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Chaudhary Charan Singh Haryana Agricultural University, Hisar
Chaudhary Charan Singh Haryana Agricultural University popularly known as HAU, is one of Asia's biggest agricultural universities, located at Hisar in the Indian state of Haryana. It is named after India's seventh Prime Minister, Chaudhary Charan Singh. It is a leader in agricultural research in India and contributed significantly to Green Revolution and White Revolution in India in the 1960s and 70s. It has a very large campus and has several research centres throughout the state. It won the Indian Council of Agricultural Research's Award for the Best Institute in 1997. HAU was initially a campus of Punjab Agricultural University, Ludhiana. After the formation of Haryana in 1966, it became an autonomous institution on February 2, 1970 through a Presidential Ordinance, later ratified as Haryana and Punjab Agricultural Universities Act, 1970, passed by the Lok Sabha on March 29, 1970. A. L. Fletcher, the first Vice-Chancellor of the university, was instrumental in its initial growth.
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ThesisItem Open Access Temperament, interpersonal competence and sociometric status of 6-8 years old children(CCSHAU, 2011) Shahi, Veena; Balda, ShantiThe present investigation was conducted in Hisar city of Haryana state. From Hisar city, two schools affiliated to CBSE and two schools affiliated to HBSE were selected at random. From each school 40 children were randomly selected. Total sample constituted of 160 children, their mothers, class teachers and classmates. Malhotra Temperament Schedule (Malhotra and Malhotra, 1988) was used to assess mothers’ perception of their children’s temperament. Interpersonal competence of selected children was assessed with the help of Social Problem-Solving Test (Rubin, 1988). Sociometric status of children was assessed with the help of a peer rating scale developed by Asher et al. (1979) and Nomination Measure (Moreno 1934) modified by Negi (1999). Results revealed that temperamentally boys were more energetic than girls. For interpersonal problem solving, most frequently used strategies by children were non-forceful in nature. Results also revealed that there were no gender differences in quantitative features of interpersonal social problem solving skills of boys and girls, but, significant differences were found for usage of quality of strategies. Girls produced greater proportion of non-forceful strategies as compared to boys; on the other hand, boys suggested greater proportion of forceful strategies as compared to girls. On the basis of sociometric scores, children were grouped under five categories of sociometric status. It was found that majority of children were classified under the average category, followed by popular, rejected, isolated, respectively. Only a few children could be classified under the controversial category. Acceptance criterion for majority of children was being supportive and cooperative. Majority of the children cited aggressive behavior as the main reason for peer rejection. Results revealed that temperamentally highly sociable, highly emotional and highly rhythmic children obtained greater quantitative scores and suggested greater proportion of non-forceful and lesser proportion of forceful strategies. While on the other hand, distractible children were likely to obtain lesser quantitative scores and suggested greater proportion of forceful strategies. On the basis of categories of temperament, results showed that children who fell in high categories of sociability, emotionality and rythmicity were more likely to be accepted and positively rated and less likely to be negatively nominated by their peers than their counter parts who fell in low and intermediate categories of these temperamental dimensions. Children who were high in distractibility received greater scores on peer rejection. Correlations between sociometric scores and social problem solving scores revealed that accepted and highly rated children suggested greater number of strategies and greater number of categories of strategies. Also, these children suggested more relevant strategies and different alternatives and non-forceful strategies. While reverse was true for peer rejection. Peer rejected children suggested greater proportion of forceful and lesser number of non-forceful strategies in interpersonal problem solving tasks with their peers. Rejected and controversial children were more aggressive and impulsive as compared to other categories of sociometric status.ThesisItem Open Access Intervention programme for visualmotor integration skills of slow learner children(CCSHAU, 2011) Saini, Renu; Sangwan, S.The present study was conducted in rural and urban Hisar. Rural study was conducted in government schools of Mirkha, Bhojraj (block-I), Choudrivas and Muklan (block-II) villages of Hisar district and urban study was conducted in Buniyad School, Vishwas School, Bal Vidya Niketan School and Modern School of Hisar city. Eighty slow learner (70-90 IQ) and forty normal (90 and above IQ) children in the age group of 10-14 years were selected as rural sample. In same way 80 slow learners and 40 normal children were selected from urban area. Finally, 160 slow learner and 80 normal children were constituted as sample. The slow learners were further assigned to experimental (40) and control (40) group each for rural and urban area. The present study has come out with the development and implementation of intervention programme on visual-moor integration skills (VMIS) of slow learner, after assessing the existing level of slow learner children on VMI skills. Slow learner performed poorly as compared to normal children. Urban slow learner and normal children performed better than rural ones in VMI skills. Also, male slow learner and normal children performed better than female children in VMI Skills. The study has also attempted to provide an outline of factors affecting visual-motor integration skills of children. VMI skills of children were not affected by physical development status (height, weight). Significant association was found between VMI skills and home environment, school environment, personal and socio-economic status of children. To a large extent intervention programme enhanced, the visual-motor integration skills of slow learners. There was significant improvement in the mean score of slow learner after giving intervention programme. The study demands awareness on the part of family members, school teachers and all those who concerned with children to explore and enhance visual-motor integration skills of slow learners.ThesisItem Open Access Psycho-social dimensions of disabled and normal male adolescents(CCSHAU, 2012) Pant, Kusha; Dhanda, BimlaThe growth and development of a nation also, to a large extent, depends on the self-concept, aspiration and educational aspiration in disabled adolescents and their role in nation building. In view of the same, the present study was framed. The broad objective was to study the psycho-social dimensions (self-concept, adjustment and educational aspiration) of disabled and normal male adolescents. The study was conducted in the two cities of Haryana state i.e. Hisar and Gurgaon. Total sample size included 400 male adolescents (200 disabled male adolescents and 200 normal male adolescents). Children’s Self-Concept Scale developed and standardized by Ahluwalia (1980) was taken as an instrument to assess the self-concept of adolescents. For assessing the adjustment pattern of adolescents, Adjustment Inventory for School Students (2007) by Sinha and Singh was used. To assess the level of educational aspiration of adolescents, Level of Educational Aspiration Test by Khan (2010) was used. Home Environment Inventory by Misra (1989) was used to measure the psycho-social climate of home as perceived by adolescents. School Environment Inventory by Misra (2002) was used to measure the psychosocial climate of schools as perceived by the pupils. The scale, Generalized Self-Efficacy Scale by Schwarzer and Jerusalem (1995), was applied to assess a general sense of perceived self-efficacy. Comparison of the psychosocial dimensions (self-concept, adjustment and educational aspiration) of normal and disabled adolescents indicated that significant differences existed between the two groups. Self-concept, adjustment and educational aspiration of normal adolescents were significantly better than the disabled adolescents. Further, psycho-social dimensions of adolescents were found to be positively and significantly correlated to each other and, self-concept was found to be considerable in improvement of adjustment and educational aspiration of adolescents, irrespective of their abilities. Results indicated no association of age with the psycho-social dimensions in case of normal adolescents whereas, in case of disabled adolescents except educational, no association was found with rest of the psycho-social dimensions. Birth order was also not found associated with psycho-social dimensions. It was identified that ‘type of family’ matters as it affected the self-concept and educational aspiration of normal adolescents and adjustment of disabled adolescents. Investigation across size of the family disclosed that family size did influence the self-concept, adjustment and educational aspirations of normal adolescents, but not of disabled adolescents. Results further exposed that significant association existed between psycho-social dimension and family income, school achievement, number of siblings, educational status of parents and father’s occupation. Mother’s occupation of normal adolescents was found to be significantly associated only with self-concept. Analysis disclosed that psycho-social dimensions of adolescents were found significantly associated with the selfefficacy, home environment and school environment including all their sub-aspects. In conclusion, this study provides evidence that psycho-social dimensions (self-concept, adjustment and educational aspiration) are an integral part of an individual, especially, in the transitional adolescence years. Special attention in this context should be directed towards disabled adolescents, as these dimensions affect them significantly.ThesisItem Open Access Family functioning and mental health of adolescents(CCSHAU, 2012) Nagarkoti, Vineeta; Punia, ShakuntlaKeeping in view the synergistic relationship between family functioning and mental health of adolescents, the present study was framed with the broad objective to study the family functioning and mental health of adolescents residing in two different residential areas to represent NCR and non-NCR. The study was conducted in two cities of Haryana state, namely- Gurgaon and Hisar. Total sample of the study consisted of 160 adolescents (80 males and 80 females) and their 160 parents (160 mothers and 160 fathers). Standardized tests were used to measure family functioning, communication, satisfaction, mental health and proactive coping skills of adolescents. Findings unveiled differences in the family functioning of two different residential areas. Balanced family functioning via cohesion and flexibility within the family was more prevalent in non-NCR families, whereas, non-NCR families had comparatively unbalanced family functioning. Higher family communication and satisfaction status was in full swing in non-NCR than NCR families. Family communication and satisfaction was positively significantly correlated with the balanced aspects of family functioning, i.e. cohesion and flexibility and negatively with unbalanced aspects of family functioning (disengaged, enmeshed, rigid and chaotic). Most significant predictors having maximum direct effect on the family functioning were academic achievement followed by maternal education and family income. Non-NCR adolescents were slightly better in their proactive coping skills than NCR adolescents, moreover females accounted for relatively better proactive coping skills than their counterparts irrespective of the area of residence. Results showed positive and significant correlations between family cohesion, flexibility, communication and satisfaction and adolescents’ proactive coping skills. Adolescents’ academic achievement, family size and family flexibility were the significant predictors and had maximum direct effect on adolescents’ proactive coping skills. Non-NCR adolescents had fairly sound mental health than NCR adolescents except for overall adjustment. Female adolescents had relatively better count in good level regarding different dimensions of mental health except emotional stability and security-insecurity dimensions of mental health. Academic achievement and school attendance were positively and significantly correlated with their mental health. Level of education and status of occupation of parents had significantly positive correlation with adolescents’ mental health. Family size was found to be positively and significantly correlated with mental health of adolescents. Balanced aspects of family functioning (cohesion and flexibility), communication and satisfaction had significantly positive correlation while, unbalanced aspects (disengagement, enmeshment, rigidity and chaos) had negative yet significant correlation with adolescents’ mental health. Positive and significant correlations between mental health dimensions and proactive coping skills of adolescents were identified. The significant predictors having direct effects on the mental health of adolescents’ were family satisfaction followed by family disengagement, academic achievement, paternal education, family communication and maternal occupation. In conclusion, sound mental health is of paramount importance during transitional phase of adolescence. Family plays a filter role in maintaining sound mental health of adolescents. High family functioning, strong proactive coping skills and the resulting familial factors like good family climate can make the adolescence phase of “stress and strain” more comfortable.ThesisItem Open Access Parental differential treatment in siblings(CCSHAU, 2012) Poonam; Punia, ShakuntlaThe current study explored mothers’ and fathers’ differential treatment (PDT) of their offsprings in seven domains (warmth, hostility, privileges, household chores, affection, discipline and temporal involvement) and examined whether children, parental and contextual risk factors contribute towards PDT. The study was undertaken in purposively selected Hisar city, of Haryana State. A total of 120 two -parent families with two children in the age range of 10-17 years were selected randomly equally representing the two SES groups i.e. upper-middle (60) and lower-middle (60) SES families. Within each SES group, equal number of the four sibling sex constellations viz. boy-boy (15), boy-girl (15), girl-girl (15) and girl-boy (15) were recruited. Thereby, the total sample was consisted of 240 children (120 older and 120 younger siblings) and 240 parents. PDT was studied using a multi-informant approach. In the face of social norms for equal treatment, the present study provided evidences that mothers and fathers often treat their offspring differentially. As per siblings’ perception and parental reports regarding PDT, in the domains of warmth, affection, and temporal involvement, over half of mothers and fathers both, favoured younger siblings more than the older siblings, whereas, nearly same percentage of both parents were relativ ely more hostile, stricter, assigned more household responsibilities to the older siblings. Interestingly, older siblings were more favoured when granted privileges than the younger siblings. These results were equally true for both the SES groups i.e. upper-middle and lower-middle SES families. The family patterns of PDT identified in the present study reflected that there was a tendency toward congruence in mothers’ and fathers’ differential treatment and therefore largest number of families exhibited con gruent pattern in their treatment of the siblings across all the domains except in temporal involvement where complementary pattern was apparent. Impact of sibling sex constellation on magnitude and direction of PDT was confirmed and it was seen that prevalence of PDT was highest in opposite-sex dyads in all the parenting domains than in same-sex dyads in both the SES families. Regarding comparison between children’s and parental reports on PDT, it was observed that statistically significant differences were evident between the two informants’ reports. Children reported to perceive higher degree of PDT than PDT reported by the parents. On an average, the predictors explained 40 per cent of the variance in children’s reported maternal differential treatment and 34 per cent of the variance in paternal differential treatment. The regression analyses further revealed that child characteristics were the strongest determinant of PDT and as main contributor towards the variation observed. Out of three parental variables fitted into regression equation, malaise played an important role in PDT, whereas, for mothers’ differential treatment in domain of hostility mothers’ emotional intelligence and impulsivity were the significant predictors. Surprisingly, among three c ontextual variables fitted into regression equation, one variable namely, marital happiness provided independent prediction for fathers’ differential treatment, but this was not the case for mothers. This shows that contextual variables were influencing fathers more than mothers.ThesisItem Open Access Social and Emotional Skills of Institutionalized Adolescents: An Action Research(CCSHAU, 2014) Renu Bala; Sangwan, SheelaThe present study was conducted purposively in two institutions each from Haryana State and Delhi. Adolescents equally representing both the sexes i.e. 50 girls and 50 boys were selected on random basis from both the institutions. Hence, a total of 200 adolescents constituted the sample for the study to assess the existing social and emotional skills.The adolescents were further assigned to experimental (50) and control (50) group. Life Skills Assessment Scale (LSAS) developed by Nair.et al. (2010) was used to assess the social and emotional skills among the adolescents. Beck et al. (1996) was used to estimating depression among adolescents. Test-Anxiety Scale (TAS) developed by Sharma (1978) was used to measure the level of anxiety among the adolescents. A Life Stress Scale developed by Agarwal and Naidu (1986) was used to study the level of stress among the adolescents. After assessing the existing social and emotional skills of adolescents, results showed that the performances of boys and girls adolescents on all six dimensions of social and emotional skills were found in average level. Age, gender relationship with peers and teachers were found significantly associated with social and emotional skills among adolescents. Majority of adolescents had moderate level of depression, anxiety and stress and significant and negatively correlated with most of the social and emotional skills dimensions. To a large extent intervention program enhanced the social and emotional skills of institutionalized adolescents. There were significant improvements in the mean scores of adolescents after giving intervention program. Age and gender wise significant improvement was found in all six dimensions of social and emotional skills.ThesisItem Open Access Childhood Aggression And Maternal Coping Strategies(Chaudhary Charan Singh Haryana Agricultural University; Hisar, 2010) Shanwal, Pooja; Sangwan, S.ThesisItem Open Access Impact of Intervention Program for Aggressive Behaviour among Adolescents(CCSHAU, 2014) Sharma, Deepika; Sangwan, SheelaThe study was conducted in Hisar district of Haryana and Kangra district of Himachal Pradesh where one school each from rural and urban area was selected. From each of the four selected schools of rural and urban area of Hisar and Kangra district, five hundred adolescents in the age group of 13-15 year were included. Self prepared questionnaire was used to delineate socio-personal variables. Dimensions of Temperament Scale by Chadha and Chandna (1996) was used for assessing temperament of adolescents. Family Environment Scale developed by Bhatia and Chadha (1993) was used to measure the family environment of the adolescents. A Positive Proactive Coping Inventory for adolescents developed by Greenglass et al. (2008) was used to assess the coping skills of adolescents. Aggression Scale developed by Mathur and Bhatnagar (2012) was used to study the nature of adolescent aggressive behavior. The results revealed that adolescents residing in rural area of Haryana had more aggression while in Himachal Pradesh aggression was more in adolescents of urban area. Gender wise significant differences were found in physical, verbal, relational and overall aggression in adolescents of both states. Adolescents of Himachal Pradesh were significantly better in most of the positive dimensions of temperament and family environment. Proactive and reflective coping was better in adolescents of Himachal Pradesh whilst emotional and avoidance coping was more in adolescents of Haryana state. Age, parental education, paternal occupation, caste and family income had negative yet significant correlation with aggression and positively influenced by ordinal position in both the states. Gender, family income, ordinal position, age, paternal education and maternal education were the significant predictors for aggression in adolescents of Haryana. But in Himachal Pradesh, residential area, family income, number of siblings, maternal occupation, gender and paternal education came out as significant predictors for aggression in adolescents. Age, gender and area wise significant improvement was found in physical, verbal and relational aggression among experimental group adolescents in both states after execution of intervention programme. Overall, aggression was significantly reduced in adolescents of both Haryana and Himachal Pradesh at post-testing stage.ThesisItem Open Access Intervention on socio-emotional school readiness(CCSHAU, 2014) Seema Rani; Dhanda, BimlaThe present study was conducted in rural and urban area of Hisar and Panipat district. A sample of 400 preschool children was selected from both the districts. Socio-emotional School Readiness scale (Bustin, 2007) used to assess socio-emotional school readiness skills of children. Early Childhood Environment rating scale by Thelma et al. 2005 and Home Environment scale by Caldwell and Bradley, 1984 were used to measure preschool and home environment of respondents respectively. Results revealed that socio-emotional school readiness and its aspects were significantly better in children of Hisar district in both the locations than their counter parts from district Panipat. Further, it was found that all aspects of Home environment were significantly associated with socio-emotional readiness in Hisar district while, in Panipat district only two aspects namely; physical and academic stimulation were significantly influential factors for socio-emotional school readiness. The study further elaborated the significant relationship between socio-emotional school readiness skills of children and their pre-school programme in both the districts. Positive significant impact of intervention programme was found on composite socio-emotional school readiness scores as well on all domains of the home environment variable.