. Examples include

antisocial personality disorder (breaking laws, lying, being impulsive, ignoring the

safety of self or others), obsessive-compulsive personality disorder (common

obsessive thoughts include themes of violence, fear of germs and/or infection, and

doubts about one’s character), and paranoid personality disorder (pervasive distrust

and suspiciousness).4

Worldwide, the prevalence of clinically significant psychiatric disorder in children is at

least 7%. This rate rises in socially disadvantaged and densely populated urban areas. It

also increases by 3%-4% after puberty. Childhood psychopathology presents as:

disturbed or antisocial behaviour (externalising disorders) -- prevalence 3%-5%

troubled emotions and feelings (internalising disorders) -- prevalence 2%-5%

a mixture of psychological problems and physical illness (somatoform

disorders) -- prevalence 1%-3%

more rarely as childhood psychosis or pervasive developmental (autism

spectrum) disorders -- prevalence about 0.1%.

Boys are two or three times more likely than girls to be affected by disturbed

and antisocial behaviour. The ratio is more equal for emotional disturbances. There are

more girls than boys affected by depression and anorexia nervosa. Children with

intellectual disability and those with chronic physical illness that involves the brain

have a significantly increased risk of developing a range of emotional and behavioural

problems.

8

The investigator felt that there is a need of preparing intensified STP which

evades the deficiencies of the past on common psychological problem. The purpose of

this study is not only to determine the knowledge and attitude of parents regarding

common psychological problems but also to find suitable and simplified methods of

education reaching the parents.

6.3 PROBLEM STATEMENT

A Study to Assess the Effectiveness of Structured Teaching

Programme on Knowledge and Attitude of Parents Regarding Common

Psychological Problems of Pre adolescents At Selected Community

Settings In Mysore.

6.4 OBJECTIVE OF THE STUDY

To assess the pre test level of knowledge of parents regarding psychological

problems of preadolescents.

To assess the pre test level of attitude of parents regarding psychological

problems of preadolescents.

To evaluate the effectiveness structured teaching programme on knowledge

and attitude of parents regarding psychological problems of predolescents.

To find correlation between knowledge and attitude of parents regarding

psychological problems.

To find out association between the knowledge and attitude of parents

regarding psychological problems with their variables.

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6.5 HYPOTHESIS H1: There is a significant relationship between knowledge and attitude of the

parents regarding common psychological problems of preadolescents

H2: There is a significant association between the knowledge and attitude with

Selected demo graphic variables such as age, religion, educational status,

Income, occupation, family type.

6.5 OPERATIONAL DEFINITIONS

Assess

It refers to the statistical measurement of knowledge and attitude of parents

On Questionnaire regarding psychological problems. ( or ) it refers to the

analysis of STP psychological problems given to the parents.

EffectivenessIt refers the significant improvement in knowledge and attitude of parents

regarding psychological problems after the implementation of structured

teaching programme as evidenced by the differences in the pre test and

posttest scores.

Structured Teaching Programme

It refers to systematically developed instructions designed for a group of

parents to provide information regarding psychological problems.

Knowledge

The correct written expression in response to the knowledge items listed in

The Structured questionnaire related to psychological problems.

Attitude It refers to the word of opinion of parents in relation to psychological

Problems.

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Variables

Age, Number of children, Religion, Educational status,Occupation, family Structure, Total family incomeand Utilization of Health Services.

Psychological problems

A state of Psychological problems according to general health.

Parents It refers to both mother and father those who are having children above 8

years below 12 years and staying with them

6.7ASSUMPTION Parents will have some Knowledge and attitude regarding psychological

problems.

Parents Knowledge and attitude vary with demographical variables

The structured teaching programme on psychological problems will improve

the knowledge of parents.

6.8 DELIMITATIONThe data colletion time is 6 weeks only.

The sample size is limited to 60.

6.9 CONCEPTUAL FRAMEWORKNeumans system model.

6.2 REVIEW OF LITERATURE

According to Polit and Hungler a through literature review provides a

foundation upon which to base a knowledge and generally is well conducted before any

data are collected in any study.

Anderson JC, Williams S, McGee R, . A study conducted on Preadolescents

enrolled in either a 3 times per week, 12-week exercise program (n = 50) or a no-

exercise program control condition (n = 42) during their after-school care, were

assessed for indication of whether exercise-induced changes in self-concept and overall

negative mood were negatively correlated. Significant improvements in ratings of self-

concept and of negative mood were found over 12 wk. Inverse relationships were found

between changes in physical self-concept with overall self-concept and negative mood

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(r = −.40 and −.36, respectively). Results supported the positive effect of exercise on

the assessed psychological factors in preadolescents. Cognitive behavioral theory-based

explanations of the findings were discussed.7

James j. Annesi. A study conducted on Studies with community samples have

found a positive association between anxiety and stressful life events Indeed,

psychosocial stress is associated with anxiety and somatic complaints in children from

disadvantaged backgrounds. However, little is known about the association between

stress and childhood anxiety in young Hispanic populations. In terms of anxiety

symptoms, some studies have found several similarities between Hispanic and

Caucasian youth. American parents reported their youths as having less somatic

symptoms than Hispanic parents of other nationalities. In contrast, Mexican and

Mexican American youngsters reported significantly more physiological and worry

symptoms, as well as state anxiety, than Caucasian youngsters. These disparate

findings, however, may be due to different levels across Hispanic subgroups of

acculturation or acculturative stressors, which were not measured in these studies. 8

Compas et al. A study conducted on All previous longitudinal community

studies assessing the continuity of child behavioral/emotional problems were conducted

in developed countries. Six hundred and one children randomly selected from a

Brazilian birth cohort were evaluated for behavioral/emotional problems through

mother interview at 4 and 12 years with the same standard procedure – Child Behavior

Checklist (CBCL). Of the children presenting deviant scores at the age of 4, only 31%

remained deviant at the age of 12 (p < .001). Total Problem score at 12 years old was

predicted by Rule-Breaking Behavior [OR = 7.46, 95% CI 2.76–20.19] and Social

Problems [OR = 3.56, 95% CI 1.36–9.30] scores at 4 years of age. Either Rule-

Breaking or Aggressive Behavior – externalizing syndromes – were part of the

predictors for the three broad-band CBCL scores and six out of the eight CBCL

syndromes. Behavioral/emotional problems in preschool children persist moderately up

to pre-adolescence in a community sample. Externalizing problems at the age of 4

comprise the developmental history of most behavioral/emotional problems at pre-

adolescence. 9

Luciana Anselmi et, all. A study conducted on

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There’s a wealth of data on adolescent suicide, and numerous programs and

interventions are designed to prevent it. But what about even younger children? In

2006, 56 American children under age 12 committed suicide. nfortunately, so far,

there’s been little research into suicidal behavior among pre-adolescents, said panelists

at APA’s Annual Convention.As a first step toward addressing that problem, the panel

discussed what’s known about pre-adolescent suicide, how it differs from other types of

suicide, what still needs further research and what can be done about it.Christopher

Button, PhD, a recently graduated health psychology student now a policy adviser with

the U.S. Young children are also inherently impulsive and may lack the cognitive skills

necessary to imagine a better future or realize the fleetingness of many of their troubles.

These pre-adolescents also lack the strategies older kids have to seek help or cope with

problems. 10

Daniel S. Pine, et all. A study conducted on The National Health Survey for

Children and Adolescents plans to collect data on the health status of children and

adolescents in the 0-17 years age bracket which can be used for the generalisation and

implementation of measures. In this context, assessment of mental and subjective

health, in addition to collection of data concerning somatic health, is of great

importance in a survey on the health status of children and adolescents in Germany. The

proportion of children and adolescents afflicted by--in part long lasting--mental health

problems and disorders is considerable. Subjective impairment due to somatic,

psychological or social factors result in a reduced quality of life. Last but not least,

personal, familial, and social assets of children and adolescents are relevant as

protective factors for their mental and subjective health. They may supply valuable data

to estimate the prevalence of mental health problems and psychiatric disorders, to

identify risk groups needing intervention, and to describe the subjective health of

children and adolescents in Germany. 12

Ravens-Sieberer U, Hölling H, Bettge S, Wietzker A. study conducted on The

frequency, comorbidity, and psychosocial impairment of anxiety disorders among

German adolescents was estimated from a survey of 1,035 students. Anxiety disorders

and other psychiatric disorders were coded based on criteria from the fourth edition of

the Diagnostic and Statistical Manual of Mental Disorders, using the computerized

Munich version of the Composite International Diagnostic Interview. Anxiety disorders

occurred frequently in our sample of adolescents, with a rate of 18.6%. When

13

considering the subtypes of anxiety disorders, phobia was the most common.

Posttraumatic stress disorder and obsessive-compulsive disorder occurred less

frequently with rates below 2%. Panic disorder and generalized anxiety disorder were

the least common, with rates well below 1%. Anxiety disorders were significantly

higher in girls than in boys, and that the rates increased with age. Although a high

number of anxiety cases were psychosocially impaired, at least during the worst episode

of their disorders, only a few of them sought treatment for their problems. We conclude

by discussing some research priorities in the area of anxiety disorders in children and

adolescents. 13

Essau CA, Conradt J, Petermann F.A study conducted on, Oppositional and

defiant behaviors are a family problem requiring a family solution. Frustrated parents

often request a “quick fix,” so this literature review is helpful in defining when

medications are not indicated. Psychological interventions for the parents and for the

child are essential. An important role for the family physician is to convince parents

that their participation is critical in treating this problem. In addition to encouraging

referrals to psychological resources in the community and occasionally prescribing

medication, another role for the physician is to model parenting skills. The physician

can demonstrate the “Tough Love” philosophy of holding the child responsible for

unacceptable behavior without rejecting the child or blaming other people. An

additional role could be to schedule brief checkup/counseling sessions with the family

and child. These roles can be time consuming without necessarily having the assurance

that all of them are evidence-based. However, the value of having multiple role options

is that family physicians can develop an individualized approach for helping each

family, as long as the emphasis remains on parental involvement. 14

Mazur J, Woynarowska B. Conducted the study was based on the HBSC study

(HBSC -- Health Behaviour in School Aged Children. Multivariate logistic regression

models were estimated to assess the risk of poor health, frequent psychological or

somatic complaints and low life satisfaction in relation to number of escalated risk

behaviours, gender, place of residence, family affluence and school achievements.

Almost 43% of adolescents reported at least one out of six behaviours, while 12%, three

or more. The number of risk behaviours is increasing dramatically in adolescents from

lower social classes and in students with poor school achievement. Boys are less likely

to report poor health and low life satisfaction, but more likely than girls to be involved

14

in multiple health compromising behaviours. Adolescents from poor families and with

poor school achievements are more likely to be involved in multiple risk behaviours,

especially in deprived urban areas. Subjective well-being is highly associated with the

expression of risk behaviours. 16

Zehnder D, Landolt MA, Hornung R.study conducted on, Early psychological

interventions within the first hours, days or weeks after a traumatic event aim to avoid

or minimize middle- or long-term mental-health problems. To date, there are no articles

in German language available that review the field of early psychological interventions

in children. This paper defines this field, summarizes current early psychological

interventions and reviews the literature on effectiveness of early interventions. Most of

the early psychological interventions in children after trauma that are reported in the

literature are not evidence based. Moreover, current knowledge is limited by a number

of methodological problems. First, most studies have no control groups and the samples

are small. Second, different timeframes and interventions complicate a comparison of

different studies. For future research, randomised controlled studies with manualised

interventions and repeated follow-ups are demanded. In clinical practice, the lack of

studies on effectiveness of early psychological interventions in children leads to a

simple transfer of intervention strategies from adults. This practice needs to be

questioned. Importantly, the consideration of developmental aspects is crucial. To date,

no evidence-based advise can be given with regard to early psychological interventions

in children. Moreover, it remains unclear, how to involve the parents.17

Suzanne E Farley, MA; Jennifer S. Adams, A study conducted on, Parent

training is effective for treating oppositional and defiant behaviors. Parent training

programs are standardized, short-term interventions that teach parents specialized

strategies—including positive attending, ignoring, the effective use of rewards and

punishments, token economies, and time out—to address clinically significant

behavior problems. In addition to parent training, other psychosocial interventions are

efficacious in treating oppositional and defiant behavior.Oppositional and defiant

behaviors include noncompliance, temper tantrums, arguing, and mild aggression.

Children exhibiting these behaviors may have a diagnosis of ODD. Importantly, this

review does not examine treatments for children diagnosed with conduct disorder or

those exhibiting more deviant behaviors such as serious aggression and

delinquency.Eight well-done systematic reviews examined the effectiveness of parent

15

training programs. Parent training is typically conducted by clinical child

psychologists but may also be available through certified parenting educators. Parent

training strategies are also described for parents in books such as Your Defiant

Child.care.18

.7.0 MATERIAL AND METHODS OF STUDY

7.1 SIGNIFICANCE OF STUDYThe purpose of the study is to asses the knowledge and attitude regarding

psychological among preadolescents.

7.2 SOURCES OF DATA:

7.2.1 Research approach : A experimental study.

7.2.2 Research design : A quasi experimental, one group pre- test,

post-test design.

7.2.3 Setting of study : The study will be conducted on

Parents.

7.2.4 Sample size : 60

7.2.5 Sampling Technique : purposive sampling technique

7.2.6 Selected variables:

Independent : Demographical variables for example

Age,Education,Income,Religion,

Occupation.

Dependent : Structured interview schedule

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7.2.7 Sample Criteria

Inclusion Criteria

Who are available during data collection.

Parents those who are having children age between 8-12

years.

Parents who know Kannada or English.

Exclusion Criteria

Parents those who are having below 8 years.

Parents who are having children more than 12 years.

7.3 METHOD OF DATA COLLECTION

7.3.1Data collection technique : Structured interview schedule.

7.3.2Tool for data collection : Structure Questionnaire.

7.4 METHODS OF DATA ANALYSIS AND INTERPRETATION The researcher will use appropriate statistical technique for data analysis

and present in the form of tables, graphs and diagrams.

7.5 Duration of the study : 6 weeks

7.6 Does the study require any investigations or interventions to be conducted on

the patient or other human beings or animal?

The study does not require any investigation and interview on patients and other

human beings or animals.

7.7 Has ethical clearance been obtained from you institution?

Yes ethical clearance is obtained from the institution and the authority concerned to

the particular setting and also from the ethical committee

Ethical clearance has been obtained from Institution.

17

REFERENCES

1, F tuart H Mental illness and employment discrimination. (September 2006).  Curr Opin Psychiatry 19 (5): 522–6.

2, Alonso J, Angermeyer MC, Bernert S, Prevalence of mental disorders

in Europe: results from the European Study of the Epidemiology of

Mental Disorders (ESEMeD) project.(2004) Acta Psychiatr Scand

Suppl 109 (420):

3, Kinderman P, Lobban F Evolving formulations: Sharing complex

information with clients. Behavioral and Cognitive

Psychotherapy (2000). 28 (3):307.

4, US National Institute of Mental Health (2006) Available May 2007

5, J. Krishnamurti Understandig the causes of psychological problems. New Delhi India 3rd Public Talk, 19th December, 1948

6, Anderson JC, Williams S, McGee R, et al. DSM-III disorders in pre-

adolescent children. Arch Gen Psychiatry 1987; 44: 69-76.

7, Fried, Yehuda and Joseph Agassi, (1976). Paranoia: A Study in Diagnosis. Boston Studies in the Philosophy of Science, 50. ISBN 90-277-07.

8, James j. Annesi. Improvements in self-concept associated with

reductions in negative mood in preadolescents enrolled in an after-school

physical activity program

9, Compas et al. Impact of Acculturative Stress on Pre-adolescent

Psychological Adjustment: Childhood Anxiety and Stress

10, Luciana Anselmi et, all. Continuity of behavioral and emotional

problems from pre-school years to pre-adolescence in a developing

country

11 ,Michael price.Suicide among pre-adolescents October 2010, Vol 41,

No. 9

18

12, Daniel S. Pine, et all. The Risk for Early-Adulthood Anxiety and

Depressive Disorders in Adolescents With Anxiety and Depressive

Disorders.1998;55:56-64.

13, Ravens-Sieberer U, Hölling H, Bettge S, Wietzker A. Assessment of

psychological health and quality of life with The Child and Adolescent

Health Survey.

14, Essau CA, Conradt J, Petermann F. Frequency, comorbidity, and

psychosocial impairment of anxiety disorders in German

adolescents.Center for Rehabilitation Research, University of Bremen,

Germany.

15, Self-Efficacy, and Mental Health University of Southampton (United

Kingdom),google.com

16, Mazur J, Woynarowska B.Risk behaviors syndrome and subjective

health and life satisfaction in youth aged 15 y ars. Zakład Epidemiologii,

Instytut Matki i Dziecka,

17, Zehnder D, Landolt MA, Hornung R. Early psychological interventions

in children after trauma Universitäts-Kinderklinik Zürich, Abteilung

Psychosomatik und Psychiatrie,

18. Eichton Ward H 1988 Nelson text book of Paediatrics Philadelphia

W.H.Saunders conpan page No.107 -109 3rd edition

19. Ghai D.P. Essential Paediatrics New Delhi. interpret Publishers Page

No.214 -215

20. Suraj Guptha the Short text book of Paediatrics New Delhi Jaypee

Brothers page No.302-305 7th edition.

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9. Signature of the Candidate :

10. Remarks of the Guide :

11 Names and Designation of :

11.1 Guide :

11.2 Signature :

11.3 Co-Guide :

11.4 Signature :

11.5 Head of the Department :

11.6 Signature :

12.1 Remarks of the Chairman and Principal. :

12.2 Signature :

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