RAJIV GANDHI UNIVERSITY OF HEALTHSCIENCES

BANGALORE, KARNATAKA,

PROFORMA FOR REGISTRATION OF

SUBJECTS FOR DISSERTATION

SAISAGAR BALKRISHNA KSHIRSAGAR

1ST YEAR M.SC NURSING

MENTAL HEALTH NURSING

YEAR 2011-2013

CAUVERY COLLEGE OF NURSING

# 42 / 2B, 2C, THERECIAN COLLEGE

SIDDARTHA LAYOUT

MYSORE


RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES,

BANGLORE, KARNATAKA

PERFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTION

1. / NAME OF THE CANDIDATE AND ADDRESS / SAISAGAR BALKRISHNA KSHIRSAGAR
1ST YEAR M.SC NURSING, CAUVERY COLLEGE OF NURSING,
# 42 / 2B, 2C, THERECIAN COLLEGE
SIDDARTHA LAYOUT
MYSORE
2. / NAME OF THE INSTITUTION / CAUVERY COLLEGE OF NURSING, MYSORE
3. / COURSE OF STUDY AND SUBJECT / MASTER OF SCIENCE IN NURSING – MENTAL HEALTH NURSING
4. / DATE OF ADMISSION TO THE
COURSE / 01-06-2011
5. / TITLE OF THE STUDY / TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE OF PARENTING AND ROLE ADJUSTMENT AMONG THE PROSPECTIVE PARENTS IN SELECTED HOSPITAL IN MYSORE CITY.
5.1. / STATEMENT OF THE PROBLEM / A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE OF PARENTING AND ROLE ADJUSTMENT AMONG THE PROSPECTIVE PARENTS IN SELECTED HOSPITAL IN MYSORE CITY.

6. BRIEF RESUME OF THE INTENTED STUDY

6.1. INTRODUCTION

“Parental involvement and interest give the fullness to the feel of life for the children encouraging them to experiment, risks, and reach, to take the next step.”
( Daphne de marneffe)

More recently antenatal group-based parenting programmes aimed at promoting the transition to parenthood (focusing in particular on issues such as the emotional changes that mothers and fathers experience at this time, parenting skills, and issues such as bonding and attachment) have been developed and evaluated. Evidence about such programmes is still extremely limited both in terms of quantity and quality, but provides some indication that such programmes have the potential to improve a range of outcomes such as dyadic adjustment, maternal psychological well-being, parental confidence, and satisfaction with the couple and parent-infant relationship in the postnatal period.

Parents are a critical, if not the most critical, factor in the social development of children. A plethora of studies have produced empirical findings that indicate parental behavior can either increase or decrease an adolescent’s risk for delinquency and other problem behaviors . For instance, volumes of research indicate that supportive parent–child relationships, positive discipline methods, close monitoring and supervision, parental advocacy for their children, and parental pursuit of needed information and support consistently buffer youth against problem behaviors. In other words, parents who provide their children with respect, support, supervision, and consistent discipline are likely to be rewarded with children less likely to become involved with antisocial peers and in delinquent behaviour.

But when parents fail to fulfill these fundamental responsibilities, their children often suffer the consequences. In fact, the evidence is overwhelming. A tremendous amount of research reveals that children are at risk of developing antisocial behaviours when they are exposed to ineffective parenting behaviours such as poor supervision, rejection, or harsh and inconsistent discipline. Specifically, research indicates that antisocial behaviour of parents; unsupportive parents; physical and emotional abuse; parent–child involvement, parental supervision, and parental rejection; and parental monitoring, parenting techniques, and caretaker discipline toward children have all been found to influence delinquent behaviour.

Parents can increase the probability of delinquency and other problem behaviours among their children because they serve as the primary socialization context for children. The theoretical foundation for this relationship is generally grounded in theories of social control positing that delinquent acts are more likely to occur when an individual’s bond to society is weak or broken under this perspective, the family acts as a socializing agent by introducing and endearing children to conventional norms and values. The theory argues that a strong affectionate tie between child and parent is one of the fundamental means for establishing this societal bond and thus insulating adolescents from delinquency and other problem behaviours.

Unfortunately, poor family functioning or non-traditional family structures can inhibit the development of or decrease parental attachment and thus break the bond with society, separating individuals from the internal controls that discourage criminal behaviour. Gottfredson and Hirschi argue that as a result of inept parenting, some adolescents tend to be impulsive, defiant, physical, and risk-taking. Such youth are attracted more strongly to delinquent acts than those who have been socialized to possess strong internal controls. However, ineffective parenting is seen as a result of two factors. First, parents and children tend to be similar in their temperament, personality, and cognitive abilities. Thus, there is a tendency for impulsive, aggressive children to have parents who also possess these characteristics, and these characteristics tend to interfere with effective parenting. Second, recent research indicates that parent–child interaction is a reciprocal process. In other words, not only does ineffective parenting increase the probability of child conduct disorders, but also hostile, obstinate child behaviour often elicits negative parenting behaviour—resulting in a reduction in effective parenting. Thus the personal characteristics of the parents combine with the difficult behaviour of the child to create a volatile mix of antagonistic relationships.

Consequently, it is imperative that delinquency prevention programs reinforce the parent– child bond as a means of preventing delinquent behaviour. One way of reinforcing the parent–child relationship is to decrease risk factors and increase protective factors for delinquent behaviour through parent training and family strengthening programs. These programs address important family protective factors such as parental supervision, attachment to parents, and consistency of discipline. They also address some of the most important family risk factors such as poor supervision, excessive family conflict, family isolation, sibling drug use, and poor socialization.

The evidence suggests that the provision of this form of social support should be responsive to the priorities of participating parents and include sessions addressing the transition to parenthood; relationship issues and preparation for new roles and responsibilities; the parent infant relationship; problem-solving and conflict-resolution skills.

Knowledge of parenting and child development also changes over time. Many parenting practices that were common only a generation ago—laying children to sleep on their stomachs, for example—are not recommended today. New research, social expectations, social structures, and even laws have combined to make parenting a different task than it was even 20 years ago. Parents need access to information that is grounded in the latest research.

Parenting involves loving, caring for, and teaching children. This responsibility is often shared by parents with others in the community. Parenting is rewarding work filled with challenges and learning experiences. It's through you, a parent that your child develops the self-esteem, confidence, and social skills necessary to prepare for school, work, and community involvement.

Providing as much quality time as possible is especially important in the early years. Ideas and styles of parenting have changed as our society has changed. We often parent as we were parented and need to learn new ways. You are not alone. At some time, we all need help reassurance, advice and support.

There is extensive research linking healthy child development to effective parenting. Children thrive when parents provide not only affection, but also respectful communication and listening, consistent rules and expectations, and safe opportunities that promote independence. Successful parenting fosters psychological adjustment, helps children succeed in school, encourages curiosity about the world, and motivates children to achieve. Parenting skills are not static; as children grow and mature, parents need to change the way they respond to their children’s needs. In addition, parenting styles need to be adjusted for each child’s individual temperament and unique circumstances.

6.2. NEED FOR THE STUDY:

“The voice of parents is the voice of gods, for to their children they are heaven’s lieutenants.”

(Shakespeare)

This is suggests that improving fundamental parenting practices should reduce problem behaviours. Today there are several major categories of interventions designed to improve parenting practices and thus prevent future problem behaviours. These programs include behavioural parent training, parent education, parent support groups, in-home parent education or parent aid, and parent involvement in youth groups.

This research concentrates on teaching parents and prospective parents the use of effective management skills. This highly structured approach generally includes parents only, in small groups led by a skilled trainer or clinician. Programs are designed to help parents learn to recognize both prosocial and antisocial behaviours, employ social learning techniques (e.g., positive reinforcement, ignoring, distraction, punishment), and improve family problem-solving skills. Parent training can be beneficial even during pregnancy and early childhood, since parenting skills learned early can have positive effects as the child matures.

Early parenting knowledge required among prospective parents because for several reasons mentioned below and the reasons are as follows.

Prevention efforts should begin with prenatal care and continue throughout the School years. Risk factors for behavior problems occur throughout children’s development, and children face new risks as they mature and encounter new challenges. Children’s environments also become more complex as they grow older, making intervention more difficult. Some early risks have been repeatedly tied to many behavior problems in later childhood. Reducing these risks has the possibility to prevent the development of multiple problems. A few programmes have had remarkable effects in preventing the development of problem behavior in adolescence. In one project, nurses visited poor unmarried teenage mothers before and after the birth of their children. Their visits focused on improving the mother’s physical and psychological health, educational and family planning, childcare and support from family and friends. The mothers’ own adjustment improved. More importantly, their children showed less delinquency, smoking, drug and alcohol use and sexual activities at age 15, compared to children whose mothers did not receive the programme.

Ø  Positive consequences Matter

Provide positive consequences to increase desirable behaviors.

Positive incentives come in many forms and can be tangible (such as money) or social (for example, praise). Additional examples of positive consequences that can increase behavior involve giving children extra privileges and opportunities that they desire. Other consequences, such as attention from others, can be more subtle but equally powerful. Parents, teachers, other adults or peers can provide positive consequences to children. Similarly, adults and children can provide positive consequences that can help adults display more positive behavior. Positive consequences can also inadvertently encourage problem

behavior. A teen who can earn needed money by selling drugs may sell or use drugs; a boy who routinely gains attention from his peers for breaking the law may continue this criminal behaviors.

Clear, immediate, mild negative consequences can reduce problem behaviors.

Many programmes for preventing serious adolescent behavior problems teach parents and teachers to discipline problem behavior in new, non-abusive, more effective ways. The reason punishment often fails to work is probably because the punishment is too severe, too delayed and too inconsistent. Costs and other negative consequences will work best if: (a) negative consequences or costs occur immediately after the behavior; (b) negative consequences are consistent rather than occasional; and (c) the child receives positive consequences for desirable alternative behaviors. Gradually increasing the intensity of punishment is not effective in the long run, either. Instead, relatively mild negative consequences delivered consistently are more likely to be effective—particularly when expectations for acceptable behavior are clear.

Create opportunities for children to observe and practice interpersonal as well as academic skills.

Children learn interpersonal skills in various ways. They observe parents, teachers and peers handle situations and learn from what they see. Adults also instruct children in how to behave. One thing is clear from research on teaching children to resist peers’ encouragement to use tobacco, alcohol and drugs, however: adult instruction is not enough. Practicing the skills is crucial, too. Children must also generalize what they have learned to real-life situations. Teaching children how to handle problem situations will be most effective if it involves: (a) instruction and opportunities to observe others behave effectively; (b) practice and feedback on the skills they are learning; (c) instruction in many different examples of the skills; and (d) positive consequences from adults or peers when children use their skills in their daily lives. In addition, children must learn skills that fit their culture and that will help them be more effective in the situations they encounter.

Know where children and adolescents are, what they are doing and with whom, and provide appropriate supervision.

Research indicates that young adolescents are particularly likely to experiment with alcohol, tobacco and other drugs if they are at home or at a friend’s house when there are no adults around. In schools, aggressive social behavior is more likely where adult supervision is minimal, such as on the playground and in the hallways, than where adults are present. Similarly, delinquent activity is more likely to occur in the afternoon hours, when supervision is less likely, than earlier in the day. Furthermore, parents who know what their child or adolescent are doing each day are less likely to have children who associate with deviant peers and engage in diverse problem behaviors. Adolescents who have friends who break the law, smoke, drink or use illegal drugs are more likely to do these things than children whose friends are not involved in problem behaviors.

Reduce youths’ access to the situations in which problem behavior is particularly likely to occur.

Reducing access to cigarettes, drugs and alcohol reduces how often adolescents use these substances. Numerous studies show that car accidents among young people who have been drinking can be significantly reduced when laws and regulations make alcohol less available. These laws include increases in the legal drinking age in countries that permit alcohol consumption. Another way shown to decrease alcohol use involves increased enforcement of restrictions on sales of alcohol to children. Similar research on youth smoking indicates that communities that adopt and enforce laws that make sales of tobacco to young people illegal can significantly reduce how many adolescents use tobacco. Schools with policies that restrict smoking have lower smoking rates than those that lack these policies.

Reduce children’s exposure to negative conditions that cause stress.

Negative events and conditions that are stressful create difficulties for both parents and children. These difficulties in turn can increase the chances the child will develop later problems. For example, a mother’s exposure to stress during pregnancy is related to behavior problems in her child. These stressors can take many forms, such as maternal smoking or alcohol use during pregnancy, a difficult or prolonged delivery, or the experience of an influenza infection. The negative effects of these early life stressors can often be reversed by consistent and warm parenting practices after the baby is born.