1

BEHAVIOURAL PROBLEMS OF SCHOOL CHILDREN AND

PARENTING STYLES OF THEIR MOTHERS AT SELECTED

AREAS OF SIVAGANGAI DISTRICT, TAMILNADU

A DISSERTATION SUBMITTED TO THE TAMILNADU Dr. M.G.R

MEDICAL UNIVERSITY, CHENNAI, IN PARTIAL FULFILLMENT OF THE

REQUIREMENT FOR THE DEGREE OF

MASTER OF SCIENCE IN NURSING

2 APRIL – 2011

BEHAVIOURAL PROBLEMS OF SCHOOL CHILDREN AND

PARENTING STYLES OF THEIR MOTHERS AT SELECTED

AREAS OF SIVAGANGAI DISTRICT, TAMILNADU

BY

Mrs. GANAPATHI

A DISSERTATION SUBMITTED TO THE TAMILNADU Dr. M.G.R

MEDICAL UNIVERSITY, CHENNAI, IN PARTIAL FULFILLMENT OF

THE REQUIREMENT FOR THE DEGREE OF

MASTER OF SCIENCE IN NURSING

3 APRIL – 2011

BEHAVIOURAL PROBLEMS OF SCHOOL CHILDREN AND

PARENTING STYLES OF THEIR MOTHERS AT SELECTED

AREAS OF SIVAGANGAI DISTRICT

Approved By The Dissertation Committee on : __________

PROFESSOR IN NURSING : __________________________________ RESEARCH Prof.Mrs. SHABERA BANU, M.Sc.,(N) (Ph.D)., Principal cum HOD, Maternity Nursing, Matha College of Nursing, Manamadurai.

GUIDE : ____________________________________ Mrs. JASMINE SHEELA, M.Sc(N)., (Ph.D)., Reader, Dept. of pediatric nursing Matha College of Nursing, Manamadurai

MEDICAL EXPERT : ____________________________________ Dr. PRABHAKAR NAVAMANI, M.D., DCH, Navamani Child Specialty Hospital Madurai, Tamilnadu

A DISSERTATION SUBMITTED TO THE TAMIL NADU DR.M.G.R.

MEDICAL UNIVERSITY, CHENNAI, IN PARTIAL FULFILLMENT OF THE

REQUIREMENT FOR THE DEGREE OF MASTER OF SCIENCE IN

NURSING

4 APRIL - 2011

5 MATHA COLLEGE OF NURSING (Affiliated to the TN DR.M.G.R. Medical University) VANNPURAM, MANAMADURAI-630606. SIVAGANGAI DISTRICT, TAMILNADU.

CERTIFICATE

This is the bonafied work of Mrs. Ganapathi.K. M.Sc., Nursing (2008-

2010 Batch) II year student from Matha college of Nursing, (Matha Educational Trust)

Manamadurai-630606.Submitted in partial fulfillment for the Degree of Master of

Science in Nursing, under Tamilnadu Dr .M.G.R.Medical University, Chennai.

Signature : __________________________________________

Mrs. SHABERA BANU, M.Sc.,(N),.(Ph.D)., PRINCIPAL, MATHA COLLEGE OF NURSING MANAMADURAI.630606.

COLLEGE SEAL

APRIL-2011

6 ACKNOWLEDGEMENT

I wish to express my heart -felt gratitude to LORD for his abundant grace, love,

wisdom, knowledge strength and blessing in making this study towards its successful

and fruitful outcome.

I wish to express my sincere thanks to Mr.P.Jeyakumar, M.A.,B.L, founder,

chairman and correspondent, Mrs. J.Jeyapackiyam Jeyakumar M.A., Bursar, Matha

Memorial Educational Trust, Manamadurai for their support, encouragement and

providing the required facilities for the successful completion of this study.

I express my sincere thanks with deep sense of gratitude to

Prof. Mrs.Shabera Banu M.Sc (N)., (Ph.D)., the principal and head of the

department of Maternity nursing , matha college of Nursing, Manamadurai for her

elegant direction and valuable suggestions for completing this study.

It is my pleasure and privilege to express my sincere thanks and deep

appreciation to Prof. Mrs. Kalaikuruselvi. M.Sc (N) (Ph.D)., vice Principal and Head

of the dept. of child Health nursing in Matha college of Nursing for here valuable

guidance and support throughout this study.

I extend my special thanks to Prof. Mrs. Thamarai Selvi, M.sc(N).,

(Ph.D)., Additional vice principal, the Department of Maternity Nursing,

coordinator for second year M.sc, Nursing Matha college of Nursing ,

Manamadurai for her valuable suggestions and advice given throughout the study.

7 I offer my earnest gratitude to my guide Reader Mrs. Jasmine sheela

M.Sc.,(N)., (Ph.D)., Dept.of pediatric nursing, Matha college of Nursing for her

constant guidance, great concern, immense help and support without which the

study would never have taken the shape.

I wish to acknowledge my thanks to Prof. Mrs. Saraswathi M.sc, (N), (Ph.D).,

Mrs.Nandhini M.sc,(N) lecturer, Matha college of Nursing, Manamadurai for

their support and guidance.

I wish to acknowledge my thanks to Prof. Mrs. Helen

Rajamanickam,M.sc,(N), Reader Mrs.Sorubharani,M.sc,(N), and all faculty of

Matha college of Nursing, Manamadurai for their support and guidance.

I am thankful to the librarians of Matha college of Nursing, Manamadurai for

their help with literature work and for extending library facilities through out the

study.

I profoundly owe my sincere thanks to Dr.M.R.Duraisamy Ph.D., Associate

professor of Biostatics, for his immense help and guidance in statistical analysis.

My special thanks to all the children and their mothers who participated

in the study and for extending their cooperation without which it would not

have been possible to conduct the study with in the stipulated time.

I am very much thankful to Mr.Krishnamoorthy, Excellent

communications, Thiruvengadam for their sincere effort, patience and fullest

cooperation and help to bring this study in to printed form.

8 I am proud to acknowledge the love support and prayers of my parents

Mr.M.Kalianrathinam, Mrs.K.Kamalam and I thank my brother, Mr.K.Mani

M.Sc.,M.Tech.,. My lovable sisters Mrs.Muthulakshmi Ramasamy and Mrs.

Shenbegavallisubramani.

My Special thanks to my dear husband Mr.T.Karuppasamy M.A., B.Ed. for

his constant support and guidance throughout this study.

I am also grateful to my dear chellams K.Gopika, R.Vasanthi, R.Vasuki,

S.Durga, T.Thilaka and T.Sarveshmathan.

Last but not the least. I am very much grateful to my dear friend Mrs.

Senthilnayaki and family and all my batch mates for their help and support throughout

this study.

As a final note, my sincere thanks and gratitude to all those who directly or

indirectly helped in the successful completion of this dissertation.

9 TABLE OF CONTENTS

CHAPTERS CONTENTS PAGE NO.

CHAPTER I INTRODUCTION 1-12

Need for the study 5

Statement of the problem 8

Objectives of the study 8

Hypothesis 8

Operational Definition 9

Assumption 9

Limitations 10

Projected outcome 10

Conceptual Framework 11

CHAPTER II REVIEW OF LITERATURE 13-21

Studies related to parenting style 13

Studies related to parenting style and behavior problems 18

CHAPTER III RESEARCH METHODOLOGY 22-27

Research approach 22

Research design 22

Setting of the study 22

Population 23

Sample and Sample size 23

Sampling technique 23

Criteria for selection of the samples 23

10

Description of tools 24

Testing of the tool 25

Pilot study 26

Data collection procedure 26

Plan for data analysis 27

Protection of human rights 27

CHAPTER IV ANALYSIS AND INTERPRETATION OF DATA 28-54

CHAPTER V DISCUSSION 55-58

CHAPTER VI SUMMARY AND RECOMMENDATIONS 59-65

Summary 59

Major findings of the study 61

Implications for nursing practice 62

Implication of nursing education 63

Implications of nursing administration 63

Implications of nursing research 64

Recommendations 64

Conclusion 65

REFERENCES 66

11

LIST OF TABLES

TABLE NO TITLE PAGE

NO

1 Frequency and percentage distribution of samples according to selected demographic variables of mothers 30

2 Frequency and percentage distribution of samples according to the demographic variables of school children

37

3 Level of behavioural problems among school children 45

4 Types of parenting style of mothers among mothers 47

5 Relationship between behavioral problems of school children and parenting styles of the mothers . 49

6 Association between behavioral problems of school children and selected demographic variables 50

7 Association between parenting styles of mothers and selected demographic variables 52

12

LIST OF FIGURES

FIGURE NO

TITLE PAGE NO

1. Conceptual frame work based on Becker.M Health belief Model 12

2. Frequency distribution of samples in terms of age of the mothers 33

3. Frequency distribution of samples in terms of education status of the mothers 33

4. Frequency distribution of samples in terms of occupation 34

5. Frequency distribution of samples in terms of monthly income of the family 34

6. Frequency distribution of samples in terms of religion of the mothers 35

7. Frequency distribution of samples in terms of type of family of the mothers 35

8. Frequency distribution of samples in terms of Number of children 36

9. Frequency distribution of samples in terms of Marriage status of the mothers 36

10. Frequency distribution of samples in terms of age of the child 40

11. Frequency distribution of samples in terms of sex of the child 40

12. Frequency distribution of samples in terms of education 41

13. Frequency distribution of samples in terms of type of school 41

14. Frequency distribution of samples in terms of medium 42

15. Frequency distribution of samples in terms of Co-curricular activities 42

16. Frequency distribution of samples in terms of academic performance 43

17. Frequency distribution of samples in terms of health status 43

18. Frequency distribution of samples in terms of birth order 44

13

LIST OF APPENDICES

APPENDICES CONTENTS Page No.

APPENDIX I Letter seeking experts opinions i

APPENDIX II List of experts ii

APPENDIX III Section 1: Demographic data Section 2: Child behaviour check list

iii

APPENDIX IV

Section 1: Demographic Data Section 2: Standardized tool developed by the university of Minnesota Extension Center for family development

vii

APPENDIX V Tamil Translation of the tool xii

APPENDIX VI Health Education xxii

14 ABSTRACT

STATEMENT OF THE PROBLEM

A study to assess the behavioral problems of school children and parenting

styles of their mothers at selected areas of Sivagangai District.

Objectives

1. To assess the behavioral problems among school children

2. To identify the parenting style of mothers among parents of school

children

3. To find out the relationship between behavioral problems of school children and

parenting styles of their mothers.

4. To find out the association between behavioral problems of school children and

the selected demographic variables like age, sex, education, recreation facilities,

academic performance, health status, type of school and education system.

5. To find out the association between parenting styles of mothers and the selected

demographic variables like age, education, occupation, religion, number of

children, family income and type of family.

Hypothesis

1. There is a significant relationship between behavioral problems of school

children and parenting styles of their mothers.

2. There is a significant association between behavioral problems of school

children and the selected demographic variables like age, sex, education,

recreation facilities, academic performance, health status, type of school and

education system.

3. There is a significant association between parenting styles of mothers and the

selected demographic variables like age, education, occupation, religion, number

of children, family income and type of family.

15 METHODOLOGY :

A descriptive design was used in the study. The sample consists of 120. Among

that 60 samples were children and other 60 samples are their mothers who fulfill the

inclusion criteria are selected. Non probability, purposive sampling technique was used

in the study. Setting of the study were selected in Manamadurai and Milaganoor. To

assess the behavioral problems of school children modified behavior check list was

used and to assess the parenting style of the mothers standardized tool was used.

MAJOR FINDINGS OF THE STUDY

Majority of 25 (42%) children were between the ages of 10-12 years, 37 (62%)

children were female, 45 (75%) children’s were in private school, 40(67%)

children’s were in English medium, 23(38%) children’s were involved in

drawing activities, 44(73%) children’s were good in academic performance, 42

(70%) children’s health status was good and 27(45%) children are having 2

siblings .

Level of behavioural problems among children were classified as mild,

moderate and severe. To assess the behaviour problems among school age

children, modified behaviour checklist was used . In this tool contains 50 Items.

It is a 3point scale and each item score from 0.1,2 respectively. Majority 38

(63%) children had moderate problems, 12 (20%) children had mild and only 10

(17%) children had severe problems

Majority 43(72%) Mothers were between the age group of 28-31 years, 24

(40%) mothers were graduate, 31 (52%) mothers were skilled, 33 (55%)

mothers monthly income was Rs. 1000-2000, 42(70%) mothers were Hindu and

43(72%) mothers were from nuclear family.

Types of parenting style were classified as Dominating, Permissive, positive

and unengaged. To assess the parenting style standardized tool was used which

was developed by the university of Mintesota extension centre for family

16 development. Majority 36(60%) mothers were unengaged, 10 (17%) mothers

were Dominating and permissive and 4 (6%) mothers were Positive.

Unengaged parenting style were found to be causing behavioural problems

among to school children. Here parents don’t spend much time with their

children and they always focus more on work or other interests.

There was a significant association between the behavioural problems of school

children and the demographic variables such as age, sex, education, recreation,

facilities, academic performance, health status, type of school and education

system.

There was a significant association between the parenting style of mothers and

the demographic variables like age, sex, education, parented status and type of

family.

17 CHAPTER- I

INTRODUCTION

I Look at a child and see wonder, immediate when I look at a child, I feel near to

God. I am surprised by the beauty & creativity in every child.

Mc Mathew Anna Mathew

‘your smile brings ray of light’

“Parenting in the womb which nurtures a helpless child till the child is mature

what happens if the womb gets ripped apart due to divorce or death”.

Parenting is the way in which we symbolize god within our families. Parents are

representative of god in the lives of their children. Two of the primary facts of god’s

character are his righteous and his love.

Parenting style captures two important elements of parenting parental

responsiveness and parental demandingness. Parental responsiveness also referred to as

parental warmth or supportiveness to the extent to which parents intentionally foster

individuality. Self regular and self assertion by being attuned, supportive and

acquiescent to children’s special needs and demands. Parental demandingness also

referred to as behaviour control refers to the claims parents make on children to

become integrated into the family whole by their maturity, demands supervision,

disciplinary efforts and willingness to confront the child who disobeys (Baumrind

1991).

Categorizing parent according to whether they are high or low on parental

demanding ness and responsiveness create a typology of three parenting style

authoritative authoritarian and permissive. Each of these parenting styles reflects

different natural occurring patterns of parental values, practices, behaviours and a

distinct balance of responsiveness and demanding ness.

18

Generally, authoritative parents are affectively responsive. They are not only

loving and supportive, but also sensitive to children’s individual interests and needs,

which requires a certain amount of flexibility in parenting. Authoritative parents

exercise control, but they do so in combination with warmth, democracy, and open

communication (Baumrind, 1971).

These unique features of authoritative parenting have been summarized in terms

of three stylistic dimensions: connection, regulation, and autonomy granting.

Connection refers to the degree of warmth and acceptance shown to a child, and

regulation is concerned with the degree of behavioral control placed on a child.

Autonomy granting indicates the degree to which parents grant psychological and

emotional autonomy to children, and it is also reflected in the degree of democratic

participation (Hart, Newell et al., 2003).

Authoritative parents generally regulate children’s behavior in a logical, issue

oriented manner, authoritarian parents are less concerned than authoritative parents

with teaching or preparing children (Hasting & Rubin, 1999).

Authoritarian parenting has been found to consist of three disciplinary

dimensions: verbal hostility (e.g., shouting, yelling), corporal punishment (e.g.,

spanking, slapping), and non reasoning/punitive strategies (e.g., punishing without

explanation, threatening without justification) ( Wu et al., 2002).

Authoritarian parents attempt to regulate their children’s behavior, the two styles

differ in their degrees of parental warmth and responsiveness. Unlike authoritative

parents, authoritarian parents typically attempt to control children’s behaviors without

exhibiting much acceptance and support (Baumrind, 1971).

19 Authoritative and authoritarian parents both exercise a high degree of control,

they engage in “qualitatively different types of control”. Therefore, it seems important

to distinguish different forms of behavioral control used by authoritative and

authoritarian parents (Darling & steinberg, 1993, p. 490).

Compared to authoritative and authoritarian parenting styles, little attention has

been given to the conceptualization of permissive parenting dimensions. In an

empirical, factor analytic study, exploratory factor analysis yielded three parenting

dimensions within the typology of permissive style: not following through, ignoring

misbehavior, and low self confidence (Robinson et al., 1995).

Permissive parents exercise relatively little control over their children and may

overindulge them. Permissive parents are not only warm toward their children, but also

tend to show more tolerant, accepting attitudes toward child impulses. Consequently,

they make few demands for mature behavior and offer few consequences for

misbehavior. Another tendency of permissive parents is to not use overt power or

authority to accomplish their objectives and in fact, often avoid using it at all costs

(Hart, Newell et al., 2003).

Uninvolved parents are low on both “responsiveness” and “demandingness”

and may engage in rejection or neglect in extreme cases. While uninvolved parenting

can be an important area of study particularly for understanding child neglect, a

majority of parents usually fall into one of the other three categories: authoritative,

authoritarian, and permissive parenting styles.

Positive parents are high in both expectations for and responsiveness to the

child. These parents have expectations of their children about things they want to teach

them but they combine this emphasis on discipline with warmth, Communication

respect and affection. They have rules, but they are willing to elicit and discuss their

children’s opinion and feeling about those rules.

20

The majority of us need to learn the ways to discipline our children. Effective

discipline helps our child develop empathy and self control. A spoiled or hearty

disciplined child is at risk for numerous emotional and behavioural problems. One new

approach or discipline strategy can change the course our child’s development and our

relation ship with them.

Family serves as unit of socialization for the child through child reading

practices by which the child gains self knowledge. Through family, the child learns

about other people, cultivates interpersonal relationship, experiences pleasure, gives

and receive affection. Each movement of a child’s life sport in contact with his parent

has some effort on both his present behaviours and potential future actions.

Parenting is about bonding with children, helping them to grow up to be honest

and responsible adults and above all creating the right ethos for a loving family

relationship. Parenting should ideally be a father and a mother commitment so the

overall development of a child lives in the hands of parents by molding them we are

molding on entire generation. Parents need an essential of coping strategies to reduce

child’s behaviours problems.

During the past decades, fathers have become involved in the child bearing and

child rearing process and more attention is being paid to the significance of the

interactions between father and fathers are no longer perceived as involved spectators,

instead they are perceived as important contributors to family development.

Behavioural problems include problems that represent significant devotion from

the normal behaviour. These problems are relatively stable, internalized and difficult to

treat then the adjustment problems. Positive forms of behavioral control, such as

maturity demands, limit setting, reasoning, monitoring, and supervising, are more often

employed by authoritative parents. Authoritarian parents tend to engage in harsh,

21 negative forms of behavioral control such as verbal hostility and physical punishment

(Brody et al., 2001).

22 NEED FOR THE STUDY

It is well recognized fact that children of today are citizens of tomorrow. The

prosperity of the nation depends upon the health of future citizens. This is true

especially in India, where child population constitutes 40% of the total parents need

help to understand that their responses to the healthy development of their child.

Although the child needs from limits to feel secure, a child must be given, some room

to make independent division in areas where parents feel they do not necessarily need

to control (wong,2000).

Asian parents’ intentions for exercising control are often to assure the cultural

goal of fostering harmonious relationships with family members and others, rather than

to dominate their children. (Lau and Cheung 2000),

In Chinese American mothers’ authoritative and authoritarian parenting styles

were related to her concept of training, which was defined in terms of (1) “ideologies

on child development and learning” (e.g., the nature of the child as inherently good, the

earliest possible introduction of training) and (2) “ideologies on the mother-child

relationships” (Chao 2000)

The three factor structures of authoritative (reasoning/reinforcing,

responsive/easy going, democratic participation, and warmth/involvement),

authoritarian (corporal punishment/verbal hostility, and non reasoning/coercion), and

permissive styles from Russian parents’ self-reports. (Nelson et al. 2000)

Study on healthy family environment for harmonious development of child

among parent in urban areas, The researcher reported that children must be nurtured

under close observation, guidance to provide them with the right stimulation,

supervision and support avoiding negligence to bring out the best in them. (Singh

2001)

23 The parent’s involvement in providing loving. Encouraging and happy

environment influence the child’s development.

Parenting style has been found to predict child’s well being in the domains of

social competence, academic performance psycho social development and problem

behaviour. Research based on parent interviews. Child reports and parent

observations consistently finds.

• Children and adolescents whose parent are positive rule themselves and are rated

by objective measures as more socially and instrumentally competent then those

whose parent are not authoritative.

• Children and adolescent from authoritarian families tend to perform moderately

well in school and be uninvolved in problem behaviour , but they have poorer

social skills, lower self esteem and higher level of depression.

• Children and adolescents from permissive indulgent homes are more likely to be

involved in problem behaviour &perform less well in school but they have

higher self esteem, better social skills &lower levels of depression. (Gaitonde

2001)

Parenting styles were factorally invariant from maternal self-reports in the

Mainland Chinese and the U.S. samples. In both samples, authoritative parenting

consisted of connection, regulation, and autonomy granting, while authoritarian

parenting consisted of physical coercion, verbal hostility, and nonreasoning/punitive.

(Wu et al. 2002)

The concept of training was not only positively associated with parental warmth

in the U.S., Hong Kong, and Pakistan, but also was vie wed as the ideal parenting

pattern in all three cultures. This finding is noteworthy because it suggests that the

training concept functions similarly in individualistic and collectivistic cultures and is

regarded as the ideal form of parenting much like the general notion of authoritative

parenting. (Zaman 2002)

24 The U.S. and Australian parents obtained the factor structures of authoritative

(connection, regulation, and autonomy granting) and authoritarian (verbal hostility,

physical coercion, and nonreasoning/punitive) with moderate to higher reliabilities.

(Olsen 2003)

The factor structures of authoritative (connection, regulation, and autonomy

granting) and authoritarian (verbal hostility/physical coercion, and

nonreasoning/punitive) based on the Mainland Chinese parents’ spousal reports.

(Porter et al. 2005)

The idea that concept of training is consistent with the authoritative parenting

construct without the autonomy granting dimension. In other words, the remaining two

authoritative dimensions (connection and regulation) closely correspond to Chao’s

conceptualization of Chinese training. (Yang et al. 2006)

Concept of training is as cultural-specific as it was once thought. Therefore, the

preliminary nature of our current understanding of parenting typologies (Baumrind’s

parenting styles) and indigenous parenting 18 practices (e.g., Chao’s concept of

training) with regard to their applicability to a variety of cultural contexts makes it

difficult to reach firm conclusions about whether one is more useful than the other.

(Chao’s)

As researcher took pediatrics as speciality she come across many children in the

care settings with behavior problem. When she tend to find out the cause for this types

of behavior problems. She found that the parenting styles influence the behavior

pattern and lead to behavior problems like can’t sit still, restless or hyperactive, clings

to adults or too dependent, cruel to animals, doesn’t seem to feel guilty after

misbehaving, break rules at home and school, impulsive or acts without thinking, lying

or cheating and bites fingernails. Inconsistent discipline like beating the child for small

mistaken & excusing the child when the child needs punishment and creating fear with

25 the child could lead to anxiety child becomes trouble some drawing mothers attention.

Thus leading to delinquent attitude as the child develops.

Even though there are many facture which influence temperament, parenting,

plays a major role in it. In today’s modern and fast changing there are number of

family where both partners are working outside their homes parenting is one of the

most difficult of all endeavors. The involvement of both parent are essential for child

rearing. Today the mother in both nuclear and other kinds of family participates in the

child’s physical end emotional care more then was expected in previous generations.

Hence the researcher decided to choose this topic as dissertation problem statement.

STATEMENT OF THE PROBLEM

A study to assess the behavioral problems of school children and parenting

styles of their mothers at selected areas of Sivagangai District.

OBJECTIVES

1. To assess the behavioral problems among school children

2. To identify the parenting style of mothers among parents of school

children

3. To find out the relationship between behavioral problems of school children and

parenting styles of their mothers.

4. To find out the association between behavioral problems of school children and

the selected demographic variables like age, sex, education, recreation facilities,

academic performance, health status, type of school and education system.

5. To find out the association between parenting style of mothers and the selected

demographic variables like age, education, occupation, religion, number of

children, family income and type of family.

HYPOTHESIS :

26 1. There is a significant relationship between behavioral problems of school

children and parenting styles of their mothers.

2. There is a significant association between behavioral problems of school

children and the selected demographic variables.

3. There is a significant association between parenting styles of mothers and the

selected demographic variables.

OPERATIONAL DEFINITION :

Behavioural problems :

The undesirable activities and responses of children such as restless or

hyperactive, clings to adults or too dependent, cruel to animals, feel guilty after

misbehaving, as it is measured with child behaviour check list .

Mother :

The women those who are having children going to school between the age

groupof 6 – 12 years.

Parenting style :

In this study it refers, is a pattern of attributes that parents exhibit towards the

rearing of their children which includes dominating, permissive, positive and

unengaged.

School children :

It refers to be children both male and female studying in 1st to 7th Std between

the age group of 6 - 12 years.

ASSUMPTION :

• Child rearing practices can influence the child’s behavior and development of

the personality.

27 • Behavior of child will be influenced by the type of interaction that occurs

between the child and parents.

• Children may also misbehave because the rules are not clear or consistently

applied by the parents.

28 LIMITATIONS:

• The study was limited to children between the age group of 6 – 12 years.

• The data collection period was limited to six weeks.

• The sample size will be limited to 120.

PROJECTED OUTCOME:

• The findings of the study will help the researcher to determine the behavioural

problems of school children and parenting styles of their mothers.

• The findings of the study help nurses to educate the parents to use the positive

parenting styles to control the behavioural problems of the children.

• Findings of the study help to educate the mothers with right style of parenting

29 CONCEPTUAL FRAME WORK

A conceptual frame is interrelated concept or abstractions that are assembled

together in some rational scheme by virtue of their relevance to common theme (Polit

& Hungler, 1995)

Rosen stock’s (1974) and Becker’s (1975) health belief model addresses the

relationship between a person’s belief and behaviours. It provides a way of

understanding and predicting how clients will behave in relation to their health and

how they will comply with health care therapies.

The first component of this model involves the individual perception. In this

study the individual is the school children age group 6 -12 years. This component

consists of demographic variables such as age, sex, parent’s education, parent’s

occupation, family type, family income and religion.

The second component of the model consists of modifying factors. It includes

assess the prevalence and grading as mild, moderate and severe behavioural problems

and to identify the parenting style and classify as dominating, permissive, positive and

unengaged and cues of action such as to reduce behaviour problems.

The third component of the model consists of likelihood of taking action. It

includes perceived benefits of adopting preventive measures of positive parenting style

results decrease in the prevalence of behavioural problems. In case of perceived the

barriers (or) not following positive parenting style results increase in the prevalence of

behavioural problems.

30

FEED BACK

Figure 1 : MODIFIED CONCEPTUAL FRAME WORK BASED ON ROSENSTOCK (1974) AND BECKER.M (1975)

HEALTH BELIEF MODEL

INDIVIDUAL PERCEPTION

MODIFYING FACTORS CUES TO ACTION

LIKELIHOOD OF ACTION

Demographic Variables Child

Age Sex Education Type of School Medium of Education Recreation Activities Academic Performance Health Status

Mother

Age Education Occupation Income, Religion Type of Family No. of Children Marriage Status

BEHAVIOURAL

PROBLEMS

PARENTING STYLES

MILD

MODERATE

SEVERE

POSITIVE

DOMINATING

PERMISSIVE

Self Instructional Module on adapting positive

parenting style and minimize the behavior

problems

Reducing the

behaviour problems

Adopting positive

parenting style

UNENGAGED

31 CHAPTER - II

REVIEW OF LITERATURE

A review of work conducted in an area of general interest can help the

researcher in the formulation (or) clarification of research problem. A serutiny of

previous work acquaints the researcher with what has been done in a field there by

minimizing the possibility of unintentional duplication. It is also usefull in acquainting

the researcher with relevant theory and pointing out the research strategies. It also

helps in choosing the specific procedure and instruments that might be productive in

further steps (Polit and Hungler)

The investigator carried out extensive Review of literature to research topic to

gain insight and collect maximum information for laying the foundation of the study.

Review of literarure consists of two sections:

Section - 1 : Studies related to Parenting style

Section – 2 : Studies related to parenting style and behavioural problems

I.STUDIES RELATED TO PARENTING STYLE

Sophie z et all (2007) studied the generational change in parenting style and

the effects of culture among 23 females and 11 males of anglo Australians and 18

female and 13 male of Greek Australian &in middle class sub urban areas to

investigate generating changes in parenting styles and the effect of culture by means of

cross culture comparison of greek. Snow ball technique was used in selecting samples.

Parental authority questionnaire was used cron batch coefficient alpha values ranges

from 87 to 74, perception of the parents parenting style in a Greek Australian and

anglo –Australian style by adults in raising their children were compared and analysed

by using statistical package for social science version 13. There was difference

between father and mother scores t (64) =2.13 (p <0.5). As predicted, father had a

more authoritarian parenting style then mothers contrary to expectations mothers PAQ

32 –permissive and father scores did not differ significantly t(64)=0.95 (p> 0.05)

indicating that father were not reported to be more permissive then mothers.

Joseph G et al ,(2006) studied the influence of perceived parenting styles on the

degree of adult children’s allocation of punishment among 84 volunteers, 49 female

and 35 males of typical, college age about (20-30 years old). He used parental

authority questionnaire done for father and mother using likert scale, test –retest

reliability is 0.78 for mothers authoritativeness, 86 for mothers authoritarianism and

0.81 for mother’s permissiveness. It is 0.92 for father’s authoritativeness, 0.85 for

father’s authoritarianism and 0.77 for father permissiveness. There was effect for

fathers f(2,49)=3.82.(pc <0.029).This effect illustrates a significant difference in

punishment allocation between participants with authoritative and non authoritative

fathers.

Dwairy et al (2006) conducted a cross- regional research style on parenting

styles in Arab societies. The parental authority questionnaire includes questionnaire

pertaining to father and the some one to another, 2 week test – retest reliablities that

range from 0.77 to 0.92 and internal consistency with alphas that range from 0.74 to

0.87 for subscales. Construct validity was tested by self –esteem. Permissive

authoritative and authoritarian styles of parenting were different across Arab societies

.F (3)=31.57 (P< 0.0001) F(7) =8.21(P<0.0001),F (7)=25.75, (P<0.0001) respectively.

Winster A et al (2005) studied about the correspondence between maternal and

paternal parenting style among 56 parents of 28 pre school children to investigate the

similarities and difference in parenting style between mother and father in the some

family. The parenting styles & dimension questionnaire with likerds &5 point scale

was used that is from never to always. The correlation between father and mother self

reported parenting style were r = -0.07 for authoritativeness, r=0.033 (P<0.10) for

authoritarianism and r=0.51 (R<0.05) for permissiveness. To find difference between

mothers and fathers in self reported mean, on overage mother self reported of

33 authoritativeness were significantly higher then father t (25) =2.12, (P<0.05)significant

difference between mother and father self reports. paired sample t(P<0.05) significant

maternal perception of different between their own and their husband’s style paired -

sample t(P<0.05) significant paternal perception of different between their own and

their wives paired sample. t(p<0.05).

Kim H chung (2003) conducted descriptive study among 144 families on

relationship of authoritarian, authoritative and permissive parenting styles and the

number of years in the united states with self perception. Authoritarian parenting

technique behaviours were most common in American families followed by

authoritarian behaviours and permissive behaviour a distant third. Authoritarian

styles and number of years lived in the US were predictive of higher academic

competencies. Authoritarian and permissive parenting styles were predictive of lower

self reliance where as number of years lived in the united states were related to higher

self reliance.

Robber J coplan etal (2002) conducted study among 76 mothers of children to

explore how child rearing context might moderate relations between parenting styles

and mothers parental beliefs and emotional responses. Mothers competed a global

measures of parenting styles. Self reports of parental beliefs (parental goals,

attributions) and emotional responses (angry, embarrassed, happy) were accessed. In

situations depicting children negative behaviours, Authoritarian mothers were less

focused on empathic goals and attributed child aggression and misbehaviour to less

external sources than those more likely to respond with greater anger and

embarassment across all child bearing practices. Authoritarian and authoritative

mothers differ in their attractive response patterns consistently across child bearing

contexts but that more challenging child rearing situations accentuate differences in

the cognitive reactions of authoritative versus authoritarian mothers.

34 Lieb(2000) conducted the study to examine the association between social

phobia and parental psychopathalogy, parenting styles and characteristics of family,

functioning in a representative community of 1047 school children aged 14-17 years.

The sample technique used was convenient sampling. The instrument used was munich

composite International Diagnostic Interview and questionnaire of recalled parental

rearing behaviour. The statistical test used was chi square inference and odds ratio.

There was a strong association between parental social phobia in school children

(depression or 3.5, 95, (1,1,4-9.1) parenting style specifically parental ever protection

(OR1.4,95%) (1,1.0-1.9) and rejection (OR 1.4,95%) (1,1.1-1.9) were found to be

associated with respondent social phobia.

Bentley KS. (2000) Conducted the study compared the developmental

expectations and parenting behaviors of 52 mothers and fathers with children between

the ages of 1 and 4 years. Using the parenting inventory young children. While both

mothers and fathers were nurturing parents, mothers obtained significantly higher

nurturing scors. Possible reasons for this difference were discussed. Developmental

expectations and discipline strategies did not differ between mothers and fathers.

McGroder SM (2000) did parenting among low income, African American

single mothers with preschool age children. Parenting were examined ina sample of

193 low income African American single mothers with preschool age children. Factor

analyses yielded three dimensions: Aggravation, Nurturance, and cognitive stiumalatin.

Cluster analysis yielded four patterns of parenting : Aggravated but nurturant;

Cognitively stimulating; patient and nurturant; and low nurturance. Discriminant

function analysis was used to predict membership in each of the four parenting

clusters. Two composite functions emerged, the first representing maternal well being

(locus of control, depressive symptoms), the second representing sociodemographic

characteristics (maternal education, duration on welfare, age at first birth), accounting

for 93% of between – groups variability. Children’s scores on measures of cognitive

35 school readiness and personal maturity were significantly related to parenting pattern,

even after controlling for significant predictors of parenting pattern; children’s verbal

ability was no longer related to parenting pattern once significant materanl

characteristics were controlled.

Hammond M (2000) examined whether the link between marital conflict

management style and child conduct problem with pears and parent is direct or

meditated by mothers & fathers parenting style 120 children aged 7 to 11 years were

observed interacting in our laboratory room solving a problem with their best friend as

well as at home with their parents. The sampling technique was random sampling.

Mother and father completed questionnaires assessing marital problems solving and as

well as reports of their children’s behaviour problems. Pearson correlation and

regression analysis were used . A negative marital conflict management style had

direct lines with children interaction with parents and pears was found to be mediated

by both mothers & fathers critical parenting and low emotional responsibility, there

by supporting the indirect as well as direct model of negative family interactions.

Dorn busch (2000) develops and tests authoritarian., Permissive and

authoritative parenting style in the context of preadolescent school performance. The

parenting styles generally showed the expected relation to grades across gender age,

parental education, ethnic and family structure categories. The sample size was 7.836.

The sampling technique used was convenience sampling structured interview schedule

was used. The statistical test used was chi – square inference. Both authoritarian and

permissive parenting styles were negatively associated with grades and authoritative

parenting was positively associated with grades. Authoritarian parenting lead to have

stronger association with grades than did the other 2 parenting styles.

Aunola K (2000) conducted study among 340 parents with 6-7 years of children

on role of parents self esteem mastery orientation and social background their

parenting styles. In study 1, parents of 105 children were asked to fill in scales

36 measuring their parenting styles and parental stress, mastery orientation, financial

resources and their level of education. In study 2, 235 parents were asked to fill in the

same scales. Parenr’s self esteem and their use of mastery oriented strategy were found

to be associated with authoritative parenting and low parental stress, where as parents

low level of education was related to an authoritarian parenting styles.

II – STUDIES RELATED TO PARENTING STYLE AND BEHEVIOURAL

PROBLEMS:

Brown P.M etal (2008) studied about the relations among perceived parental

rearing behaviours, attachment style and worry among sixty-four children and

adolescents, aged 7-18 years with a primary anxiety disorder to examine the relation

between perceived parental rearing behaviour self reported attachment style and worry

in a community sample to a clinical sample of anxious children. Data was collected

using (a) the using the questionnaire measuring perceptions of parental rearing

behaviour (b) a single item measures of attachment style and c) an index of worry

severity, findings revealed the child rated parental rearing behaviours, particularly

parental rejection was positively related to child worry.

Sophia (2008) conducted a correlational study on child abuse and behavioural

problem among 60 school children. Stratified random sampling technique was used.

Child abuse was measured by using modified child trauma scale. Behavioural problem

was measured using of modified Rutter scale. The mean child abuse was high 47.65

(SD = 6.75) among school children. The mean behavioural problem was average 21.53

(SD = 5.40) among school children. There wsa correlation between child abuse and

behavioural problems r=0.56 (p < 0.05) among school children.

Stall man (2007) studied on reducing risk factor for adolescent behaviour and

emotional problems among 51 parents of early adolescence , aged 12-14 years in

Australia to examine the efficacy of a self directed parenting intervention for person

who reported behavioural difficulties in adolescence behaviour. Selection done by

37 random selection. Data was collected using interview method and parenting scale

adjustment version depression anxiety stress scales and client satisfaction questionnaire

was used. There were no significant time varieties for adolescence behaviour f(3,18)

=0.89,(P>0.5) parenting style f(2,19)=56,(P>0.5). There were also no time by

condition interaction effects, f(3,18)=61,(P>0.5), f(2,19)=0.68, (P>0.5) respectively.

The result of the study provide preliminary support for the efficacy of a self directed

parenting intervention minimal therapist support to address behavioural concerns and

parenting practices of parents of early adolescence.

Catrin (2005)studied on parenting behaviour and adolescence behavioural and

emotional problems among 1359 boys and girls aged 10-14 years in Netherlands, to

investigate whether parenting are directly or indirectly associated with the emotional

[depression, stress, low self esteem) and behavioural (delinquency, aggression ]

problems. Self reported questionnaire was used to assess parenting behaviour.

Descriptive analysis and multiple regression analysis were used . The value of

delinquency M(428), S.D (0.39) in boys (1.08) SD(0.20) in girls value (11.22),

(p=.000),Aggression M(1.31), SD (.29) for boys M(1.20), SD(0.22) t(7.53) (P=0.000).

The analysis yielded a comparable patterns for the relations between parenting and

stress and self esteem .

Aunola K, Nurmi JE (2005) did study investigated the combination of mothers

and fathers parenting styles (affection, behavioural control and psychological control)

that would be most influential in predicting their children’s internal and external

problem behaviors. A total of 196 children (aged 5-6 years) were followed up six times

from kindergarten to the second grade to measure their problem behaviours. Mothers

and fathers filled in a questionnaire measuring their parenting styles once every year.

The results showed that a high level of psychological control exercised by mothers

combined with high affection predicted increases in the levels of both internal and

external problem behaviors among children. Behavioural control exercised by mothers

38 decreased children’s external problem behavioural but only when combined with a low

level of psychological control.

Muris p et al (2004) studied about anger and hostility adolescents with self

reported attachment style and perceived parenting style among 441adolescents to

examine the relationship between self reported attachment style and parental rearing

behaviours on the one hand, and anger / hostility on the other hand . The data was

collected using (a) a single – item measures of attachment style (b) a questionnaire

measuring perception of parental rearing behaviours and (c) two scales assessing

anger and hostility . Regression analyses was done. The findings showed that both

attachments status and parental rearing behaviors accounted for unique and significant

proportion of the variance in anger / hostility.

Zhow Q et al (2004) studied relations among authoritative and authoritarrain

parenting styles among 425 school children. Random samplings techniques was used.

Data was collected using qustionnaire. The statistical test used was pearson

correlations and chi – square inference. Findings revealed that effortful control weekly

mediated the positive relation of authoritative parenting to social functioning.

Glascoe T.P et al (2003) studied on parents evaluation of developmental status,

how well do parents concerns identity children with behavioural and emotional

problems among 412 parents and their children included various pediatric settings,

public schools, and head start programs 5 diverse geographical locations in us to

determine which parental concerns are most associated with significant behavroural /

emotional problems and the extend to which parent’s concerns can be depended on in

the detection of mental health problems. Data was collected using demographic

questionnaire and development screening test that relies on parents concerns and

scoring was done by interview, Logistic regression was used. In children 434 years of

age and older one or both concern was 87% sensitive and 79% specific to mental

39 health status. In young children, the presence of one or both concerns was 68%

sensitive and 66% specific to mental health status.

Tam V.C. et al (2003) studied on parenting style of chinese fathers in Hong

kong to correlate with children’s school - related performance in a sample of 1011

primary three to five chinese students from six schools and 471 fathers in Hong kong.

To find out the parenting style of chinese fathers correlation with children’s school

related performance. Four parenting styles, names inductive, indulgent and indifferent

and dictorial parenting were assessed using the parents behaviour report. Data

collected through questionnaire survey. Chi – square and manova was done.

MANOVA results show that significant difference are found along children of the four

parental style group with respect to academic performance, interest in school work,

aspiration for education involvement in extra curricular activities, and efficacy for self

– regulated learning post test reveal that children’s performance is similar between the

groups with indulgent and inductive fathers and between children of indifference and

dictatorial fathers, with the former groups performing better than latter in general.

Jane Q. et al (2002) studied on parenting styles and child behavioural problems

in 108 female caregivers of 3 – 6 years old children of African American to examine

the relations between parenting styles and child behavioural problems in African

American pre school children. Corelational analysis and hiearehial regression and

analayis was used. These results are provided strong support for the cross cultural

validity of authoritative parenting styles.

Que rido . J et al (2002) studied the relation between parenting styles and

parenting behaviour problems among 108 school children aged 6 – 12 in African,

American. The variables used were maternal education, family income and parents

endorsement convenience samplig technique was used. The instrument used was

questionnaire. The statistical test was pearson correlations and hierarchial regression

40 analysis. Findings revealed that authoritative parenting styles was most predictive of

fewer child behaviour problems.

CHAPTER – III

RESEARCH METHODOLOGY

The methodology of research indicates the general pattern to gather empirical

data for the problem under investigation.

This chapter deals with the research methods used to assess the behavioural

problems among school children and parenting style among mothers. Research frame

work encompasses research approach, research design, setting of the study, population,

sample and sample size, sampling technique, criteria for selection of samples.

Selection of tool, development of tool, description of tool, scoring procedure, testing of

tool, pilot study, data collection procedure, plan for data analysis and protection for

human rights.

RESEARCH APPORACH :

Quantitative research approach is adopted in this study. The purpose of study is

to assess the behavioural problems & parenting style among mothers.

RESEARCH DESIGN :

A descriptive design is used to reveal the behavioural problems and parenting

style among mothers.

SETTING OF THE STUDY :

Setting is the physical location and condition in which data collection takes

place (polit and Hungler 1999) .

41 This study was conducted in Manamadurai at Sivagangai District. Sivagangai

District consist of 18 blocks . Total population of Sivagangai town 1.53,882. Among

this researcher has selected Manamadurai town Panchayat which is having a

population of 26253, Milaganoor which is having a population 1251, located around 5

Km from the Matha college of nursing, Vaanpuram, Sivagangai District. In this town

there are many Primary and Higher Secondary School present in and around

Manamadurai. Primary health centre is located at Muthanenthal. Researcher has

choosen the Manamadurai and Milaganoor as a study settings.

POPULATION :

The target population of this study is school children between the age group of 6

– 12 years and their mothers

SAMPLE AND SAMPLE SIZE :

Total samples were 120. Among that 60 samples are school children and other

60 samples are their mothers. The samples who fulfill the inclusion criteria were

selected for this study.

SAMPLING TECHNIQUE :

Non probability, purposive sampling was used to select the subjects.

CRITERIA FOR SAMPLE SELECTION :

INCLUSION CRITERIA :

Children :

• Children in the age group of 6 – 12 years

• Both male and female children are included

• Children who are willing to participate in the study

Mother :

42 • Mothers those who are having children in the age group of 6-12 years are

included.

• Mothers who are willing to participate in the study

EXCLUSION CRITERIA :

Children :

• Children not studying the school are excluded

• Children who are not willing to participate are excluded

43 Mother :

• Mothers having children below 6 or above 12 years are excluded

• Mothers who are not willing to participate are excluded

SELECTION OF THE TOOL :

A check list was used to assess the behavioural problems of children between

age group of 6 – 12 years and parents extension centre for family development tool –

was used to assess the parenting style of mothers. The selected tools were printed both

in Tamil and English.

DEVOLOPMENT OF THE TOOL :

The tool was constructed for the purpose of obtaining data for the study. And it

was developed by the researcher on reviewing the relevant literature in consultation

with nursing experts in the field of paediatric nursing.

DESCRIPTION OF THE TOOL :

The tool consists of three sections

Section : I deals with demographic variables.

a) Child :

The demographic data consists of age, sex, education, type of school, medium of

instruction, recreation activities and academic performance, health status and birth

order.

b) Mother :

The demographic data consists of age, education, occupation, monthly

income, religion, type of family, number of children and marriage status.

Section – II Comprise on child behavioural check list which consist of 50

statements to evaluate behavioural problems among school children.

44 Section – III Standardised tool consist of 44 items which developed by the

University of mintesota extension centre for family development to evaluate the

parenting style of mothers.

45 SCORING PROCDURE :

TOOL 1 :

A checklist was used to assess the behavioural problems of children in the age

group 6 – 12 years. There were totally 50 Items. Each item was prepared with three

options. A score of 2 was fixed for the very true, a score of 1 was fixed for some time

true and score of 0 for not true. Maximum possible score is 100, According to total

score they were categorized as follows

Category Score

Severe behavior problems 0 – 18

Moderate behavior problems 19 – 47

Mild behavior problems 48 - 100

Tool 2 :

University of Minnesota extension centre for family development tool was used

with a view to assess the parenting style of the mothers. The tool consists of 44

questions, the response may be number of times mothers responded to question with a

1,2,3 and 4. Response number 1 is given to parents with dominating style, 2 is given to

parents with permissive, 3 is given to parents with positive and 4 is given to parents

with unengaged based on their response their parenting styles were classified.

TESTING OF THE TOOL :

Validity :

The validation of the tool was obtained by submitting the checklist and

structured questionnaire to the 5 experts in pediatric nursing, and format of the tool

were revised on their suggestions.

46 Reliability:

The tool was tried with 6 children and their mothers in community areas selected

for pilot study. Test and retest method was used to find out the reliability of the tool.

The co efficient reliability R = 0.8 was satisfactory.

PILOT STUDY:

Pilot study was conducted with the view of assessing the feasibility of the study

and to determine major flaws in the study design & to decide plan for data analysis. Six

children were selected from Manamadurai by purposive sampling technique. The tool

was administered to each mother with the guidelines. It look almost 45 – 60 minutes

for the mother to complete the questionnaire. The samples were adequate to conduct

the main study. The subjects who were included in the pilot study were excluded in the

main study.

DATA COLLECTION PROCEDURE :

The research proposal was approved by dissertation committee prior to pilot

study and main study. Before conducting the study formal permission was obtained

from the Head of the Department of child health nursing , Matha College of Nursing at

Manamadurai . The period of data collection was 6 weeks. The main study was

conducted in Manamadurai and Milaganoor. The above prescribed period the

researcher visited the villages and obtained permission from village head and

Panchayat President. Subjects were selected by purposing sampling technique. The

purpose and the nature of the study were explained to the children and their mothers

and their consent was obtained .

The researcher introduced herself to the mother & children in their house and

explained the purpose and the method of study. The investigator explained about the

tool to each study sample of school children. To find out the behavior problems of

school children self administered modified behavior check list given to the sample

given to the children and ask them to fill. It takes 45 minutes for answering the tool. At

47 the same time to assess the parenting styles of the mothers family development tool

administered and mothers were asked to fill the self administered questionnaire, it

takes 45 minutes. The data were collected everyday from at 5 p.m to 7 p.m from

Monday to Friday, and 8 a.m to 4 p.m during holidays. Data was collected from a

maximum of 3 – 4 samples on Saturday’s and Sunday’s from 8 a.m to 5. p.m. For each

mother approximately 45 – 60 minutes were spent. The investigator collected data

from 3 - 5 samples per day. The data collection procedure was terminated by giving

health education on parenting styles and thanks to the respondents. The investigator

found no difficulties during the data collection.

PLAN FOR DATA ANALYSIS:

Data was collected, tabulated and analyzed by using statistical methods.

Descriptive and inferential statistics was used to analyze the data. Frequency,

percentage, chi – squre, correlation was used to assess the behavioural problems

among school age children and parenting styles of the mothers.

S. No. Data analysis methods Remarks

Used for analysis of behavioural problems of school children

1 Descriptive Statistics

Frequency And

Percentage Used for analysis of parenting style of the mothers

2 Inferential statistics

Karl Pearson’s correlation (r)

Used to find correlation between the behavioural problems and parenting style Use to find the association between the

behavioural problems and selected demographic variables Chi - square Use to find the association between the

parenting styles and selected demographic variables

PROTECTION OF HUMAN RIGHTS:

Permission obtained from the Head of the Department of Pediatric Nursing, to

select this study. The proposal was approved by the Dissertation Committee members

of Matha College of Nursing. A pilot study as well as the main study was conducted at

48 selected areas of Sivagangai District. Assurance wsa given to each subject selected for

the study that confidientiality and anonymity would be maintained.

CHAPTER – IV

DATA ANALYSIS AND INTERPRETATION

This chapter presents the analysis and interpretation of data collected from 60

school children and their mothers to determine the behavioural problems and the

parenting styles. A quantitative approach was used for the present study . The study

population comprised of school children and their mothers. A non probability,

purposive sampling technique was used to select the samples .

The data were collected, analysed and interpreted according to the objectives of

the study.

The objectives of the study were :

1. To assess the behavioral problems among school children

2. To identify the parenting style of mothers among parents of school children

3. To find out the relationship between behavioral problems of school children and

parenting style of their mothers among school children.

4. To find out the association between behavioral problems of school children and

the selected demographic variables like age, sex, education, recreation facilities,

academic performance, health status, type of school and education system.

5. To find out the association between parenting style of the mothers and the

selected demographic variables like age, education, occupation, religion, number

of children, family income and type of family.

During the analysis the data were reduced to an interpretable form to summarize

the findings, test the hypothesis and establish the relationship between the variables.

Organization of study findings :

The data were analysed and presented under the following section.

49

Section I:

Description of sample characteristics in frequencies and percentages.

Section II :

Level of behavioural problems among school children.

Section III :

Types of parenting style of mothers among children’s of mothers.

Section IV:

Correlation between behavioural problems of school children and parenting

styles of their mothers.

Section V :

Association between behavioural problems among school children and the

selected demographic variables.

Section VI:

Association between parenting style of mothers and the selected demographic

variables.

50 SECTION – I

Table – 1

Frequency and percentage distribution of samples according to demographic

variables.

N = 60

S. No Demographic Variables Frequency Percentage (%)

1 Age

20 - 23 Years 6 10%

24- 27 Years 11 18%

28 – 31 Years 43 72%

2 Educational Status

Literate 02 3%

Primary 09 15%

Secondary 10 17%

Higher Secondary 15 25%

Graduate 24 40%

3 Occupation

Unskilled 07 12%

Skilled 31 52%

Professional 12 20%

Any other 10 17%

4 Monthly Income

Rs. 1000 – 2000 33 55%

Rs. 2001 – 5000 22 37%

51

Rs. 5001 – 10000 14 23%

Rs. 10000 and above 11 18%

5 Religion

Hindu 42 70%

Muslim 02 3%

Christian 14 23%

Any other 02 3%

6 Type of family

Nuclear 43 72%

Joint 14 23%

Extended 03 5%

7 Number of Children

One – Two 47 78%

More than 2 13 22%

8 Marriage Status

Love Marriage 48 80%

Arranged Marriage 03 5%

Love cum Arranged 09 15%

Table 1 summarized the demographic variables of samples. About the mothers

6(10%) were in the age group of 20 – 23 years, 11(18%) were in the age group of 24 –

27 years and 43(72%) were in the age group of 28 – 31 years. Among them 2(3%)

education status were illiterate, 9(15%) were primary , 10(17%) were secondary,

15(25%) were Higher Secondary and 24(40%) were Graduate.

52 Regarding Occupation of mothers; unskilled was 7(12%), Skilled -31(52%),

Professional - 12(20%) and any other - 10(17%) . About the mothers the total income

of family per month around 33(55%) belong to income of Rs.1000-2000, 22(37%)

belong to income of Rs.2001-5000, 14(23%) belong to the income Rs.5001-10,000 and

11(18%) mothers belong to the income Rs.1000 and above.

As for the as mothers religion, it was observed that mother belong to Hindu

42(70%), Muslim (3%), Christian 14 (23%) and any other 2 (3%). Maximum mothers

were 43 (72%) belong to nuclear family, the remaining 14 (23%) were joint family,

3(5%) were extended family. While considering the number of children in the family,

it was observed 1-2 children 47(78%) and more than two children 13(22%). About

marriage status of mothers 48(80%) were love marriage. 3(5%) were arranged

marriage and 9(15%) were love cum arranged.

53

FIGURE : 2. DISTRIBUTION OF SAMPLES INTERMS OF AGE

10%18%

72%

0%

10%

20%

30%

40%

50%

60%

70%

80%

20 - 23 Years 24- 27 Years 28 – 31 Years

Perc

enta

ge

Age

20 - 23 Years

24- 27 Years

28 – 31 Years

FIGURE : 3 DISTRIBUTION OF SAMPLES IN TERMS OF EDUCATION

0%

5%

10%

15%

20%

25%

30%

35%

40%

Literate Primary Secondary Higher Secondary

Graduate

3%

15%17%

25%

40%

Perc

enta

ge

Education

Literate

Primary

Secondary

Higher Secondary

Graduate

54 FIGURE : 4 DISTRIBUTION OF SAMPLES IN TERMS OF OCCUPATION

0%

10%

20%

30%

40%

50%

60%

Unskilled Skilled Professional Any other

12%

52%

20%17%Pe

rcen

tage

Occupation

Unskilled

Skilled

Professional

Any other

FIGURE : 5 DISTRIBUTION OF SAMPLES IN TERMS OF

MONTHLY INCOME

55%

37%

23%

18%

Rs. 1000 – 2000

Rs. 2001 – 5000

Rs. 5001 – 10000

Rs. 10000 and above

55 FIGURE : 6 DISTRIBUTION OF SAMPLES INTERMS OF RELIGION

70%

3%

23%

3%0%

10%

20%

30%

40%

50%

60%

70%

80%

Hindu Muslim Christian Any other

Perc

enta

ge

Religion

Hindu

Muslim

Christian

Any other

FIGURE : 7 DISTRIBUTION OF SAMPLES INTERMS OF

TYPE OF FAMILY

0%

10%

20%

30%

40%

50%

60%

70%

80%

Nuclear Joint Extended

72%

23%

5%

Perc

enta

ge

Type of Family

Nuclear

Joint

Extended

56 FIGURE : 8 DISTRIBUTION OF SAMPLES INTERMS OF

NUMBER OF CHILDREN

78%

22%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

One – Two More than 2

Perc

enta

ge

Number of Children

One – Two

More than 2

FIGURE : 9 DISTRIBUTION OF SAMPLES INTERMS OF

MARRIAGE STATUS

80%

5%

15%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Love Marriage Arranged Marriage

Love cum Arranged

Perc

enta

ge

Marriage Status

Love Marriage

Arranged Marriage

Love cum Arranged

57

58 Table -2

Frequency and percentage distribution of samples according to the demographic variables of school children

N = 60

S. No Demographic Variables Frequency Percentage (%)

1 Age

6 - 8 Years 11 18%

8 - 10 Years 19 32%

10 – 12 Years 25 42%

Above 12 Years 05 8%

2 Sex

Male 23 38%

Female 37 62%

3 Education

Primary 36 60%

Middle 24 40%

4 Type of school

Government 15 25%

Private 45 75%

5 Medium

Tamil 20 33%

English 40 67%

6 Co – curricular Activities

Playing 23 38%

Drawing 18 30%

59

Reading 11 18%

Others 08 14%

7 Academic Performance

Good 44 73%

Average 14 23%

Poor 02 04%

8 Health Status

Good 42 70%

Average 16 26%

Poor 02 04%

9 Birth Order

First Child 24 40%

Second Child 27 45%

Third Child 05 08%

Four and above 04 07%

Table 2 summarize the demographic variables of samples. About the younger

children 11(18%) were between the age group of 6-8 years, 19(32%) were between the

age group of 8-10 years, 25(42%) were between the age group of 10-12 years and

5(8%) were in the age group of above 12 years. Among them 23(38%) were male

children and 37(62%) were female children. Regarding education, it was observed that

the children education status primary were 36(60%) and middle education 24(40%).

Regarding type of school, Govt were 15(25%) and private were 45(75%) .

maximum children were 40(67%) belongs to English medium and 20(33%) belongs to

60 Tamil medium. As for as the chidren, the co curricular activities 23(38%) were

playing, 18(30%) were drawing , 11(18%) were reading and 8(14%) were others.

About the academic performance of children 44(73%) were good, 14(23%) were

average and 2(4%) were poor academic performance. Regarding the health status of

children 42(70%) were good 16(26%) were average and 2(4%) were poor health status.

While considering the number of children in the family, it was observed first child

24(40%), second child 27(45%), third child 5(8%) and fourth child 4(7%).

61 FIGURE : 10 DISTRIBUTION OF SAMPLES IN TERMS OF AGE OF THE

CHILD

18%

32%

42%

8%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

6 - 8Years

8 - 10Years

10 – 12Years

Above12 Years

Age

Perc

anta

ge 6 - 8 Years

8 - 10 Years

10 – 12 Years

Above 12Years

FIGURE : 11 DISTRIBUTION OF SAMPLES IN TERMS OF SEX OF THE

CHILD

62

38%

62%

0%

10%

20%

30%

40%

50%

60%

70%

Male Female

Sex

Perc

anta

ge

Male

Female

FIGURE : 12 DISTRIBUTION OF SAMPLES IN TERMS OF EDUCATION

60%

40%

0%

10%

20%

30%

40%

50%

60%

Percentage

Primary MiddleEducation

Primary Middle

FIGURE : 13 DISTRIBUTION OF SAMPLES IN TERMS OF MEDIUM

63

33%

67%

0%

10%

20%

30%

40%

50%

60%

70%

Perc

enta

ge

Tamil English

Medium

Tamil English

64 FIGURE : 14 DISTRIBUTION OF SAMPLES IN TERMS OF TYPE OF

SCHOOL

25%

75%

0%

10%

20%

30%

40%

50%

60%

70%

80%P

erce

ntag

e

Government Private

Type of School

Government Private

FIGURE : 15 DISTRIBUTION OF SAMPLES IN TERMS OF CO-

CURRICULAR ACTIVITIES

65

38%

30%

18%

14%

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age

Playing Drawing Reading Others

Co-curricular Activites

Playing Drawing Reading Others

FIGURE : 16 DISTRIBUTION OF SAMPLES IN TERMS OF ACADEMIC

PERFORMANCE

73%

23%

4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Perc

enta

ge

Good Average Poor

Academic Performance

Good Average Poor

66 Figure : 17 Distribution of samples in terms of Health Status of Child

70%

26%

4%

0%

10%

20%

30%

40%

50%

60%

70%

Perc

enta

ge

Good Average Poor

Health Status

Good Average Poor

67

Figure : 18 Distribution of samples in terms of Birth Order of Child

40%

45%

8% 7%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Perc

enta

ge

FirstChild

SecondChild

ThirdChild

Four andabove

Birth Order

First Child Second Child Third Child Four and above

68 SECTION – II

TABLE – 3

LEVEL OF BEHAVIOURAL PROBLEMS AMONG SCHOOL CHILDREN

PROBLEMS FREQUENCY (N = 60) PERCENTAGE

MILD 12 20%

MODERATE 38 63%

SEVERE 10 17%

Based on the score obtained, the levels of problems were divided, in to three

categories that are mild, moderate, and severe.

The data presented in table shows that majority 38 (63%) children had moderate

problems, 12(20%) children had mild problems and 10 (17%) had severe problems.

69

LEVEL OF BEHAVIOURAL PROBLEMS AMONG SCHOOL CHILDREN

20%

63%

17%

MILD

MODERATE

SEVERE

70 SECTION – III

TABLE – 4

PARENTING STYLE OF MOTHERS

PARENTING STYLE

FREQUENCY (N = 60) PERCENTAGE

DOMINATING 10 17%

PERMISSIVE 10 17%

POSITIVE 4 6%

UNENGAGED 36 60%

The data presented in table shows that majority 36(60%) mothers were

unengaged, 10(17%) mothers were dominating, 10(17%) mothers were permissive and

4(6%) mothers were positive.

71

PARENTING STYLE OF THE MOTHERS

17%

17%

6%

60%

DOMINATING

PERMISSIVE

POSITIVE

UNENGAGED

72 SECTION – IV

TABLE – 5

RELATIONSHIP BETWEEN BEHAVIOURAL PROBLEMS AND

PARENTING STYLE

SI. No.

Variable Co - efficient Result

1 Behavioural problems

2 Parenting style. r = 0.083

Positive Correlation

** Significant at 0.01 levels

As the research hypothesis stated was H1 there is a significant relationship

between behavior problems and parenting style. Co–efficient correlation was used. The

computed ‘r’ value is 0.083. There is a positive correlation was found between

behavior problems and parenting style. Hence it was interpreted that child who had

behaviour problems they are influenced by certain Parenting Style. The above findings

supported the investigator to accept the research hypothesis and reject the null-

hypothesis

73 SECTION – V

Table – 6

The association between parenting style of mothers and the demographic

variables.

S. No.

Demographic Variables Dominating Permissive Unengaged Positive

Chi – Square

Test 1 Age

20 - 23 Years 1 1 4 -

24- 27 Years - 5 6 - 10.40 S

28 – 31 Years 9 4 26 4

2 Educational Status

Illiterate - 1 1 -

Primary 4 1 3 1

Secondary 2 2 5 1 12.23 S

Higher Secondary 2 2 11 -

Graduate 2 4 16 2

3 Occupation

Unskilled 2 2 3 -

Skilled 5 4 19 3

Professional 3 3 6 - 9.63 S

Any other - 1 8 1

4 Monthly Income

Rs. 1000 – 2000 5 3 4 1

Rs. 2001 – 5000 2 2 18 - 13.93 S

74

Rs. 5001 – 10000 2 3 8 1

Rs. 10000 and above 1 2 6 2

5 Religion

Hindu 9 8 21 4

Muslim 1 1 - - 14.15 S

Christian - 1 13 -

Any other - - 2 -

6 Type of family

Nuclear 8 7 24 4

Joint 2 2 10 - 3.0 S

Extended - 1 2 -

7 Number of Children

One – Two 7 9 28 3 1.26 NS

More than 2 3 1 8 1

8 Marriage Status

Love Marriage 10 8 26 4

Arranged Marriage - 1 2 - 4.70 S

Love cum Arranged - 1 8 -

S : Significant at 0.05 level

NS : No Significant The data presented in the table IV shows that the chi – square test was carried

out to find out the association between the Parenting style and Demographic variables

of mothers. The result shows that there is significant association between the Parenting

style and Demographic variables of mothers such as Age, Educational status,

75 Occupation, Monthly income, Religion, Type of family, Number of children, Marriage

status. The above findings supported the investigator to accept the research hypothesis

and reject the null hypothesis.

SECTION – VI Table – 7

The Association between behaviour Problems of school children and the

demographic variables.

S.

No. Demographic Variables Mild Moderate severe Chi – Square Test

1 Age

6-8 Years 1 9 1

8-10 Years 4 12 3 4.43 S

10-12 Years 7 13 5

Above 12 Years - 4 1

2 Sex

Male 6 15 2 2.13 NS

Female 6 23 8

3 Education

Primary 5 26 5 3.19 S

Middle 7 12 5

4 Type of school

Government - 13 2 5.83 S

Private 12 25 8

76

5 Medium

Tamil 1 14 5 6.20 S

English 11 24 5

77

6 Co – curricular Activities

Playing 7 14 2

Drawing 4 10 4 8.13 S

Reading 1 9 1

Others - 5 3

7 Academic Performance

Good 12 26 6

Average - 11 3 7.12 S

Poor - 1 1

8 Health Status

Good 11 24 7

Average 1 13 2 5.58 S

Poor - 1 1

9 Birth Order

First Child 6 16 2

Second Child 5 17 5 5.62 S

Third Child 1 3 1

Four and above - 2 2

S : Significant at 0.05 level NS : No Significant

The data presented in the table V shows that the chi – square test was carried out

to find out the association between the behaviour problems of children and

Demographic variables.

78 The result shows that there was significant association between the behaviour

problems of children and Demographic variables such as Age, Sex, Education, Type of

school, Medium, Co-curricular activities, Academic performance, Heath status and

Birth order. The above findings supported the investigator to accept the research

hypothesis and reject the null hypothesis.

79 CHAPTER V

DISCUSSION

The aim of the study was to determine the behavior problems among school

children and parenting style adopted by the mothers in selected areas at Sivagangai

District. This study is a descriptive study. This study was conducted in Manamadurai

and Milaganoor. The sample size was 120.

The results obtained from the descriptive and inferential statistics were discussed

in this chapter with reference to objectives, the frame work and hypothesis of the

study.

The objectives of the study were:

1. To assess the behavioral problems among school children.

2. To identify the parenting style of mothers among parents of school children.

3. To find out the relationship between behavioral problems of school children and

parenting styles of their mothers.

4. To find out the association between behavioral problems of school children and

the selected demographic variables like age, sex, education, recreation facilities,

academic performance, health status, type of school and education system.

5. To find out the association between parenting style of the mothers and the

selected demographic variables like age, education, occupation, religion, number

of children, family income and type of family.

80 1. To assess the behavioral problems among school children.

This study determined the behavioral problems of by school children. Table 3

shows that majority 38(63%) children had moderate problems, 12(20%) children had

mild and 10(17%) children had severe problems.

Que vido. J et al(2002) studied the relation between parenting styles and

parenting behaviour problems among 108 school children aged 6-12 in African,

American. The variables used were maternal education, Family income and parents

endorsement convenient sampling technique was used. The instrument used was

questionnaire. The statistical test was pearson correlations and hierarchical regression

analysis finding revealed that authoritative parenting style was most predictive of

fewer child behavior problems.

Sophia (2008) conducted a correlational study on child abuse and behavioural

problem among 60 school children. Stratified random sampling technique was used.

Child abuse was measured by using modified child trauma scale. Behavioural problem

was measured using of modified Rutter scale. The mean child abuse was high 47.65

(SD = 6.75) among school children. The mean behavioural problem was average 21.53

(SD = 5.40) among school children. There wsa correlation between child abuse and

behavioural problems r=0.56 (p < 0.05) among school children.

The researcher found that majority of 38(63%) children had moderate

problems, minority 12(20%) had mild problems and only 10(17%) children severe

problems.

81 2. To identify the parenting styles of mothers among parents of school children.

The study determines the parenting style adopted by mothers of school children.

Table 4 shows that majority 36(60%) mothers were unengaged, 10(17%) mothers were

dominating & permissive and 4(06%) mothers were positive.

Dwairy et al. (2006). conducted a cross –regional research style on parenting.

styles in Arab societies . The parental authority questionnaire included questionnaire

pertaining to father and the some one to another, 2 weeks test-retest reliabilities that

range from 0.77 to 0.92 and internal consistency with alphas that range from 0.74 to

0.87 for subscales. Construct validity was tested by self-esteem. Permissive

authoritative and authoritarian styles of parenting were different across Arab societies

f(3) = 31.57 p<0.0001 f(7) =8.21 ( p<0.001) f(7) =25.75 (p<0.0001) respectively.

Robber J coplan etal (2002) conducted study among 76 mothers of children to

explore how child rearing context might moderate relations between parenting styles

and mothers parental beliefs and emotional responses. Mothers competed a global

measures of parenting styles. Self reports of parental beliefs (parental goals,

attributions) and emotional responses (angry, embarrassed, happy) were accessed. In

situations depicting children negative behaviours, Authoritarian mothers were less

focused on empathic goals and attributed child aggression and misbehaviour to less

external sources than those more likely to respond with greater anger and

embarassment across all child bearing practices. Authoritarian and authoritative

mothers differ in their attractive response patterns consistently across child bearing

contexts but that more challenging child rearing situations accentuate differences in

the cognitive reactions of authoritative versus authoritarian mothers.

The researcher found that majority 36(60%) mothers were unengaged parenting

style and minority of mothers were positive.

82 3. To find out the relationship between behavioral problems of school children

and parenting styles of their mothers.

The hypothesis stated was, there is a significant relationship between the

behavioral problems and parenting style of mothers. Karl Pearson’s correlation

coefficient was used to find out the relationship between behavior problems and

parenting styles of the mothers.

The study finding supported this hypothesis. There was a positive and significant

correlation r =0.083, p<0.05 exist between the behavioral problems and parenting style

adopted by mothers among school children.

4. To find out the association between behavior problems of school children and

the selected demographic variables.

The hypothesis stated was, there is a significant association between the

behavioral problems and selected demographic variables of school children. In this

study there is a significant association between the behavioral problems and the

demographic variables such as age(ℵ2=4.43, p<0.05), Sex (ℵ2= 2.13, p<0.05),

education (ℵ2= 3.19, p<0.05 ), type of school (ℵ2 = 5.83 , p<0.05), Medium (ℵ2= 6.20,

p<0.05), co- curricular activities (ℵ2 = 8.13, p<0.05), academic performance (ℵ2 =

7.12, p<0.05), health status(ℵ2 =5.58, p<0.05), and birth order (ℵ2 =5.62, p<0.05).

5. To find out that association between parenting styles of mothers and the

selected demographic variables.

The hypothesis stated was, there is a significant association between the

parenting styles of the mothers and selected demographic variables of mothers. In this

study there is a significant association between study there is a significant association

between the parenting style adopted and the demographic variables such as, age(ℵ2

=10.40, p<0.05), educational status (ℵ2 =12,23 p<0.05), monthly income (ℵ2 =13.93,

p<0.05), religion (ℵ2 =14,15, p<0.05), type of family ((ℵ2 =3.0, p<0.05), number

children ((ℵ2 1.26, p<0.05), and marriage status ((ℵ2 =4.70, p<0.05),

83 CHAPTER -VI

SUMMARY, FINDINGS, IMPLICATIONS, RECOMMENDATIONS AND

CONCLUSION

This chapter presents the summary of the study, findings and its implications for

nursing and health care services. This chapter ends with recommendations for further

research in this field.

SUMMARY OF THE STUDY

The purpose of study was to determine the behavioural problems and parenting

style of the mothers.

The objectives of the study were:

1. To asses the behavioural problems among school children.

2. To identify the parenting style of mothers among parents of school children.

3. To find out the relationship between behavioural problems of school children

and parenting styles of their mothers.

4. To find out the association between behavioural problems of school children and

the selected demographic variables like age, sex, education, recreation facilities,

academic performance, health status, type of school and education system.

5. To find out the association between parenting style of the mothers and the

selected demographic variables like age, education, occupation, religion number

of children, family income and type of family.

84 Hypothesis:

The level of significance chosen for all the hypothesis was 0.05 level and

samples selected for the study were 120. Among that 60 samples are school

children and other 60 samples are their mothers.

H1: There is a significant relationship between the behavioural problems of school

children and parenting styles of their mothers.

H2: There is a significant association between the behavioural problems

and selected demographic variables like age, sex, education,

recreation, facilities, academic performance, health status, type of

school and education system.

H3: There is a significant association between parenting style of mothers and

selected demographic variables like age, sex, education, parental status and

type of family.

Conceptual framework used for the study was based on health belief model. A

quantitative approach was used for this study. The study population comprised of 60

school children between the age group of 6 – 12 years and their mothers. A purposive

sampling technique was used to select samples. The data collection tools used was

demographic profile, child behviour checklist (modified) and standardized tool which

developed by the extension centre for family development. The content validity and

reliability was established for the entire tool. The pilot study was done on six children

and their mothers who met the inclusion criteria.

During the period of data collection, the data were collected from the children by

using the standardized tool by the investigator. Analysis of the data was done on the

basis of the objective. The descriptive and inferential statistics were used to analyze the

data.

85 MAJOR FINDINGS

Majority of 25 (42%) children were between the ages of 10-12 years.

Majority of 37 (62%) children were female

45 (75%) children’s were private school

40 (67%) children’s were English medium

23 (38%) children’s were involved in drawing activities.

44(73%) children’s were good in academic performance

42 (70%) children’s health status was good

Majority of 27(45%) children are having 2 siblings

Levels of problems were classified as mild, moderate and severe. Majority 38

(63%) children had moderate problems, 12 (20%) children had mild and only 10

(17%) children had severe problems

Majority 43(72%) Mothers were between the age group of 28-31 years

24 (40%) mothers were graduate

31 (52%) mothers were skilled.

Majority 33 (55%) mothers monthly income was Rs. 1000-2000

42(70%) mothers were Hindu

43(72%) mothers were from nuclear family

Types of parenting style were classified as Dominating, Permissive, positive

and unengaged. Majority 36(60%) mothers were unengaged, 10 (17%) mothers

were Dominating and permissive and 4 (6%) mothers were positive.

Unengaged parenting styles were found to be causing behavioural problems

among school children. Here parents won’t spend much time with their children

and they always focus more on work or other interests.

There was a significant association between the behavioural problems and the

demographic variables such as age, sex, education, recreation, facilities,

academic performance , health status, type of school and education system.

86 There was a significant association between the parenting style of the mothers

and the demographic variables like age, sex, education, parented status and type

of family.

IMPLICATIONS

Parenting style could be regarded as a global construct reflecting the overall

emotional climate between parents and children. Parents behaviour and involvements

plays a crucial role in the development of social and cognitive competence in children.

Parenting behaviours and their effects may very depending on different culture. It

means that the ways in which family members interact with each other are influenced

by the culture of the society. Every culture and civilization develops a definite pattern

for raising children and what counts as good or adoptive in one culture can be viewed

as maladaptive in another society.

The findings of the study have implications in various areas of nursing such as

nursing practice, education, administration, and research.

NURSING PRACTICE

The Pediatric nurse should educate the mothers to adopt positive

parenting styles in order to bring up the child without behaviour problems

and adjust to school life and surrounding.

Educate the mothers regarding various aspects of positive parenting styles

which includes being lovable, affectionate, believing and listening to your

children, satisfying the expectations of the child. Being role model to the

child. Being fair and firm with a child.

The school health nurse can identify the behavoural problems and inform

to the parents as early as possible.

Instruct the teachers to intimate the behaviour problems with their parents.

Educate the mother regarding early identification of problem deviation

from normal behaviour pattern inorder to prevent personality disorder and

87 go for proper referral services that includes referring them to clinical

psychologist and child psychiatrist.

Provide counseling services for children and their parents to solve the

problems whenever necessary and for tender loving care of the children.

A mass health education programme can be conducted in all the areas

regarding positive parenting styles and also healthy child rearing

practices.

NURSING EDUCATION

Nursing curriculum should emphasise the more on practical aspect on

growth and development.

Nursing curriculum must enable the students to assess growth and

development in all aspects including psychosocial, Psychosexual moral,

cognitive and spiritual.

Nurses must teach and guide the parents regarding the responsibilities in

bringing up the child in each stages of growth and development including

new born, toddler, preschool, school age and adolescence.

Nursing curriculum should emphasise more on behaviour problem among

children and the ways and needs to identify and prevent them.

Nurses at post graduate level need to develops skills in providing

counseling services to make the children cope up with behaviour

problems and educate the mothers and fathers in possible child rearing

practices.

NURSING ADMINSTARATION

o Nursing administrator should plan to organize education program for the

importance of healthy children practice and positive parenting style.

o Nurse administrator should motivate nursing personnel to participate and

conduct counseling and education programs on parenting styles to

88 mothers via continuing nursing education programmes to prevent

behaviour problem.

89 NURSING RESEARCH

Nurses can be involve in conducting research on other types of parenting

styles in broader aspects.

Many researches are undertaken by nursing personnel in the field of child

rearing practices and parenting and also the various other aspects of

behavior problems among school age and adolescence.

The findings of the study can be incorporated into nursing practice on day

to day care of school children living with behavior problems.

The empirical evidence of the nursing researches will be an eye opener for

others when they are published as issues in internet and journals.

RECOMMENDATIONS

The following recommendations are made based on the findings of the study.

1. A similar study can be done on a large sample

2. A study can be done to find out the health problems and parenting style adopted

by mothers

3. A study can be done to find out the risk for altered growth and development of

children living with behavioural problems and their compliance with parenting

style

4. A comparative study can be conducted between children living in child care

homes and with their families

5. A comparative study can be conducted between children’s having behaviour

problems and not having behaviour problems

6. A study may be conducted to identify the effectiveness of structured teaching

program in modification of children’s behaviour and parenting style

CONCLUSIONS

90 As a part of the curriculum, the researcher has taken the behaviour problems and

parenting style adopted by the mothers as my dissertiction work. When the researcher

collected the data from the samples, it was a heart touching experience because most of

the samples are having only one parent. Children underwent a lot of stress and

psychological problems which later led them into to behavoural problems. Each

individual child has different levels of problems and parenting style. Proper counseling

is necessary to treat and evaluate the behavioural problems. Nutritious food, healthy

environment and loving care will improve the health and welfare of children living

with behaviour problems.

Ultimately counseling services will provide a means to ventilate their problems

and adapt suitable parenting style which will give a positive response towards living

with behavioural problems.

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Tamminen, T.(2006) . How does culture promote the early development of

identity ? Infant Mental Health Journal,27, 603-605.

Online References:

www.google.com

www.hivatis.org

www.kidsconnect.org

www.pubmed.com

www.yahoo.com

95 APPENDIX - I

LETTER SEEKING EXPERTS OPINION FOR CONTENT VALIDITY OF THE TOOL

From

Mrs. K. Ganapathi M.Sc Nursing II year Matha College of Nursing Manamadurai

To

Through: The Principal, Matha College of Nursing Manamadurai.

Respected Madam,

Sub: Requisition of expert opinion and suggestion for content validity of the tool.

I am a second year Master degree student in Matha College of Nursing , Manamadurai. In Partial fulfillment of master Degree in Nursing . I have selected the topic mentioned below for the research project to be submitted to the Dr. MGR Medical University , Chennai Problem Statement :

“A study to assess the behavioural problems of school children and parenting styles of their mothers at selected areas of Sivagangai District” I requesting you to kindly validate the tool and give your expert opinion for necessary Modification and also I would be very grateful if you could refine the problem statement and objectives.

Thanking you with anticipation

Research Tool : • Demographic Profile • Child behaviour check list • Standardized tool developed by the University of Minneosta Extension Center

for Family Development. Place: Manamadurai Date :

96

APPENDIX II

LIST OF EXPERTS

Dr. PRABHAKAR NAVAMANI, M.D., DCH, Navamani Child Specialty Hospital Madurai, Tamilnadu.

Prof. Mrs. SHABERA BANU, M.Sc., (N), (Ph.D.) Principal, HOD Maternity Nursing Matha College of Nursing, Manamadurai.

Prof. Mrs. KALAIKURUSELVI, M.Sc., (N) (Ph.D.) Vice Principal, HOD, Dept. of pediatric nursing Matha College of Nursing, Manamadurai.

Mrs. SARASWATHI, M.Sc., (N) (Ph.D.) Professor Department of Pediatric Nursing Matha College of Nursing, Manamadurai.

Mrs. SORUBHA RANI., M.Sc., (N)., (Ph.D.) Reader, Dept. of Community Health Nursing Matha College of Nursing, Manamadurai.

Prof. Mrs. ROSE, M.Sc (N) Department of Pediatric Nursing CSI JACON, Madurai.

97

APPENDIX III SECTION I

DEMOGRAPHIC VARIABLES

CHILD :

1. Age : a. 6 – 8 Years b. 8 – 10 Years c. 10 – 12 Years d. More than 12.

2. Sex : a. Male b. Female

3. Education : a. Primary b. High c. Higher Secondary

4. Type of school : a. Government b. Private

5. Medium of education : a. Tamil b. English

6. Recreation activities : a. Playing b. Drawing c. Reading

7. Academic performance : a. Good b. Average c. Poor

8. Health status : a. Good b. Average c. Poor

9. Birth order : a. First child b. Second child c. Third child d. Four and above

98

SECTION II MODEFIED CHILD BEHAVIOR CHECKLIST

Tool - 2 : Description

Modified behavior checklist will be used to assess the problems of the children.

It is 3 point scale and contains 50 items. Each item score from 0,1,2 respectively for

Not True, Sometimes True, Very True. Indicate their choice by filling in one tick ( )

mark for each items, using this key.

Name of the child : ……………………………………………

No Item Not True

Sometimes True

Very True

1 Acts too young for his / her age

2 Argues a lot

3 Fails to finish things he/she start

4 There is very little he/she enjoy

5 Bowel movement outside toilet

6 Bragging, Boasting

7 Can’t concentrate, can’t pay attention for long

8 Can’t get his/her mind off certain thoughts obsessions

9 Can’t sit still, restless or hyperactive

10 Clings to adults or too dependent

11 Complains of loneliness

12 Confused or seem to be in a fog

13 Cries a lot

14 Cruel to animals

15 Daydreams or gets lost in his/her thoughts

16 Demands a lot attention

17 Destroys his/her own things

99

18 Destroys things belonging to his/her family or others

19 Disobedient at home

20 Disobedient at School

21 Doesn’t eat well

22 Doesn’t get along with other kids

23 Doesn’t seem to feel guilty after misbehaving

24 Easily jealous

25 Break rules at home, school, or elsewhere

26 Fears going to school

27 Fears he/she might think or do something bad

28 Feels he/she has to be perfect

29 Feels or complains that no one loves him/her

30 Feels worthless or inferior

31 Gets hurt a lot, accident – prone

32 Gets in many fights

33 Gets teased a lot

34 Hangs around with others who get in trouble

35 Hears sound or voices that aren’t there

36 Impulsive or acts without thinking

37 Would rather be alone than with others

38 Lying or cheating

39 Bites fingernails

40 Nervous, high strung, or tense

41 Nervous movement or twitching

42 Nightmares

43 Not liked by other kids

100

44 Constipated, doesn’t move bowels

45 Too fearful or anxious

46 Feels dizzy or lightheaded

47 Feels too guilty

48 Overeating

49 Overtired without good reason

50 Overweight

Total Score : 100

Minimum Score : 0

Maximum Score : 100

101 APPENDIX IV

SECTION -I DEMOGRAPHIC VARIABLES

MOTHER :

1. Age : a. 20 – 23 Years b. 24 – 27 Years c. 28 – 31 Years

2. Education : a. Illiterate b. Primary c. Secondary d. Higher secondary e. Graduate

3. Occupation : a. Unskilled b. Skilled c. Professional d. Any other

4. Monthly income : a. Rs. 1000 – 2000 b. Rs. 2001 – 5000 c. Rs. 5001 – 10000 d. Rs. 10000 and above

5. Religion : a. Hindu b. Muslim c. Christian d. Any other

6. Type of family : a. Nuclear b. Joint c. Extended

7. Number of children : a. One – Two b. More than Two

8. Marriage status : a. Love marriage b. Arranged Marriage c. Love cum Arranged

102 Section- II

TOOL -1 : PARENTING STYLE

Structured Questionnaire given by University of Minnesota Extension Center for

family Development.

Make your answers as true for you as you can

1 = Dominating parenting style

2 = Permissive parenting style

3 = Unengaged parenting style

4 = Positive parenting style

In each group of statements, choose the one that is closet to how you would

respond record that number in the box.

S. No. Questions Score

1 I believe children should be seen and not heard

2 I enjoy the chaos of parenting

3 I believe children can be children and also practice civility

4 My children keep to themselves and don’t bother me much

1 Kids need a firm hand to direct them so they behave properly

2 Kids need freedom to learn who they are

3 I love watching my children discover things for themselves and I am there if they have questions

4 My kids learn how to behave in school or at child care

1 I have no problem saying NO to my child

2 I hate saying NO to my child

3 Sometime I need to say NO my child, and sometimes I say YES

103

4 Mostly I just ignore the bad behavior

1 Every rule – big and little must be followed

2 I don’t believe in lots of rules – when I am with my children I want to enjoy them and have fun, not to be disciplinarian

3 I have rules that are really importand, and I expect them to be follwed. But I am willing to be flexible about smaller issues

4 Having lots of rules is too complicated – sometimes it’s just easier to ignore some behavior

1 I think discipline is correcting your child when they misbehave

2 I don’t believe in lots of discipline – my children need freedom

3 I think discipline is teaching your child

4 The other parent takes care of most of the discipline

1 I am okey if my child is nuhappy with me

2 I want my child to like me

3 Sometimes I need to be unpopular with my child to keep them safe and insure they do what needs to be done

4 I am not sure how to get my child to like me

1 Children must respect their parents

2 I like it when my child is respectful, but I must admit, that’s not often. Must be the age

3 Parents need to model the respect they expect from their child

4 I wish my child was more respectful, but since she’s not, I try to ignore it

1 I know exactly what my child is doing, who they are with and where they are all the time

2 I try to keep up with my child’s comings and goings, but sometimes they wan’t tell me

104

3 My child and I have an agreement - I will always let them know where I am and they will do the same for me

4 I don’t keep tract of what my child is up to – they fine and have teachers and child care providers to watch over them

1 I don’t tolerate mistakes – I can see making a mistake once, but after that a child needs to be punished

2 I think that if a child doesn’t feel successful, they will not have the confidence to do well in life

3 Some of the greatest lessons for children come from their mistakes. I try to help my children learn from their mistakes

4 Everyone makes mistakes – I don’t get real upset over it. He will figure it out

1 I don’t belive parents should be their child’s friend – you will loose your authority over them

2 My child is my best friend

3 My child has other children who are friednds; I need to be their parent

4 I really don’t understand how parents and children could be friends – we are so different from each other

1 I don’t tell my child much – these are adult matters

2 I can tell my child just about anything

3 I let my child know what is going on, especially if it affects her, but some things I need to talk with another adult about

4 My child dosen’t need much information; they seem to be doing fine

105 Scoring: Add up the number of times you respond to a question with a 1, 2, 3 or 4 and put that number in the box under “Number of Times”. Look at where you have the highest number. This indicates your preferred approach to parenting or parenting style.

Response Number

Number of

Times

Parenting Style Description

1.

Dominating

You are firm believer in rules and high

Expectations for behavior. You show

your love by expecting the best from

your children, but rarely show affection.

Communications is generally one way-

from you to your child. Sometimes you

can be rigid and harsh in correcting bad

behavior.

2.

Permissive

You show your children lots of love,

give them what they ask for,

communicate openly and let them do

what they want most of the time. You

have trouble setting and enforcing rules.

You prefer to be friendly rather than a

disciplinaraian. Sometimes you feel like

your children walk all over you.

106

4.

Unengaged

You may feel uncomfortable about

parenting because you don’t spend much

time with your children. You may focus

more on work or other interests. When

you have your children, you often are

preoccupied and not focused on them.

You assume the other parent is doing a

pretty good job. You aren’t sure what

you can do that would be helpful

anyway.

3.

Positive

You believe children need your love but

also they need rules, high expectations

and guidance in order to meet these

expectations. You view parenting as

your most important job, and serve as as

role model for your children by

modeling the respect you expect form

them. You believe in listening to your

children , but when it comes down to it,

you have the final say regarding issues

involving safety, values and health.

Your children know what you expect

and they know your will be consistent,

fair and firm.

107 APPENDIX - V

gFjp - I

jdpegh; Gs;sp tpguk;

Foe;ijapd; tpguk; 1. taJ :

m. 6 – 8 taJ M. 8 – 10 taJ ,. 10 – 12 taJ <. 12 tajpw;F Nky;

2. ghypdk; : m. Mz; M. ngz;

3. fy;tpj; jFjp : m. njhlf;fg; gs;sp M. eLepiyg; gs;sp 4. gs;spapd; epiy : m. muR gs;sp M. jdpahh; gs;sp 5. fw;wy; nkhop : m. jkpo; M. Mq;fpyk; 6. ghl ,izr; nray;ghL : m. tpisahl;L M. Xtpak; ,. thrpj;jy; <. gpw

7. fw;wy; epiy : m. ed;W M. ruhrhp ,. Nkhrk;

8. cly; epiy : m. ed;W M. ruhrhp ,. Nkhrk;

9. Foe;ijapd; gpg;G thpir : m. FLk;gj;jpy; Kjy; Foe;ij M. FLk;gj;jpy; ,uz;lhtJ Foe;ij ,. FLk;gj;jpy; %d;whtJ Foe;ij <. ehd;fhtJ kw;Wk; mjw;F Nky;

108

109

Foe;ijapd; elj;ijf; fhuzpfisf; fz;lwptjw;fhd tpdhg;gl;bay;

---------------------

Foe;ijapd; elj;ijfisAk;> gpur;ridfisAk; fz;lwptjw;fhd fPo;f;fhz;

tpdhg;gl;bay; jug;gl;Ls;sJ. 50 tpdhf;fisf; nfhz;l gy;tifj; Njh;T tpdhthFk;.

Xt;nthU tpdhtpw;Fk; 0>1>2> vd;w Kiwapy; kjpg;ngz; toq;fg;gLk; (cz;ik my;y

0> rpyNeuk; cz;ik 1> cz;ik 2). rhpahd tpiliaj; Njh;e;njLf;f ( ) FwpaPL ,lTk;.

t. vz; fhuzpfs; cz;ik

my;y

Rpy Neuk; cz;ik

cz;ik

1 tajpw;Nfw;w elj;ij cilath;

2 mjpfk; tpthjk; nra;gth;

3 njhlq;fpa gzpia Kbf;fj; jtWgth;

4 Fiwe;j msNt kdkfpo;r;rp milgth;

5 fopg;giwia cgNahfpf;fj; jaq;Fgth;

6 jw;ngUik kpf;fth;

7 xU Ntiyapy; mjpf Neuk; ftdk; nrYj;j Kbahjth;

8 Kdij xUKfg;gLj;j Kbahjth;

9 xNu ,lj;jpy; epiyahf ,y;yhjth;> Xa;tpy;yhjth;> jd;idj;jhNd kpifg;gLj;jpf; nfhs;gth;

10 taJ te;NjhNuhL kl;Lk; goFgth;

11 jdpik tpUk;gp

12 Fog;gj;jpy; cs;sth;

13 mjpfkhf mOgth;

14 tpyq;Ffisf; nfhLikg;gLj;Jgth;

15 gfy; fdT fhz;gth; (m) jd; Ra rpe;jidia ,og;gth;

110

16 mjpff; ftdj;jpw;F Vq;Fgth;

17 jd; nrhe;j nghUl;fis mopg;gth;

18 jd; FLk;gj;jpdh; (m) gpwUila nghUl;fis mopg;gth;

19 tPl;by; fPo;g;gbjy; ,y;yhjth;

20 gs;spapy; fPo;g;gbjy; ,y;yhjth;

21 Kiwahf czT cz;zhjth;

22 kw;w Foe;ijfNshL gofhjth;

23 jd; jtwhd elj;ijfis Fw;wk; vd;W czuhjth;

24 vspjpy; nghwhik milgth;

25 tPL> gs;sp kw;Wk; nghJ ,lq;fspy; rl;lj;jpl;lq;fSf;F fl;Lg;glhjth;

26 jk;ik mwpahkNyNa jPa nray;fis nra;J tpLNthNkh> jPa vz;zj;ij epidj;J tpLNthNkh vd mQ;Rjy;

27 gs;spf;Fr; nry;y mQ;Rgth;

28 kpf ey;ytdhf ,Uf;f Ntz;Lk; vd;W czUjy;

29 gpwh; ek;ik Nerpf;ftpy;iy vd;W czUjy; (m) Fw;wk; rhl;Lgth;

30 jho;T kdg;ghd;ik cilath;

31 Njhy;tpapdhy; mjpf kdr;Nrhh;T milgth;

32 gyhplk; fhuzkpd;wp rz;ilapLgth;

33 gpwuhy; ,fog;gLgth;

34 Jd;gk; cilatdplk; neUq;fp ,Uj;jy;

35 ,y;yhj xU rj;jj;ij ,Ug;gjhf czUjy;

36 Nahrpf;fhky; nray;gLgth;(m) vspjpy; czh;r;rptrg;gLgth;

111

37 $l;lkhd ,lq;fspy; gpwNuhL neUq;fp ,Uf;fhky; jdpikia tpUk;Ggth;

38 ngha; nrhy;gth;> Vkhw;Wgth;

39 mbf;fb efk; fbg;gth;

40 rpwpa t\aq;fSf;F mjpfk; gjl;lkilgth; (m) md mOj;jk; cilath;

41 nray;fis gjl;lj;NjhL nra;gth;

42 ,utpy; nfl;l fdTfisf; fhz;gth;

43 kyr;rpf;fy; cilath;

44 gpw Foe;ijfshy; tpUk;gglhjth;

45 mjpf gak; (m) tpuf;jp czh;T

46 mbf;fb ,Nyrhd jiyr;Rw;wiy czh;gth;

47 mjpff; Fw;w czh;T cilath;

48 mjpfkhf czT cz;gth;

49 Kiwahd fhuzk; ,y;yhky; fisg;G milgth;

50 mjpf cly; vil cilath;

112

gFjp - II

jdpegh; Gs;sp tpguk;

jhapd; tpguk;

1. taJ : m. 20 – 23 taJ M. 24 – 27 taJ ,. 28 – 31 taJ

2. fy;tpj; jFjp : m. fy;tpawptw;wth; M. njhlf;ff;fy;tp ,. ,ilepiyf; fy;tp <. Nky;epiyf; fy;tp

c.gl;ljhhp 3. gzp : m. jFjpaw;wth; M. jFjpahdth; ,. fy;tp ngw;wth; <. gpw

4 .khj tUkhdk; : m. & 1000 – 2000 M. & 2001 – 5000 ,. & 5001 – 10000 <. & 10000f;F Nky; 5 .kjk; :

m. ,e;J M. K];yPk; ,. fpU];j;Jth; <. gpw

6. FLk;g epiy : m. jdpf; FLk;gk; M. $l;Lf; FLk;gk; ,. nghpa FLk;gk;

7. Foe;ijfspd; vz;zpf;if : m. xd;W - ,uz;L M. ,uz;bw;F Nky;

8. jpUkzj;jpd; epiy : m. fhjy; jpUkzk; M. epr;rapf;fg;gl;l jpUkzk; ,. fhjypj;J epr;rapf;fg;gl;l jpUkzk;

113

ngw;Nwhhpd; tsh;g;G Kiwfs; ngw;Nwhhpd; tsh;g;G Kiwfs; gw;wpa 11 fhuzpj; njhFjpfs; fPNo

nfhLf;fg;gl;Ls;sd. Xt;nthU njhFjpapYk; 4 fhuzpfs; jug;gl;Ls;sd. mtw;wpy;

cq;fs; Foe;ijapd; tsh;g;G Kiwiag; gw;wpa rhpahd fhuzpia xt;nthU

njhFjpapypUe;Jk; xd;W kl;Lk; Njh;T nra;J mjw;fhd vz;iz (1>2>3>4) kjpg;ngz;

fl;lj;jpy; ,lTk;.

t.vz; fhuzpfs; kjpg;ngz;

1 Foe;ijfs; vdJ ghh;itapy; ,Uf;f Ntz;Lk; vd;W tpUk;GfpNwd;

2 ngw;Nwhuhf ,Ug;gjpy; Vw;gLk; kdf;Fog;gq;fis ehd; tpUk;GfpNwd;

3 vd; Foe;ijfs; khpahijahf ele;J nfhs;s gapw;rp mspg;Ngd;

4 vd; Foe;ijfs; mth;fshfNt guhkhpj;Jf; nfhs;thh;fs;. Vd;idg; gw;wp ftiy nfhs;tjpy;iy

1 vd; Foe;ijfSf;f rhpahd topfhl;b fpilj;jhy; ed;dlj;ij cs;sth;fshf ,Ug;gh;

2 Vd; Foe;ijfs; jd;idj;jhNd mwpe;J nfhs;s Rje;jpuk; Njit

3 vd; Foe;ijfs; jd;idj;jhNd Gjpa xd;iw fz;Lgpbg;gjpy; ehd; cw;WNehf;Ftij> Iaq;fis jPh;g;gtuhfTk; ,Uf;f tpUk;GfpNwd;

4 vd; Foe;ijfs; gs;spapy; vt;thW ele;J nfhs;s Ntz;Lnkd;W fw;Wf; nfhs;fpwhh;fs;

1 vd; Foe;ijfsplk; ,y;iy vd;W $Wtjpy; vdf;F jaf;fk; ,y;iy

2 vd; Foe;ijfsplk; ,y;iy vd;W $Wtij ehd; tpUk;gtpy;iy

3 Vd; Foe;ijfsplk; ehd; rpy Neuq;fspy; ,y;iy vd;Wk;> rpy Neuq;fspy; Mk; vd;Wk; $w Ntz;bAs;sJ

4 mNefkhf vd; Foe;ijfspf; Xoq;fPdj;ij ehd; fz;L nfhs;tjpy;iy

114

1 Xt;nthU rl;lKk; (nghpaNjh> rpwpaNjh) fz;bg;ghf gpd;gw;wg;gl Ntz;Lk;

2 ehd; mjpff; fl;Lg;ghl;Lfis tpUk;gtpy;iy. vd; Foe;ijfs; vd;Dld; ,Uf;fk; NghJ kfpo;r;rpahf> eifr;Ritahf ,Uf;f tpUk;GfpNwd;. xOf;fkhdtdhf my;y

3 vd;dplk; cs;s rpy Kf;fpkhd fl;Lg;ghLfis mth;fs; gpd;gw;w Ntz;Lk; vd;W epidf;fpNwd; Mdhy; rpW tp\aq;fspy; ehd; tise;J nfhLg;gtuhf ,Uf;fpwd;

4 mjpff; fl;Lf;ghLfs; vd;gJ Fog;gj;ijNa tpistpf;Fk.; rpy Neuq;fspy; rpy elj;ijfis fz;L nfhs;shky; tpl;LtpLtJ vspjhdjhFk;

1 cq;fs; Foe;ijfs; jtwhf elf;fk; NghJ fl;Lg;ghLfNs rhpnra;Ak; vd;W epidf;fpNwd;.

2 ehd; mjpff; fl;Lg;ghLfis tpUk;gtpy;iy. vd; Foe;ijfSf;F Rje;jpuk; Njitg;gLfpwJ

3 fl;Lg;ghLfshy; jhd; cq;fSila Foe;ij fw;Wf; nfhs;fpwJ vd;W ehd; epidf;fpNwd;

4 kw;w ngw;Nwhh;fs; mNeff; fl;Lg;ghLfis ftdj;jpy; nfhs;fpwhh;fs;

1 vd; Foe;ij vd;dplk; tUj;jj;jpy; ,Ue;jhy; mij ehd; Vw;Wf; nfhs;fpNwd;

2 vd; Foe;ij vd;id Nerpf;f Ntz;Lk; vd;W tpUk;GfpNwd;

3 vd; Foe;ijfspd; eyj;jpw;fhf ehd; gpugyk; mw;wtdhf fhl;bf;nfhs;s tpUk;GfpNwd;

4 vd; Foe;ijapd; md;ig vt;thW ngw Ntz;Lk; vd;gjpy; cWjpahf ,y;iy

115

1 Foe;ijfs; ngw;Nwhh;fSf;F khpahij nrYj;j Ntz;Lk;

2 vd;Dila Foe;ij khpahijahf ele;J nfhs;Sk; NghJ mij ehd; tpUk;GfpNwd;. rpy Neuq;fspy; mt;thW ,y;yhky; ,Ue;jhYk; mij ehd; Vw;Wf; nfhs;Ntd;

3 Foe;ijfsplk; ehk; vjph;ghh;f;fpd;w khpahijf;F Kd; khjphpahf ngw;Nwhh;fs; jpfo Ntz;Lk;

4 Vd; Foe;ijfs; khpahijahf ele;J nfhs;s Ntz;Lnkd;W tpUk;Gfpw mNj Neuj;jpy; mt;thW ,y;yhj Neuj;jpYk; ehd; tpl;LtpLNtd;

1 vd;Dila Foe;ij ahUld;> vq;Nf> vd;d nra;J nfhz;bUf;fpwJ vd;gij rhpahf ehd; mwpNtd;

2 vd;Dila Foe;ijapd; Nghf;Ftuj;ij ehd; fz;fhzpf;fpNwd;. rpy Neuq;fspy; vd;dplk; nry;tjpy;iy

3 ehd; vq;Nf ,Uf;fpNwd; vd;W vd; Foe;ijaplKk;> vd; Foe;ij vq;Nf ,Uf;fpwJ vd;W vd;dplKk; $w Ntz;Lnkd;W vdf;Fk; vd; Foe;ijf;Fk; xU xg;ge;jk; cs;sJ

4 vd; Foe;ij vd;d epiyapy; cs;sJ vd;gij gw;wp ehd; ftiyg;gLtjpy;iy. mth;fs; ed;whf ,Uf;fpwhh;fs;. Mth;fis ftdpf;f Mrphpah;fs; kw;Wk; Foe;ij ey fhg;ghsh;fs; cs;shh;fs;

1 Ehd; jtWfis rfpj;Jf; nfhs;tjpy;iy. xUKiw nra;Ak; jtiw kPz;Lk; nra;jhy; jz;lid toq;FNtd;

2 xU Foe;ijaplk; ntw;wp vd;w czh;T FiwAk; NghJ tho;f;ifapy; jd;dk;gpf;if FiwfpwJ

3 jtWfspy; ,Ue;J jhd; gy ghlq;fis Foe;ij fw;Wf; nfhs;fpwJ. jtWfspypUe;J fw;Wf; nfhs;Sk; NghJ vd; Foe;ijf;f ehd; cjTfpNwd;

4 vy;NyhUk; jtW nra;fpwhh;fs;. mj;jtWfisf; fz;L ehd; epiy Fiye;J Nghtjpy;iy

116

1 Foe;ijfs; ez;gdhf ,Uf;f Ntz;Lk; vd;W ehd; tpUk;gtpy;iy. Ngw;Nwhh; vd;w mjpfhu czh;T ,oe;J tpLk;

2 vd; Foe;ij vdf;F kpfr; rpwe;j ez;gd;

3 Vd; Foe;ijf;F mjpfkhd rf ez;ghh;fs; cs;sdh;. mth;fSf;Fk; ehd; ngw;Nwhuhf ,Uf;f Ntz;Lk; vd;W Mirg;gLfpNwd;

4 ngw;NwhUk;> Foe;ijAk; vt;thW ez;gh;fshf ,Uf;f KbAk; vd;W vdf;F Ghpatpy;iy. ,UtUf;Fk; mjpf NtWghLfs; cs;sd.

1 taJ te;NjhUf;fhd nra;jpfisg; gw;wp ehd; vd; Foe;ijaplk; mjpfk; NgRtjpy;iy

2 vijg;gw;wp Ntz;LkhdhYk; vd; Foe;ijaplk; vd;dhy; Ngr KbAk;

3 xU tp\ak; vd;Dila Foe;ijia ghjpf;Fkhdhy; mijg;gw;wp njhpe;J nfhs;s ehd; mDkjpg;Ngd;

4 Vd;Dila Foe;ijf;F mjpfj; jfty;fs; Njitapy;iy. Mth;fs; ed;whf nra;J nfhz;bUf;fpwhh;fs; vd;W vdf;Fj; Njhd;WfpwJ

117

APPENDIX - V

HEALTH EDUCATION

Prevention of behavioural problems

Infancy and childhood are of para amount importance in determining and

patterning the future behavior and characteristics of the children. Children is the period

of dependency. Gradually children learn to adjust to the environment. But when there

is any complexity around them they cannot adjust with thatcircumstances. Then they

became unable to behave in the socially acceptable way and behavioural problems

develop with them. In order to prevent the behavioural problems and to improve the

child behaviour three steps should be follow.

Nurture

Structure & Guidance

Recognition

Empowerment.

Nurture

Parents should respond to children’s lead for love & security.

Structure & Guidance

This refers to setting & adhering to standards of appropriate behaviour

designating what is appropriate behaviour is an providing a good role model for

children. Children need boundaries & guidance for their own security and the

development of their own values.

118

Recognition

Children need to be seen heard and valued as persons. Parents need to show an

interest in their children’s daily experiences listen to them and try to understand their

view points.

Empowerment

This means enhancing children’s sense of competence, personal control and

ability to attract the attitudes & behaviour of others.

Minimize the Misbehaviour

Set goals for acceptable behaivour & expected achievements.

Provide opportunities for small successes to lessen feelings of inadequacy.

Praise children for desirable behaviour with attention and verbal

approval

Teach desirable behaviour through own example such as using a quiet

calm voice rather than screaming.

Be attentive to situations, that increase the likelihood of misbehaving

such as over excitement of fatigue or decreased personal tolerance to

minor infractions.

Keep any promise made to children

Provide children with opportunities for power and Control.

Establish clear and reasonable rules.

Choose disciplinary strategies that are appropriate to child’s age.

Plan disciplinary strategies in ad advance and prepare the child if possible.

Initiate disciplinary as soon as child misbehaviour.

Always disapprove of the behaviour not the child with such statements as

that was a wrong thing to do. I am unhappy when I see behaviour like

that.

119 To help Children learn Positive Parenting Style

All parents want to be a good mother or a good father to their child. This is some

times difficult to achieve parenting besides being a joyous and pleasurable experience

can also be stressful the parents therefore head support to overcome stress manage

conflict and control anger.

Provide regular, positive attention, at all ages as children grow older this include

being aware of and interested in peer relationships and school performance.

Help them to understand the potential consequences of their choices.

Encourage good behaviour with attention and praise, and ignore minor

misbehavior.

Behave as they want their children to behave, communicate with them

respectfully and demonstrate how to resolve conflict constructively.

Spend more time with the child.

Do not punish them for mistakes, rather provide adequate advice to them

regarding what to do? And How to do, when to do?

Differentiate between right and wrong behaviour then and theme.

Do not compare one child with another.

Provide positive stroke them negative commands.

Observe closely for childs mood change and other symptom related to

depression r lone liners.

Be a role model to their children

Do not encourage destructive behaviour.

Watch every movement of child while at home

Teach good moral values with the religion beliefs of their own religion and

cultural background.

So Parenting technique is very much essential for the child to grow in a better

manner parents, teachers and students themselves should made aware through health

120 education, through mass media and through community awareness programme as

behavioural modification in only way out.

Students should be allowed to do activities with in their interest.

Provide suitable home atmosphere.

Ensure social support from family and friends.

Allow them to have new friends inorder to improve their quality of life.

Parents need to spend more time with their children, restrict form beating the

children.

121 POSITIVE PARENTING STYLE

122 BEHAVIOUR PROBLEMS

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