* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Page 1 - rguhs
Anxiety disorder wikipedia , lookup
Mental health professional wikipedia , lookup
Conduct disorder wikipedia , lookup
Autism spectrum wikipedia , lookup
Spectrum disorder wikipedia , lookup
Dissociative identity disorder wikipedia , lookup
Antisocial personality disorder wikipedia , lookup
Narcissistic personality disorder wikipedia , lookup
Pyotr Gannushkin wikipedia , lookup
Victor Skumin wikipedia , lookup
Asperger syndrome wikipedia , lookup
Mental disorder wikipedia , lookup
Generalized anxiety disorder wikipedia , lookup
History of psychiatry wikipedia , lookup
Diagnostic and Statistical Manual of Mental Disorders wikipedia , lookup
Classification of mental disorders wikipedia , lookup
Separation anxiety disorder wikipedia , lookup
Psychological evaluation wikipedia , lookup
Depression in childhood and adolescence wikipedia , lookup
Causes of mental disorders wikipedia , lookup
History of mental disorders wikipedia , lookup
“ 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 REFERENCES 1, F tuart H Mental illness and employment discrimination. (September 2006). Curr Opin Psychiatry 19 (5): 522–6. 2, Alonso J, Angermeyer MC, Bernert S, Prevalence of mental disorders in Europe: results from the European Study of the Epidemiology of Mental Disorders (ESEMeD) project.(2004) Acta Psychiatr Scand Suppl 109 (420): 3, Kinderman P, Lobban F Evolving formulations: Sharing complex information with clients. Behavioral and Cognitive Psychotherapy (2000). 28 (3):307. 4, US National Institute of Mental Health (2006) Available May 2007 5, J. Krishnamurti Understandig the causes of psychological problems. New Delhi India 3rd Public Talk, 19th December, 1948 6, Anderson JC, Williams S, McGee R, et al. DSM-III disorders in preadolescent children. Arch Gen Psychiatry 1987; 44: 69-76. 7, Fried, Yehuda and Joseph Agassi, (1976). Paranoia: A Study in Diagnosis. Boston Studies in the Philosophy of Science, 50. ISBN 90277-07. 8, James j. Annesi. Improvements in self-concept associated with reductions in negative mood in preadolescents enrolled in an after-school physical activity program 9, Compas et al. Impact of Acculturative Stress on Pre-adolescent Psychological Adjustment: Childhood Anxiety and Stress 10, Luciana Anselmi et, all. Continuity of behavioral and emotional problems from pre-school years to pre-adolescence in a developing country 11 ,Michael price.Suicide among pre-adolescents October 2010, Vol 41, No. 9 18 12, Daniel S. Pine, et all. The Risk for Early-Adulthood Anxiety and Depressive Disorders in Adolescents With Anxiety and Depressive Disorders.1998;55:56-64. 13, Ravens-Sieberer U, Hölling H, Bettge S, Wietzker A. Assessment of psychological health and quality of life with The Child and Adolescent Health Survey. 14, Essau CA, Conradt J, Petermann F. Frequency, comorbidity, and psychosocial impairment of anxiety disorders in German adolescents.Center for Rehabilitation Research, University of Bremen, Germany. 15, Self-Efficacy, and Mental Health University of Southampton (United Kingdom),google.com 16, Mazur J, Woynarowska B.Risk behaviors syndrome and subjective health and life satisfaction in youth aged 15 y ars. Zakład Epidemiologii, Instytut Matki i Dziecka, 17, Zehnder D, Landolt MA, Hornung R. Early psychological interventions in children after trauma Universitäts-Kinderklinik Zürich, Abteilung Psychosomatik und Psychiatrie, 18. Eichton Ward H 1988 Nelson text book of Paediatrics Philadelphia W.H.Saunders conpan page No.107 -109 3rd edition 19. Ghai D.P. Essential Paediatrics New Delhi. interpret Publishers Page No.214 -215 20. Suraj Guptha the Short text book of Paediatrics New Delhi Jaypee Brothers page No.302-305 7th edition. 19 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 21