“A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED

TEACHING PROGRAMME ON BEHAVIOURAL PROBLEMS AMONG

MOTHERS OF 1-12 YEARS OF CHILDREN IN SELECTED HOSPITAL AT

BANGALORE ”.

by

Mrs. HENA CHANDRAN A C

Dissertation Submitted to the
Rajiv Gandhi University of Health Sciences, Bangalore

In partial fulfilment
of the requirement for the degree of

M.Sc in Nursing

In

Pediatric Nursing

Under the Guidance of

Prof. H Sushila M.Sc. (N)

HOD, Paediatric Nursing

IKON Nursing College

Bidadi, Bangalore-560 098

2012

i
 “A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED

TEACHING PROGRAMME ON BEHAVIOURAL PROBLEMS AMONG

MOTHERS OF 1-12 YEARS OF CHILDREN IN SELECTED HOSPITAL AT

BANGALORE ”.

by

Mrs. HENA CHANDRAN A C

Dissertation Submitted to the
Rajiv Gandhi University of Health Sciences, Bangalore

In partial fulfilment
of the requirement for the degree of

M.Sc in Nursing

In

Paediatric Nursing

Under the Guidance of

Prof. H Sushila M.Sc. (N)

HOD, Paediatric Nursing

IKON Nursing College

Bidadi, Bangalore-560 098

2012

ii
 Rajiv Gandhi University of Health Sciences, Karnataka

DECLARATION BY THE CANDIDATE

I hereby declare that this dissertation entitled “A Study to Assess the

Effectiveness of Structured Teaching Programme on Behavioral Problems among

Mothers of 1-12 years of Children in Selected Hospital at Bangalore” is a bonafide

and genuine research work carried out by me under the guidance of Prof. H.Sushila,

MSc (N), HOD, Paediatric Nursing, IKON Nursing College.

Date: Signature of the Candidate

Place: Bangalore Mrs. Hena Chandran. A

iii
 CERTIFICATE BY THE GUIDE

This is to certify that the dissertation entitled “A Study to Assess the

Effectiveness of Structured Teaching Programme on Behavioral Problems among

Mothers of 1-12 years of Children in Selected Hospital at Bangalore” is a bonafide

research work done by Mrs. Hena Chandran. A C, in partial fulfillment of the

requirement for the degree of Master of Science in Nursing.

Date: Signature of the Guide

Place: Bangalore Prof.H Sushila, M.Sc. (N),

HOD, Paediatric Nursing,
IKON Nursing College,
Bangalore-98.

iv
 ENDORSEMENT BY THE HOD, PRINCIPAL / HEAD OF THE
INSTITUTION

This is to certify that dissertation entitled “A Study to Assess the Effectiveness of

Structured Teaching Programme on Behavioral Problems among Mothers of 1-12 years of

Children in Selected Hospital at Bangalore” is a bonafide research work done by Mrs. Hena

Chandran. A C, under the guidance of Prof. H Sushila, MSc. (N), HOD, Paediatric Nursing.

Seal and Signature of the HOD. Seal and Signature of the Principal

Prof. Mrs. H Sushila, MSc (N) Prof. P Maria Ignatius, MSc(N)

HOD, Paediatric Nursing Principal

IKON Nursing College IKON Nursing College

Date: Date:

Place: Bangalore Place: Bangalore

v
 COPY RIGHT

DECLARATION BY THE CANDIDATE

I hereby declare that the Rajiv Gandhi University of Health Science,

Karnataka shall have the rights to preserve, use and disseminate this dissertation /
thesis in print or electronic format for academic / research purpose

Date: Signature of the Candidate

Place: Bangalore Mrs. Hena Chandran. AC

Rajiv Gandhi University of Health Sciences, Karnataka.

vi
 ACKNOWLEDGEMENT

With profound sentiments of gratitude I would like to acknowledge the

encouragement and help received from all those who have contributed to the
successful completion of my work.

First of all I solemnly thank LORD GOD ALMIGHTY whose grace and
blessings led me throughout the study.

I wish to express my sincere thanks to our Chairman, IKON educational

trust, Bangalore, for providing all the facilities to conduct the study.

I convey my sincere indebtedness to the IKON Nursing College,

Ramanagaram, Bidadi, Bangalore-98, for providing me an opportunity to be a
student of this esteemed institution and to conduct this study.

I wish to extend my thanks to Prof. P Mariya Ignatius, M.Sc. (N), Principal,

IKON Nursing College for their valuable encouragement, suggestions and guidance
throughout the study.

The present study has been undertaken and completed under the expert
guidance and encouragement of Prof.H Sushila, M.Sc. (N), HOD, Paediatric
nursing, IKON Nursing College, Bangalore. I express my sincere thanks for her
research mentorship to make this study a grand success.

I extend my sincere thanks to my co-guide Prof.A Devapriya, M.Sc.(N),

Paediatric Nursing, IKON Nursing College, for her expert suggestions and
guidance which have helped me in the successful completion of this study.

I wish to express my hearty thanks to Mrs. Grace, MSc (N), Lecturer,

Paediatric Nursing, IKON Nursing College, for her guidance and valuable
suggestions till the end of the study.

I express my gratitude to all the MSc (N) and BSc (N) faculties of IKON
Nursing College, for their good co-operation for completion of the study.

vii
 I extend my thanks to Mr. Praveshor, Biostatistics, Department of Community
medicine, Siddaganga College of nursing, Tumkur, for his assistance in statistical
analysis and presentation of data.

I extend my thanks to Mr. Santosh, M.A, M.Ed., English lecturer, Government

College, Bangalore, for editing the manuscript meticulously and for editing the tool
and information guide sheet.

I extend my heartfelt gratitude to all the experts for their suggestions who
shared their valuable time and effort for content validation.

It is my great pleasure to express my thanks to all the office staff for their
timely support.

I extend my sincere and affectionate regards to my father Mr. Chandrasenam

P. mother Anitha K, sister Himachandran A.C, and beloved husband Hariraj R V for
their sincere guidance and support.

My deep sense of gratitude to my classmates for their timely help and support.

I would like to extend my thanks and appreciation to all the participants

without whose cooperation this study would have not been complete.

It is also my bounden duty to thank all who have directly or indirectly contributed
and helped me in completion of my study.

Date: Signature of the Student

Place: Bangalore (Mrs. Hena Chandran A C)

viii
 LIST OF ABBREVIATIONS

A.V aids Audio Visual Aids

AB Adaptive behavior

CBCL Mean child behavior check list

df Degree of Freedom

HIV Human immune deficiency virus

NIMHANS National Institute of Mental Health and Neurosciences

OCD Obsessive compulsive disorder

PR Prevalence ratios

SD Standard Deviation

SDQ Strengths and difficulties Questionnaire

SM Smoking mothers

SSB Self-stimulating behavior and adaptive behavior

STD Sexually transmitted disease

VLBW Low-birth weight

% Percentage

χ2 Chi-square

ix
 ABSTRACT

A Study to Assess the Effectiveness of Structured Teaching Programme on

Behavioral Problems among Mothers of 1-12 years of Children in Selected Hospital at

Bangalore was conducted by Hena Chandran A C in partial fulfillment of the

requirements for the degree of Master of Science in Nursing.

Background of the study

Behavioral problems are common in the child hood period. Behavioral

problems of children lead to abnormality in their emotions or behavior which is

severe and cause distress to the child, family and community. The world wide

morbidity due to behavioral problems has been more widely examined in developed

countries with an overall prevalence of around 12% and also it accounts for more than

15% of India’s population. Yet too little is being done to reduce morbidity from

behavioral problems in the developing world. Nurses have an important role in

conducting educative programmes in PHC, and also in community area regarding

behavioral problems and its prevention. In the present study data were collected on

knowledge regarding behavioral problem among the mothers of 1-12 years children in

selected Hospital at Bangalore.

Objectives of the study

• To assess the level of pretest and posttest knowledge on behavioral problems

among mothers of 1-12 years of children.

• To evaluate the effectiveness of structured teaching programme on behavioral

problems among mothers of 1-12 years of children.

x
 • To find out the association between the posttest knowledge of mothers of 1-12

years of children with selected socio demographic variables.

Methods

The study was pre-experimental in nature. Sample size was 60 mothers.

Purposive sampling technique was used for the collection of date. The data collection

was done by using structured questionnaire. Collected data was analyzed by using

descriptive and inferential statistics.

Results

The highest mean pretest knowledge 40.5% was found in the aspect of

meaning and etiology of behavioural problem, followed by 33.62 % of mean pretest

knowledge in the aspect of classification and symptoms and least mean pretest

knowledge 17.077% was found in the aspect of management and prevention. Overall

mean pretest score of the respondents was 8.2 with a standard deviation of 1.685 and

a mean percentage of 27.33% and about 54 (90%) of the mothers had inadequate

knowledge and about 6(10%) of the mothers had moderately adequate knowledge on

the behavioral problems of children

The highest mean posttest knowledge 88.31% was found in the aspect of

classification and symptoms of behavioural problems, followed by83.077 % of mean

posttest knowledge in the aspect of management and prevention and least mean

posttest knowledge 58.25% was found in the aspect of meaning and etiology. The

overall posttest mean score among the respondents on the behavioral problems among

children was 24.62 with a standard deviation of 2.08 and a mean percentage of

82.07%.

xi
 The enhancement in the knowledge score on meaning and etiology is 17.75%

and on the classification and symptoms is 54.69% and on management and prevention

is 66% and the overall posttest score is 54.74%.

Conclusion

The following conclusion was drawn on the basis of the findings of the study.

This study shows that there was an improvement in the knowledge of the mothers

regarding behavioral problem among the 1-12 children as evidenced by the pretest

and post test knowledge scores.

xii
 TABLE OF CONTENTS

SI. NO. CONTENTS PAGE NO.

1. Introduction 1-8

2. Objectives 9-13

3. Review of Literature 14-24

4. Methodology 25-35

5. Results 36-63

6. Discussion 64-67

7. Conclusion 68-71

8. Summary 72-78

9. Bibliography 79-85

10. Annexure 86-179

xiii
 LIST OF TABLES

SI. NO. TABLES PAGE NO.

1. Frequency and Distribution of the mothers by age, 37

religion, education

2. Frequency and Distribution of mothers by occupation 41

of mother, husband, location of home, type of family,
monthly family income, parity

3. Aspect wise pretest knowledge score on behavioral 47

problems of children

4. Aspect wise posttest knowledge score on behavioral 48

problems of children

5 Frequency and Distribution of mothers according to 50

pretest level of knowledge

6 Frequency and Distribution of mothers according to 53

the post test level of knowledge

7. Comparison of pre and post test mean knowledge 53

scores of mothers on behavioral problem of children .

8 Association between post test Level of Knowledge 55

and their Demographic Variables like age, religion.

9 Association between post test Level of Knowledge 57

and their Demographic Variables like education of
Mother and Husband.

10 Association between post test Level of Knowledge 59

and their Demographic Variables like occupation of
Mother and Husband.

11 Association between post test Level of Knowledge 61

and their Demographic Variables like monthly family
income and parity.

12 Association between post test Level of Knowledge 62

and their Demographic Variables.

xiv
 LIST OF FIGURES

SI.NO FIGURES PAGE NO.

1. Conceptual Framework. 13

2. Schematic Representation of Research Design 26

3. Percentage Distribution of respondents according to the age 39

4. Percentage Distribution of respondents according to the 39

religion

5. Percentage Distribution of respondents of according to the 40

educational status of mother

6. Percentage Distribution of respondents of according to the 40

educational status of husband

7. Percentage Distribution of respondents of according to the 49

occupation of the mother

8. Percentage Distribution of respondents of according to the 49

occupation of the husband

9. Percentage Distribution of respondents according to the 45

location of home

10 Percentage Distribution of respondents according to the type 45

of family

11. Percentage Distribution of respondents according to the 46

monthly family income

12. Percentage Distribution of respondents according to the parity 46

13. Aspect wise pretest knowledge score on behavioural 49

problems of children

14. Aspect wise posttest knowledge score on behavioural 49

bl f hild
15. Percentage Distribution of respondents according to pretest 52
level of knowledge

16. Percentage Distribution of mothers according to the posttest 54

level of knowledge

17. Comparison of pretest and posttest knowledge score of 54

mothers on behavioral problems.

xv
 ANNEXURE

SL. NO ANNEXURE PAGE. NO

1 Letter Seeking Permission to Conduct Study 86-88

2 Letter requesting opinion and suggestion from experts 89-90

Criteria rating scale for validating the structured

3 questionnaire on behavioural problem 91-93

4 Criteria rating scale for validating the structured teaching 94-95

programme

5 Certificate of Validation 96

6 Consent form 97

7 List of Experts 98

8 Structured questionnaire in English 99-107

9 Blue Print on behavioural problem 108

10 Structured teaching programme in English 109-138

11 Structured questionnaire in Kannada 139-148

12 Structured teaching programme in Kannada 149-179

xvi
 1. Introduction

Let us put our minds together and see what life we can make for children

- Sitting Bull

Today’s society is complex and ever-changing. As children grow they must

learn not only to cope with current demands, but also to prepare for the many

unexpected events they will face in their tomorrows. Children are like wet cement;

whatever falls on them makes an impression. So children need to adjust with this

world to do their best in the future.

Children normal behaviors depend on various natural and environmental

circumstances in which a child grow and observes. The ways for his best possible

conduct with in his reaches and interact among those who respond his gestures and

body talks. Parents are the first to whom a child makes and develops his concerns

regarding his needs and wants. Normal behavior developments required normal

circumstances and equal participations of parents .1

Infancy and Childhood are of paramount importance in determining and

patterning the future behavior and character of the children. Childhood is the period of

dependency; gradually children learn to adjust in the environment. But when, there is

any complexity around them they cannot adjust with those circumstances. Then they

are unable to behave in the socially acceptable way and develop behavioral problems

with them.2

All children do not react in the same way to the same situation and the

children behavior problems could be related to temperament. It can be result when the

child’s emotional needs are not being met. When there are emotional aspects to
1
children behavioral problems, the child could hurt himself or another child. This

requires careful observation.3

Behavior problem can be defined as an abnormality of emotion, behavior or

relationship that is sufficiently severe and persistent to handicap the child in his/her

social or personal functioning or to cause distress to the child, his/her parents or to the

community. It is important to realize that all children go through periods of behavioral

and emotional disturbances in the process of their growth and development. The most

common complaint of parents in the present scenario is child never sits still. This

child is often wrongly labeled as hyperactive child or as a child with attention deficit

disorder which is the popular term used these days to label any child who has extra

energy to burn.4

The world wide morbidity due to behavioral problems has been more widely

examined in developed countries with an overall prevalence of around 12%. But it is

more increased in developing countries due to urbanization and industrialization.5 In

general child population the prevalence of behavioral problems has been estimated at

between 3% and 6% and higher incidence among preschool children from low-

income families that is 30%.6

Behavioral problems of children lead to abnormality in their emotions or

behavior which is severe and cause distress to the child, family and community.

Behavioral disorders are caused by multiple factors like faulty parental attitude,

inadequate family environment (broken families, low socio economic status, lack of

love and affection), mentally and physically sick or handicapped, influence of social

relationship, influence of mass media, and influence of social change.7

2
 All kids misbehave some times, but behavior disorders go beyond mischief

and rebellion. With behavior disorders, child or teen has a pattern of hostile,

aggressive or disruptive behaviors for more than 6 months. Warning signs can

include:

• Harming or threatening themselves, other people or pets

• Damaging or destroying property

• Lying or stealing

• Not doing well in school, skipping school

• Early smoking, drinking or drug use

• Early sexual activity

• Frequent tantrums and arguments

• Consistent hostility towards authority figures

Temper tantrums are often seen as children’s behavioral problem, but they are

a natural part of developing normally. Although many children go through a biting

stage, if it is not discontinued, it can develop into a behavioral problem. Not all

children’s behavioral problem require professional intervention or medication, they

should be closely observed to determine the cause.3

Instead of lashing out with punishment it is important for parents and teachers

to know how to deal effectively with children behavioral problems when they arise.

The first thing to consider is whether or not the children behavioral problem is just a

developmental stage the child is going through. Many children behavior problems that

present themselves in young children are the signal of the onset of another stage in

their development as the children start to develop more independence. Giving the

children choices is the one way of handling the issues surrounding these children

behavioral problems.3

3
 Management is by treating underlying psychiatric condition if any, family

therapy, parental training and liaison with school to investigate possible reasons for

refusal and negotiate re-entry. Essential fatty acids may alleviate some symptoms.

Hypnotherapy has been found to be benefit in school-age children. Melatonin is

sometimes of benefit in sleep disorder.8

All children have episodes of bad behavior, some more frequently and

severely and others less. Using these three steps will improve child’s behavior and

reduce the frequency and severity of any child behavior problem.

1) Relationship: A loving, stable relationship between parents and children is

the basis for the child's healthy social development.

2) Planning: Planning is the secret of good parenting. Watch your expectations

so that you plan for good behavior rather than dread the bad. Planning involves

knowing your child, her temperament and skills, and knowing the challenges of her

environment.

3) Response: Attentiveness and response are the tools for improving your

child's behavior.9

Counseling is a useful intervention for many of the behavioral problems. To

be of real benefit the change should be learnt and not imposed. Spending 15-30

minutes daily for a positive child-parent interaction is useful. Generally mothers are

expected to perform this role.5

Behavioral problems can be prevent by group based parenting programs,

educate the parents about the techniques to mold the behavior of the children etc.5

4
Need for the study

Normal children are healthy, happy and well adjusted. This adjustment is

developed by providing basic emotional needs along with physical and physiological

needs for their mental wellbeing. The emotional needs are considered as emotional

food for healthy behavior. The children are dependent on their parents, so parents are

responsible for fulfillment of the emotional needs. Every child should have tender

loving care and sense of security about protection from parent and family members.

Parents especially mothers should be aware about achievements of their children.2

2.7 Million Children are with Emotional and Behavioral Problems. Boys were

more likely than girls to have definite or severe emotional and behavioral

difficulties. Children ages 8 and over were more likely than younger children to have

emotional or behavioral difficulties. Children from poor families were more likely to

have emotional or behavioral difficulties .10

The world wide morbidity due to behavioral problems has been more widely

examined in developed countries with an overall prevalence of around 12%. But it is

more increased in developing countries due to urbanization and industrialization.7 In

general child population the prevalence of behavioral problems has been estimated at

between 3% and 6% and higher incidence among preschool children from low-

income families that is 30%.6

A study conducted in National Institute of Mental Health and Neurosciences,

Bangalore resulted that all behavioral emergencies in the state of Gujarat and Andhra

Pradesh which together accounts for more than 15% of India’s population. A total of

5
40,541 cases of behavioral emergencies were recorded, in which most victims from

poor socioeconomic status (93%), rural area (74%) and backward caste (43%).11

A prevalence study conducted in 12 districts of the Karnataka state were

showed that current incidence of behavioral problems in children were 4.9% and from

13-15 year old children tobacco chewing is more prevalent and include nearly

8.25%.12

There is evidence that work may be associated with behavioral and

psychological problems. These negative consequences are associated with work of a

more permanent character, with longer, more alienating work shifts, lacking formal

engagement, with insufficient schooling and/or training, or requiring responsibility,

abilities, or experience inadequate for the child's age. The problems identified may

manifest themselves immediately or may become latent, surfacing in adult life.

Worldwide, there are 352 million economically active children. Eighteen percent of

children aged 5–14 years work, and this rate is as high as 42% in the 15–17 years age

group. In Brazil, working children represent 1.8% of children in the 5–9 years age

group, 11.6% in the 10–14 years group, and 31.5% in the 15–17 years group, totaling

5.4 million children. 13

The total prevalence of sleep disorders was 21.2%. Disorders included

parasomnia symptoms sleep talking [4.9%], and sleep walking [0.6%]), and symptoms

of sleep-disordered breathing (frequent snoring [5.6%], mouth breathing [4.1%],

choking or gasping [0.9%], and breathing pauses [0.2%]). The prevalence of restless

sleep ranged from 9.6% among 2-year-olds down to 3.4% among 12-year-olds.The

nail biting 40% prevalence in 10 years old children. One and half times higher in girls

than boys.14

6
 An exploratory study was carried out during the year 2006-07 in Dharwad

city, to know the prevalence of behavioral problems among pre adolescents and

revealed 18 percent of children were found with a difficult behavior. Further study

revealed that boys had significantly more externalizing problems while girls had

significantly more of internalizing problems.15

A population prevalence study was conducted on emotional and behavioral

problems among 1186 children of 6-12 year in Minia, Egypt (2009). Prevalence of

probable psychiatric diagnoses was measured using the Strengths and difficulties

Questionnaire (SDQ) multi-informant algorithm. This prevalence was then compared

to published UK data. In the abnormal total difficulties score, the teachers reported

34.7% and the parents reported 20.6% of prevalence. But the prevalence of probable

psychiatric diagnoses was much lower (Any psychiatric diagnosis 8.5%; Emotional

disorder 2.0%; Conduct disorder 6.6%; Hyperactivity disorder 0.7%. Comparison

with UK data showed higher rates of symptoms but similar rates of probable

disorders.16

According to the American Academy of Family Physicians, "normal" behavior

in children primarily depends on a child's personality, age, and level of development.

While "normal" behavior typically fits in with social and developmental expectations,

"bad" behavior defies them.15

These needs required to be satisfied to ensure optimum behavioral

development. It is important to realize that all children go through periods of

behavioral and emotional disturbances in the process of their growth and

development. Within each stage of development the children are guided by basic

percepts of moral behavior, the behaviorist orientation asserts that behaviors that

7
are positively reinforced occur more frequently; behavior that are negatively

reinforced or ignored occur less frequently.2

In today’s busy life, parents are not able to take care and give love and

affection to their beloved one. Children are deprived from parental affection and these

children develop various habit disorders, changes in behavior to overcome the

situation13. A Nations most important and precious resource is its children who

constitute its hope for continued achievement and productivity. Today we are passing

through a stage where the behavioral patterns of youngsters are a matter of much

concern for the educationists, psychologists, and sociologists. Early prevention and

interventions is better than later remediation.17

Based on above findings, the investigator found it is desirable to assess the

knowledge of the mothers of 1-12 years of children on behavioral problems.

Educating the mothers and creating awareness by providing the information about

behavioral problems helps to prevent the incidence of behavioral disorders in their

children.

8
 2 .Objectives

This chapter deals with the statement of the problem, objectives of the study,

hypothesis, operational definitions, assumptions of the study and conceptual

framework, which provides a frame of reference. The statement of the problem

selected for the study and its objectives are as follows.

Statement of the problem

“A Study to Assess the Effectiveness of Structured Teaching Programme on

Behavioral Problems among Mothers of 1-12 years of Children in Selected Hospital at

Bangalore.”

Objectives of the study

• To assess the level of pretest and posttest knowledge on behavioral problems

among the mothers of 1-12 years of children.

• To evaluate the effectiveness of structured teaching programme on behavioral

problems among mothers of 1-12 years of children.

• To find out the association between the post test knowledge of mothers of 1-

12 years of children with selected socio demographic variables.

Hypothesis

H1: There will be significant difference between in pretest and post test

knowledge score on behavioral problems among mothers of 1-12 years of

children.

9
 H2: There will be significant association between the post test knowledge of

the mothers of 1-12 years of children with selected demographic variables.

Operational definitions

Assess:

In this study it refers to validating and estimating the collected data from the

mothers of 1-12 years of children on behavioral problems by using various

methods.

Effectiveness:

In this study it refers to significant gain in knowledge of mothers of 1-12 years

of children on behavioral problems as determined by significant difference

between pretest and post test knowledge score.

Structured Teaching Programme:

It refers to organized group teaching to impart knowledge for mothers of 1-12

years of children on behavioral problems.

Behavioral Problems:

It refers to an abnormality of emotions, behavior or relationship which is

sufficiently severe and persistent to handicap the child in his social or personal

functioning and to cause distress to the child, their care givers and to the

people in the community. Common behavioral problems are psychosocial

behaviors, habit disorders, disruptive behavior, sleeping problems and

educational difficulties.

10
 Mothers:

It refers to those mothers who are having children of 1-12 years and admitted

in the selected hospital at Bangalore.

Assumption

It is assumed that:

™ Most of the mothers may have some knowledge regarding behavioral

problems.

™ There will be enhancement in the knowledge of the mothers after

administration of Structured Teaching Programme.

Conceptual framework based on health promotion model

Theories are linked to the real world through definition that specifies how

concepts will be known, experienced, observed and measured. Theories guide

decision making by providing the supporting conceptualization for the study such as

significance of the problem, background and problem definition or statement of the

problem. Thus theory is an abstract generalization that presents a systematic

explanation about the relationships among phenomena.18

Concept is defined as a complex mental formulation of an object properly

event that is derived from individual perception and experience. 19

Conceptual frame work is interrelated concepts or abstractions that are

assembled together in some rational scheme by virtue of their relevance to common

and sometimes referred to as conceptual scheme. 20

11
 The conceptual framework selected for this study is modified conceptual

framework based on revised Pender’s (2002) and otava charter (1986) health

promotion model.

The health promotion model proposed by Pender defines health as a positive,

dynamics state not merely the absence of disease. The health promotion model was

designed to be a “complimentary counterpart to models of health protection” health

promotion is directed at increasing a client’s level of well being.21

The health promotion model describes the multi dimensional nature of persons

as they interact within their environment to peruse health. The model focuses on the

three functions of a client’s cognitive perceptual factors (individual perceptions),

individual characteristics and experience and behavioral outcome.21

According to this model, activity related to cognition and affect is individual’s

response to knowledge questionnaire.

The individual characteristics are age, religion, educational status of the

mother, educational status of the husband, occupation of the mother, occupation of the

husband, location of the home, type of family, monthly family income and parity of

mothers. According to modern people move back and forth in a reciprocal fashion of

knowledge regarding behavioural problem among 1-12 years of children.

The outcome shows the knowledge whether it is inadequate, moderate or

adequate and positive or negative respectively. Health promotion model is to bring

out the awareness on adequate knowledge of the mothers regarding behavioral

problem among 1-12 years through the administration of structured teaching

programme.

12
 INDIVIDUAL CHARACTERISTICS ACTIVITY RELATED TO OUTCOME
Socio-demographic variables
AND EXPERIENCE COGNITION AND AFFECT
-Age Individual response to Development and
-Religion knowledge regarding conducting of structured
behavioural problem teaching program on
- Educational status of mother &
Husband among 1-12 years. behavioral problem for
mother of 1-12 years of
-Occupation of mother & Husband
children as intervention
Knowledge
-Location of home

-type of family • Adequate

-Monthly family income
Assessing the increased
knowledge of mothers of • Moderate
- Parity of mothers 1-12 years of children on
• Inadequate
Assessing the existing behavioral problem as
knowledge of mothers of posttest using structured
1-12 year of children on questionnaire
behavioral problem as
Study variables pretest using structured
questionnaire. Health
• Knowledge promotion
behavior

FIGURE 1: MODIFIED CONCEPTUAL FRAME WORK BASED ON REVISED PENDER’S (2002)

HEALTH PROMOTION MODEL

13
 3. Review of Literature

Review of literature is the reading and organizing of previously written materials

relevant to the specific problem to be investigated, frame work and methods appropriate to

perform the study21

In this chapter the review of literature is presented under the following headings;

1. Studies related to knowledge on behavioral problems.

2. Studies related to general behavioral problems

3. Studies related to prevalence of behavioral problems

4. Studies related to causes of behavioral problems

5. Studies related to management and prevention of behavioral problems

1. Studies related to knowledge on behavioral problems

A study was conducted regarding childrens’ delayed development and behavioral

problems and its impact on mothers’ perceived physical health across early childhood. The

researchers examined the associations between developmental delay and behavior problems

at 3 years of age and mothers' self-perceived physical health at ages of 3, 4, and 5, in families

of 218 children with and without developmental delays. The study sample comprised 218

families. The study resulted that mothers of children with both delayed development and high

behavior problems are a particular risk group that may be especially in need of early

intervention.22

A study was conducted on knowledge regarding behavior problems with the Child

Behavior Checklist. The analysis revealed that 40% children were above cutoff score. Mean
14
child behavior check list (CBCL) score was 40.6. Total of 72%children were from armed

forces background of which 9% were siblings of officers. 30.6% children from the armed

forces background were above the cutoff score. There was no significant difference in the

behavior problems between different age groups and sex and behavior problems between

children of officers, other ranks or various income groups. Female children had behavior

problems like too concerned with neatness or cleanliness feels has to be perfect and argues a

lot´ where as male children had behavior problems like does not feel guilty after misbehaving

argues a lot and restless.23

2. Studies related to general behavioral problem.

A cross sectional survey was conducted among the school children to determine

emotional and behavioral problem among school going children of 5 to 11 years of age.

675 parents of 8 communities and 7 private schools participated in the study. Assessment of

children mental health was conducted using Strengths and Difficulties Questionnaire (SDQ).

Parents rated 34.4% of children and teacher stated 35.8% as falling under the ³abnormal

category on SDQ. A gender difference was identified related to prevalence; boys had higher

estimates of behavior/externalizing problems, whereas emotional problems were more

common amongst females.24

A study was conducted on Work and behavioral problems in children and adolescents

in southern Brazil. The proportion of workers was 13.8% (7.3% among children and 20.7%

among adolescents). Prevalence of BP among workers and prevalence ratios were 21.4%

among children and 9.5% among adolescents. Considering workers only, the risk of BP was

2.7 times greater among children when compared with adolescents. Working in domestic

services among children and beginning to work at an early age among adolescents were

associated with BP.25

15
 A meta-analysis was conducted on associations between problems with crying,

sleeping and/or feeding in infancy and long-term behavioral outcomes in childhood.

Excessive crying, sleeping or feeding problems are found in approximately 20% of infants

and may predict behavioral problems in childhood. Externalizing and ADHD problems were

the strongest outcome of any regulatory problem, indicated by the highest fail-safe N and

lowest correlation of sample size to affect size. Meta-analyses of variance revealed no

significant moderating influences of regulatory problem comorbidity. However, cumulative

problems and clinical referral increased the risk of behavioral problems.26

A study was conducted on Behavioral and emotional problems in children referred to

a centre for special dental care. The behavioral and emotional problems of the children were

assessed by this CBCL, and the mean scores of the children in the study were compared with

the mean scores of the norm group. The mean scores on all scales, except on the subscale 'sex

problems', of the children with a high level of dental fear proved to be significantly higher

than the mean scores of the norm group (P< or =0.001). The results indicated that children

referred to a special dental care centre not only suffer from high dental fear but also have

problems in several other behavioral and emotional areas.27

A study was conducted to identify weaknesses in print awareness and phonological

processing that place children with speech sound disorders (SSDs) at increased risk for

reading difficulties. Language, literacy, and phonological skills of 3 groups of preschool-age

children were compared: a group of 68 children with SSDs, a group of 68 peers with normal

speech matched on receptive vocabulary, and a group of 68 peers with normal speech and

language. The present study makes a significant theoretical contribution to the literature as

the first study, to our knowledge, that has tested the hypothesis that weaknesses in

representation-related phonological processing may underlie the difficulties in phonological

awareness and reading that are demonstrated by children with SSDs.28

16
 A Longitudinal Study was conducted on developmental change and association with

behavioral problems. The objective of the study was to examine specificity, order of

appearance, and developmental changes in the relationships between sleep problems and

behavioral problems in children. Four hundred ninety children were selected for the study.

Sleep problems decreased from age 4 years to mid-adolescence. The study concludes that

early sleep problems may forecast behavioral/emotional problems, and there may be

important developmental change in the overlap between sleep problems and

behavioral/emotional problems.29

3. Studies related to prevalence of behavioral problem

A study was conducted to determine the prevalence of violence-related behaviors

among adolescents and the factors associated with it. Our study showed that 27.9% of

students had been involved in a physical fight, 6.6% had been injured in a fight, 5.9% had

carried a weapon, 7.2% had felt unsafe, 18.5% had had their money stolen and 55.0% had

had their property stolen. Adolescents who carried weapons to school, smoked, used drugs,

felt sad or hopeless and played truant were more likely to be involved in physical fights after

adjusting for age, sex, and ethnicity. Violence-related behaviors among adolescents,

especially involvement in physical fights, are common and are positively associated with

certain factors such as smoking, taking drugs, playing truant, feeling sad or hopeless.30

A study was conducted to determine health-related quality of life (HRQoL) and

prevalence of emotional and behavioral problems in pre-school age children born at 32 to 36

weeks' gestation. A descriptive cohort study in a non-neonatal Intensive Care Unit had done.

Study tools were the TNO-AZL Preschool Quality of Life (TAPQoL) and Child Behavior

Checklist (CBCL).Subjects were 362 children born between 32 and 36 weeks' gestation who

had a follow-up evaluation at 2-5 years of age. The study concluded that Children born at 32

17
to 36 weeks' gestational age do not experience an overall lower HR-QoL at 2 to 5 years of

age.31

A case control study was conducted to assess the prevalence of learning disorders in

school going children and to compare the socio-demographic variables and other related

factors with learning disorder. All the 500 students of class III to V with all sections were

given the dyslexia assessment questionnaire (DAQ) to fill. Result showed that prevalence of

learning disorders (LD) was found to be 10.25% with higher in males than females. The

study concluded that there is need for some community based programme to raise the level of

awareness and knowledge about these disorders in general population.32

A study was conducted to investigate the occurrence, severity and clinical correlates

of emotional liability (EL) in children with attention deficit/hyperactivity disorder (ADHD),

and to examine factors contributing to EL. 1186children with ADHD combined type and

1827 siblings (aged 6-18 years) were assessed for symptoms of EL and ADHD. Severity of

EL in probands increased the severity of EL in siblings, but not the prevalence rates of

ADHD. EL and ADHD does not co-segregate within families. The study concluded that EL is

a frequent clinical problem in children with ADHD. Although EL symptoms are transmitted

within families, EL in children with ADHD does not increase the risk of ADHD in their

siblings.33

A study was conducted on prevalence of enuresis and its association with ADHD

disorder. The diagnosis of enuresis was derived from parent-reported data for “enuresis,

nocturnal” collected using the computerized version of the Diagnostic Interview Schedule for

Children. The overall 12-month prevalence of enuresis was 4.45%. The prevalence in boys

(6.21%) was significantly greater than that in girls (2.51%). Attention-deficit/hyperactivity

disorder (ADHD) was strongly associated with enuresis. Only 36% of the enuretic children

18
had received health services for enuresis. The study concluded that assessment of ADHD

should routinely include evaluation for enuresis and vice versa.34

4. Studies related to causes and associated factors of behavioral problems

A study was conducted regarding maternal folic acid supplement use in early

pregnancy and child behavioral problems. An adequate foliate nutritional status is also

important for normal fetal growth and brain development. Child behavioral and emotional

problems were assessed with the Child Behavior Checklist at the age of 18 months in 4214

toddlers. Results showed that children of mothers who did not use folic acid supplements in

the first trimester had a higher risk of total problems. In conclusion, inadequate use of folic

acid supplements during early pregnancy may be associated with a higher risk of behavioral

problems in the offspring.35

A study was conducted on behavior problems among very low-birth weight (VLBW)

children. Very low-birth weight children had more depressed behavior and more internalizing

problems by parent report, and also scored significantly more often within the clinical range

on total problem scores. Cerebral damage was related to cognitive development. The

researchers suggested that depressed behavior of very low-birth weight preschool children

might be associated with parental reactions to the birth of a very low-birth weight child, and

that their attention problems might be linked indirectly to brain damage via cognitive

impairments.36

A study was undertaken to examine the factors relating to adolescent suicide

behavior. Seven percent (312 of 4,454) of the adolescent students had seriously considered

attempting suicide. Among the adolescents, 4.6% had attempted suicide at least once during

the 12 months preceding the survey. The study concluded that female adolescents were more

likely to put their suicidal thoughts into suicidal action than were male adolescents."37

19
 A three-generational study was conducted on risk factors for childhood externalizing

behavior among African Americans and Puerto Ricans. Participants comprised a community

cohort of male and female African Americans and Puerto Ricans. Data were collected at four

time waves, spanning the participants' adolescence to adulthood. . Findings suggested that

intervention programs and public policy should address parental attributes, neighborhood

factors, and, especially, parenting skills, to reduce risk factors for the intergenerational

transmission of externalizing behavior.38

A study was conducted on maternal smoking during pregnancy and child behavior

problems. Within a population-based birth cohort, both mothers and fathers reported on their

smoking habits at several time-points during pregnancy. Behavioral problems were measured

with the Child Behavior Checklist in 4680 children at the age of 18 months. With adjustment

for age and gender only, children of mothers who continued smoking during pregnancy had

higher risk of Total problems, compared with children of mothers who never smoked.

Maternal smoking during pregnancy, as well as paternal smoking, occurs in the context of

other factors that place the child at increased developmental risk.39

3. Studies related to management of behavioral problems

A study was conducted regarding feeding problems of infants and toddlers. The aim

of study was to propose a diagnostic therapeutic approach to feeding problems in early

childhood. Feeding problems are classified under structural abnormalities,

neurodevelopmental disabilities, and behavioural disorders, with overlap between categories.

Treating medical or surgical conditions, increasing caloric intake, and counseling about

general nutrition can alleviate mild to moderate problems. The study concluded that family

physicians have a key role in detecting problems, offering advice, managing mildly to

moderately severe cases, and referring more complicated cases to multidisciplinary teams.40

20
 A study was conducted regarding group based parent training programmes for

improving emotional and behavioural adjustment in 0-3 year old children in United

Kingdom. Research suggested that parenting has an important role to play in helping children

to become adjusted. Parenting programmes may therefore have a role to play in improving

the emotional and behavioural adjustment of infants and toddlers. The result for independent

observations of children's behavior showed significance. The findings of this review provided

some support for the use of group-based parenting programmes to improve the emotional and

behavioral adjustment of children under the age of 3 years.41

A study was conducted regarding the evaluation of a community intervention

programme for preschool behavioral problems. The objective is to evaluate an early

intervention project focused on improving child pre reading skills and parent behavior-

management skills, for 4-year-old children in the western suburbs of Melbourne. This

community based intervention resulted in positive effects, despite being of low intensity, in

achieving significantly less hyperactive or distractible behavior in children. Anxiety problems

were also reduced at the post-treatment phase. This universal-type of intervention was well

accepted by the community, but there is need for further effort to increase recruitment of

families of at-risk children into such programmes.42

A study was conducted regarding media-based behavioral treatments for behavioral

disorders in children. The objective of the study is to review the effects of media-based

behavioral therapies for children with a behavioral disorder compared to standard care and no

treatment controls. The results showed that media-based therapies for behavioral disorders in

children had a moderate effect when compared with both no-treatment controls and with

standard care. The results concluded that these formats of delivering behavioral interventions

for careers of children are possibly worth considering in clinical practice.43

21
 A study was conducted on overview of current management of sleep disturbances in

children and behavioral interventions .This review considered behavioral and cognitive-

behavioral approaches to treating childhood sleep disturbances. Behavioral or cognitive-

behavioral approaches can be used alone or in combination with pharmacotherapy when

appropriate. The influence of evidence from case studies, case series, uncontrolled studies,

and the few well-controlled trials that have been conducted on these approaches provides

reason for cautious optimism about the efficacy of behavioral interventions, the clinical

utility of which should increase as their benefits are better defined.44

A descriptive analysis was conducted on studies on the behavioural treatment of

drooling. Sex of 87% of the participants was reported: 28 male, 18 female. For 60% of the

participants the degree of learning disability was reported, varying from severe/profound

(n=24, 75%), moderate (n=4, 13%), to mild (n=2, 6%), while two participants (6%) had no

learning disabilities. Effective behavioural procedures are reported in children with and

without learning disability and/or motor impairment. Fifteen studies used a single participant

design; two studies implemented an experimental-comparison group design. 40

An efficacy study of a combined parent and teacher management training programme

was conducted for children with ADHD. Children were randomized to an Intervention or a

Control group. Sixty-one parents and 68 teachers answered questions about ADHD and ODD

symptoms, and about behavioral problems when the study started and at a 3-month follow-

up. Results showed that the intervention resulted in a reduction of the number of children

who met DSM-IV criteria for ADHD and/or ODD. Effects were more pronounced in the

home setting than in the school setting, and were further accentuated when both parents and

teachers of the same child took part in the intervention. Teachers with more problematic

classroom situations benefited most from the intervention.46

22
 A study was conducted regarding the dissemination of an evidence-based parenting

skills intervention by training social and health workers with little or no mental health

background so that they themselves train mothers of children with behavioral problems in

impoverished communities in a developing country. Pre- and post-tests of knowledge and

parenting attitudes were administered to mothers. A total of 20 workers and 87 mothers

participated in the training. The proportion of children who obtained an SDQ total difficulties

score in the abnormal range decreased from 54.4 to 19.7% after the training. Whereas 40.2%

of mothers used severe corporal punishment with their children before the intervention, this

decreased to 6.1% post-intervention. Three-fourths of mothers related that the program

helped them develop new parenting skills.47

A study was conducted to determine whether parent training interventions are

effective in reducing ADHD symptoms and associated problems in children aged between

five and eigtheen years with a diagnosis of ADHD, compared to controls with no parent

training intervention (2011). Study design was randomized quasi design. Study concluded

that parent training may have a positive effect on the behaviour of children with ADHD. It

may also reduce parental stress and enhance parental confidence. 48

A study was conducted to determine if family and parenting interventions improve the

child/adolescent's behavior; parenting and parental mental health; family functioning and

relations; and have an effect on the long term psychosocial outcomes for the child/adolescent.

Randomized controlled trials were identified through searching the Cochrane Controlled Trial

Register (CCTR), databases), reference lists of articles and contact with authors. The

evidence suggests that family and parenting interventions for juvenile delinquents and their

families have beneficial effects on reducing time spent in institutions.49

23
 A study was conducted to review the progress made over the past decade with regard

to the treatment of enuresis and encopresis, as well as advances in the understanding of

etiological mechanisms. There has been a substantial decrease in published research

concerning the use of imipramine to treat enuresis compared with the prior two decades,

accompanied by a corresponding increase in the number of papers concerning desmopressin

acetate (DDAVP), which has become the primary pharmacological treatment. The

widespread use of DDAVP has been the primary addition to treatment strategies over the past

decade. Advances in the treatment and etiological understanding of encopresis have been less

impressive50

A study was conducted on the efficacy of habit reversal therapy for tics, habit

disorders, and stuttering. A meta-analysis based on 575 participants in 18 studies found Habit

Reversal Therapy (HRT) to be an efficacious intervention for a wide variety of maladaptive

repetitive behaviors, including stuttering, tics, nail biting, temporomandibular disorder,

thumb sucking, and mixed repetitive oral-digital habits. Compared to control conditions,

HRT showed a large effect size pre-treatment to final post-treatment assessment. The

findings provide substantial support for the efficacy of HRT for disorders it is commonly

used to treat. The findings are consistent with recent arguments for the classification of HRT

as a well-established treatment for tic and habit disorders.51

24
 4. Methodology

Research methodology aims at helping the researcher to answer the research questions

effectively, accurately and economically, studying how research is done scientifically.20

This chapter deals with the description of methodology and the different steps

undertaken for gathering and organizing data for investigation. It includes the researcher

approach, research design, variables under study, study setting, population, sample and

sampling technique, data collection method, development and description of tool, validity,

reliability, pilot study data collection procedure and plan for data analysis

Research Approach

The main objective of the study to evaluate the structured teaching programme on

behavioral problems among the mothers of 1-12 years of children in selected hospital at

Bangalore. Hence a pre experimental research approach was adopted.

Research Design

The research design adopted for this study is pre experimental, one group pre-test,

post-test design, to measure the effectiveness of Structured Teaching Programme on a sample

of 60 respondents.

25
 PURPOSE
Effectiveness of structured SETTING
Selected hospital POPULATION SAMPLE SIZE
teaching programme on
at Bangalore
behavioral problems among Mothers of 1-12 60 Samples
mothers of 1-12 years of (Subhash Medical
years of children in
children in selected hospital Centre, M-R Hi-
selected hospitals.
at Bangalore. tech Hospital)

SAMPLING
TECHNIQUE
Purposive Sampling
Technique
Discussion

TOOL
Structured Knowledge Questionnaire on
Behavioral Problems
INTERVENTION

Structured Teaching Module

STATISTICAL regarding behavioral problems,
ANALYSIS & ASSESSMENT OF which includes-
POST-TEST Introduction
INTERPRETATION ASSESSMENT OF PRE-TEST
By using the same Definition
pretest Structured Causes and accelerated factors
• Percentage By using Structured Knowledge
Knowledge Common behavioral problems
• Mean Questionnaire on Behavioral
Questionnaire Manifestations
• Standard Management
problems
deviation Prevention
• Chi-square
• Paired t test

26
Figure 2: Schematic Representation of the Study
Variables under Study

Independent variable (I.V.)

* Structured Teaching Programme (STP)

Dependent variables (D.V.)

* Performance on pre test

* Performance on post test

Attributed variables (A.V.)

* Age, religion, education of mother, education of husband, occupation of mother,

occupation of husband, location of home, family income, type of family and parity of

mothers.

Setting of the Study

The study was conducted in selected Hospital i.e. Subhash Medical Center, Bidadi and

Mysore-Road Hi-Tech hospital, Nayandahally at Bangalore.

Population

The target population for the study was the mothers of 1-12 years of children in

selected hospital at Bangalore

27
Sampling

Sample Size: The study originated with a sample of 60 mothers as a sample size

for explicating the effectiveness of structured teaching programme on knowledge

regarding behavioral among the mothers in selected Hospital at Bangalore.

Sampling technique: According to Polit and Hungler, sample is subset of a

population selected to appropriate in a research study. The process selecting a portion of

the population to represent the entire population the sample of the study compress of 60

mothers in selected Hospital at Bangalore. Purposive sampling technique was used .21

Criteria for selecting the sample

The following criteria were set for selection of sample.

Inclusion criteria

ƒ Mothers of 1-12 years of children in selected hospital

ƒ Mothers who are willing to participate

ƒ Mothers who can read and write Kannada or English.

Exclusion criteria

ƒ Mothers of 1-12 years of children affected by behavioral problem.

ƒ Mothers having children above 12 years of age.

ƒ Mothers who are not available during the time of data collection.

28
Data collection Instrument

The tool was prepared based on the objectives of the study. Data collection

instrument is a vehicle that could obtain data patent to the study and at the same time add

knowledge to the discipline.

The Instruments Used for this Study were:

1. Baseline proforma.

2. Structured Interview schedule

Selection and Development of the tool

A tool is a written device that researcher uses to collect the data. T tool selected in the

research should be as far as possible the vehicle which would be the best of up telling the

data to draw conclusion pertaining to the study.

Selection of the tool

The selected tool was a structured questionnaire to assess the knowledge of mothers

on behavioral problems.

Development of Tool

The following methods were used for the development of the tool:

• Review of literature; viz., books, research studies, journals, newspapers, online

sources, etc.

29
 • Discussion with colleagues

• Consultation and discussion with guide, nursing experts, pediatricians

Description of the Final Tool

In this study the investigator used 2 tools.

Part A: Demographic data consists of 10 questions

Part B: Knowledge items consists of 30 questions

Section Content Areas No. of Questions Marks

Section A Meaning and etiology of 1-4 4

behavioral problem

Section B Classification and symptoms of 5-17 13

behavioral problems

Section C Management and treatment of 18-30 13

behavioral problem

Score interpretation

The instrument consists of 30 multiple choice questions regarding behavioral

problem. The maximum score was 30 and the minimum score was 0. Based on the

scoring the % of knowledge was calculated using the formula .

Obtained score/ total score X 100

The scores were interpreted as follows

<50- Inadequate

30
51 to 75- Moderately adequate

>75- Adequate

Organization of the content of STP

It was developed by reviewing literature and obtaining expert opinions. The

structured teaching programme held for 1 hour duration comprised of the overall

objective, content, teacher and learner activity, summary and conclusion.

Description of STP

The content area of Structured Teaching Programme included;

™ Introduction

™ Definition

™ Causes and Associated factors

™ Common behavioral problems

™ Manifestations

™ Management and Prevention of behavioral problems

The method of teaching was given by lecture cum discussion. Charts, models,

flashcards and black board used as visual aids.

Content validation of the Tool

Validity refers to the degree to which an instrument measures what it is supposed

31
to measure. Content validity is the extent to which a measuring instrument provides

adequate coverage of the topic under study.20

To establish the content validity of the tools, the prepared tool with objectives,

operational definitions, blue print, and structured knowledge questionnaire and STP was

submitted to 9 experts (Annexure-VII). The experts have given their suggestions

regarding relevance, adequacy, and appropriateness of the tool. There was 100%

agreement by all validators for the baseline proforma. All the validators except one

agreed with the tool with some modifications and with the suggestion of reduction in the

number of items. According to their suggestions necessary corrections were made. Item

analysis was done and some of the items were deleted.

Reliability of the Tool

The Reliability of the research instrument is defined as the extent to which the

instrument yields the same result on repeated measures.20

To check the accuracy, precision, equivalence and homogeneity, the investigator

administered the questionnaire to 6 subjects who were Mothers present in the hospital at

the time of the study. Reliability of the structured knowledge questionnaire was tested by

using Crohn Bach Alpha formula. The reliability was found for attitude scale to be 0.81(r

= 0.94 and stress scale 0.928 (r = 0.94) which indicated that the instruments are reliable.

Pilot Study:

A Pilot study is a small scale version or trial run of the major study. Its function is

to obtain information for improving the project or assessing the feasibility. The principal

32
focus is on the assessment of the adequacy of measurement.20

The pilot study was conducted in the selected hospital at Bangalore. The study

was conducted from 1-11-2011 to 7-11-2011. Six mothers of were selected by purposive

sampling technique. The purpose of the study was explained to the respondents and

confidentiality was assured. After obtaining their consent (Annexure-VI), the tool was

administered. The study was conducted in the manner of the final data collection. The

study subjects took 40-45 minutes to fill up the tool.

The pre-test was conducted by using structured knowledge questionnaire followed

by structured teaching programme. After 7 days, the post-test was conducted by using the

same structured knowledge questionnaire to evaluate the effectiveness of STP on the

behavioral problem.

The mean percentage knowledge score in post-test (82.07%) was higher than the

mean percentage knowledge score in pre-test (27.33%). The enhancement mean

percentage knowledge scores (54.74%) were found to be significant at 5% (P<0.05) level.

The findings of the Pilot Study revealed that the Study is feasible.

Method of Data Collection

The main study was conducted from 15-11-2011 to 15-12-2011 on 60 Mothers

present in the selected hospital (Subhash Medical Centre, Bidadi and Mysore- Road Hi-

Tech hospital, Nayandahally) at Bangalore.

Formal written permission was obtained from the concerned authority prior to the

data collection (Annexure I). Investigator visited the hospital and collected the data from

33
the participants. The first day investigator explained the purpose of the study method of

data collection and time required of the mother; confidentiality was assured and written

consent was obtained from the participants indicating their willingness to participate in

the study (Annexure VI). The tool was administered to the participants with explanation

on first day and followed by STP and the same tool was given to the same participants on

seventh day for data collection. After data collection, the investigator thanked the

respondents for their participation in the study.

34
Data analysis

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

numbers percentage, mean, standard deviation, paired t’ test and analysis of chi-square.

S.NO DATA METHODS REMARKS

ANALYSIS

1 Descriptive Numbers, 1.Distribution of sample characteristics

statistics
Percentage, 2.To find out the level of pretest and post
test knowledge and skill of mothers
Mean,
regarding behavioral problems

Mean Percentage,

Standard deviation

2 Inferential Paired ‘t’ test 3.To determine the effectiveness of

statistics structure teaching programme on
behavioral problem

Chi-square 3. To find out the difference between

the pretest and post test
knowledge of mothers

4. To find out association between

the post test knowledge of mothers
and selected variables such as age,
religion, education of mother,
education of husband, occupation
of mother, education of husband,
type of family, monthly family
income, location of home, parity

35
Protection of human subject:

The proposed study was conducted after the approval of research committee of the

hospital; permission was obtained from the medical superintendent. The written consent

of each individual was obtained before the data collection. Assurance was given to the

study participants regarding confidentiality of the data collected.

Summary

This chapter has dealt with research methodology which included the research

approach using one group pretest post test pre experimental research design, the setting

and population, the development of the tools, STP, description of data collection, data

collection procedure and plan for data analysis.

36
 5. Results

Analysis and Interpretation

This chapter deals with the statistical analysis, which is a method of rendering

quantitative information in a meaningful and intelligible manner. Statistical procedure

of the data gathered to evaluate the effectiveness of the structured teaching program on

behavioral problems among the mothers of 1-12 years of children in selected hospital at

Bangalore, enabled the researcher to organize, interpret and communicate information

meaningfully.

In order to find a meaningful answer to the research questions, the collected

data must be processed, analyzed in some orderly coherent fashion, so that patterns and

relationships can be discussed. Tables and figures are used to explain the results.

Analysis is a process of organizing and synthesizing the data in such a way that research

question must be answered and hypothesis tested. Organization and presentation of the

obtained data were entered into the master sheet for tabulation and statistical processing

and the result were computed using descriptive and inferential statistics.

Organization & Presentation of Data

The analysis of the data is organized and presented under the following headings:

Section I : Distribution of respondents according to socio-demographic variables.

Section II: Knowledge scores before and after structured teaching program on

behavioural problems among the mothers of 1-12 years of children.

Section III: Association of posttest knowledge on behavioral problems among

the mothers and their selected demographic variables.

37
 Section-I: Distribution of the Respondents According to Socio-

demographic Variables

Table 1: Distribution of Respondents by Age, Religion, Educational status of

mother and Educational status of husband

N=60

Respondents

Characteristics Category No.(n) Percentage (%)

Age
Less than 20 years 11 18.3

21-25 years 33 55

26-30 Years 16 26.7

Above 31 years 0 0

Religion Hindu 36 60

Muslim 16 26.7

Christian 8 13.3

Educational Primary 33 55
status of
High school 21 35
mother
Higher secondary 6 10

Educational Primary 34 56.7

status of
High school 15 25
husband
Higher secondary 11 18.3

Total 60 100

38
 Table 1 and figures 3,4,5,6 depicts the classification of respondents by age,

religion, educational status of mother and educational status of husband.

Distribution of the respondents according to their age depicts that the higher

percentage 55% (33) of respondents were in the age group 20-25 years and about 26.7%

(16) of the respondents were in the age group 26-30 years and about 18.3% (11) were in

the age group less than 20 years.

Distribution of the respondents according to their religion depicts that the higher

percentage 60% (36) of the respondents belongs to Hindu, about 26.7% (16) belongs to

Muslims and the lowest percentage 13.3% of the respondents belongs to Christians.

Distribution of the respondents according to the educational status depicts that the

higher percentage 55%(33) of the respondents had got education up to primary and about

35% (21) of the respondents had got education up to high school and about 10% (6) had

education up to higher secondary and no respondents had got education till graduation

and above and no respondents were illiterates.

Distribution of the respondents according to the educational status of husband

depicts that the higher percentage 56.7% (34) of the husbands had got education up to

primary and about 25% (15) of the husbands had got education up to high school and

lowest percentage of the husbands 18.3 (11)) had got education up to higher secondary

and no husbands had got education till graduation and above and no husbands were

illiterates.

39
Figure 3: Distribution of the respondents according to Age

Figure 4: Distribution of the respondents according to Religion

40
 Figure5: Distribution of the respondents according to Educational status

Figure6: Distribution of the respondents according to Educational status of

Husband

41
Table 2: Distribution of Respondents by Occupation of mother, Occupation of
husband, Location of Home, Type of family, Monthly family income and Parity
N=60

Respondents
Characteristics Category No (n) Percentage (%)
Occupation of Housewife 23 38.3
mother
Government Service 9 15

Private Service 13 21.7

Any others 15 25

Occupation of Government Service 12 20

husband
Private Service 30 50

Others 18 30
Location of Rural 9 15
Home
Urban 29 48.3
Semi urban 22 36.7

Type of family Nuclear 38 63.3

Joint 22 36.7
Monthly family Rs. Less than 3000/- 10 16.7
income
Rs. 3001-5000 28 46.7
Rs. 5001 and above 22 36.7

Parity One 7 11.7

Two 26 43.3

Three 27 45
Total 60 100

Table 2 and figures 7,8,9,10,11,12 etc depicts the distribution of respondents by

occupation, occupation of husband,location of home,type of family, monthly family

income and parity.

42
 Distribution of the respondents according to their occupation depicts that the

higher percentage 38.3% (23) of respondents were housewife and about 25% (15) of the

respondents were in other forms of service and about 21.7% (13) were in private service

and about 15% (9) of the respondents were in government service.

Distribution of the respondents according to the occupation of the husband depicts

that the higher percentage 50% (30) of the husbands were in private service, about 30%

(18) were in other forms of service and the lowest percentage 20% (12) of the husbands

were in government service.

Distribution of the respondents according to the location of home depicts that the

higher percentage 36.7% (29) of the respondents were living in urban area and about

36.7% (22) of the respondents were living in semi urban area and about 15% (9) were

living in rural area.

Distribution of the respondents according to the type of family depicts that the

higher percentage 63.3% (38) of the respondents were from nuclear family and about

36.7% (22) of the respondents were from joint family.

Distribution of the respondents according to the monthly family income depicts

that about 46.7% (28) of the respondents family income per month ranges between of Rs

3001-5000, and about 22 36.7% (22) of the respondents family income per month ranges

from Rs 5001 and above and a very low percentage 16.7% (10) of respondents family

income per month ranges below Rs 3000 per month.

43
 Distribution of the respondents according to parity depicts that 45% (27) of the

respondents had three children, about 43.3% (26) of the respondents had two children and

a very low percentage 11.7% (7) of the respondents had one child.

44
 Figure 7: Distribution of the respondents according to Occupation

Figure8: Distribution of the respondents according to Occupation of husband

45
Figure9: Distribution of the respondents according to Location of home

Figure10: Distribution of the respondents according to Type of family

46
Figure 11: Distribution of the respondents according to Monthly family income

Figure 12: Distribution of the respondents according to Parity

47
SectionII: Assessment of Knowledge scores of mothers before and after
structured teaching programme on Behavioral problems of children

Table3: Aspect wise Pretest Mean Knowledge Score on Behavioral Problems of

Children.

N=60

Respondents Knowledge
S. State Max
Knowledge Aspects
No ments Score Mean % of
Mean SD

Meaning and etiology

1 4 3 1.62 0.804 40.5
of behavioral problems

Classification and
2 13 13 4.37 1.008 33.62
symptoms of

Management and
3 13 13 2.22 0.976 17.077
prevention of

Total 30 30 8.21 1.685 27.33

Table 3 and figure 13 depicts the aspect wise knowledge score on behavioral

problems of children.

The highest mean knowledge 40.5% was found in the aspect of meaning and

etiology of behavioural problem, followed by 33.62 % of mean knowledge in the aspect

of classification and symptoms of behavioural problems and least mean knowledge

17.077% was found in the aspect of management and prevention of behavioural

problems. In the present study during the pretest the overall mean score among the

respondents was 8.2 with a standard deviation of 1.685 and a mean percentage of 27.33%.

48
Table 4: Aspect wise Posttest Mean Knowledge Score on Behavioral Problems of
Children

N=60

S. Max Respondents Knowledge

No Knowledge Aspects Statement
Score Mean SD Mean % of

1 Meaning and
etiology of 4 3 2.33 1.55 58.25
behavioral problems

2 Classification and
symptoms of 13 13 11.48 1.28 88.31

behavioral problems

3 Management and
prevention of 13 13 10.8 0.68 83.077
behavioral problem

Total 30 30 24.62 2.08 82.07

Table 4 and figure 14 depicts aspect wise knowledge score on behavioral

problems of children after the posttest.

The highest mean knowledge 88.31% was found in the aspect of classification and

symptoms of behavioural problems, followed by83.077 % of mean knowledge in the

aspect of management and prevention of behavioural problems and least mean knowledge

58.25% was found in the aspect of meaning and etiology of behavioural problems. The

overall posttest mean score among the respondents on the behavioral problems among

children was 24.62 with a standard deviation of 2.08 and a mean percentage of 82.07%.

49
 Figure 13: Aspect wise Pretest Knowledge Score on Behavioral Problems of
Children.

Figure 14: Aspect wise Knowledge Score on Behavioral Problems of Children after
the Posttest.

50
 Table 5: Comparison of Pre and Post test mean Knowledge Scores of Mothers on
Behavioral Problems of Children

N=60

Pre-test Post-test Enhancement (%)

Area of Student’
S. Me SD Mean SD Pre Post Over
Knowledge s paired
No an test test all
t-test
1
Meaning and 1.62 0.804 2.33 1.548 40.5 58.25 17.75 2.955
etiology

2
Classification 4.37 1.008 11.48 1.282 33.62 88.31 54.69 30.386
and symptoms

3
Management
and 53.075
2.22 0.976 10.8 0.684 17.08 83.08 66
prevention

Total 8.2 1.685 24.62 2.08 47.071

27.33 82.07 54.74

Significant at 5% level t (47.071)

Table 7 depicts comparison of pre and post test mean knowledge scores of

mothers on behavioral problems of children.

It reveals that the highest mean knowledge enhancement was found in the aspect

of management and prevention with 66 percentages, second highest mean knowledge

enhancement was found in the aspect of classification and symptoms with 54.69

percentages and 17.75 percentage enhancement was found in the aspect of meaning and

etiology respectively.

51
 The overall pre and post-test mean was 8.2 per cent and 24.62 per cent The overall

percentage of knowledge on behavioral problem among the children during the pretest

on meaning and etiology is 40.5% and on the classification and symptoms is 33.62%

and on management and prevention is 17.08% and the overall pretest score is 27.33%

and during the posttest the knowledge on meaning and etiology is 58.25% and on the

classification and symptoms is 88.31% and on management and prevention is 83.08%

and the overall pretest score is 82.07%. The enhancement in the knowledge score on

meaning and etiology is 17.75% and on the classification and symptoms is 54.69% and

on management and prevention is 66% and the overall posttest score is 54.74%.

The statistical paired‘t’ test indicates the enhancement in the mean knowledge

scores found to be significant at 5% level for all the aspects under the study.

52
Figure 15: Comparison of Pre and Post test mean Knowledge Scores of Mothers on
Behavioral Problems of Children

53
Table 6: Distribution of Mothers According To Pretest Level of Knowledge.

Level of Knowledge Frequency Percentage

Inadequate (< 50%) 54 90

Moderately adequate (50-75%) 6 10

Adequate (> 75%) 0 0

Total 60 100

Table 5 and figure 15 depicts distribution of respondents according to pretest level

of knowledge.

The pretest result shows about 90%(54) of the respondents had inadequate

knowledge on the behavioral problems among children and about 10%(6) of the

respondents had moderately adequate knowledge on the behavioral problems among 1-12

years of children and no respondents had adequate knowledge.

Table 7: Distribution of Mothers according to Post-test level of Knowledge.

Level of Knowledge Frequency Percentage

Adequate (> 75%) 39 65

Moderately Adequate (50-75%) 21 35

Inadequate ( < 50% ) 0 0

Total 60 100

Table 6 and figure 16 depicts distribution of mothers on posttest level of knowledge.

During the posttest, about 65% (39) of the mothers had adequate knowledge on

the behavioral problems of children and about 35% (21) of the mothers had moderately

adequate knowledge on the behavioral problems of children and no mothers had

inadequate knowledge on behavioral problems.

54
Figure 16: Distribution of Respondents According to Pretest level of Knowledge.

Figure 17: Distribution of Respondents according to Post test level of Knowledge.

55
 Section III: Association between Posttest level of Knowledge and their
Demographic Variables

Table 8: Association between Level of Knowledge and their Demographic Variables

like age and religion

Level of Knowledge

Demographic variables
Moderately Chi square
N Adequate adequate test

Age Less than 20 years 11 72.7%(8) 27.3%(30)

Chi square

21-25 years value=1.92

33 57.6%(19) 42.4%(14)

p=0. 408
26-30 Years 16 75.0%(12) 25.0%(4)

Religion Hindu 36 66.7%(24) 33.3%(12)

Chi square

Muslim 16 50.0%(8) 50.0%(8)

value=3.407

p=0. 182
Christian 8 87.5%(7) 12.5%(1)

Table-12 depicts the association between knowledge level and age and religion of

respondents.

It shows that among 11 respondents in the age group of less than 20 years, 72.7%

(8) had adequate knowledge level and 27.3% (3) respondent had moderate knowledge

level, among 33 respondents between the age group 21-25 years, 57.76 % (19) had

adequate knowledge level, 42.4% (14) had moderate knowledge level. Further, 16

respondents in the age group 26-30 years, 75.0% (12) had adequate knowledge and 25.0%

56
(4) had moderate knowledge level. Hence, the value of X2 is found to be non significant

at 5% level (X2 = 1.92, P<0.05). It indicates that there is no significant association

between knowledge and the respondent’s age.

It also shows that among 36 Hindu respondents 66.7 % (24) respondents were

found to be having adequate knowledge level and 33.3% (12) respondents possessed

moderate knowledge level, among 16 Muslim respondents 50.0% (8) had adequate

knowledge level and 50.0% (8) had moderate knowledge level and among 8 Christian

respondents 87.5 % (7) had adequate knowledge and 12.5% (1) respondent found to have

moderate knowledge. Hence, the value of X2 is found to be non significant at 5% level

(X2 =3.40, P<0.05). It indicates that there is no significant association between knowledge

and the respondent’s religion.

57
 Table 9: Association between Post test level of Knowledge and their Demographic
variables like educational status of mother and husband

Level of Knowledge
Chi square
Moderately
Demographic variables N Adequate test
adequate

Educational status Primary 33 60.6%(20) 39.4%(13)

Chi square
of mother
High school 21 61.9%(13) 38.1%(8)
value=3.599

p=0. 165
Higher secondary 6 100.0%(6) 0%(0)

Educational status Primary 34 61.8%(21) 38.2%(13)

Chi square
of husband
High school 15 66.7%(10) 33.3%(5) value=0.463

Higher secondary p=0. 793

11 72.7%(8) 27.3%(3)

Table 13 depicts the association between knowledge level and educational status

of mother and educational status of husband.

It shows that among 33 respondents had primary education only, 39.4 (13) had

moderate knowledge and 60.6% (20) had adequate knowledge. Among 21 respondents

had high school education, 38.1% (8) had moderate knowledge and 61.9% (13) had

adequate knowledge. Among 6 respondents educated till higher secondary, no one had

moderate knowledge and 100% (6) had adequate knowledge. Hence, the value of X2 is

found to be non significant at 5% level (X2 =3.599, P<0.05). It indicates that there is no

significant association between knowledge and the respondent’s education.

It also shows that among 34 respondent’s husbands educated till primary

education, 38.2 % (13) had moderate knowledge and 61.8 % (21) had adequate
58
knowledge. Among 15 respondent’s husbands had high school education, 33.3% (5) had

moderate knowledge level, 66.7 % (10) respondents had adequate knowledge level.

Among 6 respondent’s husbands had higher secondary education, 27.3 % (3) had

moderate knowledge level and 72.7 % (8) had adequate knowledge level. Hence, the

value of X2 is found to be non significant at 5% level (X2 = 0.463 P<0.05). It indicates

that there is no significant association between knowledge and the respondent’s husband’s

education.

59
Table 10: Association between Post test Level of Knowledge and their Demographic
Variables like occupation of mother and husband

Level of Knowledge
Chi square
Demographic variables N Adequate Moderately test

Occupation of Housewife 23 60.9%(14) 39.1%(9)

mother
Government Service Chi square
9 66.7%(6) 33.3%(3)
value=0.710
Private Service 13 61.5%(8) 38.5%(5)
p=0. 871

Any others 15 73.3%(11) 26.7%(4)

Occupation of Government Service 12 58.3%(7) 41.7%(5)

Chi square
husband
value=1.856
Private Service 30 60.0%(18) 40.0%(12)

p=0. 395
Others 18 77.8%(14) 22.2%(4)

Table 14 depicts the association between knowledge and occupation of

respondents and occupation of husband.

Among 23 respondents with House wife, 39.1 % (9) had moderate knowledge and

60.9 % (14) had adequate knowledge. Among 9 respondents with government service33.3

% (3) had moderate knowledge level, 66.7 % (6) respondents had adequate knowledge

level. Among 13 private employed respondents 38.5% (5) had moderate knowledge level

and 61.5 % (8) had adequate knowledge level. In case of 15 other respondents, 26.7% (4)

had moderate knowledge and 73.3% (11) had adequate knowledge. Hence, the value of

X2 is found to be non- significant at 5% level (X2 = 0.710 P<0.05). It indicates that there

is no significant association between knowledge and the respondent’s occupation.

60
 Among 12 respondents’ husband had government job, 41.7 % (5) had moderate

knowledge and 58.3 % (7) had adequate knowledge. Among 30 respondents’ husband had

private job, 40.0 % (12) had moderate knowledge level, and 60.0 % (18) respondents had

adequate knowledge level. Among 18 respondents’ husbands had other works, 22.2% (4)

had moderate knowledge level and 77.8 % (14) had adequate knowledge level. Hence, the

value of X2 is found to be non- significant at 5% level (X2 = 1.856, P<0.05). It indicates

that there is no significant association between knowledge and the respondent’s husband’s

occupation.

61
Table 11: Association between post test Level of Knowledge and their Demographic
Variables like location of home and type of family

Level of Knowledge
Chi square
Demographic variables N Adequate Moderate test

Location of Home Rural 9 66.7%(6) 33.3%(3) Chi square

value=3.691
Urban 29 75.9%(22) 24.1%(7)

Semi urban 22 50.0%(11) 150.0%(11) p=0. 158

Type of family Nuclear 38 63.2%(24) 36.8%(14) Chi square

value=0.155
Joint 22 68.2%(15) 31.8%(7)

Table 15 depicts the association between knowledge level and location of home

and type of family

Among the respondents 9 were from rural area, 33.3% (3) had moderate

knowledge level and 66.7% (6) had adequate knowledge,29 from urban area, 24.1% had

moderate knowledge level and 75.9% (22) had adequate knowledge,22 from semi urban

area, 50.0% (11) had moderate knowledge level and 50.0% (11) had adequate knowledge.

Hence, the value of X2 is found to be non- significant at 5% level(X2 = 3.691, P<0.05). It

indicates that there is no significant association between knowledge and the respondent’s

location of home.

Among the respondents 38 were from nuclear family, 36.8% (14) had moderate

knowledge level and 63.2% (24) had adequate knowledge,22 were from joint family,

31.8% (7) had moderate knowledge level and 68.2% (15) had adequate knowledge. It

indicates that there is no significant association between knowledge and the respondent’s

type of family.
62
Table 12: Association between post test Level of Knowledge and their Demographic
Variables like monthly family income and parity

Level of Knowledge

Moderately Chi square

Demographic variables N Adequate adequate test

Monthly family Rs. Less than 3000/- 10 60.0%(6) 40.0%(4)

Chi square
income
Rs. 3001-5000 value=2.398
28 75.0%(21) 25.0%(7)

p=0. 302
Rs. 5001 and above 22 54.5%(12) 45.5%(10)

Parity One 7 42.9%(3) 57.1%(4)

Chi square
value=1.853
Two 26 65.4%(17) 34.6%(9)

p=0. 396
Three 27 70.4%(19) 29.6%(8)

Table 16 depicts the association between knowledge level and monthly family

income and parity of respondents.

It shows that among 10 respondents with family income below 3000, 40.0% (4)

had moderate knowledge level while 60.6 % (6) had adequate knowledge level. Among

28 respondents with family income between Rs.3001-5000, 25.0% (7) respondents had

moderate knowledge level and 75.0% (21) had adequate knowledge level. Further among

22 respondents with family income Rs.5000 and above, 45.5% (10) respondents had

moderate knowledge level and 54.5% (12) had adequate knowledge level. Hence, the

value of X2 is found to be non significant at 5% level (X2 = 2.398, P<0.05). It indicates

that there is no significant association between knowledge and the respondent’s family

income.
63
 It also shows that among 7 respondents with one child, 57.1% (4) had moderate

knowledge level while 42.9 % (3) had adequate knowledge level. Among 28 respondents

with two children, 34.6% (9) respondents had moderate knowledge level and 65.4% (17)

had adequate knowledge level. Further among 27 respondents with three children, 29.6%

(8) respondents had moderate knowledge level and 70.4% (19) had adequate knowledge

level. Hence, the value of X2 is found to be non significant at 5% level (X2 = 1.853,

P<0.05). It indicates that there is no significant association between knowledge and the

respondent’s parity.

64
 6. Discussion

The present study was under taken to assess the knowledge of the mother of 1-12

years children regarding behavioral problem in selected hospital at Bangalore.

The aim of present study was to assess the effectiveness of structured teaching

programme on behavioral problems of children and the study was conducted by one

group pretest and posttest pre-experimental design among the mothers of 1-12 years of

children in selected hospital at Bangalore.

The findings of the study were discussed according to the objectives

The first objective of the study was;

• To assess the pretest and posttest knowledge level on behavioral problems

among mothers of 1-12 years of children in selected hospital, Bangalore.

The present study confirms that the overall knowledge in pre-test is 27.33

%, which is less. This shows that there is lack of information among mothers of 1-12

years of children on behavioural problems. Although mothers understand that behavioural

problems affect the normal growth and development of children, but they do not have

clear idea about it.

The researcher conducted a study on children’s delayed development and

behavioral problems and its impact on mothers’ perceived physical health across early

childhood in United States. The study sample comprised 218 families. The study resulted

that mothers of children with both delayed development and high behavior problems are a

65
particular risk group that may be especially in need of early intervention as in the form of

health teaching programme.

The pre-test mean knowledge that mothers had lack of knowledge on behavioural

problems and there is need of educational programmes on mothers of 1-12 years of

children on behavioural problems. Hence the researcher concluded that due to lack of

understanding of the children by mothers, it is important to give education to the mothers.

The second objective of the study was;

• To evaluate the effectiveness of structured teaching programme on

behavioural problems among mothers of 1-12 years of children in selected

hospital, Bangalore.

The present study confirmed that there was a considerable improvement of

knowledge after the structured teaching programme and is statistically established as

significant. The overall mean percentage knowledge score in the pre-test was 27.33% and

82.07% in the post-test with 54.74% mean percentage knowledge enhancement. The

mean knowledge score during pre-test is 8.2 and 24.62 in the post-test.

A study was conducted regarding the dissemination of an evidence-based

parenting skills intervention by training social and health workers to train mothers of

children with behavioral problems in impoverished communities in a developing

country(2010). The Strengths and Difficulties Questionnaire was completed by mothers to

screen for children with behavioral problems and was repeated at the end of the

intervention. Pre- and post-tests of knowledge and parenting attitudes were administered

to mothers. Each social and health worker trained mothers of children with behavioral

66
problems under supervision. Three-fourths of mothers related that the program helped

them develop new parenting skills.

The structured teaching programme leads to gain in knowledge which may have

an impact in the knowledge of mothers of 1-12 years of children on behavioural

problems. Hence, the researcher concluded that STP is necessary and effective to

improve the knowledge of mothers.

The third objective of the study was

• To find out the association between posttest knowledge on behavioral problems

among mothers of 1-12 years of children with selected socio demographic

variables.

Among the demographic variables analysed in this study there was no

significant association between age, religion, education of mother, education of husband,

occupation of mother, occupation of husband, location of home, type of family, monthly

family income, parity and knowledge scores as the Chi-square computed value is not

statistically significant.

Testing of the hypothesis

There was significant change found between the Pretest (27.33%) and Posttest

(82.07%) knowledge scores regarding behavioral problems of children. Hence, the stated

hypothesis is accepted since, there was significant improvement (54.74%) in knowledge

scores of mothers of 1-12 years of children after conducting the structured teaching

programme on behavioral problems.

67
 There was no significant association between the selected demographic variable

and post test knowledge score regarding behavioral problems of children. Hence, the

stated hypothesis is rejected since; there was no significant association between selected

demographic variables and knowledge level of mothers of 1-12 years of children.

68
 7. Conclusion

This chapter presents the conclusions drawn, implications, limitations, suggestions

and recommendations.

The focus of this study was to determine the effectiveness of structured teaching

programme on behavioral problems among mothers of 1-12 years of children in selected

hospital, Bangalore. A pre-experimental one group pretest post test design was used in the

study. The data was collected from 60 samples through purposive sampling technique.

Conclusions drawn from the study were as follows:

Mothers of 1-12 years of children willingly participated in the study. The mothers had

less knowledge regarding behavioural problems of children. The study was based on the

revised Pender’s (2002) health promotion model. It provides a comprehensive systematic

framework for effectiveness of structured teaching programme to enhance knowledge of

mothers of 1-12 years of children on behavioural problems.

Further, the conclusions drawn on the basis of the findings of the study include:

1. Knowledge of mothers of 1-12 years of children regarding behavioural

problems was inadequate before the administration of STP.

2. The STP was effective in increasing the knowledge of mothers of 1-12

years of children i.e., over all and in all aspects in the post-test.

Implications of the Study

1. Nursing Practice

69
 The mothers are going to be the most important persons to care of children and

they play a major role in preventing the various kinds of behavioral problems among the

children. Hence if they have adequate knowledge on common behavioral problem they

can protect their children and easily manage from the complication of behavioral problem

as well as some of the dreaded diseases by following the universal precaution while

taking care of their health. It is the primary responsibility of the nurses to assess the

knowledge of the mother regarding the behavioral problem. By a well-planned structured

teaching programme we can enhance the knowledge of the regarding management of

behavioral problem.

2. Nursing Administration

The nursing administrator can take part in developing protocols, standing orders

related to designing the health education programmes and strategies for mothers of 1-12

years of children on behavioural problems. She/he can mobilize the available resource

personnel towards the health education of mothers. She/he should take interest in

providing information on behavioral problems. The nurse should plan and organize

educational program for mothers to motivate them in conducting teaching programs on

behavioral problems. She/he should be able to plan and organize programmes taking into

consideration the cost effectiveness and carry out successful educational programmes.The

nurse administrators should explore their potentials and encourage innovative ideas in the

preparation of an appropriate teaching material. She/he should organize sufficient

manpower; money and material for disseminating health information.

3. Nursing Education

70
 As a nurse educator, there are abundant opportunities for nursing professionals to

educate the mothers of 1-12 years of children on behavioural problems.Nursing education

helps the students with adequate knowledge and skills to fulfill their duties and

responsibilities in the nursing field. The awareness on behavioral problem should be

emphasized to prevent from the behavioral disorders not only among the health

professional but also the general public. Nurses should have to update knowledge about

the common behavioral problem and its management.

4. Nursing Research

In India, only few research studies have been done on assessment of knowledge

on behavioral problem. All nursing personnel must join hands to provide scientifically

tested material or programs to evolve a time bound plan for the preventive measures on

behavioral disorders. This study revealed that there is deficit in knowledge among the

mothers hence they are at a high risk to get behavioral problem among their children, so

there is need for extended nursing research on the behavioral problem and its

management.

Limitations of the Study

The present study has the following limitations:

™ The study is limited to the mothers of 1-12 years children

™ Only a single domain that is knowledge is considered in the present study.

™ Since the sample was only 60, the findings cannot be generalized to all the

mothers.

71
 ™ The mothers who cannot understand Kannada or English were excluded from the

study.

™ Knowledge of the mothers was assessed using structured questionnaire only.

Other methods like observation and checklist were not used.

Recommendations

On the basis of the findings of the study following recommendations have been made:

™ A similar study can be conducted on a large sample to generalize the study

findings.

™ Mass and individual education in regional languages to enlighten the mothers can

be organized at all the level of health facilities.

™ Comparative study may be conducted to find out the similarities or differences in

knowledge between the rural mother and urban mother.

™ Similar study can be conducted on other mothers in various other hospitals.

™ An experimental study can be undertaken with control group for effective

comparison of result.

™ Manuals, information booklets and self-instruction module may be developed on

behavioral problems of children.

™ A study can be carried out to evaluate the efficiency of various teaching strategies

like SIM, pamphlets, leaflets and computer-assisted instruction on behavioral

problems of children.

72
 8. Summary

Behavior problem can be defined as an abnormality of emotion, behavior or

relationship that is sufficiently severe and persistent to handicap the child in his/her social

or personal functioning or to cause distress to the child, his/her parents or to the

community. It is important to realize that all children go through periods of behavioral

and emotional disturbances in the process of their growth and development. This child is

often wrongly labeled as hyperactive child or as a child with attention deficit disorder

which is the popular term used these days to label any child who has extra energy to

burn.4

The world wide morbidity due to behavioral problems has been more widely

examined in developed countries with an overall prevalence of around 12%. But it is

more increased in developing countries due to urbanization and industrialization.7 In

general child population the prevalence of behavioral problems has been estimated at

between 3% and 6% and higher incidence among preschool children from low-income

families that is 30%.6

The total prevalence of sleep disorders was 21.2%. Disorders included parasomnia

symptoms bruxism [6.5%], sleep talking [4.9%], and sleep walking [0.6%]), restless legs

or periodic limb movement symptoms (restless sleep [5.0%] and leg movements [1.9%]);

and symptoms of sleep-disordered breathing (frequent snoring [5.6%], mouth breathing

[4.1%], choking or gasping [0.9%], and breathing pauses [0.2%]). 14

The prevalence of bruxism was significantly higher in the preschool (8.5%) and in

the toddler (3.5%) and middle-school (3.7%).The prevalence of restless sleep ranged from

73
9.6% among 2-year-olds down to 3.4% among 12-year-olds.The nail biting 40%

prevalence in 10 years old children. One and half times higher in girls than boys.14

Behavioral problems of children lead to abnormality in their emotions or behavior

which is severe and cause distress to the child, family and community. Behavioral

disorders are caused by multiple factors like faulty parental attitude, inadequate family

environment, mentally and physically sick or handicapped, influence of social

relationship, influence of mass media, and influence of social change.7

Management is by treating underlying psychiatric condition if any, family therapy,

parental training and liaison with school to investigate possible reasons for refusal and

negotiate re-entry. Essential fatty acids may alleviate some symptoms. Hypnotherapy has

been found to be benefit in school-age children. Melatonin is sometimes of benefit in

sleep disorder.8

Counseling is a useful intervention for many of the behavioral problems. To be of

real benefit the change should be learnt and not imposed. Spending 15-30 minutes daily

for a positive child-parent interaction is useful. Generally mothers are expected to

perform this role.5

Statement

“A Study to Assess the Effectiveness of Structured Teaching Programme on

Behavioral Problems among Mothers of 1-12 years of Children in Selected Hospital at

Bangalore.”

74
The objectives of the study were

• To assess the pretest and posttest knowledge level on behavioral problems among

mothers of 1-12 years of children.

• To evaluate the effectiveness of structured teaching programme on knowledge

on behavioral problems among mothers of 1-12 years of children.

• To find out the association between posttest knowledge on behavioral problems

among mothers of 1-12 years of children with selected socio demographic

variables.

Hypothesis

H1 There will be significant difference in between pretest and post test knowledge

score on behavioral problems among mothers of 1-12 years of children.

H2 There will be significant association between the posttest knowledge of the

mothers of1-12 years of children with selected demographic variables on

behavioral problems.

The present study aims at developing and evaluating structured teaching

programme on beahavioral problems among mothers of 1-12 years of children.

The conceptual framework used in the study was based on the revised Pender’s

(2002) health promotion model. It consists of 3 steps namely–individual characteristics,

activity related to cognition and affect and behavioural outcome.

75
 In this study various literature were reviewed which includes, the review of

literature related to general behavioural problems, knowledge on behavioural problems,

prevalence, causes, management and prevention of behaviour problems.

The research design selected for the study was one group pre-test post-test pre-

experimental research design. The independent variable was STP and dependent variables

were performance in pre and post-tests.

The sample of this study comprised of 60 mothers of 1-12 years of children in

selected hospital, Bangalore. Purposive sampling technique was used to draw the sample

for the study.

The tool developed and used for the data collection was structured questionnaire.

9 experts validated the content validity of the tool and the tool was found to be reliable

and feasible. The reliability of the tool was established by Spearman’s Brown Prophecy

formula where r = 0.943.

The structured teaching programme consisted of various aspects on behavioral

problems. The teaching plan was organized in sequence and in continuity. Teaching plan

was prepared with a view to enhance the knowledge of mothers of 1-12 years of children

on behavioral problems.

Pilot study was conducted on the 1-11-2011 to 7-11-2011 in selected hospital,

Bangalore, as a part of the major study, tool proved to be comprehensible, feasible and

acceptable.

Data collection procedure for main study began from15-11-2011 to 15-12-2011,

after obtaining permission from the medical superintendent of the hospital and
76
respondents. The investigator personally explained the need and assured them of the

confidentiality of their responses.

The pre-test was administered followed by a teaching programme; post-test was

administered 7 days after the teaching plan by using the same structured knowledge

questionnaire used in the pre-test.

The Data gathered were analyzed and interpreted according to objectives.

Descriptive statistics like mean, median and standard deviation and inferential statistics

like paired ‘t’ test was included to test the hypothesis and Chi-square test was included to

test different levels of significance and the data obtained are presented in the graphical

form.

Major Findings of the Study

The major findings of the study were as follows:

A. Findings related to demographic characteristics of the subjects

• Majority (55%) of the respondents were 21-25 years old.

• More number (60%) of the respondents was Hindus.

• More number (55%) of the respondents had Primary Education.

• More number (56.7%) of the respondent’s husbands had Primary

Education.

• More number (38.3%) of the respondents was house wives.

77
 • More number (50%) of the respondent’s husbands were private employees

• Most of the respondents (48.3%) from urban area

• Majority (63.37%) of respondents were from nuclear families

• Most of the respondents (46.7%) belonged to the income group of Rs.

3,001-5,000 per month.

• Most of the respondents (45%) had three children

B. Findings related to the pre and post-test mean percentage knowledge scores

of mothers

• Highest (40.5%) knowledge score in aspect wise pre-test mean percentage

knowledge score on behavioural problems was found in the aspect of

meaning and etiology of behavioural problems.

• Highest (88.31%) knowledge score in aspect wise post-test mean

percentage knowledge score on behavioural problems was found in the

aspect of classification and symptoms of behavioural problems.

• The post-test mean percentage knowledge score was found higher

(82.07%) when compared with pre-test mean percentage knowledge score

(27.33%).

• Aspect wise enhancement of mean percentage knowledge scores on

behavioural problems was found higher (66%) in the aspect of

management and prevention of behavioural problems.

78
 • The statistical paired‘t’ test indicates that enhancement in the mean

percentage knowledge scores found to be significant at 5 percent level for

all the aspects under study.

C. Findings related to association between demographic variables and post-test

mean percentage knowledge scores

The Association between mean percentage knowledge score and demographic

variables were computed by using Chi-square test. There was no significant association

between age, religion, education of mother, education of husband, occupation of mother,

occupation of husband, location of home, type of the family, montly family income and

parity and mean percentage knowledge scores.

79
 9. References

1. Child behavior problems. Available from: URL: http: // www. Child. behavior

problems.com

2. Parul Dutta. Pediatric Nursing. 2nd ed. Jaypee Publishers; P.186

3. Children behavior. Available from: URL:http://www.children behavior .com

4. Parent learning. Available from: URL:http://www.parent learning.com

5. Common behavioral problem in children. Available from:

URL:http://www.nsbi.n/mnib.gov-pubmed,suci.psychiatry epidemol 2009;

44:814

6. Behavioral Problems of pre school children from low income families. Article

from Topics in early childhood special education 2003 Dec; 22

7. Behavioral problems in children. Available from: URL:http://www. Ptco.uk-

doctor-common behavioral problems in children.htm

8. Warning signs of behavioral problem. Available from : URL: www.medline.com

9. Improve your child’s behavior. Available from: URL: child parent.about.com

10. Child behavioral problems. Available from: URL:http;//www.4therapy.com

11. Saddicha S, Vibha P, Saxena M K and Methuku M. Behavioral emergencies in

India: A population based epidemiological study. Soc. Psychiatry psychiatr,

epidemiol 2010 May ;45 (5): 589-93

80
12. Indian Journal of Paediatrics 2007;vol 74 (12): page no.1095-8

13. International Labour Organization. Every Child Counts: New Global Estimates on

Child Labour. Geneva: ILO 2002.

14. The American journal of Pediatrics 2005 Jan; Vol 115 (1):Page. No. 268-9

15. Karnataka Journal Agrie. Sci, 2008 ; vol21 (4): Page no. 557-60.

16. Asmaa A E, Amanda H,and Richard R. A population prevalence study was

conducted on emotional and behavioural problems. Social Psychiatry and

Psychiatric Epidemiology 2009 44(18): 8-14

17. Manoj Yadav. A text book of Child Health Nursing. published by PV Books; P.

727-47

18. B.T Basvanthappa Nursing Theories. New Delhi: J.P Brothers; 2007.

19. Polit D.F and B.F Hungler, “Text book of Nursing Research Principles and

methods” .5th edition.Lipping Cott Publication;2000. p:57.

20. Denise K Polit & Chery Tatano Beck Nursing Research, 8th edition, London,

Published by Lippincott Williams & Wilkins, 2008, Page No. 757

21. Abbey Severance Eisenhower, Bruce L Baker and Jan Blacher Children delayed

development and behavior problems: Impact on Mother’s perceived physical

health across early childhood, Social Science & Medicine, 2009; January ,

Volume 68 (1), pages 89 – 99

81
22. Amber M Grundy, Dawn M Gandoli and Elizabeth H. Marital conflict and

Preadolescent behavioral competence: Maternal knowledge, as a longitudinal

mediator, Journal of Family Psychology, 2007; December, volume 21(4 ), Pages

675 -82

23. Roza SJ, Van Battenberg T, Steegers E A, Jaddoe V W, Hofman A etal. Maternal

Folic Acid Supplement use in early Pregnancy and Child behavioral problems, Br

J Nutr, 2010 Feb:vol 103(3); Page no.445 -52

24. Anaclaudia , Gastal Fassa2, A study was conducted on Work and behavioral

problems in children and adolescents. Health Department of Pelotas, RS, Brazil.

25. Spijkers W, Jansen DE, A study was conducted on Area deprivation negatively

affects health and lifestyles among the child behaviors in the Netherlands. Eur J

Public Health. 2011 Oct 22.

26. van der Zwaluw CS, Scholte RH, A study was conducted on examined whether

parental problem drinking affected parenting. J Behav Med. 2008 Jun;31(3):189-

200. Epub 2008 Jan 12.

27. McFarlane JM, Groff JY, A study was conducted on Behaviors of Hispanic

children who are exposed and not exposed to intimate partner violence.

Community Dent Oral Epidemiol. 1999 Jun; 27(3):181-6.

28. Anthony J L, Aghara R G, Dunkelberger M J, Anthony T I, William J M,Zhang Z.

What factor splace children in speech sound disorders at risk for reading

problems.J speech lang pathol 2011 Jan;20(2): 146-60

82
29. Allies M Grigeri,Thomas G O’Connor.Sleep problems in childhood: A

longitudinal study of Developmental change and association with behavioral

problems. American Academy of child and adolescent psychiatry 2002

Aug;41(8):969-71

30. Ehsan Ullah Syed, Sajida Abdul Hussein, A cross sectional survey was conducted

among the school children to determine emotional and behavioral problem among

school going children. Indian Journal of Pediatrics, 2009, Volume 76, Number 6,

Pages 623-627.

31. Ketharanathan N, Lee W, de Mol A C. Health related quality of life,emotional and

behavioral problems in mild to moderate prematures at preschool age. Earely hum

Dev 2011 Oct;87(10):7405-9

32. Chodary M G, Jain A, Chahar C K, Singal A K.A Case Control study on specific

learning disorders in school age children. Indian J Peditr.2012 Feb;3

33. Sohaski E, Chen W, Tatlor E, Gill M, Frank B, Mulas F et.al. Emotional liability

in children and adolescent with ADHD: clinical correlates an familial

prevalence.chid psychiatry 2010 Aug; 51(8):915-23

34. Srirangam Sriram, Jian Ping, Amander, Shannon, Merikanges. Prevalence of

enuresis and its association with ADHD amongU S children, result from a

naturally representative study. American academy of child and adolescent

psychiatry 2009 Jan; 48(1):35-41

83
35. Elaine Walker, Barbara Bettus and Stephen J Ceci. Teachers assumptions on

behavioral problems in preschoolers, Journal of consulting and clinical

psychology, October: volume 52( 5), Page No. 899 – 902

36. Chen PC, Lee LK, Wong KC, A study was undertaken to examine the factors

relating to adolescent suicide behavior. J Adolescent Health. 2005 Oct; 37(4):337.

37. Wiggs L, Stores G, Behavioral treatment for sleep problems in children with

severe learning disabilities and challenging daytime behavior. J Child Psychol

Psychiatry. 1999 May; 40(4):627-35.

38. Brook J S, Rubenston E, Zhang C,Brook D W, Rosenberg G. A 3 Generational

study of risk factor of childhood externalizing behavior among African American

and puberto Ricans. Urban health 2011 Jun;88(3): 493-506

39. Roza SJ, Jaddoe V W, Verhuist F C, Steegers E A, Hofman A, Timier H. Maternal

smoking during pregnancy and child behavioral problems: the generation R

study.J.epidemiol 2009 Jun;38(3):680-9

40. Barlow J, Parsons J. Group – based parent – training programmes for improving

emotional and behavioral adjustment in 0 - 3 years of children, Cochrane Data

base Syst Rev. 2003.

41. Eliot J, Prior M, Merrigan C, Ballinger K. Evaluation of a community intervention

programme for preschool behavior problems, Pediatric child health 2002, Feb;

vol38 (1):page no. 41 -50

84
42. Montgomery P. Media based behavioral treatments for behavioral disorders in

children, Cochrane Data base Syst Rev. 2001.

43. Judith A and Owens M D. Overview of current Management of sleep disturbances

in children, current therapeutic research, 2002; volume 63( 2), Page No. B38-

B52

44. Turner W, Macdonald GM, A study was conducted on Cognitive-behavioral

training interventions for assisting foster carers in the management of difficult

behavior in UK. Cochrane Database Syst Rev. 2005 Apr 18;(2):CD003760.

45. Ostberg M, Rydell AM. An efficacy study of a combined parent and teacher

management training programme was conducted for children with ADHD .Nord J

Psychiatry. 2011 Dec 12.

46. Lee LK, Paul CY, A cross sectional study was conducted to determine the

prevalence of smoking and factors influencing cigarette smoking among

secondary school students. Asia Pac J Public Health. 2005;17(2):130-6.

47. Fayyad J A, Farah L, Cassir Y, Salamonn M M, Karam E G. Dissemination of an

evidenced based intervention to parents of children with behavioral problems in a

developing country. Child adolescent psychiatry 2010 Aug; 19(8) :629-36

48. Zwi M, Janes H, Thorgard C, York A, Dennis J A. Parent training intervention for

ADHD in children aged 5-18 years. Cochrane data base cyst rev.2011 Dec;12:CD

003015.

85
49. Woolfend S R, Williams K,Peat J Panity. Parenting intervention in children and

adolescents with conduct disorder and delinquency aged 10-17. Cochrane data

base cyst cyst rev.2011:(2) CD 003015

50. Edwin J, MKD. Enuresis and encopresis: 10 tears of progress. American Academy

of child and adolescent academy 2011 Oct;40(10):1146-58

51. Karina S Bake, John M, Einar T,Navgot.Deficiency of habit reversal therapy for

tics, habit disorders and stuttering, a meta analytic review. Clinical psychology

review 2011 Jul; 31(5):865-71.

86
ANNEXURE I (A)

87
ANNEXURE 1(B)

88
ANNEXURE I (C)

89
 ANNEXURE-II

Copy of the Letter Seeking Expert’s Opinion for the Content Validity of the
Tool and Structured Teaching Programme.

From,
Mrs. Hena Chandran A C
II year M.Sc. Nursing,
Ikon Nursing College,
No.32, Bheemanahalli, B.M Main Road,
Bidadi (H), Ramanagara Taluk & Dist-562109.
To,

_________________________________

_________________________________

_________________________________

Forwarded through:
The Principal,
Ikon Nursing College,

Respected Sir/Madam,

Sub: Request for expert opinion and suggestions on content validity of the
research tool.

I, Mrs. Hena Chandran A C. II year M.Sc. Nursing student of Ikon Nursing

College, Bidadi, have selected the below mentioned topic for research project to be
submitted to Rajiv Gandhi University of Health Sciences, Bangalore in partial fulfillment
of Master of Science in Nursing programme (Pediatric Nursing).

Topic: “A study to assess the effectiveness of structured teaching programme

on behavioral problems among the mothers of 1-12 years of children in selected
hospital at Bangalore”.

90
 I would be obliged if you would kindly affirm your acceptance to the undersigned
with your valuable suggestions on this topic. Here with I am enclosing the study
details.

Thanking you in anticipation

Enclosures:

1. Objectives of the study.

2. Research tool.

3. Evaluative criteria checklist for content validity

4. Blue print of the tool

5. Content validity certificate

Date: Yours Faithfully

Place: Bangalore Hena Chandran A C

91
 ANNEXURE – III

CRITERIA RATING SCALE FOR VALIDATING THE STRUCTURED

QUESTIONNAIRE ON BEHAVIOURAL PROBLEM

Respected Madam/Sir,

Kindly go through the content and place right mark (9) against questionnaire in
the following columns ranging from very relevant to not relevant. When found to be not
relevant and needs modification kindly give your opinion in the remarks column.

Sl. ITEM Very Relevant Needs Not Remarks

modification Relevant
No. Relevant

1. Part I.
Demographic
Data:

¾ Includes all
the relevant
variables
necessary
for the
study

¾ Variables
are well
defined

2. Part II.

Structured
Questionnaire

92
Knowledge items
on behavioral
problem

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

93
 20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

Suggestions: Signature of the Expert

94
 ANNEXURE – IV

CRITERIA RATING SCALE FOR VALIDATING THE STRUCTURED TEACHING

PROGRAMME.

Respected Madam / Sir,

Kindly go through the content and rate the content in the appropriate column and
give your expert opinion and suggestions in the marks column if found not relevant or
needs modification.

Sl Needs
Not
Content Relevant Remarks
relevant
No. Modification

1 Objectives:

ƒ Mothers oriented

ƒ Realistic of achieve

II Content selection:

ƒ Reflects the objective

ƒ According to the mothers

cognitive

ƒ Aims at promotion of high

level of wellness.

III Organization of content:

ƒ Logical sequence

ƒ Continuity
95
 ƒ Integration

IV Language

ƒ Simple

ƒ Clear and understandable

V Visual images used:

ƒ Simple

ƒ Clear and understandable

ƒ Represents adequately the

concept of the content

VI Feasibility and practicability of

the STP

ƒ Permits self learning

ƒ Useful to the mothers

Suggestions: ____________________________________________________________

___________________________________________________Signature of the Expert.

96
 ANNEXURE -V

CONTENT VALIDITY CERTIFICATE

I hereby certify that I have validated the tool for Mrs. Hena Chandran. A C, IInd
Year, M.Sc. Nursing who is undertaking “A Study to Assess the Effectiveness of
Structured Teaching Programme on Behavioral Problems among Mothers of 1-12
years of Children in Selected Hospital at Bangalore”

Date : Signature of the expert:

Place : Name:

Designation:

97
 ANNEXURE - VI

CONSENT FORM

Dear participant,

I would like to get some information regarding your knowledge on

behavioural problem and its preventive measures. The information will be used only
for the partial fulfilment of the M.Sc. Nursing programme and the information will be
kept confidential. This is for your information and kind participation.

Signature of the investigator .

I …………………………… hereby consent to participate and undergo the study.

Signature of the participant.

98
 ANNEXURE – VII

LIST OF EXPERTS

1. Mrs. Vemuri Vasundhara Kumari

O.B.G Dept, Akshaya College of Nursing,
Tumkur, Karnataka.

2. Miss. Mercy Rani. A, Principal,

Dileep College of Nursing,
Nellore, Andhra Pradesh.

3. Mrs. Chempakavalli,
Asst. Professor, Aruna College of Nursing,
Tumkur, Karnataka.

4. Dr. Lalitha. A,MBBS, DA, DGO,

Pediatrician, Aruna Nursing Home,
Tumkur, Karnataka.

5. Dr. Sudha Kumar, MBBS, DA, DGO,

Obstetrician & Gynaecologist, Shree Sapthagiri Hospital,
Mission compound, B.M Road,
Kunigal, Tumkur Dist., Karnataka.

6. Thoudam kheroda devi

Principal. Shaheed baba deep singh college of nursing. Haryana

7. Mr. Praveshor, Biostatistics,

Department of Community medicine,
Siddaganga College of nursing,
Tumkur.
8. Mr. Murthy M.A, M.Ed ,
Kannada Lecturer,
Bangalore, Karnataka.

9. Mr. Santosh, M.A, M.Ed,

English lecturer, Govt College,
Bangalore, Karnataka
99
 ANNEXURE- VIII

INSTRUCTIONS TO THE PARTICIPANTS

Dear participants, there are 2 parts in questionnaire you are requested to answer all
items, this information will be treated as confidential, kindly put a (tick) mark against the
answer you feel correct in the specific column mentioned to the right side of the
questionnaire.

The tool is divided into 2 parts:-

Part I: - Questions related to demographic variables. Total number of questions is

10.

Part II: - Questions related to knowledge on behavioral problems. Total number of

questions is 30.

Section Content Areas No. of Questions Marks

Section A Meaning and etiology of 1-4 4

behavioral problem

Section B Classification and 5-17 13

symptoms of behavioral
problems

Section C Management and treatment 18-30 13

of behavioral problem

100
 PART 1 (DEMOGRAPHIC VARIABLE)

Sample No:-

Name:-
1. Age of mother ( )
(a) Less than 20 years
(b) 20-25 years
(c) 26-30 Years
(d) Above 31 Years
2. Religion ( )
(a) Hindu
(b) Muslim
(c) Christian
3. Educational status of the mother ( )
(a) No formal education
(b) Primary
(c) High school
(d) Higher secondary
(e) Graduation and above
4. Educational status of Husband ( )
(a) No formal education
(b) Primary
(c) High school
(d) Higher secondary
(e) Graduation and above
5. Occupation of mother ( )
(a) Housewife
(b) Government Service
(c) Private Service
(d) Any others

101
6. Occupation of Husband ( )
a) Government service
b) Private service
c) Any other
7. Location of Home ( )
a) Rural area
b) Urban area
c) Semi urban area
8. Type of family ( )
. (a) Nuclear family
(b) Joint family
9. Monthly family income ( )
(a) Rs. Less than 3000/-
(b) Rs. 3001-5000
(c) Rs. 5001 and above
10. Parity of mothers ( )
(a) First time
(b) Second time
(c) Three or more

PART II (KNOWLEDGE ITEMS)

Section A: - Meaning and etiology of behavioral problem
1) Behavioral problem means ( )
a) Deviation from normal physical growth
b) Deviation from socially accepted behavior
c) Follow the norms of the society
d) Imbalance of nutrition in the body
2) The behavior of children can be influenced by ( )
a) Peer group
b) Family members

102
 c) All the above
d) None of the above
3) Nature of a child in behaviour problem is ( )
a) Failure to adjust with environment
b) Maintain good relation with society
c) Failure to adjust with body growth
d) Develop dependence
4) Causes of behaviour problem is ( )
a) Inadequate family environment
b) Physical and mental sickness
c) Social relationship
d) All the above

Section B: - Classification and symptoms of behavioural problems

5) Common behavioural problem among 1-3 years of children ( )
a) Impaired appetite, abdominal colic, stranger anxiety
b) Temper tantrum, breath-holding spell, negativism
c) Nail biting, thumb sucking, speech problems
d) School phobia, masturbation, substance abuse
6) Behavioural problems in pre-school children ( )
a) Thumb sucking, abdominal colic, anorexia nervosa
b) School phobia, masturbation, juvenile delinquency
c) Enuresis, nail biting, thumb sucking
d) Substance abuse, temper tantrum, stranger anxiety
7) Behavioural problems among 6-12 years of children are ( )
a) Stuttering, school phobia, attention deficit disorder
b) Juvenile delinquency, masturbation, food fad
c) Enuresis , tics, pica
d) Over eating, encopresis, nail biting
8) Temper tantrum can occur in the situations like ( )
a) Showing love and affection
b) Parent’s refusal to a grant request

103
 c) Correcting the misbehaviour
d) Acceptance of the request of child
9) Enuresis means ( )
a) Voluntary voiding of urine
b) Irregular voiding of urine
c) Involuntary voiding of urine
d) Retention of urine
10) Breath- Holding attacks lasts for ( )
a) 5 or 6 minutes
b) 1 or 2 minutes
c) 10-15 minutes
d) 30 minutes
11) Complication of thumb sucking ( )
a) Malalignment of teeth
b) Facial palsy
c) Convulsion
d) Hyperventilation
12) Associated problem of pica ( )
a) Gastritis
b) Facial paralysis
c) Intestinal parasitosis
d) Facial gesture
13) Identify the tics by ( )
a) Involuntary movements of face and neck
b) Voluntary movements of hands
c) Involuntary movements of feet
d) Voluntary movements of body
14) Characteristics of Attention deficit disorders ( )
a) Learning disability
b) Walking disability
c) Sleeping problem
d) Speech problem

104
15) Stuttering means ( )
a) Good flow of speech
b) Interruption in flow of speech
c) Hurried speech
d) Delayed speech
16) Contributing factor of school phobia ( )
a) Organic cause
b) Anxiety about maternal separation
c) Frustration
d) Unconscious anger
17) Somnambulism refers to ( )
a) Sleep talking
b) Night terrors
c) Teeth grinding
d) Sleep walking
Section C: - Management and prevention of behavioural problem
18) Therapy for managing behaviour problem ( )
a) Behavioural therapy
b) Diet therapy
c) Drug therapy
d) None of the above
19) Enuresis treated by ( )
a) Advising the child
b) Counselling the parents
c) Correction of organic causes
d) Punishment and criticism
20) Drug therapy for enuresis ( )
a) Anticonvulsants
b) Tricyclic antidepressants
c) Broad spectrum antibiotics
d) Antacids
21) Pharmacologic treatment for attention deficit disorder ( )

105
 a) Immunosuppressive drugs
b) Steroid therapy
c) Central nervous system stimulants
d) Bronchodilators
22) Manage ineffective coping by ( )
a) Discussing feeling with chid
b) Relaxation techniques
c) Resolving
d) Consoling
23) Establish self-esteem by ( )
a) Sincere encouragement or appraisal by parents
b) Over protecting the child
c) Expressing anger by parents
d) Discourage verbalization of feelings
24) Management of impaired social interaction is ( )
a) Listen to expression of feeling
b) Discuss thought and feeling of child
c) Point out recognized modification behaviour
d) Listen, discuss and modify the feeling of child
25) Control the violence by ( )
a) Punishing when they are violent
b) Developing calm and quiet environment
c) Extinction when they are violent
d) Advice to avoid violence
26) The aim of Group based parenting program is ( )
a) To promote the health of child
b) To promote health of parents
c) The change the misbehaviour
d) To educate parents to fulfil their parenting role
27) Frustration or stress reducing technique ( )
a) Expressing their feelings/burn -out
b) Punishment

106
 c) Criticism
d) Showing anger
28) Crucial event in psychosocial development of child ( )
a) Learning play activities
b) Learning to discuss feelings
c) Learning self-control
d) Learning to show anger
29) The technique used to reduce behavior problem ( )
a) Selective ignoring
b) Motivators
c) Negotiation
d) All the above
30) Behavioural problems not treating, it may lead to ( )
a) Damage the normal body growth
b) Damage inter personal relationship with family and society
c) Affect nutritional balance of body
d) None of the above

107
 SCORING KEY FOR STRUCTURE QUESTIONNAIRE

Question No.( SCORING Question No.( SCORING Correct Responses

Correct Responses
KEY) KEY)

1 b 16 b

2 c 17 d

3 a 18 a

4 d 19 c

5 b 20 b

6 c 21 c

7 a 22 a

8 b 23 a

9 c 24 d

10 b 25 b

11 a 26 d

12 c 27 a

13 a 28 c

14 a 29 d

15 b 30 b

108
 ANNEXURE – IX

BLUE PRINT OF THE TOOL ON KNOWLEDGE REGARDING

BEHAVIOURAL PROBLEM AMONG CHILDREN

Sl.no Domains Questions Total Percentage

1 Meaning and etiology 1-4 4 13.3%

of behavioral problems
among children

2 Classification and 5-17 13 43.3%

symptoms of
behavioral problems

3 Management and 18-30 13 43.3%

prevention of
behavioral problem
among children

Total 30 30 100%

109
 ANNEXURE- X

STRUCTURED TEACHING PROGRAMME ON BEHAVIORAL

PROBLEMS OF CHILDREN

110
 STRUCTURED TEACHING PROGRAMME ON BEHAVIORAL PROBLEMS OF CHILDREN

CONTENT OF TEACHING OUTLINE

RESPONDENT : Mothers.

SUBJECT : Pediatric Nursing

TOPIC : Behavioral problems of children

DATE : 24-11-2011

DURATION : 1 Hour

PLACE : Subhash Medical Centre and Mysore-Road Hi-Tech Hospital

METHOD OF TEACHING : Lecture cum discussions

TEACHING AIDS : Charts, Hand out, O.H.P and Model

MEDIUM OF INSTRUCTION : English

111
GENERAL OBJECTIVES

The mothers of 1-12 years of children will gain adequate knowledge on behavioral problems of children

SPECIFIC OBJECTIVES

At the end of the teaching program, mothers will be able to

introduce the topic

define the behavioral problem

explain the causes and accelerated factors of behavioral problems

describe the common behavioral problems

mention the manifestation of behavioral problems

explain the management of behavioral problems

describe the preventive measures of behavioral problems

112
sl.no Time Specific Content Teachers A V aids Evaluation
objective and learner
activity

1 2mts INTRODUCTION Lecture

Infancy and childhood are of paramount importance in

determining and patterning the future behavior and character of
the children.Chilhood is the period of dependency. Gradually
children learn to adjust in the environment. But when there is
any complexity around them they cannot adjust with their
circumstances. Then they become unable to behave in the
socially acceptable way and behavior problems develop with
them. Behavior problems are common child health problem
mainly due to the disturbance in family relationship, inadequate
parent child interaction, broken family, lack of education etc.

DEFINITION
2 3mts Students Explaining Black What you
will be able Behavior refers to the actions of a system or organism, usually and board understand
to define in relation to its environment, which includes the other systems listening by the term
behavioral or organisms around as well as the physical environment. behavioral
problem Reactions are not up to the expectation of parents and society. problems?

113
 Behavioral problems are a wide variety of behaviors
shown by the child which create problems to the parents, family
members and society.
3 2mts Students Explaining Black In which age
INCIDENCE
will be able and board group
to mention The worldwide morbidity due to behavioral problems has been listening behavioral
the more widely examined in developed countries with an overall problems are
incidence prevalence of around 12%. But it is more increased in common?
developing countries due to urbanization and industrialization.7
In general child population the prevalence of
behavioural problems has been estimated at between 3% and
6% and higher incidence among preschool children from low-
income families that is 30%.
Lecture cum
Students CAUSES Charts, What are the
4 5mts Discussion
will be able OHP main causes
to describe Behavioral disorders are caused by multiple factors. No single of behavioral
the causes event is responsible for this condition. The important problems?
contributing factors are :

Faulty parental attitude

Over protection, dominance, un realistic, expectation,

114
over criticism, under discipline or over discipline, parental
rejection, disturbed parent child interaction, broken family etc
are responsible factors for development of behavioral problems.

Inadequate Family Environment

Poor economical status, cultural pattern, family habits,

child rearing practices, superstition, parent’s mood and job
satisfaction, parental illiteracy etc. influence on child’s
behavior.

Mentally and Physically Sick or Handicapped Conditions

Children with sickness and disability may have

behavioral problems. Chronic illness and prolonged
hospitalization can lead to this problem.

Influence of Social Relationship

Maladjustment at home and school, disturbed

relationship with neighbors, school teachers, school mates and
playmates, favoritism, punishment etc. may predispose to
behavioral problems.

Influence of mass media

115
 Television, radio, periodicals and high-tech
communication system affect school children leading to conflict
and tension

Influence of social change

Social unrest, violence, unemployment, change in value

orientation, group interaction and hostility, frustration,
economic insecurity etc., affect older children.

COMMON BEHAVIOR PROBLEMS OF CHILDREN

5 35mts Students FROM 1-12YEARS Lecture cum Flash What are the
will be able Discussion cards,cha common
to explain Common behavior problems of childhood are: rts,OHP behavioral
about the ™ Temper tantrum problems in
common children?
™ Breath –holding spell
behavioral
problems ™ Thumb sucking and Nail-biting

™ Enuresis and Encopresis

™ Pica and Tics

™ Speech problems and Sleep disorders

116
 ™ School phobia

™ Attention deficit hyperactivity Disorders

Temper Tantrum

It is a sudden outburst of or violent display of anger,

frustration, and bad temper as physical aggression or resistance.
It occurs in maladjusted children. It is normal in toddler, may
continue to pre-school and become severe indicating the low
frustration tolerance it’s found usually in boys, single child,
pampered child.

Associated factors

• Frustration

• Insecurity

• Anger

117
 • Conflict

Manifestation

• Biting

• Kicking

• Throwing objects

• Hitting

• Crying

• Rolling on floor

• Banging limbs

118
Management

9 If temper tantrum continues, the child needs

professional help\p from the child guidance clinic.

9 Parent should provide alternative activity at that time.

9 Parent should explain the child that the angry feeling is

normal but controlling anger is an important aspect of
growing up.

9 The child should be protected from self-injury or from

doing injury to others.

9 Frustration can be reduced by calm and loving approach

9 After the temper tantrum is over the child’s face and

hands should be washed and play materials to be
provided for diversion.

Breath holding spell

It may occur in children between 6 months to 5 years of age .It

is observed in responses to frustration or anger during
disciplinary conflict.

Manifestations

• Violent crying

• hyper ventilation

119
 • sudden cessation of breathing on expiration

• cyanosis and rigidity

• Attack last for one or two minutes, then glottis relax and
breathing resumes.

Management

9 Parents and family members become very anxious with

the attack. Attempt to prevent spells is usually not
success full.

9 Parents need assurance about the harmless effect of the

attach and should be tolerant, calm and kind.

9 Identification and correction of precipitating factors are

essential approach.

Thumb-sucking

Thumb sucking or finger sucking is a habit disorder due

to feeling of in-security and tension reducing activities. If it
continues beyond 4 years of age then complication may arise
as malocclusion and malignant of teeth, difficulty in
mastication and swallowing. If the child develops thumb
sucking at the age of seven or eight years ,it indicate sign of
stress.

120
Associated factors

• Poor breast feeding

• Tiredness, feeling of bore , frustrated

Complications

• Deformity of thumb

• Facial distortion

• Speech difficulties

• Gastro intestinal tract infections

Management

9 Parents and family members need support and to be

advise not to become irritable, anxious and tense.

9 Praising and encouraging child for breaking the habit

are very useful

9 Distraction during bored time or engaging the thumb or

finger for other activity to be practiced to keep the hand
busy.

121
Nail Biting

It is a bad oral habit especially in school age children

beyond 4 years of age. It is sign of tension and self-punishment
to cope with the hostile feeling towards parents. It may occur as
imitating the parents who is also a nail biter. It may continue up
to adolescence.

Accelerated factors

• Feeling of insecurity

• Conflict

• Hostility.

Manifestation

• Damage of cuticle or skin margins of nail bed or

surrounding tissue.

Management

9 The cause of nail biting to be identified by the parents

with the help of clinical psychologist and steps to be
taken to remove the habit.

122
 9 The child should be praised for well-kept hand.

9 The child’s hand to be kept busy with creative activities

or play. Punishment to be avoided.

Enuresis or bedwetting

Enuresis is the repetitive involuntary passage or urine at

in appropriate place especially at bed, during night time,
beyond the age of 4 to 5 years. It is found in 3 to 10 % of school
children.

Associated factors

• Small bladder capacity

• Improper toilet training

• Organic causes like spinabifida

• Neurogenic bladder

• Juvenile diabetes mellitus

• Seizure disorders

123
Manifestation

• Involuntary passage of urine

• Irritable

Management

9 Assessment of exact cause is very essential

9 The organic causes are managed with specific treatment

9 Non-organic causes to be manage primarily with

emotional support to the child and parents.

9 The child needs reassurance, restriction of fluid after

dinner, voiding before bet time and arising the child to
void, once or twice, three to four hours later.

9 Parent should encourage and reward the child for dry

nights

9 Drug therapy with tricyclic antidepressant.

9 Condition therapy by using electric alarm bell mattress.

9 Supporting psychotherapy.

Encopresis

It is a passage of feces into inappropriate places after the

124
age of five years, when the bowel control is normally achieved.
It is more serious form of emotional disturbance due to un
conscious anger, stress and anxiety.

Associate factors

• chronic constipation

• parental over concern

• over aggressive toilet training

• Toilet fear, attention deficit disorders.

Manifestation

• Passage of feces into inappropriate places

• Poor school attendance

Management

9 Assessment of this condition includes history of bowel

training , use of toilets and associated problems

9 Help the child in establishment of regular bowel habit,

bowel training, dietary intake of roughage and adequate
fluid.

125
 9 Parental support ,reassurance and counseling from
psychologist

Geophagia or Pica

Pica is a habit disorder of eating non edible substances

such as clay, paints, chalk, pencil, plaster from wall, earth, scalp
hair etc. It is normal at the age of 2 years. If it persists after 2
years of age of age it may be due to the parental neglect, poor
attention of care giver, inadequate love and affection etc. It is
common in poor socio-economic family and in malnourished
and mentally subnormal children.

Associated factors

• Intestinal parasitosis

• Lead poisoning

• Vitamins and mineral deficiency

Manifestations

• Trichotillomania

• Trichobezoar

126
 • Eating of clay, paints, chalk and earth.

Management

9 Psychotherapy of the child and parents.

9 Associated problems should be treated with specific

management

Tics or Habit spasm

Tics are sudden abnormal involuntary movements. It is

repetitive purposeless rapid stereotype movements of striated
muscles mainly of the face and neck. Tics occur most often in
school children for discharge of tension in maladjusted
emotionally disturbed child. It is out let of suppressed anger and
worry for control of aggression.

Associated factors

• Genetic problem

Manifestations

• Tics can be motor or vocal tics.

• Motor tics can be found as:

127
 • Eye blinking,

• Grimacing

• shrugging shoulder

• Tongue protrusion and facial gesture.

• Vocal tics are found as:

• Throat clearing

• Coughing

• Barking

• Sniffing.

Management

9 Behavior therapy and counseling

9 Drug therapy with haloperidol group drugs

Speech Problems

Speech disorders are common in childhood. These can be found

as disturbances of voice, articulation and fluency. The common
speech problems are stuttering or stammering, cluttering,

128
delayed speech, dyslalia etc.

Stuttering or stammering is a fluency disorder begins

between the age group of 3-5years probably due to adjust with
environment and emotional stress.

Cluttering is characterized by unclear and hurried

speech in which words tumble over each other. There are
awkward movement of hands, feet and body.

Delayed speech beyond 3-3.5 years can be considered as

organic causes like mental retardation, infantile autism, hearing
defects or severe emotional problems.

Dyslalia is the most common disorder or difficulty in

articulation. It can be caused by abnormalities of teeth, jaw or
palate or due to emotional deprivation.

Associated factors

• Hearing defect

• Cleft lip and cleft palate

• Cerebral palsy

• Dental mal occlusions

129
 • Facial and bulbar paralysis

Manifestations

• Interruptions in the flow of speech

• Hesitations

• Spasmodic repetitions

• Prolongation of sounds

• Unclear and hurried speech

• Awkward movements of hand, feet and body

• Poorly organized personality

Management

9 Management of stuttering include behavior modification

and relaxation therapy

9 The child should be reassured and help in breath control

exercise and speech therapy

9 Management of cluttering need psycho therapy

9 Management of dyslalia include treatment of structural

abnormalities and speech therapy

130
 9 The parent should be informed about the modification of
family environment and correction of deprivation.

Sleep disorders

Sleep disorders are common in children with anxiety,

tension and over activity. These are present with or without
physical symptoms of behavioral disorders. The common sleep
problems are difficulty to fall asleep, night mares, night terrors,
sleep walking( somnambulism),sleep talking(somililoquy),
bruxism(teeth grinding) etc.

In night mares the child awakens from a frightening bad

dream and is conscious of surroundings. In night terrors, the
child awakens during sleep, sits up with screaming and terrified
to recognize the surroundings and after sometimes sleep again.

Management

9 The child should have light diet in dinner and pleasant

stories or scene at bed time.

9 Parent should allow relax comfortable bed and

emotionally healthy environment to the child.

131
 9 In case of sleep walking, door and windows to be kept
closed and dangers objects to be removed.

9 In prolonged problems consultation with doctors and

psychologists is essential for drug therapy and
psychotherapy.

School phobia or School refusal

It is a persistent and abnormal fear of going to school. It

is common in all social age groups. It is an emotional disorder
of the children who are afraid to leave the parents, especially
the mother and prefer to remain at home and refuse to go to
school absolutely. It is a symptom of crisis situation of
developmental stages and ‘cry for help’, which needs special
attention.

Associated factors

• Anxiety about maternal separation

• Over indulgent

• Intellectual disability

• Teasing by other students

132
 • Unhygienic environment

• Fear of examination

Manifestations

The child may complain of:

Recurrent physical complaints like abdominal pain, headaches,

which subside, if the child is allowed to remain in the home.

Management

9 Habit formation for regular school attendance ,play

section and other recreational activities

9 Assessment of health status of the child to detect any

health problems for necessary interventions

9 Family counseling

Attention Deficit Disorders

Attention deficit disorders (ADD) are learning

disabilities can be related to CNS dysfunction or due to
presence of psycho educational determinants. It is usually

133
associated with hyper activity and known as hyperactive
attention deficit disorders.

Associated factors

• Prematurity

• brain damage due to infections or injury

• Interaction between genetic and psychosocial factors.

Manifestations

• Combinations of reading arithmetic disability

• Impaired memory

• Poor language and speech development

• Inappropriate understanding of spoken words

• Over active, aggressive, excitable ,impulsive and

inattentive

• Poorly develop social relationship and adjustment

134
 management

9 Management is done by team approach including

pediatrician, psychologist ,psychiatrist, Pediatric nurse
specialist, school health nurse ,teachers , social workers
and parents

9 Behavior modifications, counseling and guidance of

parents and appropriate training and education of child

9 Drug therapy to improve CNS dysfunction or other

associated problems

6 10mts Students PREVENTION OF BEHAVIORAL PROBLEMS Lecture cum Black Explain

will be able discussion board about the
to explain Behavioral problems can be prevent by group based preventive
preventive parenting programs, educate the parents about the techniques to measures?
measures mold the behavior of the children etc.

Group-based parenting programs

Group-based parenting programs aim to support, educate and

train careers to fulfill their parenting role effectively. There is
wide variation in the style, structure and content of parenting

135
initiatives in the UK. Programs range from those that aim to
support parents in general to cope better with raising a child, to
those that work with parents facing specific difficulties.
Different types of parenting programs are available from health,
community education, probation and social services, and from
voluntary and private sector organizations.

10 Techniques to Shape Children's Behavior

"Undesirable behavior" -->Shaping means providing the child

with cues and reinforcements that direct them toward desirable
behavior. The main ways to shape a child's behavior are
through:

• Discipline & Behavior

• praise

• selective ignoring

• time-out

• consequences

• motivators

• reminders

• negotiation

136
 • withdrawing privileges

• humor

Behavioral modification is the best technique for managing the

behavioral problems.

SUMMARY

It is important to realize that all children go through periods of

behavioral and/or emotional difficulty. It is also important to
recognize that all children are individuals; therefore there is no
universal formula for resolving all emotional or behavioral
problems. Within the next little while, hopefully, I can begin to
offer some insight to recognizing children with difficulties and
offer some suggestions to help you, as Leaders find the right
approach to aid them.

CONCLUSION

Behavior is the way in which someone or something behaves.

In children behavioral disorders are developed from the home
environment, school environment and by the social group
environment by which child belongs to passes the most time.

137
Children are the asset of our society, so it is important that
children should have normal growth and development and
behavioral pattern.

BIBILIOGRAPHY

Dorothy R Marlow and Barbara A Redding,“Text book of

pediatric Nursing”, 6th edition,published by Elsevier. Page no.

49, 733-735, 1095.

Parul Dutta, “Pediatric Nursing “ 2nd edition, Published by

Jaypee Publishers. Pg No. 186-190.

138
 £ÀªÄÀ Æ£É-J2

¦æAiÀÄ ¸ÀàzsÁðyðUÀ¼ÉÃ,

¤ªÀÄUÉ PÉÆnÖgÀĪÀ ¥Àæ±ÁߪÀ½AiÀÄ°è 2 ¨sÁUÀUÀ½zÀÄÝ, EªÀÅUÀ¼À°è J¯Áè ¥Àæ±ÉßUÀ½UÉ ¤ÃªÀÅ

GvÀÛj¸À¨ÉÃPÁUÀÄvÀÛzÉ. ºÁUÀÆ ¤ÃªÀÅ PÉÆlÖ ªÀiÁ»wAiÀÄ£ÀÄß (GvÀÛgÀUÀ¼À£ÀÄß) UÉÆÃ¥ÀåªÁVqÀ ¯ÁUÀÄvÀÛzÉ.

¤ªÀÄUÉ ¸Àj J¤¹zÀ GvÀÛgÀUÀ¼À ªÀÄÄAzÉ ¸Àj (√) UÀÄgÀÄw¹ ¥À±

æ ÉßAiÀÄÛ §® ¥ÀPÀÌzÀ°ègÀĪÀ
PÁ®A£À°è £ÀªÀÄÆ¢¸À¨ÉÃPÁUÀÄvÀÛzÉ.

¥Àæ±ÁߪÀ½AiÀÄ ¨sÁUÀUÀ¼ÀÄ :

¨sÁUÀ – 1 - EzÀgÀ°è 10 ¥Àæ±ÉßUÀ½zÀÄÝ, EªÀÅUÀ¼ÀÄ

¨sÁUÀ – 2 - F ¨sÁUÀªÀÅ 30 ¥À±

æ ÉßUÀ½UÉƼÀUÉÆArzÀÄÝ, ¸ÀA§A¢ü¹zÀªÁVgÀÄvÀÛªÉ.

KPÀ® «¨sÁUÀ ¥ÀoÀåPÀæªÀÄ ¥Àæ±ÉßUÀ¼À ¸ÀASÉå CAPÀUÀ¼ÀÄ

«¨sÁUÀ – J £ÀqÀªÀ½PÉAiÀÄ CxÀð ªÀÄvÀÄÛ PÁgÀtUÀ¼ÀÄ. 1 – 4 4

£ÀqÀªÀ½PÉAiÀÄ ªÀVÃðPÀgÀt ªÀÄvÀÄÛ

«¨sÁUÀ – © 5 – 17 13
CzÀgÀ UÀÄt®PÀëtUÀ¼ÀÄ.

«¨sÁUÀ - ¹ £ÀqÀªÀ½PÉAiÀÄ ¤ªÁj¸ÀĪÀ PÀæªÀÄUÀ¼ÀÄ

¨sÁUÀ -1

ºÉ¸ÀgÀÄ :

1) vÁ¬ÄAiÀÄ ªÀAiÀĸÀÄì ( )

J) 20 ªÀAiÀĹìVAvÀ PÀrªÉÄ

©) 20 jAzÀ 25 ªÀµÀð

¹) 26 jAzÀ 30 ªÀµÀð

139
 r) 31 ªÀµÀðzÀ ªÉÄîàlÄÖ

2) zsª
À ÄÀ ð ( )

J) »AzÀÆ

©) ªÀÄĹèA

¹) Qæ²ÑAiÀÄ£ï

3) vÁ¬ÄAiÀÄ ±ÉÊPÀëtÂPÀ CºÀðvÉ ( )

J) C£ÀPÀëgÀ¸ÀÜgÀÄ

©) ¥ÁæxÀ«ÄPÀ ²PÀët

¹) ªÀiÁzsÀåªÀÄPÀ ²PÀët

r) ¥ËæqÀs ²PÀët

E) ¥ÀzÀ« ¥ÀǪÀð

J¥sï) ¥ÀzÀ«

f) ¸ÁßvÀPÉÆÃvÀÛgÀ

4) vÀAzÉAiÀÄ ±ÉÊPÀëtÂPÀ CºÀðvÉ ( )

J) C£ÀPÀëgÀ¸ÀÜgÀÄ

©) ¥ÁæxÀ«ÄPÀ ²PÀët

¹) ªÀiÁzsÀåªÀÄPÀ ²PÀët

r) ¥ËæqÀs ²PÀët

E) ¥ÀzÀ« ¥ÀǪÀð

J¥sï) ¥ÀzÀ«

f) ¸ÁßvÀPÉÆÃvÀÛgÀ

5) vÁ¬ÄAiÀÄ ªÀÈwÛ ( )

J) UÀȺÀ¸ÉÜ

©) ¸ÀPÁðj ¸ÉêÉ
140
 ¹) SÁ¸ÀV ¸ÉêÉ

r) EvÀgÉ

6) vÀAzÉAiÀÄ ªÀÈwÛ ( )

J) ¸ÀPÁðj ¸ÉêÉ

©) SÁ¸ÀV ¸ÉêÉ

¹) EvÀgÉ

7) ªÀÄ£É EgÀĪÀ ¸ÀܼÀ / ªÁ¹¸ÀĪÀ ¸ÀܼÀ ( )

J) UÁæ«ÄÃt ªÁ¹

©) £ÀUÀæ ªÁ¹

8) PÀÄlÄA§zÀ «zsÀ ( )

J) «¨sÀPÀÛ PÀÄlÄA§

©) C«¨sÀPÀÛ PÀÄlÄA§

9) PÀÄlÄA§zÀ ªÀiÁ¹PÀ DzÁAiÀÄ ( )

J) ªÀÄÆgÀÄ ¸Á«gÀ gÀÆ¥Á¬ÄUÀ½VAvÀ PÀrªÉÄ

©) 3000 ¢AzÀ 5000

¹) 5000 QÌAvÀ ªÉÄîàlÄÖ

10) ºÉjUÉAiÀÄ ¸ÀASÉå (Cougar This) ( )

J) ªÉÆzÀ® ¨Áj

©) JgÀqÀ£Éà ¨Áj

¹) ªÀÄÆgÀÄ ªÀÄvÀÄÛ ªÉÄîàlÄÖ

¨sÁUÀ -II

¨sÁUÀ – J £ÀqÀªÀ½PÉAiÀÄ CxÀð ªÀÄvÀÄÛ PÁgÀtUÀ¼ÀÄ.

1) £ÀqÀªÀ½PÉAiÀÄ CxÀð JAzÀgÉ K£ÀÄ ? ( )

141
 J) ªÀQæÃPÀgÀtªÁzÀ ¸ÁzsÀgÀÆ zÉÊ»PÀ ¨É¼ÀªÀtÂUÉUÉ

©) ¸ÀªÀiÁdzÀ £ÀqÀªÀ½PÉ ªÀQæÃPÀgÀt

¹) ¸ÀªÀiÁdzÀ DzÀ±ÀðUÀ¼À£ÀÄß ¥Á°¸ÀĪÀÅzÀÄ.

r) zÉúÀzÀ°è DºÁgÀzÀ PÉÆgÀvÉ

2) ªÀÄPÀ̼À ªÉÄÃ¯É £Àqª

À ½
À PÉAiÀÄ ¥À¨
æ Ás ªÀ ºÉÃUÉ

©ÃgÀÄvÀÛzÉ ? ( )

J) ¸ÀªÀiÁ£ÀªÁzÀ ªÀAiÀĸÀÄì

©) PÀÄlÄA§zÀ ¸ÀzÀ¸ÀågÀÄ

¹) ªÉÄð£À J¯Áè GvÀÛgÀUÀ¼ÀÄ

r) AiÀiÁªÀÅzÀÆ E®è

3) ¥ÀæPÀÈwAiÀÄÄ ªÀÄPÀ̼À £ÀqÀªÀ½PÉAiÀÄ vÉÆAzÀgÉAiÀÄ ªÉÄÃ¯É ºÉÃUÉ ¥Àæ¨sÁªÀ ©ÃgÀÄvÀÛzÉ. ( )

J) ¥Àj¸ÀgÀzÀ ¨É¼ÀªÀtÂUÉUÉ PÀÄApvÀ

©) ¸ÀªÀiÁdzÀ eÉÆvÉUÉ ¸ÀjAiÀiÁzÀ ¸ÀA§AzsÀ ¨É¼À¸ÀĪÀÅzÀÄ

¹) zÉúÀzÀ ¨É¼ÀªÀtÂUÉUÉ ºÉÆAzÁtÂPA

É iÀiÁUÀĪÀÅzÀPÉÌ PÀÄApvÀªÁVzÉ.

r) ¸Áé¨Ás ¯ÁA§£É ¨É¼ÀªÀtÂUÉUÉ

4) £ÀqÀªÀ½PÉ vÉÆAzÀgÉUÉ PÁgÀtUÀ¼ÀÄ. ( )

J) PÀÄlÄA§zÀ ¥Àj¸ÀgÀ ¸Àj¬Ä®è¢gÀĪÀÅzÀÄ

©) zÉÊ»PÀ ªÀÄvÀÄÛ ªÀiÁ£À¹PÀ gÉÆÃUÀ

¹) ¸ÀªÀiÁdzÀ ¸ÀA§AzsÀ

r) ªÉÄð£À J¯Áè

142
 ¨sÁUÀ-© £ÀqÀªÀ½PÉ vÉÆAzÀgÉAiÀÄ UÀÄt®PÀëtUÀ¼ÀÄ ªÀÄvÀÄÛ ¨sÁUÀUÀ¼ÀÄ.

5) ¸ÁªÀiÁ£Àå £ÀqÀªÀ½PÉ vÉÆAzÀgÉ F ªÀAiÀĹì£À°è 1-3 ªÀµÀðzÀ ªÀÄPÀ̽UÉ.

( )

J) ºÀ¹ªÁUÀzÉ EgÀĪÀÅzÀÄ, ºÉÆmÉÖ£ÉÆêÀÅ, ¨sA

À iÀÄ.

©) G¹gÁlzÀ vÉÆAzÀgÉ, ªÀiÁ£À¹PÀ vÉÆAzÀgÉ

¹) ¨ÉgÀ¼ÀÄ aÃ¥ÀŪÀÅzÀÄ, PÉÊPÀZÀÄѪÀÅzÀÄ ªÀiÁw£À vÉÆAzÀgÉUÀ¼ÀÄ.

r) ±Á¯ÉAiÀÄ ¨sÀAiÀÄ, zÀª

æ ÀåzÀ zÀÄgÀÄ¥ÀAiÉÆÃUÀ.

6) ¥ÁæxÀ«ÄPÀ ªÀÄPÀ̽UÉ £ÀqÀªÀ½PÉ vÉÆAzÀgÉUÀ¼ÀÄ.

( )

J) ¨ÉgÀ¼ÀÄ aÃ¥ÀŪÀÅzÀÄ, ºÉÆmÉÖ £ÉÆêÀÅ

©) ±Á¯ÉAiÀÄ ¨sÀAiÀÄ, ªÁå¸ï¨ÉñÀ£ï

¹) gÁwæAiÀÄ ªÉüÉAiÀÄ°è ¨ÉgÀ¼ÀÄ PÉÊ PÀZÀÄѪÀÅzÀÄ

r) z˻
æ ÀåzÀ ªÀÄgÀÄ¥ÀAiÉÆÃUÀ G¹gÁlzÀ vÉÆAzÀgÉ ºÉZÁÑV ¨sÀAiÀÄ.

7) ªÀÄPÀ̼ÄÀ 6-12 F ªÀAiÀĸÀì£ÄÀ ß £ÀqÄÀ ªÀ½PÉAiÀÄ vÉÆAzÀgÉ. ( )

J) ±Á¯ÉAiÀÄ ¨sÀAiÀÄ, UÀªÀÄ£À, D¸ÀQÛAiÀÄ vÉÆAzÀgÉ.

©) ¨Á® PÁ«ÄðPÀgÀÄ, ªÀiÁå¸ÀÖgï¨ÉøÀ£ï PÉlÖ DºÁgÀ

¹) ªÀÄÆPÀæ, ªÀÄtÄÚ w¤ßªÀÅzÀÄ

r) CwAiÀiÁzÀ DºÁgÀ, ¨ÉgÀ¼ÀÄ PÀZÀÄѪÀÅzÀÄ.

8) AiÀiÁªÀ ¸ÀªÀÄAiÀÄzÀ°è ( )

J) CwAiÀiÁzÀ ¦æÃw ªÀÄvÀÄÛ DPÀµÀðuÉ

©) ¥ÉÇõÀPÀgÀÄ ªÀÄPÀ̼À£ÀÄß vÀåf¸ÀĪÀÅzÀÄ

¹) PÉlÖ £ÀqÀªÀ½PÉAiÀÄ£ÀÄß ¸Àj¥Àr¸ÀĪÀÅzÀÄ

r) ªÀÄPÀ̼À D¸ÉAiÀÄ£ÀÄß M¦àPÉƼÀÄîªÀÅzÀÄ.

9) J£Á¹¸ï JAzÀgÉ ( )

143
 J) ¸Áé¯ÁA¨sÀ£ÉAiÀiÁV ªÀiÁvÀæ ªÀiÁqÀĪÀÅzÀÄ

©) ¤gÀAvÀgÀ «Äèr ªÀÄÆvÀæ ªÀiÁqÀĪÀÅzÀÄ

¹) ªÀÄ® ªÀÄÆvÀæªÀ£ÀÄß vÀqÉUÀlÖ®Ä DUÀĪÀÅ¢®è

r) ªÀÄ® ªÀÄÆvÀª
æ À£ÀÄß ¸ÀAUÀæºÀuÉ ªÀiÁqÀĪÀÅzÀÄ.

10) G¹gÁl »rvÀ PÉÆ£ÉAiÀiÁUÀĪÀÅzÀÄ AiÀiÁªÁUÀ. ( )

J) 5 CxÀªÁ 6 ¤«ÄµÀ

©) 1 jAzÀ 2 ¤«ÄµÀ

¹) 10 ¤«ÄµÀ

r) 30 ¤«ÄµÀ

11) ºÉ¨ÉâgÀ¼ÀÄ ¨ÉÃ¥ÀðqÀĪÀÅzÀjAzÀ vÉÆAzÀgÉU¼

À ÁªÀŪÀÅ ? ( )

J) ºÀ®ÄèUÀ¼ÀÄ PÉgÉPÀlÄÖvÀÛªÉ.

©) ªÀÄÄR HzÀĪÀÅzÀÄ

¹) ¦ümïì §gÀĪÀÅzÀÄ

r) ºÉaÑ£À G¹gÁlªÁqÀÄ«PÉ.

12) AiÀiÁªÀ AiÀiÁªÀ vÉÆAzÀgÉUÀ¼ÀÄ DVzÀÝªÉ ¦üÃPÁ¢AzÀ ( )

J) £Á°UÉ ¸À¨ÀA
s ¢¸ÀÄvÀÛzÉ

©) ªÀÄÄRzÀ £ÀgÀUÀ¼ÀÄ ¸ÀxÀé PÀ¼ÉzÀÄPÉƼÀÄîvÀÛªÉ

¹) ªÀÄÄRzÀ £ÀgÀUÀ¼ÀÄ ¸ÀvÀé PÀ¼ÉzÀÄPÉƼÀÄîvÀÛªÉ.

r) EAl¸ÉÊ£À¯ï ¥ÁgÀ¹¸Éʹ¸ï

E) ªÀÄÄRzÀ°è PÁå¸ÀZÀgï

13) ºÉÃUÉ »¢ »rAiÀÄĪÀÅzÀÄ nPïì£ÀÄß ( )

J) vÀqɬĮèzÀ ªÀÄÄR ªÀÄvÀÄÛ PÀwÛ£À°è ZÀ°¸ÀĪÀÅzÀÄ.

©) ZÀ°¸ÀĪÀÅzÀÄ PÉÊUÀ¼ÀÄ AiÀiÁªÀÅzÉà ¤§ðAzsÀ«®è

¹) vÀqɬĮèzÉ eÁ®ÄUÀ¼ÀÄ ZÀ°¸ÀĪÀÅzÀÄ

144
 r) zÉúÀzÀ ZÀ®£É vÀ£Àß vÀ£ÁßV ¤¨sÀðAzsÀ«®èzÉ

14) AiÀiÁªÀÅ AiÀiÁªÀŪÀÅ C¹Û£À PÉÆgÀvU

É ¼
À ÄÀ ? ( )

J) ¨É¼ÀªÀtÂUÉAiÀÄ PÉÆgÀvÉ

©) £ÀqÉAiÀÄĪÀ PÉÆgÀvÉ

¹) ¤zÉÝAiÀÄ PÉÆgÀvÉ

r) ªÀiÁvÀ£ÁqÀĪÀ vÉÆAzÀgÉ.

15) ¸ÀÆÌljAUï «ÄAzÀ¯É ( )

J) ZÉ£ÁßV ªÀiÁvÀ£ÁqÀĪÀÅzÀÄ

©) ªÀiÁvÀ£ÁqÀĪÁUÀ ¸Àé®à vÉÆAzÀgÉ

¹) ¨ÉÃUÀ ¨ÉÃUÀ ªÀiÁ£ÁqÀĪÀÅzÀÄ

r) vÀqÉAiÀiÁV ªÀiÁvÀ£ÁqÀĪÀÅzÀÄ.

16) ±Á¯ÉAiÀÄ ¨sÀAiÀÄPÉÌ AiÀiÁªÀ CAPÀU¼

À ÀÄ ºÉÆAzÁUÀÄvÀÛªÉ. ( )

J) DgïPÁ¤PÀ PÁgÀt

©) PÉÆÃ¥ÀUÀ¼ÀÄ ªÀÄvÀÄÛ vÁ¬Ä¬ÄAzÀ ¨sÉÃ¥Àðr¸ÀĪÀÅzÀÄ

¹) ¨sÀAiÀÄA

r) eÁk£À«®èzÀ eÁwlÄÖ

17) ¸ÀA¨ï £ÁªÀÄ°ÃdA JAzÀgÉ ( )

J) ¤zÉÝAiÀÄ°è £ÀqÉAiÀÄĪÀÅzÀÄ

©) ¤zÉÝAiÀÄÆ PÀ¼ÀîgÀÄ

¹) ºÀ®Äè PÀrAiÀÄĪÀÅzÀÄ

r) ¤zÉÝAiÀÄ°è £ÉqÉAiÀÄĪÀÅzÀÄ.

¨sÁUÀ - ¹ ¥ÀjªÀvÀð£É ªÀÄvÀÄÛ vÀqÉUl

À ÄÖªÀ ¨É¼ÀªÀtÂUÉAiÀÄ vÉÆAzÀgÉ.

18) AiÀiÁªÀ vÀgÀ¨ÉÃwAiÀÄ£ÀÄß ¨É¼ÀªÀtÂUÉAiÀÄ°è vÉÆAzÀgÉ M¼ÀUÁUÀÄvÁÛgÉ. ( )

145
 J) ¨É¼ÀªÀtÂUÉAiÀÄ vÀgÀ¨ÉÃw

©) DºÁgÀ vÀgÀ¨ÉÃw

¹) ªÀiÁvÉæUÀ¼À vÀgÀ¨ÉÃw

r) ªÉÄð£ÀªÀÅUÀ¼À°è AiÀiÁªÀÅzÁzÀgÀÆ

19) J£Àįɹ¸ï vÀqÉUÀlÄÖªÀÅzÀPÉÌ ( )

J) ªÀÄPÀ̽UÉ w¼ÀĪÀ½PÉ ªÀÄÆr¸ÀĪÀÅzÀÄ.

©) vÀAzÉ vÁ¬ÄAiÀÄjUÉ vÀgÀ¨ÉÃw

¹) £ÉʸÀVðPÀ PÁgÀtUÀ¼À£ÀÄß ¥ÀjªÀÄrPÉƼÀÄîªÀÅzÀÄ

r) MzÉ PÉÆqÀĪÀÅzÀÄ ªÀÄvÀÄÛ Qæn¹eï

20) ªÀÄAvÉæUÀ¼À vÀæ¨ÉÃw K£ÀÄQ¹¸ï ( )

J) DåAn «ªÉÄåɹì

©) mÉöæ ʸÉÊPÀ°Ãeï DåAn r¦¸ÉøïÖ

¹) ¨ÁæAqï ±ÀÛlæªÀiï DåAn ¨ÁAiÉÆÃQæPïì

r) DåAn D¹Ãqï

21) ªÀiÁ¯ÉÓUÀ½AzÀ ºÉÆÃUÀ¯Ár¸ÀĪÀÅzÀÄ gÉÆÃUÀUÀ¼À£ÀÄß AiÀiÁªÀÅUÀ¼ÉAzÀgÉ ( )

J) ±ÀQÛªÀzÀsðPÀ vÀgÀ¨ÉÃw

©) ¹ÖÃgÉÆåÃqï vÀgÀ¨ÉÃw

¹) ¸ÉæÃlæ¯ï ¸À¥Àð¸ï vÀgÀ¨ÉÃw

r) ¨Áå£ïPÉÆà mÉÊ°Ãlgïì

22) vÀqÉUÀ¼ÀÄîªÀ vÉÆAzÀgÉUÀ¼ÁªÀŪÀÅ PÉÆæPï ( )

J) ªÀiÁvÁ£ÁrPÉÆAqÀÄ ªÀÄvÀÄÛ ªÀÄPÀ̼ÀÄ NrPÉƼÀÄîªÀÅzÀÄ

©) ¸ÀÄzsÁj¹PÉƼÀÄîªÀÅzÀÄ, vÀgÀ¨ÉÃw

¹) vÀqÉUÀlÄÖªÀÅzÀÄ

r) vÀgÀ¨ÉÃs w.

146
23) ªÀÄ£À¹ì£À ªÉÄÃ¯É ¥Àæ¨sÁªÀ ¸Áܦ¸ÀĪÀÅzÀÄ. ( )

J) ¥Àª
æ ÀiÁtÂPÀªÁV ¨É¼ÀªÀtÂUÉ ªÀÄvÀÄÛ vÀAzÉ vÁ¬ÄUÀ¼À JZÀÑgÀ ªÀ»¸ÀĪÀÅzÀÄ.

©) ªÀÄPÀ̼À£ÀÄß vÀÄA¨Á ZÉ£ÁßV ¨É¼À¸ÀĪÀÅzÀÄ

¹) PÉÆÃ¥ÀªÀ£ÀÄß vÀAzÉ-vÁ¬ÄUÀ¼ÀÄ CªÀgÀ ªÀÄÄAzÉ vÉÆÃj¸À¨ÁgÀzÀÄ.

r) D¸ÀPÀÛªÁV C¼ÀĪÀ£ÀÄß vÉÆÃj¸À¨ÁgÀzÀÄ.

24) ¸ÀªÀiÁdzÀ°è ºÉÆA¢PÉƼÀîzÉ EgÀĪÀ ¥ÀjºÁgÀ PÀæªÀÄUÀ¼ÀÄ. ( )

J) DAiÀiÁ¸ÀzÀ §UÉÎ vÉÆÃj¸ÀĪÀ ¥ÀnÖUÀ¼ÀÄ

©) ªÀÄPÀ̼À DAiÀiÁ¸ÀzÀ §UÉÎ ªÀiÁvÀ£ÁqÀĪÀÅzÀÄ

¹) zÉÊ»PÀ §zÀ¯ÁªÀuÉ ªÀiÁqÀĪÀÅzÀÄ

r) ¥ÀnÖUÀ¼À gÀZÀ£É ªÀÄvÀÄÛ ªÀÄPÀ̼À£ÀÄß §zÀ¯ÁªÀuÉ ªÀiÁqÀĪÀÅzÀÄ

25) dUÀ¼À PÀrªÉÄ ªÀiÁqÀĪÀÅzÀÄ ( )

J) dUÀ¼ÀªÀ£ÀÄß ªÀiÁqÀĪÁUÀ zÀÆgÀ«qÀĪÀÅzÀÄ

©) M¼ÉîAiÀÄ ªÁvÀªÀgÀtzÀ ¨É¼ÀªÀtÂUÉ

¹) vÀÄA¨Á ªÀiÁvÀ£ÁqÀĪÀ ªÀÄPÀ̼À ªÀÄÄAzÉ ¤°è¸ÀĪÀÅzÀÄ

r) vÀÄA¨Á dUÀ¼À ºÁqÀĪÀÅzÀÄ ¤°è¸ÀĪÀAvÉ ºÉüÀĪÀÅzÀÄ

26) EzÀgÀ ªÀÄÄRå GzÉÝñÀ, vÀAzÉ-vÁ¬ÄUÀ¼À

PÁAiÀÄðPÀæªÀÄUÀ¼ÀÄ. ( )

J) M¼ÉîAiÀÄ DgÉÆÃUÀå PÁ¥ÁqÀĪÀÅzÀÄ

©) vÀAzÉ-vÁ¬ÄUÀ¼À DgÉÆÃUÀå PÁ¥ÁqÀĪÀÅzÀÄ

¹) PÉlÖ £ÀqÀªÀ½PÉ ¤°è¸ÀĪÀÅzÀÄ

r) vÀAzÉ-vÁ¬ÄUÀ¼À «zÁå¨sÁå¸À PÉÆqÀĪÀÅzÀÄ.

27) vÉÆAzÀgÉ CxÀªÁ PÀµÀÖ PÀrªÉÄ ªÀiÁqÀĪÀ PÀæªÀÄUÀ¼ÀÄ ( )

J) CªÀgÀ vÉÆAzÀgÉUÀ¼À£ÀÄß PÀrªÉÄ ªÀiÁqÀĪÀÅzÀÄ/ ºÉÆgÀU

É vÉUÉAiÀÄĪÀÅzÀÄ

147
 ©) ²PÉë PÀrªÉÄ ªÀiÁqÀĪÀÅzÀÄ

¹) QæÃn¹ªÀiï

r) ¹lÄÖ vÉÆÃj¸ÀĪÀÅzÀÄ.

28) ªÀÄPÀ̼À §Ä¢Þ¨É¼ÀªÀtÂUÉUÉ vÉÆAzÀgÉUÀ¼ÁªÀŪÀÅ ( )

J) ¨É¼ÀªÀtÂUÉ vÉÆAzÀgÉ PÀ°AiÀÄĪÀÅzÀÄ.

©) ¨É¼ÀªÀtÂUÉUÉ ªÀÄvÀÄÛ

¹) ¨É¼ÀªÀtÂUÉAiÀÄ°è ²¸ÀÄÛ §gÀĪÀÅzÀÄ

r) ¨É¼ÀªÀtÂUÉAiÀÄ°è PÉÆÃ¥À vÉÆÃj¸ÀĪÀÅzÀÄ.

29) AiÀiÁªÀ AiÉÆÃd£ÉAiÀÄ£ÀÄß §¼À¹PÉƼÀî¨ÉÃPÀÄ ªÀiÁ£À¹PÀ vÉÆAzÀgÉU¼

À ÁªÀŪÀÅ. ( )

J) ¸É¯ÉPÀnAUï EAUï£ÉÆÃjUï

©) ¤ÃqÀĪÀÅzÀÄ

¹) ¹UÉÆÃA«ªÉõÀ£ï

r) ªÉÄð£ÀªÀÅUÀ¼À°è AiÀiÁªÀÅzÀÆ C®è.

30) ªÀiÁ£À¹PÀ vÉÆAzÀgÉUÀ¼À£ÀÄß ¸Àj¥Àr¸À¢zÀÝgÉ EzÀPÉÌ ªÀÄÄAzÁUÀĪÀ vÉÆAzÀgÉ. ( )

J) zÉúÀzÀ ¨É¼ÀªÀtÂUÉUÉ vÉÆAzÀgÉ

©) PÀÄlÄA§zÀ ªÀÄvÀÄÛ ¸ÀªÀiÁdzÀ°è ¸À§AzsÀUÀ¼À vÉÆAzÀgÉ

¹) DºÁgÀzÀ PÉÆgÀvÉ

148
 AiÀıÀ¹éAiÀiÁzÀ vÀgÀ¨sÉÃwAiÀÄ PÁAiÀÄðPÀæªÀÄ

«µÀAiÀÄ : ¨É¼ÀªÀtÂUÉUÉ vÉÆAzÀgÉ 1- 12 ªÀµÀðzÀ ªÀÄPÀ̼ÀÄ

UÀÄA¥ÀÅ : CªÀÄä 1- 12 ªÀµÀð ªÀÄPÀ̼ÀÄ

vÀgÀ¨sÉÃwAiÀÄ ¸ÀܼÀ : DgÉÆÃUÀå ¸Àܼ,À ¨ÉAUÀ¼Æ

À gÀÄ

E£ï¹lgï : ºÉ¤ ZÀAzÀ£ï J.¹

¸ÀªÀÄAiÀÄ : 1 UÀAmÉU¼
À ÄÀ

¥ÀnÖAiÀÄ vÀg¨
À s Éà w : ¯ÉZg
À ï ¦¸ïPÀ±¸
À ï

vÀgÀ¨sÉÃwAiÀÄ ¦qïì : ZÁmïìð ºÉ¸É¥ï N.JZï.«

d£ÀgÀ¯ï UÀÄjUÀ¼ÀÄ:-

²PÀët vÀgÀ¨sÉÃwAiÀÄ PÁAiÀÄðPÀæªÀÄ ªÀÄÄPÁÛªÁzÀªÄÉ Ã¯É CªÀÄä¤UÉ ²PÀët CxÀðªÁVzÀÄÝ, gÉPÁrðAUï

¨É¼ÀªÀtÂUÉAiÀÄ vÉÆAzÀgÉ 1- 12 ªÀµÀðzÀ ªÀÄPÀ̼ÀÄ ªÀÄvÀÄÛ ¤ªÀðºÀuÉ.

¹¦©Pï UÀÄjUÀ¼ÀÄ:-

• «µÀAiÀÄzÀ §UÉÎ «ªÀgÀuÉ ¤ÃqÀĪÀÅzÀÄ.

• ¨É¼ÀªÀtÂUÉAiÀÄ vÉÆAzÀgÉ JAzÀgÉãÀÄ

• ¨É¼ÀªÀtÂUÉUÉ vÉÆAzÀgÉAiÀÄ §UÉÎ PÁgÀtUÀ¼ÀÄ.

• ¤ªÀðºÀuÉ ¨É¼ÀªÀtÂUÉAiÀÄ vÉÆAzÀgÉ.

• vÀqÉUÀlÄÖªÀÅzÀÄ ¨É¼ÀªÀtÂUÉUÉ vÉÆAzÀgÉ §UÉÎ.

149
PÀæ. J.« ©ÃZÀPÀ ªÀÄvÀÄÛ ¯É£ÀgÀ ¤ªÁgÀuÉ
¸ÀªÀÄAiÀÄ ¸ÀjAiÀiÁzÀ UÀÄjUÀ¼ÀÄ PÁqÉ£Émï
¸ÀA. Kqïì DPÀ«j ¥ÀjºÁgÀ

01. 2 ¤«ÄµÀ «µÀAiÀÄzÀ §UÉÎ ¥ÀjZÀAiÀÄ «ªÀgÀuÉ:- UÀÄA¥ÀÅ «ªÀgÀuÉ ªÀÄvÀÄÛ

ªÀiÁqÀĪÀÅzÀÄ ¨ÉÆÃqÀ PÉüÀĪÀÅzÀÄ
aPÀÌ ªÀÄPÀ̼ÀÄ ªÀÄvÀÄÛ ªÀÄPÀ̼ÀÄ EzÀÄ CwÃ
ªÀÄÄRåªÁzÀzÀÄÝ, ªÀÄvÀÄÛ ¨É¼ÀªÀtÂUÉUÉ ªÀÄvÀÄÛ
vÉÆAzÀgÉUÀ:¼À §UÉÎ, EzÀÄ ªÀÄPÀ̽UÉ CwÃ
ªÀÄÄRåªÁzÀzÀÄÝ ªÀÄPÀ̼ÀÄ ªÀiÁvÀÄ ¥Àj¸ÀgÀPÉÌ
CxÀðªÁVgÀ¨ÉÃPÀÄ. DzÀgÉ PÀ®ªÀÅ ªÀÄPÀ̼ÀÄ ¥Àj¸ÀgÀPÉÌ
CxÀðªÁV®è. EzÀÄ ¸ÀªÀiÁdzÀ ¨É¼ÀªÀtÂUÉUÉ
PÀµÀÖªÁUÀÄvÀÛzÉ. ¨É¼ÀªÀtÂUÉUÉAiÀÄ vÉÆAzÀgÉ ªÀÄPÀ̼À
DgÉÆÃUÀåzÀ vÉÆAzÀgÉ ªÀiÁqÀzÉ PÀÄlÄA§zÀ
¸ÀjAiÀiÁzÀ ¦æÃw¬Ä®èzÀ vÀAzÉ-vÁ¬Ä PɼÀªÀÄlÖzÀ
²PÀët«®è¢gÀĪÀÅzÀÄ.

2 3 ¤«ÄµÀ ¨É¼ÀªÀtÂUÉ vÉÆAzÀgÉ «ªÀgÀuÉ

JAzÀgÉ
¥Áånr ¥ÁågÀ¤ÃvÀ¯ï D¢üvÀå

J¯Áè ¥ÉÇæÃ¥Áå¸ï, ¥Á婤¸ï, DV jAiÀį﹨ï,

150
JPïì ¦n¹¸ï, J¯Áè Qæn¹ªÀiï, CAqÀgï ¦¹«Ä¸ï
CxÀªÁ J¯Áè r¹ªÀÄ£ï ¥ÉQ£Él¯ï j¸ÉPÁ¹,
vÉÆAzÀgÉ ¦gÀ¤Ãmï ªÀÄPÀ̼ÀÄ EA¥ÀgÀ DPÀå¸ï,
¨ÉÆæÃPÁ£ï PÀÄlÄA§ CªÀ±ÀåUÀvÀ ¥sÁåPÀÑgïì
¨É¼ÀªÀtÂUÉAiÀÄ vÉÆAzÀgÉ.

¸Àj¬Ä®è¢gÀĪÀ ¥ÀjZÀAiÀÄ PÀÄlÄA§:-

PɼÀªÀÄlÖzÀ ¸ÀªÀiÁdzÀ ¸ÉÖÃl¸ï, Q®¸ï ¥ÁågÀlå

PÀÄlÄA§zÀ ºÀªÁå¸À, ªÀÄPÀ̼À QjAUï ¥ÁåQøï,
¥ÁåªÀÄĪÁ®Ä, ªÀÄÆZÀ ªÀÄvÀÄÛ PÉ®¸À ²QÛ
E®è¢gÀĪÀÅzÀÄ EvÁå¢ ªÀÄPÀ̼À ¨É¼ÀªÀtÂUÉUÉ.

«Äl° ªÀÄvÀÄÛ zÉÊ»PÀ vÉÆAzÀgÉ JAzÀÄ

DåAnvÁå¥À£ï.

ªÀÄPÀ̽AzÀ SÁ¬Ä¯ÉU¼
À ÀÄ ªÀÄvÀÄÛ r¸ï AiÀiÁ©mï
¨É¼ÀªÀtÂUÉAiÀÄ PÁgÀtUÀ¼ÀÄ. PÉÆèÃj¤AUï E¯Á¹¸ï
ªÀÄvÀÄÛ ¥Áæ£ÁAUïUÀ¼ÀÄ ºÁ幩n¯ï £ÉõÀ£Á EzÀÄ
ªÀÄÄRåªÁzÀ PÁgÀtUÀ¼ÀÄ.

151
 E¸ï©®Ä¸ï ªÀÄvÀÄÛ ¸ÀªÀiÁd ¥ÀjZÀAiÀÄ :-

ªÀiÁvÀ D¥É«ÄAPï ªÀÄ£É ªÀÄvÀÄÛ ±Á¯É vÉÆAzÀgÉUÀ¼ÀÄ

¯ÉÃ¯Éµï £ÉAlgÀÄ, ¸ÀÆÌ°£À nÃZÀgÀÄ, ¸ÀÆÌ¯ï ¥ÉæAqïì
ªÀÄvÀÄÛ DlzÀ ¥ÉæAqïì.

¨É¼ÀªÀtÂUÉAiÀÄ DPÁå¸ï PÀæªÀÄUÀ¼ÀÄ (CzsÀ®Æ)

¸ÀÆZÀ£ÉUÀ¼ÀÄ EzÀ£ÀÄß £ÉAlgÀÄ ªÀÄvÀÄÛ ¥Àj¸ÀgÀ, EzÀÄ
¨ÉÃgÉ PÀæªÀÄUÀ¼À£ÀÄß M¼ÀUÉÆArzÉ. zÉÊ»PÀ ¥Àj¸ÀgÀ
jDPÀå¸ï E®è ªÀÄvÀÄÛ C¥Àà CªÀÄä ªÀÄvÀÄÛ ¸ÀªÀiÁd.

¨É¼ÀªÀtÂUÉAiÀÄ vÉÆAzÀgÉ EzÀÄ «©ü£Àß ¨É¼ÀªÀtÂUÉUÉ

M¼ÀUÉÆArzÉ ªÀÄPÀ̼ÀÄ vÉÆAzÀgÉ ªÀÄvÀÄÛ CªÀ¢ü-C¥Àà
PÀÄlÄA§zÀ ¸ÀzÀ¸ÀågÀÄ ªÀÄvÀÄÛ ¸ÀªÀiÁd.

3 2 ¤«ÄµÀ «ªÀgÀuÉUÉ E¹mɸï Er¹¸ï PÀ¥ÀÅöà «ªÀgÀuÉ ªÀÄvÀÄÛ

¨ÉÆÃqï PÉüÀĪÀÅzÀÄ.
gÉÆÃUÀªÀÅ ¨É¼ÀªÀtÂUÉUÉ vÉÆAzÀgÉUÉ eÁ¹Û ªÉÊzÀå
ð
¥ÀjÃPÉë ¨É¼ÀªÀtÂUÉUÉ PÀªÀ¸ï ¨ÉÃgÉ J¯Áè ¦«°¸ï
12% DzÀgÉ eÁ¹ÛAiÀiÁUzÀÄÝ, ºÀ½îUÀ¼ÀÄ ªÀÄvÀÄÛ PÉ®¸À
ªÀiÁqÀĪÀ eÁUÀzÀ°è ªÀÄPÀ̼À d£À¸ÀASÉå

152
 ¨É¼ÀªÀtÂUÉAiÀÄÄ vÉÆAzÀgÉ JPïì«Är 3% ªÀÄvÀÄÛ 6%
ªÀÄvÀÄÛ eÁ¹Û Er¸À¸ï ¸ÀÆ̯ïUÉ ºÉÆÃUÀzÉ EgÀĪÀ
ªÀÄPÀ̼ÀÄ PÀrªÉÄ DzsÁAiÀÄzÀ PÀÄlÄA§ 30-1.

4 5 ¤«ÄµÀ PÁgÀtUÀ¼ÀÄ PÁgÀtUÀ¼ÀÄ:- ZÁmïìð r¸ï £À¹ðAUï

PÀ¥ÀÅöà
¨É¼ÀªÀtÂUÉUÉ PÁ¬Ä¯ÉUÀ¼À PÁgÀtUÀ¼ÀÄ MAzÀQÌAvÀ
ºÉZÀÄÑ MAnAiÀiÁV EgÀ®è. EzÀÄ ªÀÄÄRåªÁzÀ ºÀ¯ÉUÉ
PÁqÀ§ÆåvÀªÀiï ¥ÁåPÀÖPïì. M.ºÉZï.
¦
vÉÆAzÀgÉUÀ¼ÀÄ ªÀÄÄAvÁzÀªÅÀ EzÀjAzÀ ¨É¼ÀªÀtÂUÉ

vÉÆAzÀgÉAiÀiÁUÀĪÀÅzÀÄ.

E£ï¥ÀÇåAiÀĸï D¥sï ªÀiÁ¸ï «ÃrAiÀÄA

zÀÆgÀªÁtÂ, gÉÃrAiÉÆÃ, GvÀÛªÀĪÁzÀ ²PÀët
EªÀÅUÀ¼À ªÀÄPÀ̽UÉ vÉÆAzÀgÉUÀ¼À°è PÉÆqÀÄvÀÛªÉ.

5. 30 ¤«ÄµÀ ¨É¼ÀªÀtÂUÉAiÀÄ CA±ÀUÀ¼À£ÀÄß GvÉÛÃf¸ÀĪÀ ¸ÁªÀiÁfPÀ CA±ÀUÀ¼ÀÄ

«ªÀj¹? PÉ®¸À E®è¢gÀĪÀÅzÀÄ ¨sÀAiÀÄ ºÀtzÀ vÉÆAzÀgÉ
£ÀAvÀgÀzÀ

ªÀAiÀĸÀÌgÀ ªÀÄPÀ̼ÀÄUÀ¼ÀÄ.

¸ÁªÀiÁ£Àå ¨É¼ÀªÀtÂUÉ vÉÆAzÀgÉUÀ¼ÀÄ ªÀÄPÀ̼ÀÄ 12

ªÀµÀðUÀ¼ÀÄ

153
¸ÁªÀiÁ£Àå ¨É¼ÀªÀtÂUÉAiÀÄ vÉÆAzÀgÉ ªÀÄPÀ̽UÁV.

• mÉA¥Àgï mÁæ£ïlªÀiï

• ©æÃPï ºÉƸÀrAUï

• ¨ÉgÀ¼ÀÄ aÃ¥ÀŪÀÅzÀÄ ªÀÄvÀÄÛ ¨ÉgÀ¼ÀÄ

PÀrAiÀÄĪÀÅzÀÄ

• K£ÀĹ¹mï ªÀÄvÀÄÛ J£ï¥ÉÇæÃ¥Éʹ¸ï

• ¦üPÁ ªÀÄvÀÄÛ nPïì

• ªÀÄÆvÀæzÁ£ÀzÀ vÉÆAzÀgÉUÀ¼ÀÄ ªÀÄvÀÄÛ ¤zÉÝ

vÉÆAzÀgÉUÀ¼ÀÄ

• ±Á¯ÉAiÀÄ ¨sÀAiÀiÁ

• ¸ÁªÀiÁfPÀ eÁk£À ªÀÄvÀÄÛ vÉÆAzÀgÉUÀ¼ÀÄ.

mÉA¥Àgï mÉ£ïnæªÀiï

AiÀiÁªÀ Eeï ¸ÀqÀ£É ºËmï©æqïì D¥sï Dgï

¥ÀÅöå¯É£Émï r¸ï¥ÀÇæ D¥sï K£ïUÀgÀ ¨sÀAiÀÄA »AqÀ
mÉÃA¥Àgï zÉÊ»PÀ ¨É¼ÀªÀtÂUÉ CxÀªÁ EzÀÄ
PÀÄAnvÀªÁVgÀÄvÀÛzÉ. ªÀÄPÀ̼À°è PÀ£ïn£ÀÄÛ D¥sï EzÀÄ

154
¨sÀAiÀĪÁzÀgÉ ªÀÄPÀ̼À°è UÀAqÀÄ ªÀÄPÀ̼À°è ¥ÉÊgÀÄ¥sÀqï
ªÀÄPÀ̼ÀÄ.

EzÀgÀ CA±ÀUÀ¼ÀÄ

• ¨sÀAiÀÄ

• £ÉÆÃrPÉƼÀÄîªÀªÀgÀÄ E¯Áè

• ¹lÄÖ

• JgÀqÀÄ CA±ÀUÀ¼ÀÄ JgÀqÀÄ zÁj

vÉÆAzÀgÉUÀ½AzÀ

• PÀrAiÀÄĪÀÅzÀÄ.

• MzÉAiÀÄĪÀÅzÀÄ

• J¸ÉAiÀÄĪÀÅzÀÄ

• ©qÀĪÀÅzÀÄ

• C¼ÀĪÀÅzÀÄ

• gÉÆðAUï PÀÆ¥Àgï

• ¨Áå£ïVAUï °ªÀiïì

155
¥ÀjºÁgÀ PÀæªÀÄUÀ¼ÀÄ:-

• mÉA¥Àgï mÉ£ïmÉʪÀiï PÀAn£ÀÆå¬Ä¸ï

ªÀÄPÀ̽UÉ GvÀÛªÀĪÁzÀ D¸ÀàvÉæUÀ¼À£ÀÄß

• vÀAzÉ-vÁ¬ÄUÀ¼ÀÄ ¸ÀºÁAiÀÄ ªÀiÁqÀ¨ÉÃPÀÄ

ZÀlĪÀnPÉUÀ½UÉ

• vÀAzÉ-vÁ¬ÄUÀ¼ÀÄ F CA±ÀUÀ¼ÀÄ
«ªÀj¸À¨ÉÃPÀÄ vÉÆAzÀgÉ UÀ¼ÀÄ DzÀgÉ EgÀĪÀ
¨É¼ÀªÀtÂUÉUÉ.

• ªÀÄPÀ̼À£ÀÄß EªÀÅUÀ½AzÀ ¸ÀAQë¸À¨ÉÃPÀÄ ªÀÄvÀÄÛ

UÀjAiÀÄUÀ¼À£ÀÄß ªÀÄÄAvÁAiÀÄ.

• ¨sÀAiÀĪÀ£ÀÄß PÀrªÉÄ ªÀiÁqÀ§ºÀÄzÀÄ

¦æÃw¬ÄAzÀ £ÉÆÃrPÉÆAqÀgÉ.

£ÀAvÀgÀ mÉA¥Àgï mÉ£ïlªÀiï ªÀÄPÀ̼À ªÀÄÄR ªÀÄvÀÄÛ

PÉÊUÀ¼ÀÄ vÉƼÉAiÀħºÀÄzÀÄ ªÀÄvÀÄÛ Dl
¸ÁªÀiÁ£ÀÄUÀ¼À£ÀÄß PÉÆqÀ¨ÉÃPÀÄ.

156
 ¨Éʤvï ºÉÆðتÀiïÎ ¸ÉÖïï

EzÀÄ ¸ÁªÀiÁ£ÀåªÁV ªÀÄPÀ̽U 6 wAUÀ¼ÀļÀî

5 ªÀµÀðUÀ¼ÀÄ EzÀÄ ªÀÄPÀ̼ÀÄUÀ¼ÀÄ ¨sÀAiÀÄ CxÀªÁ
¸ÉÊlÄ r¸ï¹¦ìøÀj PÁ¯ï¦æïïì.

vÉÆAzÀgÉUÀ¼ÀÄ

• ªÉÄüÀĪÀÅzÀÄ

• G¹gÁl vÉÆAzÀgÉUÀ¼ÀÄ

• G¹gÀÄ PÀlÄÖªÀÅzÀÄ

• ¸ÉÊ£ÉÆù¸ï ªÀÄvÀÄÛ jfnn

• ClmÁåPï ¯Á¸Àé MAzÀÄ CxÀªÁ lÄ

«Ä¤mïì

• jïÁPïì CAqï G¹gÁl j¸ïªÀĵï

ªÀiÁå£ÉeïªÉÄAmï:-

vÀAzÉ-vÁ¬ÄUÀ¼ÀÄ ªÀÄvÀÄÛ ªÉÄAZÀgïì ªÀÄvÀÄÛ

¹lÄÖ GvïzÀ CmÉPï CAmïmɪÀiïì ¦ææAmï ¸Éʯïì

157
Eeï ¸ÉPÀ¸À£ï ¥Àůï.

• ªÀÄÄRzÀ

• ªÀiÁvÀ£ÀqÀĪÀÅzÀÄ vÉÆAzÀgÉUÀ¼ÀÄ

• ºÉÆmÉÖAiÀÄ vÉÆAzÀgÉUÀ¼ÀÄ.

ªÀiÁå¹eïªÉÄAmï :-

• vÀAzÉ-vÁ¬ÄUÀ¼ÀÄ ªÀÄvÀÄÛ ¸ÀºÁAiÀÄUÀ¼ÀÄ

ªÀÄvÀÄÛ ¸ÀºÁAiÀÄUÀ¼ÀÄ ªÀÄÄAzÉ vÉÆAzÀgÉUÀ¼ÀÄ.
¹lÄÖ ªÀÄvÀÄÛ mÉ£ïì.

• ¥É¹AUï CAqï GvÉÛÃd£À ªÀÄPÀ̽UÉ

G¸ÀºÁAiÀÄ GvÀÛªÀiªÁzÀÄzÀÄ.

• r£ÉPÀÖPÀë£ï qÀÄjAUï ¨ÉÆÃjqÀ ªÀÄvÀÄÛ

¨ÉgÀ¼ÀÄUÀ¼ÀÄ ªÀÄvÀÄÛ CAzÀgÀ DQÖ«n
¥ÁèPïn¸ï ªÀÄvÀÄÛ PÉÊ.

¨ÉgÀ¼ÀÄ PÀrAiÀÄĪÀÅzÀÄ

EzÀÄ PÉlÖ C¨sÁå¸À ªÀiÁqÀ®Ä ±Á¯Á

ªÀÄPÀ̽UÉ ªÀÄvÀÄÛ ªÀÄPÀ̽UÉ ©AiÀiÁ£ïì 4 ªÀµÀðUÀ¼ÀÄ
EzÀÄ MAzÀÄ «±ÉõÀ vÉÆAzÀgÉUÀ¼ÀÄ. ªÀÄvÀÄÛ

158
lĪÀqÀð¸ï vÀAzÉ-vÁ¬ÄUÀ¼ÀÄ AiÀiÁªÀ ¨ÉgÀ¼ÀÄUÀ¼ÀÄ
PÀrAiÀÄĪÀÅzÀÄ, EzÀÄ fêÀ£ÀzÀ ºÁUÉ §gÀÄvÀÛzÉ.

• vÀAzÉ-vÁ¬ÄUÀ¼ÀÄ ªÀÄvÀÄÛ CªÀiï¥Àůï

vÉÆAzÀgÉUÀ¼ÀÄ D¥sï ¢ CmÁåZï ªÀÄvÀÄÛ
ªÀÄPÀ̼À£ÀÄß vÉÆAzÀgɬÄAzÀ
zÀÆgÀ«nÖgÀ¨ÉÃPÀÄ.

• rmÉn¦ÃPÉ±ï ªÀÄvÀÄÛ PÀgÉÃPÀë£ï D¥sï

ªÀÄÄAzÁtÂPÉUÉ J¸ïPÉæ£À¯ï D¥sï gÉÆÃZï.

¨ÉgÀ¼ÀÄ –aÃ¥ÀŪÀÅzÀÄ:-

¨ÉgÀ¼ÀÄ aÃ¥ÀŪÀÅzÀÄ CxÀªÁ Eeï

aÃ¥ÀŪÀÅzÀÄ EzÀjAzÀ ¦üðAUï E£ï ¸ÉPÀÄjn
ªÀÄvÀÄÛ mÉ£Àë£ï PÀrªÉÄ ªÀiÁrPÉƼÀÄîªÀÅzÀÄ. §AiÀiÁ£À
PÀµÀÖUÀ¼ÀÄ ªÀÄvÀÄÛ £ÀÄAUÀPÉÌ PÀµÀÛªÁUÀĪÀÅzÀÄ. ªÀÄPÀ̼ÀÄ
¨É¼ÀªÀtÂUÉUÉ ¨ÉgÀ¼ÀÄ aÃ¥ÀŪÀÅzÀÄ CAnzÀ 8
ªÀµÀðUÀ¼ÀÄ EzÀÄ ¸ÉÊ£ïì D¥sï ¸ÉÖøï.

159
 EzÀgÀ CA±ÀUÀ¼ÀÄ

• ºÁ®Ä «t¸ÀÄ«PÉ vÉÆAzÀgÉ.

• ¸ÀĸÀÄÛ ¨ÉÃeÁgÁUÀĪÀÅzÀÄ ¨sÀAiÀĪÁUÀĪÀÅzÀÄ.

vÉÆAzÀgÉUÀ¼ÀÄ

• ºÉ¨ÉâgÀ¼ÀÄ vÉÆAzÀgÉ.

• ¦üðAUï E£ï¹PÀÄågÀn

• PÁ¸ï¦ümï

• D¹°r

PÁgÀtUÀ¼ÀÄ:-

• MqÉAiÀÄ PÀn¸ï® CxÀªÁ ªÀÄj¹£À

GAUÀÄgÀÄ ¨É¥ï CxÀªÁ ¸ÀPÀjArUï

¥ÀjºÁgÀ;-

• PÁgÀÄ £Éʯï©ÃrAUï UÀÄgÀÄvÀÄ ªÀiÁqÀĪÀ

vÉÆAzÀgÉ ¸ÀºÁAiÀÄ QèäAUï ¸ÉÊPÀ°AUï
ªÀÄvÀÄÛ ¸ÉÊ¥ï ¨ÉÊPï£À vÉUÉzÀÄ ºÁj¸ÀĪÀÅzÀÄ.

• ªÀÄPÀ̼ÀÄ ¸ÀÆå¥ï ¥ÉÊQAUï ªÉ¯ï PÀ¥Àå¥À PÉÊ

160
 • ªÀÄPÀ̼À PÉÊ EqÀĪÀÅzÀÄ ©¹ «¥ï
QæAiÉÆÃn¥ï ZÀlĪÀnPÉ ªÀÄvÀÄÛ Dl ¸Àé®à
zÀÆgÀ«qÀ¨ÉÃPÀÄ.

J£ï¹j¸ï CxÀªÁ ¨É¥ï«¦AUï

J£ï¹j¸ï E¸ïzÀ j¹«Ã¯ï E£ï

ªÀiÁ°rj ¥Áå¹ÖPï CxÀªÁ GZÀÒ DåAr¸ï ¸ÀÜ®
JPï즰¹ D¥ï ¨É¥ï gÁnæ ¸ÀªÀiAiÀÄ ªÀAiÀĸÀÄì 4
jAzÀ 5 ªÀµÀðzÀ E¥ï E¸ï¥ÁA¥ï 3-10 ¸ÀÆ̯ï
ªÀÄPÀ̼ÀÄ.

D¸ÉÆÃr¥ï ¥ÁåPÀÖgïì

• ¸ÀªÀÄÆ¯ï ¨ÁåAqÀgÀgï PÁå¥Á¹n

• EªÀÄÄå¥ÁqÀÄ«gï ¨ÉʯÁr mÉæöʤAUï

• gÁåAUï PÁgÀ£À gÉÊUï ¸ÉʯÁ

• ¤gÁf¤AUï ¨Áå¥Àgï

• ¨ÉªÉ°£ï ¸ÀPÀÌgÉ SÁ¬Ä¯É

• ¸ÉÊ°¯ï PÁ¬Ä¯ÉUÀ¼ÀÄ.

161
PÁgÀtUÀ¼ÀÄ:-

• E¸ïªÁåAr ªÁå¸ï D¥sï ªÉÄÊ°£ï

• EArl§¯ï

¥ÀjºÁgÀ :-

• C¸É«Ä¤mï PÁgÀtUÀ¼ÀÄ ªÉj J¸Á¤AiÀÄ£ï

• DgÁå¤Pï PÁgÀtUÀ¼ÀÄ ¥ÀjºÁgÀ ¸É¦¹Pï

¥ÀjºÁgÀ

• ªÁ¸ï CgÁ¤Pï PÁgÀtUÀ¼ÀÄ lÄ.©

ªÀiÁå£ÉÃeï

• ¥ÉæöʪÀÄj EªÉÄʸï, ¸ÉÃ¥Ámï ªÀÄPÀ̼ÀÄ ªÀÄvÀÄÛ

¥ÁågÀqÁ¸ï.

• ªÀÄPÀ̼À £ÉÆÃmïì j¸Áå®Æ¸ï, j±ÀÛ«£ï

¥ÀÇå¥Éqï ªÉÊArAUï ¨Éæqï ¸ÀªÀÄAiÀÄ ªÀÄvÀÄÛ
DgÉÊAUÀÄ ªÀÄPÀ̼À ªÉʯÁé JgÀqÀÄ ªÀÄÆgÀÄ
UÀAmÉUÀ¼À £ÀAvÀgÀ.

• ¥ÉÊgÀqï vÀÆåmï J£ïUÁågÉeï ªÀÄvÀÄÛ

jªqïð ªÀÄPÀ̼À qÉæöÊ gÁnæUÀ¼ÀÄ.

162
 • ªÀqÀæUï zsÀgÀ© «¥ï mÉÊ«¸ï
Dan¦¸ÁåªÀiï

• PÀAn£ÉõÀ£ï zÀgÀ© J¨ÁærUï D¯ÁgÀªÀiÁ

ZÀvÀªÀÄåqïì §¼À¸ÀÄvÁÛgÉ.

• ¸Áå«ÄnAUï ¸ÉÊUÉÆ zÀgÀ©

J£ïPÉÆà ¥Éʹ¸Á:

¥Áå¸É¸ï ¦ü¸É¸ï EAl¯ï DÀåA¦AiÀÄ ¸ÀܼÀ

C¥ÁgÀ ªÀAiÀĸÀÄì AiÀiÁªÁUÀ ¨ÁåªÉ®å PÁæAvÀ®
PÀrªÉÄ Då«mï. eÁ¹Û ¹AiÀiÁð¸ï EªÀÄÆå£ÉõÀ£ï
vÉÆAzÀgÉ ¥ÀæeÉk«®è¢gÀĪÀÅzÀÄ gÉÆøï, MvÀÛqÀ
ªÀÄvÀÄÛ Då¤r.

Då¤r ¥ÁåPÀÑgïì.

• PÀÆåjAUï PÀ¸ÀÖ¥À£À£À

• ¥ÁågÀqÀ¯ï eÁ¹Û PÀ£ïPÀA£À

• J¯Áè DUÉæ¹¥ï ¨Áå°¥ï mÉʤAUï

• ¥Áå¯Éqï ¨sÀAiÀÄ, D¥À£ÉõÀ£ï r¹©qï

163
 vÉÆAzÀgÉ.

vÉÆAzÀgÉUÀ¼ÀÄ:-

• ¥Áå¸Éeï D¥sï ¦.¹.¹ E£ï C¥Àå°Ã¸ï

¸ÀܼÀ

• ¥ÀÇgï ±Á¯É DAqÉɤ¸ï

¥ÀjºÁgÀ:-

• D¸ÉÊ£ïªÉÄAmï D¥sï ¢£À PÀAn£ÉõÀ£ï

E£ï¥Áå¸ï EAQæ ¨Á櫯ï mÉæöʤAUï.

• ¸ÀºÁAiÀÄ ªÀiÁqÀĪÀÅzÀjAzÀ ¥ÉÊ., °

¨ÁæªÉ¯ï ºÀªÁå¸À, ¨ÁæªÉ¯ï mÉʤAUï,
mÉÊAiÀÄ° EvÁeÉÊ£ï D¥sï gÀ¥sïUÉ ªÀÄvÀÄÛ
DAQªÉÊqï ¥ÀÅöårzï.

• ¥ÁågÀl¯ï ¸ÀºÁAiÀÄ PÁå¤AUï ¸ÉÊPÀÆ°¤¹Ö

fAiÀiÁUÀæ¦üPï CxÀªÁ ¶Pï

¦üPÁ Ed ¢ C¨sÁå¸À vÉÆAzÀgÉUÀ¼ÀÄ,

CA±ÀUÀ¼ÀÄ CAzÀgÉ ZÁPÀ, ¥Áè¸ÀÖgï D¥sï ªÀ¯ï. DgïÌ

164
vÀ¯ÉPÀÆzÀ®Ä ªÀÄÄAvÁzÀªÀÅ EzÀÄ ¸ÁªÀiÁ£ÀåªÁV 2
ªÀµÀð CAvÀgÀ 2 ªÀµÀðUÀ¼ÀÄ DzÀ ªÀµÀðUÀ¼ÀÄ,
vÀAzÉ-vÁ¬ÄUÀ¼ÀÄ zÀÄgÀ¨sÁå¸À ¸ÀºÁAiÀÄ PÉÃqÀĪÀgÀÄ.
¦æÃw ªÀÄvÀÄÛ «±ÁæAw PÉÆgÀvÉ ªÀÄvÀÄÛ ¸ÁªÀiÁ£ÀåªÁV
¸ÁªÀiÁfPÀ ºÀtzÀ ªÀÄvÀÄÛ ªÉÄAl°Ã
vÉÆAzÀgÉAiÀÄUÀÄvÀÛzÉ. ªÀÄPÀ̽UÉ EvÀgÉ CA±ÀUÀ¼ÀÄ.

• M¼ÀV£À ¥ÁågÀ¸ÉÊn¸ï

• «µÀÄUÀ¼ÀÄ

• «l«Ä£ï ªÀÄvÀÄÛ «Ä£ÉgÀ¯ï vÉÆAzÀgÉ

• vÉÆAzÀgÉUɼÀÄ.

• mÉÊPÉÆÃn¥À¯ÉÆêÀÄ

• mÉÊPÉÆà ¨ÉÃZÁgï

• C¸Àà¸ÀÖªÁV ªÀÄvÀÄÛ DPÉÆæñÀªÁV

ªÀiÁvÀ£ÁqÀĪÀÅzÀÄ.

• C¸ÀàµÀÖªÁV PÉÊ Dr¸ÀĪÀÅzÀÄ, PÁ®ÄUÀ¼À

ªÀÄvÀÄÛ zÉúÀUÀ¼ÀÄ

• vÀÄA¨Á C£ÁgÉÆÃUÀåªÁV ¨É¼ÀªÀtÂUÉUÀ¼ÀÄ.

165
¥ÀjºÁgÀ PÀæªÀÄUÀ¼ÀÄ:-

• ¥ÀjºÁgÀ PÀæªÀÄUÀ¼ÁzÀ, D ªÀÄ£ÀĵÀå£À£ÀÄß

§zÀ¯ÁªÀuÉ ªÀiÁqÀĪÀÅzÀÄ ªÀÄvÀÄÛ M¼ÉîAiÀÄ
gÀÆPïì vÀgÀ¨ÉÃw PÉÆqÀĪÀÅzÀÄ.

• F vÀgÀzÀ ªÀÄPÀ̽UÉ G¹gÁl vÉÆAzÀgÉ

PÀrªÉÄ ªÀiÁqÀĪÀÅzÀÄ. zÉÊ»PÀ ²PÀët ªÀÄvÀÄÛ
ªÀiÁvÀ£ÁqÀĪÀ vÀgÀ¨ÉÃw PÉÆqÀĪÀÅzÀÄ.

• ¥ÀjºÁgÀ PÀæªÀÄUÀ¼ÁzÀ M¼ÉîAiÀÄ ¸ÁªÀiÁfPÀ

PÀæªÀÄUÀ¼ÀÄ vÀgÀ¨ÉÃw.

• ¥ÀjºÁgÀ PÀæªÀÄUÀ¼ÁzÀ r¸ï¯Á°AiÀiÁ

M¼ÀUÉÆAqÀAvÉ, DgÉÆÃUÀå PÀæªÀÄUÀ¼ÀÄ ªÀÄvÀÄÛ
zÉÊ»PÀ ¨É¼ÀªÀtÂUÉUÀ¼À §UÉÎ MvÀÄÛ
PÉÆAqÀĪÀÅzÀÄ, ªÀÄvÀÄÛ ªÀiÁvÀÄ ªÀÄvÀÄÛ zÉÊ»PÀ
¨É¼ÀªÀtÂUÉUÀ¼À §UÉÎ MvÀÄÛ PÉÆqÀĪÀÅzÀÄ,
ªÀÄvÀÄÛ CªÀgÀ vÀAzÉ-vÁ¬ÄUÀ¼ÀÄ ªÀÄPÀ̽UÉ
M¼ÉîAiÀÄ M¼ÉîAiÀÄ §zÀ¯ÁªÀuÉ vÀgÀ¨ÉÃw
ªÀÄvÀÄÛ PÀÄlÄA§zÀ ªÁvÁªÀgÀt ªÀÄvÀÄÛ

166
 §zÀ¯ÁªÀuÉAiÀÄ PÉÆÃ¥ÀUÀ¼À£ÀÄß ªÀiÁqÀĪÀÅzÀÄ.

• ªÀÄ®UÀĪÀ vÉÆAzÀgÉUÀ¼ÀÄ CxÀªÁ J®èjUÀÆ

ªÀÄPÀ̽UÉ vÉÆAzÀgÉUÀ¼ÀÄ vÉPÀë£ï ªÀÄvÀÄÛ
vÀÄA¨Á ZÀlĪÀnPÉUÀ¼ÀÄ, EªÉ®èªÀÇ FUÀ
EgÀĪÀ CxÀªÁ zÉÊ»PÀªÁV EgÀĪÀÅzÀÄ.
EªÉ¯Áè J®èjUÀÆ ¤zÉÝ E®èzÀ vÉÆAzÀgÉ
vÀÄA¨Á PÀ±ÀÖªÁV, PlÖzÁV ¤zÉÝ
¨ÁgÀ¢gÀĪÀÅzÀÄ. gÁwæ £ÉÆêÀÅ, gÁwæ
£ÀqÉAiÀÄĪÀÅzÀÄ ¤zÉÝAiÀÄ°è ªÀÄvÀÄÛ (¸ÀĪÀÄä£À
§Ä°¸ÀªÀiï) ¤zÉÝ ªÀiÁvÀ£ÁqÀĪÀÅzÀÄ
ªÀÄÄAvÁzÀªÀÅ.

• gÁwæ ¸ÀªÀÄAiÀÄzÀ°è ªÀÄPÀ̼À vÉÆAzÀgÉUÀ¼ÀÄ

ªÀÄvÀÄÛ PÉlÖ PÀ£À¸ÀÄUÀ¼ÀÄ ªÀÄvÀÄÛ M¼ÉîAiÀÄ
¥Àj¸ÀgÀUÀ¼ÀÄ. gÁwæ C¼ÀĪÀÅzÀÄ, ªÀÄPÀ̼À
vÉÆAzÀgÉUÀ¼ÀÄ gÁwæ ¸ÀªÀÄAiÀÄzÀ°è
£ÉÆÃqÀĪÀÅzÀÄ ªÀÄvÀÄÛ C¼ÀĪÀÅzÀÄ ªÀÄvÉÛ
ªÀÄ®UÀzÀ ¸ÀªÀÄAiÀÄ.

167
¥ÀjºÁgÀ PÀæªÀÄUÀ¼ÀÄ:-

• ªÀÄPÀ̼ÀÄ ¸Àé®à w£ÀߨÉÃPÀÄ ªÀÄvÀÄÛ HlzÀ

ªÀÄvÀÄÛ PÀgÀ¼ÀÄUÀ¼À ¥ÀjÃPÉë ªÀÄvÀÄÛ PÀxÀUÀ¼À
CxÀªÁ K£ÁzÀgÀÆ ªÀÄ®UÀĪÀ ¸ÀªÀÄAiÀÄ
ªÀiÁqÀĪÀÅzÀÄ.

• vÀAzÉ-vÁ¬ÄUÀ¼ÀÄ ªÀÄPÀ̽UÉ M¼ÉîAiÀÄ

C£ÀÄPÀÆ®ªÁzÀ ºÁ¹PÉ ªÀÄvÀÄÛ ªÀiÁ£À¹PÀ
DgÉÆÃUÀå ¥Àj¸ÀgÀªÀ£ÀÄß ªÀÄPÀ̽UÉ

• ¤zÉÝAiÀÄ°è £ÉqÉAiÀÄĪÀÅzÀÄ, QrUÉ ªÀÄvÀÄÛ

PÀzÀªÀ£ÀÄß ºÁPÀĪÀÅzÀÄ ªÀÄvÀÄÛ vÀgÀºÀzÀ
CA±ÀUÀ¼À£ÀÄß vÉUÉAiÀÄĪÀÅzÀÄ.

• EvÁå¢ vÉÆAzÀgÉUÀ¼ÀÄ PÀ£ï¸À¨ïUÀ¼ÀÄ ªÀÄvÀÄÛ

qÁPÀÖgïUÀ¼ÀÄ ¸ÉÊPÉÆïÉÆÃa£ÉÊ ªÀÄvÀÄÛ
ªÀÄAvÉæUÀ¼À£ÀÄß PÉÆqÀ¨ÉÃPÀÄ ªÀÄvÀÄÛ ¸ÉÊPÉÆÃ
vÀgÀªÉ.

168
±Á¯ÉAiÀÄ£ÀÄß ©zÀjPÉ/ ±Á¯ÉUÉ ºÉÆÃUÉ¢gÀĪÀÅzÀÄ

EzÉÆAzÀÄ zÉÆqÀØ ªÀÄvÀÄÛ Noormal UÉ

EgÀzÀ vÉÆAzÀgÉUÀ¼ÀÄ. Emï EeïzÀ ¸ÁªÀiÁfPÀ
UÀÄA¥ÀÅUÀ¼ÀÄ ªÀÄvÀÄÛ vÉÆAzÀgÉUÀ¼À ªÀÄPÀ̽UÉ AiÀiÁgÀÄ
ºÉzÀjPÉƼÀÄîvÁÛgÉ, ªÀÄvÀÄÛ vÉÆAzÀgÉAiÀÄUÀĪÀ
¸ÀªÀÄAiÀÄzÀ°è GvÀÛªÀĪÁzÀ ¨É¼ÀªÀtÂUÉUÉ
vÉÆAzÀgÉAiÀiÁUÀĪÀÅzÀÄ. C¼ÀĪÁUÀ ¸ÀºÁAiÀÄ
ªÀiÁqÀĪÀÅzÀÄ. EzÀÄ «±ÉõÀªÁzÀzÀÄÝ.

EvÀgÉ CA±ÀUÀ¼ÀÄ : -

• ¹lÄÖ §gÀĪÀÅzÀÄ EzÀjAzÀ vÁAiÀÄA¢gÀ£ÀÄß

¨ÉÃgÉ ªÀiÁqÀĪÀÅzÀÄ.

• eÁ¹Û ºÉzÀgÀĪÀÅzÀÄ

• §Ä¢ÞªÀAwPÉAiÀÄ z˧ð®å

• «zÁåyðUÀ¼À£ÀÄß ºÁrPÉƼÀÄîªÀÅzÀÄ

• ¸ÀéZÀÒªÁV®èzÀ ªÁvÁªÀgÀt

169
 • ¥ÀjÃPÉëAiÀÄ §UÉÎ ºÉzÀjPÉ.

ªÀÄPÀ̼À°è ªÉÆzÀ®£ÉAiÀÄzÁV:-

AiÀiÁªÁUÀ®Æ zÉÊ»PÀ zÉúÀzÀ §UÉÎ

vÉÆAzÀgÉ ªÀiÁvÀÄÛ ºÉÆmÉÖ £ÉÆêÀÅ, vÀ¯É£ÉÆêÀÅ
ªÀÄvÀÄÛ ªÀÄPÀ̼À£ÀÄß ªÀÄ£ÉAiÀįÉèà EgÀĪÀAvÉ
ªÀiÁqÀĪÀÅzÀÄ.

ZÀlĪÀnPÉUÀ¼ÀÄ ¥ÀjªÀvÀð£É:-

• C¨sÁå¸À ¨É¼É¹PÉÆArgÀĪÀÅzÀjAzÀ
±Á¯ÉAiÀÄ°è ºÁdgÁw ªÀÄvÀÄÛ Dl
DqÀĪÀÅzÀÄ ªÀÄvÀÄÛ EvÀgÉ ZÀlĪÀnPÉUÀ¼ÀÄ.

• zÉúÀzÀ ¥Àj¹ÜwAiÀÄ£ÀÄß £ÉÆÃrPÉƼÀÄîªÀÅzÀÄ

ªÀÄvÀÄÛ zÉúÀzÀ vÉÆAzÀgÉUÀ¼À£ÀÄß
£ÉÆÃrPÉƼÀÄîªÀÅzÀÄ.

PÀÄlÄA§zÀ §UÉÎ «ZÁj¸ÀĪÀÅzÀÄ

M¼ÉîAiÀÄ jÃwAiÀÄ°è vÉÆAzÀgÉUÀ¼ÁUÀĪÀÅzÀÄ

170
CxÀªÁ NzÀĪÀÅzÀÄ. vÉÆAzÀgÉUÀ¼ÀÄ M¼ÀUÉÆArgÀĪÀ
ªÀiÁ£À¹PÀ ¹.J¸ï.J¸ï vÉÆAzÀgÉUÀ¼ÀÄ CxÀªÁ FUÀ
EgÀĪÀ ¸ÀªÀĸÉå «zÁå¨sÁå¸À PÉÆqÀĪÀÅzÀÄ, EzɯÁè
M¼ÀUÉÆArgÀĪÀ ºÉZÀÄÑ ZÀlĪÀnPÉ ºÉZÀÄÑ
¸ÀªÀĸÉåUÀ¼ÀÄ.

EzÀPÉÌ ¸ÀA§A¢ü¹zÀAvÉ

• zÉÆqÀتÀgÁUÀzÉ EgÀĪÀÅzÀÄ

• ªÉÄzÀĽ£À vÉÆAzÀgÉ ªÀÄvÀÄÛ UÁAiÀÄUÀ¼ÀÄ.

• EªÉgÀqÀÄ £ÀqÀÄ«£À ªÀA±À¥ÀgÀA¥ÀgÉAiÀÄ

ªÀÄvÀÄÛ ¸ÀªÀiÁfPÀ vÉÆAzÀgÉUÀ¼ÀÄ.

vÉÆAzÀgÉUÀ¼ÀÄ:-

• EªÉgÀqÀjAzÀÄ NzÀĪÀ ªÀÄƼÉUÀ¼À

vÉÆAzÀgÉUÀ¼ÀÄ.

• PÀrªÉÄ §Ä¢Þ

• PÀrªÉÄ ªÀiÁvÀ£ÁqÀĪÀÅzÀÄ ªÀÄvÀÄÛ vÁ¬Ä

¨sÁ±Á PÉÆgÀvÉUÀ¼ÀÄ.

• ªÀiÁvÀ£ÁqÀĪÀ ±À§ÞUÀ¼À£ÀÄß CxÀð

171
 ªÀiÁrPÉƼÀÄîªÀÅzÀÄ PÀµÀÖ.

• vÀÄA¨Á ZÀlĪÀnPÉ, PÉÆÃ¥ÀvÀ£À, vÀÄA¨Á

PÀÆUÁqÀĪÀÅzÀÄ, PÀrªÉÄ §rvÀ ªÀÄvÀÄÛ
E£ÉßAnAwªï

¥ÀjºÁgÀ PÀæªÀÄUÀ¼ÀÄ:-

¥ÀjºÁgÀ ªÀiÁqÀĪÀÅzÀÄ, EzÀÄ

M¼ÀUÉÆArgÀĪÀ CA±ÀUÀ¼ÉAzÀgÉ ªÀiÁ£À¹PÀ ªÉÊzÀågÀÄ,
ªÀÄPÀ̼À vÁAiÀÄA¢gÀÄ, ¸ÀàµÀ°¸ïÖ, ±Á¯Á ªÀÄPÀ̼À
vÁAiÀÄA¢gÀÄ, G¥À£Áå¸ÀPÀgÀÄ, ¸ÁªÀiÁfPÀ
PÉ®¸ÀUÁgÀgÀÄ ªÀÄvÀÄÛ vÀAzÉ vÁAiÀÄA¢gÀÄ.

• §zÀ¯ÁªÀuÉ ªÀiÁqÀĪÀÅzÀÄ, «ZÁgÀuÉ ªÀÄvÀÄÛ

vÀgÀ¨ÉÃw vÀAzÉ-vÁ¬ÄUÀ¼ÀÄ ªÀÄvÀÄÛ vÀgÀ¨ÉÃw
¤ÃqÀĪ «zÁå¨sÁå¸ÀUÀ¼ÀÄ ªÀÄPÀ̽UÉ
PÉÆqÀĪÀÅzÀÄ.

• OµÀ¢üUÀ¼À vÀgÀ¨ÉÃw ªÀÄvÀÄÛ PÀ¢ªÉÄ

ªÀiÁqÀĪÀÅzÀÄ ªÉÄzÀĽ£À vÉÆAzÀgÉUÀ¼À£ÀÄß
CxÀªÁ ¨ÉÃgÉ AiÀiÁªÀÅzÉà vÉÆAzÀgÉUÀ¼ÀÄ.

172
06. 10 ¤«ÄµÀ EzÀ£ÀÄß vÀqÉUÀlÖ§ºÀÄzÁzÀ vÀqÉUÀlÄÖªÀ ªÀÄvÀÄÛ zÉÊ»PÀ §zÀ¯ÁªÀuÉAiÀÄ
«zsÁ£À vÉÆAzÀgÉUÀ¼ÀÄ :-
PÀ¥ÀÅöà «ªÀgÀuÉUÀ¼ÀÄ
zÉÊ»PÀ vÉƪÀÄÝgÉ ªÀÄvÀÄÛ CzÀgÀ §UÉÎ PÀrªÉÄ ºÀ®UÉ
ªÀiÁqÀĪÀ UÀÄA¥ÀÅUÀ¼ÀÄ M¼ÀUÉÆArzÉ.

¨É¼ÀªÀtÂUÉAiÀÄ vÀAzÉ-vÁ¬ÄAiÀÄÄ ZÀlĪÀnPÉ «zÁåyðUÉ vÀAzÉ-

vÉÆAzÀgÉUÀ¼ÀÄ vÁ¬ÄUÀ¼À ²PÀët PÉÆqÀ¨ÉÃPÀÄ. ªÉÆzÀ®£ÉAiÀÄzÁV
¨É¼ÀªÀtÂUÉAiÀÄ §UÉÎ.

UÀÄA¥ÀÅUÀ¼ÀÄ vÀAzÉ-vÁ¬ÄAiÀÄjUÉ PÁAiÀÄðPÀæªÀÄUÀ¼ÀÄ :-

UÀÄA¥ÀÅUÀ¼ÀÄ vÀAzÉ-vÁ¬ÄUÀ¼ÀÄ PÁAiÀÄðPÀæªÀÄUÀ¼ÀÄ

UÀÄjUÀ¼ÀÄ ¸ÀºÁAiÀÄUÀ¼ÀÄ ²PÀëtPÉÃvÀÄ ªÀÄvÀÄÛ mÉÊ£ï
PÁåj¸ï lÄ¥Àůï¦ü¯ï vÁAiÀÄA¢jUÉ «¥ÉÃPÀë«®è.
E°è §zÀ¯ÁªÀuÉUÉ DUÀÄvÀÛzÉ. vÀAzÉ- vÁ¬ÄAiÀÄ
¸ÀjAiÀÄzÀ ²PÀët PÉÆqÀ¨ÉÃPÀÄ ªÀÄvÀÄÛ UÀÄjUÀ¼ÀÄ
¸ÀºÁAiÀÄ ªÀiÁqÀ¨ÉÃPÀÄ ªÀÄvÀÄÛ vÀAzÉ-vÁ¬ÄUÀ¼ÀÄ
PÀµÀÖPÉÆqÀ¨ÉÃPÀÄ. EvÀgÉ «zsÀUÀ¼ÀÄ UÀÄA¥ÀÅUÀ¼ÀÄ vÀAzÉ-
vÁ¬ÄUÀ¼ÀÄ PÁAiÀÄðPÀæªÀÄUÀ¼ÀÄ ªÀÄvÀÄÛ ºÀ½îUÀ½UÉ ²PÀët
ªÀÄvÀÄÛ ¸ÀªÀiÁfPÀ ²PÀët ªÀÄvÀÄÛ ¥ÉÊ¥ÉÇÃn ¸ÉPÀlgï

173
¸ÀA¸ÉÜUÀ¼ÀÄ.

10’ nPï¤Pï ±ÉÃ¥sï ªÀÄPÀ̼À ¨É¼ÀªÀtÂUÉUÉ

1) ¨É¼ÀªÀtÂUÉ K£ÀÄ CAvÀ UÉÆvÁÛUÀĪÀÅ¢®è -

±É¥ÀAUï«Ä£ïì ¥ÀŪÉÊArUï zÀ ªÀÄPÀ̽UÉ
ªÀÄvÀÄÛ jà E£ï ¥ÉÇøïÖªÉÄAmï EzÀÄ
¸ÀjAiÀÄV ªÀqÀØ r¸ïPÀè¨ÉÃqÀÄ.

¨É¼ÀªÀtÂUÉ ªÉÄÊ¸ï ªÉÊ¸ï ¸ÉÊ¥ï ªÀÄPÀ̼À vÉÆAzÀgÉ.

• ²¸ÀÄÛ ªÀÄvÀÄÛ ¨É¼ÀªÀtÂUÉUÉ

• ªÉʸï

• ¸ÉÆÃnªï EgÉÆäAUï

• ¸ÀªÀÄAiÀÄ

• PÀ£ï¹P﫸ï

• JªÉÄÊlgï

• £ÉÊAUÉÆÃr£Á

• EªÀiÁå£Àgï

174
¨É¼ÀªÀtÂUÉAiÀÄ ªÀiÁår «PÀ£ÉõÀ£ï MAzÀÄ M¼ÉîAiÀÄ
G¥ÁAiÀÄ ªÀiÁå£ÉÃf£ï ¨É¼ÀªÀtÂUÉAiÀÄ vÉÆAzÀgÉ.

ªÀÄ£ÀªÀvÀð£É :-

MAzÀÄ ªÀÄÄRåªÁzÀ CA±À J¯Áè ªÀÄPÀ̽UÀÆ

¦j¥ïì ¨É¼ÀªÀtÂUÉUÉ ªÀÄvÀÄÛ EªÀiÁå£ï
§zÀ¯ÁVgÀÄvÀÛzÉ. EzÀÄ Cwà ªÀÄÄRåªÁzÀ
CA±ÀªÁVzÉ. jPÁå£ÉÊeï J¯Áè ªÀÄPÀ̼ÀÄ ªÀÄvÀÄÛ
MAnAiÀiÁV ¨ÉÃgÉ AiÀiÁªÀ ¸ÀÆvÀæ EgÀĪÀÅ¢®è. EzÀÄ
ªÀÄPÀ̼À J¯Áè ¨É¼ÀªÀtÂUÉAiÀÄ vÉÆAzÀgÉAiÀÄ£ÀÄß
gÀQë¸ÀÄvÀÛzÉ. ¸ÁªÀiÁ£Àå ªÉÆzÀ®Ä ¨sÀAiÀĪÀ£ÀÄß
ªÀÄPÀ̽AzÀ zÀÆgÀ ªÀiÁr ªÀÄvÀÄÛ ¥ÉÇæÃvÁìºÀ ¤Ãr
¸ÀºÁAiÀÄ ªÀiÁrzÉ£ÀÄ.

PÉèöÊ w£ÀÄߪÀÅzÀÄ ¥ÉÊ£ïì ¹ÃªÉĸÀÄtÚ ªÀÄvÀÄÛ ¨sÀÆ«Ä

ªÀåªÀ¸ÉÜ:-

ªÀiÁ£À¹PÀ aQvÉìAiÀÄÆ ªÀÄPÀ̽UÉ ªÀÄvÀÄÛ ¥ÉÇõÀPÀjUÉ

vÉÆAzÀgÉUÀ¼ÀÄ M¼ÀUÉÆArgÀĪÀÅzÀÄ ¹ÜgÀªÁzÀ
aQxÉìAiÀÄ ªÀåªÀ¸ÉܬÄAzÀ.

175
nPïì ªÀÄvÀÄÛ ºÀªÁå¸À µÁå¸ÀªÀÄ.

nPïì vÀPÀëtzÀ CªÀåªÀ¸ÉÜ

¹ÜgÀªÁV®è¢gÀĪÀÅzÀÄ ZÀlĪÀnPÉ ¥ÀÅ£ÀgÀªÀvÀð£É
EzÀÄ ªÀÄÄRåªÁV nPïì DPÀæªÀÄt DUÀĪÀÅzÀÄ
ºÉÆÃvÀºÀ ªÀiÁ¯ï CdlÄqÀÄ ªÀÄPÀ̼À ªÀiÁ£À¹PÀ
ºÉtvÀzÀ ¸ÉÆÃ¥À ªÀÄvÀÄÛ aAvÉ vÀqɬÄrAiÀÄĪÀÅzÀÄ.
ªÀÄvÀÄÛ §¼ÀUÀzÀ CA±ÀUÀ¼ÀÄ ªÀA±ÀzÀ vÉÆAzÀgÉ.

ªÀiÁ夸ÀàµÀ£ÀÄß

• nPïì ªÀÄvÀÄÛ ªÉÆAlgÀÄ nPïì

• PÀtÄÚ Dr¸ÀĪÀÅzÀÄ

• UË£Àð¹¸ï

• §ÄeÁ C¯Áèr¸ÀĪÀÅzÀÄ

• £Á°UÉ ºÉÆgÀºÉÆAzÀÄ

• ªÀÄÄRzÀ°è UÁAiÀÄ DUÀĪÀÅzÀÄ

• UÀAl®Ä ±ÀÄzÀÞ

• PɪÀÄÄä

176
 • vÀqÉAiÀÄĪÀÅzÀÄ
• ¹ènAUï
ªÀåªÀ¸ÉÜ
• ZÀlĪÀnPÉ aQvÉì ªÀÄvÀÄÛ KtÂPÉ
• OµÀ¢ü aQvÉì ªÀÄvÀÄÛ ºÀ¯ÉÆÃrjqÉÆãï
ªÀÄvÀÄÛ UÀÄA¥ÀÅ OµÀ¢üUÀ¼ÀÄ
• ªÀiÁw£À vÉÆAzÀgÉUÀ¼ÀÄ
• ªÀiÁw£À CªÀåªÀ¸ÉÜ
• ¸ÁªÀiÁ£ÀåªÁV ªÀÄPÀ̼À°è
• zsÀé¤ vÉÆAzÀgÉ ªÀÄvÀÄÛ ¦èA¹
• ¸ÁªÀiÁ£Àå ªÀiÁw£À vÉÆAzÀgÉ vÀézÀ®Ä
ªÀiÁvÀ£ÁqÀĪÀÅzÀÄ
• ªÀiÁåljAUï ¤zsÁ£ÀªÁV ªÀiÁvÀ£ÁqÀĪÀÅzÀÄ
qÉʹè vÉézÀ®Ä ªÀiÁvÀ£ÁqÀĪÀÅzÀÄ
mÉÆêÀÄjAUï ¥Àè¹£ï CªÀåªÀ¸ÉÜ 3 jAzÀ 5
ªÀµÀðUÀ¼À UÀÄA¥ÀÅUÀ¼À £ÀqÀÄªÉ ¥Àj¸ÀgÀ ªÀÄvÀÄÛ
ªÀiÁ£À¹PÀ ªÀåªÀ¸ÉÜ.

vÀézÀ®Ä ªÀiÁvÀ£ÁqÀĪÀÅzÀÄ ®PÀëtUÀ¼ÀÄ ¸ÀjAiÀiÁV

E®è¢ÀÄÛ DPÀæqÀÄ ªÀiÁvÀ£ÁqÀĪÀÅzÀÄ lA§®
ºÉZÁÑVgÀĪÀÅzÀÄ PÉÊ¥ÁzÀ µÀjÃgÀ ZÀlĪÀnPÉ
ºÉZÁÑVgÀĪÀÅzÀÄ ¤zsÁ£ÀªÁV ªÀiÁvÀ£ÁqÀĪÀÅzÀÄ ¨É 3
jAzÀ 3-5 ªÀµÀðUÀ¼ÀÄ UÀÄgÀÄw¹ ¥ÀqÀÄvÉÛêÉ. ªÀÄAzÀ

177
§Ä¢Þ ªÀÄPÀ̼À°è ªÀÄvÀÄÛ EvÀgÉ ªÀiÁ£À¹PÀ
vÉÆAzÀgÉUÀ¼ÀÄ

r¸ï¯Á°AiÀÄ

ºÉZÁÑVgÀĪÀ CªÀåªÀ¸ÉÜ PÀµÀÖVgÀĪÀ DnðPÀÄ ¯ÉõÀ£ï

¸ÀjªÁV®è¢gÀĪÀ ºÀ®ÄèUÀ¼ÀÄ zÀªÀqÉ ¥ÉèïÉÃlÄ.

ªÀÄÄSÁåA±ÀUÀ¼ÀÄ:-

¸ÀjAiÀiÁV PÀ¼É¸À¢®èjªÀÅzÀÄ ¥ÀÅl vÀÄn ªÀÄvÀÄÛ

°¥ÀÅlÄ ¥Áå¯ÉlÄ ¸Égɧæ®Ä ¥Àè¸ï ºÀ®ÄèUÀ¼ÀÄ ªÀÄvÀÄÛ
ºÀÄ®ÄPÀįÉèÃPÀë£ï ªÀÄÄRzÀ°è DPÁgÀ ¨ÉÃgÉ
¨ÉÃgÉAiÀiÁVgÀĪÀÅzÀÄ.

ªÀiÁ夥ÉéÃPÀë£ÀÄß :-

• ªÀiÁvÀ£ÁqÀĪÁUÀ §zÀ¯ÁªÀuÉ DUÀĪÀÅzÀÄ

• C¹ªÉÃPÀë£ÀÄß

• ªÀiÁ¸ÀUÀ¼À ¥ÀÅ£ÀgÀªÀvÀð£É

• ºÉZÀÄÑ PÁ® ±À§Þ.

178