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“ A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED
TEACHING PROGRAMME ON KNOWLEDGE AND ATTITUDE
OF PARENTS REGARDING COMMON PSYCHOLOGICAL
PROBLEMS OF PRE ADOLESCENTS AT SELECTED
COMMUNITY SETTINGS IN MYSORE"
PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION
SMITHA.N. GOWDA
CHILD HEALTH NURSING
CAUVERY COLEEGE OF NURSING
TERESION CIRCLE,
SIDDARTHA LAYOUT
MYSORE.
2010-2011
1
RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES
BANGALORE, KARNATAKA.
PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION
01. NAME OF THE CANDIDATE
AND ADDRESS
:
SMITHA.N.GOWDA
1ST YEAR M.SC NURSING
CAUVERY COLLEGE OF
NURSING, MYSORE
02. NAME OF THE INSTITUTION
: CAUVERY COLLEGE OF
NURSING, MYSORE
03. COURSE OF STUDY AND SUBJECT : MASTER IN NURSING
CHILD HEALTH NURSING
04. DATE OF ADMISSION
: 01-06-2010
05. TITLE OF THE TOPIC
: “ A STUDY TO ASSESS THE
EFFECTIVENESS OF STRUCTURED
TEACHING PROGRAMME ON
KNOWLEDGE AND ATTITUDE
OF PARENTS REGARDING
COMMON PSYCHOLOGICAL
PROBLEMS OF PREADOLESCENTS
AT SELECTED COMMUNITY SETTING
IN MYSORE”.
2
6.0 BRIEF RESUME OF THE INTENDED WORK
6.1 INTRODUCTION
‘‘ Telling a teenager the facts of life is like giving a fish a bath”.
Arnold H. Glasow
Preadolescence is a stage of human development through childhood that occurs
prior to adolescence. Some say that it starts when your 8 or 9 and ends at puberty or 13
years old
Preadolescence is characterized by a number of cognitive, emotional, physical
and attitudinal changes, which can be a cause of conflict on one hand and positive
personality development on the other
The home environment and parents are still important for the behaviors and
choices of adolescents. Preadolescents who have a good relationship with their parents
are less likely to engage in various risk behaviors, such as smoking, drinking, fighting,
and/or sexual intercourse. In conflict with their parents, adolescents are more flexible
than younger children, but more hostile and rigid compared to adults. The topics of
conflicts between preadolescents and their parents are often about the extent to which
parents can control and supervise the preadolescent, for instance conflicts about chores,
schoolwork, curfew, and the adolescent's right to privacy.
The most common problems in preadolescence relate to growth and
development; childhood illnesses that continue into preadolescence; mental health
disorders; and the consequences of risky or illegal behaviors, including injury, legal
consequences, pregnancy, and infectious diseases. Unintentional injuries resulting from
motor vehicle crashes and injuries resulting from interpersonal violence are leading
causes of death and disability among preadolescents
Preadolescent become more exposed to popular culture than childhood and may have
interests that are more based on internet trends, television shows, movies, fashion,
technology, and music, but are very shallow and corporate compared to the means of
more rebellious and open teenagers. Preadolescents generally prefer certain brands, and
are a heavily targeted market of many advertisers. Their tendency to buy brand-name
items may be due to a desire to fit in, although the desire is not as strong as it is
with teenagers. Many of these brands include clothing and music
3
Preadolescent children have a different view of the world from younger children
in significant ways:
Preadolescent have a fear of kidnappings, rapes, and scary media events, as
opposed to fantasy
things (e.g., witches, monsters, ghosts).Have a more developed
sense of looking into the future and seeing effects of their actions (as opposed to early
childhood where children often do not worry about their future).Have more
realistic job expectations ("I want to be an engineer when I grow up", as opposed to "I
want to be a wizard").View human relationships differently (i.e. they may notice the
flawed, human side of authority figures) .Begin to develop a sense of self-identity.Have
increased feelings of independence.Have a different view on morality.More mature,
sensible, realistic thoughts and actions.Are responsible for younger siblings and
relatives, such as babysitting.Often beginning to experience limerence, Puppy Love,
or love.May start caring about what they look like and what they are wearing.
6.2 NEED FOR THE STUDY
The period is between the ages of thirteen to nineteen and is named as teenage period.
Physical development of the internal and external organism of the body is attained.
Major physiological changes for teenage period are fast and completed at the end of this
period.
Problems of adolescence are due to failure in understanding the anatomical, social,
educational,
morphological
and
psychological
changes
during
adolescence.
Adolescence is a vulnerable stage that boys / girls of this age are easily carried away by
perceptions generated by misleading and misguiding parents, teachers, friends,
brother/sisters.
Ignorance of elders, wrongful messages depicted by TV serials, advertisements, films,
publications carrying partially or fully false information.
Such perceptions can be anything such as studies, sex, society, married life, career,
religion, politics, or any relevant subject.
Some problems could be easily ignored. Even such problems cause great distress to
adolescent people. Morphological / Developmental Problems include over growth of
4
hair or undergrowth of hair, over weight and underweight, skin color problems, facial
deformities, pimples, etc., limb deformities, abnormal growth of genitals and breasts.
Psychological Problems such as misconceptions about sexual feelings, sex related
issues, child birth, reproduction, menstrual cycles, fear about sex and sexual issues,
guilt feeling about sex related issues. Inferiority / Superiority complex about skin color,
beauty, mental ability and IQ.
Inexplicable perceptions about dress and fashion codes, wrong and unrealistic
ideologies about friendship and courtship, the person hates control of the parents and
seeks identity to him, attraction towards opposite sex are some of the adolescence
problems.
Social problems are insecurity due to unemployment, hatredness towards brother /
sisters, friends, intense closeness with brothers / sisters, friends, volatile relationships
with friends, perceptions about violence, love, sex as influenced by media, vulnerable
and volatile relations with relatives, fear or imagination about married life, life partners.
Educational problems include tensions of attending classes, examinations and tests, low
IQ feeling, fear about failure in examination, fear about low score, fear and concern
about a future career, misconceptions about teachers.
For the better part of history, psychological disorders were presumed to be a
province of the adult mind. However, according to the Mental Health Channel, since the
1960s, research has shown that children are vulnerable to the same psychological
problems as adults. In fact, according to the MHC, studies indicate that one in every
five American children and adolescents may have a psychological disorder.
Furthermore, statistics suggest that two-thirds of these young people are probably not
receiving the help they need. Recognizing the symptoms and finding qualified help are
the first two vitally important steps in putting your child on the road to a healthy, happy
future.
According to the National Mental Health Information Center (NMHIC), anxiety
disorders are one of the most common childhood psychological problems, affecting 13
5
out of every 100 children and adolescents. Different types of anxiety disorders can
occur alone or comorbid with each other. Generalized anxiety is characterized by
chronic, unrealistic worry that is not based on any real experience. Panic disorder is fear
that is manifested in uncontrollable panic attacks (hyperventilation). Post-traumatic
stress disorder (PTSD) occurs in children who have been traumatized by violence,
physical or sexual abuse, or have lived through a war or natural disaster. It is
characterized by flashbacks to the distressing event that typically occur without
warning. Obsessive-compulsive disorder (OCD) causes children to become trapped in
repeated behaviors and thoughts, such as hand-washing or counting.
Depression is a debilitating psychological illness characterized by chronic, oppressive
sadness that does not subside normally. According to the MHC, studies on children
between six and 12 years of age suggest that 10 percent suffer from clinical depression.
As in adults, depression in children is believed to be caused by a combination of
genetic, biological and environment factors. However, because children cannot express
themselves like adults, symptoms of depression are typically manifested differently.
Signs of childhood depression include sleep or appetite disturbance, drop in school
performance, nervousness or hyperactivity, slowed physical movement or speech,
muteness, explosive anger, irritability, excessive crying, unexplained fears, aggression,
antisocial behavior, isolation or unsubstantiated physical pain.
Bipolar disorder, also called manic depression, is a chronic psychological illness
characterized by extreme mood swings from high (hyperactivity, excessive talking,
explosive temper, need for little sleep, risky behavior) to low (sadness, physical pain,
excessive sleeping, change in appetite, feelings of worthlessness or guilt, low energy,
thoughts of death). Bipolar disorder is caused by a combination of genetic, neurological
and environmental factors. In addition, children with an anxiety disorder are at higher
risk for developing bipolar disorder. According to the National Institute of Mental
Health (NIMH), when bipolar disorder is found in children it is often more severe and
difficult to manage than it is in teenagers and adults, as their moods may be mixed and
may change quite rapidly, sometimes several times within a single day.
ADHD compromises a child's ability to learn, maintain concentration and sustain
normal activity levels. According to Mental Health America, it is the most common
psychological disorder found in young people, affecting 5 to 10 percent of American
children. Although ADHD is believed to develop before age seven, it is typically
6
diagnosed in children between eight and 10 years of age and is 10 times more prevalent
in boys than girls. Signs of ADHD include an inability to listen or complete tasks,
moving rapidly from one activity to another, being disruptive in school, having
difficulty sharing or taking turns, being in constant motion, running and climbing,
restlessness, restless sleep and acting without thinking.
The Department of Health and Human Services estimates that as many as one in every
10 children and adolescents have conduct disorder. It is more common in boys than
girls and occurs more often in urban settings than rural areas. According to the
NMHIC, children with conduct disorder, also known as disruptive behavior disorder,
have little or no regard for other people or societal rules. Signs include aggression,
lying, stealing, destructive behavior, truancy, precocious sexual activity and substance
abuse. Studies have shown that children at risk for conduct disorder have experienced
neglect, poverty, institutionalization, separation from parents, maternal rejection,
parental mental illness or marital discord, abuse or violence.
According to Healthy Place, pervasive developmental disorders are considered the most
severe childhood psychological disorders, affecting 10 to 15 of every 10,000 children.
PDDs, also called autism spectrum disorders, include autism, Asperger syndrome,
childhood disintegrative disorder and Rett syndrome. These illnesses compromise
intellectual skills, normal reactions to sounds, sights and smells, and the ability to
comprehend language or to speak coherently, if at all. Signs of a PDD, which typically
become evident before three years of age, include unusual patterns of sleeping, eating
or drinking, peculiar postures or movements, difficulty interacting with others, lack of
eye contact, lack of curiosity or interest in environment, and repetitive play behavior.
Eating disorders such as anorexia, bulimia, and binge eating disorder
include
extreme emotions, attitudes, and behaviors surrounding weight and food issues.
While eating disorders may begin with preoccupations with food and weight, they
are most often about much more than food. Eating disorders arise from a variety of
physical, emotional, social, and familial issues, all of which need to be addressed
for effective prevention and treatment. 3
7
People with impulse control disorders are unable to resist urges, or impulses, to
perform acts that could be harmful to themselves or others. Pyromania (starting
fires), kleptomania (stealing) and compulsive gambling are examples of impulse
control disorders. Alcohol and drugs are common objects of addiction.
People with personality disorders have extreme and inflexible personality traits that
are distressing to the person and/or cause problems in work, school or social
relationships. In addition, the person’s patterns of thinking and behavior
significantly differ from the expectations of society and are so rigid that they
interfere with the person's
ability to function effectively. Examples include
antisocial personality disorder (breaking laws, lying, being impulsive, ignoring the
safety of self or others), obsessive-compulsive personality disorder (common
obsessive thoughts include themes of violence, fear of germs and/or infection, and
doubts about one’s character), and paranoid personality disorder (pervasive distrust
and suspiciousness).4
Worldwide, the prevalence of clinically significant psychiatric disorder in children is at
least 7%. This rate rises in socially disadvantaged and densely populated urban areas. It
also increases by 3%-4% after puberty. Childhood psychopathology presents as:

disturbed or antisocial behaviour (externalising disorders) -- prevalence 3%-5%

troubled emotions and feelings (internalising disorders) -- prevalence 2%-5%

a mixture of psychological problems and physical illness (somatoform
disorders) -- prevalence 1%-3%

more rarely as childhood psychosis or pervasive developmental (autism
spectrum) disorders -- prevalence about 0.1%.
Boys are two or three times more likely than girls to be affected by disturbed
and antisocial behaviour. The ratio is more equal for emotional disturbances. There are
more girls than boys affected by depression and anorexia nervosa. Children with
intellectual disability and those with chronic physical illness that involves the brain
have a significantly increased risk of developing a range of emotional and behavioural
problems.
8
The investigator felt that there is a need of preparing intensified STP which
evades the deficiencies of the past on common psychological problem. The purpose of
this study is not only to determine the knowledge and attitude of parents regarding
common psychological problems but also to find suitable and simplified methods of
education reaching the parents.
6.3 PROBLEM STATEMENT
A Study
to Assess
the
Effectiveness
of
Structured Teaching
Programme on Knowledge and Attitude of Parents Regarding Common
Psychological Problems of Pre adolescents At Selected Community
Settings In Mysore.
6.4 OBJECTIVE OF THE STUDY
 To assess the pre test level of knowledge of parents regarding psychological
problems of preadolescents.
 To assess the pre test level of attitude of parents regarding psychological
problems of preadolescents.
 To evaluate the effectiveness structured teaching programme on knowledge
and attitude of parents regarding psychological problems of predolescents.
 To find correlation between knowledge and attitude of parents regarding
psychological problems.
 To find out association between the knowledge and attitude of parents
regarding psychological problems with their variables.
9
6.5 HYPOTHESIS
H1: There is a significant relationship between knowledge and attitude of the
parents regarding common psychological problems of preadolescents
H2: There is a significant association between the knowledge and attitude with
Selected demo graphic variables such as age, religion, educational status,
Income, occupation, family type.
6.5 OPERATIONAL DEFINITIONS
 Assess
It refers to the statistical measurement of knowledge and attitude of parents
On Questionnaire regarding psychological problems. ( or ) it refers to the
analysis of STP psychological problems given to the parents.

Effectiveness
It refers the significant improvement in knowledge and attitude of parents
regarding psychological problems after the implementation of structured
teaching programme as evidenced by the differences in the pre test and
posttest scores.
 Structured Teaching Programme
It refers to systematically developed instructions designed for a group of
parents to provide information regarding psychological problems.
 Knowledge
The correct written expression in response to the knowledge items listed in
The Structured questionnaire related to psychological problems.
 Attitude
It refers to the word of opinion of parents in relation to psychological
Problems.
10
 Psychological problems
A state of Psychological problems according to general health.
 Parents
It refers to both mother and father those who are having children above 8
years below 12 years and staying with them
6.7ASSUMPTION

Parents will have some Knowledge and attitude regarding psychological
problems.

Parents Knowledge and attitude vary with demographical variables

The structured teaching programme on psychological problems will improve
the knowledge of parents.
6.8 DELIMITATION
The data colletion time is 6 weeks only.
The sample size is limited to 60.
6.9 CONCEPTUAL FRAMEWORK
Neumans system model.
6.2 REVIEW OF LITERATURE
According to Polit and Hungler a through literature review provides a
foundation upon which to base a knowledge and generally is well conducted before any
data are collected in any study.
Anderson JC, Williams S, McGee R, . A study conducted on Preadolescents
enrolled in either a 3 times per week, 12-week exercise program (n = 50) or a noexercise program control condition (n = 42) during their after-school care, were
assessed for indication of whether exercise-induced changes in self-concept and overall
negative mood were negatively correlated. Significant improvements in ratings of selfconcept and of negative mood were found over 12 wk. Inverse relationships were found
between changes in physical self-concept with overall self-concept and negative mood
11
(r = −.40 and −.36, respectively). Results supported the positive effect of exercise on
the assessed psychological factors in preadolescents. Cognitive behavioral theory-based
explanations of the findings were discussed.7
James j. Annesi. A study conducted on Studies with community samples have
found a positive association between anxiety and stressful life events Indeed,
psychosocial stress is associated with anxiety and somatic complaints in children from
disadvantaged backgrounds. However, little is known about the association between
stress and childhood anxiety in young Hispanic populations. In terms of anxiety
symptoms, some studies have found several similarities between Hispanic and
Caucasian youth. American parents reported their youths as having less somatic
symptoms than Hispanic parents of other nationalities. In contrast, Mexican and
Mexican American youngsters reported significantly more physiological and worry
symptoms, as well as state anxiety, than Caucasian youngsters. These disparate
findings, however, may be due to different levels across Hispanic subgroups of
acculturation or acculturative stressors, which were not measured in these studies. 8
Compas et al. A study conducted on All previous longitudinal community
studies assessing the continuity of child behavioral/emotional problems were conducted
in developed countries. Six hundred and one children randomly selected from a
Brazilian birth cohort were evaluated for behavioral/emotional problems through
mother interview at 4 and 12 years with the same standard procedure – Child Behavior
Checklist (CBCL). Of the children presenting deviant scores at the age of 4, only 31%
remained deviant at the age of 12 (p < .001). Total Problem score at 12 years old was
predicted by Rule-Breaking Behavior [OR = 7.46, 95% CI 2.76–20.19] and Social
Problems [OR = 3.56, 95% CI 1.36–9.30] scores at 4 years of age. Either RuleBreaking or Aggressive Behavior – externalizing syndromes – were part of the
predictors for the three broad-band CBCL scores and six out of the eight CBCL
syndromes. Behavioral/emotional problems in preschool children persist moderately up
to pre-adolescence in a community sample. Externalizing problems at the age of 4
comprise the developmental history of most behavioral/emotional problems at preadolescence. 9
Luciana Anselmi et, all. A study conducted on There’s a wealth of data on
adolescent suicide, and numerous programs and interventions are designed to prevent it.
But what about even younger children? In 2006, 56 American children under age 12
12
committed suicide. nfortunately, so far, there’s been little research into suicidal
behavior among pre-adolescents, said panelists at APA’s Annual Convention.As a first
step toward addressing that problem, the panel discussed what’s known about preadolescent suicide, how it differs from other types of suicide, what still needs further
research and what can be done about it.Christopher Button, PhD, a recently graduated
health psychology student now a policy adviser with the U.S. Young children are also
inherently impulsive and may lack the cognitive skills necessary to imagine a better
future or realize the fleetingness of many of their troubles. These pre-adolescents also
lack the strategies older kids have to seek help or cope with problems. 10
Daniel S. Pine, et all. A study conducted on The National Health Survey for
Children and Adolescents plans to collect data on the health status of children and
adolescents in the 0-17 years age bracket which can be used for the generalisation and
implementation of measures. In this context, assessment of mental and subjective
health, in addition to collection of data concerning somatic health, is of great
importance in a survey on the health status of children and adolescents in Germany. The
proportion of children and adolescents afflicted by--in part long lasting--mental health
problems and disorders is considerable. Subjective impairment due to somatic,
psychological or social factors result in a reduced quality of life. Last but not least,
personal, familial, and social assets of children and adolescents are relevant as
protective factors for their mental and subjective health. They may supply valuable data
to estimate the prevalence of mental health problems and psychiatric disorders, to
identify risk groups needing intervention, and to describe the subjective health of
children and adolescents in Germany. 12
Ravens-Sieberer U, Hölling H, Bettge S, Wietzker A. study conducted on The
frequency, comorbidity, and psychosocial impairment of anxiety disorders among
German adolescents was estimated from a survey of 1,035 students. Anxiety disorders
and other psychiatric disorders were coded based on criteria from the fourth edition of
the Diagnostic and Statistical Manual of Mental Disorders, using the computerized
Munich version of the Composite International Diagnostic Interview. Anxiety disorders
occurred frequently in our sample of adolescents, with a rate of 18.6%. When
considering the subtypes of anxiety disorders, phobia was the most common.
Posttraumatic stress disorder and obsessive-compulsive disorder occurred less
frequently with rates below 2%. Panic disorder and generalized anxiety disorder were
13
the least common, with rates well below 1%. Anxiety disorders were significantly
higher in girls than in boys, and that the rates increased with age. Although a high
number of anxiety cases were psychosocially impaired, at least during the worst episode
of their disorders, only a few of them sought treatment for their problems. We conclude
by discussing some research priorities in the area of anxiety disorders in children and
adolescents. 13
Essau CA, Conradt J, Petermann F.A study conducted on, Oppositional and
defiant behaviors are a family problem requiring a family solution. Frustrated parents
often request a “quick fix,” so this literature review is helpful in defining when
medications are not indicated. Psychological interventions for the parents and for the
child are essential. An important role for the family physician is to convince parents
that their participation is critical in treating this problem. In addition to encouraging
referrals to psychological resources in the community and occasionally prescribing
medication, another role for the physician is to model parenting skills. The physician
can demonstrate the “Tough Love” philosophy of holding the child responsible for
unacceptable behavior without rejecting the child or blaming other people. An
additional role could be to schedule brief checkup/counseling sessions with the family
and child. These roles can be time consuming without necessarily having the assurance
that all of them are evidence-based. However, the value of having multiple role options
is that family physicians can develop an individualized approach for helping each
family, as long as the emphasis remains on parental involvement. 14
Mazur J, Woynarowska B. Conducted the study was based on the HBSC study
(HBSC -- Health Behaviour in School Aged Children. Multivariate logistic regression
models were estimated to assess the risk of poor health, frequent psychological or
somatic complaints and low life satisfaction in relation to number of escalated risk
behaviours, gender, place of residence, family affluence and school achievements.
Almost 43% of adolescents reported at least one out of six behaviours, while 12%, three
or more. The number of risk behaviours is increasing dramatically in adolescents from
lower social classes and in students with poor school achievement. Boys are less likely
to report poor health and low life satisfaction, but more likely than girls to be involved
in multiple health compromising behaviours. Adolescents from poor families and with
poor school achievements are more likely to be involved in multiple risk behaviours,
14
especially in deprived urban areas. Subjective well-being is highly associated with the
expression of risk behaviours. 16
Zehnder D, Landolt MA, Hornung R.study conducted on, Early psychological
interventions within the first hours, days or weeks after a traumatic event aim to avoid
or minimize middle- or long-term mental-health problems. To date, there are no articles
in German language available that review the field of early psychological interventions
in children. This paper defines this field, summarizes current early psychological
interventions and reviews the literature on effectiveness of early interventions. Most of
the early psychological interventions in children after trauma that are reported in the
literature are not evidence based. Moreover, current knowledge is limited by a number
of methodological problems. First, most studies have no control groups and the samples
are small. Second, different timeframes and interventions complicate a comparison of
different studies. For future research, randomised controlled studies with manualised
interventions and repeated follow-ups are demanded. In clinical practice, the lack of
studies on effectiveness of early psychological interventions in children leads to a
simple transfer of intervention strategies from adults. This practice needs to be
questioned. Importantly, the consideration of developmental aspects is crucial. To date,
no evidence-based advise can be given with regard to early psychological interventions
in children. Moreover, it remains unclear, how to involve the parents.17
Suzanne E Farley, MA; Jennifer S. Adams, A study conducted on, Parent
training is effective for treating oppositional and defiant behaviors. Parent training
programs are standardized, short-term interventions that teach parents specialized
strategies—including positive attending, ignoring, the effective use of rewards and
punishments, token economies, and time out—to address clinically significant
behavior problems. In addition to parent training, other psychosocial interventions are
efficacious in treating oppositional and defiant behavior.Oppositional and defiant
behaviors include noncompliance, temper tantrums, arguing, and mild aggression.
Children exhibiting these behaviors may have a diagnosis of ODD. Importantly, this
review does not examine treatments for children diagnosed with conduct disorder or
those exhibiting more deviant behaviors such as serious aggression and
delinquency.Eight well-done systematic reviews examined the effectiveness of parent
training programs. Parent training is typically conducted by clinical child
psychologists but may also be available through certified parenting educators. Parent
15
training strategies are also described for parents in books such as Your Defiant
Child.care.18
.7.0 MATERIAL AND METHODS OF STUDY
7.1 SIGNIFICANCE OF STUDY
The purpose of the study is to asses the knowledge
and attitude regarding
psychological among preadolescents.
7.2 SOURCES OF DATA:
7.2.1 Research approach
:
A experimental study.
7.2.2 Research design
:
A quasi experimental, one group pre- test,
post-test design.
7.2.3 Setting of study
:
The study will be conducted on
Parents.
7.2.4 Sample size
:
60
7.2.5 Sampling Technique
:
purposive sampling technique
7.2.6 Selected variables:
Independent
:
Demographical variables for example
Age,Education,Income,Religion,
Occupation.
Dependent
:
16
Structured interview schedule
7.2.7 Sample Criteria
Inclusion Criteria

Who are available during data collection.

Parents those who are having children age between 8-12
years.

Parents who know Kannada or English.
Exclusion Criteria

Parents those who are having below 8 years.

Parents who are having children more than 12 years.
7.3 METHOD OF DATA COLLECTION
7.3.1Data collection technique : Structured interview schedule.
7.3.2Tool for data collection
:
Structure Questionnaire.
7.4 METHODS OF DATA ANALYSIS AND INTERPRETATION
The researcher will use appropriate statistical technique for data analysis
and present in the form of tables, graphs and diagrams.
7.5 Duration of the study
:
6 weeks
7.6 Does the study require any investigations or interventions to be conducted on
the patient or other human beings or animal?
The study does not require any investigation and interview on patients and other
human beings or animals.
7.7 Has ethical clearance been obtained from you institution?
Yes ethical clearance is obtained from the institution and the authority concerned to
the particular setting and also from the ethical committee
Ethical clearance has been obtained from Institution.
17
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19.
Ghai D.P. Essential Paediatrics New Delhi. interpret Publishers Page
No.214 -215
20.
Suraj Guptha the Short text book of Paediatrics New Delhi Jaypee
Brothers page No.302-305 7th edition.
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9. Signature of the Candidate
:
10. Remarks of the Guide
:
11 Names and Designation of
:
11.1 Guide
:
11.2 Signature
:
11.3 Co-Guide
:
11.4 Signature
:
11.5 Head of the Department
:
11.6 Signature
:
12.1 Remarks of the Chairman
and Principal.
:
12.2 Signature
:
20
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